KILCOLGAN EDUCATE TOGETHER NS CODE OF BEHAVIOUR O

KILCOLGAN EDUCATE TOGETHER NS CODE OF BEHAVIOUR O B J E C T I V E: In response to the challenges of a rapidly growing diverse school community and staff requests, the BOM and Principal have elected to audit / review the current Code of Behaviour in place at KETNS to determine what improvements can be made to strengthen current behaviour management processes and procedures from a whole school and specialized standpoint. The goals of the proposed system are to: • encourage and foster systems that will best support teaching and learning , as well as pupil and staff health and safety. • produce lifelong learners who are capable of succeeding in secondary education.

Aims of Code of Behaviour • To create a positive learning environment that encourages and reinforces good behaviour. • To promote self-esteem and positive relationships. • To encourage consistency of response to both positive and negative behaviour. • To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others. • To facilitate the education and development of every child. • To foster caring attitudes to one another and to the environment. • To enable teachers to teach without disruption. • To ensure that the school's expectations and strategies are widely known and understood through the parent’s handbook, availability of policies and an ethos of open communication. • To encourage the involvement of both home and school in the implementation of this policy.

Balanced Approach SYSTEM OF AFFIRMATION PROGRESSIVE SANCTIONS RECOGNITION OF POSITIVE PEER INFLUENCE MUTUAL RESPECT & CONSISTENCY RESTORATIVE PRACTICE WHOLE SCHOOL STANDARDS FOR PUPIL CONDUCT CLASSROOM MANAGMENT SYSTEMS & BEHAVIOUR PLANS

Current School Rules 1. Respect for self and others 2. Respect for other’s property 3. Respect other students and their learning 4. Kindness and willingness to help others 5. Follow instructions from staff immediately 6. Walk quietly in the school building 7. Courtesy and good manners 8. Readiness to use respectful ways of resolving difficulties and conflict 9. Ask permission to leave the classroom 10. Do your best in class 11. Take responsibility for your own work GOLDEN RULES 1. We are gentle. 2. We are kind and helpful. 3. We listen. 4. We are honest. 5. We work hard. 6. We look after property. 6 Main Rules 1. Respect/ Be nice 2. Do your best 3. Be tidy 4. Be Safe 5. Walk 6. Listen

Progression of Sanctions Classroom Infraction Minor Misbehaviour Serious Misbehaviour • Speaking out at inappropriate times. • Engagement in off-task behaviour • Inattentiveness • Failure to complete and submit assignments. • Interruption of teaching. • Consistently speaking out at inappropriate times. • Consistent engagement in off-task behaviour • Inattentiveness • Consistent failure to complete and submit assignments. • Habitual interruption of teaching. • Assessment of Continuous Actions by Class Teacher - Quantitative Monitoring (Frequency) - Qualitative Monitoring (Circumstances / Content) Assessment of Continuous Actions by Class Teacher - Quantitative Monitoring (< 75%) - Qualitative Monitoring (Content) Engage Support Team Initiation / Implementation / Adherence to Behavioural Plan (Plan should result in 75% compliance when measured over one month or 3 of 4 occasions. Success targets increase over time until behaviour discontinues. ) • • • Bullying (Verbal, Physical, Relational, Reactive), Harassment, Discrimination and Victimisation. Behaviour that interferes with teaching and learning. Damage to property. Theft. Pupil Consequences: 1. Immediate removal by ISM and dismissal from school. 2. Meeting with Principal. 3. No breaks. ISM Supervised. 4. Restorative Practice Exercise and Letter of Apology completion mandatory. ISM Supervised. 5. 6 Week Yellow Card Period initiated. Gross Misbehaviour • Assault on a teacher (intent present) • Assault on a pupil (intent present) • Serious Theft • Serious Damage to property Incidents of Assault must be reported to the Principal immediately. Incident form must be completed by staff member to accurately record events demonstrating pupil intent to cause bodily harm to teacher or pupil. Pupil Consequences: 1. Immediate removal by ISM and dismissal from school. 2. Automatic Suspension. 3. Meeting with Principal on return. 4. No breaks day of return. ISM Supervised. 5. Restorative Practice Exercise and Letter of Apology completion mandatory. ISM Supervised. 6. 6 Week Yellow Card Period initiated.

