The Kawartha Pine Ridge District School Board (KPR) believes everybody has the right to be safe, and to feel safe, welcome and included, in the school community. This School Code of Conduct reflects the guiding principles of the Board’s Safe, Caring and Restorative Schools Policy and the Ontario Code of Conduct. It supports a common understanding for safe learning and working environments, where everyone is treated with respect, fairness and dignity. It also helps to prevent bullying in schools. The School Code of Conduct applies to students while they are at school, engaged in a school-related activity, or in other circumstances where the activity affects the school climate.
2.1 Common School Community Member Responsibilities
Safety is everyone’s responsibility.
Everyone in our school community is responsible for promoting safe, caring relationships that respects human dignity.
Everyone is responsible for preventing harm.
Students, staff, parents and guardians have additional responsibilities unique to their roles.
2.2 Additional Student Responsibilities
Exercise self-discipline, follow the established rules and accept responsibility for their actions, based on age and individual ability
Come to school prepared, on time, ready to learn and support a positive learning environment
Show respect for themselves, for others and for those in authority
Refrain from bringing anything to school that may compromise safety, inclusion or respect for the dignity of another member of the school community.
2.3 Additional Staff Responsibilities
Help students achieve their full potential and develop their self-worth
Assess, evaluate and report student progress
Communicate regularly and meaningfully with students, parents or guardians
Discipline fairly and consistently, taking any mitigating factors into account, as required by school board regulations on Discipline/Promoting Positive Student Behaviour/Code of Conduct, and the School Code of Conduct
Be on time and prepared for all classes and school activities
Prepare students for the full responsibilities of membership in their community/society
Safeguard students from persons or conditions that interfere with the learning process
Understand and minimize any biases that may affect student-teacher relationships.
2.4 Additional Parent/Guardian Responsibilities
Attend to their child’s physical, social, academic and emotional well-being
Show an active interest in their child’s school work and actively support student progress
Communicate regularly with the school
Help their child be neat, clean, appropriately dressed and prepared for school
Ensure their child attends school regularly, is on time, and gets to and from the school or bus stop safely
Promptly report to the school their child’s absence or late arrival
Become familiar with the Code of Conduct and school rules
Encourage and assist their child in following the rules of behaviour
Assist school staff in dealing with disciplinary issues for their child.
3.1 Respect, Dignity, Civility, Equality and Responsible Participation in School Life
We value one another and treat each other with respect and dignity. We educate our students to be caring, responsible community members who protect everyone’s physical, social, academic and emotional well-being. Everyone in the school community must:
Respect differences among people, their ideas, opinions, experiences and perspectives
Treat one another with dignity at all times, especially when they disagree
Respect and treat everyone fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, disability or language
Respect and comply with federal, provincial and municipal laws
Demonstrate the character attributes set out by the school board
Respect the rights of individuals and groups
Show proper care and regard for school and student property
Take appropriate measures to help one another
Address behaviours that are disrespectful, unwelcoming or that exclude anyone
Use non-violent means to resolve conflict
Dress appropriately with regard to exposure, cleanliness and message
Respect persons who are in a position of authority
Respect the common goal to work in a positive environment of learning and teaching.
3.2 Physical and Emotional (Psychological) Safety
To protect the physical and psychological safety of everyone at school, we will not tolerate:
Weapons
Possession of any weapon or replica weapon, such as firearms
Use of any object or means to threaten or intimidate another person
Causing injury to any person with an object
Alcohol and Drugs
Possessing, being under the influence of, or providing others with, alcohol or restricted drugs
Physical Aggression
Inflicting or encouraging others to inflict bodily harm on another person
Intimidation
Non-physical Aggression
Emotional, sexual, homophobic, racist, sexist, faith-based, ability-based or social status-based actions that hurt an individual or group, whether intentional or not
Threatening physical harm, bullying or harassing others
Using any form of discrimination, stereotype, prejudice, harassment, hate/bias-motivated act.
Further to these standards of behaviour, all school members are expected to seek staff assistance, if necessary, to resolve conflict peacefully.
