Get documents about "Code of Conduct Guidelines: 2004 � 2005
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Code of Conduct
2012 – 2013
“At Seaview Community School We CARE”
(Care About and Respect Everyone)
School Mission:
“To provide safe academic, social and
physical learning to all students with the support of the
community.”
Seaview Community School Code of Conduct
I. INTRODUCTION
The purpose of this document is to provide a basic framework and common expectations for all schools. The
guidelines reflect the new provincial standards for “Codes of Conduct”, as stated below:
School boards and schools are entrusted through the School Act with authority to
establish codes of conduct. While recognizing the autonomy of these bodies and
acknowledging the efforts they have already undertaken to ensure school climates are as positive as
possible, the provincial standards described below are provided to assist them in developing consistent
and coherent policies and practices in their communities. Although most schools have codes of conduct
in place, it is expected that all British Columbia schools will revisit existing codes and/or develop new
codes of conduct reflecting the provincial standards.
(Safe, Caring and Orderly Guide, page 15)
Each school will submit their Code of Conduct to assistant superintendents by October 2009. This information,
along with School Improvement Plans, will be used to form the District Accountability Contract.
II. CODE OF CONDUCT: KEY ELEMENTS
1. Process
”All British Columbia schools include students, parents and staff in the development and review of codes of
conduct.”
The students reviewed the Code of Conduct during the first week of school.
The PAC, SPC and school staff consulted about the Code of Conduct at
individual meetings.
Parents and guardians received the Code of Conduct in the school handbook.
They are able to review the Code of Conduct through communication in the
school newsletter.
2. Communication
“Expectations regarding acceptable conduct are made known to all students, parents and school staff, as
well as to temporary staff or visitors. Protocols while acting as ambassadors of the school also are
made known to students, parents, coaches and involved members of the greater community.”
The Code of Conduct is communicated:
to all students during the first week of school
to all families in the school agenda
to school staff at a staff meeting and included in the staff handbook
to temporary staff as part of their office folder information
communicated to Noon Hour supervisors at the beginning of each year during orientation in
September.
The Code of Conduct is displayed in the school
3. Implementation
”Behavioural expectations outlined in codes of conduct are consistently taught and actively promoted.
Responses to unacceptable behaviour are based consistently on sound principles and are appropriate to the
context.”
The Code of Conduct is taught and modeled by all adults in the building to all students during the first
week of school and throughout the school year. These teachings encourage socially responsible
behaviours. Some strategies implemented are:
- Anti-bullying lessons and problem solving
- Safe School Plan
- WITS, “I” Statements, Rights and Responsibilities
Parents are actively involved in the implementation process through involvement in SPC, PAC and
reinforcement at home.
4. Monitoring and Review
“Conduct is continuously monitored to ensure codes reflect current and emerging situations and are contributing
to school safety.”
“Codes of conduct are reviewed and improved in light of evidence gathered and/or relevant research, and are
revisited as part of a regular cycle of policy review.”
Each year the Code of Conduct is reviewed, evaluated and monitored for
evidence of continuous improvement. At Seaview:
- Safe School Surveys are administered twice yearly
- an office behaviour tracking system is used
- the Safe School Plan is reviewed and revised in early September
- positive behaviours are tracked and recorded through incentive programs such as
“Caught a Star” and the “Marbles in a Jar”
5. Alignment
“Codes of conduct are compatible between schools in the community and across elementary, middle and
secondary levels.”
The Seaview Code of Conduct aligns within the community of schools, district policies, administrative
procedures and the BC Human Rights Code. The elementary, middle and secondary schools use the
same format and have opportunities to share their information.
6. Standards
Seaview Community School promotes the values expressed in the BC Human Rights Code respecting the
rights of all individuals in accordance with the law – prohibiting discrimination based on race, colour,
ancestry, place of origin, religion, marital status, physical or mental disability, sex or sexual orientation – in
respect of discriminatory publication and discriminatory publication and discrimination in accommodation,
service and facility in the school environment.
(Ministerial Order 6 (a))
a) Statement of Purpose
to establish and maintain safe, caring and orderly environments for purposeful learning
to establish and maintain appropriate balances among individual and collective rights,
freedoms and responsibilities
to clarify and publish expectations for student behaviour while at school, while going to
and from school, and while attending any school function or activity at any location
b) Conduct Expectations
These expectations apply to behaviour at school, during school-organized or sponsored activities, and
behaviour beyond these times (including on-line behaviour) that negatively impacts the safe, caring or
orderly environment of the school and/or student learning.
