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Woodland Elementary School is committed to providing a safe, caring and inclusive learning and working environment by promoting respect, responsible citizenship and academic excellence. A positive school climate exists when all members of the school community feel safe, comfortable and accepted. The Standards of Behaviour outlined apply to all members of the school community, including students, parents and guardians, school staff, volunteers and visitors when:

 on school property;

 traveling on a school bus;

 participating in extra-curricular activities;

 participating in off-site school-sponsored activities; or

 engaging in an activity which will have an impact on the school climate.

A) Standards of Behaviour

All members of the school community are expected to:

 respect and comply with federal, provincial and municipal laws;

 demonstrate honesty and integrity;

 respect the rights of others and treat one another with dignity and respect at all times, regardless of economic status, race, colour, national or ethnic origin, language group, religion, gender, sexual orientation, gender identity, age or ability;

 show proper care and regard for school property and the property of others;

 take appropriate measures to help those in need;

 demonstrate best effort during all school-based activities.

B) Inappropriate Behaviours

In abiding by Woodland Elementary School Standards of Behaviour, all members of the school community are expected to refrain from:

 breaking federal, provincial or municipal laws;

 any behaviour that discriminates based on economic status, race, colour, national or ethnic origin, language group, religion, gender, sexual orientation, gender identity, age or ability, such as racial, homophobic or transphobic comments;

 any violent or bullying behaviour (physical, verbal, social, electronic) that intentionally hurts (physically, socially, or emotionally) another person;

 making derogatory or hateful comments toward an individual or group of people;

 threatening an individual or group of people;

 threatening to damage or destroy property;

 injuring an individual, group of people or property;

 using technology to intentionally abuse or bully another person;

 using technology to interfere with the positive climate of the school;

 using language that is violent, profane or discriminatory;

 wearing clothes that depict violence, profanity or discrimination.

C) Proactive Strategies

Expected behaviours as identified in Woodland Elementary School Standards of Behaviour will be encouraged and supported through the school-wide practices listed below.

 Behavioural expectations are discussed with all members of the school community during scheduled meetings.

 Standards of Behaviour for students are reviewed, practised and discussed on a regularly scheduled basis and as needed.

 Standards of Behaviour are applied consistently by all staff.

 Students are presented with a choice of behaviours and related consequences

to enable them to make an informed choice before acting.

 Appropriate behaviours are modelled by school staff.

 Appropriate student behaviours are acknowledged by staff.

 Teachers contact parents/guardians to provide feedback on student behaviour and accomplishments.

 Curricular and extra-curricular programs that promote social skill development are available. For example: an Alternate Program, peer mentoring, a Gay-Straight Alliance (GSA), Roots of Empathy, arts and athletics.

 Environmental and/or programming changes are considered.

 Referral for assessment may be considered by the Service Delivery team.

 The student may be referred for counselling.

 Referral to district staff or outside agencies may be considered.

 Teachers consistently document inappropriate student behaviour.

 Focused support is available for small groups and individual students.

D) Reactive Strategies

In response to inappropriate student behaviour, teachers and administrators of Woodland Elementary School shall utilize a Reactive Strategy, depending on:

 the level of the behaviour as determined by the school Discipline Plan;

 circumstances of the behaviour:

 the other people involved (students/staff/etc.)

 the environment

 precipitating factors

 special circumstances

 past reactive strategies utilized for this student and the

 the frequency of the behaviour;

 the student’s exceptionality and/or Individual Education Plan (IEP).

Appropriate school response to Level 1 student behaviours (those behaviours which are

responded to by the teacher witnessing the behaviour):

 verbal reminders

 model expected behaviour

 re-teach the expected behaviour

 offer choices and consequences of the choices

 home contact

 peer mentoring

 loss of privileges

 parent/school conference

 skill building

Appropriate school response to Level 2 student behaviours (student behaviours which

are referred to the administration) include strategies listed for Level 1 behaviours, plus:

 natural consequences

 self-reflective exercise

 restitution

 peer counseling

 monitor behaviours

 mediation

 restorative justice

 restricted access to facilities/activities

 behaviour contract

 behaviour management plan

 referral to school counsellor

 pre-referral process

 detention

 police involvement

 in-school suspension

 out-of-school suspension

Commentary:

1. Individual schools are expected to practice Positive Behaviour Supports (PBS) as outlined in the Department of Education’s Safe & Caring Schools Policy at:

www.gov.nl.ca/edu/k12/studentsupportservices/publications/scs_prov_policy.pdf.

2. An individual school’s Code of Conduct will include the following components:

a) Standards of Behaviour, which may also be referred to as behavioural expectations, behavioural matrix, etc.

b) Inappropriate Behaviours may be identified by levels of behaviour (such as minor, middle, major as outlined in a Student Discipline Plan) and/or by who on staff should respond to the behaviour.

c) Proactive Strategies, which outline school-based practices that promote appropriate student behaviours, as outlined in the individual schools

Standards of Behaviour.

d) Reactive Strategies, which may also be referred to as a Consequence Guide, outlines school-based practices that respond to inappropriate student behaviours.

3. Standards of Behaviour Note: Individual schools may insert specific expectations and requirements provided they are consistent with the School Board’s and the Provincial Code of Conduct. These specific expectations may provide examples of what the broader expectations actually “look like” in the school community.

4. Inappropriate Behaviour Note: The Proactive Strategies that provide students the opportunity to practice appropriate behaviours, to develop prosocial skills and to be acknowledged for them are not 100% effective in supporting positive student behaviours. For this reason, it is important to name the inappropriate behaviours as well. This will identify what the Standards of Behaviour DO NOT look like. These behaviours may be organized into two or three groups or levels of inappropriate behaviour which will determine the Reactive Strategy utilized.

5. Proactive Strategies Note: Standards of Behaviour do not always come naturally to individuals. Often a student’s interpretation of an expectation may be different than the intent. As well, students will present with varying skill levels academically, socially and emotionally. For these reasons it is important to discuss, teach, practice, model and acknowledge appropriate, expected student behaviour, on a regularly scheduled and on-going basis.

6. Reactive Strategies Note: When inappropriate student behaviours occur, schools employ a range of interventions and supports. These include learning opportunities for reinforcing positive behaviour while helping students to make good choices. Consequences are applied within a framework that shifts the focus from one that is strictly punitive to one that is both corrective and supportive (progressive discipline). The levels of behaviour, identified in the Discipline Plan, enable the staff to utilize an appropriate consequence, as outlined by the Reactive Strategies.

7. For further information on PBS and the components of a Code of Conduct please go to the Department of Education’s website www.gov.nl.ca/edu/k12/safeandcaring/teachers/pbs/PositiveBehaviourSupports.pdf