St. John Bosco School 2017 2018 We will be updating this ... · We will be updating this document this year. 2 The parking lot and front entrance area is quite busy during drop-off

St. John Bosco School 2017 – 2018

We will be updating this document this year.

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Code of Conduct

St. John Bosco School is committed to challenging each individual to reach their full intellectual, creative and physical potential through a fully integrated curriculum. We strive to create a diverse community that fosters and

celebrates learning, mutual respect and social responsibility, enhanced by a strong partnership between home and school. We are 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 that is under contract to the school and/or school board.

Participating in extra-curricular activities.

Participating in off-site school-sponsored activities.

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 the rights of others and treat one another with dignity and respect at all times, regardless of economic status, national or ethnic origin, religion, culture, body image, gender, sexual orientation, individual differences, gender identity, age or ability.

School Zone

St. John Bosco School is a smoke free grounds and facility. Visitors, staff and students are reminded that all buildings, grounds and properties under the jurisdiction of the Newfoundland and Labrador English School District are smoke-free. Please respect our smoke-free policy and support us in our efforts to create a safe and healthy environment for everyone. We thank you for “butting out” before you come onto school grounds.



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The parking lot and front entrance area is quite busy during drop-off and pick-up times. Utmost caution should always be used when driving in the vicinity of our school. When entering the school grounds, please:

o Do the Loop. The entrance/exit is one way only. o A teacher will be on duty in the morning to assist with traffic while

students are being dropped off at the school. o When entering the school for visits, meetings, etc., please park in

the designated parking lot. o If you have someone who regularly picks up your child, please

ensure that they are aware of this.

We ask that you adhere to these expectations closely for the safety of our children.

School Entrance Times and Procedures

Academic success begins with attendance. Students who miss class instruction often encounter difficulty in keeping up with their school work. The school doors open at 8:30 a.m. and this is when supervision begins. We highly encourage you not to drop your child off before this time.

Classroom instruction begins at 8:45 a.m. and 12:45 p.m. Students must be in their respective classrooms before these times. A student who is late is required to present a note to their teacher stating the reasons for lateness.

During the start of the instructional day, parents/guardians and visitors are asked to enter St. John Bosco School through the main entrance located on the east side of the building – Linegar Avenue, during the school day. The door is locked for safety purposes.

o Please ring the bell/intercom to enter the school. o Identify yourself by stating your full name and your business

at St. John Bosco School. For example, “Hi, my name is Stan Abbott, I am Paul Abbott’s dad and I’m dropping off Paul’s lunch”. Please clearly label the item before dropping it off to the office.

o Once inside, please go to the office for assistance. o For safety reasons it is important that we are aware of visitors in

our school at all times. o Parents and visitors are not permitted in the classroom areas

unless permission is given by the administration. o District policy requires all NLESD schools to maintain security by

having the school doors locked. o Please ensure that individuals (grandparent, aunt, uncle, etc.)

picking up your child, or entering the school, are familiar with this entrance and routine.



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If a student must go home during school hours (appointments, sick, etc.), and the parent/guardian has entered St. John Bosco School, office personnel will page the appropriate classroom and request that the student come to the office to meet the parent/guardian there. Cooperation in this area creates security, independence and good order for all.

o If there is a scheduled appointment, etc., taking place during the instructional day, please provide these details to the secretary through a note, email, telephone call, etc.

Lunch Time Student Pick-up/Waiting

The staff of St. John Bosco value our parent population. We encourage

you to wait for your child/children by the school office area. We ask that

you remain in this area and not proceed into the school for the privacy of

the many students attending St. John Bosco. Thank-you for your

understanding and cooperation in this matter.

Student Registration Forms and Closures

The parent/guardian should complete a student emergency information sheet. St. John Bosco School will use an automated email/telephone system to contact families for various communications throughout the year including during unexpected school closures or delays (early morning weather conditions, heating problems, electrical failures, etc.).

o Should the need arise to close the school once classes are in session, an email and “synervoice” message will be sent and the school will follow the procedures that have been outlined in your child’s emergency information sheet.

o It is very important that your contact information be reviewed and updated annually to ensure that it is current. Notification of any changes in this information must be given immediately to the school secretary or the classroom teacher.

o Please ensure that telephone numbers provided for Synervoice, our automated calling system are direct lines.

Allergies and Medication

We have several students at St. John Bosco who are highly allergic to peanuts and products containing nuts. Contact with nut products could have fatal consequences for those students. When packing snacks and lunches, we ask that you please take the time to check all labels, to



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ensure products are both peanut and nut free. Peanut butter substitutes are not permitted in the school.

We have several staff members who are sensitive to scented products. Please ensure that your child does not wear perfume, cologne, body spray products or any other highly scented products while at school. It is possible that your child may have to return home to change in the event that these rules are not followed.

The NL English School District requires that when medication of any nature, prescription or over-the-counter, be administered at school, then it can only be administered by staff or parent/guardian. The parent or guardian is required to complete a series of medical forms, which can be obtained at the office.

o For safety reasons, students are not permitted to carry medication of any kind while at school.

If your child has any specific medical needs of which we should be aware, we ask that you notify your child’s teacher immediately.

Miscellaneous

Parents/guardians may consider labeling school items such as book bags, jackets, caps, pencil cases and other school supplies. During the school year, unclaimed clothing is placed in our Lost and Found in the school office. We invite both students and parents/guardians to check periodically for items that may be missing in this area.

o At several points throughout the year, unclaimed items are packaged and passed to charitable organizations.

Parties are a special time for all children. To avoid hurting the feelings of those involved, party invitations may not be distributed at school unless the entire class, or all girls or all boys are invited. St. John Bosco appreciates your cooperation on this sensitive subject.

Specific Standards for the Classroom Educational Environment

My success begins with attendance. I arrive to school on time. Doors are unlocked at 8:30 a.m. and I enter the school at that time using the main entrance. If I arrive after 8:45 a.m. or 12:45 p.m. I must check in at the office for a late slip and then go to my classroom.

When I enter St. John Bosco, I go to my locker. I keep my locker clean and organized which keeps the area safe and uncluttered. I take out items I need for the day and when finished, I close my locker and then go to my class. I am friendly to others and speak and act respectfully.

I am neat, organized and prepared in my class with school work and supplies on my desk. Pencils, exercise books and textbooks are items that I always need for



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classroom learning. I ask every time I borrow any items or materials from others and I use the class supplies appropriately.

I will always try to do my best in all of my activities by listening attentively in class and asking for help when needed.

I will make good choices. I am responsible for my actions and belongings. I will complete everything to the best of my ability, do my homework, study and read at home, complete and submit all school work teachers assign on its due date, catch up on missed work when absent from class and participate in all school activities.

I speak appropriately and am a good listener in school. I listen attentively to others when they speak. I use appropriate voice and polite language to demonstrate my good manners and character.

I work cooperatively and respect others’ right to learn during group work. I ask before taking, share the group workload and use best effort.

I understand that everyone learns differently. I value the learning of others by respecting all opinions and abilities. I do my best to help those in need and ask for help any time you need it.

I keep my hands and feet to myself and use my hands for helping others. I know that even if I pretend to throw items, I am breaking this school expectation. I play safely and act safely. I always make sure the four legs of my chair are on the floor.

I show proper care and regard for school property and the property of others. I keep my classroom clean by making sure the area around my desk is clean. I am considerate to the environment by recycling whenever possible.

I am always honest and truthful.

Specific Standards during Physical Education

On physical education days, I wear appropriate footwear and clothing to class. Suitable clothing includes shorts or sweat pants, t-shirts and sneakers.

I respect the belongings left in the change room.

I participate in all activities showing good sportsmanship, following the rules of the activity. I play fair and keep my hands and feet to myself.

I include others when I can, working with a partner, group or team.

I take care of the equipment by using it appropriately.

When the teacher is talking, I keep the equipment quiet (e.g. hold basketball, etc.) because it’s the right thing to do.

I return the school equipment when I am finished using it.

Specific Standards during Music Class

I come to class in a quiet manner prepared and ready to participate.



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I bring all items needed to class.

I sit properly in my assigned place.

I respect body space during any activity.

I am considerate toward others, work together and respect all efforts.

I follow instructions given to me.

I exit the class in a quiet orderly manner.

Specific Standards in the Resource Room

I speak and act respectfully using my indoor voice when I talk.

I respect equipment and space. These areas have materials and equipment that can be enjoyed by everyone. I know that it’s everyone’s responsibility to treat the equipment and area with great care and use it properly.

I work in my assigned area and keep this working space clean and tidy.

I work cooperatively with others and help others when I can. I respect other students’ work and opinions.

When moving around in the learning resource room I ALWAYS walk.

I wait in line to check out books and return the material I use to its appropriate place.

If I borrow material, I return books by the due date and in good shape.

