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Code of Conduct

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1. 0

  1. TABLE 1: EXAMPLES OF DISRUPTIVE BEHAVIOUR
  2. TABLE 2: EXAMPLES OF SEVERELY DISRUPTIVE BEHAVIOUR

PREAMBLE

As part of its responsibilities under section 64 (2)(r) of the Education Act, the Halifax Regional School Board is committed to establishing a regional policy that supports the provincial Code of Conduct and assisting schools in the development a School Code of Conduct.

REGIONAL CODE OF CONDUCT POLICY

  1. PREAMBLE
  2. DEFINITIONS
  3. RELATED POLICIES AND DOCUMENTS
  4. GENERAL PRINCIPLES
  5. ROLES AND RESPONSIBILITIES
  6. SUPPORT AND PROMOTION OF APPROPRIATE BEHAVIOURS
  7. RESPONDING TO INAPPROPRIATE BEHAVIOUR
  8. APPENDICES

The Halifax

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Regional School Board believes:

It is the right of all students and staff to learn, teach, work and interact in a safe, secure and healthy environment, free from any form of violence, intimidation, threat, abuse or mistreatment.
Student learning is maximized in positive, inviting, safe and caring school environments where all members of the school community demonstrate standards of behaviour consistent with the principles of respect, responsibility and rights.

A proactive approach to discipline is the most effective method of achieving a school climate that is conducive to both teaching and learning.
Behaviour is learned; therefore, behaviour can be influenced and acceptable behaviours can be taught and learned.

Selection of appropriate consequences will acknowledge that punishment, in and of itself, does generally not have long term benefits for students.
School codes of conduct help individuals develop self-discipline and the ability to co-operate with others. Discipline in the positive sense encourages students to understand the fundamental values that are essential to the well-being of both the individual and society, and to accept responsibility for the consequences of their actions.

Pro-active approaches to discipline and consequences will be appropriate for each individual student. Inappropriate behaviour will never be ignored; appropriate action will always be taken.

This policy supports these beliefs by describing a regional approach to promoting appropriate behaviour and outlining a range of consequences for inappropriate behaviour, including student suspension.

2. 0 DEFINITIONS

Parents – means parents(s) and/or guardian(s)
School Members – means students, parents/guardians, teachers, principals, staff employed by the school board, other staff engaged to provide services at the school, volunteers, visitors, and any persons who have contact with students and staff in the school setting.

Regional Code of Conduct

Approved April 26, 2006 Page 1 of 22

Code: B.013

School Administration

3. 0

Code: B.013

School Administration

  1. Halifax Regional School Board, Policy B.021 Safe, Secure and Healthy Schools
  2. Halifax Regional School Board, Policy A.006 Tobacco-Free Schools and Workplaces
  3. Halifax Regional School Board, Policy B.022 Acceptable Use of Computers and Internet/Intranet Technology
  4. Halifax Regional School Board, Policy B.019 High School Attendance
  5. Halifax Regional School Board, Parents Right and Responsibilities Brochure
  6. Nova Scotia Department of Education, School Code of Conduct, 2001
  7. Nova Scotia Department of Education (February, 2005), Provincial School Code of Conduct and School Code of

    Conduct Guidelines

GUIDING PRINCIPLES

  1. 4.1  The expectations for appropriate behaviour defined in the Nova Scotia School Code of Conduct apply to all school members.
  2. 4.2  To support safe, secure and healthy school climates, all members of our school communities must abide by three universal principles:
    1. 4.1.1  It is expected that school members will show respect for the rights, property and safety of themselves and others.
    2. 4.1.2  It is expected that school members will accept personal responsibility for their behaviour in order to maintain a safe and productive learning environment.
    3. 4.1.3  It is expected that school members will honour the rights of others through learning and demonstrating appropriate behaviour in the context of social responsibility.

ROLES AND RESPONSIBILITIES

  1. 5.1  School Boards

    School boards are required by The Education Act to develop and maintain schools as safe, quality learning environments.1 In meeting this requirement, the Halifax Regional School Board will:

    1. 5.1.1  ensure the involvement of members of the Board and school communities in the development and review of policy and procedures regarding the regional and School Code of Conduct;
    2. 5.1.2  ensure that principals and School Advisory Council members receive annual training on the roles and responsibilities of School Discipline Committees.
    3. 5.1.3  ensure that this policy is reviewed at least every five years.
  2. 5.2  Principals

    It is the duty of all principals to ensure that reasonable steps are taken to create and maintain a safe, orderly, positive and effective learning environment.2 In carrying out this duty, it is expected that principals will:

4.0

5.0

RELATED POLICIES AND DOCUMENTS

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1 Education Act, section 64(2)(f) 2 Education Act, Section 38(2)(e)

