Coowonga State School
Responsible Choices Plan for Students
1. Purpose
Coowonga State School is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have
opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing.
This Responsible Choices Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective
and students can participate positively within our school community.
2. Consultation and data review
Coowonga State School developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was undertaken
through the School Opinion Survey and community meetings held during February and March in 2012. A review of school data relating to attendance,
absenteeism, school disciplinary absences and behaviour incidents from 2009-2012 also informed the development process.
The Plan was endorsed by the Principal, the President of the P&C and Paul Wood (Assistant Regional Director) in 2012, and will be reviewed in 2015 as required
in legislation.
3. Learning and behaviour statement
All areas of Coowonga State School are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social
learning as well as a means of maximising the success of academic education programs. We express clearly that behaviour is a choice, and students are
responsible for the choices they make.
Our Responsible Choices Plan outlines our system for facilitating positive choices, minimising the disruption to other students learning and giving students
ownership of, and responsibility for the choices they make. Through our school plan, shared expectations for student behaviour are plain to everyone, assisting
Coowonga State School to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear
and consistent expectations and understandings of their role in the educational process.
Our school community has identified the following school rules to teach self-discipline and foster a highly positive and productive learning environment:
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Be safe
Be responsible
Be respectful.
Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards
outlined in Education Queensland’s Code of School Behaviour.
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4. Processes for facilitating positive choices
The first step in facilitating standards of positive choices is communicating those standards to all students. At Coowonga State School we emphasise the
importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating responsible choices is a form of universal
behaviour support - a strategy directed towards all students designed to prevent unsafe behaviour and provides a framework for responding to student
encroaching on others’ rights in school.
A set of positive expectations in specific settings has been attached to each of our three school rules. The Schoolwide Expectations Teaching Matrix below
outlines our agreed rules and specific expectations in all school settings.
BE SAFE
BE RESPONSIBLE
BE
RESPECTFUL
SCHOOLWIDE EXPECTATIONS TEACHING MATRIX
ALL AREAS
CLASSROOM
PLAYGROUND
 Use equipment
appropriately
 Keep hands, feet and
objects to yourself
 Speak politely.
 Walk
 Sit still
 Enter and exit room in
an orderly manner
 Listen and think about
what you hear.
 Participate in school
approved games
 Play fairly
 Be inclusive.
 Have permission to
enter and leave the
classroom
 Be on time
 Be in the right place
at the right time
 Bring healthy food
only to school
 Follow instructions
straight away
 Remember: Learn for
Life.
 Respect others’
personal space and
property
 Care for equipment
 Clean up after
yourself
 Use polite language
 Wait your turn.
 Be prepared
 Persevere with set
tasks
 Take an active role in
classroom activities
 Keep work space tidy
 Be honest
 Negotiate use of
school equipment
after school while
waiting for your
parents to leave.
 Raise your hand to
indicate you wish to
contribute
 Respect others’ right
to learn
 One speaker at a
time
 Be an active listener.
 Be a problem solver
 Return equipment to
appropriate place at
the sports bell
 Follow approved
rules.
 Wear shoes and
socks at all times
 Care for the
environment
 Be sun safe; wear a
broad brimmed hat.
VERANDAH AND
WALKWAYS
 Stack bags on racks
 Keep passage ways
clear at all times
 Walk quietly and
orderly so that others
are not disturbed.
TOILETS
BIKE RACKS
 Respect privacy of
others.
 Use own bike only
 Walk bike in the
school grounds.
 Rails are for hands
 Line up quietly at the
bottom of the stairs.
 Use toilets during
breaks.
 Leave school
promptly when
dismissed.
 Carry items.
 Walk quietly and
orderly.
 Wash hands
 Walk in and out.
 Walk your bike in the
school grounds
 Stow your helmet
attached securely to
your bike.
These expectations are communicated to students via a number of strategies, including:
 Behaviour lessons conducted by classroom teachers as part of our Positive Choices process;
 Reinforcement of learning from behaviour lessons on School Assemblies and during active supervision by staff during classroom and non-classroom activities.
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5. Processes for responding to unacceptable behaviour
Positive Choices Process
At Coowonga State School, a student has two choices:
1.
Stay in class/playground and follow the school rules.
2.
Go to the Planning Area.
 Continuous incidences; parents are contacted, referral to Guidance Officer, referral to Intensive Behaviour Support Team, 0-5 and 6-20 day
suspensions
 Students who engage in very serious problem behaviours such as major violent physical assault, or the use or supply of weapons (including knives) or
drugs can expect to be recommended for exclusion from school following an immediate period of suspension.
The Planning Area is a supportive environment to help students learn how to think responsibly about classroom and playground behaviour.
STUDENTS CHOOSE TO GO TO THE PLANNING AREA THROUGH THEIR BEHAVIOUR.
If a student is being disruptive, the following questions are asked:
1.
On the first disruption, ask them in a polite and inquisitive tone:
Q. What are you doing?
A. Talking etc.
Q. What should you be doing?
A. My work etc.
Q. What happens if you don’t follow the rules?
A. Go to the Planning area.
Q. Is that what you want to happen?
Q. What do you think will happen next time?
2.
On the second disruption, ask in a polite and inquisitive tone:
Q. What are you doing?
Q. What did you say would happen the next time you disrupt?
Q. Where do you need to be?
It is absolutely important that they are allowed to go.
