SAFE and responsible citizens, RESPECTFUL and honest ...

BARNAWARTHA PRIMARY

SAFE and responsible citizens, RESPECTFUL and

honest individuals and successful and confident

LEARNERS.

Student Wellbeing and

Engagement Manual

2017

Modelled and Adapted from the Melrose

Primary School Student Wellbeing

manual 2010 and Kiewa Valley Primary

School Wellbeing manual 2009.

Our Philosophy

When a student puts on their school uniform and walks through the gates of Barnawartha

Primary School, they must feel a part of a community that is unlike any other. Together the

staff, families and community embrace the opportunity to work together to begin the most

important journey that their child will ever take. It is a journey they only get one chance to

take. One that, together, we should travel every moment with an open heart, a thinking brain

and with guiding hands.

Their journey will be a challenge. Life is a challenge. Our brain insists that we are challenged.

Without challenge we cannot live life to the fullest; we cannot be all that we are meant to be.

We will be challenged to heal, help and care for our self and those around us. We will leave a

legacy of good. We will be SAFE and responsible citizens.

We will be challenged to make choices. We will learn how to know and do what is right. Not

because we’re told to, but because it is what we believe is the right thing to do. We will be

RESPECTFUL and honest individuals.

We will be challenged to find out who we are and why we think, feel and act the way we do

and how this affects us and those around us. We will be successful and confident

LEARNERS.

“The development of emotional intelligence must be seen as the lifeblood of the school

community and as such it must be an integral and constant part of the school’s curriculum. It

must be afforded the right of being a subject in itself as well as a process woven into the

daily fabric of school life and learning.

As human beings we respond emotionally first and rationally second. Emotions have the

greatest influence on our behaviour. Knowing about human emotions and understanding why

and how they occur allows us to take charge of, manage and change our own behaviour.

Self-awareness, self-control, self-motivation, resilience, empathy and the ability to get along

with others are the pillars of emotional intelligence and constitute the pathway to health,

happiness and success.

Frequently, when a student behaves inappropriately it is because emotions have taken over

from reason. They have become a victim of their emotions and there is every likelihood the

predominant emotion was anger or one of its derivatives. At Barnawartha, we teach students

how to be the master of their feelings, rather than a victim of their feelings”.

(M Geogheghan,2005)

Shared Expectations: Our “BARNY STARS”

“We do the right thing, not because we are told to, but because we know it’s the right

thing to do”.

Through the teaching of emotional intelligence we learn to develop our values into virtues. To have

these as virtues means that they (the Barny Stars) become natural, intrinsically motivated thoughts,

feelings and actions.

SAFE and Responsible Citizens RESPECTFUL and Honest Individuals

Successful and Confident LEARNERS

The symbolic 'Star' was chosen because of what it represents. Stars are the building blocks of

galaxies. They are defined as ... "luminous points in the night sky

which produce light, heat and energy through thermonuclear

fusion." Whilst there are billions of stars in the universe, each

star is different. Different in size, in age, in colour and

temperature. Some burn bright, some are full of more heat and

energy, some grow and develop quicker than others, but they are

all constantly shimmering, basking in their own unique glow. Each

star has a purpose. Most importantly, heat, energy and light can

only come from within the star.

At Barnawartha Primary School we believe that stars are

more than something to reach for, they are something to

become. The heat, energy and light we produce comes from

within us to help us shine our brightest and be the best that

we can be.

BARNY STARS: Our students use the agreed upon

identified behaviours of each star to set goals to work

towards, and are acknowledged within our community

through our assemblies, school App and Facebook page.

PRINCIPAL’S AWARDS: Developing a Growth Mindset:

Progressing a ‘level’ academically isn’t as easy as you think. Most times, depending on the content,

it is generally achieved within a term (3 months), 6 months, 1 year or even a two year time frame.

There are generally a number of skills to acquire, failures to experience and a mindset to change.

Students who receive these awards have demonstrated growth in an area at a faster than

expected time frame. An Emotional Intelligence Growth Mindset. Sometimes, it’s not easy

being a kid living in an adult world, so when our students demonstrate growth in their application of

our values and emotional intelligence, we see that as a significant moment in their development

towards them becoming the best that they can be.

Shine your brightest….

Be the best that you can be.

Steps to an EQ Approach

Teaching Emotional Intelligence

Inciting

Event

Reflexive

Thought

Spontaneous

Feeling

Emotional

Reaction

Inappropriate

Outcome M

A

T

U

R

I

T

Y

Self-

Controlling

Thought

Reasoned

Reaction

Appropriate

Outcome

Wilson McCaskill 2005

At Barnawartha Primary School children are taught 5 concepts of Emotional Intelligence. Having a deep

understanding of these concepts ensures that children have the skills to build a safe school environment and

embrace the ups and downs of life and learning. Being emotionally intelligent has the greatest impact on

academic outcomes.

Each concept is taught through guidance of our Life Raft program, developed within Wilson McCaskil’s Play is

the Way Program. This program is a practical methodology for teaching social and emotional learning using

guided play, classroom activities and an empowering language. The following concepts that children learn, then

become our mantras within the school:

1. The Golden Rule: “Treat others as you would like them to treat you” Children learn that if someone

is unlike you we seek to understand them.

2. “Be Brave – Participate to Progress” Children learn that, school is about stepping bravely into the

unknown. The unknown is often uncomfortable. The braver you are, the more you learn.

3. “It takes great strength to be sensible.” Children learn that, we do the right thing because it is the

best thing to do.

4. “Have reasons for the things you say and do.” Children learn that, if you don’t know why you are

doing something then don’t do it because it’s most likely wrong.

5. “Pursue your personal best no matter who you work with.” Children learn that, we do not come to

school to be better than others. We come to school to better ourselves by being able to work with

others.

To support students in mastering these skills they also learn to “Be the master, not the victim of their

feelings.” They do this with the help of a “Self Mastery Checklist.”

o Am I doing the right thing or the wrong thing?

o Am I making strong decision or weak decision?

o Are my feelings in charge of my actions or is my thinking in charge?

o Am I running away from the problem or am I dealing with it?

o Am I being my own boss or am I inviting my teacher to be my boss?

o Is my teacher trying to help me or hurt me?

