Statement of Purpose
A safe, caring and orderly school is the foundation for a successful learning environment. This Code of Conduct is designed to build and sustain a community that values and fosters respect, inclusion, fairness and equity. Therefore all members of the school community shall not discriminate against others on the basis of race, colour, ancestry, place of origin, religion, family or marital status, physical or mental disability, age, sex or sexual orientation, gender identity or gender expression, or for any other reason set out in the Human Rights Code of British Columbia, nor shall a student publish or display anything that would indicate an intention to discriminate against another, or expose them to contempt or ridicule on the basis of any such grounds. All reasonable steps will be taken to prevent retaliation against a student who has made a complaint of a breach in the Code of Conduct.
A safe school is one in which members of the school community are free of the fear of harm, including potential threats from inside or outside the school. The attitudes and actions of students, staff and parents support an environment that is resistant to disruption and intrusion, and ensures a constant focus on student achievement.
I have the right to be safe at school during my school day.
have the responsibility to abide by school bells and boundaries.
The safety and security of students is of primary importance. School administration is legally responsible for student safety and whereabouts during the school day. Therefore I must bring written permission from my parent or guardian (or have a parent speak directly to office staff) in order to leave the school grounds.
Bikes, Skateboards, Rollerblades, Scooters, etc
I have the right to be in a safe environment that does not pose threats to my physical well-being.
I have the responsibility to walk my bike, and carry my scooter, roller blades, and/or skateboard on school property.
The use of the above equipment or other wheeled vehicles on school property can be dangerous to the students themselves as well as others. Therefore I will walk my bike or carry my scooter, roller blades, and/or skateboard on school property during the school day.
School and Public Buses
I have the right to be safe and respected while riding any bus to and from school, or when on a field trip or an extra-curricular activity.
I have the responsibility to follow the school bus guidelines established by School District No. 63 (reference School District Policy 3310). I also have a responsibility to be viewed by the public in a positive manner.
The safety of students is a main concern. Therefore as an ambassador of the school I will abide by this Code of Conduct when riding a school bus. In particular, I will get on an off the bus in a safe manner, ride facing calmly forward, and follow any directions given to me by the bus driver or other adult supervisor.
Alcohol, Drugs, Tobacco, E-cigarettes, Vaporizers
I have the right to be in a learning environment free of alcohol, drugs, tobacco, e-cigarettes and vaporizers.
I have the responsibility not to be in possession of, under the influence of, or involved in providing to others: alcohol, drugs, tobacco, e-cigarettes and vaporizers at any time at school or during any school function.
For our own protection and the protection of others, the law forbids the use or possession of these substances by students. Therefore I will not be in possession of, under the influence of, or involved in providing to others alcohol, drugs, tobacco, E-cigarettes or vaporizers. I understand that forbidden items include, but are not limited to: alcohol, illicit drugs as defined under the Criminal Code of Canada; unauthorized prescription drugs, and other chemical substances which impair a person's judgement and ability to participate appropriately in the learning environment established by the school (reference School District Policies 6200 and 4120).
Weapons (including replicas), Violence, or Intimidation
I have the right to be in a learning environment that is free from weapons, violence (acts or threats of), bullying, cyberbullying or intimidation.
I have the responsibility to not be in possession of any weapons, fireworks, or any other illegal items nor be involved in violence (acts or threats of), bullying, cyberbullying or intimidation. I have a responsibility to report to school staff if I believe there are acts of violence, threats of violence, bullying, cyberbullying, intimidation, or if there is a weapon in the school.
Weapons, violence (acts or threats of), bullying, cyberbullying and intimidation will not be tolerated at school. Therefore, I will refrain from any involvement with weapons, fireworks or any other illegal items, and I will not be involved in any acts of violence, threats or intimidation. I will report violence, weapons, intimidation or threats to individuals' safety immediately to school staff (reference School District Policies 6110 and 6120).
Cyber-bullying and Misuse of Electronics
I have the right to be in a learning environment that is free from bullying, harassment, or intimidation that takes place online or through the use of electronic devices.
I have the responsibility to use online resources and electronic devices (social networking sites, blogs, e-mail and messaging services, cameras, etc.) in an appropriate manner.
Intimidation or bullying through the use of electronics will not be tolerated at school. Therefore, I will not be involved in posting photos and or derogatory messages or comments about others in any electronic forum. I will not be involved in sending inappropriate or hurtful messages to other individuals online. I will refrain from taking pictures or video of any individual at school unless I have their express permission to do so (reference School District Policies 6110 and 3130).
A caring school is one in which members of the school community feel a sense of belonging and have opportunities to relate to one another in positive and supportive ways. All aspects of school life embrace and reflect diversity. The school is an inviting place for students, staff, parents, and visitors.