Adults only behind check-in desk.

I push in chairs at the tables when I am finished because it’s the right thing to do.

Specific Standards in the Computer Lab

I always handle the computer equipment with care.

I share the computers if I can and always patiently wait my turn if there is no computer available to use.

I always follow teacher’s instructions and use the Internet only with adult supervision. If I need help, I raise my hand.

I use a quiet voice level in the computer lab because it shows that I respect the learning of others.

I use appropriate research sites. In the event that I find myself accidentally in an inappropriate site, I will inform the teacher.

I understand that there is never any food or drink in the computer lab.

I log off the computer and push my chair in when I am finished.

Specific Standards in the Hallway and Stairwell

I am attentive and aware of younger students in the hallway, especially during the early morning, recess, lunch time and after school.



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I walk quietly in single file, to the right, respecting the personal space of my peers.

I go directly to my destination in a quiet manner.

If I go through a doorway entrance, I pass the door for the next person.

I enjoy the hallway displays without touching them.

When leaving the classroom during the instructional day, I return to class without delay.

When I travel in the stairwell o I keep to the right o I hold the rails to stay safe o I walk safely.

Specific Standards in the Washroom

I only ask when necessary.

I leave food and writing utensils in the classroom as they are not needed in the washroom.

I walk to the washroom quietly using a quiet voice.

I keep lights on at all times.

I respect the privacy of others.

I flush after each use and make sure I wash and dry my hands.

I keep washrooms clean and tidy by using bathroom supplies properly. I use the appropriate amount of water, soap and paper towels.

I clean up after myself by putting all trash in the garbage container.

I know that the washroom isn’t a place for playing or hanging out so I return to class as soon as I’m finished.

I inform a teacher if there is an issue in the washroom.

Specific Standards during Lunch Time

I follow the school allergy policy and do not share my food.

I am encouraged to wash my hands before eating my lunch.

I eat my lunch using appropriate manners.

I stay seated while eating and use appropriate table manners (chewing with mouth closed, excuse me, etc.

I speak with a conversation voice during lunch time.

I keep my lunch area neat and tidy. If there are large spills, I tell the duty teacher.

I place garbage in the appropriate container and recycle when I can.

If I need to use the washroom, I raise my hand at my desk and wait for permission from the teacher on duty.



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Specific Standards for the Playground/Outside

I dress appropriately for outside activities.

I walk appropriately outside to my designated area and stay there.

I play in a safe place and stay away from the parking lot area.

I respect the property by playing safely and keeping the school grounds clear of litter.

I practice good sportsmanship by sharing and taking turns.

I respect personal space by keeping hands and feet to myself.

I remember to bring my belongings back to class with me.

I walk back to school.

Specific Standards for an Assembly

I sit quietly in my assigned area and remember there is no food or drink permitted during assemblies.

I respect the speaker and presentation by listening and looking at the speaker or group.

I speak and act appropriately e.g. raise my hand if I have a question, respond appropriately by clapping or laughing, etc.

I keep hands and feet to myself.

I remain seated until dismissed by my teacher.

Specific Standards for the Bus

I walk to the bus.

I wait for the bus to stop moving before moving towards it.

I remain seated while on the bus.

I keep hands, feet and book bags to myself.

I keep food and drinks in my lunch bag.

I use a conversational voice when talking.

I care for the bus appropriately e.g. report damaged seats, graffiti, etc.

I follow the driver’s rules and practice good behaviour.

Standards of Behaviour for Digital Citizenship

I keep personal devices in a secure place.

I keep personal photos and information, including passwords, private.

I am respectful in the online environment and report any online activities that are not in keeping with this respect.



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I will tell a trusted adult about activities which cause me to be uncomfortable.

I follow teacher directives to place electronic devices in designated areas.

I use technology for learning as directed by the teacher. B) Inappropriate Behaviours In abiding by St. John Bosco School Standards of Behaviour, all members of the school community are expected to refrain from:

Any behaviour that discriminates based on economic status, national or ethnic origin, individual differences, religion, culture, body image, gender, sexual orientation, gender identity, age or ability.

Any violent or bullying behaviour (physical, verbal, social, electronic) that intentionally causes harm (physically, socially, or emotionally) to another person.

Making derogatory or hateful comments toward an individual, group of people, idea, opinion or belief.

Threatening an individual, group of people or property.

Injuring an individual, group of people or property.

