Positive Student Behaviour

Support Guidelines

March 2019

National Quality Area 5; Relationships with children AITSL Professional Practice Standard 4: Create & maintain supportive and safe learning environments

Guidelines Statement & Rationale

The North East Metropolitan Language Development Centre (NEMLDC) will provide an inclusive, safe and stimulating learning environment. Teaching and learning programs aim to meet the needs of students with Developmental Language Disorder (DLD) as well as those identified as not achieving their learning outcomes as a result of their behaviour impacting on their ability to access the NEMLDC programs. We will provide every student with the educational support the student needs to learn and maintain positive behaviour. We will strive to create warm, encouraging AND positive classrooms that apply a consistent approach when dealing with and supporting behaviour.

Our School Values Respect. Kindness. Doing Your Best.

Our School Rules I show respect to; myself, others and the environment, I am kind to myself and others. I do my best at school. I am safe at school.

Rights All members of the school community have rights.

STUDENTS have the right to; STAFF have the right to; PARENTS have the right to;

Respect, courtesy, honesty and fair treatment

Learn in a purposeful, supportive and non-disruptive environment

Learn and play in a safe, secure, friendly, inclusive and clean environment.

Access to the best possible education.

Respect, courtesy, honesty and fair treatment

Work in a purposeful, supportive and non-disruptive environment.

Work in a safe, secure, friendly and clean environment.

Cooperation and support from families and the school community.

Access PL, resources and school plans

Respect, courtesy, honesty and fair treatment

Be informed of their child’s academic, social and emotional progress as well as any behaviour support procedures and / or decisions affecting their child’s health, safety and wellbeing.

Cooperation and support from the school staff.

Responsibilities All members of the school community have varying responsibilities.

Responsibilities of the Teacher:

A sound understanding of NEMLDC language and social skills programs and Behaviour Support Document.

A sound understanding of how speech and language disorders impact on the development of social skills.

Develop positive and trusting relationships with students and their families.

Daily implementation of the timetable to ensure all aspects of the program are taught.

Effective and consistent application of KEY teaching strategies for children with DLD

Effective and consistent application of key social skills strategies i.e. social stories, reflection sheets, visual timetables.

It is the responsibility of the teacher to use the Conflict Resolution Steps as required.

Ongoing collaboration with colleagues, Speech Pathologists, Deputy and School Psychologist.

Collect data to inform referral.

Follow case management procedure flowchart (see appendix).

Document concerns and note in individual student file.

Attend case conferences as required.

Develop and implement an IBSP as required and trial for two weeks.

Feedback to coach on the IBSP – successes and challenges

Seek additional support through coach for further development of IBSP.

Through a case conference inform parents/care givers of the development of the IBSP and strategies being employed in the classroom/playground to support the student. Have parents sign this off.

Implement IBSP and trial for approximately two -four weeks.

Monitor progress and assess effectiveness of intervention strategies. Inform Deputy of progress. Maintain student IBSP information and store in student individual files.

IBSP reviewed as appropriate and regular information shared with parents on student progress and achievement on a term by term basis.

In certain circumstances whereby a student is exhibiting extreme behaviours; throwing objects, screaming and the safety of the other students is of concern the teacher is to implement a risk management plan in collaboration with the school psychologist and lead psychologist in extreme cases (i.e. class is removed and admin is called for support).

It is essential the main classroom teacher establishes clear and open communication channels between themselves and the specialist teachers.

Use collaborative meetings to access support from Impact Mentors as required.

Responsibilities of Support Staff (Education Assistants, Speech Pathologists and Office Staff):

A sound understanding of NEMLDC language and social skills programs and Behaviour Support Document.

A sound understanding of how speech and language disorders impact on the development of social skills.

Develop positive and trusting relationships with students and their families.

Ongoing collaboration with classroom teacher and DOTT teachers

Responsibilities of the Deputy Principal/Coach:

Work collaboratively with the class teacher to identify students who may need further intervention as determined through data analysis, observation and during in-class support.

Provide coaching support to teachers if required and provide advice and research to teachers on instructional strategies to meet the needs of students at educational risk.

Work collaboratively with the class teacher to support the development of an IBSP.

Provide information regarding additional support available from other service providers.

Coordinate and negotiate with School Psychologist/ LDC Speech Pathologists and outside agencies to support SAER.

Work collaboratively with school psychologist.

Set up and management of case conferences, including the monitoring and follow up of agreed actions.

Responsibilities of the Principal:

Review Whole School Behaviour Support planning annually or when data indicates the need.

