Peachland Student Code of Conduct
Respect Yourself
Respect Others
Respect Property
Respect Learning
We try to keep our rules to a minimum, and to stress positive behaviour rather than having a long list
of things students are forbidden to do.
The goal of all our discipline practices is to change the behaviour for the better, rather than to just provide consequences for unacceptable behaviour.
We recognize the developmental nature of student learning, and that students at different grades and times in their lives will require different forms of redirection and guidance. It is important for the adults in their lives to use careful judgement in helping students learn about their rights and responsibilities.
- I have a RIGHT to learn.
- It is my RESPONSIBILITY to listen to instructions, work quietly at my desk, raise my hand if I have a question, concern, or need to leave, and to complete assignments.
- I have a RIGHT to hear and be heard
- It is my RESPONSIBILITY to listen when others are speaking.
- I have a RIGHT to be respected.
- It is my RESPONSIBILITY not to tease or bother people or to hurt their feelings.
- I have a RIGHT to be safe.
- It is my RESPONSIBILITY not to threaten or physically harm anyone else.
- I have a RIGHT to privacy and to my own personal space privacy.
- It is my RESPONSIBILITY to respect the personal property of others, and to accept their right to privacy.
Peachland Elementary School upholds and promotes the BC Human Rights Code – respecting the right of all those in accordance with the law – prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, gender, gender identity and expression or sexual orientation – in its school environment. |
Peachland Elementary – School-Wide Expectations
Eagles are: |
All Areas |
Playground |
Gym |
Library |
Computer Room |
Hallway |
Respectful |
-Use your manners
-Be kind to others
-Share |
-Take turns
-Listen to supervisors/teachers |
-Play fairly
-Be a team player
-Be a good sport |
-use an inside voice
-keep your hands and feet to yourself
-follow the library schedule |
-be a good audience for presentations
-keep hands on own computer |
-move quietly |
Responsible |
-Be prepared for activities
-Listen to instructions |
-Pick up your litter
-Help others if hurt
-Ask to leave if you need to get equipment
-Tag on grass area only
-Think before doing
-Include others |
-Follow rules of the games
-Return equipment properly |
- stay on task
- take care of books
- return books on time- push in chairs |
- push in keyboards and chairs
-wrap & return headphones
-log in/log out |
-keep hands and feet to yourself |
Safe |
-Use equipment appropriately |
-Think ahead
-Watch where you’re going |
-Wear appropriate gym clothes and shoes |
-walk
-enter and exit in an orderly manner |
- safe internet use
- keep chords in place
-eat or drink outside the lab only |
- walk on the right hand side |
Learners |
-Participate
-Do your best
-Have a positive attitude
-ask for help when needed |
-Learn new games
-Learn from mistakes |
-Be receptive
-Participate in activities |
-become familiar with routines and procedures
-learn how to find materials
-share resources |
-experts teach others |
- read posted information |
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Student Code of Conduct
Within the Peachland community, students are expected to exhibit a commitment to learning and achieving success.
Guidelines for appropriate behaviour reflect the school’s philosophy of openness and mutual respect. Conduct guidelines focus on the expectation that students will take personal responsibility for their behaviour. This responsibility applies not only to academic studies, but also to the treatment of other people and the use and care of school facilities, equipment, textbooks and supplies.
Our behaviour guidelines are based on the “3 R’s:. Students are expected to monitor their behaviour using the following guidelines.
If a student fails to exhibit their best behaviour in these areas a sequential, consistent, and fair discipline process will be put into effect. Consequences applied for inappropriate conduct will be communicated to parents/guardians. In addition to our school based guidelines and expectations, students at Peachland are expected to be aware that more serious violations of the Code of Conduct will be dealt with in accordance with S.D. #23 discipline regulations (Policy Reg. 5600).
Intervention Practices
When students are reported for contravening the Code of Conduct, the situation will be dealt with in the following manner. Action plans for remediation and/or restitution (consequences) will be put into place at all levels.
Serious violations that contravene the school and district codes of conduct…. i.e. those that repeatedly occur, are dangerous to the safety of other students, teachers, and support staff, may cause health hazards, or may constitute criminal acts, could lead to the following consequences.
- Definite Suspension (1-10 days) In-school or at home
- Indefinite Suspension (in excess of 10 days) At home with no return to school until heard by the School District Discipline Committee
Please note: School District #23 Discipline Regulations requires that the Principal must use discretion in determining the seriousness of the situation and that issuing of appropriate consequences may include, or be precluded by, counselor intervention. A further requirement of policy is that the Principal shall ensure that students with unique needs are referred to school personnel for consideration where school or community based counseling services is required.