(see posters)

Rights & Responsibilities

As members of the Barnawartha school community, students, teachers and

families have certain Rights and Responsibilities within our community. The

Right to teach and learn, and the Right to feel safe both physically and

emotionally are governing. Students, teachers and parents all share equal

Responsibility in acting in ways that uphold each of our Rights.

Rules & Consequences

Rules and Consequences are used to support our Rights & Responsibilities.

When a student is unable to use self-controlling thoughts to manage their

emotions and begins to act in a way that threatens our Rights and

Responsibilities, then specific consequences are used to assist that student to

retake charge of themselves.

Individual Behaviour Management Plans

Some students may find it hard to control their behaviour and behave in an

unacceptable manner. These students may require an Individual Behaviour

Management Plan (BMP) that is developed in consultation with Principal, parents,

class teacher and student support workers (if relevant).

All staff receive a copy of the BMP, so they can reinforce and support

behavioural expectations and consequences. Consistency is then maintained for

that student across the school.

Searching School Bags and Locker Tubs

In the event that a student, parent or teacher has suspicion of any

inappropriate/dangerous/illegal activity or behaviour involving a student’s bag

or locker tub, they are to inform the Principal or classroom teacher

immediately. Teachers have the right to search a student’s bag and locker tub,

in the presence of the student who owns the bag or with another staff member.

Barnawartha Primary School Student Rights & Responsibilities

Through consultation with staff, students and parents, we believe that: Students have the right: Students are responsible for:

To be a SAFE and responsible citizen. To work and play in a clean

environment.

Eating lunch and snack in the classroom/or “Snake Seat” and putting all

rubbish in the bin before leaving. No wrappers are taken outside.

Keeping their desk and working areas tidy.

Cleaning up after themselves.

Offering to help others.

Helping to clean up if asked.

To know their belongings are safe. Asking for permission to borrow or use someone else’s property.

Labelling all clothing and personal equipment.

Being responsible for personal items brought to school. The school will

not replace or pay for any lost or broken items that the child brings to

school.

Caring for their own and other people’s property.

To feel safe in the classroom and

playground.

Being in control of their own thoughts and feelings and making strong

choices.

Being accountable for their actions and accept consequences when given

without blaming others for their decisions.

Using the appropriate voice level.

Making steps to repair any harm caused either emotionally or physically

to another person and restore relationships.

To be a RESPECTFUL and honest individual. To ask questions and share ideas Respecting the opinions of others.

Asking questions or making statements that are relevant and respectful

to the discussion.

To be respected by their teachers,

students, parents and visitors.

Talking to teachers, students, parents and visitors to the school with

respect.

Using their manners (“Please, thank you and may I”).

Welcoming visitors to the school.

Listening with your whole body, heart and mind.

To be a successful and confident LEARNER. To participate in school activities and

be given reasonable adjustments to

their education to allow them to

achieve and experience success in the

same opportunities as their peers.

Working independently.

Doing their best, having a go and trying again.

Accepting support and/or constructive criticism and then applying

strategies given to them to complete their task independently.

Using their initiative by using the environmental print and supports provided

within the classroom.

To learn & achieve to a high standard

and be acknowledged for hard work

and effort.

To know their goals and pathways to

achieve success both academically and

emotionally.

Completing work that is of a high standard (bold, best and beautiful).

Completing homework or assigned tasks.

Fulfilling the high expectations and responsibilities placed on them from

their families.

To be supported by their family to

learn organisational and responsibility

skills.

Have access to the school App at

home and/ or school.

Being prepared for upcoming events.

Coming to school on time.

Wearing correct school uniform every day.

Having the things they need for the day (eg hat, drink bottle, lunch, snack).

Carrying their bag by themselves.

Supporting school and community events that the school is involved in.

Barnawartha Primary School Staff (teaching and non-teaching) Rights & Responsibilities.

Through consultation with staff, students and parents, we believe that: Staff have the right to: Staff are responsible for:

To be a SAFE and responsible citizen.

TRUST

Be trusted to undertake their role to the best of

their ability.

Have their privacy protected.

Being aware of the legal responsibilities and obligations

set out in the DET as to their Duty of Care, Child Safe

Standards, Child Protection and Mandatory Reporting.

Maintain the privacy of others as per the relevant DET

and school policies on privacy.

RESILIENCE

Undertake new and challenging situations with the

support and backing of colleagues and leaders.

Being prepared to take on new and challenging situations

and initiatives with the support, advice and assistance of

colleagues when required.

To be a RESPECTFUL and honest individual.

Expect that they will be treated as a professional

and with respect in their interactions with all

members of the school community.

Expect that positive relationships will form the

basis for daily interactions.

Be valued for their contribution to the wider

school.

Treating others in a respectful and fair manner in all

interactions. Ensure that issues are dealt with calmly and

in a non- emotive, non-confrontational way.

Actively contribute to creating a positive work

environment.

Valuing the work of others within the school environment.

Encourage achievement and celebrate success.

HONESTY

Work in an environment which is open and honest.

Ensuring that all interaction is based on open and honest

communication.

Undertaking their role in a highly professional, organised

and honest manner to never put the school in disrepute.

To be a successful and confident LEARNER.

TEAMWORK

Work in an environment that actively supports and

facilitates teamwork.

To engage in cooperative teamwork, which utilises

outstanding skills in communication, collaboration

and tolerance.

Acting as a committed and professional member of the

teams to which individual staff may belong.

Engaging in cooperative teamwork, which utilises

outstanding skills in communication, collaboration and

tolerance.

PROFESSIONAL LEARNING

Be part of the Performance and Development

recognition and appraisal process that involves

receiving feedback from colleagues and leaders to

enhance teaching pedagogy and/or work practices.

Access targeted Professional Learning which is

agreed upon to further develop teaching and

learning practices and/or work practices.

Taking an active part in recognition and appraisal

processes. To set personal goals, collect evidence, attend

meetings and to be prepared to discuss personal progress.

Maintaining standards in relation to hours of Professional

Learning undertaken over the required period. (VIT

registration).

BEING YOUR BEST

Expect the school to constantly strive to

operate in a way which reflects high

standards. To strive for continuous

improvement and to be the best.

Supporting the school to be the very best. To continue to provide

constructive feedback and to be supportive of efforts to improve

processes and procedures.

Being a positive and proactive advocate of the school and its

students.

