RIGHTS: Each student has the right to

RESPONSIBILITIES:Each student has the responsibility to

• be treated with respect, understanding, kindness and courtesy

• show respect for everyone

• learn and not to be deprived of this opportunity by the behaviour of others

• be in the right place at the right time
• learn all I can
• bring all necessary materials to each lesson
• co-operate in the smooth running of our school

• have a pleasant, clean and well-maintained school and grounds

• look after our school

• have a healthy environment

•  not to smoke or use drugs and alcohol

• expect their property to be safe

• respect the property of others

• expect to be in a safe environment

• act in a safe and considerate manner

• expect that our school will be well regarded by everyone

• earn our school a good name
  

• access the student IT network using a secure username and password.

• ensure that computers are used appropriately and are used to enhance student learning and is directly related to Campbell’s curriculum, programs or class work.

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PARENT RIGHTS AND RESPONSIBILITIES

CAMPBELL HIGH SCHOOL STANDARD COMMUNITY RULES

In general, all students should:

• Respect the rights of others to work and to learn undisturbed. 
• Be polite and pleasant in relationships with teachers and other students.
• Follow the reasonable requests of teachers pleasantly and promptly.

Specifically, students should observe these common sense rules:

• Students should be present and on time.
• Students should come to class with relevant learning materials.
• Students should be prepared to participate in class and to complete homework/projects.
• When either a student of teacher talks, everyone should listen.
• All members of our community should promote and preserve the self esteem and dignity of others. There should be no ‘put-downs’.
• Students' language should be socially acceptable, appropriate and not offensive or obscene and should assist positive learning.
• Students' behaviour should ensure that the classroom is free of physical intimidation.
• Students should maintain classrooms as safe environments where no food or drink is consumed.
• Students should respect the property of others and show care and consideration in using school resources.
• Students should adhere to the school dress code.

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DRESS CODE POLICY

• Shirts must cover the shoulders and midriff area
• Skirts, trousers, jeans, shorts and track pants are all acceptable items of clothing
• Logos should be no larger than a clenched fist
• Clothes must follow the Campbell High colour code of Navy Blue and White, which also includes cold weather sweatshirts and jumpers.
• No anti-social, racist or sexist messages on any clothing
• Leisure clothing such as board shorts, basketball/singlet tops, football jumpers and low cut tops are unacceptable.
• Hats should be worn outside but must be removed in classrooms.
• Jewellery and make up should be kept to a minimum.
• Shoes must cover the feet – no thongs or sandals

MOBILE PHONE / MP3, IPOD POLICY

Mobile phones, ipods, mp3’s or any other item used to communicate or listen to music digitally are banned at Campbell High School.  If a student is seen to be using one of these devices it will be confiscated and given to the Deputy Principal or Principal.  The student may pick up his/her device after school on that day.  If a student has the device confiscated repeatedly the device may be confiscated and kept until a parent/carer can pick it up from school. 

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STUDENT MANAGEMENT ROLES

Student Services Team consists of:
Executive Teacher  
Year Coordinators
Counsellor
Youth Support Worker
Defence Transisiton Officer
Contact Teachers                                                                                                                                                                  

Year Teams form the basis of a caring approach with each staff member having a role in pastoral care. Our Year Teams are set up using the four Houses (Daley, Dickson, Lind and Stephens) as a basis. Students remain in these houses throughout their high school years and are placed in Contact Groups according to their houses.  The Year Teams comprise a Year Co-ordinator and the eight to ten teachers who are the Contact Group teachers for the students in a specific year. The Year Co-ordinator monitors the attendance, academic progress and social development of the students within a particular year group. The Year Teams move up with the students as they progress through the school, maintaining a continuity of care. 

The first point of contact for students and parents is either the Contact Group Teacher, the Year Coordinator, the classroom teacher or Department Head, depending on the nature of the problem:

Contact Group Teachers are also classroom teachers who meet briefly each day with a small number of students in their Contact Groups. The Contact Group period is a time when student attendance is reported and notices read as well as a time to develop student/teacher relationships over the years. Parents will be made aware of the names of their child's Contact Group Teacher.

