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YOU CAN DO IT PROGRAM
The You Can Do It Program is a whole school and community values program with the objectives of improving individual achievement and social-emotional-behavioural well being.
The foundations of the program are the Five Keys to Success: Getting Along, Organisation, Persistence, Confidence and Emotional Resilience.
Central to the development of these 5 Foundations is explicit instruction on the 12 Habits of the Mind; accepting myself, taking risks, being independent, I can do it, giving effort, working tough, setting goals, planning my time, being tolerant of others, thinking first, playing by the rules and social responsibility.
Through the co-ordinated program of explicit teaching of these skills in each class room and a range of whole school activities, students develop the social and emotional skills of positive relationships and social responsibility. Achievements are celebrated on assembly or in fun days.
RESPONSIBLE BEHAVIOUR PLAN FOR STUDENTS
based on The Code of School Behaviour
Our Responsible School Behaviour Plan is developed in consultation with the school community and endorsed by the Principal, President of the P&C or Chair of the School Council and the principal’s line manager – the Regional Executive Director or the Executive Director (Schools).
RATIONALE
Jamboree Heights State School is committed to providing a school environment which maximises the educational opportunities and outcomes for each student. We are committed to:
• responding to the needs of all;
• fostering full participation;
• achieving effective outcomes;
• providing equal opportunity for all;
• responding within a framework of accountability;
• promoting socially acceptable behaviour as the norm of all school members; and,
• improving continually through reflection and review of practices and procedures.
SCHOOL BELIEFS ABOUT BEHAVIOUR AND LEARNING
The “You Can Do It” key foundations of Confidence, Being Organised, Getting Along, Persistence and Resilience are the philosophical basis of the Learning and Behavioural Program in our school.
Our school community believes in:
• Respect for the right of everyone to work, learn and teach;
• Enjoyment of learning;
• Self esteem;
• Social justice and equity;
• Honesty;
• Respect, tolerance and appreciation of individual differences;
• Care and respect for all property;
• Positive social skills; and,
• Responsible thinking.
These beliefs operate effectively in a supportive school environment where:
• All members feel safe and are valued;
• Quality curriculum programs, interpersonal relationships and the organisation of the school produce worthwhile social and academic outcomes for all;
• Non-discriminatory, non-violent and equitable actions are practised and reinforced;
• School policy reflects both proactive steps to encourage self worth and self discipline and reactive procedures to deal with various situations that may arise; and,
• Through a graduation of procedures, all avenues of management are employed prior to the use of suspension and exclusion.
PROCESSES FOR FACILITATING STANDARDS OF POSITIVE BEHAVIOUR AND RESPONDING TO UNACCEPTABLE BEHAVIOUR
The school community of parents, teachers, teacher aides, administration and visiting specialist teachers at Jamboree Heights State School are committed to providing a supportive school environment. We uphold the Rights of the Students to learn, feel safe, develop their responsibility to learn and allow others to learn and feel safe; the Rights of Teachers to be able to teach and be responsible to provide quality programs to ensure that children achieve their maximum potential; and, the Rights of Current Community members to become involved in the education of students and be responsible to do this enthusiastically and support the members of the school staff in their roles.
Our philosophy acknowledges individual differences but the Responsible Behaviour Plan for students must address a whole-school behaviour as well as a targeted behaviour support and intensive behaviour support.
“The You Can Do It” Program, developed by Dr Michael Bernard, is a whole school community program with the objectives of improving achievement, success and the social-emotional development of students. Students participate in whole school activities and are positively rewarded at assemblies, exposed to focused discussions and lessons in class. Workshops and information evenings such as P&C Meetings are offered to learn about the Five Foundations and the Twelve Habits of the Mind.
Students in the classroom and playground are expected to abide by a simply stated and consistently applied set of rules. These rules are:
1. Follow directions immediately;
2. Be in the right place;
3. Put a hand up to speak;
4. Respect and care for self, others and the environment.
5. Be prepared for school.
In the classroom, students are encouraged through specific positive feedback and rewards. There is a five step plan provided to all teachers to respond to unacceptable or disruptive behaviour. The consequences, which are made clear to all students, may end in a letter home to parents/guardians. Continued disruption of classroom learning would be perceived as need for an Individual Behaviour Plan and intervention.
In the playground there is a recording system for minor and major behaviour infractions and a Time Out Room where students are offered support or debriefing following poor/unacceptable behaviour. A letter is sent to parents if numerous Time Outs are registered. Extreme unacceptable behaviour requires immediate contact of parent/guardians and Individual Behaviour Plans are established to develop the student’s resilience and emotional development. Students who are observed being good citizens are positively rewarded.
CONSEQUENCES FOR UNACCEPTABLE BEHAVIOUR
In alignment with The Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times.
Individual teachers are primarily responsible for dealing with minor behaviours. School Special Needs committees and/or the school Administration Team are responsible for responding to students who exhibit persistent unacceptable behaviour or extreme unacceptable behaviour. When applying consequences in all situations, they are supportive, fair, logical and consistent.
