View/download the Blue Mountain Code of Conduct 2023/24 in PDF format

 

Our staff recognizes the importance of school-wide behaviour supports to ensure a positive school climate and culture and implementing the code of conduct.  We believe that students behave responsibly most of the time and that students desire to do well when they can.   

While many factors affect a child’s education, there is one that can be of paramount importance – communication. Frequent and open communication between parents and teachers leads to a greater understanding and appreciation of the educational process, as well as each child’s participation in it.   

  

Code of Conduct 

 

Statement of Purpose 

The Blue Mountain Elementary School Code of Conduct has been created to maintain a safe, caring and orderly school environment.  The purposes of the Code of Conduct are: 

 

1. To encourage the development of socially responsible behaviour resulting in a positive community for students and the school.
2. To foster a safe, respectful and welcoming learning environment for all students, staff and parents.
3. To clearly communicate behavioural expectations within the school community.

 

The Code of Conduct applies to all members of the school community at school, traveling to and from the school, at any school-related activity at any location, or any circumstance/activity that will have an impact on the school environment.  

 

 

Six Pillars of Character 

The way for our students to become responsible for their actions and to develop respect for self, others and the environment is expressed in BME’s Six Pillars of Character.  

Fairness 

Respect 

Responsibility 

Caring 

Citizenship 

Trustworthiness 

  

Conduct Expectations 

As members of the school community, we believe  that all students have the right to learn in a safe and caring environment and for this to happen, we all have a responsibility to create a comfortable, positive school climate.  We believe that home and school must share the responsibility for teaching children appropriate behaviour. By working together we can increase the likelihood that students will become aware of their actions and will develop respect for self, others, and the environment. 

 

At Blue Mountain Elementary we promote a climate of understanding and mutual respect where all are equal in dignity and rights.  All members of the community are entitled to the accommodations, services and facilities they require.  We do not tolerate discrimination towards others that prevent them from having their needs met.  We do not allow any publication or display of signs, symbols or other representations that discriminate against others because of their race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation or age. 

 

Any language (oral or written) or behaviour that deliberately degrades, denigrates, labels, stereotypes or incites hatred, prejudice, discrimination or harassment towards students or employees on the basis of their real and/or perceived sexual orientation, gender identity, gender expression, appearance, capacity, disability, colour, ethnicity or religion, will not be tolerated. 

 

Rights and Responsibilities:   

Students have a responsibility to respect the rights of others and the right to become actively and productively involved in their own academic learning.  With this comes: 

 

• the right to learn freely and fully at school and the responsibility to be on time, to listen to instructions and to participate without disruption. 

• the right to hear and be heard 
• the right to be respected and the responsibility not to knowingly tease or annoy other people, nor to hurt their feelings. 
• the right to feel safe in the school and the responsibility to treat others with respect by not being rude through actions or words, by not threatening or physically harming anyone else, and by reporting anyone who is harming self or classmates. 
• the right to privacy and personal space and the responsibility to respect the personal property of others and to accept their right to privacy. 

Expectations for student conduct for younger students differ from those for older students as they do for students with special needs who are unable to meet expectations due to a disability (visible or invisible). It is expected as students move through successive grades, become older and more mature that they will be more socially responsible.   

Responses to Conduct Issues 

Responses to unacceptable conduct will be thoughtful, consistent and fair. 

The focus of any intervention will be preventative and restorative in nature, rather than punitive. Wherever possible, students will be encouraged to participate in the development of meaningful interventions through discussion and mediation.   