DO NOT HOLD THEM IN CLASS IF THROUGH THEIR BEHAVIOUR THEY CHOOSE TO GO
Below is a flowchart that outlines the process followed when disruptions occur.
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FLOW CHART FOR POSITIVE CHOICES PROCESS
Coowonga State School 2012
Continuous
Incidents
Incident
Disruption 1
Disruption 2
Automatic
Planning
Area
Uncooperative
- Interview with parents
- Intensive Behaviour
plan
- Suspension/Exclusion
PLAN
Negotiation
Parent
Interview
Home
Re-entry
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What this looks like in the classroom
Coowonga State School
Positive Choices Chart
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Minor
I choose to respect others and myself.
1st Disruption
1st QuestionsWorking well, working hard in the cloud.
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Minor
Disruption
2nd Questions
2nd
Major
I choose to stay and remember the rules Or I choose not
Oops!
Disrupting others. Broke a rule.
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to cooperate with
teachers.
I have chosen to leave the room
Oh Dear!
Stopped others from learning or made someone unsafe.
I have chosen to go to the ‘Planning Area’.
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I have chosen to go to the principal’s room
I am continuing to break rules or have stopped people from learning while in the ‘Planning
Area’.
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6. Disruption
What is a disruption?
Anything that interferes with learning or the peaceful enjoyment of the playground.
Types of disruption
There are two types of disruptions a student can cause. They are minor and major/serious.
The following table outlines examples of major and minor problem behaviours:
Being Safe
Area
Movement around school
Play
Physical contact
Correct Attire
Being Responsible
Other
Class tasks
Being in the right place
Follow instructions
Accept outcomes for behaviour
Rubbish
Mobile Phone
Being Respectful
Language
Property
Others
Minor
Major
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Running on concrete or around buildings
Running in stairwells
Not walking bike in school grounds
Incorrect use of equipment
Not playing school approved games
Playing in toilets
Playing in out of bounds areas
Minor physical contact (eg: pushing and shoving)
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Climbing on top of buildings
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Throwing objects
Possession of weapons
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Serious physical aggression
Fighting
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Not wearing a hat in playground
Not wearing shoes outside
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Not completing set tasks that are at an appropriate level
Refusing to work
Not being punctual (eg. lateness after breaks)
Not in the right place at the right time.
Moving out of seat without permission.
Low intensity failure to respond to adult request
Non compliance
Unco-operative behaviour
Minor dishonesty
Littering
Mobile phone switched on in any part of the school at any time
without authorisation (written permission from an authorised
staff member)
Inappropriate language (written/verbal)
Calling out
Poor attitude
Disrespectful tone
Making noises/ talking off task
Putting others down
Petty theft
Lack of care for the environment
Borrowing other people’s belongings without permission
Not playing fairly
Minor disruption to class
Minor defiance
Minor bullying / harassment
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Possession or selling of drugs
Being on unauthorised websites
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Leaving class without permission (out of sight)
Leaving school without permission
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Major dishonesty
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Use of a mobile phone in any part of the school for voicemail, email,
text messaging or filming purposes without authorisation
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Offensive language
Aggressive language
Verbal abuse / directed profanity
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Stealing / major theft
Wilful property damage
Vandalism
Major bullying / harassment
Major disruption to class
Blatant disrespect
Major defiance
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Important: Due to the serious nature of the major incidents, the teacher’s first words are:
“I see you have chosen to go to the Planning Room”
It is a matter of professional discretion as to when you think this would be a necessary step. Some automatic referrals may result in the student going home, but this decision is to
be made by the Principal after consultation.
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7. Planning Area Procedure
If the student has chosen to go to the Planning Area, they must complete a behaviour plan and outline the strategies they will use to be able to re-enter the
classroom or playground. The process below outlines the steps.
PA = Planning Area
The student hands referral card to
teacher aide who gives student a
behaviour plan to complete.
Student referred to
Planning Area
Student self-referred
to Planning Area
(see note 1)
Teacher aide to fill in referral register.
The student signs in with the teacher
aide.
The student is given time out until ready
to work on a plan.
When the student is happy with the
plan, the PA teacher reviews it briefly to
be sure it has been adequately filled in
(* negotiation must occur with the
teacher who referred the student to the
PA).
If the plan is finished during class time,
the PA teacher can check with the
referring teacher that it is appropriate
for the student to return to
class/playground. (see note 2)
A student can choose to complete the
plan independently or ask a staff
member (not the principal) to assist with
the plan.
If finished at the end of class, the
student is dismissed and then
negotiates the plan with the referring
teacher. A time is made to catch up on
missed work without teacher assistance
as the student chose not to complete it
with assistance in the classroom.
If the plan cannot be negotiated or is
unsatisfactory, the student returns to
the PA for the next lesson and starts
again. (See note 4)
If the time is not appropriate, the
student remains in the PA until the end
of the lesson and negotiates the plan at
lunch. (The goal is to get them back in class)
If the plan is satisfactory the student returns to the classroom/playground. The plan is copied and given to the student (See Note 2). The teacher can sign off the referral
register as the student has successfully negotiated for their return to class/playground.
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Explanation of Flow Chart
Note 1:
A student can self-refer if he or she feels it necessary. It can be included as part of a plan. If the student self refers and it is part of
their plan, they do not need to redo their plan. If a student does not have a plan, they should write a plan to identify strategies they
could use if this situation developed again. Self-referral can be seen as a success as the student acknowledges they may disrupt
and removes themselves from that environment. They are thinking about the other students. *** If a student self-refers, they must
inform the teacher that they are doing so.
