Asd-e code of Conduct Preamble



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Anglophone East

School District
Code of Conduct

May 2016


ASD-E Code of Conduct
Preamble:

As part of the District Positive Learning and Working Environment Plan, the Anglophone East School District is committed to establishing a district policy that is aligned with the Provincial Student Code of Conduct Guidelines and assists schools in the development of a Student Code of Conduct.


The District Student Code of Conduct reflects the values and behaviors that will help schools in the Anglophone East School District be positive, caring and safe places to learn and work.
The Anglophone East School District believes:


  • It is the right of all students and staff to learn, teach, work and interact in a safe, secure and healthy environment, free from any form of violence, intimidation, threat, abuse or mistreatment.

  • Student learning is maximized in positive, inviting, safe and caring school environments where all members of the school community demonstrate standards of behaviour consistent with the principles of respect, responsibility and rights.

  • School codes of conduct help individuals develop self-discipline and the ability to co-operate with others.

  • Discipline in the positive sense encourages students to understand the fundamental values that are essential to the well-being of both the individual and society, and to accept responsibility for the consequences of their actions.

  • Pro-active approaches to discipline and consequences should be appropriate for each individual student.

This policy supports these beliefs by describing a regional approach to promoting appropriate behaviour and outlining a range of consequences for inappropriate behaviour, including student suspension.




Link to Policy:

As part of the school’s Positive Learning and Working Environment Plan, the Principal must ensure the establishment of a Student Code of Conduct, which is reflective of Provincial Policy 703 and the District Code of Conduct.




Policy 703 States:
6.2.4 The school’s Positive Learning and Working Environment plan will reflect the school community’s vision for the safe and inclusive learning environment it wishes to achieve. It will include the following elements:

  • A school statement on respecting human rights and supporting diversity

  • Expectations, roles and responsibilities for staff, students, parents and volunteers

  • A School Code of Conduct that is in alignment with the Provincial and District Student Code of Conduct and the standards established in Policy 703

  • A continuum of interventions, supports and consequences to be employed when inappropriate behavior is exhibited by anyone in the school environment

  • Direction for managing behaviors that are minor in nature but are disruptive because of their frequency. For example, defiance, disrespectful language and gestures, missing school or arriving late. For some students, additional interventions will be required. When disruptive behavior is substantial and persistent, a formal plan of intervention must be put in place

  • Strategies aimed at preventing and resolving misunderstandings or disagreements between school personnel and parents or visitors to the school


Shared Understandings:
Schools in Anglophone East School District agree to adhere to the following principles as they develop and review their individual student codes of conduct:


  • A proactive approach to discipline is the most effective method of achieving a school climate that is conducive to both teaching and learning.

  • Behaviour is learned; therefore, behaviour can be influenced and acceptable behaviours can be taught and learned.

  • Selection of appropriate consequences will acknowledge that punishment, in and of itself, does generally not have long term benefits for students.

  • Discipline is intended to promote learning of self-control and to change inappropriate behaviour; expected behaviours must be taught directly and systematically.

  • Every reasonable effort will be made to allow all students to continue their learning.

  • School personnel have the authority and responsibility for taking appropriate action, within the scope of their prescribed duties, whenever unacceptable behaviour occurs. The focus of intervention should be on assisting students who have been victimized as well as those who need assistance to address inappropriate behaviour.

  • Intervention plans put in place when students are experiencing difficulties will reflect a team approach involving parents and students to the fullest degree possible.

  • Each situation will be handled according to the strengths and needs of the individual to the extent that it does not interfere with the learning environment of the remaining students in the class. It should be noted that, although rules contained in the School Positive Learning and Working Environment Plan will be consistent, strategies for helping students to understand and respect the rules will vary from student to student.

  • Emphasis will be placed on activities which allow students to understand the effects of their behaviour and to make up for misconduct (i.e. “to make it right”). Improved behaviour should be recognized.

  • Consequences will be appropriate for the student’s stage of development, will make sense to the student as much as possible, will be appropriately timed, will reflect the severity of misconduct and, in the case of repeat or chronic behaviour, will take previous interventions into account.