Contact Group Teachers accept phone calls and notes about absences, lateness, urgent appointments etc. and may contact parents when there are concerns about attendance. They gather and collate Progress Reports and Semester Reports and responsible for a range of administrative tasks.   On parent request, Contact Group Teachers arrange for school work to be sent home for students who are unable to attend due to illness and will provide an interim report on a student's academic performance where needed. Where possible and appropriate, Contact Group Teachers provide assistance to a student with problems and refer students to other relevant members of staff for help when necessary.

Year Coordinators are responsible for the attendance, academic progress and general well-being of the students in the Contact Groups of teachers within the Year Team.   Year Co-ordinators can be contacted about attendance problems, problems of adjustment, peer relationships, family stress, concerns about students' behaviour, etc. They may also contact parents about such matters and about inappropriate school dress.

Classroom Teachers deal with day to day problems related to their classes in relation to student behaviour, academic progress and assessment, including the completion of class and homework.  The relevant Faculty Executive Teacher has overall responsibility for student management within their faculty and deals with behavioural incidents referred by their classroom teachers.

Where necessary those who are the first points of contact may make referrals of students and parents or problem situations to the Executive Teacher Student Services, Deputy Principal, the Counsellor or the Principal.

The Executive Teacher – Student Services has responsibility for monitoring Campbell students' attendance, academic progress and behaviour and deals with the more serious and persistent incidents of misbehaviour.  They develop links to community service agencies to help students and families with special needs, and work with parents whose children are presenting difficulties in relation to behaviour, attendance or academic progress.  The Executive Teacher – Student Services works in conjunction with the Deputy Principal and Principal in dealing with serious student welfare cases.

The School Counsellor plays an active role in all facets of school operation with particular concern for students and parents in difficult circumstances or having special needs. The Counsellor works very closely with individual students or groups as well as with parents and teachers, maintaining confidential information as needed.  Peer relationships, personal problems, families in stress, progress in subjects and problematic behaviour are areas in which our Counsellor is involved. 

Youth Support Worker was established in 2005.  He/She works closely with Student Services and the Counsellor offering guidance and support for students who are at risk or in need.  They liaise with community agencies and refer students to assist them educationally.

Defence Transition Officer was established in 2006.  He/She works closely with Student Services prov iding guidance and support for students from Defence Force families transitioning into / out of Campbell High School. 

The Principal has responsibility for all Campbell students, working to create and maintain a school climate where the needs of students are paramount, and is often involved in both the successes and the problems of individual students and their families, either through direct parent contact or by referral of information from others.

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 STUDENT SERVICES BEHAVIOURAL MANAGEMENT GUIDE

CLASSROOM MANAGEMENT HINTS

• Classroom Rules & Consequences
  Have I established and explained my Classroom Rules and posted them?
  Have I involved the students in making additional rules?
  Have I explained to the class the reasons for the rules and the consequences of breaking them?
  Have I set the limits for class behaviour? Do they know what I will and will not tolerate?
  Do I have a system for conflict resolution?
• Subject Matter
  Is my material pitched at the right level?
  Is my presentation interesting/stimulating?
  Am I presenting enough work to keep the class busy?
  Am I giving enough feedback (marking / assessing)? 
• Techniques Useful in Classroom Management
  Am I being positive about students' work and behaviour?
  Am I building on what is right and not just noticing what is wrong?
  Do I praise students when they behave and work well?
  Have I made an effort to get to know the student who is disruptive? Do I give him/her ‘the time of day’?
  Is my classroom arranged to enhance discipline?
  Do I shout over the noise of the class or wait until I have their attention and ensure they make up wasted time?
  Have I sorted out the ringleaders and isolated them?
  Do I help the students with individual difficulties?
  Do I always confront misbehaviour in ways that do not cause further disruption?
  Do I follow through consistently?
  Am I firm, fair and friendly?
  Do I use the students' names?
  Do I praise in public and reprimand in private where possible?
  Do I provide opportunities for attention and rewards for behaviour that is desirable?
  Have I used peer pressure to shape the behaviour of others?
  Have I tried to enlist the aid of parents?
  Do I avoid getting deflected by questions at the start of the class?
  Do I avoid getting into arguments with students?
  
