CAS Update Where We’ve Been, Where We Are, and Where We’re Going
We’ve listened, we’ve seen, we’ve thought, we’re acting.
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Transcript of We’ve listened, we’ve seen, we’ve thought, we’re acting.
Promoting Positive Behaviourintroducing our revised behaviour management systems
We’ve listened, we’ve seen, we’ve thought, we’re acting.
What we need from youThe staff are positive and believe that we have developed a comprehensive approach. We need all families to embrace this change positively and support the implementation of this system.
This is a universal system that is not for those students who require the support of an Individual Behaviour Support Plan.
Classroom flowchartINAPPROPRIATE
(non-extreme) BEHAVIOUR – MANAGED BY
TEACHER
Teacher uses non-verbal cues,
proximity, parallel acknowledgement
Teacher uses verbal reminders,
redirection to learning, explicit
instruction
Teacher gives student
choices
Student must complete in-class reflection sheet (5
min) – then return to class activity*
Student sent to buddy class to complete 2nd reflection sheet (10
min) – then return to class*
Documented on monitoring sheet
Student sent to supervisor. Write letter to class and
parents.* Classroom teacher phones
parents. Documented on monitoring sheet
Student sent back to supervisor; decision made whether to refer to Principal*.AP phones parent.Documented on monitoring sheet.
Student removed to AP class the following day
(recess & lunch in Principal’s office)
Repeat offenders
Persistent behaviour – parent meeting scheduled. Student to remain in AP classroom until resolution. LST referral and Individual Behaviour Plan
required.
Missed work caught up during
lunch.Loss of STARS
time.
* Continued non-compliance or refusal – teacher consults with supervisor. Executive to determine consequence.
It made my class/teacher feel: happy sad mad scared frustrated
Next time I can choose to:
In Class
’s Think Sheet What I chose to do:
I can think about my choices and how they affect ME and others.
kick hit push bite
not working
pinch
use unkind words
throw something
have SAFE feet have SAFE hands use kind words listen and not talk during instruction
ask for a calm break
say “I need
space.”
ask someone to “Please stop.”
follow directions
stay in my work
area
say, “I don’t
understand.”
When I make a positive choice like that: others will want to be with me
others will feel good around me
others want to play with me
everyone can learn
I will feel proud of myself
not following directions
break things
It made feel: happy sad mad scared frustrated
Next time I will:
Buddy Class
’s Think Sheet I continued to:
I can think about my choices and how they affect ME and others.
kick hit push bite
not working
pinch
use unkind words
throw something
have SAFE feet have SAFE hands use kind words listen and not talk during instruction
ask for a calm break
say “I need
space.”
ask someone to “Please stop.”
follow directions
stay in my work
area
say, “I don’t
understand.”
When I make a positive choice like that: others will want to be with me
others will feel good around me
others want to play with me
everyone can learn
I will feel proud of myself
not following directions
break things
I was not being:
respectful active learner safe responsible
STARS timeStudents andTeachersAchievingRealSuccess
Classroom flowchartEXTREME
BEHAVIOUR (with intent to harm,
intimidate , damage) – TEACHER TO
CONTACT PRINCIPAL and/or EXECUTIVE
Teacher to complete incident
report form
If safety concern exists, student is
locked out or class evacuated
Principal and/or AP to manage
situation
Consequence options:- formal caution- in-school suspension- formal suspension- loss of privilegesAND parent meeting
Examples of extreme behaviour
• Aggressive behaviour• Aggressive language• Property damage• Psychological harm• Bullying• Use of weapon OR• Absconding
Playground flowchart
Minor incidents
Major incidents (includes high level moderate behaviours requiring removal
from playground – beyond control of Playground teacher)
Check that student has followed NO, GO,
TELL if applicable
Walk and talk with teacher to (resolve
issue)
Student directed to ‘thinking seat’
for 5 minutes
Chill out room – THIS IS NOT A CONSEQUENCE Can be used to de-escalate behaviour or diffuse potential threats. Student is encouraged to bring a friend. Teacher and student
referrals will be accepted. An Executive will be in the room from 1.20-2.00pm every day.
Moderate incidents
Playground teacher completes playground slip
Red card sent to office
Executive to the playground
Student loses STARS time
Student STARS time Parent meeting Consequence at
discretion of Principal
Student referred to Roaming Executive
‘On Track’ reward systemStep 1 (occurs in a year)
* In 2013 students received wristbands once they had completed each section of the wheel. In 2014 students will receive pencils in ‘On Track’ colours. This could change each year.
they earn ‘On Track’cards
they can earn ‘Gotcha’ cards in the playground. 3x ‘Gotcha’ cards of same colour = 1 ‘On Track’ card
Each ‘On Track’ card is recorded on ‘On Track’ wheel
Gotcha cards go into Monday morning Zooper Dooper draw.
10 x same colour ‘On Track’ card = 1 pencil *
New wedge put on the ‘On Track’ Wheel ready to start again.
When GWPS students are: safe,
respectful, responsible active
learners…
Step 2 (occurs in a year)
Step 3 (occurs over consecutive)
1 pencil of each colour = 4 pencils.
4 pencils = 1 badge
2 x badges = morning tea with the Principal
Kindergarten Picnic at the park across the road
Stage 1 Even years: Picnic at Tom Uren Park Odd years: Movie day & treats in
Stage 2 Even years: Water play afternoon Odd years: Games afternoon
End of year experience!!!
Stage 3 Even years: Movie in the hall & treats Odd years: Techno party – Karaoke, Dance party
Step 3 (occurs over consecutive years)
Achieve 3 consecutive badges
Achieve 5 consecutive badges
Achieved 7 consecutive badges
Bronze level certificate and photo in the hall
Gold level certificate and name recorded on the honour board in the hall.
Silver level certificate and photo in the hall
Thank you for your attendance and your ongoing support