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RICHLANDS EAST STATE SCHOOL Responsible Behaviour Plan for Students based on TheCode of School Behaviour
RICHLANDS EAST STATE SCHOOL Responsible Behaviour Plan for Students based on TheCode of School Behaviour 1. Purpose Richlands East State School is com...
Eugenia Banks
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RICHLANDS EAST STATE SCHOOL Responsible Behaviour Plan for Students based on TheCode of School Behaviour 1. Purpose Richlands East State School is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing. This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and students can participate positively within our school community. 2. Consultation and data review Richlands East State School developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was undertaken through staff meetings, P&C meetings and School Wide Positive Behaviour Support meetings held throughout 2012. A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents also informed the development process. The Plan was endorsed by the Principal, the President of the P&C and the Regional Executive Director in December, 2012, and will be reviewed in 2015 as required in legislation. 3. Learning and behaviour statement All areas of Richlands East State School are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximising the success of academic education programs. Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours, preventing problem behaviour and responding to unacceptable behaviours. Through our school plan shared expectations for student behaviour are plain to everyone, assisting Richlands East State School to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process. Our school community has identified the following school expectations to teach and promote our high standards of responsible behaviour: • Be respectful • Be responsible • Be resilient Our school expectations have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland's Code of School Behaviour. All members of the school community – students, parents, family members, staff members and visitors - are expected to be respectful, responsible and resilient at
all times. We recognise the important role all adults in our school community play in modelling the expected behaviours. 4. Processes for facilitating standards of positive behaviourand responding to unacceptable behaviour School-wide Positive Behaviour Support The first step in facilitating standards of positive behaviour is communicating those standards to all students and school community members. At Richlands East State School we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students designed to encourage appropriate behaviour and prevent problem behaviour and provides a framework for responding to unacceptable behaviour. A set of behavioural expectations in specific settings has been attached to each of our three school expectations. The School-wide Expectations Teaching Matrix on the following page outlines our agreed expectations and specific behavioural expectations in all school settings. These expectations are communicated to via a number of strategies, including: The inclusion of the Responsible Behaviour Plan for Students in the Parent Handbook; Introduction, explanation and reinforcement of behaviour lesson focuses on School Assemblies; Behaviour lessons conducted by classroom teachers; Reminders during active supervision of classroom and non-classroom activities by staff Visual reminders throughout the school Richlands East State School implements the following proactive and preventative processes and strategies to support student behaviour: The inclusion of the Responsible Behaviour Plan for Students in the Parent Handbook; A dedicated section of the school newsletter, enabling parents to be actively and positively involved in school behaviour expectations. School Wide Positive Behaviour Support team members' regular provision of information to staff and parents, and support to others in sharing successful practices Individual support plans developed for students who demonstrate repeated inappropriate or unacceptable behaviour to provide a personal framework of positive behaviour expectations and actions and to enable staff to provide consistent strategies or adjustments across all learning environments; Implementation of specific policies to address: o the use of personal property technology devices at school (Appendix 1) o procedures for preventing and responding to incidents of bullying (including cyberbullying and recording incidents for data collection) (Appendix 2) o procedures regarding the use or possession of weapons including knives and any other items that could be considered a weapon in school (Appendix 3).
School-Wide Expectations Teaching Matrix
ALL AREAS Treat others with respect Follow staff members' instructions immediately Keep your hands and feet to yourself Respect others' personal space Allow others to be different Maintain a clean and safe environment Look after property and equipment Help other people Speak calmly and kindly Wait your turn Be a good listener Encourage and support others to do their best Make good choices and manage your own behaviour Accept consequences for your behaviour Tell the truth Ask permission to leave any setting Be in the right place at the right time Move around the school by quietly walking Leave your mobile phone at the office Wear your uniform Put rubbish in the bin Move on first bell, arrive before second bell Use water responsibly Use the High Five for inappropriate behaviour Be with a student, teacher or parent, never alone Do not take items that are not yours without permission Stay in control of yourself Focus on green thoughts Be a positive problem-solver Ask for help if you need it Always do your best Report problems you cannot solve to a staff member Use the High Five for inappropriate behaviour
Respect others' learning and needs Raise your hand to speak Talk in turns Listen while others are speaking Work quietly Use quiet voices
Ask permission to leave the eating area Keep the eating area tidy Use quiet voices
Play fairly and friendly Care for the environment Share equipment Consider others
Respect the privacy of others Use soap and paper towels to wash and dry your hands Keep the area clean and tidy Use quiet voices
Use soft feet Keep to the left Use quiet voices
Use manners Use quiet voices
Use words that encourage others
Take every opportunity to learn Be an active learner Be prepared and ready Complete set tasks Enter and exit the room in an orderly manner Use time wisely Keep work areas tidy
Eat your own food Sit in your own area to eat Stay seated until you are dismissed Stay seated until you have finished eating
Play school approved games Wear shoes and socks always Use equipment safely Sticks and stones remain on the ground Use balls away from buildings with glass Be sun safe Play in the correct areas Run only on the oval Report injuries
First bell, go to the toilet/get a drink Use toilets during breaks Use quiet voices Wash your hands Use the toilet and leave immediately – straight in, straight out Request permission to go to the toilet during class time
Rails are for hands Walk one step at a time Go straight to where you are meant to go
Line up sensibly Purchase food and then return to the eating area
Make your password strong (capital letter, number, symbol) Year 3-7 Keep your password secret Use the computers for school work On the internet and email, keep your personal information private
Try your best and don't give up Accept help
Accept when someone doesn't want to play Accept the rules of the game
Wait your turn
Reinforcing expected school behaviour AtRichlands East State School, communication of our key expectations about behaviour is backed up through reinforcement, which provides students with feedback for engaging in expected school behaviour.A formal recognition and monitoring system has been developed. This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards. Verbal Recognition and Praise Staff members regularly recognise and praise students who are displaying appropriate behaviours. This emphasises school expectations and encourages students to demonstrate appropriate behaviour. Whole School Rewards Students who consistently demonstrate appropriate behaviour are rewarded throughout and at the end of term. This may include BBQs, performances and specialtreats and activities. Michelson Awards At the conclusion of each month, staff members nominate students for the Michelson award. The Michelson Award recognises students who consistently demonstrate the School Values. The winners of the Michelson Award are invited to visit the RAAF Amberley Air Base at the end of the year. Student of the Week Awards Students are selected weekly by their teacher and classmates for Student of the Week awards. This may be based on a student's demonstration of the school expectations. These students are recognised on assembly and in the school newsletter. vRRRm vouchers Staff members hand vRRRm vouchers out each day to students they observe following school expectations in both classroom and non-classroom areas. This reinforcement occurs throughout the day. vRRRm vouchersare collected in classrooms and the SchoolAdministration Office. vRRRm vouchers are randomly selected on Fridays and students with selected vRRRm vouchers may choose to exchange them for an ice block, a pencil, a rubber, a ruler or 10 minutes of free time in negotiation with their teacher. Alternatively, they may collect three vRRRm vouchers for a tennis ball. Responding to unacceptable behaviour Students come to school to learn in a safe and supportive environment. Behaviour support represents an important opportunity for learning how to get along with others. Re-directing low-level and infrequent problem behaviour When a student exhibits low-level and infrequent problem behaviour, staff members follow the Redirection Procedure 1. Recognise students displaying appropriate behaviour 2. State the expectation at Richlands East State School. 3. Corrective teaching and practise of what is expected. 4. Positive verbal acknowledgement. Inappropriate behaviour in the classroom is addressedusing the Classroom Traffic Light Procedure 1. Acknowledge correct students Verbally redirect child (1st warning) 2. Acknowledge correct students Verbally redirect child and move name to yellow traffic light 3. Acknowledge correct students Verbally redirect child and move name to red traffic light