Note 2:
It may not always be appropriate for the teacher to negotiate plans during class time, but if a teacher has the class working in
groups or independently, plan negotiation can take place any time. It is important to note the idea of the process is to keep students
in class. The student may return to the class at the teacher’s discretion without immediate negotiation at that time however the
student is at a no reminder stage in that session until negotiation has been completed.
Note 3:
The plan, once complete is copied and filed in the student file. The student receives a copy and should keep it in the subject book
for the lesson they interrupted (if in playground, a copy is kept in the duty folder for referral). The teacher and student may refer to it
during class/playground time to ensure it is working.
Note 4:
If the teacher and student cannot come to an agreement regarding the plan, the teacher does not have to accept the plan. In this
situation the student returns to the PA to rework their plan. The PA teacher may contact the teacher to get clarification so assistance
can be given to the student in the development of their plan.
THE PLAN
The plan is the most important part of the process.
It is the role of the Planning Area teacher to ask lots of questions so that students reflect and think about their actions, the consequences and how they will act
differently next time.
Some students will only choose to come to the Planning Area once or twice. Some students will choose to come far more frequently. These students are the
ones that need our help to learn how not to disrupt the rights of others.
NEGOTIATION
When the plan is completed the student will make a time to meet with the teacher to negotiate the plan. This is a great opportunity to discuss with the student
how things will be different in future lessons because you have something the student has thought about and written to work with in your discussion.
Remember to ask lots of questions. If the student is answering the questions then he/she is doing the thinking.
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Try to find a place that is quiet to discuss the plan.
8. Responsible Choices Process
NEGOTIATING PLANS
When children approach a teacher or a parent to negotiate their way back to where they were disrupting, they should be given time to explain how they are going
to deal with the problem the next time it occurs. This should take about 3 to 5 minutes. If part of their plan is unacceptable, alternatives should be offered. Their
plan should never be ignored or refused. Negotiating is critical to building student-teacher relationships. Using questions helps students think through their
problems.
QUESTIONS TO ASK WHEN NEGOTIATING
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Tell me about your plan.
What is different between this plan and the past plan you wrote?
What will you do when you find yourself in this situation again?
What will I see you doing if you are following your plan successfully?
How will you deal with that difficulty?
What do you need to help you with your plan?
If you are having difficulty with your plan, to whom will you go for help?
Will you disturb others while implementing your plan?
If you are having difficulty with your plan, to whom will you go for help?
Will you disturb others while implementing your plan?
Are you really committed to following your plan?
How will we know if you are really serious about your plan?
FOLLOW-UP QUESTIONS AFTER NEGOTIATIONS
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How is your plan working?
Are you following your plan?
Does your plan need to be changed?
What happens when you don’t follow your plan?
Is that what you want?
Copyright © 2003 by George Venitis and Ed Ford
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9. Overview of the Responsible Choices Process
Responsible Choices Process (RCP) rather than being a set of rules, is an attitude about how a person interacts with others. It is not an ability to know the best course of action
for a person or group of people, it is an understanding that a person realises we can never know with certainty another person’s view or perception of the world. This means we
will never know what people should do in a certain situation but we can help them by allowing them to use us as a tool to create the experience they intend. In the ‘Coowonga
Context’ this means we can only make ourselves available to students who would like to be helped and offer suggestions that do not necessarily have to be taken up. If we force
recommendations on them, we risk becoming a disturbance rather than a means of control for that student.
The intent of this school discipline process is to teach students who are acting as a disturbance within the school environment, how to think of ways of reaching their goals
without violating the rights of others. This is done by asking students to search within themselves and decide the way they want to be. A discipline process, to be effective, must
treat students the same way as those having difficulty in an academic subject: in a non-punitive atmosphere with understanding, respect, and patience. This is what the
Responsible Choices Process (RCP) is all about. It is based on Perceptual Control Theory (PCT) which explains how human beings act to control their perceptions in ways that
are consistent with their standards and values. It’s the application not PCT principles through the procedures of RCP that really sets RCP apart from all other discipline programs.
GUIDING PRINCIPLES
Students have the right to learn and teachers have the right to teach in safety. No one has the right to disrupt, to prevent other students from learning, or to violate the rights of
others.
 Each student has a unique background but they do not have the right to interfere with other people’s perceptions of where they are and what they are doing.
 Never should a student be given the opportunity to use an uncontrollable factor (such as bad home-life or divorced parents) or specific personal issues (such as ADHD)
as an excuse for disrupting another student’s opportunities.
 It is good for a staff member to be aware of external factors when dealing with the student and show empathy, but a student should not be given the opportunity to use it
as a method of controlling their perception of a situation.
 Doing so does not help the student develop necessary skills to overcome these hurdles; in fact, it can build bigger hurdles as they may begin to think they have the right
to behave in a certain way because they are “special”.
 Teachers are not qualified to make a judgement that a particular external factor gives the right to a student to disrupt another student’s learning opportunity. The best a
teacher can do is aim for equal outcomes for their students.
 The PA is not to be a substitute for teacher classroom management skills. Classroom management is a very important tool in this process. Simple gestures, student
placement and quality lessons promote a positive environment, quality relationships and an opportunity for students to self-manage their behaviour.
