| Mt Carmel Behaviour Support Plan | | http://www.mtcarmelcoorparoo.qld.edu.au/news-and-events/Pages/Walk-for-Water-supporting-Project-Compassion.aspx | Mt Carmel Behaviour Support Plan | <div style="text-align:center;"><img alt="Peaceful Relationships Poster.jpg" src="/news-and-events/PublishingImages/Peaceful%20Relationships%20Poster.jpg" style="margin:5px;width:474px;height:359px;" /> </div>
<p class="ms-rteElement-P"> <img src="/news-and-events/PublishingImages/behaviour%20expectations.JPG" alt="behaviour expectations.JPG" style="margin:5px;width:582px;" /><br></p><p class="ms-rteElement-P"><img src="/news-and-events/PublishingImages/rights%20and%20responsibilities.JPG" alt="rights and responsibilities.JPG" style="margin:5px;width:582px;" /><br><img src="/news-and-events/SiteAssets/Pages/Walk-for-Water-supporting-Project-Compassion/Matrix.JPG" alt="Matrix.JPG" style="margin:5px;width:582px;" /><br><br></p><p class="ms-rteElement-P">Our community of Brisbane Catholic Education (BCE) schools value an inclusive approach to student support to enable students to successfully complete their studies. We are entrusted to nurture and support students in a safe and welcoming environment that is grounded in our Catholic faith in which stewardship and advocacy are key values. As Catholic educators, we hold fundamental beliefs that are foundational to our work with students, parents and colleagues. As such we value: our Catholic Christian tradition; dignity and justice for all; Catholic Christian community; high quality learning; collaboration and subsidiarity (shared wisdom); creativity; stewardship; and a mutual accountability.<br></p>
<p class="ms-rteElement-P">In Catholic schools the goal of <strong>formation in right behaviour</strong> and <strong>respectful relationships</strong> occur in a supportive community where students are provided with models of Christ-centred living and where they can learn from their mistakes and build and restore relationships in a climate of safety, acceptance and reconciliation.<br></p><p class="ms-rteElement-P"><br></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:1.3em;"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;"><strong>PB4L - Positive Behaviours for Learning </strong>is a system approach to positive behaviour that includes supports for all students. The aim of implementing the framework is to achieve increased academic and social progress and achievement for all students by using evidence-based practices. One of the focus areas is explicit teaching of behaviours that assists students to access learning – academically and socially - at all stages of development throughout their education.</span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:1.3em;"><span class="wixGuard" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;"></span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;font-weight:bold;">Theoretical and conceptual characteristics</span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;">PB4L is the redesign of learning environments, not students. The theoretical and conceptual understandings of PB4Learning are firmly linked to Behavioural Theory and Applied Behavioural Analysis (Carr et al., 2002). This perspective emphasises that observable behaviour is an important indicator of what individuals have learned and how they operate in their environment. Environmental factors are influential in determining whether a behaviour is likely to occur, and new and alternative pro-social behaviours can be taught (Sugai & Horner, 2002; Sugai et al., 2008)</p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span class="wixGuard" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;"></span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;font-weight:bold;">Continuum of support and key features</span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;">An important component of PB4L is the adoption of a continuum of behavioural supports (Diagram 2) that, like academic instruction, acknowledges that students will need differing levels of behavioural interventions and supports to be successful at school. Within the continuum there are three levels of support.</p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span class="wixGuard" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;"></span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;font-weight:bold;">Tier 1 Universal Supports:</span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;">This first level focuses on universal behavioural and academic supports for all students. Here the focus is on prevention of problem behaviours, providing explicit teaching of expected behaviours and creating positive learning environments across all settings in the school. Research has shown that approximately 80-85% of students will respond to proactive universal supports, display the desired appropriate behaviours and have few behaviour problems (Horner & Sugai, 2005; Lewis, Newcomer, Trussell & Ritcher, 2006).</p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span class="wixGuard" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;"></span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;font-weight:bold;">Tier 2 Targeted Supports:</span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;">This second level focuses on targeted supports for students who continue to display problem behaviour even with the universal supports in place. Using data analysis, students are identified early, before problem behaviours become intense or chronic, to receive targeted supports such as small group social skill instruction, academic supports, mentoring and/or self-management strategies (Sailor et al., 2013).