• Role Modelling
  Do I set the best possible example to my students, acting as I want them to act, speaking as I want them to speak; being punctual
  etc.?
  Do I assert my rights as teacher?
  Am I consistently on time and ready in advance for the class?
  Do I avoid taking student challenges personally? 
  

Relevant curriculum

In one sense curriculum is a student's formal program of study. In another sense, it is everything a student experiences at school. The nature of the curriculum is a critical factor influencing students' behaviour.

The basis for effective management of student behaviour is a relevant curriculum supported by learning environments that are oriented to success. Our success-oriented learning environment means that success is available to all students; that curriculum, assessment and reporting highlight each student's competence and achievements; and that school structures and practices increase students' experience of success. The curriculum is taught in ways that meet the needs of learners, using an appropriate range of methods for evaluation.

Campbell teachers are aware of the range of preferred learning styles and give students the opportunity to use their preferred learning styles while encouraging them to develop their skills by using other learning styles. 

Campbell provides a curriculum with educational programs designed to meet the different ranges of ability of students. The school strives for excellence in academic achievement, physical attainments and social development. There are programs for the development of self-esteem and communication. The needs of Learner Assistance students are met through a variety of approaches including small classes, withdrawal and Resource teaching.

At Campbell, we recognise that disruptive students have a strong need to see relevance and purpose in the curriculum. Irresponsible behaviour in classrooms is frequently linked with the student's rejection of a task or with frustration at his/her inability to perform the task.

Often alienated, disturbed and disruptive students have poor basic skills and low self-esteem and have repeatedly experienced failure in school. We believe that they need to be provided with tasks that they can easily master to give them a feeling of success. They especially need appropriate teaching programs in language, communication and number skills, opportunities for work experience programs and, where possible, involvement in adventure activities.

Check list for use prior to referral to Faculty Executive Teacher

The list below suggests possible actions to be taken before referral of students to Year Coordinators. The Student Welfare Team intends that such a list be used as a guide, as each case must be considered individually.

Do I give one warning about misbehaviour and then follow through with the consequences?
Do I explain the reason for such consequences to the student?
Do I make absolutely sure the student is ‘guilty’ before acting?
Have I separated students who are disruptive when together?
Have I dealt with students individually after class to stop persistent repeated misbehaviour?
Do I allow a cooling off period before trying to deal with fights and arguments?

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SCHOOL-WIDE CONSEQUENCES

Campbell High School's consequences are designed to occur as soon after the behaviour as possible.  An tional aspect is essential to every response - this could involve students obtaining more information, obtaining skills training, or having opportunities to rehearse the responsible behaviour required. The consequences afford opportunities for students to learn from their own mistakes and to make their own plans for better future behaviour.   

Behaviour monitoring and interviewes occur as part of the follow-up support to help the student to make more responsible behaviour choices. Behaviour monitoring reinforces positive choices and provides Campbell staff with the essential details for planning a behavioural change program.

The following requirements for consequences guided our decisioins.  Consequences:

will be related to the behaviour and will aim to prevent future misbehaviour;

will be educative rather than punitive;

will normally include parent contact and often involve parents in solutions to the problems;

will, ideally, occur as close as possible in time and place to the source of disturbance;

will be the result of negotiation with the community, known in advance and described in a public document so that students are aware of the degree of seriousness and of the records kept in these matters. This will usually serve a preventive purpose;

will be administered using strategies that are appropriate to the individual student and the situation;

are designed to achieve a consistency of approach but will be balanced by flexibility: the professional judgement of the Executive Teacher is an essential element in the application of Consequences;

will allow for firm action when sustained unacceptable behaviour continues despite the school's best efforts.

All students and staff have:

the right to a drug-free environment

the right to safety and security

the right to learn.

The categories of behaviour that threaten these rights are:

Aggressive, Discriminatory or Offensive Behaviour

(including personal harassment, racism, teasing, deliberate exclusion from a social group, inappropriate public physical contact, physical abuse, misuse of property, vandalism and stealing)

Behaviour Disruptive to Learning

(including truancy and persistent disruptive behaviour).

