I.   INTRODUCTION

Pinetree Secondary School’s Code of Conduct outlines school expectations and acceptable student behaviour as directed by the School Act 85(2)(c).  Pinetree Secondary 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 Code of Conduct is communicated to students, parents, staff, as well as to visitors and other district staff.  The Code of Conduct is taught, reinforced and monitored.  Each year the Code of Conduct is reviewed to reflect the school’s community needs, and to align with the district and provincial school safety initiatives.

II.  CODE OF CONDUCT:  KEY ELEMENTS

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

1.   Process
The School Planning Council (SPC) reviews the ‘Code of Conduct’ document.  All partnerships consult with their members and present suggestions and changes.  The SPC collectively finalizes the Code of Conduct document.

2.   Communication
The SPC reps communicate process and consultative collection of information.  The document is published in the agenda book, on my43, and in newsletters.  The Code of Conduct is discussed with students in September at grade-wide assemblies.  Ongoing communication with parents happens in PAC and at parent group meetings and throughout the year.

3.   Implementation
Implemented by numerous structures:

PACK class (9-12)         Student Council meetings      newsletters

staff meetings             PAC meetings                       SPC meetings

Pro-D settings             my43 website                       school and grade-wide assemblies

                                                                                           (social responsibility)

4.   Monitoring and Review
The Code of Conduct is reviewed once a year in April or May.  Ongoing review of the Copde of Conduct is carried out in staff, student and parent settings.

5.   Alignment
The Code of Conduct aligns with the Safe, Caring and Orderly Schools document.  It is also aligned with Pinetree Secondary’s social responsibility goal:  To improve communication and connections between students, staff and community.

6.  Standards
a)  Statement of Purpose

• establish and maintain a safe, caring and orderly environment within which to teach and learn;
• clarify and outline school expectations and acceptable student conduct;
• ensure a positive environment that values, diversity, fairness, and equity;
• encourage thoughtful and reflective citizenship.

b)  Conduct Expectations
Acceptable conduct is demonstrated by:

• respecting oneself, others and the school facility;
• engaging in responsible behaviour in all learning and school activities (attending classes regularly, being prepared for class, completing all assignments, and using good manners and common sense);
• helping to ensure the school environment is a safe and caring place for all to learn;
• informing an adult of an unsafe individual or behaviour or situation;
• modeling respectful and responsible behaviour at school, in the community and while acting as school ambassadors;
• practice ‘Ethics of Information Use’ (see ‘Intellectual Dishonesty’) by always citing research sources (text, sound, graphics, video, etc.);
• dressing appropriately for the school learning environment that is respectful to oneself and others;

Unacceptable conduct, demonstrated by behaviours that:

• interfere with the learning and teaching environment of any school members;
• create an unsafe or dangerous learning environment;
• demonstrate a lack of caring for oneself, others and the school community;
• demonstrate bullying, harassment, intimidation or exclusion (physical or verbal bullying such as putdowns, name calling, gestures or actions; discriminatory behaviours such as verbal, written or gestured comments regarding a person’s race, colour, ancestry, place of origin, political beliefs, religion, physical or mental disability, gender, sexual orientation, physical appearance or health.   All people have the right not to be touched, teased or humiliated);

• acts of unkind words or hurtful behaviours towards others; bullying, harassment or intimidation; physical violence or assault; retribution towards someone who ‘reported’ unsafe or violent incidents;
• illegal acts, such as possession or use of a weapon; possession, use, or trafficking of illegal chemicals, drugs or restricted substances; theft of school or other’s property; vandalism to school or other’s property;
• illegle acts, such as gambling for money, goods, services or any other items (Note: playing card games or other activities is acceptable without gambling for money, goods or service, etc.);

**Behaviours cited above are only some examples and not an all-inclusive list.

Rising expectations

• As students progress through grades 9-12, behavioural expectations will rise so that:
• student levels of maturity, personal responsibility and self-discipline will improve;
• consequences for unacceptable conduct in senior grades will likely result in more serious consequences;
• older students will model positive behaviours for their peers and younger students;
• Ministry Order 7 (b)

c)    Consequences

Consequences will be applied to unacceptable student conduct.  The consequence will be implemented based on the severity and the frequency of the behaviour.  Progressive discipline methods will be implemented to alter the inappropriate and/or unsafe behaviour.  Consequences and the support will be preventative and restorative. 

• Ministry Order 6 (e)

  Some of these methods could include one or more of the following:

• students participating in meaningful consequences for the unacceptable behaviour;
• school or community counselling;
• conflict resolution strategies;
• small group mediations;
• informal suspension or “timeouts” – at school or home;
• community service;
• partial day school programs;
• behaviour plans;
• formal suspension:  District Code of Conduct:  Suspension Process –Level I, II or III (for serious or dangerous behaviours) 

d)    Notification

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

• parents or guardians of the student offender(s) will be contacted ;
• parents or guardians of the student victim(s) will be contacted;
• Coquitlam School Board officials will be contacted as required by school district policy, e.g.  Level I, II and III suspensions;
• police and other agencies as required by law;
• staff and school community as deemed appropriate by the school and/or district administration

The Pinetree Secondary School of Conduct has used the structural set up, designated passages and terminology from the BC Ministry of Education Standards Department Safe, Caring and Orderly Schools Document:  The Guide

Publisher:  National Library of Canada Cataloguing in Publication Data Victoria, British Columbia ISBN 0-7726-5120-5

The Safe and Caring School Document can be found on the internet at www.bced.gov.bc.ca