Acknowledge correct students Move name to Time Out – student completes 5 minutes Time Away in class 5. Student completes 10 minutes Time Away in class 6. Student completes 15 minutes Time Away Teacher (parent informed) 7. Teacher phones home or the Deputy Principal/Principal for support Inappropriate behaviour in the playground is addressed using the Playground Traffic Light Procedure 1. Acknowledge correct students Verbally redirect child (1st warning) and direct the student to practise the skill 2. Acknowledge correct students Tell student to sit on Time Out spot for 5 minutes out of play Debrief and practice with child following Time Out and re-entry to play. 3. Sit out of play and referral to Positive Choices Program Teachers will use their discretion when addressing inappropriate behaviour, as a natural consequence (such as fixing what they damaged) may be more appropriate. Consequences for inappropriate behaviour may include • Apology • Completion of work during break time • Conference/individual meeting with student • Loss of privilege • Restitution • Parent contact (phone call) • Meeting with student and his/her parent Targeted and Intensive behaviour support: Positive Choices Program Each year a small number students at Richlands East State School are identified as needing a little bit extra in the way of targeted behaviour support. In most cases the inappropriate or unacceptable behaviourmay not be immediately regarded as severe, but the frequency of misbehaviour may put these students' learning and social success at risk if not addressed in a timely manner. Students referred to the Positive Choices Program will attend their normal scheduled classes and activities with appropriate adjustments if required. At break times they will receive additional play support from specially trained teachers who will help them: • discuss the situation/s leading to their inappropriate behaviour • understand the perspectives of others • set goals for future actions • practise positive behaviour. Students attend the Positive Choices Program for up to three days for each referred incident, depending on the level of support required. Should a student's behaviour not improve after participation in the Positive Choices program, the school leaders will determine the best action to support the student in consultation with his/her parents. 5. Consequences for inappropriate orunacceptable behaviour Richlands East State School makes systematic efforts to prevent inappropriate or unacceptable behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When these behaviour incidents occur,it is important that consequences are predictable. Our school seeks to ensure that responses to inappropriate or unacceptable behaviour are consistent and proportionate to the nature of the behaviour. AnIncident Referral (Appendix 4)is used to record all major behaviour incidents on OneSchool (Department of Education Software System). Minor and major behaviours
When responding to behaviour incidents, the staff member determines if the problem behaviour is minor or major, with the following agreed understanding: Minor behaviour incidents are handled by staff members at the time it happens using our traffic light procedures Majorbehaviour incidents are referred directly to the school leadership team Minor problembehaviours are those that: are minor breaches of the school rules do not seriously harm others or cause you to suspect that the student may be harmed do not violate the rights of others in any other serious way are not part of a pattern of inappropriatebehaviours do not require involvement of specialist support staff or the Deputy Principal/Principal. Minorproblembehaviours may result in the following consequences: a re-direction process where a staff member: o Recognise students displaying appropriate behaviour o States the expectation at Richlands East State School to the student demonstrating inappropriate behaviour o Teaches and tells the student to practise what is expected o Positively acknowledges the student a minor consequencelogically connected to the inappropriate behaviour, such as complete removal from an activity or event for a specified period of time, partial removal (time away), individual meeting with the student, apology, phone call to parent/carer, restitution or detention for work completion. Major behaviours are those that: significantly violate the rights of others put others / self at risk of harm requirethe involvementof specialist support staff or the Deputy Principal/Principal. Major behaviours result in an immediate referral to the school leadership team because of their seriousness. When major unacceptable behaviour occurs, staff members calmly state the behaviour and remind the student of expected school behaviour.The staff member then: • tells the student to sit out of play and refers the student to the Positive Choices Program – if during play time • escorts/arranges for students to escort the student to the Administration Office – if during class time The staff member involved completes an Incident Referral on OneSchool with details of the student's behaviour. Major unacceptable behaviours may result in the following consequences: Level One:phone call and support request to parents, reflection time at the office, time out of play, loss of privilege, restitution, referral to Positive Choices Program AND/OR Level Two: restricted/designated play areas, after-school detention, parent meeting, referral for specialist behaviour services, suspension from school, referral to Guidance Officer, referral to outside support agencies, behaviour improvement conditions Level Three: Students who engage in serious unacceptable behaviours such as major violent physical assault or the use/supply or possession of weapons (including knives) or drugs may receive a Behaviour Improvement Condition or a School Disciplinary Absence (suspension or proposal/recommendation for exclusion) as a consequence of unacceptable behaviour. Definition of consequences* Time out
A principal or school staff may use time out as a strategy for students to manage their own behaviour and to assist the student to calm down. During time out, student is to be supervised and given an opportunity to rejoin class in intervals of no more than 10 minutes.
Temporary Removal of Property
A principal or teacher may use detention as a consequence for disobedience, misconduct, or other breaches of school expectations. A detention is no more than 20 minutes during school lunch or 30 minutes after school (parent will be contacted before after school detention is imposed). A principal or staff member of Richlands East State School has the power to temporarily remove property from a student, as per the procedure Temporary.
School Disciplinary Absences (SDA) Suspension A principal may suspend a student from school under the following circumstances: disobedience by the student misconduct by the student other conduct that is prejudicial to the good order and management of the school. Behaviour Improvement Condition
A principal may impose a behaviour improvement condition if the principal is reasonably satisfied that the student has engaged in behaviour that warrants the grounds for exclusion or other conduct that is so serious that suspension of the student from school is inadequate to deal with the behaviour. A Behaviour Improvement Condition requires the student to undertake a behaviour management program arranged by the school's principal. The program must be: reasonably appropriate to the challenging behaviour conducted by an appropriately qualified person designed to help the student not to re-engage in the challenging behaviour no longer than three months.
Proposed exclusion or recommended exclusion
A student may be suspended pending a decision to exclude when the student's behaviour is so serious that suspension of the student from the school would be inadequate to deal with the behaviour. A student may be suspended or excluded for the following reasons: disobedience misconduct other conduct that is prejudicial to the good order and management of the school, or breach of Behaviour Improvement Conditions.
Cancellation of enrolment
The enrolment of a post compulsory school age student may be cancelled if the student's behaviour amounts to a refusal to participate in the educational program provided at the school.
*Refer to departmental procedure Safe, Supportive and Disciplined School Environment for further details.
The following table outlines examples of minor and major behaviour incidents*
Major and Minor Behaviour Definitions The following is NOT an exhaustive list. Staff members use their discretion when identifying an incident/behaviour as major or minor if it is not listed here. This list is reviewed and modified by staff throughout the year. Major incidents must be entered on OneSchool and should include parent contact. When dealing with Students with Disabilities, consultation with the AVT Inclusion and class teacher is recommended, as there may be underlying issues.
Behaviour Bullying/Harassment Definitions
Not behaviour related
Non-Office Referred (Minor)
Office-Referred (Major) Recorded on OneSchool Student delivers disrespectful messages (verbal or gestures) to another person that includes: threats or intimidation, obscene gestures, texts, emails, pictures or written notes (Disrespectful messages include negative comments based on race, religion, gender, appearance, ethnicity, disabilities or other personal matters) Inappropriate comments and/or unwanted verbal or emotional advances to aggravate/provoke Bullying occurs when individuals or groupsrepeatedly and withoutjustification use words or actions to harm or control others. It perpetuates an imbalance of power and results in harm and distress to victims and satisfaction toperpetrators. – One-off silly drawing or finding – Repeated and/or escalating verbal pictures of body parts abuse/gestures – One-off laughing, pointing, silly – Inappropriate (sexual) touching of or exposing to others names, not letting students join in a game, not being their friend – Comments / pictures which are used – Inappropriate comments to intimidate/oppress/upset/make – Name calling someone feel – Making noises uncomfortable/offended – Fixation on/repeated talking about, – Making faces/gestures looking at, drawing or touching body parts – Verbal and physical threats to harm another person – Acceptable humour without malice 8
Defiant Non compliant with routine Refusal to participate in the program of instruction
Definitions Inappropriate
Not behaviour related
Definitions Inappropriate
– Drawing body parts as part of life education Refusal to follow directions or complete learning activities Behaviour which shows contempt for authority – Persistent refusal to follow directions – Brief or low intensity failure to combined with a rebellious attitude respond to adult requests that challenges an adult – Talks or put fingers in ears while adult – Persistently yelling at an adult is talking – Leaving class without permission – Is slow to respond or does not complete work – Continuing to walk away when an adult addresses you – Saying, "This is stupid"; "I'm not doing – Repeated back chatting it", "You can't make me" – Failure to hand in mobile phone after – Rolling eyes – Smirking being told – Make faces – Saying "whatever", "talk to the hand" – Students who have difficulty maintaining focus due to medical or educational needs (auditory processing difficulties) – Not completing work due to a skill deficit which would impact upon completion of work – Refusal to follow directions due to a skill deficit i.e. inability to complete task/direction – Culturally sensitive behaviours i.e. Indigenous students – making eye contact is rude when directed towards an elder. – Discussing a person who has passed away. Inappropriate interference that takes away from the learning environment but does not result in physical harm to self or others – Inappropriate, non-related comments – Persistent behaviour causing an – Talking to friends interruption to learning in a class or – Repeated noise – tapping pencils activity causing the teacher to stop – Throwing small objects that aren't teaching for a prolonged period of physically harmful time – Playing with toys/objects – Student does not respond to 9