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SD23 Student Code of Conduct
From the Superintendent
The Board of School Trustees and School District No. 23 staff believe that every student has the potential to be a self-disciplined, positive contributing member of society. The Board also believes students and employees have a right to a safe, nurturing and healthy learning environment.
Consequently the Board has approved policy and regulations to provide conditions for the creation of school cultures and environments that promote safety, fairness, equality, mutual respect, and cooperation.
In concert with this belief, the Board has adopted Policy and Regulations 455: Discipline. As well, the Board has encouraged and supported district/school-based intervention and prevention practices such as:
• healthy schools projects;
• regular liaison with the RCMP, Ministry for Child and Family
Development staff and other support services;
• inservice for teachers, administrators and support staff;
• establishment of safe school committees;
• establishment of the District Racism-Free Committee;
• establishment of school-level crisis management protocols;
• school-based teams;
• counselling and support services;
• peer counselling/mediation programs;
• integrated youth services;
• behaviour support teachers.
This pamphlet identifies general behavioural guidelines for students in our district. Families are encouraged to preview these behavioural expectations which will help ensure school success for all School District No. 23 students.
Additionally, individual schools have guidelines that speak more directly to the organization and expectations of a particular school. These guidelines are routinely provided to students in the first week of school in September, or on registration when a student transfers in from another jurisdiction.
If you have any questions regarding any information contained in this pamphlet, you are encouraged to contact your school principal.
Hugh Gloster
Superintendent of Schools
Code of Conduct
The code of conduct is intended to encourage acceptable student behaviour and to provide an atmosphere where all individuals feel a sense of respect, safety and belonging.
Each school develops its own code of conduct. However, the following principles are universal to all schools and apply to each student. Students are expected to:
• conduct themselves in an appropriate manner when going to and from school, in classrooms, within schools, on school grounds, during extended classroom activities, and on school buses;
• apply themselves in all curricular areas and to set high standards for personal achievement;
• attend school and classes on a regular basis and be punctual;
• dress in a manner which reflects purpose and propriety;
• be considerate of the thoughts, feelings and heritage of others;
• be free of illegal drugs/alcohol, possession, use or influence during any time they are under the jurisdiction of the school district;
• be aware of their rights and responsibilities and to exercise those responsibilities when under the jurisdiction of the school district.
Towards ensuring the above, schools will create an environment which will encourage students to exercise self-discipline by:
• developing programs which promote appropriate behaviour;
• using methods and procedures which enhance selfesteem and self-discipline;
• providing opportunities for students to practice cooperative classroom behaviour;
• using procedures which model fairness, equity and respect;
• establishing a code of conduct consistent with Board policy.
Schools will also provide opportunities for students and parents to assist in the formulation of the code of conduct.
Principal Authority
The principal has a right under the School Act to discharge discipline from the time a student leaves home to go to school until such time as the student returns home at the conclusion of the school day. However, the principal’s and the district’s authority also extend beyond the normal ‘home-to-home’ rule when the behaviour of a student off school premises or after school hours adversely affects the operation of a school.
Principals may suspend any student, regardless of age, when the principal concludes that:
• a student is willfully disobedient to a teacher or any other employee of the Board carrying out responsibilities approved by the Board; or
• the behaviour of the student has a harmful effect on the character or persons of other students; or
• a student fails to comply with the school board policy # 450 and # 455
Where a student 16 years of age or older has failed to apply him/herself to his/her studies as set out in the School Act sec. 85(3), the principal may suspend that student.
Suspensions
As part of the corrective discipline process, when student behaviour is judged to be in serious conflict with a safe and positive learning environment, or when the school’s progressive interventions have failed to correct inappropriate behaviour, or when all other procedures have failed, the student may be suspended.
By definition, a suspension is the removal of a student’s right to attend regularly scheduled classroom instructional sessions. Suspensions, both definite and indefinite, may have one or more of the following objectives:
• improve student behaviour;
• deter other students from similar behaviour;
• plan proactive educational interventions;
• initiate problem clarification and solving;
• remediate and correct;
• protect the suspended child and/or other children and/or staff from dangerous behaviours.
Suspensions may be either:
DEFINITE - up to and including ten school days. Definite suspensions are the sole prerogative of the school-based administration.