  • Reinstatement of school (including extra-curricular) or bus privileges after suspension will require the student demonstrate that the behavior has been corrected. This may be done in a variety of ways including the use of a verbal or written agreement or the completion of one or more tasks. In some cases, students will be returned when a plan for remediation has been put in place. Students would like mention


Roles and Responsibilities:

Students are expected to be respectful and engaged in their school community. Nothing is expected of a student that is not also expected of others in the school community. Teachers and school staff, led by the principal, and members of the school community should model good behaviour and the values of the Code in school and wherever students are present (including on the school bus).



The expectations for appropriate behaviour defined in the Anglophone East School District’s Code of Conduct apply to all school members. To support safe, secure and healthy school climates, all members of our school communities must abide by three universal principles:

  • It is expected that school members will show respect for the rights, property and safety of themselves and others.

  • It is expected that school members will accept personal responsibility for their behaviour in order to maintain a safe and productive learning environment.

  • It is expected that school members will honour the rights of others through learning and demonstrating appropriate behaviour in the context of social responsibility.




SHARED COMMITMENTS
As a student,

  • I will follow my school’s Student Code of Conduct.

  • I will encourage my peers to respect my school’s Student Code of Conduct.

  • I will be responsible for my conduct at school (including school related events) and while on my way to and from school

  • I will respect the rights of others


As a parent,

  • I will teach my children how to behave civilly.

  • I will ensure that my children come to school ready to learn.

  • I will learn the school rules, including the Student Code of Conduct, and reinforce these rules with my children.

  • I will collaborate with the school by supporting the standards of this code and the measures taken by the school to reinforce positive behaviour.

  • I will communicate reasonably with school personnel.

  • I will encourage and demonstrate appropriate behaviours within the school community.


As a teacher,

  • I will teach the Student Code of Conduct.

  • I will encourage responsible behaviour.

  • I will model appropriate behaviour within the school community.

  • I will maintain order and discipline within my classroom and encourage a positive learning and working environment.

  • I will have clear and appropriate expectations, based on the Education Act and relevant policies, with regard to student behaviour.

  • I will communicate these expectations to students, parents and the school community.


As a school principal,

  • I will ensure that measures are taken to create and maintain a safe, positive and effective learning and working environment, consistent with the Education Act and relevant policies.

  • I will communicate these measures throughout the school community.

  • I will maintain order and discipline at my school and work to cultivate a positive learning and working environment.

  • I will provide leadership at all times, especially when problems arise.


As a member of the school personnel,

  • I will collaborate with other school staff to encourage a safe and positive learning and working environment.

  • I will encourage students to behave responsibly and appropriately.

  • I will participate in the efforts of my school to implement a Student Code of Conduct.


As a member of the school community,

  • I will support my local school in its efforts to create a safe and positive learning and working environment.

  • I will work with my school to promote and support a safe and positive learning and working environment by becoming familiar with school rules.

  • I will cooperate with the school’s efforts to implement the Student Code of Conduct.


As a superintendent,

  • I will support a positive learning and working environment in my school district and its individual schools.

  • I will encourage all parents and members of the school community to interact positively with teachers and school personnel.

  • I will encourage all partners to become familiar with school rules and the Student Code of Conduct.


As a District Education Council member,

  • I will support the Positive Learning and Working Environment through the development of policy.

  • I will ensure provincial and district policies are implemented effectively.




These behaviours may not significantly interfere with the operation of a school but do represent a challenge to the positive learning and working environment. These behaviours may escalate into serious misconduct, reflecting the need to address these behaviours consistently and immediately with intervention.



Category

Description of Disruptive Behaviour

Proactive Strategies to Achieve Desired Behaviours

Range of Possible Actions / Consequences

Cheating, plagiarism, forging notes, signatures or excuses


  • Cheating / Plagiarism

  • Forged Signature

This would include:

Intentionally violating copyright laws;

plagiarizing the work of others including internet sources, copying the work of peers, etc.;

writing a note or letter and using a false signature to represent the permission or approval of another person (e.g., parent, teacher)




  • Establish clear expectations in the school code of conduct

  • Staff discuss and plan their responses in advance

  • Establish clear guidelines and discuss with students the consequences of cheating or forging the signatures of others

  • Provide educational opportunities regarding the law and what constitutes plagiarism, copyright, etc.