– – – –
Not behaviour related
Dress code
Definitions Inappropriate
Not behaviour related
IT Misconduct
Inappropriate Not behaviour related
Calling out Moving desks/tidy trays Making noises Kicking other peoples' desks
redirection strategies, traffic light system and has spoken to his/her parents and been to time away class – Turning over furniture or being physically aggressive (eg kicking walls) – Throwing objects that cause harm
– Accidentally dropping stationery items – Unintentional dislocation of objects – dropping pencils, rubbers on the floor – Making loud noises which are disability related i.e. tics – Playing with toys/objects to satisfy tactile needs (eg ASD) – Calling out answers to questions through enthusiasm Students are disrespectful of their uniforms or bodies – Flashing – Writing on body and clothing – Wearing clothes differently from intended way – Purposely wearing a shirt with an inappropriate text or message (please send to office for a shirt) Not wearing school uniform due to circumstances out of their control: i.e. not having a jumper on a cold day; being unclean, parents inability to provide the clothing Wearing non-sun safe clothing (please send to office for a shirt) Wearing inappropriate shoes (unenclosed, high heels) Year 7s writing on own shirts during last day of school (as directed by teacher) Wearing short skirts/shorts – Using the computers and/or internet for non-learning-related activities. – Accessing inappropriate sites and/or uploading inappropriate content. – Forwarding a photo without prior permission of person in image – Playing non-learning-related games – Looking up pornographic images – Using others' passwords – Intentionally breaking equipment – Accidentally going to an inappropriate website – Pop-ups 10
Definitions Inappropriate Not behaviour related
Other conduct prejudicial to the good order and management of school - Theft
Definitions Inappropriate
Not behaviour related Definitions Inappropriate
Not behaviour related Other conduct prejudicial to the good order and management of school - Unsafe behaviours
Definitions Inappropriate
Not in class at the appropriate time – Student returns late after bell or from breaks – Late due to circumstances out of their control Student delivers a message that is untrue and or deliberately violates rules – Cheating on tests – Copying work from others – Lying to anyone – Omitting the truth – Misinterpretation of a message The acquisition of other's property without permission and with intent to permanently deprive – Taking another student's – Taking a student's money work/lunch/property/hats – Refusal to return the property of another – Taking a staff member's property – Accidentally taking another's property eg confusion over whose lunch box belongs to whom Behaviours which endanger self or others – Running on the cement – Climbing on rooves – Being in 'out of bounds' areas (within – Using equipment unsafely eg. power the school) points, fans – Climbing on/Sliding the outside of the – Projectiles eg. water bombs, egging, throwing objects, sling shots stair railing – Spitting on others – Jumping down stairs – Pushing to get into line – Using playground for 'tiggy' – Jumping over seats – Spitting – Using big balls in the undercover area – Encouraging others to fight 11
Physical Misconduct
Not behaviour related Definition
Possess Prohibited Items
Not behaviour related Definition Inappropriate
Prohibited Items Misconduct involving object Substance misconduct involving tobacco and other legal substances
Making unintentional contact with peers as part of a game – bumping into someone Student engages in non-serious, but Actions involving serious physical contact inappropriate physical contact without with intent to harm where injury may intent to harm. occur (e.g. hitting, punching, hitting with an object, kicking hair pulling, scratching, biting, abusive spitting). – Low level pushes, – hitting – Jostling with others – punching – Play fighting – hitting with an object – kicking – hair pulling – scratching – biting – abusive spitting – Accidental contact during a game Student is in possession of substances/objects capable of causing bodily harm or property damage or declared by the school as prohibited – Possessions of water bombs – Cigarettes – Chewing Gum – Matches, lighters – Laser pointers – Firecrackers – Gasoline – Liquid paper/White-out – Spraying deodorant around the – Lighter fluids room/area – Aerosol sprays such as spray paint – Spraying deodorant on another's body – Condoms (except head) – Spraying deodorant into people's faces – Using deodorant as a weapon – Sniffing deodorant, glue, petrol, paint – Water bombs in use or affecting others – Bringing guns, knives, other potentially dangerous items to school 12
Not behaviour related
Property misconduct
Substance misconduct involving illicit substance
Not behaviour related Definitions Inappropriate
Substance misconduct involving tobacco and other legal substances Not behaviour related
– Using an item as a weapon to harm or threaten to harm – Finding a combustible item in the school grounds and surrendering it to the office – Using deodorants for personal use – Bringing a cultural item (which could be considered a weapon) to school for a curriculum task. These need to be handed to a staff member on arrival and collected at the end of the day. Low intensity misuse of property for a Students participating in an activity that purpose for which it was not intended results in substantial destruction or and does not cause physical harm to self disfigurement of property or others – Breaking school property with intent – Breaking/damaging pencils, rubbers, rulers – Throwing desks, chairs – Ripping/damaging paper or work – Throwing rocks, objects at people and – Misusing school bags (swinging, buildings kicking, taking) – Computer misuse – Drawing on desk – Graffiti – Throwing lunch or wrappers on the floor – Property misuse due to lack of knowledge/understanding/maturity Student is involved in a process of consuming (past, present); dealing or in possession of alcohol, drugs or paraphernalia – Any alcoholic products or illegal drugs, brought into the school grounds – Attending school seemingly under the influence of alcohol or a drug – Misuse of prescribed/non-prescribed medication – Prescribed medication accompanied by a doctor's letter and with parent consent – this is to be kept at the office – Where a medical condition exists – Asthma puffer, cough lozenges 13
Threat/s to others Inappropriate
Truant/Skip class
Not behaviour related Definitions Inappropriate
Not behaviour related
Verbal misconduct
– Student disclosing the use of drugs at home or elsewhere (refer to office) Making another feel uncomfortable or threatened – Standing over a student to make them – Gang-related behaviour give their property (Teacher discretion. Inform office) – Telling a child if they do something (eg tell the truth) they will be hit after school (Teacher discretion. Inform office) – Being taller than another child Unexplained absence/s with or without parent's knowledge – Deliberate failure to return to class – Leaving the premises without after an acceptable amount of time – permission consider age appropriateness – Repeated absence from school – Student leaves class without with/without parent permission permission or stays out of class without permission (phone office to report) – Absence due to health reasons or reasons out of the individual's control – Authorised cool down time – At an official school appointment eg. Guidance Officer – Repeated lateness, early departures (record on roll) Low intensity, infrequent instances of – Swearing or curse words directed inappropriate language towards others in a demeaning or provoking way. – Repeated intentional use of inappropriate language. – Disrespectful messages include negative comments related to religion, race, gender, ethnicity, appearance, disabilities or other personal matters 14
– Swearing or putting down directed at a student as a once-off eg swearing, demeaning, racial – Saying, "This sucks" Swearing not directed at a person
– Repeated name calling and personal attacks about self, peers and family members – Swearing at an adult eg "F…. you", "F….. off"
Not behaviour related Third minor referral
Third occurrence of minor behaviour after previous minor behaviours have been addressed using traffic light or playground escalation procedure
*Please note that this is not an exhaustive list. Other behaviours will be dealt with as appropriate.
Relate inappropriate or unacceptable behaviour to expected school behaviours When responding to inappropriate or unacceptable behaviours, staff members ensure that students understand the relationship of the behaviour to expected school behaviour. One method that staff members might use to achieve this is to have students:
1. 2. 3. 4. 1. 2.
4. 5.
Recognise students displaying appropriate behaviour State the expectation at Richlands East State School. Corrective teaching and practise of what is expected. Positive verbal acknowledgement. and/or Traffic light escalation (in class or playground), including parent contact Conference with child o Why do you think I'm talking to you? o Tell me what happened o What happened when you did that? (Focus on the impact on others, yourself and the students) o What is the expectation at Richlands East? What does this look like sound like, feel like? o How can this get fixed up? (input from any "victims" of the behaviour) o What can you do to make sure this doesn't happen?/What can you do instead? o What will happen if this goes on? What would other students say is a fair thing? Outline of consequences/sanctions should behaviour continue. o Practise of expected behaviour by child o Plan for future action Contact parents Make up time.
Ensuring consistent responses to inappropriate or unacceptable behaviour At Richlands East State School , staff members authorised to issue consequences for behaviour incidents are provided withappropriate professional development and/or training. Through training activities, we work to ensure consistent responses to behaviour incidents across the school. Students also receive training about how to respond when other students display inappropriate or unacceptable behaviour. The courteous way to respond when a staff member redirects a student's behaviour is taught and rehearsed to reduce the impact of peer engagement in the behaviour incident. Student disciplinary absences (suspension and exclusion) may be considered: in the event of a serious, one-off behaviour incident or after consideration has been given to all other responses. 6. Emergency situation or critical incident responses It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe unacceptable behaviour. This consistency ensures that actions taken are responsive to the safety and well-being of students and staff. An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action. Severe unacceptable behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety and well-being of the student or others is likely to be placed at serious risk.