Barnawartha Primary School

Parent’s Rights & Responsibilities Through consultation with staff, students and parents, we believe that:

Parents have the right to: Parents are responsible for: To be a SAFE and Responsible citizen.

Know their child is safe and is

ensuring the safety of others.

Modelling positive behaviours of problem solving and conflict resolution

to their children to teach them how to solve problems peacefully.

Know where their child is at all times.

Making sure their child arrives to school on time (8:50am) and is

collected at 3:30pm.

Ensuring their child has a safety plan when travelling to and from

school.

Ensure their child knows how they are getting home from school and

who is collecting them.

Ensuring their child is aware of any intervention or court orders

regarding custody and who can or cannot collect them from school.

Know their child has access to a

healthy menu on school canteen days.

Know that any prescribed medication

will be administered as per

prescription and stored securely.

Making sure their child has enough sleep at night, a clean/dry uniform

appropriate to the climate, appropriate footwear and a healthy lunch

and snack every day.

To ensure that their child takes prescribed medication as directed,

provides it to school if applicable and informs staff of any changes.

Know the school’s values and Codes of

Conduct set out in the Student

Wellbeing and Engagement Manual.

Reinforcing the school’s philosophies and Rights and Responsibilites

with their child set out in the Student Wellbeing and Engagement

Manual.

To be a RESPECTFUL and honest individual. Be welcomed to join the many

opportunities to be involved in as a

proactive and contributing member of

our school.

Being a proactive advocate of their child’s school, education and

wellbeing.

Establishing a partnership to participate in school functions, community

events and education (eg committees, social/family events, excursions,

classroom helper, volunteer, working bees, playgroup, car-pooling,

raffles, cake stalls, promotion).

Be part of a school community which is

open, inclusive and honest with strong

family values that underpin our

philosophy that “It takes a village to

raise a child.”

Ensuring that all interaction is based on open and honest communication.

Undertaking their role as a community member of Barnawartha Primary

School in an honest and respectful manner to never put the school in

disrepute.

Interacts with all families in a respectful manner, regardless of

education/socio economic/religious/marital status/gender/disability.

To be a successful and confident LEARNER. Know their child is getting an

excellent education.

Reasonable adjustments are being

made for students with disabilities to

allow them to achieve success through

the same opportunities provided to

them as their peers.

Instilling high expectations of academic and behaviour achievement and

responsibilities on their child whilst at school and when in the

community.

Supporting the school and their child to be independent, confident

learners.

Be kept informed of their child’s

learning progress and behaviour at

school.

Supporting their child with homework or assigned tasks.

Attending SSG meetings, parent teacher interviews/student led

conferences.

Be aware of additional external

support, networks or agencies

available for their child that can be

provided by external agencies,

services, and/or medical practitioners

(eg paediatricians, therapists,

counselling, disabilities support

groups, books and websites)

Being proactive in seeking, utilising and linking into additional advice,

support networks or agencies to support their child through external

agencies, services, and/or medical practitioners (eg paediatricians,

therapists, counselling, disabilities support groups, books and websites)

being accountable for the additional costs and time needed to support

their child.

Making appointments – eg hairdressers/dentist/medical, after school

hours if possible.

OUTSIDE

In consultation with staff, students and parents, we believe that:

Rights Rules Positive

Acknowledgement

Negative

Consequences

Students,

Teachers and

Visitors have

the Right to

learn and play in

a clean

environment.

Food must be eaten in the

designated area.

We do not walk around with food.

Lunch and snack must be eaten in the

designated classroom or area and

rubbish put in the bin before

leaving/playing.

Chewing gum is not permitted at

school.

Barny Star for being

respectful of our

school grounds.

Verbal praise.

Reminder to eat in the

designated area.

(Yard duty) picking up

rubbish/tidying the school.

Chewing gum put in bin, any

unused gum/packets removed

and will be collected by

parents at end of day.

Students,

Teachers and

Visitors have

the Right to be

safe in the

playground.

We play in our designated play

areas.

We do not play in or outside the

toilet areas.

We must have permission from a

teacher to come inside.

We play all large ball games or

kicking batting games such as

football, tennis, cricket, soccer

and basketball/ netball on the

oval or basketball courts.

Barny Star for

playing safely in our

playground.

Showing initiative,

knowing the

guidelines and

expectations

Verbal praise

Minimum 15 minutes time-

out on the Snake Seat.

(If this occurs at the end of a

break then it is carried onto

the next break.)

We walk our bikes, scooters and

skateboards in and out of school

through the Historic Gates.

We always wear a helmet when

riding our bikes, scooters and

skateboards to and from school.

When riding to and from school

we follow all road rules and keep

ourselves and others safe.


safe to and from

school.

Verbal praise

Parents notified.

Student issued with

warning that they may not

be allowed to ride their

bike to school until

assurance of safety is

demonstrated.

We wear a school approved broad

brimmed hat from the 1st of

September till end of Term 1.


SunSmart.

Verbal praise

No Hat = Play undercover

Snake Seat and Junior

Undercover.

Shade sails and trees are

out of bounds.

We do not use sticks as a weapon,

to threaten, intimidate or

physically harm others.

Barny Star for

playing safely in our

playground.

For using equipment

productively.

Verbal praise

Warning to put stick down.

If still refusing then child

is removed from yard (15

minutes).

Suspension if child refuses to

follow instructions or has

damaged property or

physically harmed another

person.

Students,

Teachers and

Visitors have

the Right to be

treated with

respect by their

peers. Assault

either verbal or

physical is a

serious criminal

offence.

Students,

Teachers and

Visitors have

the Right to be

treated with

respect by their

peers.

Stealing is a

criminal

offence.

We solve problems peacefully. We

do not assault others with intent to

harm physically or emotionally

(immediate suspension). For

example:

We do not spit at others.

We do not swear or make racial

comments at others.

We do not push, pinch or trip

others.

We do not slap, hit, punch or kick

others.

We do not threaten to harm

another person.

We do not damage another

person’s property.

We do not

mistreat/damage/graffiti school

property.

We do not throw objects (eg

sticks, stones, rocks)


an Active bystander

or Peacemaker.

Verbal praise

1. Immediate Removal.

2. Parents notified: child

suspended.

(Maximum of 5 days

suspension). Apology letter to

person assaulted including

steps to restore trust.

(NOTE: Depending on the

circumstances of the

incident/assault, the student

may face immediate expulsion.)

