Code of Conduct

ACES Code of Conduct 

A. 

Purpose  

Part of ensuring that our Mission and Core Values can be fulfilled is tied to the conduct of students and staff.  The School Code of Conduct sets the standards of behaviour expected at Alexis Creek Elementary/Junior Secondary (ACES) and provides the information from which behavioural instruction and accountability are derived. 

The purpose of the Code of Conduct is to establish and maintain a safe, caring and orderly environment required for purposeful learning.  The code provides appropriate balances between individual and collective rights, freedoms, and responsibilities.  Also, the code clarifies and publishes expectations for student behaviour while going to and from school, at school, and while attending school functions or activities at any location. 

The code of conduct applies to all students. Accommodation will be made for students with disabilities who are unable to fully comply with the code of conduct. 

Conduct that occurs outside of school hours and apart from school activities is not normally investigated and acted upon unless there is an impact on students at the school. 

Our School Code of Conduct is presented in a matrix format which is followed by a presentation of levels of inappropriate behaviour and consequences. 

B. 

Development and Regular Review 

1. 

Over the past year the principal has met with staff and parents to gather input as they pertain to socially responsible behaviour. We then review the feedback and adjust the school Matrix accordingly. 

2.  

Parents, students, staff, and school administration review the Code of Conduct annually and contribute to its revised form. An ongoing review of the Code of Conduct is carried out in parent, staff, and student settings. 

3. 

Conduct is consistently monitored to ensure Codes reflect current and emerging situations and are contributing to school safety through formal and informal behaviour data, student, parent and staff perception, staff meetings, and school-based team meetings. 

C. 

Communicating Expectations 

1. 

2. 

3. 

Student expectations for appropriate behaviour are communicated daily in classrooms, through team and class meetings, administrator visits, student handbooks, announcements, school wide assemblies, and displayed in each classroom on a poster of the school Matrix. The Code of Conduct is also posted on the school website. Students who enroll in school after the start of the year are provided with a copy in the student handbook. 

Staff members are provided with a copy of the school’s Code of Conduct in the staff handbook and have a poster of the school Matrix displayed in their classrooms. Temporary staff is provided with a copy of the school’s Code of Conduct in the TOC handbook.  

The Code of Conduct is communicated to parents via the student handbook, newsletters, through PAC and on the school website. 

D. 

Active Teaching and Promotion of Expectations 

1. 

Time also allotted in the first few weeks of school, and at regular intervals throughout the year, for teachers, administrators, and counselors to meet with students, in large and small groups, to review appropriate behaviours and outline consequences.  

E. 

Expectations of Acceptable Conduct 

1. 

2. 

The following are examples of acceptable behaviour for ACES students while at school, while going to and from school and while attending any school function or activity at any location. 

a. respecting self, others, and the school 

b. helping to make school a safe, caring, and orderly place 

c. acting in a positive, honest, and straight forward manner, being truthful 

d. informing a ‘tellable’ adult, in a timely manner (in advance if possible) of incidents of bullying, harassment or intimidation. It is the responsibility of the by stander to report and prevent incidents of harassment and bullying. 

e. engaging in purposeful learning activities in a timely manner. 

f. attending all classes on time 

g. respecting authority and adhering to classroom, school, and district rules and policies. 

h. acting in a manner that brings credit to the school. 

Acceptable conduct is also demonstrated in the ACES Matrix 

‘ACES’  

A – Acts with Respect 

C – Caring 

E – Effort 

S - Safety 

3. 

The district has no tolerance for weapons. Possessing or using weapons, explosives, fireworks, firecrackers, or any other items capable of or intended to be used to threaten, intimidate, or cause bodily harm, including fake weapons that can be perceived as real weapons will result in immediate suspension.  

4. 

 The ACES code of conduct is aligned with district policies, administrative procedures, and the BC Human Rights Code. ACES promotes the values expressed in the BC Human Rights Code “respecting the rights of all individuals in accordance with the law - prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, physical or mental disability, sex or sexual orientation, and respect of discriminatory publication and discrimination in accommodation, service and facility in the school environment.” 

5. 

The Board of Education will take all reasonable steps to prevent retaliation by a person against a student who has made a complaint of a breach of the Code of Conduct. Any retribution or threat of retribution by a student/parent towards another student in a breach of the Code of Conduct matter will be dealt with as a highly serious matter, and the student who is being threatened will be protected from the threat with all means available to the School Board including involvement of the RCMP if necessary.  

6. 

The school Code of Conduct applies to behaviour at school, during school-organized or sponsored activities and behaviour beyond these times that negatively impacts the safe, caring, or orderly environment of the school, and /or student learning.  

