Code of Conduct

Living and Learning Together

The Hornby Island Community School Code of Conduct is a “living” document. We will commit to reviewing it regularly at student meetings, Parent Advisory Council, and staff meetings. We will also ask for feedback from the community. We will update it as necessary and as we learn and grow together.

Hornby Island Community School is a public school. We embrace uniqueness and the wealth that can come with a variety of perspectives and life experiences. That said, to ensure the comfort of those within our school community and to create a viable learning environment, we also need an awareness of behaviours that will be accepted and unaccepted by our community when we are together and when we represent our school in the community.

The British Columbia Safe and Orderly Schools document outlines features of the school code of conduct.

It is expected the Code of Conduct for our school is followed while at school, a school-related activity, or in other circumstances where engaging in the activity will have an impact on the school environment.

The Code of Conduct is broken into 3 pieces:

Respect for Self
Respect for Others
Respect for Property

Within each section are examples of what expected behaviours are, and are not.

It is very rare positive behaviour strategies are ineffective at correcting behaviour not in alignment with our Code of Conduct. However, some children require additional support in understanding their behavioural responsibility in a public space, and the impact on those around them, and the shared learning environment. All children are considered as individuals in a caring manner based on their age/stage and capacity for understanding our learning community expectations.

Progressive disciplinary actions will be taken depending on the frequency and severity of behaviours not in accordance with our School District #71 and Hornby Island Community School Code of Conduct. Parents and students sign their names indicating their understanding of our Code of Conduct each year. Consequences and/or disciplinary actions will remain confidential unless there are unique circumstances where information is required to be shared with a larger audience.

Behaviours relating to bullying of all forms (including cyber-bullying), harassment, intimidation, threatening or violent behaviours while at school, at a school-related activity, or in other circumstances where engaging in the activity will have an impact on the school environment, will require deeper levels of intervention and consequence. Illegal acts such as possession, use or distribution of illegal or restricted substances, possession or use of a weapon, or theft of or damage to property will be investigated by teachers, school administration, School District Administration, and where necessary the Royal Canadian Mounted Police (RCMP), to ensure our learning space is a safe and supported learning environment and our community assets are protected for future learners. Our learners are expected to arrive at our school ready to learn and to contribute to a positive learning environment.

The BC Ministry of Education also provides additional resources for guiding the creation of the Code of Conduct and Safe, Caring, Orderly Schools.

Respect for Others

Behaviours that fit with how we want our school to be. When people are respecting others it…	Behaviours that are not respectful. When people are disrespectful of others it…
Looks Like	Looks like
Inviting and including others Smiling Waving Reading others’ feelings and reacting accordingly Being safe so others’ don’t get hurt (e.g.walking in the halls, careful risk-taking on the playground) Accepting the rights of others; race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, gender identity or expression and age . Working together – cooperation Respecting personal space	Discriminating against, making fun of, or criticizing others for their race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, gender identity or expression and age Bullying and cyberbullying Intimidating others Threatening others with words, gestures or physical actions Excluding others from games and activities Manipulating/planning to leave others out or to make fun of them Deliberately provoking someone to encourage reaction Actions that could result in others being hurt physically or emotionally Violent behaviour toward others Disrupting the learning environment interrupting others’ learning Intentionally damaging belongings of others Stealing things from others
Sounds Like	Sounds like
Laughing Kind words School appropriate language Offering to help others Giving compliments Greeting each other with kind words Disagreeing using kind words	Nagging Teasing Swearing Negative comments Telling rumours or re-telling rumours Hurtful words
Feels Like	Feels like
Comfort/relaxed Happy Confident Safe Others support you	Fear Anxiety Loneliness Desperation Depression

Possible Consequences: Contacting parents, loss of school privileges (e.g. having higher level supervision at break and more unstructured times), apology, counselling and/or Learning Support Teacher referral, in school suspension, out of school suspension.

Respect for Property

Behaviours that fit with how we want our school to be. When people are showing respect for personal property and that belonging to others it…	Behaviours that are not respectful of property. When people are showing disrespect for property it…
Looks Like	Looks like
Taking care of their own supplies (e.g. put them away carefully in an organized way, hanging up coats etc.) Taking care of resources (e.g. computers, books, classroom supplies, etc.) Demonstrating understanding that the materials and supplies people have cost money and sometimes have emotional value as well Picking up litter inside and outside of the school even if it isn’t yours	Leaving supplies on the floor or lying around Treating supplies and resources carelessly Throwing litter on the floor or on the school grounds Stealing Grabbing things from others Breaking others’ things intentionally Vandalism (drawing, writing, scraping, etc. on school property, property of others, or property of self)
Sounds Like	Sounds like
Saying respectful words about the things they have “I like my new coat. It was a gift and I know it cost my parents a lot of money I have to take care of it.” Appreciative words “We are lucky to have so many fun activities in our classroom!) Asking to borrow someone’s things e.g. “Could I borrow some of your felt pens?”	Taking things for granted “I don’t care if my coat gets ripped, then I’ll get a new one anyway.” Being unappreciative “I wish we had better stuff in our classroom.” Using manipulation to get someone’s things “You’d better give me your felt pens or I won’t invite you over this weekend.” Making fun of someone for their property “Your coat is ugly, I can’t believe you picked that one out.”
Feels Like	Feels like
Organized Positive culture Appreciation for what we have Cooperation Caring	Unorganized Unappreciative Uncaring Destructive Hurtful Harmful Damaging

Possible Consequences: Contacting parents, loss of school privileges (e.g. having higher level supervision at break and more unstructured times, apology, counselling and/or Learning Support Teacher referral, replacement of lost and or damaged items, in school suspension, out of school suspension.

Respect for Self

Behaviours that fit with how we want our school to be. If people in our school are respecting themselves it will….	Behaviours that are not respectful. If people in our school are not respecting themselves it will…
Look Like	Look like
Well rested Well fed Goal setting Exercising	Too tired to learn Too hungry to learn Too angry to learn Eating non-nutritious food Not exercising often Harmful substance use
Sound Like	Sound like
Positive self talk “I am getting better at that!” “My strengths are…”	Negative self talk “I can’t do that.” “I’m not good at that.” etc.
Feel Like	Feel like
Comfort/relaxed Happy Confident Safe	Fear Anxiety Loneliness Desperation Depression

Possible Consequences:
Contacting parents, loss of school privileges (e.g. having higher level supervision at break and more unstructured times, apology, counselling and/or Learning Support Teacher referral, replacement of lost and or damaged items, in school suspension, out of school suspension.