Immediate Strategies Avoid escalating the unacceptable behaviour Avoid shouting, cornering the student, moving into the student's space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language.
Maintain calmness, respect and detachment Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.
Approach the student in a non-threatening manner Move slowly and deliberately toward the situation or incident, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.
Inform the Deputy Principal/Principal.
Reinforcement and Correction Strategies If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students' attention towards their usual work/activity.
If the student continues with the unacceptable behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour.
Follow Up Strategies Restore normal school operations as soon as possible.
Provide post incident opportunities that include: o Assisting any distressed student/s to access appropriate support, e.g. Guidance Officer. o Assisting the individual student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations. o Recording a reflection or individual learning plan to assist the student to develop a personal framework of expectations and appropriate actions.
Physical Intervention Staff may make legitimate the use of physical intervention if all non-physical interventions have been exhausted and a student is: physically assaulting another student or staff member posing an immediate danger to him/her or to others. Appropriate physical intervention may be used to ensure that Richlands East State School's staff demonstrate a duty of care to protect students and staff from foreseeable risks of injury. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury. Physical intervention can involve coming between students, blocking a student's path, leading a student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint. It is important that all staff understand: physical intervention cannot be used as a form of punishment physical intervention must not be used when a less severe response can effectively resolve the situation the underlying function of the behaviour.
Physical intervention is not to be used as a response to: property destruction school disruption refusal to comply verbal threats leaving a classroom or the school, unless student safety is clearly threatened. Any physical intervention made must: be reasonable in the particular circumstances, be in proportion to the circumstances of the incident always be the minimum force needed to reduce the risk of harm to self or others take into account the age, stature, disability, understanding and gender of the student. Record keeping Each instance involving the use of physical intervention must be formally documented. The following records must be maintained: School Incident Report (Appendix 5) Student Record of Incident (as per process for Natural Justice). 7. Network of student support Students at Richlands East State School are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour supports by: Parents Advisory Visiting Teachers Teachers Positive Choices Room Staff Support Staff School Chaplain Administration Staff Senior Guidance Officer Guidance Officer Support is also available through the following government and community agencies: Disability Services Queensland Child and Youth Mental Health (CYMHS) Queensland Health Department of Communities (Child Safety Services) Police Local Council 8. Consideration of individual circumstances To ensure alignment with the Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times. Richlands East State Schoolconsiders the individual circumstances of students when applying support and consequences by: promoting an environment which is responsive to the diverse needs of its students establishing procedures for applying fair, equitable and non-violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent recognising and taking into account information relevant to the students' age, gender, disability, cultural background, socio-economic situation, mental health and wellbeing, emotional state(such as individualised learning plan or individual education plan), and
recognising the rights of all students to: o express opinions in an appropriate manner and at the appropriate time o work and learn in a safe environment regardless of their age, gender, disability, cultural background or socio-economic situation o receive adjustments appropriate to their learning and/or impairment needs o provide written or verbal statements that will be taken into consideration in the decision making processes o ensure that processes maintain the dignity, respect, privacy and confidentiality of the student, consistent with the rights of the rest of the community.
9. Related legislation Commonwealth Disability Discrimination Act 1992 Commonwealth Disability Standards for Education 2005 Education (General Provisions) Act 2006 Education (General Provisions) Regulation 2006 Criminal Code Act 1899 Anti-Discrimination Act 1991 Commission for Children and Young People and Child Guardian Act 2000 Judicial Review Act 1991 Weapons Act 1990 Work Health and Safety Act 2011 Work Health and Safety Regulation 2011 Right to Information Act 2009 Information Privacy (IP) Act 2009 10. Related procedures Safe, Supportive and Disciplined School Environment Inclusive Education Enrolment in State Primary, Secondary and Special Schools Student Dress Code Student Protection Hostile People on School Premises, Wilful Disturbance and Trespass Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions Acceptable Use of the Department's Information, Communication and Technology (ICT) Network and Systems Managing Electronic Identities and Identity Management Appropriate Use of Mobile Telephones and other Electronic Equipment by Students Temporary Removal of Student Property by School Staff 11. Some related resources School-wide Positive Behaviour Support Code of Conduct for School Students Travelling on Buses National Safe Schools Framework National Safe Schools Framework Resource Manual Working Together resources for schools Cybersafety and schools resources Bullying. No way! Take a Stand Together 12. Endorsement ________________________
P&C President
Assistant Regional Director
Effective Date: ………………………. to ………………………..
Appendix 1 The Use of Personal Technology Devices* at School This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices. Certain Personal Technology Devices Banned From School Students must not bring valuable personal technology devices like cameras, digital video cameras or MP3 players to school as there is a risk of damage or theft. Such devices will be confiscated by school staff and may be collected at the end of the day from the school office. Breaches of this prohibition may result in disciplinary consequences. Confiscation Permitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent. Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly. Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal. Personal Technology Device Etiquette Bringing personal technology devices to school is not encouraged by the school because of the potential for theft and general distraction and/or disruption associated with them. However, if they are brought to school, they must be handed in at the office in the morning before school begins and collected at the end of the day. Personal technology devices may be used at morning tea and lunch breaks and before and after school. Recording voice and Images Every member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent. We uphold the value of trust and the right to privacy at Richlands East State School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc) to disseminateto others (including distribution by phone or internet posting) build a culture of distrust and disharmony. Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher.
A school student who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy. Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying1, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur. Students involved in: recording; and/or disseminating material (through text messaging, display, internet uploading etc); and/or, knowingly being a subject of a recording Breach of this policy may be subject to discipline (including suspension and proposal/recommendation for exclusion). Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to the Queensland Police Service. Text communication The sending of text messages that contain obscene language and/or threats of violence may amount to bullying and/or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school, should ensure they keep the message as evidence and bring the matter to the attention of the school office. Assumption of cheating Personal technology devices may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Staff will assume students in possession of such devices during exams or assessments are cheating. Disciplinary action will be taken against any student who is caught using a personal technology device to cheat during exams or assessments. Recording Private Conversations and the Invasion of Privacy Act 1971 It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, 'a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation'. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others. Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained.
Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.
Special Circumstances Arrangement Students who require the use of a personalassistive technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal. Inappropriate behaviour outside of school hours Students may receive disciplinary consequences for bullying or cyberbullying or other inappropriate online behaviour that occurs out of school hours, and affects the good order and management of the school. * Personal Technology Devices include, but are not limited to the following devices; portable gaming devices, the IPhone, IPod, IPod Touch or IPad, Tamagotchi® and similar games, laptop computers, PDAs, Blackberries®, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones and devices of a similar nature
Appendix 2 Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying) Purpose 1. Richlands East State School strives to create positive, predictable environments for all students at all times of the day. The disciplined teaching environment that we are creating is essential to: achieving overall school improvement, including the effectiveness and efficiency of our student support procedures raising achievement and attendance promoting equality and diversity and ensuring the safety and well-being of all members of the school community. 2. There is no place for bullying in Richlands East State School. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community's goals and efforts for supporting all students. 3. Behaviours which could potentially lead to bullying and will not be tolerated at Richlands East State School include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours. 4. Bullying may be related to: race, religion or culture disability appearance or health conditions sexual orientation sexist or sexual language young carers or children in care. 5. At Richlands East State School there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community. Rationale 6. Research indicates that many problem behaviours are peer-maintained. That is, peers react to bullying in ways that may increase the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our school would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the
entire school a set of safe and effective response to all problem behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it. 7. The anti-bullying procedures at Richlands East State School are an addition to our already research-validated school-wide positive behaviour support processes. This means that all students are being explicitly taught the expected school behaviours and receiving high levels of social acknowledgement for doing so. Adding lessons on bullying and how to prevent and respond to it is a subset of procedures to which our students are already accustomed. Prevention 8. Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our school-wide universal behaviour support practices will be maintained at all times. This will ensure that: Our universal behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour All students know the 3 school expectations and have been taught the expected behaviours attached to each rule in all areas of the school All students have been or are being taught the specific routines in the nonclassroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to re-entering their classrooms All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the non-classroom areas of the school A high level of quality active supervision is a permanent staff routine in the nonclassroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the non-classroom areas. 9. Cyberbullying often does not occur at school. Students are explicitly taught Cybersafety for example how to safely conduct an internet search, what cyberbullying is and what they should do if they receive unwanted messages including for example:
Not to respond to messages but keep them to report to parents and/or teachers immediately Report any instances they see as a bystander of cyberbullying to parents and/or teachers immediately.