Report annually to School Board on school’s performance.

Provide individualised student behaviour support where the need is identified (e.g. through Regional and Statewide Services, information received from parent to inform personalised plan).

Provide access to professional learning and DoE updates, as required.

Responsibilities of the School Psychologist:

Attend case conferences to initiate the formal referral process.

Attend case conferences to review progress and follow up on actions.

Collaborate with staff to improve student learning outcomes.

Collaborate with Deputy to improve student learning outcomes.

Liaise with parents to discuss relevant concerns.

Liaise with relevant agencies to obtain information on student.

Provide information regarding appropriate monitoring tools.

Provide resources for the whole school and assist in the development, monitoring and review of IBSPs.

Assessment of referred students for learning, social/emotional, mental health, and behavioural issues as applicable.

Continued staff development.

Building the capacity of staff to support transition processes as required (into the LDC, within the LDC and EXITING from the LDC).

Responsibilities of the families:

Attend case conferences to initiate formal referral process and review.

Collaborate with teaching staff & deputy to improve student learning outcomes.

Liaise with teaching staff to discuss relevant concerns.

Access relevant agencies upon recommendation of the school to obtain information on student.

Provide up to date information to the school pertaining to the student.

Attempt to transfer recommended strategies into the home to support individual behaviour management plan.

Follow up on agreed actions.

Responsibilities of the students, to the best of their ability:

Follow the school rules

Treat themselves, others, place and things with RESPECT

Show kindness to others and

Do their best

Whole School Proactive Strategies:

All classroom teachers have a classroom management policy in place consistent with school policy.

School rules are established, displayed and reinforced.

Clearly defined class rules are displayed.

Teachers explicitly teach students expected behaviours in line with the school values and provide explicit feedback as to what is inappropriate behaviour.

Teach using the NEMLDC Social Skills / Pragmatics program supports the development of skills in this area. This program covers; Self Awareness, Self-esteem, Body Language, Paralinguistics, Conversation skills, Assertiveness (Emotional Regulation & Conflict Resolution) and Friendship skills.

Provide professional development for staff related to behaviour management is provided as required.

Commit to raising community awareness on the school’s program through professional learning workshops for families.

A positive reward system is implemented, maintained and supported such as Merit Awards at assembly

Students receive Joe and Jade Cool Awards for demonstrating appropriate behaviour consistent with the school’s values both within and outside the classroom

Teachers have in place a classroom sticker chart or stamp book.

All classrooms display the Whole School Positive Behaviour Support Flowchart.

EXPECTED BEHAVIOURS At the NEMLDC we will demonstrate these behaviour expectations towards ourselves, others and the school.

RESPECT

KINDNESS

DOING YOUR

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We listen to the teacher’s instructions quickly and the first time

We use whole body listening

We keep our hands and feet to ourselves

We show respect and tolerance through our words and actions

We show kindness to our friends through our words and actions

We show that we accept individual differences through our words and actions

We always try our best

I always have a go even if it is hard

In the

Classroom

We look after the school’s property

We share and take turns

We help pack away

We be Jo and a Jade Cools – It is OK if we don’t win a game

In the

playground

We look after the play equipment

We be sun smart

We ask a friend to join our game

We follow instructions the first time

Around the

school

We pick up rubbish

We greet others when we see them (say hello or goodbye)

We smile and look at the person talking to us

We walk from the classroom to the office

Toilets

We ask the teacher if we can go to the toilet

We keep toilets, sinks and floors clear of mess

We flush the toilet

We wash our hands after using the toilet

We walk with a friend to the toilet

We use quiet voices in the toilet

We wait our turn

We keep toilets, sinks and floors clear of mess

LEVELS OF MISBEHAVIOURS Low Level

Behaviour

Moderate

Behaviour

Severe Behaviour

Classroom Name calling

Running

Poking friends

Pulling hair

Work refusal

Not following instructions

Calling out

Gestures – poking out tongue, making faces

Swinging on chairs (safety issue)

Making silly noises

Swearing

Physical aggression – biting, scratching, hitting, punching, kicking, head butting

Spitting

Throwing equipment

Physical aggression (out of control/ emotional)

Throwing of furniture/ destruction of property

Playground Playing in the toilets

Littering

Not following instructions

Rough play

Climbing trees

Using equipment as weapons

Using sticks to attack friends

Throwing sand

Sweating

Using trees as a toilet

Physical aggression – biting, scratching, hitting, punching, kicking, head butting

Spitting

Throwing equipment

Physical aggression (out of control/ emotional)

