BVE CODE OF CONDUCT
Our Code of Conduct is designed to provide guidelines for appropriate behaviour at school, at school-sponsored functions, and in settings outside school that have an impact on our school (for example on social media). School expectations have been established for everyone’s protection, safety and well-being. School expectations are taught and reviewed so that we all have a shared understanding of expected behaviours in a variety of settings.
Students and Staff at Begbie View share the motto “Growing together, being our BEST”, where the B stands for “be respectful and responsible”, the E stands for “give our best effort”, the S stands for “safety”, and the T stands for “thoughtful”.
In addressing mistakes or misbehaviour, our staff takes a teaching approach, rather than applying arbitrary punishment. We seek to understand the purpose of the behaviour, and work with the student to understand the impact of their behaviour on others. Often it is possible to work with the student to develop a consequence that restores the positive school environment and addresses the impact on any victims.
An annual review of our Code of Conduct occurs with students, parents and staff to ensure we have good communication and a shared understanding of our approach to student discipline. If you have any concerns about student behaviour, please let Ms. McDowell or your child’s teacher know as soon as possible so it can be dealt with.
Behaviour Intervention Responses
- Whenever possible and appropriate, consequences for breaches of the code are restorative in nature.
- Age, maturity and special needs of students are considered when determining appropriate action.
- School officials may have the responsibility to advise other parties of serious breaches of the code of conduct (i.e. parent, school district officials, police and/or other agencies as per fair notice guidelines).
- All reasonable steps will be made to prevent retaliation against a student who has made a complaint of a breach of a code of conduct.
- Behaviours that require intervention may include bullying, cyberbullying, harassment, intimidation, or behaviours that are threatening, or violent 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.
To further support our students’ ongoing development of social responsibility, our behaviour beliefs were developed and are regularly updated by students and staff. The beliefs contain all elements of our code of conduct, as well as specific examples of expected behaviours. We acknowledge that students who know what is expected of them will help our school community to continue to achieve high levels of social responsibility.
|Minor Behaviours||Moderate Behaviours||Major Behaviours|
|Expectation violations that are disruptive to learning or are without regard to others or the school environment. Behaviours typically are unintentional infractions with no intent to harm and are generally isolated or rare incidences.||Infractions are primarily teaching opportunities which may result in a reminder of school expectations resulting in a correction.
Student restitution/ resolution and/or consequences appropriate to the infraction may be imposed as necessary.
|Behaviours that may be chronic, more serious in nature, unsafe, disrespectful or hurtful. Moderate infractions are typically intentional and purposeful and may affect the tone and safety of the school.||Student restitution/resolution and parent/guardian contact. Restorative action and/or consequences appropriate to the infraction may be imposed.||Behaviours that are illegal, violate the human rights, well-being and safety of others or have the potential to impact the personal safety of the student.||Parent contact and conference including limits to classroom or school contact as necessary for personal safety and safety of others. Threat Assessment and other District Protocols will be followed and multi-agency consultation may occur to provide appropriate support for student safety, compliance and success.|
Community School Threat Assessment: Fair Notice
What behaviours warrant a Student Violence Threat Assessment to be initiated?
A Student Violence Threat Risk Assessment will be initiated for behaviours including, but not limited to: serious violence or violence with intent to harm or kill, verbal/written threats to harm or kill others, online threats to harm or kill others, possession of weapons (including replicas), bomb threats (making and/or detonating explosive devices), fire setting, sexual intimidation or assault and gang related intimidation and violence.
Duty to report
To keep school communities safe and caring, staff, parents/guardians, students and community members must report all threat-related behaviours.
What is a threat?
A threat is an expression of intent to do harm or act out violently against someone or something. Threats may be verbal, written, drawn, posted on the Internet or made by gesture. Threats must be taken seriously, investigated and responded to.
What is a Site-Specific Threat Assessment Team?
Each school has a Site-Specific Threat Assessment Team. The team may include the principal, teachers, counsellor(s) and a member of the local police agency.
What is the purpose of a student threat assessment?
The purposes of a student threat assessment are:
- To ensure the safety of students, staff, parents and others
- To ensure a full understanding of the context of the threat
- To understand factors contributing to the person of concern’s behaviour
- To be proactive in developing an intervention plan that addresses the emotional and physical safety of the
person of concern
- To promote the emotional and physical safety of all
What happens in a student threat assessment?
All threat-making behaviour by a student shall be reported to the Principal who will activate the protocol for the initial response. Once the team has been activated, interviews may be held with the student(s), the person of concern, parents and staff to determine the level of risk and develop an appropriate response to the incident. Intervention plans will be developed and shared with parents, staff and students as required.
Can I refuse to participate in a threat assessment process?
It is important for all parties to engage in the process. However, if for some reason there is a reluctance to participate in the process by the person of concern or parent/caregiver, the threat assessment process will continue in order to promote a safe and caring learning environment.
|Peer Conflict, Unkind Behaviour, and Bullying|
Conflict between and among peers is a natural part of growing up. Children will have times when they disagree and can’t solve their own problems. They may even become so frustrated that they say mean things, or act out physically by hitting, kicking or trying to hurt. If it’s peer conflict, you will be aware that these children:
§ usually choose to play or hang out together;
§ have equal power (similar age, size, social status, etc.);
§ are equally upset;
§ are both interested in the outcome; and
§ will be able to work things out with adult help (after calming down).
Children may try out behaviours to assert themselves – sometimes saying or doing unkind things – such as making fun of others, using a hurtful name, taking something without permission, leaving a child out, or “budging” in line. If it is unkind behavior, usually:
§ it is not planned and seems to happen spontaneously, or by chance;
§ it may be aimed at any child nearby;
§ the child being unkind may feel badly when an adult points out the harm the/she caused.
Bullying is serious behaviour that has three key features – all three must be present for the situation to be considered bullying:
§ Power imbalance — One child clearly has power over the other(s), which may be due to age, size, social status, and so on.
§ Intention to harm — The purpose of the bullying behaviour is to harm or hurt other(s) – it’s intended to be mean and is clearly not accidental.
§ Repeated over time — Bullying behaviour continues over time, and gets worse with repetition. There is a real, or implied threat that the behaviour will not stop, and in fact will become even more serious.
|Adapted from: https://www.vsb.bc.ca/Student_Support/Safe_Caring/bullying/Pages/Default.aspx
The School District is subject to personal information privacy laws and will undertake the collection of this information in compliance with the requirements of such laws, including by limiting collection to information that is relevant and necessary to address a risk or threat and by ensuring that information is collected from online sources is only obtained from open source sites. The School District will not collect information as part of a threat assessment unless there is reason to believe that a risk exists. Information collected as part of a threat assessment may be provided to law enforcement authorities in appropriate circumstances.