Richlands East State School will then investigate and respond to any incident of cyberbullying. 10. The student curriculum modules of the anti-bullying process consist of lessons taught by all teachers in all classrooms to a school-wide schedule of instruction. At all times simultaneous instruction is our goal, in order to maintain consistency of skill acquisition across the school.
11. An initial introductory lesson is delivered, which teaches the 5-step process (High Five) for non-physical incidents or the 1-step process for physical incidents (report to an adult in charge immediately) (see Appendix 6) to be used by all students when experiencing bullying behaviour either as a person being bullied, the person bullying or bystander. 12. The introductory lesson is followed by several shorter lessons, each of which focuses on one of the bullying behaviours that the school has identified and defined. These lessons include instruction on how to approach adults and also on what reactions and systemic responses they should expect from adults. 13. Richlands East State School will take part in the National Day of Action Against Bullying and Violence on the third Friday of March each year. This is to highlight the importance of bullying issues within our school community and what our school is doing to prevent this. 14. Research indicates that a common outcome of anti-bullying programming is an improvement in understanding of bullying but little change in the frequency or nature of actual bullying behaviour. One of the reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullying process at Richlands East State School takes care to combine knowledge with practice in a process of active learning, so that students understand by 'doing' as much as by 'knowing'. 15. Richlands East State School uses behavioural data for decision-making. This data is entered into our database on a daily basis and can be recalled as summary reports at any time. This facility allows the school to track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process.
Appendix 3
WORKING TOGETHER TO KEEP RICHLANDS EAST STATE SCHOOL SAFE We can work together to keep knives out of school. At Richlands East State School: Every student has the right to feel safe and be safe at school. No knives are allowed to be taken to school by students. There is no reason for a student to have a knife at school, and it is against the law for a student to have a knife at school. If a student has a knife a school, they can expect serious consequences, such as fines and possibly jail. Longer jail sentences can be given to young people if someone is injured with a knife during an assault. What kinds of knife are banned? No knives of any type are allowed at school, including flick knives, ballistic knives, sheath knives, push daggers, trench knives, butterfly knives, star knives, butter knives, fruit knives or craft knives, or any item that can be used as a weapon, for example a chisel. Knives needed for school activities will be provided by the school, and the use of them will be supervised by school staff. In circumstances where students are required to have their own knives or sharp tools for particular subjects or vocational courses, the school will provide information about the procedures for carrying and storing these items at school. The principal or delegate can take action against a student who brings a knife to school.
If a student has a knife at school, principals can inform the police. Possessing a knife at school may result in serious disciplinary consequences, including suspension. Police can search a student and their property at school if they suspect a student has a knife. A student may be charged with a criminal offence and may face serious consequences if convicted, including a fine or jail. School property such as desks or lockers may be searched if the principal suspects that a student has a knife on or in school property. If the principal suspects the student has a knife in their bag, the bag may be temporarily confiscated until police arrive. If the student does have a knife at school, it can be confiscated by the principal and given to the police.
How can parents help to keep Richlands East State School safe? Make sure your child knows what the laws and rules are about knives. Do not include knives or knife tools in children's lunch boxes, pencil cases or craft kits. Contact your school principal if you believe your child is being bullied or threatened at school. If you want to talk about students and knives at school, please contact the Deputy Principal or Principal.
Appendix 4 Richlands East State School Incident Referral
Appendix 5 Incident Report Name:………………………………………………… Date: ……………………… Person Completing Form: …………………………………………………………….. Name PROBLEM BEHAVIOUR
Date of incident
Time incident started
Time incident ended
Where was the student when the incident occurred?
Who was working with the student when the incident occurred?
Where was staff when the incident occurred?
Who was next to the student when the incident occurred?
Who else was in the immediate area when the incident occurred?
What was the general atmosphere like at the time of the incident?
What was the student doing at the time of the incident?
What occurred immediately before the incident? Describe the activity, task, and event.
Describe what the student did during the incident.
Describe the level of severity of the incident. (e.g. damage, injury to self/others)
Describe who or what the incident was directed at.
What action was taken to de-escalate or re-direct the problem?
Briefly give your impression of why the student engaged in the above-described incident. (e.g. was angry because I asked him/her to stop teasing).
Appendix 6
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Northwest Folklife's Community Calendar brings together our greater community's cultural events and gatherings.
- This event has passed.
Atanas Kolarovski Celebration
October 19, 2013 @ 7:00 pm - 11:00 pm$15
Atanas is a world famous Macedonian dance teacher who has made Seattle his home for many years. He has just celebrated his 87th birthday and we are honoring him with a special 2 night event. On Oct. 18 he will teach in Seattle for the first time in many years. On Oct. 19 we will have a party with live Macedonian music provided by Dragi Spasovski and an all star band. The Radost Folk Ensemble will perform a suite of dances choreographed by Atanas. Please join us and help us show our appreciation to Atanas for all he had done over the years.

subset: commoncrawl


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Raccoon News
September 20, 2018
Roosevelt Weekly Parent Info
Hello to all Roosevelt families! A few reminders for the week:
• Rocky Time...have your students told you about this? Our very FIRST Rocky Time was today. Our focus for this month is STRENGTHS. Ask your kids about their first experience. Mostly we learned how to come and go to Rocky Time (not a small task with 400 hundred elementary-aged students), BUT we also learned a teeny bit about each other and strengths we have!
• Roosevelt Gear For Sale: Next week is the Roosevelt Open House and Book Fair. At the Open House, t-shirts and other Roosevelt gear will be available for order. The PTO will have samples available to look at and to use as sizers. In the meantime, if you are interested in ordering, please use this link. Go to the Team Stores page and use the code: RE2018. Orders can be placed until October 7.
• Roosevelt Walk-A-Thon: Information about this came home last week. All students are being asked to try and collect $75 in pledges from family and friends. We will again have an online donation option, and it appears to be much, much easier than last year. The PTO thanks you for your support. They are looking for a few more volunteers for the walk, which will be held October 5. If you are able to volunteer, please contact Kelsey Bellig at email@example.com.
• Book Fair: The Roosevelt Book Fair is coming soon. It will be held during Open House on Thursday, September 27. Beth Weller is in need of volunteers to help. If you are willing to help, please contact her at: firstname.lastname@example.com. Volunteers will receive a FREE BOOK choice ($7 value). Please consider helping with this important event.
• PTO Minutes: Please take a peek at September's PTO minutes. Here are the highlights:
~ Open House is scheduled for 9/27 from 3 pm – 8pm; there will be an online opportunity to preview and shop from the online website. Teacher trees will be set out for items teachers are wishing for their classrooms.
~ The Roosevelt walk-a-thon on 10/5, will be our sole fundraiser for the year. Individual student goals remain at $75 to be gifted a customized Roosevelt notebook. Kwik Trip and Tandem Bagels are again providing snacks for after the walk.
~ PTO will continue to fund the Barnes and Noble gift cards as reading incentives. Keep on Reading! Many more fun events are planned and scheduled for this school year. We are looking forward to seeing you at the next PTO meeting October 9th at 5:30 PM in the media center.
• Hy-Vee receipts, Box Tops for Education, Kwik Trip Milk Caps: The Roosevelt PTO collects these. Please have your child turn these in to the Roosevelt Office every once in awhile. Hy-Vee receipts that are dated from September through May will be accepted.
• PARENTS NEEDED! Make a Difference in YOUR Child's Education. Become Your Child's Classroom Junior Achievement Volunteer!
Why: Junior Achievement is a non-profit organization dedicated to inspire & prepare youth to succeed in the global economy. Our hands on programs focus on financial literacy, career readiness and entrepreneurship
Where: In your child's classroom.
When: Five times in your child's classroom (30-40 minutes each)
What: All class materials are provided by Junior Achievement, including on-line training session for first time volunteers. The lesson plans are user friendly, fun, and easy to teach. Experience in business is NOT necessary to be a Junior Achievement volunteer.
How: Only your time and passion is needed to become a Junior Achievement volunteer!
Join us and make a difference.
Five Visits
One Classroom of Students Inspired
One Invaluable Experience
Your help is essential in making this program a success in your child's classroom.
To learn more about volunteering you can go to our website and see a brief video (less than 4 minutes) with a volunteer in the classroom.