</p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span class="wixGuard" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;"></span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;font-weight:bold;">Tier 3 Personalised Supports:</span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:normal;">This third level focuses on personalised supports that are intensive and individualised. These students will require highly individualised behaviour support programs based on a comprehensive behavioural assessment, which at times, will include mental health professionals and family and community services.</p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:1.3em;"><span class="wixGuard" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;"></span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:1.3em;">By building a connected continuum, everyone in the school is aware of how each level of support is connected to the universal systems i.e. every targeted and individualised intervention uses the universal set of behavioural expectations to increase the likelihood of maintenance and generalisation to other contexts.</p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:1.3em;"><span class="wixGuard" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;"></span></p><p class="font_8" style="margin-bottom:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background:transparent;pointer-events:auto;line-height:1.3em;">School-wide expectations encourage consistent communications and establish a common language of expectations for all staff and students and across all settings. Agreed upon student expectations promote the school’s Catholic Identity and provide consistency across the staff and school community.<br></p><p class="ms-rteElement-P"><br></p>
<p class="ms-rteElement-P"><a href="/about-us/Documents/OLMC%20Behaviour%20Support%20Plan-%20Website.pdf" target="_blank">CLICK HERE </a>to view our updated Behaviour Support Plan <br></p> | | | | |
| Parish Sacramental Program | | http://www.mtcarmelcoorparoo.qld.edu.au/news-and-events/Pages/Sacramental-Program.aspx | Parish Sacramental Program | <p><span style="color:#515151;font-family:cabin;font-size:large;"><span lang="EN-US" style="font-family:"times new roman", serif;font-size:14pt;">For enrolment forms and information regarding dates and times please contact Our Lady of Mt Carmel Parish Office on </span><span style="font-family:"times new roman", serif;font-size:14pt;">3397 1587 (Monday-Thursday) or <a href="http://www.mtcarmelcoorparoo.org.au/sacraments.html" target="_blank">CLICK HERE</a> to access the Sacraments information on their website. </span></span></p><p><strong style="color:#515151;font-family:cabin;font-size:large;"><br></strong> </p><p><strong style="color:#515151;font-family:cabin;font-size:large;">Confirmation</strong></p><div style="background:white;"><span lang="EN-US" style="color:#333333;font-family:helvetica, sans-serif;font-size:7pt;"><div class="ms-rteFontSize-2" style="background:white;"><font size="4" style="color:#515151;font-family:cabin;"><strong></strong></font><span style="color:#515151;font-family:cabin;">As per the new Sacramental Policy of the Archdiocese of Brisbane, Confirmation will be celebrated when the children are in Year 3. </span><br style="color:#515151;font-family:cabin;"><br style="color:#515151;font-family:cabin;"><font size="4" style="color:#515151;font-family:cabin;"><strong>First Holy Communion</strong></font><br style="color:#515151;font-family:cabin;"><span style="color:#515151;font-family:cabin;">As per the Sacramental Policy of the Archdiocese of Brisbane, First Holy Communion will be celebrated when the children are in Year 4. If you are wishing for your child to make his/her First Holy Communion this year, please contact the Parish Office.</span><br style="color:#515151;font-family:cabin;"><br style="color:#515151;font-family:cabin;"><font size="4" style="color:#515151;font-family:cabin;"><strong>Reconciliation (Confession)</strong></font><br style="color:#515151;font-family:cabin;"><span style="color:#515151;font-family:cabin;">As per the new Sacramental Policy of the Archdiocese of Brisbane, Reconciliation will be celebrated when the children are in Year 5. </span><br style="color:#515151;font-family:cabin;"><span style="color:#515151;font-family:cabin;">If you are wishing for your child to make an individual First Confession, please contact the Parish Office.</span><br></div>
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| Walk For Water | | http://www.mtcarmelcoorparoo.qld.edu.au/news-and-events/Pages/Newsletter-Archive.aspx | Walk For Water | <p class="ms-rteElement-P">Each year Our Lady of Mt Carmel enact our school motto <em>By Prayer and Action, We Follow Christ </em>in a multitude of ways.<br></p><p class="ms-rteElement-P">One of our most memorable events each year is our Walk for Water.</p><p class="ms-rteElement-P">Our Grade Six Social Justice Leaders coordinate and run the day, where all members of our school community participate in raising money, which supports our Sister School - Our Lady of Mt Carmel in Timor Leste (Zumalai).<br></p><p class="ms-rteElement-P">The money we have raised and donated to our Sister School has enabled them to build new classrooms, toilet blocks and fund consumable equipment for the students attending school there and has changed their lives.<br></p><p class="ms-rteElement-P">Thank you for making a difference to so many in our wider community.<br> </p> | | | | |
