CISB Code of Conduct for Students Sept 2016
A Code of Conduct is designed to teach students how to make responsible behavior choices which work for everyone ! It sets limits within a context of caring where children are encouraged to choose positive behaviors and to understand that they choose their behaviors and that certain consequences may occur from their choices.
Our Code of Conduct is intended to assist children in being responsible for their own behavior. When students clearly understand the consequences of their behaviors, they can choose to behave in a more responsible way that ensures the rights of all children to enjoy their educational experience at CISB.
To be effective, a Code of Conduct must be clear and consistent: to achieve this consistency the teachers, parents, students and school administrators must share in the responsibility for upholding the school rules:
Teachers are responsible for instructing their students about the rules of acceptable behavior and for supporting and cooperating with the school in applying the consequences which may result from inappropriate student behavior.
Parents are responsible for reviewing the rules of appropriate behavior with their children and for supporting and cooperating with the school in applying the consequences which may result from inappropriate student behavior.
Students are responsible for their own actions once they are instructed by teachers and parents about appropriate behavior. If a student decides to ignore school rules they must accept the consequences which may result from their inappropriate behavior.
Administrators are responsible for the implementation of the Code of Conduct and for applying the consequences which may result from inappropriate student behavior.
Level 1 MINOR OFFENCES INCLUDE: MINOR OFFENCES CONSEQUENCES:
Being late to class
Eating in class except during designated times
Acting inappropriately in hallways, classrooms or on school grounds
Playing in the restroom
Chewing gum anywhere in school
Littering or spitting
Being in off-limit places
Loss of recess/playtime
Sent back to the starting point of walking
Verbal or written apology
Major Offences will involve Parent Contact and Principal Involvement
Level 2 Major Offences Include: Major Offences Consequences:
Cutting class or school
Showing lack of respect for or not cooperating with CISB faculty/staff
Using abusive or inappropriate language
Being dishonest: plagiarism, lying, cheating or stealing
Fighting with or damaging/destroying the property of others: or, vandalism of school property
Harassing, intimidating or threatening anyone at CISB-in person, with others or electronically
Repeated Minor Offences
Zero tolerance for illegal drug use including tobacco or e-cigarettes, possession or distribution inside or outside of CISB
Conference with Principal
Verbal or written apology
Parent Meeting with Principal
Loss of privileges: ASP, Awards, Field Trips
Parent Meeting with CISB Administration
Out of School Suspension
Indefinite expulsion from CISB
Immediate and permanent expulsion from CISB
Behavior is situational and discipline is intended to restore safety, change inappropriate behavior, and promote the learning of self-control. The circumstances of all situations are taken into account before discipline decisions are made.
Teachers and Principals are required to maintain a safe and caring learning environment. The principal may be privy to student information that is confidential in nature. The principal has discretionary disciplinary authority in consultation with the Administrators concerning student behavior with the added understanding of security for the entire school environment.
Expected appropriate behaviors must be actively taught both at home and in school. The strategies used to develop understanding and respect for the rights of others may vary from student to student and when there is non-compliance with CISB’s Student Code of Conduct a response shall follow to addressing any misbehavior, responses leading to a student’s Behavior Plan to change their behavior from inappropriate to appropriate may include any or all of the following:
1. An informal or formal interview with the student and/or the parent-and the teacher when indicated;
2. The involvement of a counselor or mentor;
3. The creation of goals for behavior change and dates for achievement.