Please let your teacher or Katie Mons (Junior Achievement District Coordinator) know if you have questions or would like to volunteer: email@example.com. Volunteers are needed in these classrooms: Ms. Elker, Mrs. King, Ms. Koble, Mr. Jensen, Mr. Payne, Mrs. Case & Ms. Dittman.
• FREE Tickets...Lime Valley is a big sponsor of the Dig It event that is happening Saturday in collaboration with the Children's Museum of Southern Minnesota. Lime Valley has 4 free tickets to be given away. Please contact Marissa Geerdes at firstname.lastname@example.com if you are interested.
Have a great weekend, Raccoons!!
Ann Haggerty
Roosevelt Principal
Reading Winners!
We gave away many prizes at our September celebration and these readers WON!!! Way to go Raccoons!
September Celebration Speaker
Lauren Senden spoke to us about STRENGTHS--strength of MIND, HEART, and VOICE. Her poise and grace allowed her strengths to shine through! Thank you, Lauren, for sharing your very important message!
SPIRIT...Ms. Selberg's Got It!
Pure JOY and SPIRIT!! Ms. Selberg living it up at our September all-school celebration!


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EVANSVILLE, Ind. (WFIE) - There's a little bit of magic happening here in Evansville.
Last year marked the very first season of a basketball for Evansville Christian. They finished the season with just one win, but flash forward to now and that same program now has seven wins.
Come Saturday, they could secure a conference title.
Led by Aaron Thompson in his second season at the helm of the program, the Eagles are atop of the Southern Roads Conference. They are undefeated in league play and have even knocked off teams in both Blue Chip and PAC as well.
The young team, led by just one senior and droves of underclassmen, have accomplished all of this in just two years, but say they aren't even close to being done yet.
"It'd be amazing because like I said, being a two-year school already with just two years under our belt," said Sophmore Brandon Juarez. "There are other schools that haven't won a conference tournament, it would just be great for us."
"It would mean so much to me, just my first year here and be able to have a banner up there and being able to say that I helped build that, helped get that up there," Freshman Jake Schnepper said. "Nothing can relate to that."
"To be able to say, not only are we here but we accomplished something," Coach Thompson said. "We are able to hang a banner, we are able to show that the fruits of our labor is starting to pay off, it would be unbelievable. We're teaching fundamentals, things that these kids haven't seen on a consistent basis, year in and year out. So the wins are great, but it's more about building that path, paving that path for future teams."
The Eagles do travel to play Tecumseh on Friday, but it's Saturday's game against Madison Christian that will determine the conference. With a win, Evansville Christian will clinch a share of the Southern Roads title.
Copyright 2020 WFIE. All rights reserved.


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^ Residents in 73054 paid average home insurance premiums of $1048, based on overall Oklahoma data. [1]
Home Insurance Providers in 73054 (Luther, OK)
^ Click here to compare 73054 home insurance options now & find an affordable provider.
Renters Insurance Rates in 73054
^ Residents of Oklahoma paid an average renters insurance premium of $218, ranking 4th in the U.S. [2]


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Review: Jury Duty by Exit Productions
Crime and punishment: Simon Gwynn takes part in an interactive adventure that explores how justice is done online.
1 July
Football Chants for Theatre
"Where are you hiding, Ollie Dowden?" - Tracey Sinclair attempts to unite the warring spheres of football and theatre with some chants to yell from the stalls.
11 July
Stories from Theatre Royal Plymouth
When news of redundancies hit, Laura Horton collected testimonies of what Theatre Royal Plymouth meant to artists and audiences. Here are 10 of them.
6 July
Dear Oliver
Director Atri Banerjee imagines some letters to Culture Secretary Oliver Dowden, during the long wait for government support.
6 July
Enter your email address below to get an occasional email with Exeunt updates and featured articles.
Some Reasons to Save the UK's Theatres and Production Companies
Alice Saville collates some arguments for urgently funding theatres now, so that they'll still be there for us in whatever world awaits us in 2021.
29 June
A dialogue on theatres and communities
Who is theatre for? Why does it matter? What do we stand to lose? A group of directors, producers and critics talk theatre and community.
26 June
Natasha Tripney
POSTWEST Festival: What does it mean to be Eastern European?
"Something positive came out of this shitty situation:" Natasha Tripney talks to the artists who are moving Eastern European arts festival POSTWEST online.
Francesca Peschier
Storytelling adventures and critical hits
Francesca Peschier chats to a horde of theatremakers/dungeon-masters/rampaging orcs to ask what theatre can learn from D&D.
Lucy Bell
Carers as Artists
Lucy Bell writes on the underexplored challenges and unexpected aptitudes that come from mixing a career in the arts with life as a carer.
Alice Saville
Holding Theatre to Account
A new initiative is holding theatres accountable on Black representation. Here's more info, plus thoughts on Exeunt's aims for the future.
View All
Review: The Cats Outside My Window
"Audience members are encouraged to follow their own instincts" at the wild immersive show that unfolds daily outside Ka Bradley's window.
19 June
Review: A School for Fools
"It's the theatrical equivalent of found poetry": Natasha Tripney discovers the resourceful, richly textured techniques of Belarus Free Theatre's online performance.
3 June
Review: The Boris Johnson and Dominic Cummings show
A tragedy in two acts: Natasha Tripney assesses the theatrical merits of the government's most recent instalments of live-streamed satire
26 May
Review: BE at Home
Hope in the dark: Ben Kulvichit discovers underground caves, cardboard time capsules and durational circus feats at BE Festival's online edition.
21 May
More Features
25 May
Annie Saunders
A Case for Liveness
"When you go to a live performance, you take your body with you": Annie Saunders writes on the essential connection between medium and message.
23 May
Holly Williams
Revisiting The Encounter
Holly Williams loops back to Simon McBurney's time-bending binaural adventure, and asks him what it can say to lockdown audiences.
21 May
A group of theatre and performance organisations
An open letter to theatre and performance makers
A group of theatre and performance organisations are coming together to offer support and a voice to freelancers. Their open letter explains why.
14 May
Alice Saville
What could socially distanced theatre look like?
We could have celebrity monologues in half-empty auditoriums. Or, we could look to the experimental theatremakers who've made space for new forms.


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Giving Your Immune System a Chance when You Have an Infection
I have completely recovered from a terrible GI infection just by waiting it out and keeping hydrated. Of course, it was not a life threatening disease to start with, and in mild cases no treatment is recommended any way, but my case wasn't mild. However, I just stayed home, decided on a deadline and it cleared on its own.
I'm so proud of my ability to be patient. This is the third time this year I am recovering from some kind of infection without taking Antibiotics. I took a lot of Antibiotics as a child and even as a young adult, due to going to the Doctor immediately. Sad truth is that most doctors would give Antibiotics for a cold, and before you know it, your body is getting too much unnecessary drugs.
I caught this last infection from the hospital, as usual, and while sick made a decision that I was never going to step there again. However, now feeling strong and healthy again, I am starting to miss work and planning to violate my promise. Hopefully, no more bugs for me. The thought that I am risking my health at work doesn't provide any comfort. Even though, I have started another activity recently. I still can't see myself quitting this line of work completely, so I am trying to wean it off gradually. In reality. I will keep compromising my health if I stay.
September 13th, 2016, 05:14 PM #2
Giving Your Immune System a Chance when You Have an Infection
My doctor left me with a sinus infection for 6 mths and refused to use an antibiotic..... I became so sick that i was off work for 4 days and decided to go to a walk-in clinic directly before going to an ER. That dr prescribed an antibiotic specific for sinuses and the next 2 days was like Niagra falls draining from my head!
I was becoming very concerned about my brain which was telling me to go to the ER.
I have never had a sinus problem before... And have rarely had to use an antibiotic.
I traded that Dr for a Nurse Practitioner and Im very happy with the care she gives me. I no longer worry if my health is at risk and she told me if I have symptoms in my sinuses again I can see her same day and she would give me a script for an antibiotic.
Just wanted to add my experience because my fear was that this is the new trend...no antibiotics being prescribed?
September 14th, 2016, 12:06 AM #3
Re: Giving Your Immune System a Chance when You Have an Infection
It's one of those hard topics where problems can happen if a person goes too far in one direction or another, at the wrong time.
I've certainly seen the amazing self-healing ability of the body, especially when a person is taking good care of themselves generally and is not under too large amounts of stress, etc.
And then there are times where there's a simpler and faster solution that you do need to solve a problem, but for some reason or another you don't get access to it easily enough!
It's great when you have the assistance of a professional with really good knowledge and you feel you can trust their judgment and that they are passionate about figuring out the best solutions for you.