Drug-related Behaviour

(including smoking, alcohol and abuse of other drugs)

CONSEQUENCES - DEFINITIONS AND EXPLANATIONS

Responsible behaviour creates a school climate that values excellence, individual accountability, honesty, respect for self and respect for others' personal rights and property.  Responsible behaviour is defined as behaviour that maintains and increases positive learning opportunities for students without infringing the rights of other students to learn and the rights of teachers to teach.

Irresponsible behaviour disrupts the learning environment and interferes with the rights of other students to learn and the right of teachers to teach.

EXPLANATIONS OF CONSEQUENCES

Daily Attendance Card:
Student presents a Daily Attendance Card to be signed the relevant teacher, for each lesson for a specified duration (e.g. 1 Timetable cycle or 2 weeks).  The Attendance Card is signed by parents on a daily basis.

Behaviour Objective Check Cards:

Student must present  these cards specifying Behavioural Objectives to each teacher for a set period; teachers indicate student's success in meeting objectives.  This is counter-signed by parents daily.

Loss of Free Time:
Student loses recess and/or lunch for specified period (e.g. 5 days), sometimes with set tasks to complete, e.g. to watch a video on smoking, alcohol or drug abuse and write a report on it; to do litter duty during lunchtime, concentrating on cigarette butts.

Service to Community:
Student must perform Community Service work to redeem the inappropriate behaviour. Examples: Work in school grounds; school projects etc.

Resolution:
Student must make every effort to resolve the interpersonal conflict (e.g. apology).
 

Restitution:
Student must make restitution, repayment, replacement or perform community service to restore property etc. 

Parent Interview:
Student's parents must come to the school to discuss resolution of the problem with Principal, Deputy Principal or Year Coordinator.

Student Sent Home and Parent Involvement:
Student is sent home (or collected by parent) and is not to return until parents participate in the resolution of the problem

All suspensions to comply with Department of Education policy and guidelines.

Suspension:
When the student is unable or unwilling to respond to legitimate instructions, is involved in illegal activities and/or have endangered he/she or others, the school contacts the family to collect the student. Student is suspended from school, not to enter school premises or attend day or evening functions for the specified period (eg 2 days).  A suspended student remains under family supervision and does not return to school until there is a ‘re-entry meeting’. The re-entry meeting is a meeting of the family, the student and the appropriate school staff.  Its purpose is to help the student:

identify irresponsible behaviour
work out how the student can increase responsible choices and
develop strategies that the school and family can use to support this behaviour change.

Loss of Privileges:
Student's extracurricular privileges are withdrawn for a specified period (e.g. 10 weeks or remainder of school year). This may include: school socials, sporting teams, ski trips, debating, Year 10 Farewell Dinner Dance, etc.. Under some circumstances the student could regain privileges through a successful sustained behavioural commitment - where there is sufficient time left in the school year to allow this to occur. 

Year 10 Certificate: Principal has the final decision whether to award a Year 10 certificate.  The certificate is awarded based on 3 criteria;
     Attendance
     Behaviour
     Academic performance
The family will be notified in advance if a student is at risk of not being awarded a certificate.

DESCRIPTIONS OF CONSEQUENCES

The Consequences described below are guidelines to serve as a basis for action at the discretion of the Executive Teacher and/or Deputy Principal. Routine procedures used include:

Interviewed by Executive Teacher and others
Informing parents by form letter or phone call
Making a record on student's file – through the Welfare Database
Mediation sessions
Supervised withdrawal from the classroom or playground
Referral to Executive Teacher – Student Services
Referral to Deputy Principal / Principal

Involvement with the family is essential where the irresponsible behaviour is repeated, dangerous or illegal. When irresponsible behaviour is also illegal behaviour, then it is appropriate that the normal consequences of the wider society are part of the response, i. e. contacting the police and laying charges; contacting the authorities to report abuse; starting grievance procedures for sexual or racial harassment, etc.

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DRUG RELATED BEHAVIOUR

 SMOKING

Definition:

A student may be considered to be smoking, if a teacher:

observes the student to be smoking
on the balance of probabilities and/or circumstantial evidence, believes that the student was smoking.

Students who are in the company of a smoker and who are suspected of smoking as well will be interviewed by the Executive Student Services.  The degree of consequences in these instances will be left to the discretion of the Year Coordinator. 

