The purpose of the student code of conduct is:

• To promote positive learning environments for each student.
• To help students learn how to develop empathy and become good citizens both within and outside of the school
• community.
• To meet the CBE’s responsibility to provide students and staff with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging for all members of our school community.
• To outline the roles and expectations related to student conduct.
• To explain the consequences when a student’s disruptive behaviour negatively affects the learning environment.

The following principles apply:

• All members of the CBE community, including students, parents, staff, and Trustees have a role and a shared responsibility to create and support a welcoming, caring, respectful and safe learning environment.
• All members of the CBE school community have a right to learn and work in an environment free from discrimination,
• harassment, bullying, and harm.
• Schools will adopt a whole school approach that supports student personal development, character and citizenship by managing discipline through a progression of proactive, preventative, and restorative strategies (reference CBE AR 6007: Suspension & Expulsion).
• Responses to student behaviour include a consistently applied, school-wide approach that includes fair and predictable responses to negative behaviour.

At Haultain Memorial School, the Three Pillars of Care provide a framework for students to develop a practical understanding and application of the CBE Code of Conduct.

We create a culture of caring and respect using our three pillars of care:

When I care for Myself, I…

• Take responsibility for my own learning
• Come to school regularly and on time
• Take care of my belongings
• Keep my self healthy and eat my snack and lunch at designated times
• Follow the rules of the school and cooperate fully with all staff
• Tell an adult when I feel unhappy or unsafe
• Think positive thoughts about myself and celebrate my gifts and talents
• Dress appropriately for different kinds of activities and weather

When I care for others, I…

• Respect the needs of others to have a positive learning environment
• Respect differences in people, their ideas and their opinions, including when there is disagreement
• Seek to resolve conflicts peacefully
• Use my Hands and feet for helping and not for hurting
• Listen carefully to any person who is speaking to me
• Tell an adult when others feel unsafe or if I see unacceptable behavior to get someone out of trouble
• Use kind words and actions and treat others with kindness, empathy, and inclusiveness
• Act as a friend; I reach out to classmates and others, invite them to work and play with me
• Apologize and make amends when I have hurt someone
• Respect other people’s personal belongings
• Keep my space and my school clean and tidy
• Use all learning materials appropriately and gently
• Respect and appreciate the work of others and I use my eyes to look, rather than touching with my hands
• Clean up, use the recycling, refund and (coming soon) organic bins
• Remove wet or muddy outdoor footwear
• Use washrooms responsibly
• Leave learning spaces cleaner than I found them

When I care for this wonderful place, I…

AR 6005 and AR 6006 also outline staff and parental roles in promoting a positive and productive school culture for all students. The bullets below summarize key points:

Parent Role

• Encourage a supportive home environment that promotes positive attitudes toward learning and school
• Be knowledgeable and supportive of the school’s expectations for student behavior
• Model respectful behavior
• Promote the prevention of bullying
• Provide assistance with punctuality and regular attendance
• Participate in open, ongoing communication with your child and the school staff
• Contribute to a welcoming, caring, respectful and safe learning environment
• Report concerns and incidents, as they occur to ensure accurate communication with those directly involved and timely intervention
• Assist the school in addressing disciplinary issues involving their child

Staff Role

• Foster a positive, caring, safe, respectful learning environment
• Model respectful behavior
• Listen carefully to students and parents
• Participate in open, ongoing communication with students and their parents & guardians
• Provide support to students impacted by inappropriate behavior of others
• Ensure follow up in a timely manner
• Act as a knowledgeable and patient mediator when required
• Maintain a stance of active supervision at all times
• Ensure that all reports of violent, threatening, discriminating, intimidating and bullying behaviours and/or incidents are assessed, investigated, and responded to

Problem Solving

At Haultain Memorial we make every effort to support children in building social skills for problem-solving and conflict resolution. Individual responses to the above expectations will vary and some students might require additional assistance to meet their responsibilities as citizens of our school. Violent or retaliatory responses to problems with other students are never appropriate. We encourage students to resolve conflicts peacefully and in a way that respects the dignity of all. Our goal is for students to learn from their mistakes and be empowered to meet future challenges.

Logical, Consistent, Caring Consequences and Restorative Actions

We believe that by implementing logical, caring and consistent consequences, and by providing individuals with opportunities to become responsible and caring members of the community, students will learn about their behavior, their choices, and their impact on others while maintaining their dignity. Infractions, or incidents of inappropriate behavior are typically responded to in the following manner:

A. Primary Response

In the case of minor infractions, student(s) discuss the problem with a staff member, consider the consequences of their behavior and establish a plan for restitution.

It is generally expected that initial responses to student behaviour occur within the context of the classroom and involve the classroom teacher and other classroom staff supporting the student. Classroom level responses may be appropriate when:

a) the unacceptable behavior is minor;

b) the student has had no prior incidents; or

c) interventions have not been put in place.

The same process is expected to unfold within the context of the lunchroom, where meal supervisors will provide initial responses, and on the playground where supervision staff will provide initial responses.

B. Secondary Response

Where initial level responses have been unsuccessful or where the behaviour is sufficiently serious, the classroom teacher, (meal or playground supervisor) will involve the support of administration. This level of response may be appropriate when:

a) supports have been in place in the classroom, (playground or lunchroom) and the behaviour has continued; or

b) the behaviour negatively impacts the learning of others; or

c) the student behavior is sufficiently serious and warrants a school level response.

At this level:

a) Parents are contacted and asked to become involved in problem solving and/or in reiterating school expectations with their children. We respect the privacy of students and their families and will only communicate with parents about their own child/ children.

b) Staff determine consequences and restorative actions, considering the needs and abilities of each individual student, the severity of the behavior, and the impact of behaviour on other students. There are a wide range of possible consequences and restorative actions depending on the individual student and the circumstances. Consequences are determined on a case by case basis and are communicated with parents as part of the process. Examples of consequences include:

• Verbal reminder/conversations/check-ins
• Loss of privileges
• Community service
• Noon or recess detention
• Supervised outdoor recess
• Student removed from situation
• Confiscation of property for a period of time
• Note of apology
• Written reflection of incident
• In-School Suspension* (Parents notified immediately and formally documented)
• Out-of-School Suspension* (Parents notified immediately and formally documented)
• In the case that incidents of these kind occur in the lunch room, users may
• encounter suspended access to these services

c) Area or system resources may be accessed to provide students with the supports they require to be successful. Parents are always part of the process of accessing additional resources and further intervention. Our focus is always on improving behavior by providing students with opportunities to learn and make amends.

At Haultain Memorial, every student belongs. We work together as a school community and with our families to create a safe, respectful, and positive learning environment that respects the diversity of our population.