Regional Code of Conduct

Approved April 26, 2006 Page 2 of 22

Code: B.013

School Administration

  1. 5.2.1  determine the appropriate consequences for inappropriate behaviour by taking into account their knowledge of their own school environment, patterns of behaviour among students, the impact of inappropriate behaviours on the school environment and other information pertaining to the maintenance of a safe, orderly, positive and effective learning environment;
  2. 5.2.2  follow procedures as described in section 4 of the provincial Code of Conduct guidelines to develop and implement a School Code of Conduct consistent with the relevant board policies and the School Code of Conduct established by the Minister of Education.
  3. 5.2.3  ensure the School Code of Conduct reflects a proactive and sustained approach toward developing positive student behaviour;
  4. 5.2.4  make every reasonable effort to provide for the education of a student who has been suspended;
  5. 5.2.5  ensure that provincial and school board policies are followed within their schools;3
  6. 5.2.6  ensure that a formal meeting will be held to examine resources that can be made available to support the student’s success when a student’s behaviour or suspension pattern becomes chronic.
  1. 5.3  Teachers

    It is the duty of all teachers in public schools to take all reasonable steps necessary to create and maintain an orderly and safe learning environment.4 In carrying out this duty, it is expected that teachers will:

    1. 5.3.1  involve students in the development of classroom Codes of Conduct;
    2. 5.3.2  practice methods to resolve conflict in a peaceful and respectful manner;
    3. 5.3.3  employ strategies to recognize appropriate behaviours in their classrooms;
    4. 5.3.4  communicate to students the possible consequences of inappropriate behaviour;
    5. 5.3.5  report to the principal or other authorized persons, any student who persistently behaves in inappropriate ways, or any situation involving a potential threat to the safety of school members;
    6. 5.3.6  apply school and classroom Codes of Conduct consistently;
    7. 5.3.7  communicate with parents regularly;
    8. 5.3.8  engage in professional development opportunities, where available, to develop skills and strategies in classroom management and promoting appropriate behaviour.
  2. 5.4  Students

    All students are expected to contribute to an orderly and safe learning environment.5 To carry out this responsibility, it is expected that students will:

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3 Education Act, section 38(2)(f) 4 Education Act, section 26(1)(k) 5 Education Act, section 24(1)(c)

Regional Code of Conduct

Approved April 26, 2006 Page 3 of 22

Code: B.013

School Administration

  1. 5.4.1  take responsibility for their behaviour when they are on or near school premises, off school grounds

    and participating in a school-related activity, and while traveling on a school bus operated by the board;

  2. 5.4.2  participate in the development of school and classroom Codes of Conduct;
  3. 5.4.3  respect the right(s) and property of others in the school community;6
  4. 5.4.4  learn and practice methods to resolve conflict in a peaceful and respectful manner;
  5. 5.4.5  comply with the Codes of Conduct of the classroom, school and the Board;7
  6. 5.4.6  attend school regularly and punctually.8
  1. 5.5  Parents

    Parents have a duty to support their children in achieving learning success.9 In carrying out this duty, it is expected that parents will:

    1. 5.5.1  participate in the development of Board and school Codes of Conduct;
    2. 5.5.2  support their children’s teachers in their efforts to provide an education for their children;10
    3. 5.5.3  reinforce the need for and value of appropriate behaviours;
    4. 5.5.4  communicate regularly with their children’s school;
    5. 5.5.5  ensure that their children attend school regularly and punctually, as required by the Regulations.11
    6. 5.5.6  provide the school with accurate information about their child and their learning needs.
  2. 5.6  School Advisory Councils

    The School Advisory Council is a legislated body comprised of parents, staff and community members, and students where appropriate. The School Advisory Council will:

    1. 5.6.1  provide advice on the development of school policies that promote academic excellence and a positive learning environment;12
    2. 5.6.2  form a School Discipline Committee comprised of members who are parents or community representatives of the School Advisory Council;

5.6.3 participate in the development of Board and school Codes of Conduct.

6 Education Act, section 24(1)(d) 7 Education Act, section 24(1)(e) 8 Education Act, section 24(1)(b) 9 Education Act, section 25(1)(a) 10 Education Act, section 25(1)(e) 11 Education Act, section 25(1)(b) 12 Education Act, section 22 (c)

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Regional Code of Conduct

Approved April 26, 2006 Page 4 of 22

6.2

Code: B.013

School Administration

All school Codes of Conduct will incorporate initiatives to encourage appropriate behaviour. Strategies will be developed to:

  1. 6.1.1  increase the potential for the student to achieve academic and social success (e.g., preparedness, use of effective listening skills, productive work habits, etc.);
  2. 6.1.2  promote goodwill and harmony among members of the school community (e.g., inclusion, acceptance, respect, fairness, etc.);
  3. 6.1.3  increase the potential for the student to be an active contributing member of society (e.g., involvement in civic and social opportunities/events; involvement in co-curricular activities, etc.).

