Code of Conduct
Waverley Drive P.S.
Updated: September 1, 2024
Goal
It is the policy of the Upper Grand District School Board to maintain a safe and inclusive learning and teaching environment through the adoption of a Code of Conduct which promotes responsibility, respect, civility, and academic excellence, and sets clear standards of behaviour for all members of the school community. The goal is to create a positive school climate where all members of the school community feel safe, included and accepted.
Introduction
Our school Code of Conduct is based upon the provincial Code of Conduct and the Upper Grand District School Board Code of Conduct (Policy 213), which apply to all members of the school community; students, administrators, staff, parents and guardians, community users, visitors, volunteers, etc. while on all school and board property, school buses, at school-authorized events, and off site at school-sponsored activities.
Student rights include:
to be treated with dignity and respect
to be provided with activities that are success oriented and build on individual strengths
to receive a quality education
Parent rights include:
to be treated with dignity and respect
to be heard and to have concerns addressed
to communicate with the school
Staff rights include:
to be treated with dignity and respect
to have a safe working environment
to expect parents and students to be involved in creating a positive school environment
Standards Of Behaviour
A) Respect, Civility and Responsible Citizenship
All members of the school community will:
respect and comply with all applicable federal, provincial and municipal laws
respect and comply with all Ministry of Education, school board, and school policies
demonstrate honesty and integrity
respect differences in people, their ideas and their opinions
treat one another with dignity and respect at all times, both in person and online, especially where there is disagreement or difference
respect and treat others fairly, regardless of age, sex, gender identity, gender expression, sexual orientation, race, colour, place of origin, culture, citizenship, ancestry, origin, religion, creed, family status, marital status, socio-economic status, employment, housing, disability
respect the rights of others
show proper care and regard for school property and the property of others
take appropriate measures to help those in need
seek school staff assistance, if necessary, to resolve conflict peacefully
respect all members of the school community, especially persons who are in a position of authority
respect the needs of others to work in an environment that is conducive to learning and teaching
not use abusive language or swear at another person
not use personal mobile devices during instructional time except under the following circumstances:
for educational purposes, as directed by an educator
for health and medical purpose
to support special education needs
Students in Grades 7-12
Personal mobile devices must be stored out of view and powered off or set to silent mode during instructional time, except when their use is explicitly permitted by the educator.
Students in Grades 6 and below
Personal mobile devices must be stored out of view and powered off or set to silent mode throughout the full instructional day, except when their use is explicitly permitted by the educator.
B) Safety
All members of the school community will not:
engage in bullying behaviours, including cyber bullying
Definition of bullying:
As defined in section 1 of the Education Act, bullying means aggressive and typically repeated behaviour by a pupil where,
the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,
causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or
creating a negative environment at a school for another individual, and
The behaviour occurs in a context where there is a real or perceived power imbalance between pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education
Cyber-bullying as defined in section 1 of the Education Act, is bullying by electronic means including,
a) creating a webpage or a blog in which the creator assumes the identity of another person
b) impersonating another person as the author of content or messages posted on the internet; and
c) communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals
commit sexual assault
traffic in weapons or illegal drugs
give alcohol or cannabis to a minor
commit robbery
be in possession of any weapon, including firearms
use any object to threaten or intimidate another person
cause injury to any person with an object
be in possession of, or be under the influence of, alcohol, illegal drugs, or cannabis (unless the individual has been authorized to use cannabis for medical purposes)
provide others with alcohol, illegal drugs, or cannabis (unless the recipient is an individual who has been authorized to use cannabis for medical purposes)
inflict, or encourage others to inflict, bodily harm on another person
engage in hate propaganda and other forms of behaviour motivated by bias, prejudice or hate
commit an act of vandalism that causes extensive damage to school property or to property located on the premises of a school
Student Roles And Responsibilities
Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour and adherence to the board and school codes of conduct.
All students will:
come to school prepared, on time and ready to learn
show respect for themselves, and for others, and for those in positions of authority
refrain from bringing anything to school that may compromise the safety of others
follow the established rules and accept responsibility for their own actions
Staff Roles And Responsibilities
The Principal
Under the direction of the school board, principals take a leadership role in the daily operation of a school. They provide this leadership by:
demonstrating care for the school community and a commitment to student achievement and well-being in a safe, inclusive, and accepting learning environment
holding everyone under their authority accountable for their own behaviour and actions
empowering students to be positive leaders in their school and community
communicating regularly and meaningfully with all members of the school’s community
ensuring that a school Code of Conduct, based on the provincial Code of Conduct and board’s Code of Conduct, is developed and communicated annually to the school community
Communications shall highlight the restrictions and requirements for personal mobile device use and the consequences of non-compliance.