September 14th, 2016, 09:20 AM #4Account Closed
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Re: Giving Your Immune System a Chance when You Have an Infection
I couldn't reply immediately, but thanks to both of you for the insights. In case, it wasn't clear, my post wasn't meant to encourage or discourage anyone from the use of antibiotics or other prescribed medications. And, by all means, consulting a health professional is the only way to go, when one is sick. Every person and every case is different.
I am actually conservative in my views when it comes to health care. I don't believe in Naturopaths, Chinese Medicine, Reiki and so on. There was recently a case of a child who died from Meningitis after being treated by a naturopath in Canada. It was all over the media a few months ago, the case went to court and parents were found negligent.
So, antibiotics often save lives and are inevitable in most infections or in acute exacerbation of chronic conditions, that are bacterial in nature. I am glad that making art got healed after getting the right prescription.
In my personal story that I shared here, I just wanted to express my joy of being able to recover without even seeking advice or treatment. I expected that I would have to, but recovered faster than I thought. In my case the difference is that I knew what kind of complications to watch for, what would indicate going to the Doctor and what going to the hospital. I also knew the guidelines for taking care of my condition, and how long to wait before taking antibiotics. If I didn't have education and experience on these topics, I would have gone to see a professional right away.
I haven't noticed any trend in not prescribing antibiotics, actually most doctors I have seen over prescribe. Not treating bears a higher liability than treating. NPs are awesome, but very hard to find in urban areas.
---------- Post Merged at 09:20 AM ---------- Previous Post was at 09:14 AM ----------
And, yes, self-diagnosing and self-treatment is common among health professionals and not recommended. However, it worked for me in the past, and I haven't seen my family doctor for years now, and when I go to a walking clinic, I often get thrown a prescription for something in the fist 20 seconds, not even barely enough to say hi and bye to someone. Sometimes it is just worse than self treating.
September 14th, 2016, 09:48 AM #5GDPR
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Re: Giving Your Immune System a Chance when You Have an Infection
My husband is the type of person that as soon as he gets any kind of illness he goes straight to the doctor and expects(and practically demands) an antibiotic,regardless what type of illness he has.He almost never tries to wait anything out.If I catch a bug,and it lasts 3 to 5 days,then I get better without seeing a doctor and he gets sick the next week with the same symptoms I had,he goes to the doctor.
The doctors he goes to comply and give him an antibiotic 95% of the time,usually the same one.It's to the point where they do not work when he has an illness where the antibiotic would actually be warranted.One doctor he had gave him the same antibiotic so often,for so many years that he developed severe intestinal problems.He(my husband) seems to think antibiotics are the answer for everything,and tbh,I don't bother trying to educate him anymore,it's pointless.I f his doctors stopped prescribing them,he would just find doctors that would.
My doctors do it differently.I only get prescribed one if it's absolutely necessary,which when I do see a doctor it's usually because I have tried everything else already and haven't improved or have got worse.They check to see the last time I received one,and they don't prescribe the same one within 6 months of each other.But,I don't expect( or demand) one,I let the doctor decide that.
I personally believe it's what doctor you see whether they are overprescribed,underprescribed or prescribed at all.I have been to doctors before that have asked me what I would like,ones that have thrown in 'extras'(would you like some cough medicine with codeine in it?I can write down that the otc isn't working for you,would you like this or that while I am at it?)and ones who don't prescribe at all.


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Cheap and Stunning 3D Wallpaper
Hello friends. It's weekend period, a period when we have free time and looking for some new ideas about interior and exterior design. Our page is always giving you the best advice, choice, and ideas that our team chooses just for your inspiration. Even though it's Sunday, our team is still working and looking to show you the best 3D wallpaper for your house walls.
What you have to do now it's to prepare hot coffee for you and to see our 3D wallpaper idea that we have to show you just for you! Enjoy and have fun with us, our team and our ideas!!!
Choose pink flower wallpaper for the TV unit in the living room
In the first idea from this post, we offer you the chance to see some very nice idea that will beautify the house wall for any of you, don't wait and take a look in it.
Wallpaper in 3D is great option for the living room walls
As I mentioned before in the introduction, it's smart to add flowery wallpaper for the TV wall and to enjoy in nice decoration. With this choice you will see the second idea from this post and we will be feeling great if you choose the best for you.
Bring the blue color for house walls
If you aren't in love with the pink color, maybe this will catch your eyes. I'm talking about blue wallpaper for home place that you can have and admire the decor every day.
Impress your guests with the wall decor – choose nice wallpaper
I think that every wallpaper has its own beauty. If you simply can't decide which wallpaper to choose for your house walls, you can buy different designs and change the topic each month. In this way, with the cheap decor, you will have a different design at the home each month. This time you will see how to add nice wallpaper for the walls in your bathroom.
Nature-themed wallpaper for bedroom place
With the bedroom nature-themed wallpaper we will finish this post today and we will invite you to be our future follower too and to keep following the best advice and ideas. Our team will be still looking for the best things to show you, be with us.
Please also read about flower pot holders made from wood that we have to show you for your house place and how to create a mini garden at good with a good organization to the flower pots!!! We are so thankful for your attention and we will be even more thankful if you are kind to share these ideas with your friends and to tell them about our page.


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- Clear all
- Publication Year: (-) 1998
- Type: (-) Conference Proceeding
Results 1 - 6 of 6 (Sorted by date)
IGES International Workshop on Forest Conservation Strategies for the Asia and Pacific RegionJuly 21-July23, 1998
Forest conservation is a key issue which the international community now faces. The present situation needs to be improved in view of the strong correlation between deforestation, decreasing bio-diversity and global warming. Forest conservation is given great importance in Agenda 21 and documents that followed. IFF(Intergovernmental Forum on Forest...
2nd IGES International Workshop on Forest Conservation Strategies for the Asia and Pacific RegionNovember26-November27, 1998
Forest conservation is one of the key issues which the International community faces. In response to this situation, IGES has set up the Forest Conservation Project as one of its 1st phase projects. Its research aims to prepare international strategies for conservation of forest in Asia and Pacific region. This proceeding comprises the presentation...


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mouza February 01, 2019 0 Comments
Anthony was out and about yesterday to promote his upcoming movie Miss Bala in Build Studio NYC. Check out the stream from yesterday and the photo coverage in the gallery.
mouza January 14, 2019 0 Comments
Anthony stepped out yesterday with co-star Gina Rodriguez to attend the photocall of their upcoming movie Miss Bala.
mouza January 12, 2019 0 Comments
mouza January 12, 2019 0 Comments
I've updated the gallery with stills & screencaptures of Anthony as King, in highly acclaimed movie The Hate U Give.
mouza August 16, 2018 0 Comments


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How to Photograph Berkhamsted Fireworks With Your Camera
Are you planning to photograph the Berkhamsted fireworks this bonfire night? Want to know how to set your camera up to get great photos of the fireworks?
Before You Go Out
Photographing fireworks is a great way of practicing using the various buttons and settings on your camera. Some advance planning is necessary to make sure you have all the kit you need ready.
Things You Will Need
A tripod is pretty much essential when photographing fireworks with your camera. Alternatively you will need to find a very steady place for your camera. Because photographing fireworks involves a long exposure it's really important that your camera doesn't move.
Another bit of kit you might find useful is a remote release. This avoids the risk of you moving the camera (even slightly) as you take the photo. Remote releases cost just over £5, such as this one which fits most Canon cameras. This is the equivalent for Nikon cameras.
There is an alternative to a remote release cable. Most cameras give you the option to select a delay before the shutter operates. This means the image is taken a few seconds after you press the shutter.
Lens Choice
If you have a choice of lens, you probably want to use a wide angle zoom. Until the display gets started you don't always know where the fireworks are going to be. If you start with a wide angle zoom set at its widest focal length, you can then crop your images either in camera during the display, or when your process your photos. Some common compositions with fireworks are to shoot wide, so you capture the crowd and the wider scene, or to crop tight around the fireworks once you know where they are going to be.
Setting Your Camera Up
When setting your camera up for fireworks, you might want to dial in the settings before you head out in the dark. You will need to be in manual mode. More advanced photographers might want to use bulb mode, you will definitely need a remote release for this).
As a starting point set your ISO to 200, aperture to f11 and shutter speed to 2 seconds. You are looking for photos where the sky is nice and dark, and fireworks which aren't overexposed.
Find out if your camera has an option to light up the buttons when you're outside in the dark. If not you may want to take a head torch, or the torch on your phone can be very useful too.