Parents, coaches and involved members of the greater community must adhere to the school’s Code of Conduct while acting as ambassadors of the school.  

F. 

Consequences for Unacceptable Conduct 

1. 

a. 

When students do not adhere to the Code the Conduct staff will follow a pattern of progressive discipline. Consequences could include, but are not limited to, warnings, mediation, counseling, phone calls and/or letters to parents, detentions, in school suspensions and suspensions.  In cases of  

serious breaches of the Code of Conduct, the student may be referred to school district officials, police, and/or other agencies.  

Progressive discipline establishes a process of clear, timely, consistent, and documented communications with the student and their parent/guardian to reinforce an understanding of expectations; to provide opportunity to correct unacceptable behaviour, and to ensure due process.  

The goal of progressive discipline is to modify specific behaviour and to encourage acceptable behaviour. The goal is not to punish the student, but to alert the student and/or parent to the need to correct unacceptable behaviours.  

b. 

When administering consequences for behaviors of a discriminatory nature, the school will make every attempt to address all parties involved and develop a plan to address the school culture. 

c. 

When dealing with students, the administrator may adjust the consequence or disciplinary action based partially on the maturity level and/or grade level of the student. What is an appropriate consequence or disciplinary action for a senior student may not be appropriate for a junior student.   

2. 

As school is a place of ongoing learning, the expectations for acceptable behaviour increase for students as they become older, more mature and move through the successful grades. Therefore, students will be expected to demonstrate:  

● increasing personal responsibility and self-discipline  

and will receive 

● Increasing consequences and restitution for inappropriate behaviour. 

When dealing with students, the administrator may adjust the consequence or disciplinary action based partially on the maturity level and/or the grade level of the student.  

Additionally, special considerations may be provided to students who are unable to comply with these expectations due to a disability of an intellectual, physical sensory, emotional or behaviour nature.  

3. 

 Suspension will be warranted when violation of the Code of Conduct is deemed serious or other consequences have been inadequate or ineffective. For serious offences students will be brought to the office, the parent is contacted by the school and a formal letter of suspension describing the incident, the length of the suspension, and the plan of restitution and responsibilities (course work, letters of understanding or apology, etc.) will be written. A re-entry  

meeting will be held prior to the student returning to school after a suspension. 

4. 

School Officials have a responsibility to advise other parents of serious breaches of the Code of Conduct.  

● Parents of student offenders(s) in every serious incident. 

● Parents of student victim(s) in every serious incident. 

● School District Officials as required by school District Policy. 

● Police and/or other agencies as required by law. 

●All parents when deemed to be important to reassure community members that school officials are aware of a serious situation or incident and are taking appropriate action to address it.  

School staff members may involve parents earlier.  

Parents are always encouraged to call the school if they have any concerns or questions.  

Expectations 

 In the hallways we will: 

In the cafeteria and library, we will: 

In the playground and gym we will: 

On the bus we will: 

In the classroom we will: 

Acts with Respect 

Walk quietly and keep our hands to ourselves. 

Line up to enter the lunchroom. Be quiet and calm. Clean up after ourselves. Say please and thank you. 

Follow instructions of supervisor or teacher. Take turns using equipment. Use respectful language. 

Sit in our assigned seat. Keep our hands, feet and body to ourselves. Respect other’s property. Follow the instructions of the bus driver. 

Follow the instructions of the staff. Use respectful language. Help make the classroom a good place to learn.  

Caring 

Care and respect for all property. Be kind to others. 

Share space, be considerate and offer to help others. Keep areas clean. 

Be kind. Play nicely and include others. Help others to get along. Use the garbage cans and recycling bins. 

Care for your seat and the bus. Keep areas clean. Be kind to others. Put garbage away. Make room for others. 

Take pride in our work. Share ideas, space and supplies with others. Take care of books and materials. 

Effort 

Do what is always expected. 

Use areas for their proper use. Do what is always expected. 

Be a good sport. Be a positive player by encouraging others and not arguing. Get help if needed. Show responsible behaviour. 

Remember to always follow expectations. Remind others to follow the rules. 

Do our best. Arrive on time and prepare to do work. Ask for help. Keep up with our work. 

Safety 

Watch where we are going. Walk on the right side of the hallway. Hands off. 

Keep our body and hands to ourselves. Wash our hands before we eat. 

Play safe and report problems. Help others. 

Stay seated. Face forward. Use quiet voices. Do not throw things. Hands off. 

Follow the instructions of our teacher. Hands off.