CORRECT USE OF QUESTIONING TECHNIQUES
It is important to note that questions are by no means a form of punishment and if teachers use it this way, the process breaks down. It is simply a way of reminding students of
the expectations they must follow to stay in class. It is linking their behaviour to their reference signals (beliefs and values – who do they want to be?)
Teachers must be aware there is no longer any retribution for misbehaviour. The tone of voice is very important, as the questioning technique is not an aggressive technique,
rather it is a curious technique. The teacher asks it out of curiosity rather than anger. Teachers must adapt to the new process and not take students actions personally. They
must take control of their responses to a given situation. They should allow students to make mistakes with behaviour, give them the opportunity to rectify it and if the student
chooses not to (on lesson by lesson basis- there are no scores to settle in this process) he/she is not able to remain in the classroom environment.
All students start with freedom and each time they are unable to work with that freedom, a little is taken away.
To give an example:
1. Student has the freedom to enter class and participate according to a set of expectations without teacher intervention.
2. If those expectations are not met, the teacher intervenes with questions.
3. If unresolved, the student’s freedom of staying in the class is taken away and they are sent to the PA.
4. If disruptions occur in the PA they are removed from school – they no longer have the freedom to remain at school.
At any point, when students can prove they have the ability required to control their own responses within the classroom, they can return to the previous level e.g. Home to the
PA or PA back to the classroom.
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10. Preventative Measures
Coowonga State School implements the following proactive and preventative processes and strategies to support student choices:
 A positive choices chart is displayed in each room as a visual reminder to students as to what behaviour level they are currently working on.
- Those students displaying positive behaviours by remaining in the green face throughout a lesson receive a fun zone pass which entitles them to 5
minutes free choice at the end of a session.
- Students, who consistently display positive behaviours and remain on the green face for multiple lessons, are moved above the green face and
into the ‘clouds’. Those students in the ‘clouds’ at the end of the week are rewarded with a ‘Fun Friday’ afternoon session.
- Three weeks in the cloud provides students with a homework pass for one week (essential homework components such as spelling, reading and
number facts must still be completed).
 School Leaders regularly provide information to staff and parents, and support to others in sharing successful practices.
 Comprehensive induction programs in the Coowonga Responsible Choices Plan for Students delivered to new students as well as new and relief staff.
 Individual support profiles developed for students with high behavioural needs, enabling staff to make the necessary adjustments to support these
students consistently across all classroom and non-classroom settings.
 A section of the school newsletter, enabling parents to be actively and positively involved in school behaviour expectations.
 Development of specific policies to address:
o The Use of Personal Technology Devices* at School (Appendix 1)
o Procedures for Preventing and Responding to Incidents of Bullying (Appendix 2).
Reinforcing responsible thinking
At Coowonga State School, communication of our key messages about responsible thinking is backed up through reinforcement, (Gotcha Awards/Positive
Choices) which provides students with reward for engaging responsibly in school activities. A formal recognition and monitoring system has been developed.
This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to
give consistent and appropriate acknowledgement and rewards.
Coowonga State School Positive Choices
Students’ responsible thinking is closely monitored at Coowonga State School through a positive choices program. All students are placed on a visual chart in the
‘Green Zone’, demonstrating their responsible choices.
Coowonga State School Gotcha Awards
Staff members hand out Gotcha Awards each day to students they observe following school rules in both classroom and non-classroom areas. This
reinforcement occurs continuously throughout the day. When they ‘catch’ a student following the rules and making responsible choices, they can choose to give
them a Gotcha Award which is placed in a box. On parade each week two names are pulled out of the box, with those students receiving a reward (icy cups
supplied by project club). All students who received a Gotcha Award are also handed back their certificate to take home.
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11. Intensive Behaviour Support: Behaviour Support Team
Coowonga State School is committed to educating all students, including those with the highest behavioural support needs. We recognise that students with highly
complex and challenging behaviours need comprehensive systems of support. The Intensive Behaviour Support Team:
 works with other staff members to develop appropriate behaviour support strategies
 monitors the impact of support for individual students through continuous data collection
 makes adjustments as required for the student, and
 works with the School Behaviour Leadership Team to achieve continuity and consistency.
The Intensive Behaviour Support Team has a simple and quick referral system is in place. Following referral, a team member contacts parents and any relevant staff
members to form a support team and begin the assessment and support process. In many cases the support team also includes individuals from other agencies already
working with the student and their family, a representative from the school’s administration and district-based behavioural support staff.
12. Emergency or critical incident responses
It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This
consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe.
An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action.
Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in
serious jeopardy.
Basic defusing strategies
Avoid escalating the problem behaviour
Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive,
communicating anger and frustration through body language.
Maintain calmness, respect and detachment
Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the
student, be matter of fact and avoid responding emotionally.
Approach the student in a non-threatening manner
Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body
language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.
Follow through
If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity.
If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable
behaviour.
Debrief
Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate
decisions made, and identify acceptable decision options for future situations.
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Physical Intervention
Staff may make legitimate use of physical intervention if all non-physical interventions have been exhausted and a student is:
 physically assaulting another student or staff member
 posing an immediate danger to him/herself or to others.
Appropriate physical intervention may be used to ensure that Coowonga State School’s duty of care to protect students and staff from foreseeable risks of injury
is met. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent
injury.
Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a
hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint.
It is important that all staff understand:
 physical intervention cannot be used as a form of punishment
 physical intervention must not be used when a less severe response can effectively resolve the situation
 the underlying function of the behaviour.