The assaulted person (or their

parent/guardian) has the legal

right to take this matter further

with police.

Any damaged items will be

replaced by families at their cost.

We care for others and behave in a

friendly manner at all times.

We do not tease, name call, bully or

harass others.

We do not yell or scream at others.

We do not tell others to “shut-up”.

We do not exclude others as an act of

power over the group.

We do not steal.

Barny Star for being:

respectful/safe;

Making others feel

welcome and

included;

Being an active

bystander or

peacemaker.

Always respecting

other people’s

property.

Verbal Praise

1. Removal from the yard.

2. Parents notified of incident.

(property returned if stolen).

3. After school Detention and

an apology letter to person

affected including steps to

restore trust.

We follow adult instructions at all

times.

Overt refusal to follow adult

instructions by either verbal (eg

saying, spelling, miming, or

abbreviating or writing, saying

“no” “shut up” “whatever”), or

body language (walking away,

turning away, grunting or making

inappropriate/offensive

gestures).

Barny Star for

following instructions

or showing initiative.

Verbal Praise

1. Warning issued to follow

adult instruction.

2. Removal from yard (15

mins).

3. Complete “Student

Reflection”. (verbal/

written/drawn) when

returned to class.

4. Parents notified.

5. After school detention

may be issued.

NOTE: If student refuses to

follow instruction/return to

teacher/class then parents

are contacted and child is

collected and suspended for

following day for overtly

refusing teacher instruction.

We do not leave the school

grounds without permission.

We do not refuse to return to

class/group/adult.

Barny Star for

always following

teacher instruction.

Being trustworthy

and reliable.

Verbal praise.

Leaving school grounds –

Police will be contacted.





collected and suspended for



INSIDE

In consultation with staff, students and parents, we believe that:

Rights Rules Positive

Acknowledgment

Negative

Consequences

Students have the

Right to learn and

achieve.

We follow all adult instructions.

We do not distract other students

or classes.

We respect each other’s property.

We complete our work quietly and to

the best of our ability.

Active Learners:

Barny Star for always

following instructions

or showing initiative.

Being an active

learner, pursuing your

personal best, supporting

the learning of others.

Verbal praise

1. Verbal/non verbal

reminder.

2. Time-out in classroom.

3. Removal to table outside

classroom (withdrawal

area).

4. Lunch or after school

detention (15 minutes).

Phone call home student to be

collected. Suspended for



Students and

Teachers have

the Right to feel

safe- emotionally

and physically.

Assault either

verbal or physical

or threatened is

a serious an act

of violence and a

criminal offence.

We solve problems peacefully. We

do not assault others with intent

to harm physically or emotionally

(immediate suspension).

We do not spit at others.

We do not swear or make racial

comments at others.

We do not push, pinch or trip

others.

We do not slap, hit or punch

others.

We do not threaten to harm

another student.

We do not damage another

person’s property.

We do not mistreat/damage

school property (eg throwing

furniture).

We do not throw objects.

Active Bystanders and

Peacemakers:


an active bystander

or peacemaker.

Barny star for using

soothing

thoughts/catastrophe

scale. Following the

Golden Rule.

Barny star for being

respectful to others,

including others and

making others feel

welcome.


respecting the

property of others.

Barny star for

respecting the work

space of others.

Verbal praise

1. Immediate Removal.

2. Parents notified: child

suspended.

(Maximum of 5 days

suspension). Apology letter to

person assaulted including

steps to restore trust.

The assaulted person (or their

parent/guardian has the legal

right to take this matter

further with police).

Teachers have

the Right to teach

without

interruptions.

We follow all teacher instructions.

We complete all tasks to the

best of our abilities.

We do not leave the classroom

without permission.

We go to the toilet and get a

drink when the music is playing

before we come inside.

Overt refusal to follow adult

instructions by either verbal (eg

saying, spelling, miming, or

abbreviating or writing, saying

“no” “shut up” “whatever”), or

body language (walking away,

turning away, grunting or making

inappropriate/offensive

gestures).

Active Learners:


an active learner.

For being trusted and

respectful.

For knowing the

expectations and

guidelines.

For always following

instructions and

showing initiatives.

Verbal praise

1. Verbal/non-verbal

reminder.




area).

4. Lunch or After School

detention.

5. NOTE: If student refuses

to follow

instruction/return to

teacher/class then

parents are contacted and

child is collected and

Suspended for following

day for overtly refusing


We do not leave the school

grounds without permission.

We do not refuse to return

to class/group/adult

Leaving school grounds –

Police will be contacted.

Students,

Teachers and

Visitors have the

Right to be

treated with

respect by their

peers.

Stealing is a

criminal offence.

We use manners at all times-

We say please, thank you, may I

and excuse me.

We do not interrupt.

We do not make offensive

comments/ statements or ask

questions that are irrelevant

and disrespectful to the

discussion.

We do not yell or scream.

We do not run in the

classroom.

We do not take other people’s

property.

We do not steal.


using manners.

Barny star for making

others feel welcome,

respected and valued.

Verbal praise

1. Verbal/non-verbal

reminder




area).

4. Lunch or After School

detention.





collected and Suspended for



Students have the

Right to be part

of the

Barnawartha

community.

We wear correct school uniform

every day, adhering to the rules

set out in the Uniform Policy.

We do not wear any jewellery,

other than: watch, earrings

(sleepers/studs).

We don’t not wear facial

piercings or tattoos.

We do not wear coloured nail

polish.

We do not have Mohawks or

extreme hair colouring.

Hair that is longer than

shoulder length, or covers eyes

(both genders) is required to be

tied/pinned back. Extremely

long hair (waist length) is

expected to be plaited or tied in

a neat and tidy manner that is

not longer than shoulder length.

Barny Star for

wearing your uniform

with pride.

Barny Star for school

pride.

Verbal praise

Inappropriate clothing is

removed and student is

given a “spare” uniform to

wear for the duration of

the day. Their clothing is

returned at the end of

the day.

Jewellery removed &

returned at home time.

Nail polish removed.

Parents called to remove

hairspray or gel/colouring

from child’s hair.