Progression of Sanctions SERIOUS MISBEHAVIOUR STAGE • REPEATED MISBEHAVIOUR MINOR MISBEHAVIOUR STAGE BEHAVIOUR PLAN Classroom based sanction enforced by class teacher in keeping with the classroom management system. 5 -a-day. Phone conference with parent(s). Support team member and class teacher on conference call. Support Team member performs periodic pull outs to monitor progress. Periodic feedback collected from class teacher. Bullying (Verbal, Physical, Relational, Reactive), Harassment, Discrimination and Victimisation. • Behaviour that interferes with teaching and learning • Damage to property. • Theft. Pupil Consequences: 1. Immediate removal by ISM and dismissal from school. 2. Meeting with Principal. 3. No breaks. ISM Supervised. 4. Restorative Practice Exercise and Letter of Apology completion mandatory. ISM Supervised. 5. 6 Week Yellow Card Period HABITUAL GROSS MISBEHAVIOUR • Assault on a teacher (intent present) • Assault on a pupil (intent present) • Serious Theft • Serious Damage to property Pupil Consequences: 1. Suspension up to 3 days. 2. Risk Assessment Updated. 3. Conference with BOM to consider grounds for possible pupil expulsion. ENGAGE ISM TEAM 1 3 2 CLASSROOM MANAGEMENT 5 4 6 GROSS MISBEHAVIOUR STAGE • Assault on a teacher (intent present) • Assault on a pupil (intent present) • Serious Theft • Serious Damage to property Pattern of misbehaviour has been observed and recorded by classroom teacher. Parents notified. Support Team engaged. Verbal warning from class teacher reminding the pupil what school rule has been ignored. 8 ENGAGE SUPPORT TEAM HABITUAL MISBEHAVIOUR INITIAL MISBEHAVIOUR 7 MINOR MISBEHAVIOUR STAGE BEHAVIOUR PLAN NONCOMPLIANCE Loss of Big Break. Completion of Restorative Practice exercise. ISM supervised. Pupil Consequences: 1. Immediate removal by ISM and dismissal from school. 2. Automatic Suspension & Risk Assessment. 3. Meeting with Principal on return. 4. No breaks day of return. ISM Supervised. 5. Restorative Practice Exercise and Letter of Apology completion mandatory. ISM Supervised. 6. 6 Week Yellow Card Period initiated.

How sanctions work. . . SERIOUS MISBEHAVIOUR PLAN NONCOMPLIANCE MINOR REPEATED MISBEHAVIOUR HABITUAL MISBEHAVIOUR INITIAL MISBEHAVIOUR My teacher will give me a verbal warning regarding what school or classroom rule I am choosing to ignore. When I ignore my teacher’s verbal warning and participate in ignoring a school or classroom rule, I will receive a classroom sanction. If I continue to ignore my teacher’s warnings and continue participating in inappropriate behaviour after a classroom sanction has been given on 5 occasions, my parents will be notified and the Support Team will be engaged. MISBEHAVIOUR – BEHAVIOUR PLAN I will have to meet regularly with the Support Team to create and follow a Behaviour Plan. The Behaviour Plan will have to be signed by my parents. If I do not follow the Behaviour Plan, more serious sanctions will follow. I have not complied with my Behaviour Plan and continue to disregard school and classroom rules. I will now loose my Big Break and complete the Restorative Practice Process. This process will be supervised by in school management. This work will be signed by my parents and go in my permanent pupil record. When I participate in Bullying, Behaviour that disrupts the teaching and learning process, intent to hurt someone, damage property or participate in theft of belongings, I will be sent home immediately by in school management. When I return to school I will have to meet with the Principal, I will loose all Breaks on the day of return and I will have to complete the Restorative Practice process. I am now on a 6 WEEK YELLOW CARD. GROSS MISBEHAVIOUR HABITUAL GROSS MISBEHAVIOUR When I participate in a physical assault When I (intentionally continuously causing physical participate in a injury to someone physical assault through actions) on (intentionally another pupil or a causing physical school staff injury to someone member; am through actions) on involved in serious another pupil or a theft or damage to school staff property; I will be member; am sent home involved in serious immediately by in theft or damage to school property; I will be management. I will suspended from be suspended from school for 1 -3 days progressively for up in keeping with the to 3 days in keeping severity of my with the severity of behaviour. When I my behaviour. If I return to school I choose to continue will have to meet to participate in with the Principal, I this type of will loose all Breaks inappropriate on the day of behaviour, it may return and I will result in my have to complete expulsion from the Restorative school. Practice process. I am now on a 6 WEEK YELLOW CARD. WHEN INAPPROPRIATE BEHAVIOUR CONTINUES / PROGRESSES. . .