Bullying and harassment in any form are wrong and hurtful. Everyone has a role to play as we work together to prevent, identify and respond to bullying and exclusion. We all are accountable for our actions. Where bullying does occur, we respond fairly and appropriately, to build respectful relationships. Restorative practice is one strategy we use to prevent, and repair the harm caused by, bullying and exclusion.
Bullying, by definition: is 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 to the individual person’s reputation or harm to the individual’s property; or
creating a negative environment at a school for another individual
the behaviour occurs in a context where there is a real or perceived power imbalance between the 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.
the behaviour includes the use of any physical, verbal, electronic, written or other means.
Cyber-bullying includes bullying by electronic means, including:
Creating a web page or blog in which the creator assumes the identity of another person
Impersonating another person as the author of content or messages posted on the Internet
Communicating inappropriate material electronically to more than one individual, or posting material on a website that may be accessed by one or more individuals.
Bullying, in any form, has negative effects on:
A student’s ability to learn
Healthy relationships and the school climate
A school’s ability to educate its students.
We will not accept bullying on school property, at school-related activities, on school buses, or in any another circumstances (e.g., online) where bullying has a negative effect on school climate.
Students must be allowed to learn.
Teachers must be allowed to teach.
The following behaviours are not acceptable for anyone in the school community:
physical, verbal, electronic, written or other means of sexual or psychological abuse (e.g., sarcasm, ridicule, humiliation)
assault
bullying
actions motivated by hate, bias or discrimination (e.g., on grounds of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability).
damage to property in the school environment (including school grounds, buses, trips.)
The principal may apply these rules when the pupil’s conduct outside school negatively impacts the school.
5.1 Search and Seizure
In alignment with our Police/School Board Protocol, school authorities have the right to search school and personal property (such as, but not limited to; lockers, desks, purses, backpacks, pockets, etc.) without permission and without prior notice. This would normally only occur when the person in authority felt there were reasonable grounds for suspicion that the student had something in their possession that was either stolen or posed a possible risk of harm to others at the school (example; drugs, weapon, etc.) Police may be contacted if the search reveals such an item.
5.2 Signage
Signs will be posted directing visitors to begin their visit at the office.
The following strategies are a starting point from which school community members can develop a progressive discipline plan to promote self-discipline and positive behaviour and citizenship. The principal, in consultation with the school community, may add or develop further strategies.)
6.1 Prevention Strategies
Schools in the KPR Board promote academic excellence through the character attributes of respect, responsibility, honesty, integrity, empathy, fairness, initiative, perseverance, courage and optimism, to enable all students to reach their full potential. Schools also use restorative practice, an approach that manages conflict by repairing harm and strengthening relationships. It holds the individuals causing harm accountable for their actions, and it allows everyone – the person harmed, the person causing harm and others affected – to express the harm that was caused and any resulting needs. Restorative practice allows reparation (“making it right”), healing and reintegration, while preventing future harm. It may include responses ranging from informal conversations or meetings, to formal restorative conferences.
In addition, the Board’s Code of Conduct sets clear standards of behaviour that are firm and fair. These standards apply to everyone in the school system – students, parents, guardians, volunteers, employees – whether on school property, on school buses, at school-related events or activities, or in other circumstances that could affect school climate.
Prevention strategies are designed to:
Establish a positive school climate
Maintain effective classroom management and discipline
Encourage, reinforce and reward positive behaviour
Promote social skills development
Provide information regarding anger management programs
Use peer counselling and conflict resolution
Use effective, respectful home-school communication.
6.2 Supportive Intervention Strategies
Supportive Intervention Strategies use:
“Teachable moments” (using a current situation or news story to teach students a valuable
skill or lesson)
Verbal reminders, redirection and reinforcement
Interviews, discussion and active listening
Offering positive choices to support positive behaviour/citizenship
Problem solving techniques including restorative practices
Contracts for expected behaviour
Appropriate outside agency support
School/Board/community resources
Understanding of individual and group interactions and power imbalances within society
Learning and information-sharing to better understand people and situations.