Intervention Approaches

Barnawartha Primary School employs a constructive discipline approach in responding to

inappropriate behaviour with emphasis on emotional intelligence training where students

are taught how to improve social relations and solve problems, instead of how not to

behave. Undesirable behaviours present problems for schools as they interfere with optimal

learning conditions and endanger the safety of others. Barnawartha Primary School implement

an Emotional Intelligence (EQ) approach through “Barny Stars” as a way to focus on student

strengths and capabilities, supporting students efforts and accomplishments thus maximising

student learning and appropriate social behaviours.

In addition to teaching EQ, the following 4 intervention strategies are used to address

inappropriate behaviour and are drawn from several key psychological theories.

The Education Training and Reform Act (2006) prohibits the use of corporal punishment in

any Victorian Government school.

1). Rational Emotive Behaviour Theory (REBT).

REBT is a directive in challenging irrational beliefs and is aimed at changing maladaptive

thinking and behaviour. R.E.B.T is based on the A-B-C theory of emotion, where A is an

activating event, B is an irrational belief and C is an emotional consequence.

In using R.E.B.T, school staff may choose to engage a student in a warm empathic relationship

approach or alternatively utilise a more assertive approach.

After identifying the student's irrational beliefs, the staff member challenges the student to

provide evidence supporting their belief. The staff member contradicts any irrational

evidence, almost demanding that the student agree with them.

2). Solution Focused Approach.

An effective tool in challenging students to reflect on their behaviour is a solution focused

approach. Ask the student to;

a) define the problem central to the situation;

b) generate as many solutions to the problem as possible;

c) reflect on the solutions and choose the best one;

d) put the chosen solution into action, and;

e) evaluate the effectiveness of the chosen solution.

(continued)

3). Behavioural Approach.

A behavioural approach to discipline stresses the importance of consequences of behaviour

rather than the environmental stimuli.

a) Discipline for undesirable behaviour is to be immediate so that the student will associate

the consequences with the behaviour.

b) The consequences are to be strong enough to stop the undesirable behaviour and

appropriate to the situation.

c) Discipline is to be consistent.

d) Discipline is aimed at the undesirable target behaviour, not at the student.

e) Positive reinforcement of desirable behaviour will promote new appropriate behavioural

responses in the student.

f) Discipline is private discipline as opposed to public discipline. The behaviour is targeted,

rather than the ego, therefore reducing the likelihood of escalating the situation by trying

to save face.

4). Vulnerable Students: A Do No Harm Approach.

Caution is taken when dealing with a student who may have past experiences of abuse,

violence and/or trauma or who experience a mental health issue. When such students are

experiencing a heightened emotional state certain behaviour management strategies may

cause the student further emotional harm and/or trauma, resulting in an escalation of

undesirable behaviour.

In such situations staff must seek assistance from the Principal. An appropriate intervention

may include removing the stimuli (other student/s, staff member, potential weapon) rather

than authoritatively challenging or physically restraining the student. The student is given

time to calm down in order that they may process information more appropriately and think

more rationally.

Students with Disabilities

Under section 32 of the Disability Discrimination Act 1992, education providers must comply

with the Disability Standards for Education 2005. The Disability Standards for Education

2005 set standards for education and training providers, including Victorian government

schools. To comply with the Standards education providers must make ‘reasonable

adjustments’ to accommodate a student with a disability.

Student Wellbeing and Discipline Policy

Rationale:

We believe that all students have the right to learn and feel safe whilst at school. Everyone deserves to be treated

with respect and dignity. Students can learn how to be in control of their behaviour and be masters of their feelings,

rather than victims to them. Students need to be taught how to manage their emotions, behaviour and relationships

and be given opportunities to learn these skills. We base student wellbeing on agreed upon Rights & Responsibilities.

School rules are used to uphold these. Suitable consequences are used to promote our Rights, and reinforce student

Responsibilities. Corporal punishment is not permitted at the school.

Aims:

To uphold the Rights and Responsibilities of all students to learn and feel safe, both physically and emotionally at school.

To put students in control of themselves by teaching the skills, language and emotional literacy of emotional intelligence.

Implementation:

All teachers are given a copy of Barnawartha Primary Student Engagement and Wellbeing Manual, and are familiar with its content and processes.

New students/families receive a copy of the Barnawartha Student Engagement and Wellbeing Handbook.

New teachers receive induction and a copy of the manual when they begin employment.

Consistency is maintained across the school by a whole school approach to wellbeing and discipline (see Student Wellbeing Handbook).

Collegiate and structural support processes are in place, are monitored frequently and revised as necessary.

Student wellbeing and discipline is approached from the seat of compassion.

The teaching of emotional intelligence during the EQ Hour is the cornerstone of student wellbeing.

Communication with parents is an integral part of promoting student wellbeing.

All classrooms have a class management plan with core values and consequences, both positive and negative.

Consequences involve assisting students to reflect on their behaviour in a way that respects the Rights of others in the school community.

Casual Relief Teachers (CRT’s) receive a copy of the class student management procedures and are expected to implement them.

All students complete a Digital Portfolio as part of the eSmart education of acceptable use of technology and internet usage.

Evaluation:

This policy will be reviewed as part of the school’s three-year review cycle, or at any time that DE&T policy changes influence reporting practices in schools.

This policy was last ratified by School Council in...…………..2015

School Council President………B. Kelly……….(signature)

Bullying and Cyber Bullying

“Bullying is a repeated verbal, physical, social or psychological aggressive behaviour by a person or

group directed towards a less powerful person or group that is intended to cause harm, distress or

fear (Department of Education 2015). It can involve such things as:

Direct Physical Bullying.

Grabbing, aggressive staring, hitting, pinching, kicking, pushing & shoving, damaging property.

Taking or knocking a person’s books or belongings out of their hands or off their desk.

Direct Verbal Bullying. Publicly excluding a person from your group.

Teasing and name calling.

Homophobic or racist remarks.

Indirect Bullying

An action designed to harm someone’s social reputation and/or cause humiliation.

Lying and spreading rumours. Playing nasty jokes to embarrass and humiliate. Mimicking. Encouraging others to socially exclude someone. Damaging someone’s social reputation or social acceptance.

Cyber bullying:

Is direct verbal or indirect bullying behaviours using digital technologies. This includes

harassment via a mobile phone, setting up a defamatory personal website or deliberately

excluding someone from social networking spaces. Being involved in online spaces – either at home or at school requires students to behave responsibly.

This includes:

The language you use and the things you say.

How you treat others & respecting people’s property (copyright).

