Code of Conduct

2011-2012

June 2011

“Meadowbrook”

School Mission: “The community of Meadowbrook builds on the strengths of all students helping them to develop socially, intellectually and physically in order to become responsible members of society.”

Meadowbrook Code of Conduct

Introduction

At Meadowbrook Elementary, all members of our school community, students, parents, and staff, are committed to ensuring that we provide a safe, caring and orderly learning environment. We all share the goal of encouraging socially responsible behaviours that contribute positively to the school community and assist with students solving problems in peaceful ways.

Meadowbrook’s Code of Conduct outlines school expectations and acceptable student behaviours as directed by the School Act 85(2)(c). In addition, Meadowbrook’s Code of Conduct comply with the Safe, Caring and Orderly Schools Guide, and the Ministerial Order 276/07 and is aligned with the school districts Code of Conduct for Students ( Policy 17 ), “ Violence, Intimidation and Posession of Weapons ( Policy 18 ), and “ Suspension of Students” ( Administrative Procedure 355 ).

Meadowbrook’s School Code of Conduct is reviewed annually and submitted to the Assistant Superintendent along with the APL – Action Plan for Learning which forms the District Accountability Contract.

Code of Conduct: Key Elements

I.Process

This Code of Conduct is a result of collaboration between all members of our community including students, parents and staff. It is designed to reflect and communicate what we, as a school community, value and expect in terms of student behavior. Each year the code of conduct is presented to the staff, parents and students for input. In April 2008, the School Code of Conduct was revised with an EBS component that outlined appropriate behaviours in all areas of the school.

In April 2010, the current code of conduct was provided to staff for input and revisions. The code of conduct was then presented to the grade five leadership group, discussed and further input was obtained. This draft was then presented to the Parent Advisory Council and to the School Planning Council for further input and/or revisions. The office referral form was adapted to include a restitution piece which allows students to find a way to meet their individual need, fix the problem, and to “make things right”.

II.Communication

Expectations regarding acceptable conduct are made known to all students, parents and school staff, as well as to temporary staff or visitors through a visitor handbook in place and accessible upon sign in at the office. In addition, the code of conduct has been included in the absent employees TOC/Casual CUPE book.

Students, as well as their parents and new staff, who start attending Meadowbrook during the school year,are informed about our Code of Conduct upon registration.

Reference to the school code of conduct is also included in fieldtrip notices sent home.

Parents:

At the beginning of each year ( September ), student planners are distributed to all members of the school community. The planner contains pertinent information regarding the procedures followed in the school as well as expectations for student conduct. Parents and students must sign, acknowledging that they have reviewed and agree to the behavioural expectations.

Items in the planner that deal with conduct include a Student Bill of Rights and Social Responsibilities , a Behavioural Expectations sheet (for conduct in all parts of the school-including outside the building), a separate section on Behavioural Expectations and Respect, and the District Code of Conduct policy and regulations.

A copy of the school’s code of conduct is also posted on our school’s website, in each individual classroom and at the front entrance of our school. The community is also reminded of the behavioural expectations through school wide assemblies, daily PA announcements.

III.Implementation

At the beginning of the year, the code of conduct is reviewed in each class and appropriate behaviours are explicitly taught during the first week using a variety of picture books and themes. Student “ Bill of Rights and Responsibilities” is reviewed and signed by each student during the first week back at school and reviewed again the first week back to school in January. The teacher librarian, throughout the year, will presentstories to all students that encourage discussion around pro-social behaviour. Throughout the year, behavioural expectations are consistently taught and actively promoted.

During the year, as needed, the Code of Conduct is reviewed for all students and positive behavior is recognized and celebrated. Bi-monthly assemblies are held to promote socially responsible behaviour and celebrate student successes.

The school’s counselor visits each class at the beginning of the year, making connections with students in addition to presenting information on solving problems in peaceful ways. Class meetings are also held on an “ as needed “ basis which form a venue for student dialogue in addition to allowing students to examine their own personal responsibility to be a good citizen of Meadowbrook Elementary School. Several books have been purchased as a ‘counselor library’ to assist with teaching students how to make friends and deal with problems effectively.

Parents are actively involved in the implementation of the code through their understanding and support of its use. Parents regularly contribute in many aspects of our school life and our school community is expected to model socially responsible behavior.

Our school code of conduct has been and continues to be a part in the daily teachings of our staff members. Problem behaviour on the playground, in halls or in the classroom is brought to the attention of the administrator and students are reminded of the expectations. Often students are asked to complete a Problem Solving Sheet that is then sent home for parents to sign.On a daily basis, all staff members contribute to helping students find ways to solve problems in addition to celebrating success.

In April 2008, the three part STAR ( Students Taking Action Responsibly ) ticket was introduced to acknowledge and celebrate socially acceptable behavior. One part was kept by the teacher to post in the classroom. The second was sent to the office to be entered into a draw for incentives and the third part was sent home as a “ Good News” slip to inform parents.

The frequency of recognizing students from monthly to daily was well received by staff, students and parents. The STAR tickets continues to reinforce positive behavior and students have found, based on their comments at Leadership Meetings, that the STAR ticket reminds them to act in a responsible manner.

