The Minnekhada Code of Conduct is an evolutionary document that meets the necessities of the Minnekhada teaching and learning community.  It is developed, adapted and maintained by all major groups that actively participate in the Minnekhada school community.  This is to ensure everyone involved in this school environment knows the day to day expectations.  The Code of Conduct is taught, reinforced and monitored throughout the year by the staff of the school.  A positive school environment that is shared throughout the Minnekhada school community is important for student educational success.  Our Code of Conduct is the key to our successful learning environment.

 II.        CODE OF CONDUCT:  KEY ELEMENTS

1.      Process
The Minnekhada school community groups have had in the past and will in the future the opportunity to analyze and contribute to the school Code of Conduct.  The staff, Parent Advisory Council and student representatives have read and contributed to the code’s development.  Staff meetings and Team Leader meetings have had scheduled time to make staff aware of the Code of Conduct process.  Parent representatives have received vocal, email and hard copy reminders in the beginning of the school year to ensure that our parent body is fully aware of the Code of Conduct and they have opportunities to share ideas and/or concerns in its development.  The Minnekhada learning environment has strengthened its cohesiveness because our school community groups are aware of and have the opportunity to contribute to our Code of Conduct.

2.      Communication
Minnekhada has taken the following steps to strengthen communication ties regarding Code of Conduct:

·         Minnekhada Code of Conduct expectations will be submitted in the student agenda each school year

·         Parents will read, discuss and sign the Code of Conduct expectations with their child so each family is prepared to be active in a positive way throughout the Minnekhada community

·         Code of Conduct expectations will be reviewed by all Minnekhada staff at the beginning of the year in the classrooms and in assemblies

·         Copies of the Code of Conduct will be given to new students and staff members that arrive after the normal September intake

·         Copies of the Code of Conduct will be accessible to temporary and part time staff

·         Minnekhada Code of Conduct display will be placed in the school that is easy access for visitors to see

·         The Code of Conduct will be on the Minnekhada website

·         Review and reminders of expectations will be given to individuals, groups, classes, teams, the school population when needed throughout the school year

·         Specific behavior expectations will be reminded to Minnekhada population prior to field trips and extra-curricular activities

·         Teams meet several times throughout the year with administration and the student representatives to share concerns and thoughts for the Code of Conduct

3.      Implementation

·         Each team within the school will have the opportunity to observe peers demonstrate appropriate behavior in assemblies

·         Effective Behavior Support program information and resources have been distributed to the Minnekhada community that establishes community contribution and confirmation of behavior expectations

·         Staff use Advisory time and student relationship building activities to reflect on the need for a strong commitment in building a  positive school environment which would ensure student academic and social success are not hindered by inappropriate behavior

·         The Minnekhada school community has developed a common language to ensure everyone fully understands communication between all school groups

·         The Minnekhada school community leaders continually role model the Code of Conduct expectations during classroom time, during breaks in the day to day schedule, during field trips and during extra-curricular activities

4.      Monitoring and Review

·         Through EBS systems, Minnekhada keeps data on behavior incidents throughout the year on behavior referral forms

·         Data from the referral forms is tabulated on a spread sheet to ensure easy understanding of developing behavior patterns – both positive and school concerns of the school community

·         Monthly reports are developed for review

·         Information is shared with staff regularly to allow for planning and/or adapting the school environment to address community concerns  

·         Positive patterns are recognized and used as a base for any needed adaptations for concerned patterns

·         Relevant information is shared with the student population to show the positives and concerns of the school community – it allows the students to share/ advise as well

5.      Alignment

·         Minnekhada has done research on Code of Conduct, behavior expectations and school culture and climate information to develop the present Code of Conduct document

·         Other schools have similar systems in place with similar outcomes based on expectations though Minnekhada community language is unique as it ensures all Minnekhada groups communicate together in a common way

·         Minnekhada has developed a code of conduct that is in connection the District Code of Conduct, School Act and the BC Human Rights Code

6.      Standards

Minnekhada Middle 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, colour, ancestry, place of origin, religion, 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

The purpose of this Code of Conduct is to:

 ·         Establish and maintain a safe, caring and orderly environment for a positive learning and teaching climate