Visiting appropriate online places/chatrooms/sites and social media outlets.

Behaving safely online means:

Protecting your own privacy and personal information (formerly stranger danger)

Selecting appropriate spaces to work and network

Protecting the privacy of others (sharing personal information or images)

Being proactive in letting someone know if there is ‘something not quite right’. At home this

would be a parent/carer, at school a teacher.

If you are being bullied you should:

Tell the person you don’t like what they are doing and you want them to stop.

Seek support from bystanders.

Discuss the matter with a student leader, teacher, parent, Principal or adult.

Find ways that you can “Bully- Proof” yourself with strategies and a support network.

Our Emotional Intelligence (EQ) Curriculum and The Bully Stoppers Program.

At Barnawartha Primary School, bullying in any form is not tolerated. We teach students

about the Golden Rule, “To Treat Others The Way You Want To Be Treated.” Through the

EQ hour our students learn skills, strategies and language to be masters of their feelings

rather than victims. This is reinforced through the Bully Stoppers Program where all

students are educated with combined support from their families to identify the bullying

behaviours, how they can be an active bystander and then strategies as to ways they can

“Bully-proof” themselves. Our students learn about the power of the group to stand up to an

individual. Often it only takes one voice or action from an active bystander to help empower

victims to stand together to address and put a stop to bullying behaviours.

Note: Knowing the difference, can make a difference.

Many distressing behaviours are not examples of bullying even though they are unpleasant

and often require teacher intervention and management. It’s important to unpack any anti-

social situations and look for answers as to why relationships breakdown, or actions have

occurred. Often it can be a misunderstanding, jealousy, paranoia or miscommunication that it

stems from. Always confirm with your child about their role in the situation. Did they use the

catastrophe scale? Did they confirm their feelings with the other person? Did they ask

questions to make sure they had all the information before making any assumptions?

Mutual conflict: involves an argument or disagreement between people but not an imbalance

of power. Both parties are upset and usually both want a resolution, or their own way.

Unresolved mutual conflict can develop into bullying if one of the parties targets the other

repeatedly in retaliation.

Social rejection or dislike: It’s normal that throughout your child’s schooling and lifetime

that they will come across people with differences of opinion, interests and personalities

that will make it difficult for some friendships to develop or maintain at the same level.

Friendships can be cyclical and will often break down, rebuild or change entirely in the

intensity, especially if there is someone new in the social group. It is not bullying unless it

involves deliberate and repeated attempts to cause distress, exclude or create dislike by

others.

Single-episode acts: of nastiness, name calling or physical aggression are not the same as

bullying. If someone is verbally abused or pushed on one occasion they are not being bullied.

Nastiness or physical aggression that is directed towards many different people is not the

same as bullying. However, this does not mean that single episodes of nastiness or physical

aggression should be ignored or condoned as these are unacceptable behaviours.

Procedures

School Detention………………………………

Removal to Withdrawal Area…………

Removal to Principal…………………………

Suspension………………………………………….

Expulsion……………………………………………

School Detention Procedure.

Detention is used only when a student’s behaviour in the playground and/or classroom

undermines the Rights of other students and/or teachers (see Rights and Responsibilities).

Sending a Child to Detention:

1. Send them to the table outside the staff room.

2. If needed, take him/her there yourself.

3. If student refuses, refer to Principal. Student can be suspended for not following

teacher instructions (overt refusal of teacher instruction).

DETENTION

The teacher or Principal will help the student take charge of themselves by using the

following process:

1. Student completes the DIY Behaviour Improvement pro-forma or class work.

2. If a child refuses to begin the task within a minute the supervising adult clarifies the

task with the student and the support needed. The student is also warned that they can

be suspended for not following teacher instructions as this is considered overt refusal of


3. If child still refuses to begin. A phone call is made to parents to collect child. Child is

suspended for the following day for overtly refusing teacher instructions.

By the end of the detention, the teacher will:

1. Record the incident in the tracking book.

2. Fill out a parent notification for parents.

3. Collect paperwork and take to the front office (notification, DIY or completed work)

Office Follow-up:

1. Photocopy detention notification and the students DIY Plan.

2. Place a copy of the DIY and Parent Notification in an envelope and send home.

3. Give a copy of the DIY Behaviour Plan to the class teacher and Student Engagement

Staff.

Class Teacher

1. Check paperwork comes back from home (if not, make a phone call home)

2. Record incident in student file.

Repeat Offenders: Loss of privileges and loss of access to excursions and

incursions.

Children who continue to display inappropriate behaviour will risk loss of privileges and/or

access to excursions and incursions. These may include; completing tasks or having

lunch/snack break in a withdrawal area, not being included in extra-curricular activities,

visiting performances, camps, excursions, incursions or sporting activities. It is expected

that students are in control of their behaviour at all times. If they are unable to

demonstrate the acceptable behaviour required, then the Behavioural Approach is applied to

enforce natural consequences relevant to the situation.

Removal to Withdrawal Area: Procedure

When:

If a student behaves in a way that undermines the Rights of other Students or Teachers

(see Classroom rules), in the classroom, they may be removed to a withdrawal area

determined by the classroom teachers for that session.

How:

Teacher works through the stages of class management plan-

1. Verbal/non-verbal reminder.


3. Removal to withdrawal area.

4. Lunch or after school detention.

5. Suspension

Procedure:

1. The student is sent to the Withdrawal Area.

2. Student is informed how long they will be in the area for.

3. While at the Withdrawal Area the student completes their task while sitting at the desk.

4. The teacher will discuss the student’s behaviour with them.

5. A copy of the parent notification is sent home with the child to inform parents.

6. Parents sign and return copy to class teacher.

7. Teacher records incident in student file.

Removal to Principal

Sending a student to the Principal is an extreme clause that can be done if a student displays

complete, non-compliant behaviour that results in the inability to teach/learn/or feel safe

physically and emotionally.

Process

1. Teacher sends for the Principal.

2. Principal will come to the classroom and remove student.

3. Student sent to the withdrawal area for 15 minutes to calm down.

4. They will be issued with a lunch or after school detention to complete any uncompleted

work or write an apology letter.

Consequence

1. If the student’s behaviour does not change and they continue to display non-compliant

behaviour/unable to manage self-control to calm down, that results in the inability to

teach/learn/or feel safe physically and emotionally then the Principal will contact

parents/caregiver or emergency contact and the child will be collected immediately and

suspended for the following day.