Appropriate student behaviour should be recognized by all members of the school community.

6.0 PROMOTING AND RECOGNIZING APPROPRIATE BEHAVIOURS

6.1

7.0 RESPONDING TO INAPPROPRIATE BEHAVIOURS

7.1 General Principles

7.1.1 A range of proactive interventions should be used to promote the desired changes in student behaviour. Appropriate consequences should be initiated when non-compliance with behavioural expectations persists.

7.1.2 All School Codes of Conduct must reflect the following principles when outlining steps to address inappropriate behaviour:

7.1.2.1 Consequences will be appropriate for each individual student. Factors to consider include the student’s

– – – – –

age
stage of development special needs social/emotional needs

level of cognitive functioning, etc.

  1. 7.1.2.2  Consequenceswillbebasedonconsiderationofallrelevantinformationaboutthestudent received by the school from qualified Special Education, medical and psychological professionals.
  2. 7.1.2.3  Consequencesshouldreflectthefrequency,severityandintensityoftheinappropriate behaviour;
  3. 7.1.2.4  Consequenceswillmakesensetothestudents,asmuchaspossible.Consistencyand fairness should be evident to the student and to his/her parents or guardians.

    Regional Code of Conduct

    Approved April 26, 2006 Page 5 of 22

7.2 Inappropriate Behaviours 7.2.1 Minor Misconduct

Minor misconduct is defined as behaviour which interrupts the orderly operation of any school activity, regardless of where it may occur. Some examples of minor misconduct are: creating minor disturbance in or out of class, off-task behaviours, or tardiness.

  1. 7.2.1.1  Behaviourwhichinterruptstheorderlyoperationoftheclassroom,theschool,theschool grounds, halls or other areas used for school activities should be addressed in a manner consistent with the School Code of Conduct by individuals responsible for such supervision;
  2. 7.2.1.2  Minormisconductwilloccasionallyrequiretheinterventionofschooladministrators.
  1. 7.2.2  Disruptive Behaviour

    Disruptive behaviour is defined as behaviour that is not frequent or serious enough to significantly interrupt the learning climate of the school, endanger the well-being of others or damage school property (Appendix A – Table 1).

    1. 7.2.2.1  Consequencesfordisruptivebehaviourshouldbedeterminedwithinthecontextofthe School Code of Conduct in order to balance the needs of the individual offending student and the school community as a whole;
    2. 7.2.2.2  Consequencesshouldbechosenfromarangeofoptionstoproduceconstructivebehavioural change.
  2. 7.2.3  Severely Disruptive Behaviour

    Severely disruptive behaviour is defined as behaviour that is frequent or serious enough to significantly disrupt the learning climate of the school, endanger the well-being of others or damage school property (Appendix B – Table 2).

    1. 7.2.3.1  Severelydisruptivebehaviourshouldneverbeignored;immediateactionshouldalwaysbe taken to bring a stop to the behaviour;
    2. 7.2.3.2  Additionalactionintheformofaninterventionshouldbedesignedinordertoproducea constructive behavioural change.

7.3 Consequences Specifically Forbidden

7.3.1 In applying School Codes of Conduct, there are consequences that are specifically forbidden. These include:

  1. 7.3.1.1  corporalpunishment;
  2. 7.3.1.2  useofcollectiveresponsibility(grouppunishments)indisciplinaryprocedures;
  3. 7.3.1.3  useofacademicworkasadisciplinaryprocedure;i.e.,assigningextraacademicworkto punish misbehaviour;

    Regional Code of Conduct

    Approved April 26, 2006 Page 6 of 22

Code: B.013

School Administration

Code: B.013

School Administration

7.3.1.4 useofevaluationproceduresasadisciplinaryprocedure;i.e.,assigningextraacademicwork or arbitrarily assigning a test to an individual or class that is behaving inappropriately;

Regional Code of Conduct

Approved April 26, 2006 Page 7 of 22

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Category

Description of Disruptive Behaviour

Proactive Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Chronic minor offences

Over periods of weeks/months, frequent and repeated minor behavioural incidents that are not a direct threat to the health and safety of others, but that are contrary to the school code of conduct and are disruptive because of frequency

♦ ♦

Establish clear expectations
Post and communicate behavioural expectations
Plan incremental steps (e.g.)reminder, warning, incident note /redirect student’s behaviour and/or provide an opportunity for the student to remove him/herself from the circumstances for a period of time/referral to office)
Provide non-verbal cues
Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges
Refer to Making It Work: Guidelines for Creating Effective Smoke-Free School- based Policies**
Post and communicate to students and parents the board’s Tobacco-free Schools and Workplaces Policy and behavioural expectations
Provide opportunities for instruction, discussion or programs on prevention and cessation
Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

♦ Withdrawal of privileges
♦ Conference with student
♦ Conference with student and

Tobacco Use

Tobacco use by students or others, inside any school building, facility, or vehicle or on any school property

♦ ♦

♦ Conference with student
♦ Conference with student and

13Table 1: Examples of Disruptive Behaviours and Range of Possible Action/Consequences

parent/guardian
♦ Referral to guidance counsellor
♦ Referral for assessment
♦ Instruction regarding expectations and

♦ ♦

appropriate behaviour ♦ Detention

♦ ♦

tobacco use
♦ In-school suspension
♦ Suspension in accordance with the

13 Adapted from the Nova Scotia Department of Education (February, 2005), DRAFT Provincial School of Conduct and School Code of Conduct Guidelines

♦ Meeting with principal ♦ In-school suspension*

parent/guardian
♦ Referral to smoking cessation program ♦ Research project on harmful effects of

Education Act for repeated offences

Appendix A

Regional Code of Conduct

Approved April 26, 2006 Page 8 of 22

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Category

Description of Disruptive Behaviour

Proactive Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Profanity

The use or display of profane, obscene, vulgar language; swearing, verbal outbursts, use of words and phrases considered by community standards to be unacceptable at school or during school-related activities

Enlist the assistance of the student body (e.g., student council, student leaders, etc.)
Staff discuss and plan response as a preventative measure

♦ Apology to class/teacher/ others
♦ Review expectations and impact on

♦ ♦

others; re-teach behavioural standards ♦ Conference with student

♦ ♦

♦ Counselling/anger management strategies

Engage in instruction and discussion with students about unacceptable language/verbal abuse
Avoid engaging a student who is upset/argumentative

♦ Conference with student and parent/guardian

Redirect student’s behaviour and/or provide an opportunity for the student to remove him/herself from the circumstances for a period of time Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

♦ Detention/in-school suspension ♦ Withdrawal of privileges

*Note: The term “in-school suspension” means that a student is removed from the classroom, or other instructional setting, by a school administrator as a result of disruptive behaviour. Students who are given an in-school suspension are provided with the opportunity to continue working on their class assignments. If the length of an in-school suspension exceeds one day, the teacher or school administrator must contact the parent(s)/guardian(s) to discuss the situation.

**Note: Making It Work! has been distributed to all public schools in Nova Scotia. Additional copies may be obtained on link(www.gov.ns.ca/ohp/tcu/schools.htm) or by contacting the Office of Health Promotion.

Code: B.013

School Administration

Regional Code of Conduct

Approved April 26, 2006 Page 9 of 22

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Category

Description of Disruptive Behaviour

Proactive Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Disrespect or Insubordination

An attitude or behaviour that conveys a subtle or blatant disregard for a person’s authority and position (e.g., teacher, principal, parent, adult in charge of student activities)

♦ Establish clear expectations in school ♦ code of conduct ♦ ♦ Provide an opportunity for the student to ♦

Withdrawal of privileges Conference with student Conference with student and parent/guardian

Failure to obey instructions

Non-compliance with respect to routine requests, instructions, or directives given to students by a person in a position of authority, particularly regarding safety issues; (e.g., teacher, principal, bus driver). This may include inappropriate use of technology and related computer hardware and software, Internet use, copyright, plagiarism, etc.

♦ Establish clear expectations in the ♦ school code of conduct

Education Act for repeated offences Instruction regarding school

Forging notes or excuses

Writing a note or letter and using a false signature to represent the permission or approval of another person (e.g., parent, teacher)

♦ Establish clear guidelines and discuss ♦ with students the consequences of
cheating or forging the signatures of ♦ others. ♦

Instruction and rationale regarding school expectations
Conference with student Conference with student and parent/guardian

make choices
♦ Use non-verbal cues ♦ ♦ Brainstorm preventative and proactive

Instruction regarding school expectations and appropriate behaviours
Referral to guidance counsellor Detention

strategies with school code of conduct

committee ♦ ♦ Communicate with parents/guardians ♦

about behaviours, expectations, strategies, progress and/or on-going challenges

  • ♦  Meeting with principal
  • ♦  In-school suspension
  • ♦  Suspension in accordance with the

♦ Staff discuss and plan their responses in advance ♦ ♦ Use non-verbal cues ♦

expectations and appropriate behaviours
Conference with student Conference with student and parent/guardian