  • Communicate with parents/guardians about behaviors, expectations, strategies, progress and/or on-going challenges

  • Conference with student

  • Instruction regarding expectations and appropriate behavior

  • Restorative practices

  • Withdrawal of privileges

  • Detention / Reflection

  • Conference with student and parent /guardian




Accusations involving falsehood or malicious intent


  • False Accusations

  • Lying

  • Failure to report




Intentionally giving, or inciting others to give, false statements, or misleading information; including making false accusations

  • Review Policy 703 and recommended practices

  • Establish clear guidelines and expectations in the school code of conduct regarding respect and personal responsibility

  • Provide instruction and opportunities for discussion regarding language intending to hurt, socially responsible behaviour, good citizenship, ethics, respect and diversity.

  • Involve guidance counsellor in teaching strategies regarding decision making and fostering socially appropriate behaviors and responses

  • Conference with student

  • Review expectations and the impact on others; re-teach behavioral expectations

  • Restorative practices

  • Counselling

  • Conference with student and parent/guardian

  • Participation in awareness and sensitivity training, appropriate to student’s age

  • Threat-Assessment Protocol

  • Suspension in accordance with the Education Act

  • Involvement of police as warranted, depending on age of student

Discrimination (Stereotyping)


  • Discrimination




Discrimination on the basis of real or perceived race, color, religion, national or ethnic origin, ancestry, place of origin, language group, disability, sex, sexual orientation, gender identity, age, social condition or political belief or activity.

  • Establish clear expectations in the school code of conduct regarding respect and diversity

  • Provide frequent opportunities for instruction and discussion regarding respect and diversity

  • Establish a Gay Straight Alliance

  • Involve guidance counselor in teaching strategies regarding socially appropriate behaviours responses

  • Conference with student

  • Conference with student and parent/guardian

  • Restorative practices

  • Counselling

  • Participation in awareness and sensitivity training, appropriate to student’s age

  • Suspension in accordance with the Education Act

  • Involvement of police as warranted, depending on age of student

Using disrespectful or inappropriate language or gestures


  • Inappropriate language

  • Name calling

  • Clothing

The use or display of profane, obscene, vulgar language; swearing, verbal outbursts, use of words and phrases considered socially unacceptable at school or during school-related activities

Display included Clothing or personal belongings



  • Establish clear expectations in the school code of conduct

  • discuss with students the consequences of using or displaying disrespectful or inappropriate language or gestures

  • Staff discuss and plan their responses in advance

  • Enlist the assistance of the student body (student council, student leaders, etc.)

  • Engage in instruction and discussion with students about unacceptable language/verbal abuse

  • Avoid engaging a student who is upset/argumentative

  • Redirect student’s behavior and/or provide an opportunity for the student to remove him/herself from the circumstances for a period of time

  • Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

  • Conference with student

  • Review expectations and the impact on others; re-teach behavioral expectations

  • Counselling (anger management strategies)

  • Restorative practices

  • Withdrawal of privileges

  • Detention / Reflection

  • Conference with student and parent /guardian

  • Meeting with administration

  • Referral to Educational Support Services Team

  • Alternate placement within the school


Disorderly Conduct


  • Failure to comply with the school code of conduct

  • Throwing objects

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Acting out that disrupts the learning environment

Any other behaviour that, in the opinion of the school or school district officials would reasonably consider behavior not tolerated









Unjustified absenteeism and chronic tardiness-


  • Absenteeism – unjustified

  • Tardy

  • Skipped class/ truancy




Absence, or irregular school or class attendance that has an impact on the learning environment and / or the student’s ability to achieve the learning outcomes of the course.



  • Analyze attendance data to examine patterns and triggers to non-attendance

  • Establish clear expectations regarding attendance

  • Provide incentives/rewards for regular attendance

  • Examine student participation, academic, and social competence factors

  • Provide academic and social supports to assist students in making up work and time missed

  • Avoid drawing unnecessary attention to students returning to school after absences

  • Involve parents and/or community support systems in addressing the issue

  • Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

  • Conference with student

  • Conference with student and parent/guardian

  • Counselling

  • Referral to Educational Support Services Team

  • Detention with academic support to make up work and time missed

  • Withdrawal of privileges

  • Alternate placement within the school

Persistent or repetitive disruptive behaviour or chronic minor offenses


  • Failure to comply with school code of conduct

Over periods of weeks/months, frequent and repeated minor behavioural incidents that are not a direct threat to the health and safety of others, but that are contrary to the school code of conduct and are disruptive because of frequency

