MARY IMMACULATE STUDENT BEHAVIOUR SUPPORT PLAN
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MARY IMMACULATE STUDENT BEHAVIOUR
SUPPORT PLAN
Vision – Teach Challenge Transform
Mary Immaculate Catholic Primary School is a community of children, families and
staff that supports members to be the best we can be and achieve great things
together. Through fidelity to the Catholic faith and the recognition of other faiths,
we embrace our diversity and celebrate as a unified community.
Mission Statement – Teach Challenge Transform
At Mary Immaculate School, through the principles of Christian living, we promote
and strengthen relationships that are inclusive, respectful and based on trust. We
will:
• Foster our faith and relationship with God;
• Provide quality teaching that engages all learners;
• Maintain and further develop a safe and stimulating environment
• Provide school leadership and management practices that are efficient, just
and responsive to community needs.
This Student Behaviour Support Plan is designed to facilitate high standards of
behaviour so that the learning and teaching in our school and also during related
off-campus activities can be effective, and so that students can participate
positively within our school community. Through our school plan, shared
expectations for student behaviour are clear for everyone, thereby assisting Mary
Immaculate Catholic Primary School to create and maintain a safe and orderly
learning and teaching environment.
Our School Context
Mary Immaculate Catholic Primary
School situated within the Archdiocese
of Brisbane and located in Brisbane’s
inner city suburb of Annerley is a small,
inclusive and diverse Catholic school
community.
Our dedicated school staff numbers 25,
with our Leadership Team consisting of
a full-time Principal, a part-time APRE
with a teaching load, and a part-time
PLL also with a teaching load.
Teaching staff consists of 3 full-time
classroom teachers and 1 part-time
classroom teacher in a job share
arrangement and 2 part-time teachers
for our APRE/PLL release. We have
specialist teachers for PE, Music and
LOTE (AUSLAN). Our inclusion team
consists of one STIE, a Guidance Officer
(1 day per week) and one part-time
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022
EALD teacher (1 day per week). Support staff include one part-time Teacher-
Librarian/Technology – 3 days a week, a part-time groundsman, three part-time
secretarial staff and 2 school officers.
Mary Immaculate has a rich tradition of providing an inclusive Catholic education
to the families of Annerley and beyond. It is a school that has been blessed for
many years through the dedication and teaching of the Sisters of St Joseph. Today
we strive to carry on the legacy of Mary McKillop and the Sisters of St Joseph, while
bringing to it our own unique gifts and insights. Our learning community is gifted with
families from diverse social and cultural backgrounds, as well as many faith
traditions. Together, we seek to establish a life-long learning community that builds
a more just world through quality education. We welcome and encourage the
involvement of parents.
Consultation and Review Process
Mary Immaculate first published this plan in 2011. In 2021, this plan has been
reviewed in consultation with our school community. Consultation occurred
through staff meetings, meetings with our school board, and the distribution of the
draft plan for comment and review. A review of school data relating to school
disciplinary absences, behaviour incidents, and attendance also informed the plan.
The plan was endorsed by the Principal, the school board, and the Senior Leader,
and will be reviewed again in 2022 or before if needed.
Section A: Our Student Behaviour Support Systems
1. Beliefs and Common Philosophy about Learning and Teaching
Our beliefs about teaching and learning socially at school, student behaviour
supports, and responding to students to meet their needs, unify us and direct our
actions.
Student behaviour support is at the core of the teaching and learning process.
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. Mary
Immaculate’s Vision for Learning captures the beliefs essential for effective
learning and teaching:
• Learners are unique and have different ways of thinking and learning.
• Students’ needs, backgrounds, perspectives and interests are reflected in
learning and teaching.
• Learning in a nurturing environment supports and encourages all learners to be
the best they can be.
• The traditions of our Catholic faith provide a strong foundation for learning and
teaching.
• It is our belief that all students can be taught to be self-regulate and self-directed
learners. Teachers model, guide, share and apply this positive practice to
develop inter-dependent skills and the General Capabilities.
• Teachers provide quality learning activities to teach the approved curriculum to
all students.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022
• Teachers promote and develop positive Ways of Working (WoW) as outlined in
the Active Learner framework.
• Recognition, encouragement and feedback are given to all students regularly.
• Specific feedback regarding behaviour has a strong evidence for improving
outcomes and learning.
• Teaching of positive behaviour must be taught in context so that students are
given clear success criteria about the specific behaviours that the setting or
situation requires (e.g. sitting respectfully in the church, sitting when we eat) this
increases the chance student behaviour success with positive behaviour for
learning.
2. Our Systems Approach - Positive Behaviour for Learning (PB4L)
What is Positive Behaviour for Learning?
PB4L is a framework (Diagram 1) for schools that
use a system approach to positive behaviour
supports for all students. The aim of
implementing the framework is to achieve
increased academic and social progress and
achievement for all students by using evidence-
based practices. One of the focus areas is
explicit teaching of behaviours that assists
students to access learning – academically and
socially - at all stages of development
throughout their education.
Theoretical and conceptual characteristics
PB4L is the redesign of learning environments, not students. 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. 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 PB4L 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.
Tier 1 Universal Supports:
The first level focuses on Universal behavioural and academic supports for all
students. Here the focus is on prevention of problem behaviours, providing early
intervention for those at risk and creating positive learning environments across all
settings in the school. Research has shown that approximately 80-85% of students will
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022
respond to proactive universal supports, display the desired appropriate behaviours,
and have few behaviour problems (Horner & Sugai, 2005; Lewis, Newcomer, Trussell
& Ritcher, 2006).
Tier 2 Targeted Supports:
The second level focuses on students who continue to display problem 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)
Tier 3 Personalised Supports:
Finally the tertiary level of support 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 and
family and community
services.
By building a connected continuum, everyone in the school is aware of how each
level of support is connected to the universal systems i.e. every targeted and
individualised intervention uses the universal set of behavioural expectations to
increase the likelihood of maintenance and generalisation to other context.
3. Student Behaviour Support Leadership & Professional Learning for School/ staff
PB4Learning 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.
Mary Immaculate PB4L Team is made up of teachers and leadership team
members. Our Universal Support Team is mainly teachers with school officers and
leadership and meet at least once a term. Our Targeted/Individual Support Team
consists of Support Teachers, Guidance Counsellor, and leadership and meet
regularly at least once a month.
Staff are engaged in professional learning to build capacity in Tier 1-3 training,
effective classroom management and PB4L framework understandings.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022
Section B: Our Student Behaviour Support Practices
1. Clarity: Our Expectations
School-wide expectations encourage consistent communications and establish a
common language of expectations for all staff and students and across all
settings. Agreed upon student expectations promote the school’s Catholic
Identity and provide consistency across the staff and school community.
Our expectations are:
Student Code of Conduct
As a school community, all learners are guided by the Active Learner Framework.
This framework describes the behaviours and Ways of Working (WoW) which
articulate the appropriate and positive behaviours and thinking expected of all
RESPECTFUL learners.
I communicate respectfully
I am considerate of others
I include others
CURIOUS
I ask questions
I wonder and explore
I contribute ideas
RESPONSIBLE
I take ownership
I am organised
I make the right choices
CREATIVE
I express myself though learning
I take risks Our school behaviour Active
I explore and use my imagination Learner Framework and Ways of
RESILIENT Working is a visual tool that
Mistakes are ok outlines the expectations of
I never give up behaviours we expect all students
I ask for help and staff to learn, practice and
SAFE demonstrate. They allow us to
teach proactively and to provide
I follow expectations
students and parents with a
I am in control of my actions
positive message about
I play safely with others
behaviours for learning at school.
REFLECTIVE
I think and plan
I seek and act on feedback
I know where I am, where I need to go & how
to get there
COLLABORATIVE
I encourage others
I share my ideas
I actively listen to others
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022
Roles, Rights and Responsibilities of School Community Members
At Mary Immaculate we expect that students will:
• Participate actively in all learning activities by following the
expectations of the Active Learner framework.
• Reflect on their own behaviour and learning goals.
• Learn to take responsibility for their own 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 and the right to feel safe.
• Co-operate with staff and other students.
• Acknowledge the role of teachers and those in authority to
provide direction and maintain expectations.
At Mary Immaculate 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.
• 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 Mary Immaculate we expect that staff will:
• Provide safe and supportive learning environments that promote
the Active Learner Ways of Working (WoW).
• Develop, teach and maintain familiar routines in a variety of
contexts.
• Teach appropriate behaviours in context.
• Provide inclusive and engaging curriculum and teaching.
• Treat all students with respect and dignity in word, action and
attitude.
• Initiate and maintain constructive and positive communication
and relationships with students and parents/carers regarding success
and challenges with learning and behaviour.
• Promote the skills of responsible self-management.
• Maintain accurate student records including attendance and
Engage records.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022
In addition to our school expectations, our affective curriculum is informed by the
General Capabilities in the Australian Curriculum. The General Capabilities
encompass the knowledge, skills, behaviours, and dispositions that, together with
curriculum content in each learning area and the cross-curriculum priorities, will
assist students to live and work successfully in the twenty-first century.
The Personal and Social Capability is one of the seven General Capabilities that
outlines student developmental stages of self-awareness, self-management, social
awareness and social management. The behavioural and social emotional skills in
this capability are to be taught through the learning areas of the approved
curriculum. www.acara.edu.au
2. Focus: Teaching Expected behaviour
Effective instruction requires more than providing the rule – it requires instruction,
practice, feedback, re-teaching and encouragement (Sprague & Golly, 2005).
Instruction takes place each day, throughout the day, all year long.
In addition, direct teaching may be done using some or a combination of the
following:
• Beginning of school year orientation day
• Pastoral care period, weekly throughout the year
• Time built into the first weeks of schools and increased later in the year
• Assemblies followed by group practice
• New student orientation when needed
• Student leaders support younger peer
3. Feedback: Encouraging Productive Behaviours for learning
Tier 1 Universal Supports
Feedback should cause thinking (Dylan Wiliam, 2011). In education, we use the
term “feedback” for any information given to students about their current
achievements (Wiliam, 2011 p.122). Feedback to students provides them with the
way to move their learning forward and make progress in their learning.
Our school encourages and motivates students, both as they are learning the
expected behaviours and then to maintain those skills and dispositions as students
become more fluent with their use. Specifically, our school encouragement
system utilises effective, specific positive feedback, adult attention (contingent
and non-contingent) and a tangible reinforcement system.
The encouragement strategies for our school and classroom include:
a. Establishing Behaviour Expectations
At Mary Immaculate there are many ways in which staff establish the behaviour
expectations of our students. This behaviour is established at the classroom and
whole school level by:
• Teachers use a variety of age appropriate pedagogies to explicitly teach the
Active Learners WoWs which may include but are not limited to: modelling,
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022
social stories, role-play, analysis of Literature, Circle Time and uses of digital
technology.
• Teachers display and regularly refer to the Active Learner WoWs through the
resources (banners, display poster and individual desk strips)
• Teachers give consistent feedback to students in relation to the Active Learners
WoWs.
b. Positive School Culture
Every week, our school community gathers together for a Whole School Assembly.
During these times, we create and enrich our positive school culture through class
prayer, awards and education about our WoWs within the Active Learner
framework.
Resources that teachers use to support this teaching include:
• Praise/encouragement (verbal/non-verbal/written – Praise Note).
• Token/point/star systems (individual/group goal-setting).
• Public displays of work (classroom, library, posted on Seesaw or Newsletter).
• Implementation of the High Yield strategies (Review and Response, Learning
Walks and Talks, Data Walls).
• Individual student awards.
• Class responsibilities (messenger, teacher’s helper, library monitor, tuckshop).
• Communication to parents (Parent Portal and Term Overviews, Seesaw,
phone calls, SMS, emails)
• Sharing work with others (Principal, APRE, other year level classes, buddy
classes, parents).
• Celebrations (birthdays, ‘outside’ achievements).
• Articles in the School Newsletter (an electronic publication).
• School Leader Program
• St Vincent de Paul Outreach initiative
• Collaboration with other schools (Our Lady’s College, MAC Collaborative,
OLC Homework Club, Canberra trip)
• Participation in extra curricula opportunities when up and running (Gala Sports
Day, Choral Festival, QCMF, Under 8s day)
c. Awards
We acknowledge student efforts and results in academic, sporting, behavioural,
and cultural contexts through a variety of awards at our school.
• Acknowledge
Active Learner Awards
achievements made by
students in a public forum.
At Mary Immaculate School, we believe
• Should be for academic
that every child is worthy of receiving an
achievement, arts
Active Learner Award to celebrate and
achievement, or personal
acknowledge significant academic,
or social based on the list of
personal, or social achievements. Each
learning behaviours.
week on whole school assembly,
• Award to one student from
teachers have the opportunity to give a
every class each assembly
student from their class an Active
week.
LearnerAward.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022Incline Your Heart Awards
At Mary Immaculate School, each week
one student is nominated by a staff
member to receive the ‘Incline Your
Heart’ Award. The award, based on our
school motto, ‘Inclina Cor Meum’,
• One award per week
guides us all in being living examples of
nominated by a staff
Christ. The chosen recipient works in
member
harmony with others, acting justly,
displaying compassion and humility. The
‘Incline Your Heart’ Award is much
valued by all in our community as we
acknowledge and celebrate those who
inspire us through their actions and
words. The recipient of this award is
presented with a certificate.
• The awards recognise
character, leadership and
Year 6 Leadership awards
academic performance.
• The Year 6 teacher
Fr Bernard McLaughlin Award
nominates a student from
the Year 6 class. The
The Fr McLaughlin Award is in the form of
teacher writes a
two bursaries and is presented to a
paragraph explaining how
student from Year 6 to assist with
the students have met the
secondary schooling in a Catholic
selection criteria.
school. There is one student from Year 6
• The award is presented at
chosen from St Elizabeth’s and Mary
the end of primary school
Immaculate.
celebration in the final
week of school.
Tier 2 Targeted Supports
Targeted evidence-based interventions play a key role in supporting students at
risk of academic and social problems and may prevent the need for more
intensive interventions (Sailor et.al., 2009). These students consistently have trouble
with low level but disruptive behaviours that interfere with instruction and hinder
student learning. Targeted inventions should be timely and responsive and use
similar strategies and social curriculum across a group of students.
Students are identified proactively, using academic, behaviour and attendance
data accompanied by teacher nomination or through a screening process. Our
targeted supports have systems in place to monitor student progress, make
modifications, and gradually decrease support as student behaviour and
engagement improves.
The evidence-based targeted supports currently available for students in the
school include:
• Active Learner WoW: Reflection
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022• Social Stories
• Adjustments to the The Behaviour Education Program ‘Check in- Check out’:
(Crone, Horner & Hawken, 2004). This evidence-based Tier 2 support builds on the
school-wide expectations by providing students with frequent feedback and
reinforcement from their teacher/s, a respected facilitator, and the student’s
parents for demonstrating appropriate behaviour and academic engagement.
The goal is to move the student to self-management.
• Check and Connect Mentoring Program: (Christenson et al, 2012). The core of
Check and Connect is a trusting, relationship between the student (Year 10 -12)
and a caring, trained teacher mentor. This mentor both advocates for and
challenges the student and partners with the family, school, and community to
keep education salient for the student.
• Social Skills Clubs/Lunch Bunch Group/Chill Out Zone: This type of intervention
involves directly teaching social skills to enhance a student’s ability to interact
with peers and adults. Whilst social skill instruction may be part of the work done
in universal supports this type of targeted support occurs in smaller groups with
students who require additional practice and feedback on their behaviour. A
teacher or guidance counsellor facilitates this type of group.
• Group restorative lessons and conversations
• Explicit teaching and re-teaching
Tier 3 Personalised Supports:
Successful outcomes for students whose behaviour has not responded to Universal
or Targeted supports are dependent on our ability to intervene as early as possible
with appropriate evidence–based interventions. A function-based approach is an
essential feature of PB4L.
Personalised supports currently on offer at the school include:
Should a student require more support than provided in the 'Targeted Behaviour
Support' stage (Section 7), then strategies to support individual students may
require specialised services and alternative pathways of care. Individual supports
may include:
• Individual Plans (Action Plan, Behaviour Support Plan)
• Support from specialist staff (ie Support Teacher Inclusive Education, Guidance
Counsellor)
• Wrap-Around Meetings with outside agencies (eg Psychologist). At times, we
may request the professional engagement of psychologists or psychiatrists.
• Functional Behavioural Assessment and designing an Individual Behaviour
Support Plan
• Pro-active, Collaborative Problem-Solving process (Dr Ross Greene)
• Guidance Counsellor support services
• Student Support Team case management - planning and implementation of
individualised support plans and monitoring data
• Partnerships with outside support agencies and specialists
• The Check and Connect Mentoring Program – (Christenson et al, 2012).
4. Feedforward: Responding to Unproductive Behaviours
Even with our positive approach to teaching and supporting expected behaviours
for learning, unproductive student behaviour will still occur. For some students,
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022they do not know how to perform the expected behaviour, or don’t know it well
enough to routinely use it at the appropriate times. For some students, the
maladaptive behaviours they are using appear to meet their needs. When
responding to unproductive behaviours, all staff take a positive, supportive
approach that builds, maintains, and sustains relationships with students.
To feedforward when responding to unproductive student behaviours, we have a
system in place that enables staff to respond to minor unproductive behaviours
efficiently and effectively, to chronic persistent minor behaviours and to major
unproductive behaviours that hinder learning. In this continuum, thinking begins
with clarity between minor behaviours (that can and should be managed by
teachers, within the context of the classroom and non-classroom settings) and
major behaviours (that are best managed in a more private setting with the class
teacher and leadership in partnership). The definitions of teacher managed
behaviours (Minor) and teacher plus leadership managed behaviours (Major)
have been included in Appendix A.
Although the teacher is the key problem solver when responding to minor
behaviours, they collaborate, and share creative strategies, with colleagues.
Teachers respond to minor behaviours using best practices that include reminders
of expectations, re-directing to learning and re-teaching behaviours. Appendix A
includes a summary of practices that may be utilised.
The positive, support strategies currently in place for responding to unproductive
behaviours at our school can be classified under the three evidence-based
approaches recommended in BCE SBS policy and procedures, and include:
De-escalation Problem-solving Restorative
Supervised calm time in Teacher – student Student apology
a safe space in the conversation
classroom Student contributes
Work it out together back to the class or
Supervised calm time in plan – teacher and school community
a safe space outside of student
the classroom Restorative
Teacher – student – conversation
Set limits parent meeting
Restorative
Individual crisis support Teacher – student – conference
and management plan leadership
conversation
In addition, de-escalation crisis prevention and support strategies may include:
• Ensure open, non threatening body language (always give children ‘an out’)
• Call the office to seek support
• Listen to students and their needs
• Wait until a student is in the ‘Green Zone’ before trying to engage
• Use a calm voice if you are speaking to a child who is in the ‘Red Zone’
• Always follow through and follow up with what you say you will do
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/20225. BCE Formal Sanctions
• Detention
• Suspension
• Negotiated Change of School
• Exclusion
For appeals, the school aligns to BCE processes:
Process for Appeals
Appeals by parents/caregivers are made to:
o The Principal of the school: in relation to a decision to suspend a student for
less than three (3) days. Parents/caregivers who consider that either correct
procedures have not been followed, or that an unreasonable decision has
been made, may appeal a suspension that is less than three (3) days to the
Principal.
o The Senior Leader: in relation to a decision to suspend a student for more than
three (3) days from a particular school.
o The Executive Director: in relation to a recommendation to exclude a student
from a Brisbane Catholic Education School. (Executive Director, Brisbane
Catholic Education, GPO Box 1201, Brisbane, QLD 4001).
Note: The fact that an appeal has been lodged does not suspend the operation of
the suspension or exclusion.
In the case of exclusion, the student will be suspended pending the decision to
exclude and the Principal will make an application for exclusion to the Executive
Director, through the Senior Leader and the Director-School Services. When the
application has been successful and the Executive Director has agreed, the
Principal will write to the parents/caregivers to notify them of the Executive
Director’s decision.
If the appeal to the Executive Director is successful, consideration may need to be
given to both re-instating the student’s enrolment and the conditions on which re-
enrolment might occur. This will be done through discussion involving the Principal,
Senior Leader and the parents/caregivers. As each situation is different, time frames
for review and decision-making may differ.
Appeals must be made in writing, stating the grounds on which the appeal is being
made. A parent who requires assistance to participate in the inclusive community
will have access to help with the appeal process. Please see the Guidance
Counsellor for referral to an appropriate person to assist with the appeal.
Alternative options for responding will be considered if a written appeal is not
possible.
6. Bullying and Cyberbullying – information, prevention, and school responses
Definition for staff, parents and guardians: Bullying is repeated verbal, physical,
social or psychological behaviour that is harmful and involves the misuse of power
by an individual or group towards one or more persons. Cyber bullying refers to
bullying through information and communication technologies. Conflict or fights
between equals and single incidents are not defined as bullying. Bullying of any
form or for any reason can have long-term effects on those involved including
bystanders.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022Definition for younger students: Bullying is when someone targets another child
again and again and tries to make them feel bad. They say or do many mean
and hurtful things, make fun of them a lot, try to stop them from joining in or make
others not like them. Although it isn’t nice if someone says or does something
mean to someone else, we don’t necessarily call that bullying. It also isn’t bullying
if children of the same age have a one-off argument.
Definition for older students: Bullying is when one student (or a group) targets
another student again and again to upset or hurt them. They might hurt them
physically, try to socially isolate them or say and do many mean or humiliating
things to them. Although it’s neither respectful nor acceptable if someone
behaves in a mean or aggressive way on one occasion, it isn’t considered
bullying. A fight or disagreement between students of equal power or status isn’t
considered bullying.
What bullying is not: There are also some behaviours, which, although they 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 attempts to cause distress, exclude or create dislike by others.
Bystander: A person who sees, or knows about, bullying or harassment or that is
happening to another person.
Minor Behaviours Major Behaviours
Disrespect/non Academic Defiance/non e-Crimes/Cyber
compliance Disengagement compliance exploitation
Disruption Aggression – Physical Disruption Identity
Inappropriate Aggression – Verbal Dress Code Violation theft/impersonation
verbal language Bomb Threat/False Drug-use or Child exploitation
Late Alarm possession materials
Lying/Cheating Bullying/Harassment Legal Fraud
Out of Bounds Physical characteristics Illicit/unsanctioned Plagiarism/Forgery
Physical contact Emotion characteristics Tobacco/herbal Technology Violation
Property misuse Racial characteristics cigarettes Theft
Sexual Behaviour Sexual characteristics Other Truancy: from class;
Task Avoidance Gender characteristics inhalents/solvents from school
Teasing Religious characteristics e-cigarettes Vandalism/Property
Technology Disability characteristics Alcohol Damage
Violation Combustibles – use or Drug-related Weapons-use or
Uniform violation possession equipment/paraphe possession
Concerning Sexual rnalia
Behaviour
Processes
a) Consequences for Inappropriate Student Behaviour in the Classroom
Classroom and specialist teachers have individualised behaviour programs based
on the Active Learner WoWs.
b) Consequences for Inappropriate Student Behaviour in the Playground
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022Teachers use a variety of strategies to deal with inappropriate behaviour in the
playground, depending on the seriousness and frequency of the behaviour.
Some of these strategies include:
• a reminder about the expectation and re-teaching of the expectation
• short period of ‘time-out’ from play
• longer period of ‘Time-out’ from play, remaining in the duty area eg
walking with teacher or sitting in the duty area, removed from play but still
supervised by duty teacher
At times when the behaviour demonstrates an escalation in seriousness or
frequency, duty teachers will alert a member of the Leadership Team and request
support. In these instances, information will be written up by the duty teacher and
logged on Engage. Parents will be informed if their child is involved in an incident
which requires support from the Leadership team.
Violent, unsafe or repeated inappropriate behaviour may result in appropriate
action deemed necessary by the Leadership Team.
Bullying and Cyber Safety
An extensive whole school audit and review was undertaken during Semester 1 of
2013. A separate, comprehensive Anti-Bullying Policy was written in consultation
with staff, parents, Student Safety Committee and the School Board. The policy is
available on our school website.
Social Emotional Programs, Child Safety Programs and Activities at Mary
Immaculate to assist in Preventing and Responding to Instances of Student
Bullying/Harassment
The Zones of Regulation:
The Zones of Regulation curriculum was bought in 2017 to support students in the
classroom with emotional-regulation and is a great tool to use, especially with the
younger grades. Zones of Regulation Reproducibles
Friendology 101 and Friendology Jr:
In Term 2 2020, Friendology 101 and Friendology Jr, URSTRONG’s award winning in-
school friendship skills curriculum, written by a teacher, Dana Kerford, was
introduced for teachers to deliver in their classrooms. With video lessons for
students from grade 1 to 6, Friendology gives students the knowledge and skills to
grow healthy relationships and feel empowered in their friendships. This whole
school approach allows us to share a common language with the students with
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022regards to solving friendship problems e.g. Friendship Fire, healthy and unhealthy
friendship, Mean on Purpose Behaviour.
Wellness Week:
Mary Immaculate hold a Wellness Week once a term with activities planned for
both staff and students. These are kept on the school portal under Health and PE
in the Wellness Folder. Staff share the planning of these activities e.g. Class
wellness assembly, meditation, yoga, mandala colouring.
Daniel Morcombe Child Safety Curriculum:
At Mary Immaculate we teach the Daniel Morcombe Child Safety Curriculum in
Term 2 and 3 on even weeks. The Department of Education, in partnership with
the Daniel Morcombe Foundation, has developed the Daniel Morcombe Child
Safety Curriculum for Queensland students. The Curriculum consists of classroom
lessons across 3 phases of learning: Prep to Year 2, Years 3 to 6, and Years 7 to
9. The Curriculum is aligned with the Australian Curriculum: Health and Physical
Education and is available through Scootle. It aims to teach children about
personal safety and awareness, including cybersafety and phone safety, by
focusing on three key safety messages: Recognise, React and Report.
Day for Daniel:
The school acknowledges Day for Daniel on the last Friday in
October annually. Students wear a splash of red and teachers reinforce the key
safety message from the Daniel Morcombe Child Safety Curriculum
with their class. They also review who they can go to at school and in the
community if they feel unsafe.
Braveheart's Ditto Show:
At Mary Immaculate School we book the Braveheart's’ Ditto Keep Safe Adventure
Show on alternate years. The show is an interactive live education program which
has been teaching children about personal safety since 2006. The show is aimed
at students aged 3-8. Ditto Child Safety show every two years for students in P-
2 (The show is aimed at children aged 3 to 8 years-of-age). The messages from the
show are reinforced with students through the school year.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022Child Safety Week:
We acknowledge Queensland Child Safety week yearly and alert our parent
community to the resources and events available via the school
newsletter. Teachers review the staff members at school they can go to if they feel
unsafe. Teachers’ also review their helping hand (five adults they can go to if they
feel unsafe).
National Day of Action Against Bullying and Violence:
Mary Immaculate is registered for the National Day of Action Against Bullying and
Violence (NDA) on the 2nd last Friday in March. Teachers are asked to teach 2-
3 lessons from the website in their classrooms during that week. On the NDA
day students can wear a touch of orange if they wish to acknowledge the day.
Link to the website: www.bullyingnoway.gov.au
Additional Resources Available at Mary Immaculate:
You are a Social Detective Book:
You are a Social Detective Book explains social awareness in a comic format. It
reinforces many of the concepts taught in the Zones of Regulation and has some
great lesson plans at the back which can be used with students. The language is
great and easy to reinforce e.g. expected and unexpected behaviours. This
resource can be borrowed from the school guidance counsellor as needed.
We Thinkers Volume 1 (Social Explorers):
We have a copy of the We Thinkers Volume 1 (Social Explorers) curriculum. This is a
great supplement to the Zones of Regulation (especially useful for Prep and Year 1)
and it really reinforces the expectations in the classroom in addition to social
awareness. I particularly like the books you can read to your class to reinforce
concepts: Thinking Thoughts and Feeling Feelings (Classroom Adventure); The
Group Plan (Adventure on the Farm);Thinking with Your Eyes (Adventure in Space);
Body in the Group (Ocean Adventure);Whole Body Listening (Zoo Adventure). The
program and the picture books are available to borrow from the school library.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022We Thinkers Volume 1 (Social Explorers):
We have a copy of the We Thinkers Volume 1 (Social Explorers). This program and
resources are great for those students who are inflexible in their thinking and gives
different inflexible thoughts a character name e.g. one-sided Sid. It teaches
students to defeat the team of unthinkables with more flexible thinking (Superflex).
There is a copy in the library.
Bucket Filling:
We have a range of Bucket Filling books in the library for use in classrooms or here
is a video of one of the books being read should you wish to use it Teacher
Tube: Have You Filled a Bucket Today? This is a great resources to use in
classrooms. It is a good idea to read it at the beginning of the year as it goes well
with class expectations. The concept is that we all have an invisible bucket in
which we keep our good thoughts and feelings. When our buckets are full, we are
happy and when they are empty, we are sad. What we say and do can either fill
a bucket or dip into it and when we fill someone else’s bucket, we fill our own too.
Go Noodle and Class Dojo:
Go Noodle (https://app.gonoodle.com/login) and
Class Dojo https://www.classdojo.com/signup/ are free resources for teachers.
Go Noodle is full of lots of free videos ranging from movement breaks and
meditation to everything in between for all age groups. Class Dojo website not
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022only as a positive reinforcement tool for classes, but for free growth mindset
resources and videos.
Hey Warrior:
A useful book to read for students who have anxiety. Kids can do amazing things
with the right information. Understanding why anxiety feels the way it does and
where the physical symptoms come from is a powerful step in turning anxiety
around. Anxiety explained, kids empowered. This book is available to borrow from
the library.
Section C: Our Student Behaviour Support Data
1. Data Informed Decision Making
The BCE Engage Student Support System is the database all BCE schools are
required to use to collect behavioural data for analysis and decision-making. The
Engage Student Support System has capacity to record minor and major
behavioural incidents so that schools can make data informed decisions about
student supports. It also has capacity for schools to record, store and analyse Tier 2
Targeted and Tier 3 Personalised supports, information, and data.
It is mandatory for all BCE schools to record major incidents of bullying, weapons
and drugs incidents and complete the accompanying record documentation in
the system as comprehensively as possible. Suspension records are also
mandatory to complete in the database.
Mary Immaculate Primary School uses behavioural data together with other data
sources to make data informed decisions about student supports. This includes
team meetings – universal team (consisting of teachers and leadership) meet to
analyse universal school data and feedback to staff meetings, Targeted and
personalised team (including STIE, GC & Leadership) meet at least monthly to
analyse and prioritise students requiring or enrolled in Targeted or Personalised
supports.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022References
Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., & Sailor, W. (2002).
Positive Behavior Support: Evolution of an applied science. Journal of Positive
Behavior Interventions, 4, 4-16.
Christenson, S., Stout, K. & Pohl, A. (2012). Check and Connect- Implementing with
Fidelity. University of Minnesota.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem Behavior
in schools. New York: Guilford Press.
Greene, R.W. (2014). Lost at school: Why our kids with behavioral challenges are
falling through the cracks and how we can help them. New York: Scribner.
Horner, R. H. & Sugai, G. (2005) School-wide positive behavior support: An
alternative approach to discipline in schools. In L. Bambara & L. Kern (Eds.),
Positive behavior support (pp359-390). New York: Guilford.
Lewis, T. J., & Newcomer, L., Trussell, R., & Richter, M. (2006). School-wide positive
behaviour support: Building systems to develop and maintain appropriate social
behaviour. In C.S. Everston & C.M Weinstein (Eds.), Handbook of Classroom
management: Research, practice and contemporary issues (pp833-854). New
York: Lawrence Erlbaum.
Newton, S. J., Horner, R. H., Algozzine, R. F., Todd, A. W., & Algozzine, K. M. (2009).
Using a problem-solving model to enhance data-based decision making in
schools. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.) Handbook of positive
behavior support (pp. 551-580). New York, NY: Springer
Sailor, W., Dunlap, G., Sugai, G., & Horner, R., Eds. (2009). Handbook for positive
behavior support. New York: Springer Science and Business Media.
Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in
schools. Boston, MA: Sopris West Educational Services.
Sugai, G., & Horner, R.H. (2002). The evolution of discipline practices: School-wide
positive behaviour supports. Child and Family Behaviour Therapy, 24. 23-50.
Witt, J. C., Daly, E. J., & Noell, G. (2000). Functional Behaviour Assessment: A Step
by Step Guide to Solving Academic and Behaviour Problems. New York: Sophis
West.
Relevant Brisbane Catholic Education Policies
· BCE Student Protection Processes
· Management of Drug Related Incidents
· Management of Weapons in Schools
· Code of Conduct
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022· Student Attendance policy
· Student Diversity and Inclusion policy
· Student with Disability policy
· Student Behaviour Support policy
· Student Behaviour Support procedure
· Student, Parent and Guardian Complaints Management policy
· Student Wellbeing policy.
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022Appendix A - Behaviour Definitions
Minor Behaviours
Descriptors, Definitions, Examples
1 Inappropriate verbal language: Student engages in low intensity instance of
inappropriate language e.g. Calling someone an “idiot”, swearing if they kick their
toe
2 Physical contact: Student engages in non-serious, but inappropriate contact
e.g. Pushing in the tuckshop line, horseplay
3 Disrespect/non-compliance: Student engages in brief or low intensity failure to
respond to reasonable adult requests e.g. Saying “No”, “Not going to do it”, “I
don’t want to do that”
4 Disruption: Student engages in low intensity, but inappropriate disruption e.g.
Calling out, talking to a peers in class
5 Uniform violation – Minor: Students wears clothing that is near but not within the
school’s dress code e.g. 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 e.g. Making a mobile phone call in breach of school’s policy
7 Property misuse: Student engages in low intensity misuse of property e.g. Using
equipment contrary to its design or purpose
8 Late: Students arrive late to class e.g. Tardy or 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 e.g. “White Lies” “I came first”, “It wasn’t
me!”, “I didn’t do it”
11 Teasing: Isolated inappropriate comments (ongoing teasing would fit under
Bullying) e.g. Laughing at someone’s misfortune
12 Sexual Behaviour: Sexual behaviours that are normal, age-appropriate,
spontaneous, curious, mutual, light-hearted and easily diverted experimentation.
e.g. Green light behaviours
13 Incomplete tasks: Student has failed to complete a set piece of work in a
clearly specified time frame e.g. Has difficulty starting learning task, continuing on
task or completing learning tasks
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022Major Behaviours
Descriptors, Definitions, Examples
1 Verbal Aggression: Language (both overt and covert) directed at others in a
demeaning or aggressive manner intended to harm, distress coerce or cause fear
e.g. Swearing, aggressive stance, language directed to hurt or show disrespect,
intimidating body language, intimidating tone of voice
2 Physical Aggression: Actions (both overt and covert) involving serious physical
contact where injury might occur that is directed towards another and intended
to harm, distress coerce or cause fear e.g. Hitting, punching, hitting with an
object, kicking, pulling hair, scratching
3 Bullying/Harassment: Bullying/Harassment are behaviours that target an
individual or group due to a particular characteristic; and that offends, humiliates,
intimidates or creates a hostile environment. It may be a single or ongoing pattern
of behaviour. Bullying involves the misuse of power by an individual or group
towards one or more persons e.g. Bullying may include: Physical: hitting, kicking,
any form of violence; Verbal: name calling, sarcasm, spreading rumours, persistent
teasing, intimidation; Emotional: excluding, tormenting, ridiculing, humiliating,
intimidating; Racial: taunts, graffiti, gestures, intimidation; Sexual: unwanted
physical contact, abusive comments, intimidation. Cyber bullying may include a
combination of behaviours such as pranking calling, sending insulting text
messages, publishing someone's private information, creating hate sites or
implementing social exclusion campaigns in social networking sites. Can also
include 'flaming' and online hate sites/bash boards.
4 Defiance/non-compliance: Failure or refusal to comply or obey directions, a
resistance to authority e.g. Refusing a reasonable request of a teacher or
supervisor, talking back in an angry and/or rude manner to staff, ignoring/walking
away from staff, running away
5 Disruption: Persistent behaviour causing an interruption in a class or an activity
e.g.Sustained loud talking, yelling or screaming; repetitive noise with materials;
and/or sustained out-of-seat behaviour
6 Dress Code Violation: Student wears clothing that does not fit within the dress
code of the school e.g. “Gang” undershirts, offensive T-shirts, steel capped shoes.
7 Vandalism/Property Damage: Student participates in an activity that results in
substantial destruction or disfigurement of property e.g. Throwing a computer,
graffiti of school buildings, arson
8 Truancy: Regular or persistent unexplained absences from school or from a class,
where the reason given is unsatisfactory e.g.Students leaves class/school without
permission or stays out of class/school without permission
9 Theft: Dishonestly appropriating another person’s property with the intent to
destroy or permanently deprive the person of it e.g. Stealing school or personal
property
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/202210 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. e.g. Using someone else’s ideas or writing without acknowledging the
source material. Signing another person’s name such e.g. a parent or teacher on
a document.
11 Technology Violation: Student engages in inappropriate (as defined by school)
use of school technology including cell phone, music/video players, camera,
and/or computer e.g. Accessing inappropriate websites, using someone else’s log
in details, inappropriate additions to Facebook (written and images)
12 Drug-use or Possession: Student is in possession of or is using illegal
drugs/substances or imitations or is using prescription drugs contrary to their
doctor’s directions e.g. Cigarettes, cannabis, alcohol, prescription or other
chemical drugs, drug related equipment
13 Weapons Use or possession: A weapon is any object, device or instrument
designed as a weapon that through its use is capable of causing bodily harm e.g.
Knife, toy gun, gun
14 Combustibles Use or possession: Student is in possession of substances/objects
readily capable of causing bodily harm and/or property damage e.g. Being in
possession of or using matches, lighters, firecrackers, gasoline, lighter fluid
15 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 e.g. The intent is one of a “prank” to disrupt the school day
and/or Emergency Services. May include pulling a fire alarm or written or verbal
bomb threat.
16 Concerning Sexual Behaviour: Orange behaviours - Sexual behaviours that are
outside normal behaviour in terms of persistence, frequency or inequality in age,
power or ability Red behaviours - Sexual behaviours that are problematic or
harmful, forceful, secretive, compulsive, coercive or degrading e.g. Explicit sexual
talk or play, persistent nudity, repeated exposing of private parts to others and/or
in public. Forcing others to be involved in sexual activity, using mobile phone and
the internet which includes sexual images.
17 eCrimes/Cyber exploitation: Illegal actions that are carried out through the use
of a mobile device or technology to take advantage of another e.g. Stealing
someone’s identity and impersonating them online, sending sexually explicit
images
18 Academic Disengagement: Student does not complete and/or submit
summative assessment pieces or avoids exams e.g. Avoiding group assignment
work, minimal drafting of assessment or has difficulty engaging with learning over
a period of time
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022Appendices B
Vision/Mission Statement
Approver: Lagi Aukusitino Principal Issue date: 01/02/2021 Next review date: 01/02/2022You can also read
