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Code of Conduct

CODE OF CONDUCT

Updated: January 2023

 

GOAL

It is the policy of the Upper Grand District School Board to maintain a safe and inclusive learning and teaching environment through the adoption of a Code of Conduct which promotes responsibility, respect, civility and academic excellence, and sets clear standards of behaviour for all members of the school community.  The goal is to create a positive school climate where all members of the school community feel safe, included and accepted.

 

INTRODUCTION

Our school Code of Conduct is based upon the provincial Code of Conduct and the Upper Grand District School Board Code of Conduct (Policy 213), which apply to all members of the school community; students, administrators, staff, parents and guardians, community users, visitors, volunteers, etc. while on all school and board property, school buses, at school-authorized events, and off site at school-sponsored activities.

 

RIGHTS

Student rights include:

Parent rights include:

Staff rights include:

 

STANDARDS OF BEHAVIOUR

A) Respect, Civility and Responsible Citizenship

All members of the school community will:

 

B) SAFETY

All members of the school community will not:

Definition of bullying:

As defined in section 1 of the Education Act, bullying means aggressive and typically repeated behaviour by a pupil where,

  1. the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,
    1. causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or
    2. creating a negative environment at a school for another individual, and
  2. The behaviour occurs in a context where there is a real or perceived power imbalance between pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education
  3. Cyber-bullying as defined in section 1 of the Education Act, is bullying by electronic means including,
    1. creating a webpage or a blog in which the creator assumes the identity of another person
    2. impersonating another person as the author of content or messages posted on the internet; and
    3. communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals

 

STUDENT ROLES AND RESPONSIBILITIES

Students are to be treated with respect and dignity.  In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour and adherence to the board and school codes of conduct.

All students will:

 

STAFF ROLES AND RESPONSIBILITIES

The Principal

Under the direction the school board, principals take a leadership role in the daily operation of a school.  They provide this leadership by:

Teachers and School Staff

Under the leadership of their principals, teachers and other school staff maintain a positive learning environment and are expected to hold everyone to the highest standard of respectful and responsible behaviour.  As role models, teachers and other school staff uphold these high standards when they:

 

PARENTS ROLE AND RESPONSIBILITIES

Parents play an important role in the education of their children and can support the efforts of school staff in maintaining a safe, inclusive, accepting, and respectful learning environment for all students.  Parents fulfill their role when they:

 

APPROPRIATE DRESS

Appropriate dress shall be free of images, logos or language that portray ethnic prejudice, racism, sexism, vulgarity, gang-related markings, obscenities, profanity, hate speech or pornography, or reference alcohol, drugs or related paraphernalia, or other illegal conduct or activities.

Dress code implies a range of approved apparel and/or general dress protocols that are deemed appropriate for students regardless of their race, age, ability, sex, gender identity, gender expression, sexual orientation, ethnicity, religion, cultural observance, socio-economic circumstances, or body type/size.

Please refer to the UGDSB Student Dress Code guidelines.

 

POLICE SERVICES ROLES AND RESPONSIBILITIES

The police play an essential role in making our schools and communities safer.  The police investigate incidents in accordance with the guidelines established in the Police/School Board Protocol.

 

COMMUNITY PARTNERS ROLE AND RESPONSIBILITIES

Community-based service providers are resources that boards can use to deliver prevention or intervention programs.  Protocols and collaborative agreements are effective ways of establishing linkages between boards and community-based service providers and of formalizing the relationship between them.  These partnerships must respect all applicable collective agreements.

 

IMPLEMENTATION OF THE SCHOOL’S CODE OF CONDUCT

Safe Schools Policy 503 (Student Discipline, Bullying Prevention and Intervention, Suspension and Expulsion) provides direction to the school Code of Conduct in order to support and maintain a positive school climate for all students, staff, and community. The school Code of Conduct supports the use of positive practices, including prevention and early intervention, as well as consequences for inappropriate behaviour.  This includes Progressive Discipline, and suspension and expulsion where necessary. Before applying disciplinary measures, the discriminatory and disproportionate impacts of disciplinary decisions on students protected by the Human Rights Code shall be considered.

 

PROGRESSIVE DISCIPLINE

Progressive Discipline is a whole school approach that makes use of a continuum of prevention programs, interventions, supports, and consequences to promote positive behaviours.  In developing a Progressive Discipline approach, preventative practices, corrective and supportive strategies are used to reinforce positive behaviours.  These approaches build skills for healthy relationships and promote positive behaviours.

 

SPECIFIC PROGRESSIVE DISCIPLINE STRATEGIES FOR SCHOOL

CONSEQUENCES

The school will use a range of interventions, supports and consequences that include learning opportunities for reinforcing positive behaviour while helping students to make good choices.

In addressing inappropriate behaviour by students, schools will:

The application of consequences, supports and interventions are determined by the incident and the individual students involved.  Consequences, supports and interventions used include and are not limited to:

 

Examples of Consequences:

●          verbal reminder

●          warning

●          review of expectations/rules

●          written or verbal apology

●          phone call home

●          student contract sheet

●          restitution

●          in-school community service

●          loss of in-school privileges

●          loss of field trip privileges

●          suspension from the bus

●          suspension

●          expulsion

 Examples of Supports/Interventions:

●          problem solving discussion with P/VP

●          conflict mediation

●          social stories

●          discussion with parents (next steps, solutions)

●          restorative justice with others involved

●          Child and Youth Counsellor support

●          positive reward system

●          Attendance Counsellor support

●          Student/teacher parent meeting

●          case conference with school staff and/or Board consultants

●          referral to outside agencies

●          Suspension/Expulsion Program

 

 

 

 

SUSPENSION AND EXPULSION

To maintain a safe and effective learning environment, suspensions and expulsions may be imposed not only to deter inappropriate behaviour, but also to remove individuals who pose a threat to the safety and well-being of others.  The provincial Code of Conduct specifies that for student actions that do not comply with the provincial Standards of Behaviour, suspension and expulsion may be considered.  The board’s Safe Schools Policy (Policy 503) sets out the process for suspension and expulsion.  This policy specifies the student actions that may result in the principal imposing a suspension, as well as the student actions that will result in the principal imposing a suspension and considering an expulsion pending an investigation of the incident.

 

MITIGATING FACTORS

The principal will consider the following mitigating factors when considering the length of a suspension:

The principal will also consider the following factors:

 

INFRACTIONS THAT MAY LEAD TO A SUSPENSION

Police may be involved, and a suspension may be imposed for one of the following infractions which has occurred on school property, during a school related activity or event, and/or in circumstances where the infraction has an impact on the school climate:

 

INFRACTIONS FOR WHICH A PRINCIPAL SHALL IMPOSE A SUSPENSION, AND MAY CONSIDER RECOMMENDING TO THE BOARD THAT A STUDENT BE EXPELLED

Police may be involved, and a student will be immediately suspended, an investigation will occur and may lead to a recommendation of expulsion to the board’s Student Discipline Committee for one of the following infractions which has occurred on school property, during a school related activity or event, and/or in circumstances where the infraction has an impact on the school climate:

Please review Policy 503 for additional information.