2020

BCEO

1/1/2020

St Paul’s School Woodridge

Student Behaviour Support Plan

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Vision Statement Our motto, To Grow Strong In The Faith, The Spirit and The Word, underpins the learning experiences at St Paul's School and will empower all members of our community to contribute positively and make a difference to our world.

FAITH To build a life-long spiritual relationship between God and ourselves, based on our Catholic Faith that will permeate all aspects of our lives and living.

SPIRIT With the guidance of the Holy Spirit, all members of the school community feel and demonstrate love, respect and acceptance of others.

WORD To discover the teachings of Jesus so that the Gospel values of peace, love, truth and social and environmental justice are promoted.

Mission Statement We aim to achieve our vision by:

Maintaining and pursuing Mary MacKillop’s mission of providing education for all, welcoming all and accepting each person.

Providing a place of learning in which flexible, reflective and future focused practices address the needs of our students and families.

Providing a nurturing and safe environment where there is mutual love and acceptance based on gospel values of respect, truth and compassion.

Working in collaboration partnerships with staff, students, parents, local community and Brisbane Catholic Education to support productive and life enriching outcomes.

Providing recognition and celebration of the richness of our cultural diversity.

Consultation St Paul’s developed this plan in consultation with the school community. Consultation occurred through staff meetings, meetings with the Parents and Friends Committee, our School wide positive behaviour for learning committee and coach, and distribution of the draft plan for comment and review.

Beliefs about learning and behaviour Student behaviour support is at the core of business for all teachers. Effective Learning and Teaching is supported by a safe, positive, and productive learning environment, based on the principles of consistency, fairness, and engagement. This starts in the classroom, with each individual student. At St Paul’s, we believe that there are five conditions for quality learning and behavioural outcomes:

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1. Behaviour is a learning process where positive learning behaviours are taught as part of the curriculum.

2. There must be a warm, disciplined, safe, and supportive classroom environment where students and teachers develop positive relationships.

3. Students are always asked to do the best they can. The teacher’s role is to teach and facilitate this behaviour.

4. Respect, safety and learning is central to everything we do at St Paul’s. 5. Students have the right to receive constructive feedback about their behaviour and learning.

Whole School Expectations

A relentless focus on learning for all students Clarity: Our Expectations School-wide expectations encourage consistent communications and establish an effective verbal community for all staff and students and across all settings. Agreed upon student expectations promote consistency across the staff and school community and help develop similar tolerance levels.

At St Paul’s our school-wide expectations are:

Respect

Safety

Learning

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Our school-wide matrix determines the social skills and behaviours we expect all students and staff to learn, practice and demonstrate. They allow us to teach proactively and to provide students and parents with a positive message about discipline.

Roles, rights and responsibilities of school community members

At St Paul’s we expect that students will Participate actively in the school’s education program, particularly our school goals

Take responsibility for their behaviour and learning.

Demonstrate respect for themselves, other members of the school community, and the school environment

Behave in a manner that respects the rights of others, including the right to learn.

Co-operate with staff and others in authority

At St Paul’s we expect that parents/caregivers will Show an active interest in their child’s schooling and progress

Cooperate with the school to achieve the best outcomes for their child

Support school staff in maintaining a safe and respectful learning environment for all students

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Initiate and maintain constructive communication and relationships with school staff regarding their child’s learning, wellbeing, and behaviour

Contribute positively to behaviour support plans that concern their child.

At St Paul’s we expect that staff will Provide safe and supportive learning environments

Provide inclusive and engaging curriculum and teaching

Initiate and maintain constructive communication and relationships with students, colleagues and parents/carers

Promote the skills of responsible self-management

Maintain student attendance records

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Our Approach: Positive Behaviour for Learning (PB4L) What is Positive Behaviour for Learning? PB4L is about people, practices and processes – it is not a program but the way we do work. A focus on learning, capability building, wise and thorough use of data, and identifying and spreading good evidence-based practice are all integrated into the PB4L strategy.