♦ Provide choice when possible
♦ Ensure that consequences are clear, ♦

Detention
Withdrawal of privileges

well communicated, and consistently ♦

applied
♦ Communicate with parents/guardians

about behaviours, expectations, strategies, progress and/or on-going challenges

♦ Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

  • ♦  Detention for repeated offences
  • ♦  Withdrawal of privileges

Code: B.013

School Administration

Regional Code of Conduct

Approved April 26, 2006 Page 10 of 22

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Category

Description of Disruptive Behaviour

Proactive Strategies to Achieve Desired Behaviour Analyse attendance data to examine

Range of Possible Actions/Consequences

Non-attendance or poor attendance in school or specific classes

Absence, or irregular school or class attendance (the result of absenteeism and return to class is what may be disruptive)

♦ ♦ ♦ ♦

patterns and triggers to non-attendance Establish clear expectations regarding attendance
Provide incentives/rewards for regular attendance

♦ Conference with student
♦ Conference with student and

Loitering in school areas

Being present in a particular area in or near a school, contrary to either school rules or previously issued directives

♦ ♦

Establish and communicate clear expectations regarding areas in and around school where loitering is not permitted

♦ Instruction regarding school expectations, rationale, and appropriate behaviour

♦ ♦

Avoid drawing unnecessary attention to students returning to school after absences
Involve parents and/or community support systems in addressing the issue Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

♦ ♦

Examine student participation, academic, and social competence factors
Provide academic and social supports to assist students in making up work and time missed

make up work and time missed ♦ Withdrawal of privileges

Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

♦ Detention
♦ Withdrawal of privileges

parent/guardian
♦ Referral to school guidance counsellor ♦ Detention with academic support to

Code: B.013

School Administration

Regional Code of Conduct

Approved April 26, 2006 Page 11 of 22

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Category

Description of Disruptive Behaviour

Proactive Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Petty Theft

Stealing of an object or item of relatively small value that is the property of another person, a school, or organization; taking or possessing another person’s property without permission

♦ Establish clear rules and expectations ♦ regarding borrowing and using property ♦ belonging to others

Conference with student Conference with student and parent/guardian
Apology and restitution
In-school suspension Involvement of community/school police liaison officer

Fighting (shoving, pushing, or scuffling)

Physical altercations that include behaviours such as shoving, pushing, scuffling, but not violently hitting or striking others.

♦ Establish clear rules and expectations ♦ regarding unacceptable physical ♦ altercations

Withdrawal of privileges Instruction regarding school expectations, victim impact, and appropriate behaviours to resolve conflict
Conference with student Conference with student and parent/guardian

♦ Post reminders regarding leaving ♦ personal property unattended ♦ ♦ Provide opportunities for instruction and ♦

discussion regarding values such as honesty, respect for property of others, etc.

♦ Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

♦ Monitor and supervise hallways and stairwells closely

♦ Structure transitions to minimize ♦ opportunities for disruptive behaviour to ♦ occur. Communicate with
parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

  • ♦  Referral to school guidance counsellor
  • ♦  Peer mediation
  • ♦  Detention
  • ♦  In-school suspension

Code: B.013

School Administration

Regional Code of Conduct

Approved April 26, 2006 Page 12 of 22

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Category

Description of Disruptive Behaviour

Proactive Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Other acts of misconduct that are disruptive or that may create a potential safety hazard

Behaviour that may appear to be harmless but has the potential to cause physical injury or emotional harm or to disrupt the learning environment and that requires the professional judgment of teachers or other adults in positions of authority (e.g., running in hallways, pushing or shoving on the stairway, throwing snowballs, deliberately and persistently distracting others from learning activities, etc.)

♦ Establish clear guidelines and expectations regarding disruptive activities that may create potential safety hazards

♦ Withdrawal of privileges
♦ Instruction regarding safety issues,

♦ Provide opportunities for instruction and discussion regarding safety issues

and rationale
♦ Conference with student
♦ Conference with student and

♦ Post warnings regarding potential safety hazards

parent/guardian ♦ Detention

♦ Communicate with parents/guardians about behaviours, expectations, strategies, progress and/or on-going challenges

♦ In-school suspension
♦ Involvement of community school

impact on others, school expectations,

liaison police officers as appropriate

Code: B.013

School Administration

Regional Code of Conduct

Approved April 26, 2006 Page 13 of 22

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Category

Description of Severely Disruptive Behaviour

Pro-active Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Vandalism

Committing or inciting others to commit damage to the personal property of a member of the school community; committing or inciting others to commit damage to property owned or operated by the school board; committing or inciting others to commit damage to any property while attending a school-related activity

♦ Identify school-wide prevention strategies

♦ Letter of apology
♦ Restitution
♦ School-based community service,

Disruptions to school operations

Committing acts or inciting others to commit acts that are seriously disruptive or create a safety hazard to students, staff, or school property, such as, but not limited to, making bomb threats, setting fires, pulling fire alarms

♦ Determine school-wide strategies to prevent/reduce disruptive incidents.