Students must not bring cigarettes or lighting implements (matches/lighters etc.) to school. Possession of them will incur the same consequences as an active smoking offence.

Possible action taken may include;

Interviewed by Executive Teacher

Parent Contact by phone

Incident report completed.

Loss of recess/lunch for two days

Consideration of outside help eg Counsellor referral, QUIT Program

Suspension

Procedures:
1.    Staff observing smoker(s) to report incident to the relevant School Leader C on Playground Duty.
2.    Executive Teacher proceeds with interviewed, recording, informing parents.
3.    Parent interview conducted by relevant Executive Teacher. 

ALCOHOL OFFENCES

Definition: use of and/or showing effects of use, possession, supplying/trading of alcohol at school or event at which the school is involved

Possible action taken may include;

Parent contacted to collect student

Parent interview with consequences specified

Incident report completed

Withdrawal of privileges for period to be determined by Executive Teacher – Student Services. Includes socials, sporting teams, ski trip, debating, Year 10 Farewell Dinner Dance, etc. unless regained through a plan of abstinence and Community Service for a set time, usually a term or longer where negotiated with parents

Loss of free time 3 days

To do litter duty perform some useful service around the school

Out-of-school suspension 

Procedures:
1.    Immediate confiscation of alcohol and isolation of affected student by supervising teacher.
2.    Referral to relevant Year Coordinator or Deputy Principal.
3.    Students appearing to be visibly affected in class or contact time should be taken to Year Coordinator and/or Deputy Principal (escorted by a member of staff whenever possible).
4.    Application of consequences as above.

DRUG OFFENCES

Definition: Use and/or showing effects of use or possession or trading of drugs at school or school venue. Drugs are defined as: cannabis, marijuana, and other illegal drugs such as heroin, cocaine etc. The abuse of prescribed drugs is also included.

Possible action taken may include;

Parents are informed and asked to collect student or student is sent home, not to return without parents

Principal or Deputy Principal is involved

Out of school suspension

The student is interviewed and must complete a Behavioural Commitment that states that the following consequences will be applied to any subsequent incidents.

Suspension of five days

Withdrawal of extracurricular privileges (includes: socials, sporting teams, ski trips, debating, the Year 10 concert and the Year 10 Farewell Dinner Dance) for a period not less than ten weeks or up to the rest of the Year (as determined by the Executive Teacher – Student Services

Procedures:
1.    Any member of staff suspecting student involvement in a drug offence should make an immediate referral to the Executive Teacher – Student Services.
2.    Year Coordinator will advise Deputy Principal of the application of the above consequences.
3.    Decision to involve external agencies made by Deputy Principal and Principal.

MISUSE OF PROPERTY

Definition: Putting life or safety of staff or students at serious risk by misusing or rendering unsafe plant or equipment.

Possible action taken may include;

Interviewed

Incident report completed.

Loss of free time (lunch and/or recess) with set tasks for restitution or community service.

Parent interview 

Loss of free time (lunch and/or recess) with set tasks for restitution or community service plus withdrawal of extracurricular privileges for not less than 10 weeks (includes socials, sporting teams, ski trip, debating,  Year 10 Farewell Dinner Dance, etc)

In-school Suspension (or Time Out) or out-of-school suspension.

Procedures
1.    Referral to Executive Teacher – Student Services.
2.    Documentation of circumstances on student referral forms.
3.    Often further investigation is needed to determine degree of guilt, involvement and intention; other students may be involved in a series of incidents leading up to reported breaches.

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VANDALISM

Definition: Proven deliberate and wanton destruction or defacement of personal or school property (plant, buildings, furniture etc)

Possible action taken may include;

Parent contact

Incident report completed.

Police involvement where appropriate

Student are interviewed and a Behavioural Commitment is written with current consequences specified, extracurricular privileges (including socials, sporting teams, ski trip, debating,  Year 10 Farewell Dinner Dance etc) are withdrawn for not less than 10 weeks; student is required to make restitution (negotiated according to the degree of involvement, guilt and intention) that may include repayment, replacement or some form of community service and with consequences for subsequent incidents specified below.