St Paul’s participates in Positive Behaviour for Learning (PB4L) programs. This is a whole school approach to behaviour that encompasses bullying. Within this framework, records are kept on a

Student Behaviour System (ENGAGE) database: monitoring and evaluation of student behaviour (both positive and challenging). This enables our staff to strategically plan for improved behaviour outcomes. All staff members at St Paul’s undertake professional learning annually to review school policies and practices in relation to behaviour support.

A review of school data (occurs each term) relating to school disciplinary absences, behaviour incidents and attendance also informed the plan. This is supported by a Brisbane Catholic Education representative. The Student Behaviour Support Plan for St Paul’s plan has been endorsed by the Principal, the school P&F committee, and the Area Supervisor.

Theoretical and conceptual characteristics The theoretical and conceptual understandings of PB4Learning are firmly linked to Behavioural Theory and Applied Behavioural Analysis (Carr et al., 2002). This perspective emphasises that observable behaviour is an important indicator of what individuals have learned and how they operate in their environment, behaviour is learned and rule governed, environmental factors are influential in determining whether a behaviour is likely to occur and new and alternative pro social behaviours can be taught (Sugai & Horner, 2002; Sugai et al., 2008). Continuum of support and key features An important component of PB4Learning is the adoption of a continuum of behavioural supports that, like academic instruction, acknowledges that students will need differing levels of behavioural interventions and supports to be successful at school. Within the continuum there are three levels of support.

Adapted from School-wide Positive Behaviour

Support: Implementers’ blueprint and Self-

Assessment, by OSEP Center On Positive Behavioural

Interventions and Supports, 2004, Eugene OR: Lewis

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The first level of supports, or Tier 1, focuses on Universal behavioural and academic supports for all students. Here the focus is on unproductive behaviours, providing early intervention for those at risk of disengagement and creating positive learning environments across all settings in the school. Research has shown that approximately 80-85% of students will respond to proactive universal supports, display the desired appropriate behaviours, and have few behaviour problems (Horner & Sugai, 2005; Lewis, Newcomer, Trussell & Ritcher, 2006). The second level of supports, or Tier 2, focuses on students who continue to display unproductive behaviour even with the universal supports in place. Through the use of data, students are identified early, before problem behaviours become intense or chronic, and receive Targeted supports such as small group social skill instruction, academic supports and self-management strategies (Sailor et al., 2013) Finally the third level of supports, or Tier 3, is intensive or individualised. These students will require highly individualised behaviour support programs based on a comprehensive behavioural assessment, which at times, will include mental health professionals, family and community services.

Individual or Tier 3

Individual Students Assessment Based

Targeted or Tier 2

Students At-Risk High Efficiency

Universal or Tier 1

All students All settings

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St Paul’s Continuum of Supports

1. Tier 1 Universal Behaviour Supports

(proactive / preventative strategies) At St Paul’s, we work towards the promotion and implementation of appropriate behaviour in the following ways:

a) Establishing Behaviour Expectations At St Paul’s, there are several ways in which staff establish the behaviour expectations of our students, including the following:

Explicit teaching and consistent follow-up of school expectations

Gradual Release of Responsibility

BCE model of Pedagogy

REFERR Model

Wheel of choice to help students make good choices both in the playground and classroom (See Appendix C)

Review and Response meetings

Modelling and experiential methods used to teach and learn behaviours

Reinforcing positive behaviours

Displaying photos of positive behaviours

Developing and teaching appropriate routines

Displaying the vision for learning and mission statement clearly

Displaying the school-wide expectations, eg The St Paul’s Way and REFERR

Using explanations of the school and classroom rules (i.e. look like, sound like, and feel like) with reference to The St Paul’s Way matrix.