modeling the standards of respect, civility and responsible citizenship
reviewing the school Code of Conduct at least once every three years, and seek input from school councils, staff, students, parents and guardians, and the school community on the review
Educators and School Staff
Under the leadership of their principals, teachers and other school staff maintain a positive learning environment and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and other school staff uphold these high standards when they:
help students work to fulfill their potential, and develop their sense of self-worth
empower students to be positive leaders in their classroom, school and community
communicate regularly and meaningfully with parents and guardians
maintain consistent and fair standards of behaviour for all students
demonstrate respect for one another, all students, parents, volunteers, and other members of the school community
prepare students for the full responsibilities of citizenship
Parental Roles And Responsibilities
Parents play an important role in the education of their children and can support the efforts of school staff in maintaining a safe, inclusive, accepting, and respectful learning environment for all students. Parents fulfill their role when they:
demonstrate respect for all members of the school community
support the efforts of school staff in maintaining a safe and respectful learning environment
are engaged in their child’s schoolwork and progress
communicate regularly with their child’s school
help their child be appropriately dressed and prepared for school
ensure that their child attends school regularly and on time
promptly report to the school their child’s absence or late arrival
become familiar with the provincial Code of Conduct, the board’s Code of Conduct, and the school’s Code of Conduct
encourage and assist their child in following the board and school codes of conduct
assist school staff in dealing with disciplinary issues involving their child
Specific Expectations/rules For Waverley Drive P.s.
no play wrestling or body contact games
play only in designated areas in clear view of yard supervisors (e.g., avoid dumpsters, parking lot, snow piles, stay away from the portables)
electronic devices are only to be used at school with permission from staff
obey winter rules (no throwing snowballs)
Note: The use of roller blades, heelie shoes, skateboards, and scooters by students on school property is not allowed.
Appropriate Dress
Appropriate dress shall be free of images, logos or language that portray ethnic prejudice, racism, sexism, vulgarity, gang-related markings, obscenities, profanity, hate speech or pornography, or reference alcohol, drugs or related paraphernalia, or other illegal conduct or activities.
Dress code implies a range of approved apparel and/or general dress protocols that are deemed appropriate for students regardless of their race, age, ability, sex, gender identity, gender expression, sexual orientation, ethnicity, religion, cultural observance, socio-economic circumstances, or body type/size.
Please refer to the UGDSB Student Dress Code guidelines.
Police Services Roles And Responsibilities
The police play an essential role in making our schools and communities safer. The police investigate incidents in accordance with the guidelines established in the Police/School Board Protocol.
Community Partners Roles And Responsibilities
Community-based service providers are resources that boards can use to deliver prevention or intervention programs. Protocols and collaborative agreements are effective ways of establishing linkages between boards and community-based service providers and of formalizing the relationship between them. These partnerships must respect all applicable collective agreements.
Implementation Of The School’s Code Of Conduct
Safe Schools Policy 503 (Student Discipline, Bullying Prevention and Intervention, Suspension and Expulsion) provides direction to the school Code of Conduct in order to support and maintain a positive school climate for all students, staff, and community. The school Code of Conduct supports the use of positive practices, including prevention and early intervention, as well as consequences for inappropriate behaviour. This includes Progressive Discipline, and suspension and expulsion where necessary. Before applying disciplinary measures, the discriminatory and disproportionate impacts of disciplinary decisions on students protected by the Human Rights Code shall be considered.
Progressive Discipline
Progressive Discipline is a whole school approach that makes use of a continuum of prevention programs, interventions, supports, and consequences to promote positive behaviours. In developing a Progressive Discipline approach, preventative practices, corrective and supportive strategies are used to reinforce positive behaviours. These approaches build skills for healthy relationships and promote positive behaviours.
Specific Progressive Discipline Strategies For School
Student Success and Character Development strategies and programs;
providing students with the opportunity to learn life skills such as conflict resolution, anger management and communication skills;
utilizing models based on the concepts of peer mediation and/or peer counselling;
documenting incidents requiring disciplinary measures, and applying the mitigating factors;
being sensitive to unique circumstances which may affect student behaviour;
ensuring that contact with the parent(s)/guardian(s) of students, under the age of eighteen, is made early in the disciplinary process;
maintaining contact with the parent(s)/guardian(s) and involving them in a plan to improve the behaviour until the behaviour is acceptable.
As incidents arise, it is recognized that each situation is unique. Incidents are managed in a consistent manner to ensure that fairness is integral to the process, and that this fairness is perceived by all participants. Within this process, consideration for consequences will be given for:
student age
frequency of incidents
nature and severity of incidents
student exceptionalities
extenuating circumstances
impact on the school climate
Consequences
The school will use a range of interventions, supports and consequences that include learning opportunities for reinforcing positive behaviour while helping students to make good choices.