Destruction of property

Language Impairment & Social Development Social skills are a critical aspect of every child’s development. Children need to participate and feel accepted within our community. The ability to form and maintain positive peer relationships can have a huge impact on a child’s academic and language development, as well as affecting their experiences in the classroom, home and playground environments. Social skills relate to the use and functions of language for communication. It includes the verbal and non-verbal aspects of social interaction, the knowledge and use of conversation rules, what, where, when and how we say things. Included in this are all the implicit or unwritten rules of interaction, for example how we choose what to say and how to say things so as not to offend or give the wrong impression. Many of these rules are never openly stated and thus children with language difficulties may find them difficult to learn. Students with inappropriate social skills often come across as rude, overpowering, insincere or indifferent in social situations. While social skills themselves are fairly subtle and the rules not always easily defined (e.g. how close one should stand when conversing with an unfamiliar partner), a lack of these skills is often obvious to others.

What does a social / pragmatic difficulty look like? Difficulties with turn taking Poor awareness of listener Excessively verbal Difficulty staying on topic Does not initiate conversation / play Tendency to talk over the top of others Constantly interject at inappropriate times Use an inappropriate tone of voice Have difficulty reading the expressions of others or taking subtle hints Frequently off-topic in discussions Use inappropriate eye contact, body language, facial expression or proximity when

communicating Poor problem-solving skills Passive / aggressive behaviours Social skills help children feel good about themselves, make friends and form relationships, sustain these friendships and relationships, and succeed within the school setting. Emotional intelligence is a critical skill for children in this regard, perhaps of more importance than academic intelligence. This is because as a rule, our level of intelligence and our level of success in life do not necessarily correlate. Success in the classroom, playground, home, work and social environment is more closely influenced by how well we relate to people and our relationships with others. Other factors that may influence behaviour which staff need to consider are;

Insecurity in the home/school environment Unmet basic needs Differences in expectations between home and school environments, including cultural

differences Low self-esteem Relationship models to date Sensory processing or regulation difficulties

The NEMLDC works collaboratively with the school community to support our children in developing their awareness of emotions and building their self-esteem. This will help our children to participate across contexts and have the resilience to cope when faced with a challenging situation. PROCEDURES:

Teachers concerned about students need to first refer to the student's individual file (red file).

In Term 4 a formal handover/teacher staff meeting will be conducted prior to the conclusion of each school year, to ensure a smooth transition and program continuity for students who are socially, emotionally and / or behaviourally at risk.

All school psychology referrals should be communicated through the Deputy Principal / Coach. The teacher and speech pathologist discuss the necessary information with the Deputy Principal / Coach prior to the deputy making a referral to the school psychologist.

The school psychologist cannot see an individual student or discuss a child specifically with a teacher without formal parent consent. However, the school psychologist can collaborate

with staff to improve student learning outcomes by suggesting appropriate strategies to trial to meet specific needs/concerns.

Teacher to ensure a hard copy of finalised Individual Behaviour Support Plans (IBSP) is provided to the Deputy and a copy filed in the student’s red file.

Classroom or Playground Incident notification to be completed on SIS if deemed appropriate (serious breaches of discipline).

If a student has gone to the Time Out Class, was withdrawn from class, breaks or other school activities, parents / carers will be notified through the classroom teacher and / or coach.

Time-out class’ acts as a second stage for the student to regulate before re-entry and gives the teacher the opportunity to assist the student to cease the behaviour.

Physical contact is only used as a last resort if behaviour is posing an immediate danger to the student, others or property (Physical Contact with Students policy will be made available on the

website).

The placing of student suspensions will be authorised by the Principal or Assistant Principals where the principal is unable to exercise suspensions. In line with section 92 of school Education Act 1999.

Bullying is a repetitive behaviour occurring over a period of time and should be investigated by admin should concerns be raised (Guidelines for Preventing and Managing Bullying

in Schools document will be made available on the website).

Version: 5/2019 Effective Date: April 2019 Review Date: April 2020

The NEMLDC Positive Student Behaviour Guidelines are guided by the Department of Education (DoE) SAER Policy, Child Protection Policy, Student Behaviour in Public Schools Policy, Minister’s Statement on School Violence: Let’s Take a Stand Together, Guidelines for Preventing and Managing Bullying in Schools, Physical Contact with Students

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WHOLE SCHOOL POSITIVE BEHAVIOUR SUPPORT PROCEDURES FLOWCHART

LOW LEVEL BEHAVIOUR: Formal Warning (teacher responding to incident). “This is your second warning …” Be explicit, teacher talks to the child to establish they understand their behaviour and its consequences and to reinforce correct behaviour. IMPORTANT – Allow take up time for child to respond.

