STUDENT FREE DAY - FRIDAY SEPTEMBER 3

A reminder that there is a Student Free day on Friday September 3. The students are not to attend school on this day. The school staff will be participating in professional development aligned to our school priorities.

EVERY STUDENT INCLUDED

2022 PARENT/GUARDIAN REQUESTS

It is that time of the year when I ask for parents to send in their requests for their child’s preferences for 2022. Once again, this year I will ask for you to email me (email: principal@calliopess.eq.edu.au):

• 2 students you would like your child to be with next year
• 2 students you may not wish for your child to be with due to relationship/friendship issues which impact your child’s learning
• subject in email to be ‘Class Preference’ with your child’s name.

We will not be taking Teacher requests as there maybe movement of teachers in year levels.

Please have these emails to me by no later that the last day of Term 3, 2021 (September 17).

2022 PREP ENROLMENTS OPEN

Enrolment forms for 2022 Preps are now available from the Admin Office. Student details will be required when an enrolment form is given out. Eligible students for Prep for 2022 must turn five on or before 30 June 2022. Completed enrolment forms are to be returned to the school office. We need to sight Original Birth Certificates when enrolment forms are returned. Enrolment forms will not be accepted without the Birth Certificate. Enrolment management conditions apply.

2022 YEAR 6 INTO YEAR 7 INFORMATION EVENING AND SCHOOL TOUR

CALLIOPE STATE SCHOOL STUDENT CODE OF CONDUCT

School Disciplinary Absences

A School Disciplinary Absence (SDA) is an enforced period of absence from attending a Queensland state school, applied by the Principal as a consequence to address poor student behaviour.  There are four types of SDA:

• Short suspension (1 to 10 school days)
• Long suspension (11 to 20 school days)
• Charge-related suspension
• Exclusion (period of not more than one year or permanently).

At Calliope State School, the use of any SDA is considered a very serious decision.  It is typically only used by the Principal when other options have been exhausted or the student’s behaviour is so dangerous that continued attendance at the school is considered a risk to the safety or wellbeing of the school community.

Parents and students may appeal a long suspension, charge-related suspension or exclusion decision.  A review will be conducted by the Director-General or their delegate, and a decision made within 40 schools days to confirm, amend/vary or set aside the original SDA decision by the Principal. 

The appeal process is a thorough review of all documentation associated with the SDA decision and provides an opportunity for both the school and the family to present their case in the matter.  Time is afforded for collection, dissemination and response to the materials by both the school and the family.  It is important that the purpose of the appeal is understood so that expectations are clear, and appropriate supports are in place to ensure students can continue to access their education while completing their SDA.

Re-entry following suspension

Students who are suspended from Calliope State School may be invited to attend a re-entry meeting on the day of their scheduled return to school.  The main purpose of this meeting is to welcome the student, with their parent/s, back to the school.  It is not a time to review the student’s behaviour or the decision to suspend, the student has already received a punishment through their disciplinary absence from school.  The aim of the re-entry meeting is for school staff to set the student up for future success and strengthen home-school communication.

It is not mandatory for the student or their parents to attend a re-entry meeting.  It may be offered as a support for the student to assist in their successful re-engagement in school following suspension. 

Arrangements

The invitation to attend the re-entry meeting will be communicated via telephone and in writing, usually via email.  Re-entry meetings are short, taking less than 10 minutes, and kept small with only the Principal or their delegate attending with the student and their parent/s.

A record of the meeting is saved in OneSchool, under the Contact tab, including any notes or discussions occurring during the meeting.

Structure

The structure of the re-meeting should follow a set agenda, shared in advance with the student and their family.  If additional items are raised for discussion, a separate arrangement should be made to meet with the parent/s at a later date and time.  This meeting should be narrowly focussed on making the student and their family feel welcome back into the school community.

Possible agenda:

• Welcome back to school
• Check in on student wellbeing
• Discuss any recent changes to school routine or staffing
• Offer information about supports available (e.g. guidance officer)
• Set a date for follow-up
• Thank student and parent/s for attending
• Walk with student to classroom

Reasonable adjustments

In planning the re-entry meeting, school staff will consider reasonable adjustments needed to support the attendance and engagement of the student. This includes selecting an appropriate and accessible meeting space, organising translation or interpretation services or supports (e.g. AUSLAN), provision of written and/or pictorial information and other relevant accommodations. The inclusion of support staff, such as guidance officers or Community Education Counsellors, may also offer important advice to ensure a successful outcome to the re-entry meeting.

INCLUSIVE EDUCATION

1. What is inclusion in education?

Let’s start with what we all know – ALL children are learners and ALL children are unique.

Inclusive education is not a passing “fad” or the latest educational philosophy.  It is a legally-supported, evidence-based way of delivering education that recognises the individual characteristics of all students, offers pedagogic alternatives that cater for the diverse educational needs of each child and respects the right of every child to be a part of their communities.  It is also a fundamental human right of the child recognised in a range of international human rights instruments and treaties.

To achieve success in your child’s inclusion at school, it is important to understand what it is and what it isn’t.

When it comes to the word “inclusion” – you may find the people you are talking to don’t have the same level of understanding about what this means.  Put simply, inclusion is much more that just physically “being there” – it’s what happens when you make sure that someone isn’t left out  – of the classroom, the learning and curriculum, the playing, the relationships and every other aspect of school life.  Children with disability or diverse learning needs are at greater risk of being excluded – so inclusion is all about making sure this doesn’t happen.

Inclusion IS:

• all students included in the general education classroom all day, every day;
• all students working in naturally supportive, flexible structures and groupings with other students regardless of individual ability;
• all students presumed competent;
• students are supported (where needed, such as through curriculum adaptations and differentiated teaching) to access the core curriculum; and
• all students known and valued as full members of the school community, developing meaningful social relationships with peers and able to participate in all aspects of the life of the school.

Inclusion IS NOT:

• segregation of students with disability in "special" schools, units or classrooms;
• students only being allowed to participate in the class if they are “keeping up” academically – this includes:
• frequent “pull-outs”;
• working separately in a corner of the classroom with the education assistant while the teacher instructs the rest of the class; or
• students being given a separate “special curriculum” or “program” (as opposed to being supported where needed, including through curricular adjustments, to access the same core curriculum); or
• demonstrating independence or self-sufficiency as a condition of entry.

Comprehensive definition of inclusive education

The United Nations Committee on the Convention on the Rights of Persons with Disabilities has defined inclusive education to help governments make sure that they are complying with their obligations under Article 24 of the Convention, which has been ratified by 176 countries including Australia.  After extensive consultation over 2 years, the Committee issued in August 2016 its guidance document on "The Right to Inclusive Education", General Comment No. 4.  Article 24 and General Comment No. 4 together provide the most authoritative statement on of the human right of people with disability to an inclusive education and are important in advocating for access by Australian students with disability to an inclusive education.

Regards

Coralie Ditchmen

Acting Principal