2. Behaviour recorded in their file.

Before returning to school/classroom:

1. Student completes the Repair and Restitution pro-forma.

2. Student completes the Safe Schools Agreement.

3. If the child is suspended a re-entry meeting must be held before the student can return.

This is held with the student, parent/s, classroom teacher and Principal, Student

Engagement Staff and Student Support Officer (if available).

4. Re- entry meeting is arranged to establish an Individual Behaviour Management Plan

(BMP) for that student (class teacher, Principal, Parent, Support Worker – if relevant).

Suspension Procedure

When: Under Ministerial Order no 625 – Procedures for Suspension and Expulsion; grounds for

Suspension.

A principal may suspend a student if, whilst attending school, travelling to or from school or engaged in any school

activity away from the school (including travel to and from that activity), the student;

a) Behaves in such a way as to pose danger, whether actual, perceived or threatened, to the health

safety or wellbeing of any person.

b) Causes significant damage or destruction of property.

c) Commits or attempts to commit or is knowingly involved in the theft of property.

d) Possesses uses or sells or deliberately assists another person to possess, use or illicit

substances or weapons.

e) Fails to comply with any clear and reasonable instruction of a staff member so as to pose a

danger, whether actual, perceived or threatened, to the health, safety or wellbeing of any

person.

f) Consistently engages in behaviour that vilifies, defames, degrades or humiliates another person

based on age, breastfeeding, gender, identity, disability, impairment, industrial activity, lawful

sexual activity, marital status, parental status or status as a carer, physical features, political

belief or activity, pregnancy, race, religious belief or activity, sex, sexual orientation, personal

association (whether as a relative or otherwise) with a person who is identified by reference to

any of the above attributes.

g) Consistently behaves in an unproductive manner that interferes with the wellbeing, safety or

educational opportunities of any other student.

How:

1. The Principal will initiate the suspension of a student.

2. Work is sent home with the student to complete.

Returning to School:

No student can return to class/school before a Re-Entry meeting is held between student,

parent, class teacher and Principal and SSSO (if available).

Formal discipline meeting to consider students future at school that involves: student, class

teacher, Principal, Parent, Support worker (if relevant)

a. Repair and Restitution plan established

b. Safe School Agreement established

c. Individual Behaviour Management Plan is developed to protect the Rights of all

Students and Teachers, and assist the student to control his/her behaviour

Frequent Suspensions:

1. Departmental Senior Advisor contacted (conference at the highest level)

2. Modified Timetable:

3. Behaviour Review Conference: to advise the student and their family that the Principal is

considering expulsion.

Expulsion Procedure

When:

Under Ministerial Order no 625 – Procedures for Suspension and Expulsion; grounds for Suspension.

A principal may expel a student if, whilst attending school, travelling to or from school or engaged in any school activity

away from the school (including travel to and from that activity), the student;

Does anything mentioned in the Grounds for Suspension (a) to (g) and

The student’s behaviour is of such magnitude, that having regard to the need of

the student to receive an education compared to the need to maintain the health,

safety and wellbeing of other students and staff at the school and the need to

maintain the effectiveness of the school’s educational programs, expulsion is the

only mechanism.

How:

The Principal will initiate the expulsion of a student.

Work is sent home with the student to complete.

A Behaviour Review Conference will be held to advise the student and family that the

principal is considering whether to expel the student.

Pro-formas

Parent Notifications

1. Good News from School …………………………………… …………………………..

2. Parent Notification Form ………………………………………………………………

Student Reflection pro-formas

1. Written Apology: Saying Sorry………………………………………………………

2. Safe School Agreement………………………………………………………….…….

3. Repair & Restitution………………………………………………………………….…..

4. DIY Behaviour Improvement…………………………………………….…………

5. Repairing the harm…………………………………………………………………………

6. Reflection…………………………………………………………………………………………

7. Student Contract …………………………………………………………………..

Teacher Pro-formas

1. Class Behaviour Overview: Barny Stars Tracker……………………………………

2. Class Behaviour Overview: Incidents Tracker………………………………………

Good News from

Barnawartha Primary School

Dear _____________________________ ,

This is a short note to inform you that__________________ ______

has been acknowledge with _______________ Barny Stars today for being a …..

Safe and responsible

citizen:

Respectful and honest

individual:

Successful and confident

learner:

___________________________________

Congratulations and thank you for displaying behaviours that build trust and respect and uphold the values of our school. We know

that these small actions contribute to increasing your responsibility to gain more freedom of opportunities within the school.

Most importantly you are building a positive reputation amongst staff, students and the community. I’m sure this not only makes

your family proud, but you should be proud of yourself too.

Class Teacher ________________________ DATE: _____/_____/2017

Please ensure the section below is signed and returned the next day to school.

………………………………………………………………………………………………………………………………………………….

Good News From School

Child’s Name_________________________________

I have received your note to congratulate my child and I have also spoken to my child

about it.

Parent’s signature ____________________________ Date ____/___/2017

PARENT NOTIFICATION FORM:

Dear _________________________ Date ___/____/2017

Today your child _______________________ was not in control of their behaviour and did

not make strong choices. As a result they were required to reflect on their behaviour by

being:

Kept in at break to complete unfinished work

Removed to a withdrawal area for time out

Given a lunch detention

Given an after school detention time from 3.30-4.00 on …………………………..………

Reason for this action being taken (specific behaviour) ………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………..…….

Your child was required to make a Verbal Apology Written Apology Safe School

Agreement Repair & Restitution DIY Behaviour Improvement

We seek your support with the implementation of our school’s Wellbeing policy and our

Rights & Responsibilities policy.

If you have any concerns regarding this matter, kindly contact the school to arrange an

appointment.

Thank you. __________________________________ (Teacher issuing action)

Confirmation Reply Slip: Please sign and return to school

Child’s Name_____________________________________________

I agree to the above arrangements and have spoken to my child

I will phone to discuss this matter further

Parent’s signature ____________________________ Date ____/_____/2017

SAYING SORRY

Write a sincere apology to each person affected by your inappropriate behaviour. Choose your

words carefully. It is important they accept your apology. Write your name at the end.

Dear …………………………………………………………… ,

I’m sorry for ……………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

I was feeling ……………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………because

…………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

It would have been better if I ………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

Signed ……………………………………………. Date ………………………………………………..