Giving appropriate feedback and feeding forward about unproductive behaviours

Applying appropriate responses for meeting and not meeting behaviour expectations

Filtering behaviour in terms of curiosity, development, age, individual needs

Explaining why a behaviour is expected or a consequence is necessary

Empowering students to take responsibility for their actions

Being flexible to allow for unforeseen circumstances or children with needs

Maintaining effective communication and sharing a common language about behaviour

Transitioning students to new year levels and new teachers at the end of the year

b) Positive School Culture Every week, our school community gathers together for Whole School Assembly. During this time, we create and enrich our positive school culture through celebration and prayer, class presentations, awards, rule and anti-bullying reminders and by raising awareness of current school events. Staff utilise a wide range of acknowledgement strategies with students, reviewed on an annual basis, to support our positive school culture, including

Praise/encouragement (verbal/non-verbal/written – That’s gold award”)

Class Dojo/point/star/money systems (individual/group goal-setting)

Public display of work (classroom, library)

Learning walks and talks

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Individual class or year level rewards (sticker books, stamps, free time, student- choice activities, computer time)

Whole class rewards (fun days and educational game time)

Class responsibilities (messenger, teacher’s helper, library monitor, tuckshop)

Phone calls, emails, or communication to parents

Sharing work with others (Principal, APRE, other year level classes, parents)

Teacher evaluations (marks/comments on work/behaviour reporting)

Celebrations (birthdays, “outside” achievements)

Articles in the St Paul’s Newsletter, BCE and school website, local paper

Actively teaching the general capabilities

Mindfulness activities

c) Rewards We acknowledge student efforts and results in academic, sporting, behavioural, and cultural contexts through a variety of awards at our school. The following St Paul’s initiatives outline the variety of awards/incentives available for teachers and other staff to use when acknowledging the achievements of students in our school. The efforts of staff members are acknowledged at whole school assemblies, staff meetings, and/or are written in both our weekly school newsletter.

Awards Overview

That’s Gold Award

Teachers send students to the Principal or APRE for positive reinforcement of classroom behaviour or academic achievement. The effort of the students is acknowledge through a referral form.

Learner of the Week

Each class teacher allocates a Learner of the week, presented at assembly. This is for making a positive impact in class and for demonstrating the learning qualities of:

Connected Crocodile

Wondering Wombat

Reflective Rock Wallaby

Persistent Platypus

Organised owl

Way to Go raffle

Students are rewarded with raffle tickets for appropriate playground behaviour. These tickets are drawn out on assembly with a winner in P-2, 3-4 and 5-6.

Spirit of St Paul’s Award

Each cohort gets together at the end of the semester and chooses one child in that year level to receive the “Spirit of St Paul’s” award. The award recognises character, leadership and positive learning behaviour. The class teacher writes a paragraph explaining how the student has met the selection criteria, which is read out at a special assembly.

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Parents/caregivers are invited to the assembly.

Year 6

Mary MacKillop Award

Sports Award

Arts Award

Academic encouragement award

2. Tier 2: Targeted behaviour supports

Targeted strategies are implemented for students who are at risk of disengagement and may include intervention programs involving support and specialist staff. Communication between parents/ caregivers and staff would usually take place before, during, and after additional supports are implemented (at the discretion of the Principal/APRE). Some of these interventions at St Paul’s are:

Check in-check out process.

Student Support Meeting each week

Social Skills programs

Guidance Counsellor / Pastoral Worker

Year 6 high school transition

Supported referral process to outside agencies/specialist (eg. Paediatrician, speech therapist)

Adjustments to Curriculum

Extra – Curricular programs designed to engage students and teach appropriate behaviours and social norms eg. Sporting and cultural programs, community garden and hands on building and construction programs

Skills program – Coach 5: Pastoral check in each morning

Adjustments to the curriculum

Green Room referral – For students who are disengaged in classroom work. This could be a timetabled time or a time when the student is in need of a quiet space.

Take 5 Room – For students who are heightened because of an incident and need time to cool off.

Corporal punishment is prohibited at St Paul’s, Woodridge.