INDEFINITE - in excess of ten school days. Indefinite suspensions must be referred to the Board of School Trustees District Suspension Review Committee.
Dress Code
We request that students come to school wearing clothing that is clean & suitable for school. Clothing or temporary tattoos featuring violent or offensive pictures or words or promoting alcohol/drug use are inappropriate for a positive elementary school learning environment. ‘Beach wear’ (eg. bathing suits,
bare backs or midriffs, skimpy tops, flip flops or bare feet) is not appropriate. Clothing which allows underwear to show (eg. spaghetti straps) is not appropriate. (NOTE: Students may be asked to change or cover up). Hats should be removed when indoors. Make-up must not be worn by students at our school.
Social Behaviour
It is not appropriate for students to display behaviours of a romantic or sexual nature at school.
School Search and Seizure
Student searches may be made on reasonable suspicions of a violation of school rules and/ or law. The search shall be made pursuant to the reasonableness, under all the circumstances, of the search. The search of the student shall be justified at its inception, based on reasonable scope in light of the age and sex of the student and the nature of the infraction. Contraband and other property unauthorized to be on school property or school sponsored activities will be seized for evidentiary purposes in a school hearing and/or legal hearing. Return of the property may be made to the parents/guardians of the student. Illegal contraband or other property will be turned over to the proper law enforcement.
Lockers and School
Lockers are the property of the school and are the property of the school and are assigned to the students for school use. Students hold neither expectation of privacy in their lockers nor any other school property. Students leave articles of value in lockers at their own risk. School officials have the authority to search all school property (including lockers) at any time without notice, and to seize any property prohibited by law or school policy.
Drugs and Alcohol
Any student using, possessing, or being under the influence of drugs or alcohol while under the jurisdiction of the school district, including extracurricular activities sponsored by the school or at a school other than that attended by the student, may be indefinitely suspended by the principal. Additionally, any student trafficking in drugs or alcohol during any time the school has jurisdiction over the behaviour of students will be reported to the RCMP.
Violence
Any student presenting violent or intimidating behaviours including: physical aggression with intent to injure, possession or use of a weapon, verbal or physical harassment or intimidation, or any behaviour deemed by the school principal to be a serious risk to the safety, security and wellbeing of students and staff may be indefinitely suspended by the principal.
Attendance
Every student shall be required to attend school daily on each prescribed school day and shall not depart without authorization as determined by the school’s code of conduct.
Access to Networked Information Resources
Students are responsible for their behaviour on school and district networks just as they are in a classroom or a school hallway. Students will be expected to adhere to standards as established by the Student Acceptable Use Agreement. Violations of the
provisions of this agreement may lead to the revocation of access privileges and/or suspension.
Cell Phones
Cell phones and hand-held communication devices are prohibited in classrooms, locker rooms, and washrooms. Violation of this policy may lead to suspension.
CODE OF CONDUCT: Yearly Review
STANDARD |
ASPECT |
NOT YET MEETING |
MINIMALLY MEETNG |
FULLY MEETING |
PROCESS |
Consultation |
Staff, but not parents or students, are included in the development process of the code of conduct. |
Staff included in process. Parents and students are minimally included in the review of the code of conduct. |
Parents, students and staff included in the entire process, and the date of review is included in document. |
Publication
|
The School’s Code of Conduct can be referred to by stakeholders in one place (eg. School website, or student agenda). |
The School’s Code of Conduct can be referred to easily by all stakeholders in two locations (eg, school website, or student agenda). |
The Code of Conduct is prominently displayed in the school, located on school website, and published in school agendas and planners. |
PROTOCOLS |
Duty of Understanding |
The document is not referred to during field trips, and school outings by students, parents, coaches, and school staff. |
The document guides the conduct of students, parents, coaches, chaperones, school staff involved with our students during field trips and outings. |
The document is referenced in all field trip letters home as it guides the conduct of students, parents, coaches, chaperones, and school staff involved during outings. |
CONTENT
CONTENT |
Statement of Purpose |
No statement of purpose included. |
Statement of purpose is brief and does not explain the goal of the code of conduct. |
The statement of purpose is clear and makes explicit the rationale and goal of the code of conduct. |
Reference to the BC Human Rights Code |
The BC Human Rights Code is not mentioned in the document. |
The BC Human Rights Code is minimally evident in the school code of conduct with regard to discriminatory publication and dis-crimination in accommodation and facility in the school environment. |
The BC Human Rights Code is evident in the school code of conduct with regard to discriminatory publication and discrimination in accommodation and facility in the school environment. |
Acceptable Conduct |
Statements poorly or minimally convey behavioural expectations and/or the jurisdiction of the school. |
Statements convey some behavioural expectations and/or the jurisdiction of the school. |
Statement clearly and concisely conveys behavioural expectations and the jurisdiction of the school.