Restorative Practice • Ancient origins: indigenous tribal restitution/ conflict resolution - Justice System, Education, Social Work. • Models: Conferencing; Offender/Victim Mediation; The Circle; The Board; Restorative Contract (Plan for Amends / Repair). • Documentation – progressive forms / historical records • Bringing together parties involved. • Repair of relationship / damage carried out. • In-depth examination / reflection. • Emphasis on restoring relationships and safeguarding from similar future damage.

System of Affirmation

System of Affirmation KETNS AMAZING ACORN AWARD (JR. INFANTS – SR. INFANTS) EXCEPTIONAL BEHAVIOUR 7 criteria evidenced through pupil actions. ü Include everyone. ü Think BIG. ü Respect yourself and others. ü Take care of people and property. ü Be GOOD, even when its hard. ü Think about how others feel. ü Demonstrate EXCELLENT school work. NORMATIVE BEHAVIOUR – SCHOOL READINESS We are gentle. We are honest. We are kind and helpful. We work hard. We listen. We look after property.

System of Affirmation KETNS SUPER SAPLING AWARD (1 st CLASS – 2 nd CLASS) EXCEPTIONAL BEHAVIOUR 7 criteria evidenced through pupil actions. ü Include everyone. ü Think BIG. ü Respect yourself and others. ü Take care of people and property. ü Be GOOD, even when its hard. ü Think about how others feel. ü Demonstrate EXCELLENT school work. NORMATIVE BEHAVIOUR – SCHOOL READINESS We are gentle. We are honest. We are kind and helpful. We work hard. We listen. We look after property.

System of Affirmation KETNS MIGHTY OAK AWARD (3 rd CLASS – 6 th CLASS) EXCEPTIONAL BEHAVIOUR 7 criteria evidenced through pupil actions. ü Inclusion ü Independent Thought ü Compassion ü Respect ü Care ü Integrity ü Academic Excellence NORMATIVE BEHAVIOUR – SCHOOL READINESS We are gentle. We are honest. We are kind and helpful. We work hard. We listen. We look after property.

KETNS School Rules 1) 2) 3) 4) 5) 6) We are gentle. We are kind and helpful. We listen. We are honest. We work hard. We look after property. Each classroom may have additional rules for participation and organisation, but these are the rules that apply to all pupils within our school community.

System of Affirmation Meanings Associated with Exceptional Behaviour ü Inclusion – All students are valued for who they are. All pupils give and receive encouragement and support to take part in all aspects of our school community. ü Independent Thought - Independent thinkers feel the need to make sense of the world based upon personal observations, balanced research and experiences rather than just going along with the thoughts of others. ü Compassion - A feeling of deep sympathy for another who is dealing with misfortune or difficult circumstances. This is accompanied by a strong desire and actions to improve that person’s circumstances. ü Respect – Treating people in a positive manner that acknowledges them for who they are and/or what they are doing. Being treated or treating an individual in a dignified manner. Respect is earned. We must give respect to receive respect. ü Care - Serious attention or consideration applied to doing something correctly or to avoid damage or risk to other people and/or property. ü Integrity - The quality of being honest and having strong moral principles that you refuse to change even when confronted with inconvenience or social pressure. ü Academic Excellence - Continuing to perform school work to the best of your individual ability in spite of difficulty or opposition.