When a student is withdrawn from the classroom, as a leadership team our goal is to:

• remove the build up of tension that can occur between student and teacher

• support the student to reflect on their behaviours and potential impact on the learning community

• set goals for improved behaviour in the future and 

• prepare the student for a restorative discussion with their teacher.

We will achieve this by:

WITHDRAWAL PROCESS ALIGNED WITH SWPBS

Corrective feedback approach:

Step 1: Meet with student upon arrival at front office. Ascertain situation from student.

Step 2: Identify skill/strategy NOT used in incident

Step 3: Acknowledge that they have the skill/strategy

Step 4: Attribute future success to effort and use the right strategy

Step 5: After a conversation regarding ideas for re-entry, provide the student with time to complete the Reflection and Re-entry sheet (below).

Step 6: In reviewing the student's answers, make a decision about whether the student should remain in your supervision and complete work, be placed into another classroom to complete work OR be returned to their original classroom (if the teacher selected this option) for a restorative discussion with the teacher and reconnection to the day's learning.

Step 7: If the student does not re-enter their classroom, please remind the student of the time and place of their restorative discussion with the teacher (on the withdrawal form). The student may attend their next class once you have dismissed them after the bell.

Step 8: Place the completed withdrawal form and reflection form (stapled together) into the classroom teacher's pigeon hole. The teacher will collect this prior to their restorative and following the restorative they will bring it back to the office.

NOTES:  If you take over in period 2 or 4 from a period 1 or 3 withdrawn student, please walk them to the next period once they have filled out their sheet and discussed their responses with you. Check that their teacher marks them late on the roll.

See below example: