School Mission:  Hazel Trembath Elementary School is a caring community, learning and working together to take care of ourselves, others and the environment.

  

Hazel Trembath Elementary School Code of Conduct

 

I.              Introduction:

Hazel Trembath Elementary is committed to promoting and maintaining a safe, caring and orderly school environment, as outlined in the Safe Caring and Orderly Schools Guide.  Through the collaboration of staff, students and parents, Hazel Trembath sustains a positive school culture where student learning is our primary focus. Teachers and parents work together to model and outline clear expectations of what appropriate respectful behavior should look like, sound like and feel like.  School initiatives with respect to social responsibility and healthy living will enhance consistency across grades and throughout the community. Our code of conduct represents a belief that we all work together to take care of ourselves, others and the environment.

The Code of Conduct at Hazel Trembath Elementary has evolved over the past several years.  We are proud to continue our development of a positive our learning community and uphold the rights and responsibilities of all.  We now have a proactive behaviour plan in place which encourages positive behaviour.  Students who display negative behaviours face consequences that are timely, logical and relative to the needs of the individual and the community as a whole.  Over time, strategies and structures will change as we learn new things and incorporate new ideas on how we can improve our socially responsible behaviours.  Instructional models and systemic approaches to our Social Responsibility goals will continue to make Hazel Trembath a safe, caring and orderly place to learn.

II.         Code of Conduct:  Key Elements

1)  Process:
Over the past several years, members of the School Planning Council, the Parents Advisory Council and Staff have met to discuss yearly goals in academic areas as well as areas of social responsibility.  Our focus over the years has been on solving problems in peaceful ways.  Different structures and strategies have developed into an overall understanding about what it means in our school community to take care of ourselves, each other and the environment.  It is our responsibility to ensure a safe and happy learning environment for all students at Hazel Trembath.  To help achieve this, it is expected that students keep their hand and feet to themselves and that they include others while playing outside at recess and lunchtime.  When students are having problems, they are expected to solve problems in peaceful ways.  One strategy we will continue to be teaching students to solve problems peacefully is the use of The Three Steps.  This problem solving process is outlined as follows:    

The Three Steps: Explicit Feedback

The Three Steps will help students to solve problems in peaceful ways.  It is based on a clear and straightforward process whereby students take the

First Step by giving feedback to other students who are treating them in a way that they want stopped.  If the unwanted     behaviour continue, students go to the

Second Step and inform the other student that if they don’t stop, it will be their responsibility to report them.  The

Third Step is when a student reports the problem to an adult. 

All students and staff members are being trained in the use of the Three Steps and we will continue our work with students to help them solve problems peacefully. 

Students are provided leadership opportunities in older grades to demonstrate and model expected behavior and to take some ownership over the safety and belonging of all students in our school.  Our code of conduct remains an open and fluid document meeting the needs of a diverse population of students, teachers and other adults in our learning community.

2) Communication:

The Hazel Trembath Community receives updates on behavior expectations and school wide initiatives supporting the Code of Conduct through:

Parents:  Student agendas, e-mails, newsletters home, school web based learning portal, informal conversations with classroom teachers and administrator, assemblies and special presentations supported by the PAC.

Students:  Student agendas, school-wide assemblies, age group community hours, in-class instruction, common behavioral expectations posted around the school, special theatrical presentations.  Students who start attending the school during the school year will be provided the code of conduct when they enroll.

Staff:  Staff handbook, staff meetings, ‘Weekly Updates’, professional development opportunities, and after school fireside chats.

Temporary Staff: referred to staff “On Call Books” set up by every staff member to identify needs and expectations throughout the school.

Assistant Superintendent: will be provided the code of conduct during the school year when they are so assigned.

3)  Implementation:
The school Code of Conduct was reviewed on an ongoing basis with opening week activities and assemblies throughout the year, where students are explicitly taught what taking care of ourselves, others and the environment should look like and feel like.  Classroom teachers follow up the introduction of the common expectations with lessons that highlight what it might look like in a variety of settings.  In addition, parent/student homework assignments are occasionally created to encourage families to review the expectations and generate discussions around what is acceptable and non acceptable behavior.

Responses to unacceptable behaviour are based on developmentally appropriate principles and are appropriate to the context of the school.  The school reinforces positive behaviors and asks students to make good decisions.  Staff and Parents are expected to model positive behaviors and good decision-making practices.

Most importantly, staff regularly communicate with our students and their families around our School Code of Conduct expectations in our classrooms and when representing our school on fieldtrips.  We aim to be proactive at all times and appropriate behaviour expectations are regularly reinforced at assemblies and posted on the hallway walls for all students to see.

More specifically, behaviour expectations and conflict solving strategies are promoted and reinforced by teachers, the counsellor, other staff members, and the principal in classrooms, on the playground and throughout the school.  Our behaviour support program – “The Three Steps: Giving Explicit Feedback” is on our hallway walls and posted in every classroom.  Expectations regarding acceptable conduct are also communicated to temporary staff and visitors.

At Hazel Trembath, we also believe strongly about the need to establish a Bully Prevention Program.  Intermediate students learn about the different types of bullying, what to do in a bullying situation and the differences between reporting and tattling.  Students who choose to bully others face serious consequences for their actions.

4)  Monitoring and Review:
The Code of Conduct is reviewed regularly by the SPC, the PAC and the Staff in order to monitor its efficacy.

The school has gone through recent transitions where the language of the code of conduct was referred to frequently.  This process allowed teachers, parents and students to comment on how our code of conduct impacts the culture of the school. 

We continue to monitor student behaviour using a variety of methods such as performance standards and teacher feedback.  Parent satisfaction surveys, regular conversations through PAC meetings and informal conversations with teachers and administration, yield further sources of information.

5)  Alignment:
The South Side Family of Schools has been an exemplar for other zones and districts in relation to alignment, collaboration and cooperation between schools and levels.  Teams of teachers, Administrators, staffs, students and parents meet to share mission statements, core values and to plan events that align our south side family.  There is significant consistency in the work of each of the schools.

Codes of conduct drafts were shared among elementary schools in our community to ensure compatibility.  The middle school(s) in our community also shared their work with our school and there is alignment within expectations. 

Schools make available their documents through our school community learning portals, while conversations at meetings pull out the consistencies and big ideas. We continue to work on making our “Codes” living and systemic, for our South Side Family of Schools.Our Social Responsibility Goal is in alignment with the District’s goal(s) in this area.

6)  Standards:  Hazel Trembath 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, color, religion, ancestry, place of origin, 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.

a)    Statement of Purpose:
The Hazel Trembath Elementary School community includes students, parents, teachers, staff and volunteers.  As a community, everyone is responsible to work together in a safe and respectful manner, taking care of themselves, others and the environment.

This Code of Conduct sets out the expectations for behaviour at school and during school activities that take place at any location.  It also includes those activities at home that may have a direct impact on school life. 

Our goal is to increase the number of students who contribute to classroom and school community meaningfully, and who can solve problems in a peaceful and democratic way.

 b)   Conduct Expectations: These expectations apply to behavior at school, during school-organized or sponsored activities, and behavior beyond these times (including on-line behavior) that negatively impacts the safe, caring, or orderly environment of the school and/or student learning.

Acceptable conduct

Hazel Trembath Elementary School students are expected to:

·           treat everyone with respect

·           help make our school a safe and caring place

·           listen to and follow directions given by a member of our staff or other adults supporting our school community

·           take responsibility for personal belongings

·           respect school and personal property

·           keep the classrooms and school grounds neat and litter-free

·           work diligently and cooperatively to ensure quality learning for every child

·           demonstrate kindness that goes beyond classroom expectations

·           model “exceeding expectations” behavior  when valuing diversity and defending human rights, especially in the intermediate grades

Unacceptable conduct

Hazel Trembath Elementary School students are expected to not do any of the following:

·           physical fighting, play fighting or other aggressive behaviour

·           interfere with the learning of others

·           name-calling or using ‘put downs’

·           cause damage to school materials or equipment

·           create unsafe learning environment

·           bullying, harassment or intimidation of any kind

·           students shall not discriminate against others on the basis of the race, religion, sex or sexual orientation, or disability, or for any other reason set out in the Human Rights Code of British Columbia, nor shall a student publish or display anything that would indicate an intention to discriminate against another, or expose them to contempt or ridicule, on the basis of any such grounds.

 Rising expectations

As Hazel Trembath students become older and move through the intermediate grades, they will be expected to demonstrate behaviours that are developmentally appropriate.  For example students should:

·           help others when it is needed

·           complete all assignments

·           work hard and strive for excellence

·           serve as models of appropriate behaviour for younger students

c)    Consequences

Unacceptable conduct is dealt with in a fair manner with attention given to the individual needs of the student(s) involved.

Minor infractions (verbal fighting, improper use of equipment, etc) are dealt with using warnings and/or time-outs.  Further interventions might include problem solving conferences with the principal or another member of staff.

Students may be subject to discipline under the school and/or District Code of Conduct for any conduct which has the effect of negatively impacting the school environment, whether that conduct occurs on or off School District property, at a school sponsored function or activity, or otherwise.

a.    Major infractions (physical fighting, disrespect/defiance of adults) are dealt with using problem solving conferences with the principal or another member of staff.  Parents will be notified, as necessary.  Repeated major offences may be dealt with by using a structured behaviour plan and/or in extreme case of violence or intimidation, in/out of school suspensions (informal and/or formal).

b.    Students are expected to reflect on their actions and offer solutions to the problem.  They are offered opportunities to explain what strategies they will use when confronted with problems in the future.  Often this is done through a process of written reflection or in the case of younger students they draw pictures to help explain their actions.  Debriefing with adults in the building and at home are always part of the process.  Communication is an essential part of any consequence.

c.    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.  Each individual is treated with fairness and consequences are logical according to their needs.

d.    All reasonable steps will be taken to prevent retaliation by a person against a student who has made a complaint of a breach of a code of conduct.

e. When students act out inappropriately and treat one another in unacceptable and hurtful ways, the Principal will be involved.  He will work with students who make unwise choices through a process called Behavior Support.  This process involves the principal of helping students to reflect on their own unacceptable behaviour and having them think of more appropriate ways of treating one another.  Behaviour Support is a positive and dignified way to help students learn from their mistakes and to take responsibility for their actions.  Part of this process is for the Principal to inform parents, at his discretion based on the seriousness of the incident, in the event that their child has been involved in a conflict and to let them know how the situation was handled at school.  We will continue to teach all students this strategy of solving problems in peaceful ways and look forward to continued improvement in socially responsible behavior at school. 

d)   Notification.

Notification and plan of action for breaches to our code of conduct are done in consultation with staff, students and parents.  All notification is considered in the best interest of the child and the other children in the school. 

a.    For major infractions, parents will be contacted.  This parent contact will extend to both the student offender and the victim (as necessary). 

b.    In the event that a student is formally suspended, this will be communicated to district staff as required and outlined in school district policy. 

c.    In extreme circumstances, Police and other agencies will be contacted as required by law. 

d.    There may be times when the entire school community is informed of an incident and/or the outcome of an incident.

e.    Students are acknowledged publicly, through newsletters, assemblies, and conversations with parents, for positive behavior and contributions to a safe, caring and orderly school.