·         Outline and clarify school expectations and acceptable student conduct at school; on the way to and from school, and while attending any school function or activity at any location   

·         Ensure a positive human rights environment that cherishes openness, diversity, fairness, and equity

·         Encourage thoughtful and reflective citizenship

Conduct Expectations

Acceptable conduct is demonstrated by: 

·         Respecting oneself, others and the environment

o   Cleaning up after yourself and others on the school property

o   Dressing appropriately for a learning environment

o   Treating others kindly

o   Believing in yourself with an “I  make a difference” attitude

·         Engaging in responsible behavior in all learning and school activities

o   Attend class regularly

o   Be prepared for class

o   Complete all assignments

o   Use good manners

o   Use common sense

·         Helping to ensure the school environment is a safe and caring place for all to learn

o   Pay attention in class

o   Work cooperatively with others

o   Accept  others’ abilities and ideas

·         Tell an adult about an unsafe individual or behavior in a timely manner and in advance, if possible, for example, incidents of:

·         Acting in a manner that brings credit to the school

 Unacceptable conduct is demonstrated by behaviors that: 

·         Disrupt the learning and teaching environment

·         Create an unsafe or dangerous learning environment

·         Demonstrate bullying, harassment, intimidation or exclusion, such as:

o   Physical or verbal bullying such as putdowns, name calling, gestures or actions

o   Cyber bullying, such as harassing, insulting or intimidating others through the use of technology such as computers, the internet, email, text messaging, cellular telephone, chat rooms or the like – students may be subject to discipline for on or off campus misuse of technology if it negatively impacts on the school environment

o   Discriminatory behaviors such as verbal, written or gestured comments regarding a person’s race, color, ancestry, religion, physical or mental disability, gender, sexual orientation, physical appearance or health; and

o   Touching or teasing any person who does not want it (all people have the right not to be touched, teased or humiliated)

·         Are acts of retribution towards (get back at) someone who has reported an unsafe or violent incident

·         Are illegal, such as:

o   Possession, use or distribution of illegal or restricted substances (tobacco, drugs, alcohol, fireworks of any kind, lighters, etc.)

Possession or use of any weapons

o   Theft of or damage to property

Rising Expectations

Minnekhada Middle students use “the Five R’s” – this means our students, staff, parents and visitors:

1.       Deserve respect in the school community.

2.       Will follow our rules and routines to keep our classes and school orderly.

3.       Will accept responsibility for their actions.

4.       Have the right to a safe and productive education experience at Minnekhada.

Students are expected to learn, mature and progress from grade 6 to 8 and should:

·         model positive behaviours for their peers and younger students

·         support and reinforce appropriate behaviours with themselves and others

·         assist in peaceful resolutions to problems and seek adult help regarding unacceptable conduct

·         demonstrate better personal restraint and implement conflict resolution strategies

Consequences

·        Consequences will be applied when students misbehave as described above.  Progressive discipline will be used if behaviors re-occur or intensify, and consequences will be designed both to prevent future behavior and to make amends for past behavior.  Possible meaningful consequences include:  

o   School or community counseling

o   Conflict resolution strategies

o   Small group mediations

o   Informal suspension or “time-outs” at school or at home

o   Community service

o   Partial day school programs

o   Behavior plans

o   Formal suspension:  District Code of Conduct suspension process – Level I, II or III (for serious or dangerous behaviors)

o   Altered day schedules

o   Connections with other schools to enhance restorative justice

• As student progress from Grade 6 to Grade 8, consequences may be more stringent as older students should have a better understanding of expectation for the Minnekhada school community
• Progressive discipline is used to give repeat offenders as many opportunities to change their behaviors and re-establish themselves with the Minnekhada community (restorative justice)
• It is understood that special needs students may not be able follow the Code of Conduct as other students are able – Adaptations and modifications to the special needs students schedule, resources and approaches to ensure the school environment remains safe and positive
• Retaliation to  an individual due to a breach of the Code of Conduct is not acceptable – the board representatives will be the distributors of consequences

Notification:

Depending on the nature of the unacceptable behavior, school staff will contact the following people:

·           parents of students accused of bullying, harassment or illegal activity

·           parents of students who repeatedly disrupt the learning of others, or who show disrespect to others and/or the environment

·           parents of student victims

·           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 it