Behaviour Support Plans
A Behaviour Support Plan (BSP) is a school-based document designed to assist individual students who have experienced harm, are at risk of harm, or have caused harm to others.
Targeted plans can be developed for students who have been diagnosed with severe behavior disorders; students who have bullied others; students who have been bullied; students who require additional assistance because they display difficult, challenging or disruptive behaviours; as well as students who can benefit from additional wellbeing support.
A BSP can help ensure that students and staff feel safe, valued and connected to their school community. An effective BSP contributes to building respectful relationships, resilience, and well-adjusted students who are able to learn effectively.
Who benefits from a BSP?Students and schools can benefit from an effective BSP in the following ways:
Targeted plans can be developed for students who have been diagnosed with severe behavior disorders; students who have bullied others; students who have been bullied; students who require additional assistance because they display difficult, challenging or disruptive behaviours; as well as students who can benefit from additional wellbeing support.
A BSP can help ensure that students and staff feel safe, valued and connected to their school community. An effective BSP contributes to building respectful relationships, resilience, and well-adjusted students who are able to learn effectively.
Who benefits from a BSP?Students and schools can benefit from an effective BSP in the following ways:
- clearly stating expectations and planned support for a student in writing, demonstrates the commitment of the school to the student's wellbeing needs
- behaviour change in the student occurs more readily when the focus is on support, building the skills needed for pro social behaviour and increasing the student's wellbeing
- problem behaviours are gradually reduced as triggers and cues preceding the unwanted behaviours are identified and addressed
- previously unknown causes or triggers of problem behaviour may be identified while gathering information and writing the plan, issues can then be effectively addressed
- specialised guidance indicating how to respond to a student's challenging behaviour, helps to provide boundaries, consistency and consequences for the student, reducing the need for punishment and in turn reducing stress for teachers
- a sense of harmony and safety to a classroom and school may be restored.
Who is responsible for BSPs? One person at the school, or sub-school, should be responsible for making, monitoring and reviewing all BSPs. For example:
- Primary schools and special schools: the assistant principal
- Secondary schools: the student welfare coordinator, year level co-coordinator or assistant principal.
| bspinteractive.pdf |
Individual Learning Plans
An individual learning plan (ILP) articulates a student’s educational, social and behavioural needs and how the re-engagement program, together with the enrolling school and other support services will address these.
Students entering a re-engagement program may have an existing ILP from their enrolling school, which should be provided with the referral to the re-engagement program. Where an ILP exists, this plan should be updated or a new one developed when the student enters the re-engagement program to detail the specific learning, behavioural and wellbeing outcomes that are sought through the re-engagement program placement.
The ILP should:
Students entering a re-engagement program may have an existing ILP from their enrolling school, which should be provided with the referral to the re-engagement program. Where an ILP exists, this plan should be updated or a new one developed when the student enters the re-engagement program to detail the specific learning, behavioural and wellbeing outcomes that are sought through the re-engagement program placement.
The ILP should:
- articulate the student’s learning style, interests, goals and support needs.
- be based on an assessment of the student’s specific learning needs and capabilities.
- establish short-term goals that will lead sequentially to the achievement of long-term goals
- consider key long-term goals that reflect learning outcomes in social, academic and life skills development
- reflect high expectations of the students capacity for educational achievement
- outline a meaningful educational program, linked to learning outcomes under an appropriate curriculum or qualification framework (VELS, VCE, VCAL or VET)
- be developed in consultation with the student, a representative of the enrolling school, and members of the Student Support Group
- ensure that the goals are measurable, achievable, supported, and time-limited
- articulate strategies to support transition to school or another education, training or employment destination on completion of the re-engagement program
- clearly articulate individual and shared responsibilities, for the student, the re-engagement program and members of the Student Support Group
- contain a record of important decisions, actions, student behaviour and progress
- be reviewed every three months, and/or at least two weeks prior to the student’s planned exit from the re-engagement program.
Sample Individual Learning Plans
|
|
| ||||||
Screening Tools
FOR AUTISM SPECTRUM DISORDER
The checklist below allows a subjective overview of a child’s pragmatic skills. It is often useful to have a parent/carer fill out the checklist as well as a preschool/childcare/school teacher, as a child’s pragmatic skills may vary in mastery between contexts. Also, keep in mind the age and cultural background of the child and what is “appropriate” for a regular child of that age and from that cultural background. If in doubt, try and compare the child to a group of similar peers.
The checklist below allows a subjective overview of a child’s pragmatic skills. It is often useful to have a parent/carer fill out the checklist as well as a preschool/childcare/school teacher, as a child’s pragmatic skills may vary in mastery between contexts. Also, keep in mind the age and cultural background of the child and what is “appropriate” for a regular child of that age and from that cultural background. If in doubt, try and compare the child to a group of similar peers.
FOR DYSLEXIA AND READING DIFFICULTIES IN 13-16 YEAR OLDS
Students in this age group with reading difficulties and dyslexia may require continued opportunities to practise and learn foundational reading skills, including drawing on their oral language and experiential knowledge to support them when reading. Assessing the following aspects of knowledge in reading development will support in the identification of students with reading difficulties and dyslexia: Diagnostic Assessment Tools in English – Summary of the tools |
| ||
| diagnostic_assessment_tools_in_english_-_summary_of_tools.doc |