3. Individualised behaviour support

Strategies to support individual students (approximately 2-5% of students) may require specialised services and alternative pathways of care. Individual supports may include:

Individual Education Plans (IEP)

Education Adjustment Plans (EAP)

Individual behaviour plan based on Functional Behaviour Assessment

Green room referral for disengaged students with an individual timetable

Support from our specialist staff (i.e. Community Partnerships staff, Support Teacher Inclusive , ESL teachers, Guidance Counsellor, Pastoral Worker)

Wrap Around with outside agencies

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We welcome the involvement of other professional personnel who have a vested interest in the student’s welfare.

Enrolment Application and Support Procedure (EASP)

English as an Additional Language / Dialect (EAL/D)

Responding to unproductive Behaviours at St Paul’s

The best defence is always a great offence

Even with our positive approach to teaching and supporting appropriate behaviour, some unproductive behaviours still occur. For some students, they do not know how to perform the expected behaviour or do not know it well enough to routinely use it at the appropriate times. For other students, they are not sufficiently motivated or invested in using the appropriate behaviour even when they understand what is expected. The process of responding to unproductive behaviour is much like an error analysis, which is commonly used for academic work. Students who have a “skills deficit” will need more explicit instruction and practice while students who have a “performance deficit” need more prompts and cues to highlight the need for the replacement behaviour in context and may need more intense reinforcement when they use the replacement behaviour. To correct behavioural “errors”, we have a system in place that enables staff to efficiently and effectively respond to a range of unproductive behaviours, from relatively minor ones, to chronic persistent minor behaviours and to more serious and major problems. This continuum thinking begins with clarity between those behaviours that can and should be managed by staff, within the context of the classroom and non-classroom settings and those that are serious enough to warrant an office referral. The definitions of teacher-managed behaviours (minors) and office-managed behaviours (majors) have been included in Appendix A.

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At St Paul’s School, the REFERR model is a guide for teachers and students to use when responding to unproductive student behaviours. The model uses a proactive, preventative approach to problem solve with the student followed by a restorative process to ensure relationships are restored. Feedback is given to students about expected behaviours. Feed forward is used to respond to unproductive behaviours as a teaching opportunity for the teacher involved and a learning opportunity for the student(s) involved. The Teacher is the key problem solver when addressing minor behaviours, they can and should collaborate with and share creative strategies with families and colleagues. Teachers typically address minor behaviours using best practices that include correction and re-teaching. As with all strategies to address unproductive behaviour, they should be done privately and with instructional demeanour. If the unproductive behaviour persists or intensifies, staff may cease using correctional strategies and utilise crisis prevention strategies with the intent of preventing the behaviour from escalating beyond what can be appropriately managed in the instructional environment. Major behaviours result in a behaviour incident form being referred to School Leadership because of their seriousness. When major problem behaviour occur, staff members calmly state the major problem behaviour and remind the student (s) of the expected school behaviour. The witnessing staff member then completes a Behaviour Incident Form and alerts the School Leadership Team member to the event. Parents/Caregivers, at times, will be notified of the event by phone call. The Student Support Team is emailed of the event for all major inappropriate behaviours.

Student will be referred directly to the Principal/APRE for instances of physical or verbal aggression.

Behaviour Classification Range of responses Managed by Minor unproductive behaviours (class and/or playground)

REFERR, rule reminders, time out, re teach, feedback and feed forward strategies, restorative conversations.

Teachers

Persistent minor behaviours (across settings)

As above as well as parent meetings, support meetings, curriculum adjustments, gradual release playground support, Office Referral (OR), restorative meetings, Green Room referral, take 5.

Teachers in collaboration with School leadership team member including STIE, Guidance counsellor together with parent(s)/ caregiver(s)

Major unproductive behaviours (across settings)

Individual goal setting, individual behaviour plan based on FBA, crisis management plan, wrap around meetings, formal restorative process (community service), formal sanctions, parent meetings, Green Room referral.