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Unacceptable Conduct |
Statements poorly or minimally convey what is unacceptable conduct. |
Statements convey some details of what kind of conduct is unacceptable. |
Statements clearly and concisely convey what behaviour is unacceptable. The code explains that these are examples only and not an exhaustive list. |
Special Consideration |
There is no statement included to explain that special considerations may apply to students who are unable to comply due to have disability or an intellectual, physical, sensory, emotional or behavioural nature. |
A statement is included to explain that special considerations may apply to some students, but no explanations as to whom it refers. |
At least one statement is included to explain that special considerations may apply to students who are unable to comply due to have disability or an intellectual, physical, sensory, emotional or behavioural nature. |
Rising Expectations |
There is no indication that expectations increase as students become older. |
There is some indication that expectations increase students become older. |
The code outlines a clear progression of expectations as students mature. |
Consequences |
There is little or no discussion of consequences. |
There is some indication that consequences are tied to the severity and frequency of inappropriate behaviour. |
There is a clear explanation that consequences are tied to the severity and frequency of inappropriate behaviour as well as the age, maturity, and special needs of students. |
Restitution |
No reference to describe the consequences as restorative in nature rather than punitive. |
No direct statement is provided to describe that the consequences are restorative in nature, rather than punitive. However, it may be implied. |
One statement that describes the consequences as restorative in nature rather than punitive. |
Retaliation Prevention |
An explanation that the board will take all reasonable steps to prevent retaliation against a student who has made a complaint of a breach of a code of conduct is missing. |
Precautions regarding retaliation are mentioned, however, the document does not describe who or what will occur to prevent retaliation against a student who has made a complaint of a breach of a code of conduct. |
There is an explanation that the board will take all reasonable steps to prevent retaliation against a student who has made a complaint of a breach of a code of conduct. |
COMPATIBILITY |
Alignment |
Does not comply with School Act and the Provincial Standards for Codes of Conduct Order, and there are no connections between other community schools
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There is an inferred connection between the school code and that of others in the district. Some of the provincial standards are not met (outlined in this rubric). |
There is a planned compatibility between the school code and that of the other community schools (elementary, middle and secondary) and complies with the provincial standards.
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IMPLEMENTATION |
Communication |
There is no systematic plan to make parents, student sand staff aware of acceptable conduct. |
Parents, students and staff are made aware periodically of the code of conduct and what constitutes acceptable behaviour. |
Parents, students and staff (including g temporary staff) are systematically made aware of the code of conduct and how student should behave as ambassadors of the school. |
Teaching
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Behavioural expectations are not taught or are taught inconsistently. |
Behavioural expectations are taught consistently by teachers. Some programs are used intermittingly throughout classes to promote appropriate behaviour. Some evidence that students are taught that conduct is related to self-esteem and self-disc ipline. |
Behavioural expectations are taught consistently and actively promoted by all staff. There is a school wide continual development of programs which promote appropriate behaviour. Staffs use methods and procedures which enhance self-esteem and self-discipline.
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Monitoring |
There is no ongoing monitoring of student behaviour in relation to the school code of conduct, and there are inequities among levels of respect and fairness. Students are not given opportunity to practice cooperative classroom behaviour. |
Student behaviour is monitored but there is no systematic use of this knowledge to review the code of conduct. Some evidence that the staff use procedures which model fairness, equity and respect. Students are given some opportunity to practice cooperative classroom behaviour.
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Student behaviour is continuously monitored to ensure that the code of conduct effectively addresses current and emerging situations. Clearly evident that the staff use procedures which model fairness, equity and respect. Each day, students are given opportunity to practice cooperative classroom behaviour. |
REVIEW |
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There is no plan to review the school code. |
There is a plan to review the code within a certain period of time. |
There is a plan to review the code within a certain period of time as part of a regular cycle of policy review. |
Any information you require about this procedure can be obtained from the:
Secretary-Treasurer
1940 Underhill Street.
Kelowna, BC V1X 5X7
Tel. (250)860-8888
A copy of the appeal procedure is also available at your neighbourhood school.