Physical intervention is not to be used as a response to:
 property destruction
 school disruption
 refusal to comply
 verbal threats
 leaving a classroom or the school, unless student safety is clearly threatened.
Any physical intervention made must:
 be reasonable in the particular circumstances,
 be in proportion to the circumstances of the incident
 always be the minimum force needed to achieve the desired result, and
 take into account the age, stature, disability, understanding and gender of the student.
Record keeping
Each instance involving the use of physical intervention must be formally documented. The following records must be maintained:
 incident report (Appendix 4)
 Health and Safety incident record (link)
 debriefing report (for student and staff) (Appendix 5).
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13. Related legislation
School Disciplinary Absences: Suspensions
(1-5) days
(1 – 5) day suspensions may be applied in any of the phases of learning. The grounds for suspension are limited to:
disobedience, misconduct, and/ or conduct that is prejudicial to the good order and management of the school.
Submissions cannot be made appealing against (1 – 5) day suspensions. See: SMS-PR-021: Safe, Supportive and
Disciplined School Environment
School Disciplinary Absences: Suspensions
(6-20) days
(6 – 20) day suspensions may be applied in any of the phases of learning. The grounds for (6 – 20) day suspensions are
similar to those for (1 – 5) day suspensions, but (6 – 20) day suspensions are only warranted for more serious or
persistent inappropriate behaviour. Submissions appealing against (6-20) day suspensions may be made to the
principal's supervisor. See: SMS-PR-021: Safe, Supportive and Disciplined School Environment
School Disciplinary Absences: Suspensions
with Recommendation to Exclude from the
School
A student may be suspended with a recommendation to exclude instances in which a student's disobedience, misconduct
or any other prejudicial conduct is considered so serious that suspension would be inadequate to deal with the
behaviour. A student may also be recommended for exclusion for contravention of a behaviour improvement condition.
Submissions appealing against recommendations to exclude may be made to the principal's supervisor. See: SMS-PR021: Safe, Supportive and Disciplined School Environment
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14. Related legislation
 Commonwealth Disability Discrimination Act 1992
 Commonwealth Disability Standards for Education 2005
 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
 Right to Information Act 2009
 Information Privacy (IP) Act 2009
15. Related policies
 SMS-PR-021: Safe, Supportive and Disciplined School Environment
 CRP-PR-009: Inclusive Education
 SMS-PR-027: Enrolment in State Primary, Secondary and Special Schools
 SMS-PR-022: Student Dress Code
 SMS-PR-012: Student Protection
 SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass
 GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational Institutions
 ICT-PR-004: Using the Department's Corporate ICT Network
 IFM-PR-010: Managing Electronic Identities and Identity Management
 SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by Students
16. Some related resources
 Bullying. No Way!
 Schoolwide Positive Behaviour Support
 Code of Conduct for School Students Travelling on Buses
Endorsement
Principal
P&C Representative
Assistant Regional Director
Effective Date: 1 January 2012 – 31 December 2015
15
Appendix 1
The Use of Personal Technology Devices* at School
This policy reflects the importance the school places on students displaying courtesy,
consideration and respect for others whenever they are using personal technology devices.
Certain Personal Technology Devices Banned From School
Students must not bring valuable personal technology devices like cameras, digital video cameras
or MP3 players to school as there is a risk of damage or theft. Such devices will be confiscated by
school staff and may be collected at the end of the day from the school office. Breaches of this
prohibition may result in discipline.
Confiscation
Permitted personal technology devices used contrary to this policy on school premises will be
confiscated by school staff. They will be made available for collection from the school office at the
end of the school day unless required to be kept for purposes of disciplinary investigation, when it
will only be returned in the presence of a parent.
Devices potentially containing evidence of criminal offences may be reported to the police. In such
cases police may take possession of such devices for investigation purposes and students and
parents will be advised to contact Queensland Police Service (QPS) directly.
Students who have a personal technology device confiscated more than once will not be permitted
to have a personal technology device at school for at least one month, or longer if deemed
necessary by the Principal.
Personal Technology Device Etiquette
Bringing personal technology devices to school is not encouraged by the school because of the
potential for theft and general distraction and/or disruption associated with them. However, if they
are brought to school, they must be turned off and out of sight during assemblies or classes.
Personal technology devices may be used at morning tea and lunch breaks and before and after
school.
Recording voice and Images
Every member of the school community should feel confident about participating fully and frankly in
all aspects of school life without concern that their personal privacy is being invaded by them being
recorded without their knowledge or consent.
We uphold the value of trust and the right to privacy at Coowonga State School. Students using
personal technology devices to record inappropriate behaviours or incidents (such as vandalism,
fighting, bullying, staged fighting or pranks etc) for the purpose of dissemination among the student
body or outside the school, by any means (including distribution by phone or internet posting)
builds a culture of distrust and disharmony.
Students must not record images anywhere that recording would not reasonably be considered
appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would
expect to be afforded privacy).
Recording of events in class is not permitted unless express consent is provided by the class
teacher.
A student at school who uses a personal technology device to record private conversations,
ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal
or embarrassing matter capable of bringing the school into public disrepute is considered to be in
breach of this policy.
16
Even where consent is obtained for such recording, the school will not tolerate images or sound
captured by personal technology devices on the school premises or elsewhere being disseminated
to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the
purpose of bullying1 or harassment, including racial and sexual harassment, or where without such
intent a reasonable person would conclude that such outcomes may have or will occur.