As Above

Consequences for inappropriate playground behaviour 1. Staff give appropriate behaviour reminder and opportunity to return to situation to try again 2. If unsuccessful, student goes to designated area of playground or shadows teacher for a

reasonable time period. 3. For ongoing inappropriate behaviour or a one-of significant misdemeanour, student goes straight

to the Principal/APRE and a Behaviour Incident Form is filled out.

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If students come to staff with a less serious problem on the playground, it is emphasised by staff that they are pleased students came to talk about it. Students are reminded that, at St Paul’s, staff are able to assist students in solving their own problems. Staff then assist student in finding a reasonable resolution to their problem.

Students are encouraged to use the Wheel of Choice to solve problems that occur in the playground or classroom. This gives students the opportunity to build up their conflict resolution skills and become confident to resolve their own minor problems.

When working with children to resolve behaviour challenges, staff will: Model a calm, respectful manner of interaction

Respond to student behaviour and needs in a manner consistent with Catholic values.

Set consistently high expectations for all student behaviour.

Give students much support (particularly ‘high needs’ students) at being successful

Praise often

Provide consistent support of serious inappropriate behaviour

When more serious inappropriate behaviour is escalating fast – intervene early – redirect student to an alternative activity, provide time and space for the student to calm themselves.

Formal Sanctions Under the BCE Student Behaviour Support Policy – Procedures and Regulations, Formal sanctions include:

1. Detention 2. Suspension 3. Exclusion 4. Negotiated Change of School

Under the BCE SBS Procedures and Regulations, it is expected that formal sanctions will be imposed only when all other reasonable steps to deal with the situation have been taken, unless the situation is serious and immediate. The proposed action should appropriately address the best interests of the student and the security, safety and learning environment of other members of the school community. For more information, refer to BCE Student Behaviour Support portal: http://kweb.bne.cathoilc.edu.au/LandT/LearningTeaching/Student%20Behaviour%20Support/pages/defult.aspx

Suspension The Principal/Acting Principal may suspend a student for the following behaviours:

Persistent non-compliance: Students, who in their relationships with staff, are persistently disobedient, insolent or engage in verbal harassment and abuse.

Persistent disruption: Students who persistently disrupt and prevent the learning and teaching of others. Breach of school’s Student Behaviour Support Plan: Students who seriously breach the school’s published

rules and regulations. .

Appeals Process Parents who consider that correct procedures have not been followed, or that an unreasonable decision has been made, may appeal a suspension of less than three days to the Principal. Parents may appeal a suspension of longer than three days to the Area Supervisor. Parents may appeal exclusion to the Executive Director. The fact that an appeal has been lodged does not put on hold the Principal’s decision to suspend attendance. Appeals must be in writing, stating the grounds on which the appeal is being made. A parent or independent student who requires assistance to participate in the inclusive community will have access to help with the appeal process. Please see the Guidance Counsellor for

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referral to an appropriate person to assist with an appeal. Alternative options for responding will be considered if a written appeal is not possible.

Appeals should be made to

The Principal of the school, about a decision to suspend a student for less than three days

The Area Supervisor, about a decision to suspend a student for more than three days from a particular school

The Executive Director, about a recommendation to exclude a student from a Brisbane Catholic Education school (Executive Director, Brisbane Catholic Education, GPO Box 1201, Brisbane, QLD 4001).

Data Collection and Unproductive Behaviours At St Paul’s School data is collected on student behaviour as this is the evidence and documentation needed to monitor the progress and effectiveness of student behaviour support and informs relevant interventions. This data records the frequency of minor behaviours and major behaviours (Behaviour Incident form) and reveals patterns and trends of student behaviour. Our data informs decision-making. For example, Behaviour Incident data is used to identify students in need of more assistance, professional learning, and school areas in need of environmental changes. Data provides a useful way to share the impact and effectiveness of strategies with staff and to plan adjustments. At St Paul’s we utilise the BCE Student Behaviour Support System (ENGAGE) to record minor and major behaviour incidents occurring across a range of locations and during specific learning times. This system connects with other BCE systems to offer teaching and leadership staff a range of student data to analyse when problem solving.