  • Analyze attendance data to examine patterns

  • Establish clear expectations in the school code of conduct

  • Establish a plan to communicate, teach and reinforce expected behaviors

  • Establish a process to monitor students with repetitive or chronic minor offences to plan for interventions (Response to Intervention)

  • Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

  • Conference with student

  • Withdrawal of privileges

  • Detention / Reflection

  • Instruction regarding expectations and appropriate behavior

  • Conference with student and parent /guardian

  • Meeting with administration

  • Referral to Educational Support Services Team

  • Alternate placement within the school

  • Suspension in accordance with the Education Act

Shoving, pushing or minor physical altercations


  • Rough play or rough housing




Physical altercations that include behaviours such as shoving, horse play, pushing, scuffling, but not violently hitting or striking others.

  • Establish clear rules and expectations regarding unacceptable physical altercations

  • Monitor and supervise hallways and stairwells closely

  • Structure transitions to minimize opportunities for disruptive behavior to occur.

  • Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

  • Conference with student

  • Withdrawal of privileges

  • Instruction regarding school expectations, victim impact, and appropriate behaviors to resolve conflict

  • Withdrawal of privileges

  • Conference with student and parent/guardian

  • Referral to school guidance counsellor

  • Peer mediation

  • Detention with reflection

  • Alternate placement within the school

Loitering


  • Loitering

  • Trespassing on private property




Being present in a particular area in or near a school, contrary to either school rules or previously issued directives. This includes trespassing on private property after previously issued directives.

  • Establish and communicate clear expectations regarding areas in and around school where loitering is not permitted

  • Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges




  • Instruction regarding school expectations, rationale, and appropriate behaviour

  • Detention with reflection

  • Withdrawal of privileges

  • Trespass Act

  • Reporting of activity to police, as appropriate




Disrespect, insubordination or defiance of authority


  • Defiance

  • Disrespect

  • Argumentative

  • Walked out

An attitude or behavior that conveys a subtle or blatant disregard for a person’s authority and position (e.g., teacher, principal, parent, adult in charge of student activities)

  • Establish clear expectations in the school code of conduct

  • Establish a plan to communicate, teach and reinforce expected behaviors

  • Provide an opportunity for the student to make choices

  • Establish a process to monitor students with repetitive or chronic minor offences to plan for intervention (Response to Intervention)

  • Ensure that consequences are clear, well communicated, and consistently applied

  • Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges




  • Withdrawal of privileges

  • Conference with student

  • Conference with student and parent/guardian

  • Instruction regarding school expectations and appropriate behaviours

  • Referral to guidance counsellor

  • Restorative practices

  • Referral to Educational Support Services Team

  • Detention with reflection

  • Meeting with administration

  • Alternate placement within the school

  • Suspension in accordance with the Education Act

Failure to comply with school rules or directions


  • Failure to do class work

  • Incomplete homework

  • Unprepared for class

  • Walked out without permission



Failure to comply with school rules as outlined in the school code of conduct;

non-compliance with respect to routine requests, instructions, or directives given to students by a person in a position of authority, particularly regarding safety issues; (e.g., teacher, principal, bus driver, cafeteria, custodial, EA, school staff or any adult in a position of responsibility




  • Establish clear expectations in the school code of conduct

  • Staff discuss and plan their responses in advance

  • Use non-verbal cues

  • Provide choice when possible

  • Ensure that consequences are clear, well communicated, and consistently applied

  • Communicate with parents/guardians about behaviors, expectations, strategies, progress and/or on-going challenges

  • Withdrawal of privileges

  • Conference with student

  • Conference with student and parent/guardian

  • Instruction regarding school expectations and appropriate behaviours

  • Referral to guidance counsellor

  • Restorative practices

  • Detention with reflection

  • Meeting with administration

  • Alternate placement within the school

  • Suspension in accordance with the Education Act

Intentional minor property damage and petty theft


  • Intentional property damage

  • Misuse of Equipment




The stealing or damaging of an object or item that is the property of another person, a school, or organization; taking or possessing another person’s property without permission

  • Establish clear rules and expectations regarding respecting property of others, borrowing and using property belonging to others

  • Post reminders regarding leaving personal property unattended

  • Provide opportunities for instruction and discussion regarding values such as honesty, respect for property of others, etc.

  • Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

  • Conference with student

  • Conference with student and parent/guardian

  • Apology and restitution

  • Alternate placement within the school

  • Counselling and / or other education support services

  • Suspension in accordance with the Education Act

  • Reporting of incidents of criminal behavior to police, as appropriate (consider developmental level of student)




These behaviours represent a significant disruption to the learning and working environment, endanger others or significantly impair the operation of the school and the maintenance of a positive learning and working environment. These behaviours will normally result in the exclusion of a person from school property and, in the case of a student, these behaviours will result in an immediate suspension, in addition to other interventions. In most cases, due to the gravity of these behaviours, their occurrence will require the involvement of law enforcement officers



Category

Description of Disruptive Behaviour

Proactive Strategies to Achieve Desired Behaviours

Range of Possible Actions / Consequences

Bullying, hazing or any form of intimidation


  • Hazing

  • Social bullying

  • Verbal bullying

Intentional, hurtful, behaviors (physical, verbal, psychological) repeatedly used by one or more individuals who are involved in hazing activities, threaten harm, and/or victimize another person/victim who is perceived as relatively weaker; bullying behaviours can be direct and open, or indirect and subtle; use of technology to harass of any form of social media and/or intimidate others. This would include cyber bullying.

  • Participate in developing school-wide comprehensive approach to establish anti-bullying strategies within the context of the school code of conduct

  • Review school-generated data on incidents

  • Involve students, parents, and other teachers in providing educational programs and opportunities for promoting awareness about various forms of bullying

  • Develop consensus among stakeholders about bullying and other unacceptable behaviours.

  • Provide opportunities for ongoing instruction and discussion about bullying and everyone’s role and responsibility to report and intervene in ways to reduce bullying behaviors

  • Ensuring that victim(s) receive(s) support and school takes measures to ensure safety for victim(s)

  • Identifying specific behaviour(s) that constitute bullying and are in violation of school code of conduct

  • Instruction regarding school expectations, victim impact, and appropriate behaviors to resolve conflict

  • Restorative practices

  • Conference with student

  • Conference with student and parent/guardian

  • Counselling and / or other education support services

  • Referral to Educational Support Services Team

  • Suspension in accordance with the Education Act

  • Reporting of incidents of criminal behavior to police, as appropriate (consider developmental level of student)




Cyber bullying


  • Cyber bullying


Cyber bullying expands on the definition above and includes, but is not limited to, posting inappropriate material on line, sending harassing, deliberate or repeated emails and posting items online without permission of those involved

Strategies expand on the ones listed above to include, but not limited to:

  • Provide opportunities for ongoing instruction and discussion about responsible use of technology and social media

As listed above.

Possession, use or provision of weapons


  • Arson / Combustibles

  • Weapons

A weapon can be any object used, or intended to be used, to cause injury or death, or to threaten or intimidate a person. Discipline decisions will take into account the inherent or perceived danger of the object involved



  • Establish clear guidelines and expectations with regard to what constitutes a weapon

  • Provide information sheet to parents and students regarding school policies on the use or possession of weapons

  • Provide educational opportunities regarding the law and what constitutes illegal activities (weapons) at school and in the community, e.g., guest speakers, such as police, lawyers and others

  • Reporting to police, as appropriate

  • Consequences that vary according to age and developmental level of student

  • Conference with student

  • Conference with student and parent/guardian

  • Referral for assessment and counseling

  • Restorative practices

  • Referral to ESS Team

  • Threat-Assessment Protocol

  • Suspension in accordance with the Education Act

Possession, use or selling of illegal or dangerous substances or objects


  • Distribution, possession and/or use of illegal or dangerous substances or objects

  • Tobacco Use/Tobacco like products such as: e cigarettes, inhalants, chewing tobacco, vaporized, cigarette etc.

Possession, use or selling of illegal or dangerous substances or objects – examples include the use of illegal drugs, tobacco/tobacco like products and alcohol, possession of drug paraphernalia and possession of explosives

  • Provide educational opportunities regarding the law and what constitutes illegal activities at school and in the community, e.g., guest speakers, such as police, lawyers and others

  • Promote educational opportunities and supports programs such as Smoking cessation programs, MADD Canada, etc.