Respect for Self and others
I have the right to learn in a respectful environment and be treated with courtesy and respect.
I have the responsibility to treat all individuals with courtesy and respect, regardless of their differences.
Every person should feel valued, be treated respectfully, and be free of harassment. Therefore, I will not engage in behaviours such as rudeness, intimidation, bullying, fighting, or inappropriate physical displays of affection.
Positive, Supportive Learning Environment
I have the right to a positive and supportive learning environment.
I have the responsibility to demonstrate a commitment to my learning.
A positive, supportive learning environment is necessary for success. Therefore, I will actively engage in the learning process, come to class on time prepared to learn, complete all class and homework assignments, and use my school agenda.
I have the right to be spoken to respectfully.
I have the responsibility to speak politely and use language and tone of voice that is respectful to all members of the school community.
Being able to use appropriate and tasteful language is a valuable life skill. When language is offensive to others, hurt feelings may lead to further conflict. Therefore, I will not engage in name calling, yelling, swearing, or crude, rude or obscene language, whether it is spoken, written, implied or gestured.
Respect for School, Public, and Private Property
I have the right to a clean and well-maintained school-learning environment.
I have the responsibility to respect school property, as well as the property of staff, students and the people who live in our neighbourhood.
Taking care of the school and its surroundings demonstrates pride in the school. A clean school offers a healthy and pleasant place to work. Therefore, I will use garbage cans and recycling bins appropriately. All students and staff should feel that their personal belongings are safe at school . Therefore I will respect school property and other people's belongings, and I will be accountable for any wilful damage.
An orderly school is one in which members of the school community are informed about and exercise their rights and responsibilities as school citizens. Expectations about acceptable behaviour, respect and decorum are generally understood. Responses to violations are based consistently on sound principles and are appropriate to the context.
I have the right to attend school without excessive disruptions.
I have the responsibility to attend all my classes and be punctual.
Success comes through respect, responsibility, honesty, trust and fairness. The most basic level of student responsibility is attending school. Therefore, I will be present and on time to the best of my ability, and I will bring in a note from my parents/guardian if I have been sick at home. I will also sign in or out if I am late to school or leaving early.
Personal Electronic Devices
I have the right to use electronic devices for educational purposes in appropriate ways at the direction of supervising staff.
I have the responsibility to use my personal electronic devices ethically, safely and responsibly.
Electronic devices can be used to support educational purposes in significant ways, but they can distract others if used inappropriately. It is important to learn how to use these devices in appropriate ways and at appropriate times.
I have the right to dress comfortably in a way that reflects my personal identity.
I have the responsibility to dress in a manner that does not promote drugs or alcohol, display offensive language or images, or which encourages discrimination, and which recognizes school is a place of work.
I believe that positive personal appearance reflects good judgement as well as respect for myself and others.
Student Movement and Designated Areas
I have the right to attend an orderly and safe school.
I have the responsibility to demonstrate orderly and safe conduct.
Students should be able to enjoy a peaceful and orderly environment. Therefore I will walk in the hallways, be respectful of people's personal space, and be in the areas that are designated for my grade at any given time during the school day.
Interventions and Consequences
Regardless of the nature or location of the misconduct, or the staff member involved, the following is a range of interventions and consequences that will be used in Saanich Middle Schools:
- On-the-spot conference or redirection.
- Follow-up meeting between the student(s) and staff member(s).
- Contact with parent or guardian.
- Restitution, including a logical remedy for the problem (e.g. paying for damage wilfully caused) and supporting anyone who is a victim or who suffers as a result of the student's actions.
- Supportive intervention and/or service to school.
- Additional time for the student with the teacher or office (detention).
- Referral to counselling, administration, and/or community support services.
- Serious or repeated indiscretions are reported directly to the vice-principal or principal.
Administration response may include steps 1–7 above, but response to serious or repeated indiscretions will be consistent with school and district policy. Where students refuse to cooperate with staff directions and school expectations, as repeat offenders or through single incidents, parents will be involved and a suspension may result. As well, suspensions will be strongly considered and parents and police will be involved where chargeable offences occur (fighting, threatening, assault, wilful damage, possession or use of weapons, theft, tampering with fire alarms, possession or influence of drugs or alcohol). Special consideration may apply to students with special needs.
Sequence of Consequences
The range of responses is not necessarily sequential. This means that the point at which an intervention begins will vary with the severity of the incident, and that not all steps are necessary in all situations. For example, a teacher may simply confer with a student or may refer the matter to counselling or administration. Some issues, such as classroom misbehaviour, may result in sequential elevation up the scale, depending on the student's response to teacher intervention. On the other hand, major infractions such as fighting, involvement with alcohol, etc. may be elevated directly to step 8.
Updated July 2018