Out-of-school suspension for up to five days

Procedures
1.    Staff referral to Executive Teacher – Student Services.
2.    Investigation to establish degree of guilt, involvement and intention.
3.    Deputy Principal to be directly involved.
4.    Decision about involvement of external agencies discussed with Principal.

STEALING

Definition: Proven incident of taking property belonging to someone else or to the public.

Possible action taken may include;

Student is interviewed.

Parent contact

Police involvement where relevant

Restitution by repayment, replacement or community service

Time Out or out-of-school suspension of up to five days

Extracurricular privileges (including socials, sporting teams, ski trip, debating, Year 10 Farewell Dinner Dance etc) withdrawn for a period (not less than 10 weeks) to be determined by Executive Teacher – Student Services.

Procedures
1.    All staff share a responsibility to protect the school community from theft. In classrooms or corridors suspected theft should be immediately referred to Executive Teacher – Student Services or Deputy Principal.  Reasonable effort should be made to locate stolen property.  Class teachers should seek Level 2 assistance.  If a teacher has reason to believe a student has a knife, weapon or dangerous substance concealed in their bag or clothing they can take these from the student for the protection of other students.

2.    Students encouraged to report suspected theft immediately.

3.    Emphasis on prompt investigation by Executive Teacher – Student Services, Deputy Principal and Principal where necessary. Involvement of external agencies determined on severity of individual cases.

PERSONAL HARASSMENT
(Not Involving Physical Abuse)

Definition: Any form of intimidatory and/or threatening behaviour, verbal or non-verbal, such as swearing and foul language, negative gesturing, threats, verbal intimidation or menacing behaviour (including racial slurs and other discriminatory behaviours) towards groups or individuals. Includes inciting others to fight.

Possible action taken may include;

Interviewed

Loss of free time with set tasks

Parent Contact.

Incident report completed.

Application of period of Time-Out or out-of-school suspension.

Possible referral to Department of Education's Behaviour Management Support Team requesting itinerant intervention.

Procedures

Because offensive behaviour in this area can escalate so rapidly in a school environment, priorities for action, whether in classroom or playground, are: intervention, isolation of offending party/parties and referral to the Executive Teacher – Student Services.

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PHYSICAL ABUSE OF OTHERS

Definition: Assault, bullying, or any deliberate act that results in bodily harm to students or staff.

Instances of this offence are a regular occurrence in high schools. There needs to be considerable flexibility in the application of consequences in this area as student and staff safety and self esteem are paramount.  It is incumbent of everybody to ensure the school environment is free of physical violence.

The types of physical aggression can vary from minor scuffling resulting in no real injury, to premeditated violence causing injury. Immediate action should seek to isolate the protagonists and ensure that no escalation can take place, followed by referral to Year Coordinator and/or Deputy Principal. Investigation into the exact nature of the incident will follow.

Possible action taken may include;

Offending student(s) are isolated from class or playground and interviewed

Incident report completed.

Parents are contacted and requested to collect the student

A suspension is incurred by the assaulting student. Parent(s) are required to attend an interview with the Executive Teacher – Student Services

Parents may bring criminal charges against a student accused of physically abusing their child

Immediate isolation from class or playground and parents are contacted

Parent(s) are required to attend an interview with either the Deputy Principal or the Executive Teacher – Student Services where a behaviour commitment with specific consequences is negotiated

Withdrawal of privileges for minimum period of six weeks

Involvement of school counsellor with potential referrals to Behaviour Management Support Unit.

Procedures
1.    Classroom teacher and/or duty staff have the primary responsibility to intervene, truncate conflict, isolate parties involved, and to make an immediate referral to the Executive Teacher – Student Services. Application of first aid is also a priority when injuries are sustained. To help in any investigation, clear documentation of incidents and names of useful witnesses are helpful.

2.    Executive Teachers should supply feedback to the referring staff on developments in such cases.

3.    Contact with parents regarding suspension to be made by the Executive Teacher – Student Services; suspension forms to and from the central office to be completed by the Executive Teacher – Student Services.

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INAPPROPRIATE PHYSICAL CONTACT

Definition: Socially unacceptable intimate physical contact with another person during school time.

Possible action taken may include;

Interviewed by teacher and referral to relevant Executive Teacher, who may choose to contact parents.