♦ Suspension in accordance with Education Act

14Table 2: Examples of Severely Disruptive Behaviours and Range of Possible Consequences

♦ Involve students and community to determine ways to prevent vandalism and to instil pride in the school and respect for school property

linked to the type of vandalism and the capacity of the student to perform the service

♦ Monitor and supervise school environment

♦ Referral to police, as appropriate ♦ Conference with student
♦ Conference with student and

♦ Limit or restrict access to specific areas, when not in use

parent/guardian
♦ Suspension in accordance with

♦ Remove graffiti and repair damaged property as soon as possible

Education Act

♦ Enlist the assistance of members of the school community (e.g., student council, school advisory council, home and school organizations)

♦ Conference with student
♦ Conference with student and

14 Adapted from the Nova Scotia Department of Education (February, 2005), DRAFT Provincial School Code of Conduct and School Code of Conduct Guidelines

parent/guardian
♦ Referral to police and/or fire marshal,

as appropriate

Code: B.013

SchooAl pApdemndiniixstBration

Regional Code of Conduct

Approved April 26, 2006 Page 14 of 22

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Category

Description of Severely Disruptive Behaviour

Pro-active Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Verbal abuse

Using, or inciting others to use, language that is demeaning, threatening, or intimidating to another person

♦ Establish clear guidelines and ♦ expectations in the school code of ♦ conduct regarding use of language,
threats, verbal abuse ♦

Letter of apology
Instruction regarding behavioural expectations
Counselling/anger management Suspension in accordance with the Education Act

Racial and/or discriminatory misconduct

Racial misconduct includes using racial slurs, engaging in racial/ethnic name-calling, or inciting others to use racist language or engage in racist behaviours; discriminatory misconduct includes any unlawful discrimination based on race/ethnic origin, religion, creed, sex, sexual orientation, physical/mental disability, family status, source of income, or political belief

♦ Review school board’s Racial Equity ♦ Policy and recommended practices. ♦

Conference with student Conference with student and parent/guardian
Participation in awareness and sensitivity training, appropriate to student’s age

♦ Provide instruction and opportunities for ♦ discussion regarding forms of verbal
abuse

♦ Involve guidance counsellor in teaching strategies regarding socially appropriate responses

♦ Provide frequent opportunities for
instruction and discussion regarding ♦ respect and diversity

♦ Involve Board Race Relations
Coordinator in developing preventive ♦ and proactive strategies

Suspension in accordance with the

Education Act

♦ Involvement of police as warranted, depending on age of student

Code: B.013

School Administration

Regional Code of Conduct

Approved April 26, 2006 Page 15 of 22

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Category

Description of Severely Disruptive Behaviour

Pro-active Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Sexual harassment and/or assault

Sexual harassment is any objectionable, coercive, or irritating comment, communication, action, or attention of a sexual nature that is directed to a person or persons by someone who knows, or ought reasonably to know, that such actions are unwelcome; action or communication with a sexual connotation or component that creates an intimidating, demeaning, or offensive work or school environment, even if it is directed to no person in particular; sexual assault is any sexual touching or contact without consent and as defined by the Criminal Code of Canada

♦ Review school board Protection of Students Policy regarding sexual harassment

♦ Conference with student
♦ Conference with student and

Sexual misconduct, sexual abuse, or physical abuse

Sexual misconduct includes any behaviour of a sexual nature or connotation that is deemed inappropriate and unacceptable at school or during any school- related activity; sexual abuse or physical abuse refer to forms of child abuse as defined by the Nova Scotia Children and Family Services Act

  • ♦  Review Protection of Students Policy
  • ♦  Be informed about school protocols for reporting suspected sexual or physical

♦ Reporting of any information regarding possible child abuse, sexual or physical, to the child welfare authorities in accordance with the Children and Family Services Act

♦ Provide instruction and opportunities for discussion regarding examples of sexual harassment and/or assault.

parent/guardian
♦ Participation in awareness and

♦ Invite guest speakers to present information about human rights and other legislation regarding sexual harassment and assault

harassment
♦ Suspension in accordance with the

♦ Involve student council and school advisory council in addressing the issue

♦ Reporting of sexual assault incidents to child welfare authorities and police in accordance with the Children and Family Services Act

abuse to child welfare authorities and/or police in accordance with the Children and Family Services Act

♦ Report to police, as appropriate ♦ Conference with student
♦ Conference with student and