  • Reporting to police, as appropriate

  • Consequences that vary according to age and developmental level of student

  • Referral for assessment and counselling

  • Referral to Educational Support Services Team

  • Conference with student

  • Conference with student and parent/guardian

  • Suspension in accordance with the Education Act

Possession of or sharing pornographic materials (including electronic images)


  • Pornographic material includes electronic images taken of self or others



Pornographic materials may include electronic images taken of self and / or others.
Sharing may include forwarding images electronically, watching or viewing images on a electronic device



  • Kids in the Know

  • Promote educational

  • Police liaison

  • Jostens program; Pause Before You Post

  • Reporting to police, as appropriate

  • Consequences that vary according to age and developmental level of student

  • Referral for assessment and counselling

  • Referral to Educational Support Services Team

  • Conference with student

  • Conference with student and parent/guardian

  • Suspension in accordance with the Education Act

Physical violence


  • Physical bullying

  • Physical violence

  • fighting

The use of force or inciting others to use force to cause physical injury

  • Establish clear guidelines and expectations regarding acceptable behaviour

  • Provide opportunities for instruction and discussion to clarify what constitutes physical violence through public school curriculum and programs

  • Be informed about school protocols for reporting suspected sexual or physical abuse to child welfare authorities and/or police in accordance with the Child Protection Act

  • Establish conflict intervention strategies for staff, such as non-violent crisis intervention methods

  • Conference with student

  • Consequences that vary according to age and developmental level of student

  • Redirect student’s behavior and/or provide an opportunity for the student to remove him/herself from the circumstances for a period of time

  • Referral for assessment and counseling/anger management

  • Referral to Educational Support Services Team

  • Conference with student and parent/guardian

  • Suspension

  • Report to police, as appropriate

  • Threat-Assessment Protocol

Sexual assault, harassment, abuse and misconduct


  • Pornographic material (including electronic images)

  • Sexual harassment

  • Sexual violence

Sexual harassment is any objectionable, coercive, or irritating comment, communication, action, or attention of a sexual nature that is directed to a person or persons by someone who knows, or ought reasonably to know, that such actions are unwelcome; action or communication with a sexual connotation or component that creates an intimidating, demeaning, or offensive work or school environment, even if it is directed to no person in particular;
sexual assault is any sexual touching or contact without consent and as defined by the Criminal Code of Canada;
sexual misconduct includes any behavior of a sexual nature or connotation that is deemed inappropriate and unacceptable at school or during any school- related activity;
sexual abuse or physical abuse refer to forms of child abuse as defined by the New Brunswick Child Protection Act.

  • Review Provincial Policies and guidelines regarding sexual harassment

  • Provide instruction and opportunities for discussion regarding examples of sexual harassment and/or assault.

  • Invite guest speakers to present information about human rights and other legislation regarding sexual harassment and assault

  • Involve student council and Parent Student Support Committee (PSSC) in addressing the issue

  • Review Policy 701

  • Be informed about school protocols for reporting suspected sexual or physical abuse to child welfare authorities and/or police in accordance with the Child Protection Act

  • Promote awareness of student rights and responsibilities, regarding self and others, through the school code of conduct

  • Report to police as appropriate

  • Conference with student

  • Conference with student and parent/guardian

  • Consequences that vary according to age and developmental level of student

  • Participation in awareness and sensitivity training regarding sexual harassment

  • Restorative practices

  • Counselling and / or referral to support agencies

  • Referral to Educational Support Services Team

  • Suspension in accordance with the Education Act

  • Reporting of any information regarding possible child abuse, sexual or physical, to the child welfare authorities in accordance with the Child Protection Act



Racial misconduct, discriminatory misconduct, dissemination of any hate propaganda material, including hate literature


  • Hate propaganda

  • Personal harassment

  • Pornographic material

Racial misconduct includes using racial slurs, engaging in racial/ethnic name-calling, or inciting others to use racist language or engage in racist behaviors;

discriminatory misconduct includes any discrimination based on race/ethnic origin, religion, creed, sex, sexual orientation, physical/mental disability, family status, source of income, or political belief,

  • Review Policy 703 and recommended practices.