Use of technology that intentionally abuses or bullies another person or interferes with the positive climate of the school. Examples of violating this code include:

o Instant Messaging Harassment – sending hateful threatening messages, warning wars, creating a screen name similar to another person’s name (adding an “e” or one less “I”) and then saying embarrassing or inappropriate things on it.

o Taking passwords - impersonating a person online, changing a person’s profile and/or locking a person out of their account.

o Profiles or blogs – using these to damage another person’s reputation or invade their privacy (writing about a person’s private home life).

o Websites – creating a page specifically designed to insult someone, posting someone’s private information online.

o Sending pictures through IM’s, TM’s or Emails – these include degrading pictures, sending pictures of students in compromising situations (doing something illegal, private pictures, etc.).

o Internet polling – who’s popular? Who’s not? o Sharing secrets, spamming, etc.

Using language that is violent, profane or discriminatory.

Wearing clothes that depict violence, profanity or discrimination.

Breaking federal, provincial or municipal laws.

Etc.



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Inappropriate Student behaviours

St. John Bosco clearly identifies inappropriate student behaviours under

three categories of Minor, Middle and Major inappropriate behaviour.

Minor behaviours are reasonable expectations that are not met by the

student. These actions could take away from the learning environment.

Staff members intervene and monitor minor behaviours. Multiple minor

behaviours (over a short duration) may become a middle.

Minor Behaviours/Actions

Unprepared for class

Off task (colouring instead of current activity, tidying inside of desk, etc)

Interrupting

Personal attire (Hats/Hoods, etc) or unsuitable attire

Teacher assigned work not completed

Littering/not cleaning up (lockers, work space, etc.)

Throwing items in the classroom (food, etc)

Throwing items outside (snowballs, rocks, etc)

Taking items without permission (personal items, recess snack, etc)

Inappropriate minor behavior on bus (i.e. misbehavior)

Damaging property (school, peers, etc.)

Classroom disruption

Tardiness (arrives late to class)

Tardiness (late for school)

Chewing gum

Extended period of time out of class (hallway or washroom, etc.)

Leaving class without permission

Disruptive transitions (jumping, running, skipping line)

Teasing

Rough play/ Play fighting

Outside the designated play area

Tattling (to get a person in trouble instead of out of trouble)

Gestures (loser sign, eye rolling, etc)

Violation of personal space (hands and feet to yourself)

Physical contact (pushing, poking, etc)

Dishonesty (copying work from others, etc)

Inappropriate language/voice level/tone

Violation of school electronics policy



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Bullying as defined by the Department of Education

Other

Middle Behaviours/Actions

Chronic minor offenses are categorized as middle behaviour

Cheating/Misrepresenting your work

Compromising bus safety

Inappropriate behavior on bus

Damaging property (school, peers, equipment, etc.)

Leaving class/ supervised area without permission

Theft

Discrimination

Disrespecting self and others (e.g. talking back)

Deliberate spitting

Dangerous physical interactions


Forgery

False accusations

Other

Major Behaviours/Actions

Chronic or severe middle actions/behaviours

Defiance

Directed profanity

Skipping school/ Leaving school without permission

Intentionally pulling the fire alarm/fire extinguisher

Vandalism

Compromising bus safety

Physical aggression/injury


Serious threats/Intimidation of others (i.e bomb threat)

Sexual behaviour

Weapons

Other

C) Proactive Strategies



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Expected behaviours as identified in St. John Bosco School. Standards of Behaviour will be encouraged and supported through the following school-wide practices:

Behavioural expectations are communicated with all members of the school community through a variety of methods which may include hard copy handouts, school newsletters, parent/guardian –teacher night, school web-site postings, and/or emails.

Standards of Behaviour for students are reviewed, practiced and discussed as needed.

Standards of Behaviour are applied consistently by all staff.

Students may be offered choices, so that they can make an informed decision before acting.

The resulting consequence of each choice is up to the professional judgment of the attending staff member.

On-going modelling of appropriate behaviours by school staff.

Maintaining the acknowledgement of appropriate student behaviours through a variety of methods which may include positive verbal feedback, positive non-verbal gestures, and/or contact with parent/guardian, etc.

Parents/guardians may be contacted by teachers for feedback on student behaviour and accomplishments.

Curricular and extra-curricular programs that promote social skill development are available. For example: Kids Eat Smart Breakfast Program, Band, Intramurals, Cross Country Running Program, After School Basketball, Assemblies, Concerts, NLESD Primary Student Character Presentation, NLESD Elementary School Character Presentation, arts and athletics, etc.