Taking Firework Photographs
When you get to the firework display, you will want to think about where to stand. The distance you want to be from the fireworks will vary depending on the display, your lens and how much you want to include in the image. You want to stand somewhere so that you don't get obstructions, such as power cables, buildings or other light sources in the way of your photo.
One challenge with taking photos of fireworks is how to focus your camera. The simplest way to overcome this is to move your mens to manual focus. You can then focus your lens to infinity (this should be marked on your lens. You are most likely going to be far enough away from the camera that you can set the focus to infinity and just leave it there.
It is easy to underexpose or overexpose your firework photos. If your fireworks look too bright try altering your settings to achieve a darker sky and crisper fireworks. It's probably worth adjusting your shutter speed to start with until you get the look you want. You probably want to take a could of photos and then check them, then you can quickly make any adjustments before the display finishes.
More Advanced Photographs
For more advanced photographers, you can capture a series of fireworks in a single image. For this you want to keep your shutter open for a long time, you may want to use bulb mode for this. You then place a piece of black card over the lens between fireworks, to prevent light entering the camera and overexposing the image. You can also use a gloved hand for this, but be very careful not to knock the camera. Your shutter may be open for 20 or 30 seconds, but the camera is only capturing the fireworks when you remove the cover from the lens.
Post Processing Firework Photographs
Some small tweaks to your photos after you have taken them can help to make them really stand out. You can experiment with the composition, perhaps seeing whether cutting out any unused space draws attention to the fireworks, or perhaps leaving it there providers a sense of place. You may want to experiment with making the sky darker (by increasing the contrast), or making the fireworks more vivid (by increasing the saturation).
Berkhamsted Fireworks
Want to know where to practice? Here are some of the local fireworks displays (all Saturday 3rd November):
Berkhamsted Rotary @ Berkhamsted Cricket Club
Tring Festival of Fire @ Tring Park Cricket Club
Photography Lessons Berkhamsted
Want to learn more about how to use your camera? Then visit our website to learn more about our photography courses for beginners in Berkhamsted.


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Free Book Giveaways
Fair Catch
Michael Dwyer has it all. He's good-looking, tall, popular, and is one of the best football players his small Minnesota hometown has ever seen. He's being courted by the NFL draft out of college. Michael also has a deep, dark secret that could endanger his life and career: he's gay. And the man of his dreams turns out to be his teammate and rival quarterback, Terrence Richmond. Will Michael survive his bid to become an NFL star and get out of his hometown, or will the pros discover his secret and tear him apart?


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The 19th Hole
Talking Stick Golf Club – Convenient Location, Unique Heritage and Unforgettable Golf
2019 Arizona Summer Troon Card!
Golfers Are Good People – Especially…
Make Golf Fun!
Let's Go to Idaho
It's High School Season Everywhere!
Lessons From The Lesson Tee
LPGA Founder and Arizona Local Marilynn Smith Dies at 89
Arizona Golfer says "Good Day" to the Arizona Golf Community
Arizona Golfer's Sincere Gratitude to Our Dedicated Team
104th annual Southwestern Amateur tournament scheduled June 12-15 at Desert Mountain Club
Troon announces 2019 Troon Challenge Schedule
22nd annual Shriners Golf Classic presented by Sanderson Ford scheduled for May 19th at Gainey Ranch Golf Club
U.S. Air Force Veteran Edward Britton of Arizona earns PGA Master Professional designation
2019 Cologuard Classic makes big impact on Southern Arizona
Waste Management Phoenix Open extends partnership with MillerCoors through 2025
Summerhays siblings top the leaderboard at the Bryce Molder Invitational
Phillis Meti, Tim Burke win 2019 Ak-Chin Smash in the Sun World Long Drive
CEO of Daphne's Headcovers joins The First Tee of Phoenix board of director
Nonprofit Gabriel's Angels names Tami Butcher & Kari Yatkowski as Co-Chairs for Salud! 2019 at the Omni Scottsdale Resort & Spa at Montelucia
The Thunderbird International Junior celebrates 20-Year anniversary
5th Annual Ronald McDonald House Charities Pro-Am Golf Tournament is set for May 16 at Grayhawk's Talon and Raptor courses
2019 Waste Management Phoenix Open and The Thunderbirds raise record-breaking $13.2 Million for Arizona charities
Pronghorn Resort announces debut of high desert, design-forward Huntington Lodge
Tees for Touchdowns fundraiser – Gridiron Golf Classic
Monster 413 yard drive sets new World Record by Phillis Meti and Exotics EXS Driver
Johnny Miller Golf Academy 2019 dates at Silverado Resort and Spa in Napa Valley
The Spirit International Amateur Golf Championship announces LPGA standout Stacy Lewis as USA Team Captain
Troon acquires OB Sports Golf Management
Perfect ProAms to host its first event of 2019 in Scottsdale, Arizona
Award winning Sandia Golf Club receives site-wide tee enhancements and drainage upgrade
Fairmont Caddie Confidential
Archived Articles
Trilogy Golf Club at Vistancia, once again, will play host for the Bunker to Bunker THE Golf Show's Annual Holiday Tournament which benefits Toys for Tots. On Saturday, December 4th the fun begins with a 4 person scramble and a 9am shotgun start.
Here's the deal: For only $89 per player you get a round at Trilogy at Vistancia, lunch celebration following the round, prizes (sports tickets, balls, apparel, clubs, dinner, golf, etc.) and an additional Free round of golf at Trilogy Golf Club when you bring an unwrapped (nice) toy for Toys for Tots.
When you bring an unwrapped Toy, you help a needy child enjoy the Christmas Season and you get to play one of the valley's best courses in a tournament for $89 plus get another round Free! You cannot beat that for Holiday Spirit! Make your reservations, TODAY!
Call Trilogy Golf Club at Vistancia to reserve your foursome, twosome or single at 623.328.5100.


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Shady Luxon
|Shady Luxon
General[edit | edit source]
The Shady Luxon is a Kurzick spy found on the Luxons' side in Alliance Battles. If you talk to him in an Alliance Battle map, he will grant you access to the Kurzicks' side. He can also transport the player from the Luxon side of Fort Aspenwood and the Jade Quarry to the Kurzick side provided that the character has already visited the Kurzick side or is a PvP character.
Location[edit | edit source]
- Echovald Forest
- The Jade Sea
Dialogue[edit | edit source]
- "Ugh, this disguise is so uncomfortable. Don't be alarmed, but I actually work for the Kurzicks. I've got a secure path back to Kurzick lands, so how about helping us instead of these godless Luxons?"
- Accept: "Show me the way to Kurzick territory."
- Reject: "Never. I am loyal to the Luxons."
Notes[edit | edit source]
- This NPC was added during the Update of 2nd June 2011.


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Sugar Pie
This Sugar Pie recipe is a vintage find from one of my grandma's old church cookbooks. It looked easy enough so I decided to try it out. The sweet sugary filling practically melts in your mouth and reminds me a little of the flavour of a butter tart. It has a different texture though.
Sugar Pie
I recommend putting the pie on the baking sheet because it will likely bubble over. I would have had a big mess in my oven if I didn't!
I used a ready-made pie unbaked pie shell to keep things easy. If you are a pro at making your own pie shells, go for it.
Serve with some ice cream or whipped cream to finish it off. It's a decadent dessert that is rich and perfectly sweet.
How to Make Sugar Pie
It's easy! Start by mixing brown sugar, flour, cream and vanilla in a bowl. Pour into a pie shell.
Bake for 10 minutes at 425F. Then reduce the heat to 350F and bake an additional 20 to 25 minutes or until filling is set. Cool before cutting into slices.
That's it!
For more vintage recipes, try this Millionaire Pie, Wacky Cake or Shoofly Pie.
Have you tried sugar pie before?
Sugar Pie
A vintage recipe that is perfectly sweet and decadent! Bonus points for it being super easy to make, too.
- 1 1/2 cup brown sugar
- 1/2 cup flour
- 1/2 cup cream
- 1/2 tsp vanilla extract
- 1 9″ unbaked pie shell
- Preheat oven to 425F.
- Mix brown sugar, flour, cream and vanilla in a bowl. Pour into pie shell.
- Bake for 10 minutes. Reduce heat to 350F and bake an additional 20 to 25 minutes or until filling is set. Cool before serving.
Recommended Products
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Nutrition Information:Yield: 6 Serving Size: 1 slice
Amount Per Serving: Calories: 392Total Fat: 17.4gSaturated Fat: 7.1gTrans Fat: 0.2gUnsaturated Fat: 9.3gCholesterol: 22.4mgSodium: 171.6mgCarbohydrates: 57gFiber: 2.2gSugar: 35.9gProtein: 3.8g