  • Provide frequent opportunities for instruction and discussion regarding respect and diversity

  • Involve guidance counselor in teaching strategies regarding socially appropriate responses

  • Report to police as appropriate

  • Conference with student

  • Conference with student and parent/guardian

  • Consequences that vary according to age and developmental level of student

  • Restorative practices

  • Participation in awareness and sensitivity training, appropriate to student’s age

  • Counselling

  • Referral to the Educational Support Services Team

  • Suspension in accordance with the Education Act

  • Involvement of police as warranted, depending on age of student

Harassment


  • Personal harassment

Causing a person to fear for their safety or the safety of a person known to them by repeatedly following them from place to place or repeatedly communicating directly or indirectly (ie: by leaving notes, Electronic messages, texting, social media (ie: Facebook), making or sending persistent or harassing telephone calls or emails, etc.)

  • Review Provincial Policies and guidelines regarding harassment

  • Promote awareness of student rights and responsibilities

  • Invite guest speakers to present information on establishing healthy, positive relationships

  • Involve student council and Parent Student Support Committee (PSSC )in addressing the issue

  • Conference with student

  • Conference with student and parent/guardian

  • Participation in awareness and sensitivity training, appropriate to student’s age

  • Referral to Educational Support Services Team

  • Suspension in accordance with the Education Act

  • Involvement of police as warranted, depending on age of student

Uttering threats


  • Uttering death threats

  • Uttering threats

Communicating the intent to hurt or damage a person, an animal, place or thing.

  • Establish clear guidelines and expectations in the school code of conduct regarding use of language, threats, verbal abuse

  • Provide instruction and opportunities for discussion regarding forms of verbal abuse or language intending to hurt

  • Involve guidance counsellor in teaching strategies regarding socially appropriate responses

  • Restorative practices

  • Instruction regarding behavioural expectations

  • Counseling/anger management strategies

  • Referral to Educational Support Services Team

  • Alternate placement within the school

  • Threat-Assessment Protocol

  • Reporting to police, as appropriate

  • Suspension in accordance with the Education Act

Vandalism


  • Arson / Combustibles

  • Vandalism

Committing or inciting others to commit damage to the personal property of a member of the school community; committing or inciting others to commit damage to property owned or operated by the school board; committing or inciting others to commit damage to any property while attending a school-related activity

  • Identify school-wide prevention strategies

  • Involve students and community to determine ways to prevent vandalism and to instill pride in the school and respect for school property

  • Monitor and supervise school environment

  • Limit or restrict access to specific areas, when not in use

  • Remove graffiti and repair damaged property as soon as possible

  • Restorative practices, including restitution

  • School-based community service, linked to the type of vandalism and the capacity of the student to perform the service

  • Referral to police, as appropriate

  • Conference with student

  • Conference with student and parent/guardian

  • Counselling and / or other education support services

  • Referral to Educational Support Services Team

  • Suspension in accordance with Education Act

Theft


  • Theft

Includes stealing expensive items, as well as, possessing or selling stolen property

  • Provide educational opportunities regarding the law and what constitutes illegal activities at school and in the community, e.g., guest speakers, such as police, lawyers and others

  • Restorative practices, including restitution

  • Reporting to police, as appropriate

  • Referral for assessment and counselling

  • Referral to Educational Support Services Team

  • Conference with student

  • Conference with student and parent/guardian

  • Suspension in accordance with the Education Act

Disruption to school operations


  • 911 call

  • Bomb threat

  • Dangerous driving

  • Endangering the health and safety of others



Committing acts or inciting others to commit acts that are seriously disruptive or create a safety hazard to students, staff, or school property, such as, but not limited to, making bomb threats, setting fires, pulling fire alarms, tampering with safety equipment
Any other behaviour that, in the opinion of school or school district officials, would reasonably be considered serious misconduct

  • Determine school-wide strategies to prevent/reduce disruptive incidents

  • Enlist the assistance of members of the school community (e.g., student council, school advisory council, home and school organizations)

  • Emergency Plans developed and practiced (fire evacuation, hold and secure)

  • Conference with student

  • Conference with student and parent/guardian

  • Referral for assessment and counselling

  • Restorative practices, including restitution

  • Referral to Educational Support Services Team

  • Referral to police and/or fire marshal, as appropriate

  • Threat-Assessment Protocol

  • Reporting to police, as appropriate

  • Suspension in accordance with Education Act









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