Environmental and/or programming changes are considered.

Teacher uses the pre-referral process to determine and/or meet a student’s needs.

Referral for assessment may be considered by the service delivery team.

Referral for counselling.

Referral to district staff or outside agencies.

Consistent teacher documentation of inappropriate student behaviour.

Focused support for small groups and individual students.

Etc.

D) Proactive Strategies

In response to inappropriate student behaviour, teachers and administrators of St. John Bosco School shall utilize a Reactive Strategy, depending on:

The level of the behaviour.



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Circumstances of the behaviour: o The other people involved (students/staff/etc.) o the environment o precipitating factors o special circumstances o etc.

Past reactive strategies utilized for this student and the students resulting behaviour.

The frequency of the behaviour.

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

Etc.

Minor Interventions/Consequences

Non-verbal reminders o close proximity o “the look” o number gesture with fingers (5,4,3,2,1) o charting number (stop sign, tally mark on the board, etc.) to let

child know which number s/he is on o visual reminders (signs, class rules chart, traffic light, voice scale,

Fabulous Four) o finger to the lips o “high five/Clapping” o If you’re listening then hand up o “Lights out” to get attention o Stand/sit and wait (with possible consequence)

verbal reminders

shhhhh!

1-2-3 Magic – verbal

Talk s-l-o-w-l-y

Singing direction to the students.

Lower voice to get attention (whisper and then raise voice to normal level)

model expected behaviour / re-teach Matrix

Staff members intervene and monitor minor behaviours. Multiple minor

behaviours (over a short duration) should be directed to Administration. The

intervention/consequence used will be determined by the professional judgment

of the attending staff member.



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Student Nominations – acknowledging positive behaviour

Gotcha’s

The Music Box System – wind up music box and if music is left at the end of the week then a class reward is given

Humour - Staff generated ideas

Ignore the behavior (could be an isolated event)

Monitor behavior

Redirect the positive behaviours in the class (I like the way “Sue” is listening or placing sticker on a desk, pylon on desk for good behaviour, etc...).

Redirect by pulling them into a conversation/activity.

consult with other teachers working with the student

praise the positive behaviours the child makes

Use the student’s name in a positive manner instead of a negative (don’t use the child’s name in negative examples)

peer mentor (student buddy to help model behavior/seating plan)

Buddy system

Provide breaks to do task

Break card

apology / correct misbehaviour /natural consequences

student driven consequences

offer choices and consequences

Removal from group (Island)

time out

Self-reflection – verbal (What did you do? How would you change it?)

Advise the homeroom teacher of behaviour and intervention that was taken

Detention

Loss of privileges

Teacher shadowing (child walks with teacher during lunchtime)

Contact parent/guardian (note in agenda or phone call, etc..)

Grandma’s Law – “When – Then”, “First- Then”

Parent/Guardian contact

Middle Interventions/Consequences

All Minor interventions/consequences

Staff members intervene with administrative intervention possible

St. John Bosco School 2014 - 2015

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Possible removal of child from situation (written documentation). Is this an intervention or consequence?

Self-reflection - written (What did you do? How would you change it?)

Child communicates their ‘behaviour’ to their parent/guardian (written or verbal) Example – child writes letter to parent/guardian and teacher signs this (teacher involvement).

Common Behaviour Reflection Sheet (Primary/Elementary versions)

Sit out from play time (possible restitution)

Restitution

Lose privileges such as computer, etc.

When outside, sent inside for office detention

Teacher directed detention

meeting with parent/guardian and/or child

Team problem solving

Conflict resolution

consult guidance, SSS and other outside professional services (i.e. Janeway)

consult the administration (complete incident report)

Office Discipline Referral

Major Interventions/Consequences

All middle interventions/consequences

remove child from the situation

Evacuate the class

student / parent / school conferences / guidance

educational program change if academic and grounded in exceptionality (P2,3,4,5) – team consultation

Consult District personnel

Contact with child protection (medical professionals)

CPI

behaviour management plan (BMP) / contract

in-school suspension

suspension

reduced day(s)

Contain classes on floor (secure school or lockdown)

Consult with medical or emergency personnel

police involvement

other

Staff members intervene. Administrative intervention occurs


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Note: The Bullying Intervention Protocol will be used in appropriate situations as

determined by policy.


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Documents

St. John Bosco School 2017 2018 We will be updating this ... · We will be updating this document this year. 2 The parking lot and front entrance area is quite busy during drop-off