IV.Monitoring and Reviewing

Conduct is continuously monitored to ensure the Code of Conduct reflects current and emerging situations and that 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”.

The code of conduct is reviewed at the beginning and end of each year by the staff and at PAC and SPC meetings. Staff continue to monitor student behavior using a variety of methods such as office referrals, teacher reports, surveys and discussions at staff meetings and school based team meetings. Office referrals are kept in a binder in the Principal’s office as well as in individual classrooms. Data from our noon hour supervisors along with teacher referrals are reviewed on an ongoing basis to determine patterns or areas that require additional attention or instructional focus.

V.Alignment

“ Codes of Conduct are compatible between schools in the community and across elementary, middle, and secondary levels.” ( Safe Caring and Orderly Schools Guide )

All schools in District # 43, elementary, middle, and secondary have aligned the code of conduct to be consistent with District policies, administrative procedures and the BC Human Right Code as presented and discussed at our Community of School meetings.

Our Community of School meeting allowed the sharing of Code of Conduct drafts among neighbouring schools to ensure compatibility as well as allowing the incorporation of common language among all schools.

VI.Standards

i)Statement of Purpose

“ Meadowbrook Elementary 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 discrimination in accommodation, service and facility in the school environment.”

The purpose of the school’s Code of Conduct is to establish and maintain safe, caring and orderly environment for purposeful learning. In addition, we strive to develop a positive school culture which focuses on prevention, using school wide efforts to build community. Our aim is to communicate and consistently reinforce clear expectations of conduct and to teach, model, and encourage socially responsible behaviours that contribute to the school community.

ii)Conduct Expectations

Students, while attending school and school sponsored functions and activities, and behavior beyond these times ( including computer on-line behavior ) shall be subject to the District Code of Conduct for students and the school’s rules of conduct and deportment established by the Principal.

(1)Acceptable Conduct:

(a)We expect students to learn, work, and play together; respect one another; observe safety practices; and follow staff instructions. Furthermore, students have a responsibility to follow the guidelines of the Students Rights and Responsibilities, engage in purposeful learning activities, and to inform an adult of any incidents involving bullying, harassment or intimidation.

(b)Students are expected to follow the NED Principal:

(i)Never Give Up

(ii)Encourage Others

(iii) Do Your Best

(c)These expectations basically fall within three simple statements;

We respect each other’s bodies and personal space.

We respect each other’s feelings.

We respect each other’s property and our school.

(see attached “Bill of Rights and Social Responsibility” and “Behavioural Expectations – Short Form” chart).

.

(2)Unacceptable Conduct:

(a)All staff members have equal authority and responsibility to encourage appropriate behavior and to deal with the inappropriate behaviours of students.

(b)Unacceptable conduct is behavior that:

(i)Interferes with the learning of others

(ii)Physically or verbally harms or threatens people ( including using technology such as the internet, email, text messaging, phones or chat rooms )

(iii) Creates unsafe conditions

(iv)Is illegal, such as possession, use of distribution of illegal or restricted substances; possession or use of weapons; theft of or damage to property

(v)Acts of

  1. Bullying, includes physical, verbal, relational, intimidation and cyber bullying, occurring on or off school property ( District Policy 17 )

(c)The above list depicts examples and is not inclusive of all unacceptable behaviours

(d)Any conduct that negatively impacts upon the school learning environment may be subject to discipline, whether or not that conduct occurs on or off School District property, at a school sponsored function or activity, or otherwise.

(3)Rising Expectations:

(a) It is expected that as students become older and more mature, they will become increasingly able to exhibit more socially responsible behaviours and to take responsibility for their own actions.

(b)In addition, students are expected to exhibit an increasing ability to solve problems in peaceful ways using the principles of restorative action.

Principle 1: Work toward healing what has been broken.

Principle 2: invite full participation and consensus

Principle 3: own your own actions

Principle 4: find out the effect on others

Principle 5: think about next time

In student language, this translates into

  • what happened?
  • How do you feel?
  • What do you think needs to happen to work this out?
  • Paraphrase, and check for agreement
  • Can you agree to do this? (can you commit to this change?)+

iii)Consequences

When a student does not act in a respectful or responsible manner, it is necessary for the school to have consequences which will help that students re-establish positive behavior.

(a)Consequences for students should be appropriate to the age of the student, as well as to the nature and frequency of the misbehavior.

(b)Consequences and support will be preventative and restorative whenever possible.

(c)Consequences should be meaningful and match the problem behavior.

(d)Consequences may involve input from parents and/or the student.

(e)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

(f)Students are disciplined in a timely, fair, judicious and responsible manner with consequences for unacceptable behavior that take into account the student’s age, maturity and special need, if any ( Policy 17, no. 2, no 2.4 )

(2)For Misbehaviours that are minor rule violations ( e.g. running in the hallway, arguing over game rules), a staff member will:

(a)Apply Restitution by speaking directly to the child .

(b)Further intervention may include

(i)warning, time out, conference with the principal; completion of a Problem Solving Sheet, loss of privileges, detention, and/or conferencing with the parent/teacher

(c)Behaviour referred to the office will be recorded and tracked.