Interviewed by the Executive Teacher – Student Services (and School Counsellor as applicable)

Interviewed by Principal

Parent contact.

Procedures:
1.    Teachers should explain to students that their intimate behaviour should not be displayed in public, in keeping with community attitudes.

2.    If the response is negative and/or the behaviour recurs, teachers should refer the couple to the relevant Executive Teacher.

3.    If after interviewed, the behaviour continues, parents will be contacted and the Principal involved in a resolution.

USE OF OFFENSIVE LANGUAGE TOWARD STAFF

Definition: Use of language intended to give offence to the recipient. Note that the actual words used are not always relevant; it is the intent to offend that constitutes the offence.

Possible action taken may include;

Incident report completed.

Out-of-school suspension

Return to school dependent on completion of a written behaviour commitment and an apology to the staff member against whom the offence was committed.

BEHAVIOUR DISRUPTIVE TO STUDENT'S OWN LEARNING AND/OR OTHER STUDENTS' LEARNING

TRUANCY

Definition: Any unexcused absence from class or school for one or more periods to a whole day. 

Contact teachers should monitor the attendance of students in their group and should contact parents after three consecutive days absences.

Possible action taken may include;

Interviewed by Year Coordinator

Parent contact

Incident report completed.

Interviewed by Executive Teacher – Student Services

Daily Report Card satisfactorily completed for one timetable cycle.

CHRONIC TRUANCY

Definition: A sustained record of unexcused absences from school. 
       Principal is involved
       Mandatory interview with Deputy Principal, Year Coordinator, Counsellor

Withdrawal of privileges for at least 10 weeks (includes socials, sporting teams, ski trip, debating,  Year 10 Farewell Dinner Dance etc)

Procedures
1.    Class Teacher will advise front office of fractional truancy, i.e. any discrepancies between Daily Absence Sheets and Class Rolls.

2.    Year Coordinator (or delegate) will investigate absence to establish truancy.

3.    Contact Teacher will investigate continued daily student absence without notes from parents and advise Year Coordinator. 

4.    Repeated instances of truancy will involve the Deputy Principal and School Counsellor for further intervention.

PERSISTENT DISRUPTIVE BEHAVIOUR AND NON-COMPLIANCE

Definition: Defiance, failure to complete tasks, persistent disregard of rules, failure to report as directed, negative/disruptive behaviour, persistent disobedience over a wide range of classes.
    Incident report completed

Interview session involving class teacher(s), Executive Teacher, School Counsellor and student

Parent interview

Behaviour Objective Check Card

Loss of free time (recess and/or lunch) with or without set task

Community service

Referral to Executive Teacher – Student Services.  Withdrawal of privileges for up to 10 weeks (includes socials, sporting teams, ski trip, debating, Year 10 Farewell Dinner Dance, excursions etc)

Decisions are made regarding next step (Principal is involved):

Referral to Behaviour Management Support Unit

Out-of-school suspension

Loss of Year 10 Certificate

Procedures:

1.    Communication of actions taken will occur at regular Recess meetings.  Teachers should be aware in advance that they will be presented with a Behaviour Objective Check Card by a student and know what is expected of the student and the teacher.

2.    Classroom teachers will complete student referral slips requesting intervention from Faculty Executive Teacher.  Instances of persistent non-compliance and serious incidents of disruptive behaviour are referred to the Executive Teacher – Student Services.

3.    The School Counsellor will be closely involved in negotiating strategy at all levels of response.

FORGERY OF NOTES ETC.

Definition: Presentation of a forged document with the intent to deceive the recipient that consent for a given action/activity has been given by a parent/guardian/teacher where, in fact, such consent has not been obtained in writing.

Possible action taken may include;

Incident report completed.

Mandatory contact with parent/guardian

Interviewed about the legal penalties for fraud

Detention

Suspension.

WITHDRAWAL OF PRIVILEGES

Criteria/process

Withdrawal of Privileges is an established consequence which can apply consistently to most irresponsible behaviour at Campbell High School. Its usual manifestation is in the area of extracurricular activities that are selectively curtailed as part of our student management intervention.

This sanction is largely administered by the Executive Teacher – Student Services.

Most parents have encouraged and supported our actions where consultation and negotiation have established the need for intervention. We are often told that our actions mirror and support parenting decisions at home. 

GUIDING PRINCIPLES

Prior to Application

Sudents should be given extensive early interviewed towards changed behaviour (where initial incidents establish need for intervention) and parents should be notified

Students should have continuous feedback and be encouraged to act more responsibly where disruptive or negative behaviour persists

Students should experience a graduated schedule of privilege; withdrawal where possible, i.e. loss of a social before loss of representative team participation.

After Application  - where withdrawal of privileges has been applied:

Students should be given specific information on what they need to do to regain good standing in the school and access to extracurricular participation and a time frame established

Changed behaviour and/or commitments to establish positive solutions should be acknowledged and recorded as steps toward regaining privileges

Other students should observe a fair and consistent and rigorous approach across year levels

Other students should be aware of the rewards earned by positive citizenship and the restraints imposed on those who choose not to be cooperative

Other students should be encouraged to support erring students towards their recovery of privileges.

Teachers and Year Coordinators:

Contact Group teachers at the start of the year should provide information to their group about the student management system and specific consequences of inappropriate behaviour

Should advise parents verbally and/or in writing of negative behaviour which is recurrent

Should negotiate with students a verbal or written commitment to changed behaviour

Should clearly project the imminent and more long-term withdrawal of an extracurricular activity or activities.

PROCESS - MECHANISM

Executive Teacher – Student Services maintains a cumulative record on the particular students who accrue behavioural referrals.  These records document dates of advice to parents, negotiation with students, instances where a privilege is withdrawn and where a student regains access to a privilege.

Liaison with parents: Executive Teachers advise parents by phone and/or letter. Advice of application of sanction is negotiable if parents pose alternative acceptable strategies. 

Executive Teacher – Student Services should retain considerable discretion in decisions to withdraw privileges, consistent with the application of consequences generally. Drug offences such as alcohol consumption are understood to incur automatic forfeiture of the next student social.

Suspension

This must follow the Department of Education and Training policy and criteria.  Parents must be contacted to inform them of the reasons for the suspension, the length of suspension, their right of appeal and the requirement for an interview prior to the student’s returns to school.  This information must also be provided to the parents in writing.

In exceptional cases where parent contact has not been possible a letter must be sent home with the child outlining the reasons for the suspension, the length of suspension, their right of appeal and requesting urgent telephone contact.

Official Suspension Form must be completed as soon as possible but within 24 hours of the suspension.

POLICY FOR SCHOOL SOCIALS                               

Who may attend?

Attendance at school socials is a privilege, not a right.  Students earn the privilege by behaving well at school and when representing the school elsewhere, such as at sporting competitions and on excursions.  Students who have behaved inappropriately in a serious or sustained way at school or when representing the school forfeit the opportunity to attend the next social.   Students who have been out of dress code without sufficient explanation, on 4 or more occasions since the last social will also forfeit the opportunity to attend the social.  Students who have received one out-of-school suspension since the previous social are automatically excluded from the next social.

Ticketing procedures

Tickets will be sold at school before the social but no tickets will be sold at the door.

Students may only buy a ticket for their own use, not for another student to use. 

No refunds will be given for tickets which are not used.

Tickets will be numbered and the name of the purchaser will be recorded with the number.

Students who have had an out-of-school suspension since the last social are not permitted to attend.  Year Co-ordinators will advise the SRC Co-ordinator as to which students are not eligible to attend.  A list of students who are not allowed to attend will be in place before ticket sales begin.

Conditions of entry

If a student buys a ticket but does not attend on the night, his/her parent/carer will be contacted.

Students must be inside the building within half an hour of the advertised starting time and will not be allowed to leave before the end unless collected by a parent/carer.

Staff have the right to check bags and clothing on request.

All jackets and bags must be stored in the designated area.

All school rules apply on the night of the social.

Any student who attempts to use a ticket bought in the name of another student or who arrives at the social after being told that they are not eligible to attend will be automatically excluded from the next term’s social as well.

In the event of inappropriate behaviour at the social, parents of offending student/s will be called to collect their children and any student/s involved will be ineligible to attend the next two socials.

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