Support plans, implementation strategies and consequences for the following situations are included in the School Procedures Manual.
• Classroom Behaviour Management Plan
• Example Letter to Parents re Classroom Behaviour
• Procedures for Teaching Playground Management Plan
• Procedures for Specialist and Relief Teachers for Behaviour Management
• Letter from Principal re Playground Behaviour
• Bullying & Harassment Policy
INTENSIVE SUPPORT
1. Individual Management Plans
If a student’s behaviour continues to infringe upon the rights of others in the classroom and/or playground, a plan of action is developed by the teacher and student. Parents/carers are contacted. If additional support is required to implement the plan, the teacher will make a referral to the school’s Special Needs Committee and/or the Advisory Visiting Teachers (Behaviour).
2. School Intervention and Recording of Student’s Inappropriate Behaviour
If a student is referred to the Time Out Teacher or Administration, counselling is
provided if required and genuine attempts are made to involve the student in the
resolution of serious conflicts and problems that arise. To inform further planning
and decision making processes, incidents of inappropriate behaviour are recorded
in the school’s Data Base. At certain junctures, parents are informed by letter of
student’s recorded incidents.
3. Suspension Procedures/Recommendation for Exclusion
In exceptional circumstances of serious and/or repeated unacceptable or
dangerous behaviour, procedures may be implemented in line with the Education
Queensland policy SM-16, Student Disciplinary Absences
THE NETWORK OF STUDENT SUPPORT
The school is able to access support both within the Department of Education and the Arts and through the community. An outline of some of these include:-
SCHOOL BASED SERVICES DISTRICT & OTHER EDUCATION QUEENSLAND
SERVICES COMMUNITY SERVICES
• Guidance Officer
• Special Education Teacher
• Coordinator – Behaviour
• Administration Staff
• Special Needs Committee
• Sexual Harassment Officer • District Advisory Visiting Teacher for Behaviour Support
• Senior Guidance Officers
• Access to Behaviour Management Funding
• Management of Young Children Program
• Centre for Alternative Programs
• Tennyson • Department of Child Safety
• Juvenile Aid Bureau
• Police Liaison Officer
• Qld Health Services (Nurse)
• Kids in Mind
CONSIDERATION OF INDIVIDUAL CIRCUMSTANCES
Consequences are applied within the context of a proactive support system that focuses on prevention and instruction. An appropriate response for those students who breach The Code of School Behaviour and the school’s Responsible Behaviour Plan for Students is targeted and/or intensive behaviour support. Students who display chronic problem behaviour are supported using a range of individual strategies and consequences.
When determining consequences for serious misbehaviour (which may lead to suspension or recommendation for exclusion), it is important that the principles of natural justice are followed. This means ensuring that students are fully aware of the alleged behaviour; that they are given the right to respond to the accusations giving their side of the story; that the person making the decision about their alleged conduct does so, only after hearing what students have to say in their own defence, and without prejudgement or bias against the student.
When making a decision about a consequence, a student’s age, cultural background, emotional well being and any other contextual factors should be taken into account. The consequence should be developmentally and culturally appropriate and sensitive to individual circumstances. Consideration should also be given to the student’s past relevant disciplinary history. The Principal will make the final determination.
All determinations and consequences, however, will be in accord with the Education (General Provisions) Act 1989 and with the student behaviour policies of Education Queensland.
RELATED LEGISLATION
• Education (General Provisions) Act 2006
• Education (General Provisions) Regulation 2006
• Criminal Code Act 1899
• Anti-Discrimination Act 1991
• Commission for Children and Young People and Child Guardian Act 2000
• Judicial Review Act 1991
• Workplace Health and Safety Act 1995
• Workplace Health and Safety Regulation 1997
• Freedom of Information Act 1992
RELATED POLICIES
• SMS-PR-021: Safe, Supportive and Disciplined School Environment
• CRP-PR-009: Inclusive Education
• SMS-PR-022: Student Dress Code
• SMS-PR-012: Student Protection
• SMS-PR-018: Information Sharing under Child Protection Act 1999
• SMS-PR-008: Family Law Matters Affecting State Educational Institutions
• SMS-PR-019: Mature Age Students
• SMS-PR-017: Enforcement of Compulsory Education Provisions
• SMS-PR-031: Flexible Arrangements
• SCM-PR-005: School Security
• SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass
• HLS-PR-012: Curriculum Activity Risk Management
SOME RELATED RESOURCES
• National Safe Schools Framework (ncab.nssfbestpractice.org.au/resources/resources.shtml)
• National Framework for Values Education in Australian Schools (www.valueseducation.edu.au)
• National Framework for Values Education in Australian Schools – Queensland (www.education.qld.gov.au/curriculum/values/)
• Bullying. No Way! (www.bullingnoway.com.au)
• MindMatters (www.curriculum.edu.au/mindmatters)
• School Wide Positive Behaviour Support (www.learningplace.com.au/deliver/content.asp?pid=24668)
• Code of Conduct for School Students Travelling on Buses http://www.transport.qld.gov.au/qt/PubTrans.nsf/index/cochome
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