Statement of Purpose
Central Program & Services (CPS) takes pride in providing a high quality, personalized education program within a safe, respectful and caring environment. This Code of Conduct exists to:
· Support our foundation of a safe, respectful, caring and orderly environment for all school members;
· Strike an appropriate balance among individual and collective rights, freedoms and responsibilities; and
· Outline and clarify expectations for students while at school, going to and from school, and at any school function or activity at any location.
CPS 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 and mental disability, sex or sexual orientation, gender, gender identity and expression in respect of discriminatory publication and discrimination in accommodation, service and facility in the school environment.
This Code of Conduct is based on the principles of Respect, Rights and Responsibilities.
1. Treat others how you would like to be treated
2. Try your personal best
4. Be respectful
5. Have reasons for your decisions
Students are responsible for displaying respect for the rights, property and safety of themselves and others by:
· Honouring the Rights of others through the process of learning and demonstrating appropriate behaviours; and
· Assuming Responsibility for one's own behaviour in order to sustain a safe and productive learning environment.
All school members will demonstrate respect for themselves, others and their school by:
· Treating school property and the property of others with a reasonable standard of care;
· Expressing themselves with socially acceptable language and gestures;
· Exhibiting behaviour that is free of all forms of intimidation, harassment, racism and discrimination;
· Promoting positive behaviour through the avoidance of all types of violent acts;
· Informing a school official of any unsafe situation (individual or behaviour);
· Making every effort to attend scheduled classes and arrive on time;
· Respecting the rights of others to learn in an environment free of unnecessary distracters;
· Refraining from the possession of any form of a weapon or replica (toy) weapons including, but not limited to, laser pointers, explosives, fireworks and pepper or other obnoxious sprays, while on school property;
· Refraining from the possession and use of all forms of intoxicants;
· Refraining from the use of all forms of tobacco and vapour products on school property;
· Assisting in making the school a safe, caring and orderly place; and
· Modeling respectful and responsible behaviour not only at school, but within the community, whenever acting as a school ambassador.
These expectations apply to behaviour at school, during school-organized or sponsored activities, and behaviour beyond these times (including any on-line behaviour) that negatively impacts the safe, caring, or orderly environment of the school and/or student learning.
Examples of Unacceptable Conduct
Unacceptable conduct includes (the areas cited are examples only; this is not an all-inclusive list):
· interfere with the rights of others to learn (e.g. getting into a power struggle with another school member or members);
· create an unsafe situation for any school member (e.g. not complying with safety procedures when working with equipment);
· distract others from focusing on instruction or concentrating on prescribed tasks. (e.g. having a cell phone ring in the middle of a class or text messaging a fellow student within a class or in another class).
· bullying, harassment or intimidation (e.g. directing any type of intimidating behaviours toward another school member or systematically excluding an individual from a group activity);
· physical violence (e.g. fighting or encouraging other school members to fight);
· retribution against a person who has reported incidents (e.g. threatening to hurt someone because of their attempt to prevent a violent act).
Illegal acts, such as:
· possession, use or distribution of illegal or restricted substances (e.g. being in possession of marijuana while at school or within the "Drug Free Zone" or associating with an individual or individuals who are using a controlled substance);
· possession or use of weapons (e. g. having a knife at school or threatening a school member with a tool);
· theft of or damage to property (e. g. tagging the walls in a school bathroom, vandalizing school, or personal, property or destroying a school members personal possession).
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, or its community members.
All staff at CPS understand that students require assistance in developing and subscribing to these socially responsible values and behaviours. One role of school staff is to educate and guide student social and emotional development by increasing expectations and consequences as students mature both physically and socially. Generally, as a student matures, expectations will increase and consequences will be adjusted accordingly. All incidents are approached on an individual basis and take into account a student's development, level of maturity and experiences.
While all situations and circumstances are unique, we believe that discipline is intended to promote the development of pro-social behaviours. To this end, it is partially our responsibility to actively teach these attitudes and skills. In this process, it will be necessary to draw on consequences to enhance student learning. The use of consequences will be governed by the following principles:
· …be appropriate to the student's stage of development;
· ...reflect the intensity, frequency and/or duration of the inappropriate behaviour;
· …be chosen primarily for their educational value;
· …make sense to the student as much as possible; and
· …be appropriately timed.