Students involved in:
 recording; and/or
 disseminating material (through text messaging, display, internet uploading etc); and/or,
 knowingly being a subject of a recording
Breach of this policy may be subject to discipline (including suspension and recommendation for
exclusion).
Students should note that the recording or dissemination of images that are considered indecent
(such as nudity or sexual acts involving children), is against the law and if detected by the school
will result in a referral to QPS.
Text communication
The sending of text messages that contain obscene language and/or threats of violence may
amount to bullying and or harassment or even stalking, and will subject the sender to discipline and
possible referral to QPS. Students receiving such text messages at school, should ensure they
keep the message as evidence and bring the matter to the attention of the school office.
Assumption of cheating
Personal technology devices may not be taken into or used by students at exams or during class
assessment unless expressly permitted by staff. Staff will assume students in possession of such
devices during exams or assessments are cheating. Disciplinary action will be taken against any
student who is caught using a personal technology device to cheat during exams or assessments.
Recording Private Conversations and the Invasion of Privacy Act 1971
It is important that all members of the school community understand that under the Invasion of
Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening
device to overhear, record, monitor or listen to a private conversation’. It is also an offence under
the Act for a person who has overheard, recorded, monitored or listened to a conversation to which
s/he is not a party to publish or communicate the substance or meaning of the conversation to
others.
Students need to understand that some conversations are private and therefore to overhear,
record, monitor or listen to such private conversations may be in breach of this Act, unless consent
to the recording is appropriately obtained.
Special Circumstances Arrangement
Students who require the use of a personal technology device in circumstances that would
contravene this policy (for example to assist with a medical condition or other disability or for a
special project) should negotiate a special circumstances arrangement with the Deputy Principal or
Principal.
* Personal Technology Devices includes, but is not limited to, games devices (such as Portable
gaming devices, Tamagotchis®, laptop computers, PDAs, Blackberrys®, cameras and/or voice
recording devices (whether or not integrated with a mobile phone or MP3 player), mobile
telephones, IPods® and devices of a similar nature.
1
Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by
electronic means.
17
Appendix 2
Procedures for Preventing and Responding to Incidents of Bullying (including
Cyberbullying)
Purpose
1. Coowonga State School strives to create positive, predictable environments for all students
at all times of the day. The disciplined and teaching environment that we are creating is
essential to:
 achieving overall school improvement, including the effectiveness and efficiency of
our student support procedures
 raising achievement and attendance
 promoting equality and diversity and
 ensuring the safety and well-being of all members of the school community.
2. There is no place for bullying in Coowonga State School. Research indicates that both
those being bullied and those who bully are at risk for behavioural, emotional and academic
problems. These outcomes are in direct contradiction to our school community’s goals and
efforts for supporting all students.
3. Bullying behaviours that will not be tolerated at Coowonga State School include namecalling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking
belongings, inappropriate text messaging, sending offensive or degrading images by phone
or internet, producing offensive graffiti, gossiping, excluding people from groups, and
spreading hurtful and untruthful rumours.
4. Bullying may be related to:
 race, religion or culture
 disability
 appearance or health conditions
 sexual orientation
 sexist or sexual language
 young carers or children in care.
5. At Coowonga State School there is broad agreement among students, staff and parents
that bullying is observable and measurable behaviour. When considering whether or not
bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the
power of individuals involved, or the frequency of its occurrence. Whether bullying
behaviour is observed between students of equal or unequal power, whether it occurs once
or several times, and whether or not the persons involved cite intimidation, revenge, or selfdefence as a motive, the behaviour will be responded to in similar fashion, that is, as
categorically unacceptable in the school community.
Rationale
6. Research indicates that many problem behaviours are peer-maintained. That is, peers
react to bullying in ways that may increase the likelihood of it occurring again in the future.
Reactions include joining in, laughing, or simply standing and watching, rather than
intervening to help the person being bullied. Whilst our school would never encourage
students to place themselves at risk, our anti-bullying procedures involve teaching the
entire school a set of safe and effective response to all problem behaviour, including
bullying, in such a way that those who bully are not socially reinforced for demonstrating it.
7. The anti-bullying procedures at Coowonga State School are an addition to our already
research-validated schoolwide positive behaviour support processes. This means that all
students are being explicitly taught the expected school behaviours and receiving high
18
levels of social acknowledgement for doing so. Adding lessons on bullying and how to
prevent and respond to it is a subset of procedures that our students are already
accustomed to.
Prevention
8. Attempting to address specific problem behaviours will not be successful if the general level
of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our
schoolwide universal behaviour support practices will be maintained at all times. This will
ensure that:
 Our universal behaviour support processes will always remain the primary strategy
for preventing problem behaviour, including preventing the subset of bullying
behaviour
 All students know the 3 school rules and have been taught the expected behaviours
attached to each rule in all areas of the school
 All students have been or are being taught the specific routines in the nonclassroom
areas, from exiting the classroom, conducting themselves in accordance with the
school expectations in the playground and other areas, to re-entering their
classrooms
 All students are receiving high levels of positive reinforcement for demonstrating
expected behaviours, including those associated with following our routines, from
all staff in the nonclassroom areas of the school
 A high level of quality active supervision is a permanent staff routine in the
nonclassroom areas. This means that duty staff members are easily identifiable
and are constantly moving, scanning and positively interacting as they move
through the designated supervision sectors of the nonclassroom areas.