Earning Back Respect & Trust

What will you do, for others, to show them that making things better between you is

important and necessary? Find something to do that is worthwhile, helpful and takes time and

effort on your part.

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………….(Wilson McCaskill 2005)

SAFE SCHOOL AGREEMENT

I __________________________________ , agree to contribute to the physical

and emotional safety of the people in my school and class each and every day by all the

things I say and do.

If I fail to keep my agreement I will accept the consequences as outlined in the

Student Engagement and Wellbeing Manual, as well as the following consequence that I

have thought of and which I believe will help me to behave in a responsible and

appropriate way.

CONSEQUENCE

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………

Signed: …………………………………………………………..

Teacher:………………………………………………………..

Date:………………………………………………………………

Wilson McCaskill 2005

REPAIR AND RESTITUTION: Making things better, paying back and moving on

AWARENESS OF OTHERS

A. Write down the names of people

affected by your inappropriate behaviour.

B. Write down 2 things about each

person that makes them a valuable

member of your class and our school.

1 .…………………………………………………………..…….

1 …………………………………………………………………

2 ………………………………………………………………..

2 ……………………………………………………………………

1 ………………………………………………………………..

2 ………………………………………………………………..

3 ……………………………………………………………………

1 ……………………………………………………………………

2 …………………………………………………………………..

UNDERSTANDING & AGREEMENT

A. What school rule/s did you break with

your inappropriate behaviour?

B. Explain why each rule is necessary.

1 .…………………………………………………………..…….

1 …………………………………………………………………

2 ……………………………………………………………………

2 ………………………………………………………………..

3 ……………………………………………………………………

3 …………………………………………………………………..

ACCEPTING RESPONSIBILITY

What rights of the other person/s were abused by your inappropriate behaviour?

The right to …………………………………………………………………………………………………………………………………………

DIY: Behaviour Improvement Plan

NAME ______________________________ DATE _________________

REFLECTION REASON & RIGHT ACTION

WHAT

HAPPENED? List in order the

things that happened

which led to your

inappropriate

behaviour.

YOUR THOUGHTS &

FEELINGS List your spontaneous feelings

and the reflexive thoughts that

you had at each step.

SELF

CONTROLLING/

(soothing)

THOUGHTS Look at your list of

feelings. What self

controlling thoughts

would have given you the

power to control your

feelings?

APPROPRIATE

ACTIONS Look at your list of

self controlling

thoughts. Describe

the behaviour you

could have used if

your thoughts had

been powerful.

I felt

………………………………………………….……….

……………………………………………………………

….

……………………………………………………………

……………………………………………………………

…

…………………………………………………..………

………….…………………………………………………

..

…………………………………..………………….…….

………………………………………………….…………

……….……………………………………………………

……………………………………………………………

I thought

………………………………………………….……….

…

……………………………………………………………

…

…………………………………………………..………

…

…………………………………..………………….…….

………………………………………………….…………

……….…………………………………………………..

……………………………………………………………

……….……………………………………………………

…

………………………………………………….……….

……………………………………………………………

…..

DIY Behaviour Improvement Plan.

By__________ What did I do? What school value did I break and what

did I do? (safe and responsible citizen/respectful and honest

individual/successful and confident learner)

Why did I do it?

I was feeling…. (eg..jealous, over excited, angry, confused, anxious,

embarrassed, wanted my own way, bored, selfish, annoyed,

upset, spiteful, frustrated, silly…) BECAUSE….

I wasn’t being a ...

When I……

I put my emotions on a ______/10 on the Catastrophe Scale

and reacted as if it was _________________________.

___________________

I was feeling……

Because…..

What should I have done?____

I should have ……………

A Soothing Thought I could have use would be……

AND/OR

I could have asked _________________for help.

I would have asked them to help me by…

It was really a _____/10 on the Catastrophe Scale

and I should have reacted as if it was ….

How can I fix it to make things

better? What action can I do to earn back trust and respect? (eg. Write an apology letter, do a job for them, help them,

make something for them…). I will apologise for …..

To earn back trust and respect I will….

Barnawartha Primary School Student Contract

I understand that Barnawartha is a community that values the academic and emotional

wellbeing of each other. We believe that being a member of our school is a privilege

and something to be proud of. At all times we place high expectations on ourselves to

be the best that we can be in everything we think, say and do. Our school is a

community much like a family, in which everyone cares, supports and encourages each

other no matter what age or gender. We acknowledge that we have differences but we

are always friendly and respectful to everyone in our community. It’s the Barnawartha

way.

I have read the Barnawartha Student Engagement and Wellbeing Manual with my

family and I agree to fulfil my obligation to contribute to the social-emotional and

physical wellbeing of this community from the moment I walk through the school gates

and at all times that I represent my school.

I also agree to fulfill my obligations to myself and my family to learn and participate

to the best of my ability, always upholding the values of our school to be a Safe and

responsible citizen, a Respectful and honest individual and a successful and confident

Learner.

If I do not make strong choices and have a weak moment, in which I don’t uphold the

values of our school, then I agree to accept the consequences of my actions as written

in the Student Engagement and Wellbeing Manual.

Signed (student) ____________________________________________

Witnessed and supported by (parents/guardians) ___________________________

Date: _________

YEAR: 2017

Week _______

Term ________

Class Behaviour Overview: Barny

Stars - Three or more Barny Stars in the same day:

Teacher to complete a Good News From School letter.

Students collate the number of stars for the week and these

are recorded below. Star tickets are pasted into their Barny

Stars Book. Date:

Term and

week

Name SAFE and responsible

citizen

RESPECTFUL and

honest individual

Successful and

Confident LEARNER

“Good News

From School”

Letter sent.

Y/N

Alyssa

Y

YEAR: 2017

Term _____

Class Behaviour Overview: Incidents

Three Incidents recorded in the week: Teacher to

notify Principal and contact parents to arrange

Student Support Group meeting. Date

Eg: 28/1/17

T1W1 thurs

Name Removal

from

classroom

to

Withdrawal

area.

Removal

from

yard.

Break catch

up/detention

After

school

detention.

Parents

contacted.

Suspension Parent

notification

form

completed

(and parent

response

returned?)

SAFE and responsible citizens, RESPECTFUL and honest ...

Documents