Anti-Bullying Policy Rationale:

As part of its overarching Behaviour Learning Policy, St Paul’s School seeks to provide an environment that is free from all forms of bullying and harassment. St Paul’s school aims to be a happy, safe, harmonious teaching and learning environment. How is this created?

By making sure that everything I say and do shows RESPECT for myself, others and property.

By making sure that everything I say and do keeps myself, others and property SAFE.

By making sure that everything I say and do allows myself and others to LEARN.

What is bullying? A person is bullied or victimised when he or she is exposed repeatedly and over time, to negative action on the part of one or more other persons. (Olweus 1984) Bullying involves:

A desire to hurt

A hurtful action (physical, psychological or social)

A power imbalance

(typically) Repetition

An unjust use of power

Evident enjoyment by the aggressor and

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A sense of being oppressed on the part of the victim (Rigby 1996) Bullying takes many forms, all of which will cause distress. Some examples of bullying include:

Physical: hitting, pushing, tripping, kicking, spitting on others

Verbal: teasing, using offensive names, ridiculing, spreading rumours and making threats

Non-Verbal: writing offensive notes or graffiti about others, using e-mail or text messaging to hurt others, rude gestures

Exclusion: deliberately excluding others from a group, refusing to sit next to someone

Extortion: threatening to take someone’s possessions, food or money

Property: stealing, hiding, damaging or destroying property.

What is not Bullying? There are also some behaviours, which, although might be unpleasant or distressing, are not bullying:

Mutual conflict – which involves a disagreement, but not an imbalance of power. Unresolved mutual conflict can develop into bullying if one of the parties targets the other repeatedly in retaliation.

Single-episode acts of nastiness or physical aggression, or aggression directed towards many different people, is not bullying unless it becomes a pattern of behaviours.

Social rejection or dislike is not bullying unless it involves deliberate and repeated attempt to cause distress, exclude or create dislike by others.

Anti- Bullying Procedures Proactive measures to prevent and address bullying concerns: By being committed to the care and welfare of its students, St Paul’s aims to:

Provide an environment which engenders respectful, safe and resilient behaviours

Assist children to learn to be responsible for their own behaviour

Create a supportive environment in which students are able to report incidents of bullying

Ensure each person associated with the school community knows the procedures for reporting the occurrence of bullying

Periodically monitor student perceptions of bullying

Provide proactive training in resilience and bullying – Bullying No Way Program

Explicit teaching and learning of “The St Paul’s Way” (Matrix)

Provide social skills training for all involved in bullying incidents

How do I notify a bullying incident? In order to keep St Paul’s a happy, safe, harmonious and productive school, all bullying behaviours need to be reported. Students:

Tell an adult you trust (Feeling Safe Strategy Posters)

Parents/Caregivers:

Notify the school immediately. Report to Principal, Assistant Principal, Student Pastoral Worker or Classroom Teacher

Staff:

Report to Principal, Assistant Principal, Student Pastoral Worker

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Investigation and Information Gathering Process:

A member of staff investigates allegation of bullying.

The Principal or Assistant Principal is notified of the results of the investigation.

Action following Investigation: Appropriate action is taken and may include some or all of the following:

Utilise Social skills training

Mediation

Monitoring of Situation (Follow up conversations with those involved)

Behaviour Process (as per School Behaviour Learning Policy and Practices)

Interview with parents/ caregivers

Notification to state authorities- Police, Department of Child Safety.