Decisions will be made with respect to the individual. Responses to conduct issues will take into consideration the student’s age, maturity and past conduct.  Interventions will not discriminate against a student who cannot meet an expectation because of a disability, visible or hidden. Every effort will be made to support students. However, if there are ongoing conduct issues after having implemented interventions, progressive discipline may include but not limited to, referral to an intervention committee, suspension, change of program, change of school, referral to an intervention committee, or involvement of the police when behaviour includes a criminal code violation. When responding to breaches in the Code of Conduct, school officials may inform a student’s parent(s), the parents of other students who were involved, school district officials, the police or other agencies or the parents of all students when the whole school community needs to be reassured that a serious situation is being addressed. School District 42 offers an appeals process for school based decisions, available under the parent tab at www.sd42.ca 

  

Student Expectations 

It is our expectation that students will behave in responsible, ethical ways that will contribute to their own well-being and that of other students in our school.  All staff will strive to help students become able to monitor and adjust their own behaviour,.so that responses to behaviour or restorative, meaningful, thoughtful and effective. Being punitive is not an effective discipline strategy, but rather we seek to build capacity when skills lag for children.   Individual classroom rules are generated in the classroom.  We appreciate your help and support in making our school an enjoyable and safe place for your child to develop and learn.  

 

W.I.T.S. Program 

A suggested program for parents to discuss with their child is the WITS program, a prosocial, positive program that encourages students to make safe and positive choices when faced with peer conflict. The WITS acronym Walk Away, Ignore, Talk It Out and Seek Help provides a common language that children and the adults in their environment to solve social problems.  

Please visit the WITS Program website for more information. http://www.witsprogram.ca/kids/ https://witsprogram.ca/families/using-wits-with-your-child/wits-parent-toolkit-helpful-resources/ 

Guidelines for Student behaviour 

 Expectations for our Students to exercise courtesy and good manners. 

• to apply themselves diligently to their studies 
• to cooperatively obey the rules of the school and to follow instructions of the school staff 
• to respect the feelings, rights and property of others 

 

Unacceptable behaviour 

1. Profanity
2. Fighting
3. Behaviour which is disruptive or which may be considered detrimental to the school or the welfare of others. We take very seriously any form of bullying or cyberbullying at Blue Mountain Elementary. Bullying is defined as repeated, ongoing and unkind targeted behaviour towards another.
4. Possession of weapons or replicas, Possession of or being  under the influence of alcohol or drugs
5. Abusing or destroying property
6. Cheating, stealing or lying
7. Leaving the school grounds without the consent of staff

 

  Expectations for our Parents 

• To be aware of the expectations and requirements of the school 
• To work as a team with the school staff to develop and     

        support the learning and well-being of their child 

• To ensure that your child attends on a daily basis and is                   

        punctual 

• To provide materials necessary for school as able 
• To be available to conference with school staff 
• Review the Code of Conduct with their children 
• Assist school staff in dealing with issues of behaviour requiring intervention and discipline.  
• Demonstrate respect for all members in the school community 

• Model expectations of appropriate conduct  

 

 

Progressive Discipline Procedures  for dealing with behaviour problems 

 

Initial Stages 

A pupil may be sent home immediately in the case of serious misconduct.  In that case, a request for an interview would accompany the letter home from the school.  Normally, however, a procedure similar to the one described below will be followed: 

1. Counselling by the teacher
2. Counselling by the principal
3. Initial contact with parents
4. Conference with parents, teacher and/or principal
5. Consultation with District and/or Community Resource Personnel (where appropriate).

 

Decisive Action Stage 

1. Telephone call  possibly followed by a letter to parents informing them of continued misbehaviour and outlining the consequences if child persists.
2. Send child home if the problem continues and their dysregulation is impacting their ability to function at school .
3. In the case of an imposed suspension, parents will be notified by phone and a letter outlining reasons for the suspension will be sent to parents, with a copy to the Superintendent.

 

Follow Up Stage 

1. Conference with parents and child.  The child will be required to make some commitment with regard to improved behaviour in the future before being sent back to class.
2. Inform parents and staff of progress, or lack of progress, so they can encourage and support child with their demonstrated needs.

 

Final Stage 

1. A full cycle repeat may be necessary. 
2. A transfer to another school in an attempt to provide the student with an opportunity to try a fresh start, in some instances, may be appropriate.
3. If all else fails, it is hoped that the school would be in a position to recommend some alternative to regular classroom instruction in consultation with District and/or Community Resource Personnel.