In addition, special considerations may apply to students with special needs, which includes students who are unable to comply with the Code of Conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature. The following are some examples of consequences that may be considered. Please understand that this is not an all-inclusive list of consequences:
· Informal meeting with a student to address the situation;
· Phone call to parent/guardian to discuss the situation;
· Mandatory tutorial time assigned;
· Formal meeting involving student and parent/guardian;
· Make up or rehearsal time assigned (early morning, lunch, after school);
· Removal of an assumed school privilege;
· Referral to Vice-Principal;
· Withdrawal from course;
· Restitution, either monetary or through school-based community service;
· Referral to school-based team;
· Definite in-school or out-of-school suspension;
· Indefinite suspension.
In instances where a student, or group of students, engages in a serious breach of the Code of Conduct, it may be necessary for school officials to advise other parties. We will strive to adhere to the following guidelines, when communicating regarding violations of the Code of Conduct:
· parents of student offender(s) – in every instance
· parents of student victim(s) – in every instance
· school district officials – as required by school district policy
· police and/or other agencies – as required by law
· all parents – when deemed to be important to reassure members of the school community that school officials are aware of a serious situation or incident and are taking appropriate action to address the matter.
In addition to the above, we have a responsibility to the District, as well as the Ministry of Education, to track and generically report data collected on student misbehavior patterns. This information is used to determine trends, re-tool responses and determine changes to existing policies and practices. If you have any questions about this Code of Conduct, and/or any related applications, please contact the school Administration.
School District Expectations Regarding Student Behaviour
Every student shall be subject to the School Code of Conduct while on school premises, in going to and returning from school, and at all games and functions under the school's jurisdiction, whenever and wherever held.
A "suspension" is, by definition, a removal of a student's right to attend regular class instruction sessions. Suspensions may be either of the following:
· Definite – up to ten school days; or
· Indefinite- in excess of ten school days.
Administrators of schools, and teachers authorized by the Board and the Principal, may suspend a student when the Administrator or other authorized teacher concludes that:
1. A student is willfully disobedient to a teacher or any other employee of the board carrying out responsibilities approved by the Board;
2. The behaviour of the student has a harmful effect on the character or persons of other students or staff members;
3. A student fails to apply himself in his studies or fails to comply with the rules of the school and does not, after due warning, make a reasonable effort to reform.
School Search & Seizure Policy
Student and vehicle searches may be made based 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 suspicion and 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 at 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 & School Property
Lockers 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.
School computers and other electronic devices are only to be used for school/education related activities. They are not permitted for social networking, gaming, illegal, obscene or inappropriate purposes. Inappropriate use includes, but is not limited to, attempts to vandalize, gain unauthorized access to data or another person's account or resources, and sharing of data without personal or parental consent as appropriate. Recording of visual images is not permissible at school unless permission has been received by the classroom teacher with respect to a classroom project. Students are to be aware that they may be subject to discipline (or, if applicable, confiscation of personal property) for misuse of any technology, if it negatively impacts the school environment or disrupts student learning.
Parents/Guardians as Valued Partners
Parents are valued partners and an integral piece of supporting a child through their learning journey. Parent can help build their child in building social responsibility by:
- Teaching and re-teaching problem-solving skills;
- Modeling socially appropriate ways of getting along;
- Helping to find safe ways to express anger or frustration;
- Listening and responding to your child's needs and concerns in ways that develop social and emotional intelligence;
- Helping your child understand the value of individual differences;
- Monitoring and discussing television viewing;
- Monitoring computer and game use at home to help ensure a healthy balance of social activities;
- Supporting the home-school connection by contacting the teacher or Administration if you have concerns about the behaviour or safety of your child at school;
- Learning about and, where appropriate, participating in the problem resolution process at the school;
- Using the language of the school's Code of Conduct at home with your child.