9. The student curriculum modules of the anti-bullying process consist of lessons taught by all
teachers in all classrooms to a schoolwide schedule of instruction. At all times
simultaneous instruction is our goal, in order to maintain consistency of skill acquisition
across the school.
10. An initial introductory lesson is delivered, which teaches the 3-step process to be used by
all students when experiencing bullying behaviour either as a person being bullied, the
person bullying or bystander.
11. The introductory lesson is followed by several shorter lessons, each of which focuses on
one of the bullying behaviours that the school has identified and defined. These lessons
include instruction on how to approach adults and also on what reactions and systemic
responses they should expect from adults.
12. Research indicates that a common outcome of anti-bullying programming is an
improvement in understanding of bullying but little change in the frequency or nature of
actual bullying behaviour. One of the reasons cited for this outcome is the lack of
behavioural rehearsal in the programming. The anti-bullying process at Coowonga State
School takes care to combine knowledge with practice in a process of active learning, so
that students understand by ‘doing’ as much as by ‘knowing’.
13. Coowonga State School uses behavioural data for decision-making. This data is entered
into our database on a daily basis and can be recalled as summary reports at any time.
This facility allows the school to track the effectiveness of its anti-bullying process, to make
any necessary adjustments, and to identify specific bullying behaviours that may need to be
revisited or revised in the instructional process.
19
Appendix 3
Responsible Thinking Plan #1
Name: __________________________ Time in: __________ Time out: ___________
Date: ____________________________
Place of incident: _________________________
Referring Teacher: ______________________
Was I asked the questions? Once
Twice
Subject: ______________________
_________________________________
What was I doing?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What school rule did I break?

Be Safe ___________________________________________________________________

Be Respectful ______________________________________________________________

Be Responsible _____________________________________________________________
What will my goal be to be able to participate in the class/playground?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What things will make it hard for me to achieve my goal?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What will help to me to achieve my goal?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
I need to catch up on all my missed work during the play breaks.
If I’m referred to the planning room for not achieving this goal I will be missing 2 play breaks.
Students Signature: ______________________
Staff comment. (Discuss reflection activity and future implications)
 Major (one school report)
 Minor
________________________________________________________________________________
________________________________________________________________________________
20
Responsible Thinking Plan #2
Date: ________________ Time in: ________ Time out: ________ Place: _____________
Referring Teacher: ______________________ Subject: ______________________
Was I asked the questions? Once
Twice
_________________________________
What has stopped me from achieving this goal?
______________________________________________________________________
What can I do now to get back on track to achieve my goal?
__________________________________________________________________________________
__________________________________________________________________________________
I need to catch up on all my missed work during the play breaks.
I will miss two play breaks.
Negotiate with Teacher

Move my desk away from the group

Sit in a designated position on the carpet

Play in a designated area for ____________________(Goal time frame)
If I’m referred to the planning room for not achieving this goal I will be missing 4 play breaks.
Students Signature: ______________________
 Major (one school report)
 Minor
Staff comment. (Discuss reflection activity and future implications)
Responsible Thinking Plan #3
Date: ________________ Time in: ________ Time out: ________ Place: _____________
Referring Teacher: ______________________ Subject: ______________________
Was I asked the questions? Once
Twice
_________________________________
What has stopped me from achieving this goal?
______________________________________________________________________
What can I do now to get back on track to achieve my goal?
__________________________________________________________________________________
__________________________________________________________________________________
I need to catch up on all my missed work during the play breaks.
I will miss four play breaks.
Negotiate with Teacher

Move my desk away from the group

Sit in a designated position on the carpet

Play in a designated area for ____________________(Goal time frame)
If I’m referred to the planning room for not achieving this goal I will be missing 4 play breaks
and my parents will be contacted for a meeting.
Students Signature: ______________________
Staff comment. (Discuss reflection activity and future implications)
 Major (one school report)
 Minor
_________________________________________________________________________________________
21
Appendix 4
Entering Reports on One School
1.
2.
3.
If an incident is classed as major, it needs to be reported on One School.
Logon to One School
Click Behaviour Support
Record Incident (single – one student involved or multiple – more than one student)
The Following questions can be used as a guide for writing the report. It is important that
only facts are stated and not thoughts and personal feelings.
Name PROBLEM BEHAVIOUR
Where was the student when the incident occurred?
Who was working with the student when the incident occurred?
Where was staff when the incident occurred?
Who was next to the student when the incident occurred?
Who else was in the immediate area when the incident occurred?
What was the general atmosphere like at the time of the incident?
What was the student doing at the time of the incident?
What occurred immediately before the incident? Describe the activity, task, event.
Describe what the student did during the incident.
Describe the level of severity of the incident. (e.g. damage, injury to self/others)
Describe who or what the incident was directed at.
What action was taken to de-escalate or re-direct the problem?
Any factors that may have caused the student to be engaged in the above-described incident.
(e.g. was angry because I asked him/her to stop teasing).
22
Appendix 5
Debriefing Report
Formal debriefing should be led by a staff member trained in the process who has not been
involved in the event. The goals of debriefing are to:
 Reverse or minimise the negative effects of physical intervention
 Prevent the future use of physical intervention
 Address organisational problems and make appropriate changes
Notes on the discussion that occurs during the debriefing report are not required to be
documented, however a note should be made that the debriefing has occurred for both staff and
students involved (e.g. names, date, time and outcomes).