Links to related BCE policies Student Behaviour Support Policy

Student Behaviour Support Regulations and Procedures

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Appendix A

Behaviour Definitions: Minor and Major

Minor Behaviours

Descriptor Definition Example / Non-Example

1 Inappropriate verbal language

Student engages in low intensity instance of inappropriate language

Calling someone an “idiot”, swearing if they kick their toe

2 Physical contact Student engages in non-serious, but inappropriate contact

Pushing in the tuckshop line

3 Defiance/noncompliance Student engages in brief or low intensity failure to respond to adult requests

4 Minor Disruption Student engages in low intensity, but inappropriate disruption

Calling out, talking to a peer in class

5 Uniform violation – Minor

Students wears clothing that is near but not within the school’s dress code

Wrong socks, wrong shorts for sport

6 Technology Violation - Minor

Student engages in non-serious but inappropriate (as defined by the school) use of mobile phone, mp3 player, camera and/or computer

7 Property misuse Student engages in low intensity misuse of property

Using equipment contrary to its design or purpose

8 Late Students arrive late to class Tardy late to class not late to school as this is often beyond the control of a primary school student

9 Out of Bounds Student is in an area within the school grounds that has been designated “off limits” at that particular time

10 Lying/Cheating Student engages in “White Lies”

11 Teasing Isolated inappropriate comments (ongoing teasing would fit under bullying)

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Major Behaviours Descriptor Definition Example / Non-Example 1 Verbal Aggression Language directed at others in

a demeaning or aggressive manner

Swearing, aggressive stance, language directed to hurt or show disrespect, intimidating body language, intimidating tone of voice

2 Physical Aggression Actions involving serious physical contact where injury might occur

Hitting, punching, hitting with an object, kicking, pulling hair, scratching etc.

3 Harassment/Bullying Student delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes

Disrespectful messages include negative comments based on race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities or other personal matters

4 Defiance/non-compliance - Major

Refusing request of a teacher or supervisor, talking back in an angry and/or rude manner to staff, ignoring/walking

5 Major Disruption Persistent behaviour causing an interruption in a class or an activity

Sustained loud talking, yelling or screaming; noise with materials; and/or sustained out-of-seat behaviour

6 Major Dress Code Violation

Student wears clothing that does not fit within the dress

“Gang” undershirts, offensive T-shirts etc.

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code of the school

7 Property Damage/Vandalism

Student participates in an activity that results in substantial destruction or disfigurement of property

Throwing a computer, graffiti of school buildings, arson

8 Skip Class/Truancy Students leaves class/school without permission or stays out of class/school without permission

9 Theft Student is in possession of, having passed on, or being responsible for removing someone else’s property

10 Forgery/Plagiarism Student has signed a person’s name without that person’s permission (forgery). Plagiarism is submitting someone else’s work as your own. It occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common knowledge) material without

acknowledging its original source.

11 Major Technology Violation

Student engages in inappropriate (as defined by school) use of cell phone, music/video players, camera, and/or computer.

Accessing inappropriate websites, using someone else’s log in details, inappropriate additions to Facebook (written and images)

12 Use/possession of Alcohol

Student is in possession or is using alcohol

13 Use/possession of Other Drugs

Student is in possession of or is using illegal drugs/substances or imitations or is using prescription drugs contrary to their doctor’s directions

14 Misuse of Legal Drugs

Inappropriate use or distribution of legal drugs/medications

Intentionally overdosing of ADHD medications. Sharing around an inhaler to get a “Buzz”

15 Use/possession of Tobacco

Student is in possession of or is using tobacco either at school or on the way to and from or at any time they are in school uniform

16 Use/possession of Student is in possession of

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Weapons knives or guns (real or look alike), or other objects readily capable of causing bodily harm

17 Use/possession of combustibles

Student is in possession of substances/objects readily capable of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, lighter fluid)

18 Bomb Threat/False Alarm

Student delivers a false message of possible explosive materials being on-school site, near school site, and/or pending explosion with the intent to disrupt school

The intent is one of a “prank” to disrupt the school day and/or Emergency Services

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Appendix C