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I would like more advice/examples as to what wording/what to say in different situations.

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1. The investigating teacher must communicate with the class teacher and discuss what further needs to be done.

2. - All parents must be contacted; both impacted and involved.

- Important to understand when leadership should be called. Only when it is immediate safety concern

3. Do we need to chronicle if strategies have worked for a minor behaviour?

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1. Logical consequence

2. consistency, communication, follow up

3. Process for TA's to inform etc

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The teacher who deals with the problem completes the chronicle and applies the consequence. Consultation with the class teacher may be required in relation to parent contact.

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1. Teacher who witnesses the incident will be the one to follow through with the call and consequence.

2. Change the colour of the chronicle to match the behaviour

3. Calling the office when you are in the middle of the situation might be tricky

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what happens when there has been repeated physical incidences? is there an increase in consequence?

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Square - Behaviour chronicle and communication chronicle following parent contact.

Triangle - It is important that everyone is following the flowchart, staff need to communicate/support each other and it is important to use the MTSS language.

Circle - It can be hard to align communication between staff sometimes when everyone is busy e.g. duty teacher wanting to talk to classroom teacher about an incident.

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Amber

Square: Immediate safety concerns require a member of leadership.

Triangle: Follow the flow chart.

Circle: What does this look like for students that have multiple repeated major behaviours in a day? Is there a process around tier 3 students on behaviour plans that should be added to these documents/flow chart?

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Megan

Square: Teacher investigates and corresponds with relative staff for advice or clarity of issue.

Traingle:

Follow flow chart, it is a relevant document for support.

Circling: timing of chroncile entries, especially in my role when I am not in the space for long.

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Square - contacting home and informing parents before the students so there is trust and confidence built.

Triangle - following the flow-chart accurately in lived experiences

Circle - What are some RED Majors that arn't safety concern. (I'm sure they're in the booklet!)

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The Flow Chart is very clear and supports our expectations

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Communicating and documenting red incidents is essential to having accurate data.

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Courtney

1. Logical consequences that help the child to see the fairness.

2. The importance of chronicling phone calls even if you have them you need to remember to chronicle them.

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This is a similar sequence to that of my previous school. That the person present for the incident is responsible for the chronicle is an efficient way of approaching this.

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1. The understanding of persistent/ offensive/ dangerous behaviours and a clear definition of Major Behaviours.

2. Follow the flow chart

3. If it is a casual, TA, who completes what component? Is the flow chart accessible for Casuals?

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I agree that parents definitely need to be called if there has been physical behaviours and that the child who has been involved, their parents need to be called as well

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Square: clear steps to follow

Triangle: Safety concern - calling leadership

Circle: Does classroom teacher write chronicle if it was witnessed/dealt with by another teacher on duty

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square - teacher who deals with issue calls home

triangle - flow chart is very explicit

circle - what are grey chronicles?