Student Discipline Policy

Behaviour Expectations

The behaviour expectations of our Code of Conduct include

• • Obeying federal, provincial and municipal laws

  • Always behaving with honesty and integrity

  • Respecting the rights of others and treating one another with dignity and respect at all times, regardless of economic status, race, colour, national or ethnic origin, language group, religion, gender, sexual orientation, gender identity, age or ability

  • Respecting and taking proper care of school property

  • Respecting the personal property of others and their right to privacy

  • Demonstrating kindness to others and trying to help those in need

  • Demonstrating your best effort in all school-based activities.

These behaviour expectations apply to all members of the school community, including students, parents and guardians, school staff, volunteers and visitors when on school property and travelling on a school bus, or when participating in any off-site school-sponsored activities.

Examples of expected behaviours are outlined in our Behaviour Expectations Matrix (see Appendix A).

Discipline Guidelines

Our best defense against inappropriate behaviour is prevention. By providing students with clear expectations and consistent consequences, many problems can be avoided. At the beginning of the school year, students need to be taught and then, on an ongoing basis throughout the year, reminded of appropriate behaviours.

Despite our best efforts, there will be students who, for various reasons, will not comply. We believe the purpose of any disciplinary procedure is to help students learn respectful and kind behaviour to help them develop into responsible citizens. We need to ensure we respond to inappropriate behaviours in a safe and caring manner. This includes being fair, reasonable and consistent with our responses and/or consequences, keeping in mind that “fair” is not always “equal”, and respecting the uniqueness of each student, incident, and set of circumstances.

Inappropriate behaviours can be divided into 2 categories: minor and major. Some examples of these behaviours include

Minor behaviours are to be addressed by teachers. If the minor behaviour becomes chronic (i.e. repeated, regular, and/or frequent), the student will be referred to the school administrators by the homeroom teacher or subject teacher. When the administrators receive a referral for chronic minor behaviours they will follow the same protocol as they would for major behaviours.

Major behaviours are to be referred immediately to the school administrators.

Discipline Protocols

Teacher Response Protocol

Minor behaviours are to be addressed by the attending teacher. The teacher should

• • Communicate to the student what was observed or reported

  • Remind student of expected behaviour and why the expectation exists (re-teaching)

  • If applicable, help student identify possible replacement behaviour(s)

  • Give a warning or consequence as necessary (e.g. apology, loss of dojo points, time out, detention, etc.)

  • Complete a “Behaviour Report” form (see Appendix B) and provide it to the homeroom teacher.

  • Homeroom teacher may notify parent/guardian (phone call/agenda) if deemed warranted

If minor behavior becomes chronic

• • Homeroom teacher must make contact with parent/guardian via a meeting, phone call, or note/agenda with parent signature (to acknowledge they are aware of issue) to ensure they are informed and given the opportunity to assist with the issue

  • If the behaviour still persists, student will be referred to the school administration by the teacher using a “Discipline Referral” form (see Appendix B)

Major behaviors will result in an immediate referral to the school administration. The referral should be accompanied with a “Discipline Referral” form. If the form cannot be completed at that moment, it must be done by the end of the day. However, whoever brings the student to the office needs to be able to outline the issue (e.g. what was seen, who was involved, etc.).

If a misbehaviour/incident on the school bus is reported to a teacher by a student, the teacher should ensure the student brings the issue to the school administration.

Administrator Response Protocol

When students are referred to the office for chronic minor behaviours or major behaviours, the school administration will

• • Document the incident on the school database

  • Talk with student about expected appropriate behavior and issue appropriate consequences (e.g. detention, restitution, loss of privilege, in-school or out-of-school suspension, parent meeting, referral to the Guidance Counselor, the development of a Behaviour Management plan, etc.)

  • Provide written contact to parents/guardians using a “Discipline Report” form which is to be signed by parent/guardian and returned to office

  • Referrals re: bus behaviour will be dealt with following the Discipline Protocol outlined in the School Bus Policy (see Appendix C)

Bullying Intervention Protocol

• • • If a teacher or administrator knows/suspects a student is being bullied or has been the victim of bullying, the “Bullying Intervention Protocol” must be followed (see Appendix D).

Code of Conduct

Appendix A

Behaviour Expectations Matrix