Code of Conduct

One of the key principles of Cloverdale Traditional School is Social responsibility. Our parents and community expect our children to be respectful citizens who …

  • are well mannered,
  • are caring and supportive of each other, and
  • set high academic and behavioural standards for themselves.

In keeping in line with a recent B.C. Ministerial Order which references Sections 7 and 8 of the Human Rights Code, our school will not discriminate in the following ways:

  • Race, Colour, Ancestry, Place of origin, Religion, Marital status, Family status, Physical or mental disability, Sex, Sexual orientation, and Age

1. Statement of Purpose
The purpose of our Code of Conduct is to:

  • establish and maintain safe, caring and orderly environments for purposeful learning for all students.
  • establish and maintain appropriate balances between individual and collective rights, freedoms and responsibilities.

2. Conduct Expectations
This is how we expect Cloverdale students to conduct themselves at school, while going to and from school, and while attending any school function at any location.

Acceptable Conduct –

  • respecting self, others and the school
  • engaging in the various learning activities in an appropriate manner by helping to make the school a safe, caring and orderly place by:
  1. Being polite. Using Please, Thank You, May I, Excuse me, etc.
  2. Respecting personal space. Keeping hands and feet to yourself.
  3. Behaving appropriately in the halls. Staying to the right side, single file, not talking, not running, facing forward, and hats off inside the school.
  • acting in a manner that brings credit to the school community. Specifically, showing Courtesy, Cooperation and Respect for public and private property and to school members.

Unacceptable Conduct –

behaviours that:

  1. interfere with the learning of others
  2. interfere with an orderly environment
  3. create unsafe conditions

acts of:

  1. bullying, harassment or intimidation
  2. physical violence
  3. retribution against a person who has reported incidents

illegal acts, such as:

  1. possession, use or distribution of illegal or restricted substances
  2. possession or use of weapons
  3. theft or damage to property

Rising Expectations – All students are expected to follow the Code of Conduct. There is the expectation that as students become older, more mature and move through successive grades, that:

  • they will become more engaged in learning
  • there is increased personal responsibility and self-discipline
  • the consequences for inappropriate behaviour will increase

3. Consequences
Parents and guardians should be the first and foremost providers of discipline for their child’s behaviour both at home and at school. They, along with the school personnel, should be active in implementing modifications that may be required when problem behaviours present themselves at school.

The severity and frequency of unacceptable conduct, as well as the age and maturity of the students is taken into consideration when determining appropriate disciplinary action. Specifically:

  • responses to unacceptable conduct are pre-planned, consistent and fair
  • disciplinary action, wherever possible, is restorative, rather than merely punitive
  • students, where possible, are encouraged to participate in the development of meaningful consequences for violations of the established code of conduct

The following consequences may be given to the student depending on the seriousness of the misbehaviour.

  • Student, after the discovery process (What Happened? Who did what?), is asked to assume responsibility for his or her inappropriate behaviour.
  • Student, through a discussion process, is asked to detail appropriate alternative courses of action (e.g. WITS – Walk Away, Ignore, Talk it Out, Seek Help).
  • Implement a restitution process. See #5 (Page 12)
  • Communication with parent(s)/guardian(s) and school staff
  • Early recess and/or lunch recess detentions
  • Written action plan/behaviour contract through the counsellor and/or principal
  • “In-school” suspension
  • Suspension from school as per Greater Victoria School District Policy 5131.7
  • Access to school district and government support mechanisms such as: counselling, Ministry of Children and Families, behavioural consultant, psychologist, health official.

While student suspensions are used as a last resort and after all preventative measures have been attempted, there are times when a student’s behaviour does result in suspension even when there have not been any previous offences. Such behaviour could include physical violence, theft, or open defiance. Suspensions could range from one to five days in length.

4. Notification
We have the responsibility to advise other parties of “serious” breaches of the code of conduct.

  • parents of student offender(s) – in every instance
  • parents of student victim(s) – in every instance
  • school district officials – as required by school district policy
  • police and/or other agencies – as required by law
  • all parents/guardians – when it is deemed important to reassure the school community that school officials are aware of the seriousness of the situation or incident and are taking appropriate action to address it.

The following misbehaviours are considered serious.

  • racial, ethnic or derogatory slurs
  • swearing or verbal abuse
  • hands on behaviour such as pushing, rough play, play fighting or fighting
  • leaving the school or school grounds without permission
  • bringing toy weapons or replicas to school
  • throwing rocks, sticks, snowballs or other objects that are not part of a structured and supervised game
  • rudeness, disobedience or disrespect
  • stealing, graffiti or wilful damage to school property or property of others

The following behaviours will result in suspension as per Regulation 5131.7.

  • wilful physical assault
  • acts of intimidation or harassment
  • homophobic or racial hatred
  • being in possession of or bringing weapons to school, including pocket-knives
  • being in possession of or bringing illegal substances to school
  • extortion

We believe that it is more important to teach children appropriate behaviour and to help them learn how to make appropriate choices than to simply punish them. To that end, we use restitution.

5. Restitution
Many schools are moving away from punitive forms of discipline and are choosing restitution rather than retribution.

Restitution is a humane approach for guiding students. The goal of any intervention within the restitution model is to assist the student in developing self-discipline by making an initial evaluation of the problem, deciding what they can do to repair their mistakes, and then make reparations. The restitution model operates from the following guiding principles:

1. All human behaviour is based on meeting five basic needs, those being:

  • Belonging (belonging, friendship, caring and involvement)
  • Power (importance, recognition, skill and competence)
  • Fun (pleasure, enjoyment, laughter, learning)
  • Freedom ( choice, independence, liberty, autonomy)
  • Survival (food, clothing, exercise, health, savings)

(How can you meet your needs while meeting the needs of others?)

2. Every child knows when he/she has done wrong.
3. It is O.K. to make a mistake. What are you going to do to fix it?
4. It is all right to say you are sorry. What are you going to do to fix it?
5. The wrongdoer finds his/her own solution to make amends to the victim.
6. Effort is required.
7. Guilt, anger, punishment, and criticism are not used with the wrongdoer as these lead to defensive behaviour.
8. The emphasis is on compensation and learning a better way

Here is an example:
A child is caught stealing at school.
PUNISH: Send the student to the principal’s office.
MONITOR: Detention
RESTITUTION: The child decides to return the stolen item(s) and asks the victim what he can do to make amends