♦ Promote awareness of student rights and responsibilities, regarding self and others, through the school code of conduct

parent/guardian
♦ Suspension in accordance with the

sensitivity training regarding sexual

Education Act

Education Act

Code: B.013

School Administration

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Category

Description of Severely Disruptive Behaviour

Pro-active Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Physical violence

Using force or inciting others to use force to injure a member of the school community

♦ ♦

Establish clear guidelines and expectations regarding acceptable behaviour
Provide opportunities for instruction and discussion to clarify what constitutes physical violence through public school curriculum and programs (e.g., Health/Personal Development & Relationships, Second Step, League of Peaceful Schools, Peer Mediation) Establish conflict intervention strategies for staff, such as non-violent crisis intervention methods

♦ Consequences that vary according to age and developmental level of student

Bullying

Intentional, hurtful, behaviours (physical, verbal, psychological) repeatedly used by one or more individuals who exercise power to intimidate, threaten harm, and/or victimize another person/victim who is perceived as relatively weaker; bullying behaviours can be direct and open, or indirect and subtle; use of e-mail or Internet to harass and/or intimidate others

Participate in developing school-wide comprehensive approach to establish anti-bullying strategies within the context of the school code of conduct

♦ Ensuring that victim(s) receive(s) support and school takes measures to ensure safety for victim(s)

parent/guardian ♦ Suspension

♦ ♦

Review school-generated data on incidents
Involve students, parents, and other teachers in providing educational programs and opportunities for promoting awareness about various forms of bullying

♦ Identifying specific behaviour(s) that constitute bullying and are in violation of school code of conduct

♦ ♦

Develop consensus among stakeholders about bullying and other unacceptable behaviours.
Provide opportunities for ongoing instruction and discussion about bullying and everyone’s role and responsibility to report and intervene in ways to reduce bullying behaviours

Education Act

♦ Redirect student’s behaviour and/or provide an opportunity for the student to remove him/herself from the circumstances for a period of time

♦ Conference with student
♦ Conference with student and

♦ Report to police, as appropriate ♦ Referral for assessment and

counselling/anger management

♦ Conference with student
♦ Conference with student and

parent/guardian
♦ Suspension in accordance with the

♦ Reporting of incidents of criminal behaviour to police, as appropriate (consider developmental level of student)

Code: B.013

School Administration

Regional Code of Conduct

Approved April 26, 2006 Page 17 of 22

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Category

Description of Severely Disruptive Behaviour

Pro-active Strategies to Achieve Desired Behaviour

Range of Possible Actions/Consequences

Use or possession of weapons

Use or pretence of using a weapon, or possessing or inciting others to possess a weapon, while on school property or while attending a school-related activity

♦ ♦ ♦

Establish clear guidelines and ♦ expectations with regard to what ♦ constitutes a weapon ♦ Provide information sheet to parents and students regarding school policies on the ♦ use or possession of weapons

Reporting to police, as appropriate Conference with student Conference with student and parent/guardian

Illegal activity

Committing any act or inciting others to commit any act involving a serious civil wrong or crime such as, but not limited to, possessing or selling stolen property, possession of, using, or selling a controlled substance, stealing expensive items

Provide educational opportunities ♦ regarding the law and what constitutes
illegal activities at school and in the ♦ community, e.g., guest speakers, such

Reporting of activity to police, as appropriate
Referral for assessment and counselling

Invite guest speakers such as police officer and/or lawyer

counselling
♦ Suspension in accordance with the

as police, lawyers and others ♦
♦ Conference with student and

Referral for assessment and

Education Act

Conference with student

parent/guardian
♦ Suspension in accordance with the

Education Act

Code: B.013

School Administration

Regional Code of Conduct

Approved April 26, 2006 Page 18 of 22

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page19image424

CONTENTS:

HALIFAX REGIONAL SCHOOL BOARD CODE OF CONDUCT PROCEDURES

1.0 STUDENT SUSPENSION FOR FIVE (5) DAYS OR LESS

2.0 REVIEW PROCESS UNDER SECTION 123, The Education Act, 1996

3.0 PRINCIPAL’S RECOMMENDATION TO EXTEND A STUDENT SUSPENSION BEYOND FIVE (5) DAYS – SECTION 123(1) the Education Act

4.0 APPEAL HEARING – FOR SUSPENSIONS BEYOND FIVE (5) DAYS 5.0 APPEAL HEARING PROCESS OVERVIEW
6.0 NOTIFICATION OF APPEAL COMMITTEE DECISION

APPENDICES
A. FORMS FOR THE SUSPENSION PROCESS

Code: B.013

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Code: B.013

School Administration

1.0 SUSPENSION FOR FIVE (5) DAYS OR LESS

  1. 1.1  The principal/designate must immediately complete the Notice of Student Suspension for Five (5) Days or Less form (Form # 1) if a student is suspended for five (5) days or less.
  2. 1.2  The principal/designate must make every reasonable effort to contact the parent/guardian by telephone in addition to sending home the completed Notice of Student Suspension for Five (5) Days or Less form (Form # 1).