In addressing inappropriate behaviour by students, schools will:
utilize appropriate and consistent action to address inappropriate behaviours within the practice of Progressive Discipline
ensure the degree of disciplinary action is in proportion to the severity of the behaviour exhibited, and that a student’s previous history and other relevant factors are taken into account
provide students with experience using conflict resolution, anger management and communication skills
document incidents requiring disciplinary measures
consider mitigating factors
make contact with parents and guardians of students under the age of eighteen, or students over the age of 18 or those 16 or 17 years old who have withdrawn from parental control (adult students), early in the disciplinary process and involve them in a plan to improve the student’s behaviour until the behaviour is acceptable; and/or
utilize consequences such as short-term suspension, and respond as required with long-term suspension or expulsion
The application of consequences, supports and interventions are determined by the incident and the individual students involved. Consequences, supports and interventions used include and are not limited to:
Examples of Consequences:
verbal reminder
warning
review of expectations / rules
written or verbal apology
incident sheet
yard: 5 minutes on the wall
yard: walk with the teacher
phone call home
student contract sheet
restitution
in-school community service
recess detentions
class time detentions
loss of in-school privileges
loss of field trip privileges
suspension from the bus
suspension
expulsion
Examples of Supports / Interventions:
discussion with P / VP
reflective paragraph / essay
problem solving
conflict mediation
social stories
discussion with parents (next steps, solutions)
conference with others involved
restorative justice with others involved
Child and Youth Counsellor support
positive reward system
Attendance Counsellor support
student / teacher / parent meeting
case conference with school staff and/or Board consultants
referral to outside agencies
Suspension / Expulsion Program
Suspension And Expulsion
To maintain a safe and effective learning environment, suspensions and expulsions may be imposed not only to deter inappropriate behaviour, but also to remove individuals who pose a threat to the safety and well-being of others. The provincial Code of Conduct specifies that for student actions that do not comply with the provincial Standards of Behaviour, suspension and expulsion may be considered. The board’s Safe Schools Policy (Policy 503) sets out the process for suspension and expulsion. This policy specifies the student actions that may result in the principal imposing a suspension, as well as the student actions that will result in the principal imposing a suspension and considering an expulsion pending an investigation of the incident.
Mitigating Factors
The principal will consider the following mitigating factors when considering the length of a suspension:
whether the student has the ability to control their behaviour
whether the student has the ability to understand the foreseeable consequences of their behaviour
whether the student’s continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school
The principal will also consider the following factors:
the student’s academic, discipline and personal history
whether other Progressive Discipline has been attempted with the student, and if so, the Progressive Discipline approach(es) that has/have been attempted and any success or failure
whether the infraction for which the student might be disciplined was related to any harassment of the student because of race, colour, ethnic origin, place of origin, religion, creed, disability, gender or gender identity, sexual orientation, socio-economic status, citizenship, marital status, age, culture or harassment for any other reason
the impact of the discipline on the student’s prospects for further education
the student’s age
Infractions That May Lead To Suspension
Police may be involved, and a suspension may be imposed for one of the following infractions which has occurred on school property, during a school related activity or event, and/or in circumstances where the infraction has an impact on the school climate:
uttering a threat, either verbal or written, to inflict serious bodily harm on another person
possessing alcohol or illegal drugs or, unless the student is a medical cannabis user, cannabis
being under the influence of alcohol or, unless the student is a medical cannabis user, cannabis
swearing at a teacher or at another person in a position of authority
committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school
bullying, including cyber bullying
any activity that contravenes the board’s or school’s Code of Conduct
committing physical assault on another person that does not require treatment by a medical practitioner
habitual neglect of duty
not having an up-to-date medical/immunization record
Infractions For Which A Principal Shall Impose A Suspension, And May Consider Recommending To The Board That A Student Be Expelled
Police may be involved, and a student will be immediately suspended, an investigation will occur and may lead to a recommendation of expulsion to the board’s Student Discipline Committee for one of the following infractions which has occurred on school property, during a school related activity or event, and/or in circumstances where the infraction has an impact on the school climate:
possessing a weapon, including a firearm
using a weapon to cause or to threaten bodily harm to another person
committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner
committing sexual assault
trafficking in weapons or illegal drugs
committing robbery
giving alcohol or cannabis to a minor
persistent bullying, if the pupil has previously been suspended for bullying, and the pupil’s continuing presence in the school creates an unacceptable risk to the safety of another person
an activity that is motivated by bias, prejudice or hate based on race, colour, national or ethnic origin, language, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or another similar factor
Please review Policy 503 for additional information.