Debriefing should provide information on:
 Who was involved
 What happened
 Where it happened
 Why it happened
 What we learned
The specific questions we want to answer through the debriefing process are:
 FACTS: what do we know happened?
 FEELINGS: how do you feel about the event that happened?
 PLANNING: what can/should we do next?
Questions for staff
 What were the first signs?
 What de-escalation techniques were used?
 What worked and what did not?
 What would you do differently next time?
 How can physical intervention be avoided in this situation in the future?
 What emotional impact does using physical intervention have on you?
 What was you emotional state at the time of the escalation?
Questions for student
 What was it that you needed?
 What upset you most?
 What did we do that was helpful?
 What did we do that got it that way?
 What can we do better next time?
 Is there anything that you would do differently?
 Would you do something differently next time?
 What could we have done to make the physical intervention less invasive?
For students who have language or communication difficulties the debriefing process will
need to modified to accommodate their specific receptive and expressive needs.
23
Appendix 6
Planning Area Register
Date
Name
Incident
Major/
Minor
Date Plan
complete
Referring
Teacher
24
Appendix 7
RTP QUESTIONS
1. What are you doing?
2. What should you be doing? Or
Is that ok? Or
What are the rules?
3. What happens when you break the rules?
4. Is this what you want to happen?
5. Where do you want to be?
Or
What do you want to do now?
6. What will happen if you disrupt again?
RTP QUESTIONS
1. What are you doing?
2. What should you be doing? Or
Is that ok? Or
What are the rules?
3. What happens when you break the rules?
4. Is this what you want to happen?
5. Where do you want to be?
Or
What do you want to do now?
6. What will happen if you disrupt again?
RTP QUESTIONS
1. What are you doing?
2. What should you be doing? Or
Is that ok? Or
What are the rules?
3. What happens when you break the rules?
4. Is this what you want to happen?
5. Where do you want to be?
Or
What do you want to do now?
6. What will happen if you disrupt again?
RTP QUESTIONS
1. What are you doing?
2. What should you be doing? Or
Is that ok? Or
What are the rules?
3. What happens when you break the rules?
4. Is this what you want to happen?
5. Where do you want to be?
Or
What do you want to do now?
6. What will happen if you disrupt again?
If they disrupt again ask –
What are you doing?
What did you say would happen the next time
you disrupted?
Where do you need to be?
You have chosen to go to the Planning Area.
If a student is not willing to answer questions, ask
Are you willing to work with me?
If still difficult say – I see you have chosen to go to
the Planning Area
If they disrupt again ask –
What are you doing?
What did you say would happen the next time
you disrupted?
Where do you need to be?
You have chosen to go to the Planning Area.
If a student is not willing to answer questions, ask
Are you willing to work with me?
If still difficult say – I see you have chosen to go to
the Planning Area
If they disrupt again ask –
What are you doing?
What did you say would happen the next time
you disrupted?
Where do you need to be?
You have chosen to go to the Planning Area.
If a student is not willing to answer questions, ask
Are you willing to work with me?
If still difficult say – I see you have chosen to go to
the Planning Area
If they disrupt again ask –
What are you doing?
What did you say would happen the next time
you disrupted?
Where do you need to be?
You have chosen to go to the Planning Area.
If a student is not willing to answer questions, ask
Are you willing to work with me?
If still difficult say – I see you have chosen to go to
the Planning Area
25
26
PLAYGROUND
VERANDAH AND
WALKWAYS
 Use equipment
appropriately
 Keep hands, feet
and objects to
yourself
 Speak politely.
 Walk
 Sit still
 Enter and exit room
in an orderly manner
 Listen and think
about what you hear.
 Participate in school
approved games
 Play fairly
 Be inclusive.
 Stack bags on racks
 Keep passage ways
clear at all times
 Walk quietly and
orderly so that
others are not
disturbed.
 Respect privacy of
others.
 Use own bike only
 Walk bike in the
school grounds.
 Be prepared
 Persevere with set
tasks
 Take an active role
in classroom
activities
 Keep work space
tidy
 Be honest
 Negotiate use of
school equipment
after school while
waiting for your
parents to leave.
 Be a problem solver
 Return equipment to
appropriate place at
the sports bell
 Follow approved
rules.
 Rails are for hands
 Line up quietly at the
bottom of the stairs
after breaks and
before school.
 Use toilets during
breaks.
 Leave school
promptly when
dismissed.
BE RESPONSIBLE
 Have permission to
enter and leave the
classroom
 Be on time
 Be in the right place
at the right time
 Bring healthy food
only to school
 Follow instructions
straight away
 Remember: Learn
for Life.
 Respect others’
personal space and
property
 Care for equipment
 Clean up after
yourself
 Use polite language
 Wait your turn.
 Raise your hand to
indicate you wish to
contribute
 Respect others’ right
to learn
 One speaker at a
time
 Be an active listener
 Wear shoes and
socks at all times
 Care for the
environment
 Be sun safe; wear a
broad brimmed hat.
 Carry items.
 Walk quietly and
orderly.
 Wash hands
 Walk in and out.
 Walk your bike in the
school grounds
 Stow your helmet
attached securely to
your bike.
BE RESPECTFUL
CLASSROOM
BE SAFE
EXPECTATIONS
ALL AREAS
TOILETS
BIKE RACKS
27