6.3 Community Threat Assessment Protocol
The KPR school board also has a Community Threat Assessment Protocol (CTAP) in place with many local agencies and police services. When student behaviours pose a potential threat to safety or risk of serious harm, the CTAP helps principals take immediate steps to protect student well-being and respond to threatening incidents. Please speak with the principal for further information on this protocol.
Consequences for unacceptable behaviour are appropriate to the individual, circumstances and actions. Schools use progressive discipline, with a range of responses, supports and restorative practices that promote positive behaviour and inclusive school cultures. Consequences are firm, fair, clear and appropriate to the student’s age and development. They include learning opportunities, to reinforce positive behaviours and help students make good choices. For students with special education needs, consequences and supports are consistent with the student’s Individual Education Plan (IEP). The Board, principals and vice-principals consider all mitigating and other factors, as required by legislation. Progressive discipline and restorative approaches are outlined in detail in the Safe, Caring and Restorative Schools Manual for administrators.
Consequences will be most successful in changing behaviour when combined with the Supportive Intervention Strategies. The principal, in consultation with school community members, may outline consequences similar to the following:
7.1 Consequences may include one or more of the following:
warnings
time-outs
time-owed
restricted privileges
apology
restitution (e.g., paying for damage, doing community service)
suspension
expulsion.
7.2 The Principal, or their designate, will consider suspending a student if they believe that the pupil has participated in any of the following infractions:
Uttering a threat to inflict serious bodily harm on another person.
Possessing alcohol or illegal drugs.
Being under the influence of alcohol.
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
Bullying, by definition, is 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 to the individual person’s reputation or harm to the individual’s property, or creating a negative environment at a school for another individual.
the behavior occurs in a context where there is a real or perceived power imbalance between the 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.
Behaviour includes the use of any physical, verbal, electronic, written or other means.
Cyber-bullying includes bullying by electronic means including:
creating a web page or blog in which the creator assumes the identity of another person,
impersonating another person as the author of content or messages posted on the internet, and
communicating inappropriate material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.
bullying adversely affects a student’s ability to learn.
bullying adversely affects healthy relationships and the school climate.
bullying adversely affects a school’s ability to educate its students.
bullying will not be accepted on school property, at school related activities, on school buses, or in any other circumstances(e.g. on-line) where engaging in bullying will have a negative impact on the school climate.
Persistent opposition to authority.
Habitual neglect of duty.
The willful destruction of school or Board property.
The use of profane or improper language.
Conduct injurious to the moral tone of the school or to the physical or emotional well-being of self or others in the school.
Being involved in a physical altercation.
7.3 As required by law, a student shall be suspended and considered for expulsion for the following:
Possessing a weapon, including possessing 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 in illegal drugs.
Committing robbery.
Giving alcohol to a minor.
Bullying, if:
the pupil has previously been suspended for engaging in bullying, and
the pupil’s continued presence in the school creates an unacceptable risk to the safety of another person.
Any incident including bullying, that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any similar factor (e.g. socio-economic status, appearance).
7.4 In accordance with provincial directives, a student may be suspended, and expulsion may be considered, if:
the pupil commits an infraction in the school community, which has an adverse effect on the school
the pupil’s pattern of behaviour is so “refractory” (unmanageable) that the pupil’s presence is harmful to the learning environment
the pupil has taken part in activities that: cause the pupil’s presence to be harmful to the physical or emotional well-being of others in the school
cause extensive damage to property at the school or to property located on the premises of the pupil’s school
the pupil’s pattern of behaviour has shown the pupil has not prospered by the instruction available, and the pupil persistently resists changing their behaviour.
Where illegal activities – including those noted above – take place, schools also involve their local police service. The School Board – Police Protocol guides police involvement in schools. KPRDSB Safe, Caring and Restorative: Discipline/Promoting Positive Student Behaviour/Code of Conduct (Regulation Code: ES-1.1.1A) Positive Student Behaviour/ Policy (Code Reference: ES-1.1)