2.0 REVIEW PROCESS UNDER SECTION 123, THE EDUCATION ACT (1996)

  1. 2.1  The parent/guardian may request a review, in writing, through the principal, of a student suspension for five (5) days or less provided the request is received within three (3) school days of receipt of the suspension notice stating the reasons for the review.
  2. 2.2  The principal may provide a written submission to the School Discipline Committee in response to the parent/guardian’s request for a review, and a copy will be forwarded to the parent/guardian.
  3. 2.3  The review will be performed within a reasonable time by the School Discipline Committee consisting of parents and/or community members from the School Advisory Council.
  4. 2.4  The student who is suspended must serve the suspension.
  5. 2.5  The School Discipline Committee may confirm or revoke the suspension. Should the suspension be revoked, it will be expunged from the student’s record.
  6. 2.6  The chair of the School Discipline Committee will complete the Student Suspension Review Decision for Five Days or Less form (Form # 2) following the review and communicate the outcome to the parent/guardian.

3.0 PRINCIPAL’S RECOMMENDATION TO EXTEND A STUDENT SUSPENSION BEYOND FIVE (5) DAYS – SECTION 123 (1) THE EDUCATION ACT

  1. 3.1  The principal/designate must complete the Notice of Student Suspension for Five (5) Days or Less form (Form # 1) and notify the parent/guardian prior to recommending an extension to the suspension.
  2. 3.2  The principal/designate shall complete the Recommendation for Student Suspension Beyond Five Days form (Form # 3), copied to the school supervisor, and forward the form to the chair of the

    Regional Code of Conduct

    Approved April 26, 2006 Page 20 of 22

Code: B.013

School Administration

School Discipline Committee prior to the end of the 5-day suspension.

  1. 3.3  The chair/designate of the School Discipline Committee must immediately notify the parent/guardian using Notice of Principal’s Recommendation for Student Suspension Beyond Five (5) Days form (Form # 4) upon receipt of the principal/designate’s recommendation.
  2. 3.4  The parent/guardian may submit, in writing, pertinent information to the chair of the School Discipline Committee.
  3. 3.5  The School Discipline Committee must render its decision to confirm or dismiss the principal’s recommendation within seven (7) school days of its receipt.
  4. 3.6  The chair of the School Discipline Committee must forward the Decision Regarding Student Suspension Beyond Five (5) Days form (Form # 5), along with the Notice of Appeal Procedure (see Appendix C), to the parent/guardian within three (3) school days of the School Discipline Committee meeting.

4.0 APPEAL HEARING – FOR SUSPENSIONS BEYOND FIVE (5) DAYS

  1. 4.1  The parent/guardian/student may appeal the Suspension Beyond Five (5) Days to the Board.
  2. 4.2  A written appeal must be received by the Secretary to the Board within seven (7) school days of the parent/guardian’s receipt of the School Discipline Committee’s recommendation (Form # 5).
  3. 4.3  The appeal hearing must be held within ten (10) school days of the School Board’s receipt of the appeal request.
  4. 4.4  The Appeal Committee will consist of the Superintendent or designate and two (2) members of the School Board, one of whom shall act as Chair.
  5. 4.5  The office of the Superintendent will immediately notify the parent/guardian/student of the time, place and right to appear with or without an advocate(s).
  6. 4.6  The Appeal Committee may confirm, revoke or vary the decision of the Discipline Committee.

5.0 APPEAL HEARING PROCESS OVERVIEW

5.1 The Chair will call the meeting to order and review process.

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Code: B.013

School Administration

  1. 5.2  The principal/designate will summarize facts and reasons leading to suspension.
  2. 5.3  The parent/guardian/student or designated advocate have the opportunity to speak on the student’s behalf.
  3. 5.4  Board staff and/or the principal/designate may respond.
  4. 5.5  The parent/guardian/student/advocate may respond in turn.
  5. 5.6  The Appeal Committee may then ask parties for clarification.
  6. 5.7  The Appeal Committee will deliberate in camera.
  7. 5.8  The decision of the appeal Committee shall be final and binding.

6.0 NOTIFICATION OF APPEAL COMMITTEE DECISION

6.1 The office of the Superintendent will notify the parent/guardian/student and principal by phone within three (3) school days of the Committee’s final decision. Verbal notification will be followed by notice in writing.

Regional Code of Conduct

Approved April 26, 2006 Page 22 of 22