LOW LEVEL BEHAVIOUR: Formal Warning (teacher responding to incident). “This is your first warning …” Be explicit, teacher talks to the child to establish they understand their behaviour and its consequences and to reinforce correct behaviour. IMPORTANT – Allow take up time for child to respond.

ONGOING LOW LEVEL BEHAVIOUR: Calming Corner (5 mins) “You have had two warnings. You need to make a choice of …. or the calming corner.” Student chooses to do their work or goes to the Calming Corner. Once the timer has gone off, redirect the student. “Thank you for making a good choice/coming back to your desk …” (verbal praise). IMPORTANT – Allow take up time for child to respond.

ONGOING LOW LEVEL BEHAVIOUR: Calming Corner (5 mins) “You have had two warnings and time to calm down. You need to make a choice of …. or the

calming corner.” Student chooses to do their work or the Calming Corner. Once the timer

has gone off redirect the student. “Thank you for making a good choice/coming back to your

desk (verbal praise).

IMPORTANT – Allow take up time for child to respond.

ONGOING LOW LEVEL BEHAVIOUR: Time Out Class (10 mins) For repeated or more serious breaches of school or class rules: Coach Notified. Child sent to another classroom with work that the students is able to complete. Parents informed, further support provided by classroom teacher upon return.

SEVERE BEHAVIOUR: DETENTION / WITHDRAWAL For continued unacceptable behaviour or serious breaches of discipline, the child may be suspended from school, at the discretion of the Principal, within the Department of Education guidelines. This will be recorded by administration on the student record folder and on SIS. A behaviour plan will be developed for the student’s return to school. ‘Good Standing’: Students will be required to maintain ‘Good Standing’. Therefore, those who do the wrong thing (WITH INTENT) will have privileges removed – such as being banned from school excursions for safety reasons).

POSITIVE CLASSROOM ENVIRONMENT: Children and their teachers interact positively and learn together in the classroom without the need to apply procedures. Students are given positive incentives for responsible behaviour such as praise, sticker charts or stamp books and visits to partner room and administration.

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ACCESSING SCHOOL PSYCHOLOGIST PROCESS

Teachers conduct their own review of the student reflecting on; Information you already have about the student, including checklists, assessment,

behaviour tracking.

How you are catering for students in your planning – social stories, visual scaffolds

How you are allowing for individual differences in learning outcomes

Physical, mental, social and emotional factors impacting on the student’s ability to learn

Reflect on impact of Wave 1 social skills intervention

Strategies already trialled and duration trialled for (documents evidence/ data required).

Teacher discusses the concern with the Coach Coach clarifies the following;

Review behaviour data that has been collected.

Review IBSP that has been trialled for two weeks – includes relevant scaffolds i.e. social stories

Provide support – development of IBSP, in class observations, discussion with Snr. Speech Pathologists, informal support provided by psychologist on strategies to trial

“What are the desired student outcomes of school psychology involvement?”

If the school concern is not resolved the Coach will ask the teacher to complete a SCHOOL PSYCHOLOGY CONTACT REQUEST

(Teacher completes the form and returns it to the Case Manager)

Coach discusses the request at next ADMIN SAER meeting, priority list and action plan with school psychologist established.

Facilitate a case conference with all stakeholders

Assist the school to formulate an

intervention plan

Set up an informal meeting between the

teacher and the School Psychologist

Place the request on a waiting list to be seen at a

later date

Assist the school to review

intervention plan

Assist the school to implement

intervention plan

NEMLDC STUDENT SERVICES REFERRAL FORM Completed By: _________________________________________ Date Completed: _______________

NEMLDC STUDENT SERVICES REFERRAL FORM

Student: D.O.B: ADDRESS:

Teachers:

Education Assistants:

Speech Pathologist: Deputy Principal:

Student Strengths:

Area/s of Concern:

Behaviour Mental Health Social / Emotional Attendance Learning Difficulties

Other _________________________________________________________________________

Have the concerns been raised with the carers?

Informal Formal Meeting

What was discussed;

What has been done to address the concern and what was the result?

Strategy

Outcome

Continue Strategy?

Yes No

SIGNATURE/S: ________________________________________________________ NEMLDC STUDENT SERVICES REFERRAL MEETING (To be completed by Admin) Admin: Date of Request: Review Date:

Outcome of Meeting: