Common use of Focused Clause in Contracts

Focused. The classroom teacher is supported by other school-based staff to address in-class problem behaviour. Behaviours may include but are not limited to: truancy, inappropriate phone use, inappropriate uploading of images/language, minor verbal misconduct infringements and continual uniform infringements. Supports may include:  Functional Behaviour Assessment  Individual student behaviour support strategies (e.g. Student behaviour plan)  Targeted skills teaching in small groups  Detention  Behavioural contract  Counselling and guidance support  Self-monitoring plan  Check in/Check Out strategy  Teacher coaching and debriefing  Referral to the relevant Head of Department, school engagement team or support staff (GOs, Chaplain etc) for team-based problem solving  Stakeholder meeting with parents and external agencies  Positive Focus Card  Attendance monitoring card  After school detentions  Saturday detentions  Restorative Justice  Growing Values  Part-time attendance programs  Suspensions  Targeted skill improvement through online education programs The School Leadership Team work in consultation with the Engagement team and support staff to address persistent or ongoing serious problem behaviour. Examples of such behaviour may include but are not limited to: dangerous behaviour, possession of banned items, damage/vandalism, theft, bullying, substance use/misuse/possession, any unlawful behaviour or serious incidents of misconduct or conduct prejudicial to the good order and management of the school including persistent ongoing behaviours. Supports may include:  Functional Behaviour Assessment based individual support plan  Complex case management and review  Stakeholder meeting with parents and external agencies, including regional specialists  Temporary removal of student property (e.g. mobile phone)  Short term suspension (up to 10 school days)  Long term suspension (up to 20 school days)  Charge related suspension (student has been charged with a serious criminal offence and is suspended from school until the charge has been dealt with by the relevant justice authorities)  Suspension pending exclusion (student is suspended from school pending a decision by the Director-General or delegate (principal) about their exclusion from school)  Exclusion (student is excluded from a particular state school site, a group of state schools or all state schools in Queensland for a defined period of time or permanently)  Cancellation of enrolment for students older than compulsory school age who refuse to participate in the educational program provided at the school MINOR MAJOR Bully/harassment Isolated incidents of low-level name calling; taking personal items; low-level gestures Teacher responses:  ESCM strategies  Re-teach desired behaviour  Verbal correction  Apology  Loss of privileges  Detention  Classroom meeting  Verbal negotiation  Incentives for behaviour correction  Reminder of classroom expectations  De-escalation strategies (one on one conversation; timeframes for behaviour corrections; choices)  Contact with parent  Peer mediation  Behaviour referral (HOD Phase/faculty) Consult HOD for support when:  Teacher can demonstrate a number of above strategies have been applied:  Behaviour has continued despite proven attempts to re-direct behaviour  Curriculum misconduct includes exam/assessment misconduct  On-going/continued truancy/skip class  Classroom misconduct that is ongoing and can’t be redirected using aforementioned strategies [defiant/IT misconduct/ non- compliant with routine/truant/skip class Persistent or continued teasing that is malicious in its nature; intimidation; taking of personal items that are significant in nature [laptop/wallet etc.] Teacher responses:  Direct student to student services  Refer major curriculum behaviours directly to curriculum HOD.  Refer all other major behaviours to relevant ECO/Engagement HOD.  Use only ONE (1) behaviour category (use chart as a guide). The elected behaviour should be the behaviour that relates MOST to the referral.  Ensure OneSchool referral is non- emotive and factual. ECO/HOD/DP/Principal responses may include:  Referral to specialist support staff or agencies  YSC Support  Restorative programs  Lunch detention  After-school detention  Saturday detention  Positive focus behaviour cards  Stakeholder meetings  Removal of privileges  IT bans  Discipline Improvement Plans  ISP/ICP support/investigation  Resubmission of assessment  In class support/Case Management  Suspension  Review of enrolment/recommendation for exclusion  Cancellation of enrolment/exclusion [Principal only] Defiant/threat/s to adults Inappropriate language (not including swearing at teacher); disrespect or inappropriate gestures/responses. Deliberate misconduct towards an adult (swearing at a teacher/physical intimidation of a teacher); actions that pose a threat to the wellbeing and safety of others Disruptive Undue noise; calling out; intentional behaviour resulting in the interruption of the class Constant intentional disruption of class despite differentiated responses to behaviour. Dress code Not wearing part of the uniform correctly; not following uniform protocols Persistent breaches of uniform policy IT misconduct Inappropriate use of technology including misuse of emails; accessing gaming sites; abuse of the mobile phone policy; not bringing equipment associated with ICT policy [charged laptop/charger etc.] Serious inappropriate use of technology, including hacking; accessing banned/inappropriate or pornographic sites; wilful damage of equipment) ▇▇▇▇ ▇▇▇▇ to class (including role mark) or detention Continued and persistent lateness despite differentiated responses to behaviour. Lying/cheating Deliberate miscommunication to avoid; obtain attention; tangible object or event Exam/assessment misconduct; other misconduct that is untrue or deceptive and affects the good order and management of the school; theft. Misconduct involving object Misusing banned or restricted items (white out etc.); misusing objects [rulers; water bottles etc.] Actions resulting in injury or damage to others, animals or property. (▇.▇. ▇▇▇▇ to others; weapons) Non-compliant with routine Failure to follow instructions; consistent lack of classwork; inappropriate low-level behaviour to escape/avoid attention, event, tangible object Frequent and consistent failure to follow directions without debate.

Focused. The classroom teacher is supported by other school-based staff to address in-class problem behaviour. Behaviours Behaviour’s may include but are not limited to: truancy, inappropriate phone use, inappropriate uploading of images/language, minor verbal misconduct infringements and continual uniform infringements. Supports may include:  • Functional Behaviour Assessment  • Individual student behaviour support strategies (e.g. Student behaviour plan)  • Targeted skills teaching in small groups  • Detention  • Behavioural contract  • Counselling and guidance support  • Self-monitoring plan  • Check in/Check Out strategy  • Teacher coaching and debriefing  • Referral to the relevant Head of Department, school engagement team or support staff (GOs, Chaplain etc.) for team-based problem solving  • Stakeholder meeting with parents and external agencies  • Positive Focus Card  • Attendance monitoring card  • After school detentions  Saturday detentions  • Restorative Justice  • Growing Values  • Part-time attendance programs  • Suspensions  • Targeted skill improvement through online education programs The School Leadership Team work in consultation with the Engagement team and support staff to address persistent or ongoing serious problem behaviour. Examples of such behaviour may include but are not limited to: dangerous behaviour, possession of banned items, damage/vandalism, theft, bullying, substance use/misuse/possession, any unlawful behaviour or serious incidents of misconduct or conduct prejudicial to the good order and management of the school including persistent ongoing behavioursbehaviour’s. Supports may include:  • Functional Behaviour Assessment based individual support plan  • Complex case management and review  • Stakeholder meeting with parents and external agencies, including regional specialists  • Temporary removal of student property (e.g. mobile phone)  • Short term suspension (up to 10 school days)  • Long term suspension (up to 20 school days)  • Charge related suspension (student has been charged with a serious criminal offence and is suspended from school until the charge has been dealt with by the relevant justice authorities)  • Suspension pending exclusion (student is suspended from school pending a decision by the Director-General or delegate (principal) about their exclusion from school)  • Exclusion (student is excluded from a particular state school site, a group of state schools or all state schools in Queensland for a defined period of time or permanently)  • Cancellation of enrolment for students older than compulsory school age who refuse to participate in the educational program provided at the school MINOR MAJOR Bully/harassment Isolated incidents of low-level name calling; taking personal items; low-level gestures Teacher responses:  • ESCM strategies  • Re-teach desired behaviour  • Verbal correction  • Apology  • Loss of privileges  • Detention  • Classroom meeting  • Verbal negotiation  • Incentives for behaviour correction  • Reminder of classroom expectations  • De-escalation strategies (one on one conversation; timeframes for behaviour corrections; choices)  • Contact with parent  • Peer mediation  • Behaviour referral (HOD Phase/faculty) Consult HOD for support when:  • Teacher can demonstrate a number of above strategies have been applied:  • Behaviour has continued despite proven attempts to re-direct behaviour  • Curriculum misconduct includes exam/assessment misconduct  • On-going/continued truancy/skip class  • Classroom misconduct that is ongoing and can’t be redirected using aforementioned strategies [defiant/IT misconduct/ non- compliant with routine/truant/skip class Persistent or continued teasing that is malicious in its nature; intimidation; taking of personal items that are significant in nature [laptop/wallet etc.] Teacher responses:  • Direct student to student services  • Refer major curriculum behaviours directly to curriculum HOD.  • Refer all other major behaviours to relevant ECO/Engagement HOD.  • Use only ONE (1) behaviour category (use chart as a guide). The elected behaviour should be the behaviour that relates MOST to the referral.  • Ensure OneSchool referral is non- emotive and factual. ECO/HOD/DP/Principal responses may include:  • Referral to specialist support staff or agencies  • YSC Support  • Restorative programs  • Lunch detention  • After-school detention  Saturday detention  • Positive focus behaviour cards  • Stakeholder meetings  • Removal of privileges  • IT bans  • Discipline Improvement Plans  • ISP/ICP support/investigation  • Resubmission of assessment  • In class support/Case Management  • Suspension  • Review of enrolment/recommendation for exclusion  • Cancellation of enrolment/exclusion [Principal only] Defiant/threat/s to adults Inappropriate language (not including swearing at teacher); disrespect or inappropriate gestures/responses. Deliberate misconduct towards an adult (swearing at a teacher/physical intimidation of a teacher); actions that pose a threat to the wellbeing and safety of others Disruptive Undue noise; calling out; intentional behaviour resulting in the interruption of the class Constant intentional disruption of class despite differentiated responses to behaviour. Dress code Not wearing part of the uniform correctly; not following uniform protocols Persistent breaches of uniform policy IT misconduct Inappropriate use of technology including misuse of emails; accessing gaming sites; abuse of the mobile phone policy; not bringing equipment associated with ICT policy [charged laptop/charger etc.] Serious inappropriate use of technology, including hacking; accessing banned/inappropriate or pornographic sites; wilful damage of equipment) ▇▇▇▇ ▇▇▇▇ to class (including role mark) or detention Continued and persistent lateness despite differentiated responses to behaviour. Lying/cheating Deliberate miscommunication to avoid; obtain attention; tangible object or event Exam/assessment misconduct; other misconduct that is untrue or deceptive and affects the good order and management of the school; theft. Misconduct involving object Misusing banned or restricted items (white out etc.); misusing objects [rulers; water bottles etc.] Actions resulting in injury or damage to others, animals or property. (▇.▇. ▇▇▇▇ to others; weapons) Non-compliant with routine Failure to follow instructions; consistent lack of classwork; inappropriate low-level behaviour to escape/avoid attention, event, tangible object Frequent and consistent failure to follow directions without debate.