(3)For Misbehaviours that are major rule violations(e.g. threats, bullying, physical aggression, defiance, ) or ongoing behavior school staff will inform the principal who will:

(a)Intervies appropriate students and adults and apply immediate consequences

(b)Consequences applied might include ( but not limited to )

(i)Restricted privileges

(ii)Community Service

(iii) In school suspension; out of school suspension

  1. Suspensions will result in:
  2. Principal contacting the parent by phone and/or letter
  3. A meeting between the parent, the principal, the child and the teacher
  4. A plan and commitment to improve will be completed prior to the return of the student
  5. The School Based Team may be involved in providing specialist services and/or development of a plan for improved behavior
  6. All Serious behaviours result in a Problem Solving Sheet being completed and sent home with signatures from the teacher, the student, the Principal and the Parent.
  7. All Serious behaviours are communicated to the staff at Staff Meetings and are recorded and tracked.
  8. The School Based Resource Team ( includes the counselor, resource teacher etc. ) is a committee of school based and district personnel that meet weekly to plan for students who require programming in addition to regular classroom programming.
  9. For students with multiple office referrals, there is parent contact and discussion regarding set-up of individual behaviour plans (IBP’s).
  10. For every office referral after the third offense, parent(s) and student will be asked to meet with the principal to review and re-sign the “Bill of Rights and Social Responsibility”.

iv)Notification

Depending on the seriousness and frequency of student misconduct, there will be differing levels of notification.

b)Notification

(i)The student receives interaction, support and consequences in the following manner:

  1. Directly from the classroom teacher, or staff members
  2. Principal is notified
  3. Student completes a Problem Solving Sheet that parent and teacher review with the student and return it the next day
  4. Parents are notified of serious situations, or repeat offences
  5. Where appropriate the victim, as well as his or her parents are notified and involved in the resolution process
  6. If concerns are unresolved, School District personnel are notified as required by District Policy I-D12.
  7. Police and/or other agencies – as required by law
  8. All parents- when deemed to be important which may include informing the entire school community of an incident and/or the outcome of incident

(ii)In accordance with the School Act, the Coquitlam School Board authorize the Principal to suspend a student for five days or fewer. If there is a violation of a serious nature the suspension is immediate.

(iii)Suspension may be for the following reasons:

  1. Willful disobedience towards a teacher or another staff member,
  2. Violent acts including threats,
  3. Bullying, intimidation
  4. Physical aggression or
  5. Vandalism

Meadowbrook Elementary School

Our Bill of Rights and Social Responsibilities

As a socially responsible citizen of my school community:

  1. I have the RIGHT to learn in this school.

It is my RESPONSIBILITY to arrive at school on time, have materials ready, remain on task, not interfere with the learning of others, complete unfinished assignments for homework and follow instructions.

  1. I have the RIGHT to hear and be heard.

It is my RESPONSIBILITY not to talk or make noises when others are speaking or working.

  1. I have the RIGHT to be treated with respect at this school and on the playground.

It is my RESPONSIBILITY to treat all others with good manners and kindness.

  1. I have the RIGHT to be safe from physical harm and verbal abuse in this school.

It is my RESPONSIBILITY not to physically or verbally harm or threaten anyone else.

  1. I have the RIGHT to my own personal space.

It is my RESPONSIBILITY to respect the personal space, property of others, and our school property.

My child and I have read and understood the “Code of Conduct” document.

Student Signature: ______

Parent Signature: ______

Behavioural Expectations…short form

Responsible / Respect / Safety / Personal Space

VII.Classroom

/ •listen carefully
•stay focused &
complete work
•arrive at school on time
•have materials ready
•clean up after self / •property of self and others
•feelings and cultural differences
•speak politely to everyone
•help those who need it / •walk
•keep desk area tidy
•hang up jackets and bags / •respect personal space
•ask permission to borrow
Classroom at Lunch / •quiet talking/eating
•eat at desk
•staying in room / •treating people nicely
•cultural differences / •remain seated while eating
•handle hot things with care / •clean area where you ate
Hallways / •quiet movement
•silent voices
•walk carefully avoiding work on floors / •hands at sides
•hands to self
•look at displays, but don’t touch student work / •walking
•safe distance between students
•watch/ look where you are walking / •hands/feet, etc. to self
•respect space of individual in front
Library/
Computer Lab / •work quietly
•return books to proper spot
•push in chairs
•close programs
•log off passwords properly / •treating books and equipment well
•no food or drink in room
•help others if asked / •not giving name out to others on the internet
•return books to shelf properly / •hands only on own computers and books, unless permission is given to touch
School Grounds &
Undercover Area / •dress for outside
•stay under cover in poor weather
•return playground equipment you take out
•place litter in the proper litter bin or recycling container / •talking,not arguing, when problems arise
•show good sports-manship
•include others
•join and quit games at proper time
•respect playmates / •play safely and within your limitations
• use good judgment when playing / •respect personal space
•hands/feet , etc. kept to self

VIII.Gym