Acceptable conduct
respect self, others and the school
help to make the school a safe, caring and orderly place
inform a “tellable” adult, in a timely manner (in advance, if possible) of incidents of
bullying, harassment or intimidation
engage in purposeful learning activities in a timely manner
act in a manner that brings credit to the school
following the Seaview Safe School Plan
students shall not discriminate against others on the basis of the race, religion, sex or sexual
orientation, or disability, or for any other reason set out in the Human Rights Code of
British Columbia, nor shall a student publish or display anything that would indicate an
intention to discriminate against another, or expose them to contempt or ridicule, on the
basis of any such grounds
students may be subject to discipline under the school and/or District Code of Conduct for
any conduct which has the effect of negatively impacting the school environment, whether
that conduct occurs on or off School District property, at a school sponsored function or
activity, or otherwise
Unacceptable conduct - the following are examples and not an all inclusive list:
Behaviours that:
- interfere with the learning of others
- interfere with an orderly environment
- create unsafe conditions
Acts of:
- bullying (bullying includes but is not limited to physical and verbal intimidation, verbal
harassment, and cyber bullying occurring on or off school property) District Policy 17
- physical violence
- retribution against a person who has reported incidents
Illegal acts, such as:
- possession, use or distribution of illegal or restricted substances
- possession or use of weapons
- theft of or damage to property
Cyberspace misconduct; all school members must:
- be aware of and familiar with the District acceptable use policy while using school
technology
- students should be aware that they may be subject to discipline for on or off campus misuse
of technology if it negatively impacts on the school environment
Rising expectations
As the students in elementary school mature and progress from Kindergarten to Grade 5, there is a rising
expectation of personal conduct and positive behaviour. Students are expected to:
increase personal responsibility and self-discipline
have increased consequences for inappropriate behaviour
c) Consequences
Responses to unacceptable conduct are pre-planned, consistent and fair. Disciplinary action, wherever
possible, is preventative and restorative, rather than merely punitive. Students, as often as possible, are
encouraged to participate in the development of meaningful consequences for violations of the established
code of conduct. Special considerations may apply to the imposition of consequences on a student with
special needs if the student is unable to comply with this Code of Conduct, due to a disability of an
intellectual, physical, sensory, emotional or behavioural nature.
Some of these methods could include one or more of the consequences below:
students participating in meaningful consequences for the unacceptable behaviour
school or community counselling
conflict resolution strategies
small group mediations
informal suspension or “timeouts” at school
behaviour plans
Classroom
1. warning
2. time out
3. detention (minutes)
4. office visit (see below)
5. possible behaviour plan
Playground
1. warning
2. time out
3. report to classroom teacher & consequence
4. referral to office (see below)
5. possible behaviour plan
Office
1. first offense - purple book and consequence
2. second offense - discipline sheet filled out and sent to parents and teacher.
Consequences:
- miss recess(es) and/or lunch(es)
- do a letter &/or reflection sheet
- do a job for the school
3. repeated offenses – see above and phone parents
4. counselor referral
5. behaviour plan
Bullying
Responding to a Bullying Incident
FIRST RESPONDER
Intervene quickly to stop the incident
Calmly separate the parties involved
↓ ↓
Response to Student who was Bullied Response to Student who Bullied
1. acknowledge the incident 1. send student to predetermined location
2. gather more information
3. make a plan to ensure the students’
immediate safety
↓ ↓
Initiate Bullying Incident Report
Alert Second Responder
SECOND RESPONDER
Gather more information as required
↓ ↓
Response to Student who was Bullied Response to Student who Bullied
4. make a plan to ensure the student’ 2. send student to predetermined location
continued safety 3. respond to students who observed bullying
5. follow-up
6. contact parents
d) Notification:
School officials may have a responsibility to advise other parties of serious breaches of the code of conduct,
including:
parents of student offender(s) – in every instance
parents of student victim(s) – in every instance
school district officials – as required by school district policy
police and/or other agencies – as required by law
all parents – when deemed to be important to reassure members of the school
community that school officials are aware of a serious situation or incident and are
taking appropriate action to address it
SEAVIEW SAFE SCHOOL PLAN
Settings
School communicate • weapon • assembly • incentive • use phone • adult • adult • lost and
Wide plan to free school awards programs and visitors volunteers found is
parents, • zero • Catch a emergency use sign fill out near office
students, staff tolerance Star cards in and volunteer
for • STAR JAR name tags form
violence
Classrooms • use school • follow • use rainy • use 4 step - verbal
incentive classroom day activity plan warning, time
plans guidelines list on out, visit other
inside days classroom,
office
Washrooms • use • wash • usually
facilities hands send one
properly boy and girl
at a time
maximum
except K’s
Hallways • walk • use •quiet • appropriate
personal greetings
space
Assemblies • silent entry • be • use • know • use
to music attentive appropriate which door appropriate
responses to use and singing style
seating
arrangement
Lunch • stay in own Eat own • uneaten • report to • no • one • slow -
seat until food (no food goes adult if microwaves food item eaters finish courtyard
12:10. At sharing) home going home may go eating in the is a quiet
12:20 bell, outside court yard area only
school should or the
be empty community
kitchen
Playground • stay in • report to • must be • be safe (no • use fairplay • no • eat own • stay dry
bounds, in adult if able to see rough play) • use WITS bullying food
the back and leaving supervisor • be STARS or
out of school at all times violence
parking lot,
not on the
sides
• use only • pick up • do not • one person • use grade • use 5 - do not go - before
gym litter and pick up, on a slide at groups for minute back into school, do
washrooms use throw or a time, going tetherball/tire turns on any area of not go on
and water garbage play with down only, swings the tire the school the upper
fountain. Do cans rocks, sticks feet first swings except in field or in
not go in the or other only emergency the bushes
rest of the dangerous
gym hallway materials
or in
classrooms
