Code of Conduct
South Woodside Elementary School
Philosophy
It is the right of all staff and students to work in a safe, positive, and respectful environment. Learning is maximized when there is
ongoing learning around issues of safety, respect, and character development. Consequences for inappropriate behavior must
reflect the social context of the learning environment and the personal needs of the individual student. Emphasis is always placed
on positive intervention whenever possible. Inappropriate behavior will never be ignored but will be addressed through a corrective
intervention approach.
Commitment Statement
We will act upon our common vision which is based upon our experiences to further develop a school environment that is positive,
preventive, predictable and effective to create a safer, healthier and more caring place to learn and teach. We will do this by
continuing to implement our Positive Effective Behavioral Support (PEBS) program, specific to South Woodside Elementary School
that will contribute to establishing positive behavior as the norm in our school.
Positive Effective Behavioral Support (PEBS)
Positive Effective Behavior System (PEBS) “is an application of a behaviorally-based systems approach to enhance the
capacity of schools, families, and communities to design effective environments that improve the fit or link between
research-validated practices and the environments in which teaching and learning occurs” (pbis.org). We will focus our
attention on creating and maintaining systems of behavioral supports that will improve our learning environment for all students,
staff, parent/guardians, community members and visitors by reducing problem behavior and increasing desired behavior. It is our
goal that every student, staff member and parent/guardian will know, without doubt, what is expected at South Woodside
Elementary School in terms of Respecting Self, Others, Learning and the Environment.
The principles that guide us in our effective behavior system are based on the following:
 Behavior is predictable
 If it’s predictable it’s preventable
 Behavior is learned
 Behavior can be taught
We will implement positive strategies such as directly teaching and reinforcing/rewarding behavioral expectations in the context of
our school environment. We won’t wait for the misbehavior to occur before responding. We will be proactive, reward appropriate
behavior and if necessary respond to inappropriate behavior in a supportive manner in which the student will be supported to learn
from their violation of our school matrix. These school wide expectations, used to directly teach and re-teach our students what is
expected of them, can be viewed on line at http://www.sws.ednet.ns.ca/ under the title, Code of Conduct. This document not only
contains a copy of what you are currently viewing but a detailed component that is aligned with the provincial and regional school
code of conduct. In it you will see examples of Proactive Strategies to Achieve Desired Behavior as well as a Range of Possible
Actions/Consequences should undesired behavior occur.
Everyone has a responsibility
STUDENT RESPONSIBILITIES
TEACHER REPONSIBILITIES
PARENT RESPONSIBILITIES
Students will demonstrate respect for
self, others, learning, and their
environment and explicitly taught these
areas as outlined in the school matrix.
Students must take responsibility for
their actions while at school and
traveling to and from school.
Students will participate in developing
a classroom code of conduct.
Students will learn to resolve conflict
through peaceful means.
Students will comply with rules of the
school and classroom.
Students will attend regularly and
arrive on time.
Teachers will involve students in the
development of a classroom code of
conduct.
Teachers will enforce the classroom
code of conduct consistently and fairly.
Teachers will communicate with
parents regularly.
Teachers will report to the principal
ongoing inappropriate behaviour and
any potential treats to the safety and
well being of students and staff.
Teachers will regularly teach and
support programming and school
initiatives that teach and promote
positive behaviour.
Teachers will complete office referral
forms to provide ongoing data and
information
Parents will support teachers and the
school in their efforts to teach positive
behaviour education.
Parents will reinforce positive
behaviour at home.
Parents will ensure that children
attend regularly and punctually.
Parents will provide accurate and
timely information about their child.
SCHOOL ADVISORY COUNCIL
RESPONSIBILITIES
The SAC will provide advice on the
development of school policies that
promote academic excellence and a
positive learning environment.
The SAC will act as the school
discipline committee.
PRINCIPAL RESPONSIBILITIES
The principal will determine
appropriate consequences for
inappropriate behaviour.
The principal will ensure ongoing
teaching of positive behaviour.
The principal will make every effort
to provide for the education of
students suspended for inappropriate
behaviour.
The principal will consult the school
team to develop strategies to assist
students with chronic behavioural
difficulties.
The principal will provide regular
contact with parent/guardians
regarding behavioural issues.
RESPONDING TO STUDENT BEHAVIOUR
Consequences will be appropriate for each individual student. Factors to consider are age, stage of development,
special needs, social and emotional needs, level of cognitive functioning, unusual family crisis, cultural diversity, and the
frequency and duration of behavior. Consequences will have educational value where possible and be timely, consistent
and fair.
Respect for Self, Others, Environment, & Learning
Matrix of Expected Behaviours
Safety
Effort
Work Hard
Always Try Your Best
Ask for Help if You Don’t Understand Something
Be Positive
Remember There are Other People Working Around You
Use Good Listening Skills
Respect the Ideas of Others
Be Courteous and Use Your Manners
Respect the Personal Space and Belongings of Others
Share Materials and Equipment
Treat Materials and Equipment with Care
Respect the School Technology Policy
If You See Litter, Pick it Up
Clean Up After Yourself
If You Borrow Something, Make Sure You Give It Back
Wear Appropriate Clothing and Footwear
Be Respectful of Your Classmates and Grown Ups
Be Kind to One Another
Self
Responsibility
Keep your Hands and Feet to Yourself
Use Appropriate Language
Move Carefully and Slowly
Play Fair and Safe
Walk Quietly and Carefully in the Hallways
Remain Seated While Eating
Always keep your Chair Firmly on the Floor
No Name-Calling or Insults
Respect
Description of Behaviours
Take Responsibility for Your Mistakes
Show Up On Time Each Day
Be Prepared to do Your School Work
Be Ready for Learning
A Range of Proactive Strategies to Achieve Desired
Behaviours may include but are not limited to
following examples
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Teach all students School Wide Expectations using Code of
Conduct PEBS Matrix (e.g. Respect for Self, Others,
Learning, & Environment)
Reinforce compliance to School Wide Expectations
(e.g., GOTCHAS)
Communicate & seek support of parent/guardian
Seek staff support (e.g., PPT, PEBS Team, Administration)
Involve RCH and Sexual Harassment Volunteer School
Liaisons
Promote school and classroom environments that are free
from stereotypes and discrimination based on gender,
ability or race
Purchase & use of resources which promote respect for &
positive attitudes towards the contributions & values of
Aboriginal, Black, Visible Ethno Cultural People & any other
groups
Seek advice of SAC when appropriate
Involve community support (e.g., Liaison Officer, guest
speakers, presentations, cultural events, drama …)
Seek support of School Board (e.g., Safe Schools) and
Department of Education (DOE)staff
Purchase & use of resources: Second Step, Peaceful
Schools International, Grade Six Leadership Team, Have
You Filled a Bucket Today & other Social Programs)
Follow DOE and School Board Policies & recommended
practices
Establish conflict intervention strategies for staff use, such as
non-violent crisis intervention methods
Structure transitions, minimizing opportunities for
disruptive behavior
Monitor school environment, reinforcing pro-social
behavior & redirecting/re-teaching less desired behavior
Limit, restrict & monitor access to specific areas (Out of
bounds)
Remove graffiti and repair damaged property as soon as
possible
Invest in developing relationships/friendships for all
students
Find opportunity for students to excel/shine
Analyze data to examine patterns in behaviors and
triggers
Avoid engaging a student who is upset/argumentative
(Give time)
Redirect behavior and/or provide opportunity for student to
remove self from the circumstance
Plan responses as a preventative measure
Provide choice when possible, Use non-verbal cues
Other …
A Range of Possible Actions/Consequences may
include but are not limited to the following:
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Verbal Intervention - Revisit/re-teach School Wide
Expectations using Code of Conduct PEBS Matrix
Direct Instruction/Counseling (e.g., victim impact,
conflict resolution strategies, anger management)
Participation in awareness and sensitivity training,
appropriate to student’s age
Involvement of RCH Program Advisor
Withdrawal of privileges
Ensure that victim(s) receive(s) support and school takes
measures to ensure safety for victim(s)
Reporting of sexual assault incidents to child welfare
authorities and police in accordance with the Children
and Family Services Act
Reflection, Talk It Out, Time Out, Detention,
Detention with academic support to make up work
and time missed
Inform Classroom Teacher, Inform parent/guardian.
Referral to school administration
Conference with student, Conference with student
and parent/guardian
Home contact by teacher or administration (e.g.,
phone, note, email)
Involvement of community school liaison officer
Referral to police and/or fire marshal as appropriate
Seek advise of School Advisory Council (SAC)
Design and implementation of an individualized
behavior plan
Referral for intervention (e.g., psychologist, program
planning team)
Involve Outside Agencies
In-school suspension
Suspension in accordance with the Education Act
Repair Damage (e. g. wash desk)
Dress Code – cover up or get change of clothing
Written or verbal apology
Restitution
Return or replace item
Confiscate item (Have parent/guardian pick up item
from school)
Other …
Proactive Strategies & Possible Actions/Consequences may vary according to age and development of student