CodeofConduct
TheCapilanoSchoolCodewasestablishedinconsultationwithstaff,
parents,andstudentsandiscommunicatedandreviewedwiththe
schoolcommunityannually.
CapilanoElementary’sCodeofConducthasbeenestablishedto
maintainasafe,caring,andhealthylearningenvironment.The
purposeoftheCodeofConductistoinformallmembersoftheschool
communityofoursharedobligationsandresponsibilitieswhilein
attendanceatschool,whiletravelingtoandfromschool,andwhile
attendinganyschoolfunctionatanylocation.
CapilanoCodeofConduct–CapilanoROCKS
R–Respectful
O-Open-Minded
C-Cooperative
K-Kind
S-Safe
StudentsandadultsatCapilanoareexpectedtobe:
Respectful–tooneself,otherpeople,andoursurroundings
Open-minded–byconsideringandrespectingtheviews,values,culture,andtraditionsofothers
Cooperative–byworkingrespectfullyandcollaborativelywithothers
Kind–bydemonstratingempathy,respect,andconsiderationforothers
Safe–byactinginawaythatkeepsoneselfandothersfreefrominjury/emotionaldistress
InaccordancewithSchoolDistrict#44Policy#302,studentsatCapilanoElementarySchoolareexpected
tomeetthestandardssetoutintheBCHumanRightsCode(sections7&8)thatincludetheprohibited
groundsofdiscrimination,behavioursthatdiscriminateagainstapersonorclassofpersonbypublishing
ordisplayingastatement,publication,notice,sign,symbol,emblemorotherrepresentationthat
indicatesdiscriminationbasedontherace,colour,ancestry,placeoforigin,religion,maritalstatus,
familystatus,physicalormentaldisability,gender,sexualorientation,orageofthatpersonorthat
grouporclassofpersons.Anti-bullyingmeasureswillensureallstudents,regardlessoftheirsex,race,
religion,culture,sexualorientationandgenderidentityorexpression,enjoyasafe,inclusiveand
welcominglearningenvironment.
StudentsatCapilanoaregiventheresponsibilityoffollowingtherules,andmanagingtheirown
behaviour.Everyeffortismadebystaffmemberstoemphasizeaproblemsolvingapproach.Students
areencouragedtofirsttrytosolveproblemsindependentlybyfollowingthesesteps:
•Stop:Walkaway,takedeepbreaths,calmdown,gainself-control
•Think:HowshouldIhandlethis?(Ignore?Saysomething?Reporttoanadult?)
•Talk:Calmlyuse“Imessages”toexpresstheeffectofothers’words/actions;clearly
communicate,“Stop”
•Reflect:Resumetheactivity,walkaway,orgethelpfromanadult
UpdatedOctober2016
Whenattemptstosolveproblemsindependentlyarenotsuccessful,studentsshouldtalktoanadultto
getsupportandhelpindealingwiththesituation.
InterventionandProblemSolving
WhenstudentsfailtoadheretotheCodeofConduct,disciplinaryactionwillbepreventativeand
restorativeratherthanmerelypunitive.Decisionsaboutconsequencesorrestitutionforactionsare
madeconsideringthecontext,severityandfrequencyofthemisbehaviour,andtheabilityandageof
thechild.Wealsotrackandnoteanyworrisomebehavioursandescalationinorpatternsofbehaviour.
FollowingthroughwithafairandconsistentapproachtodealingwithviolationsoftheCodeofConduct
isimportant.Whendeterminingspecificresponsestoviolationswealsodosowiththeseconsiderations
inmind.
Investigationintoanyissueinvolvestakingtimetohearfromallinvolved.Variousperspectivesand
pointsofviewareconsideredintheproblemsolvingprocessandtheinformationgatheredisthen
carefullyexaminedandreflecteduponwhenmakingdisciplinarydecisions.Studentsareheld
accountablefortheimpactoftheirwordsoractionswhenconflictsarise.Aspartoftheconflict
resolution,studentstakeanactiveroleindetermininghowtomakeamends.Studentswhoare
negativelyaffectedorimpactedbyothers’actionsaresupportedbyschoolstaffmembers,aswellas
communitysupportsasdeemedappropriate.
LevelsofCodeofConductviolationsandassociatedwaysofdealingwitheach:
Level1:MinorandoccasionalviolationsoftheCodeofConduct(e.g.,runninginhallway,occasional
bothersomebehaviours)
•Problemsolvewithanadult;mayinvolveapologiesandrestitution;messageof“Tryagain!”
Level2:RepeatedormoreseriousviolationsoftheCodeofConduct(e.g.,repeatednamecalling/teasingthatisbothersometoothers,repeatedexclusionofothers,repeateddisruptionsinclass,
unsafe/dangerousplay,disrespecttowardastaffmember,escalationsinorworrisomepatternsof
behaviour)
•Problem-solvingfacilitatedbyadultsandcompletionofareflective“ROCKSReport”and
apologyandrestitution;Mayinvolvemeetingswithparentsandlossorrestrictionofprivileges
**A“ROCKSReport”engagesthestudentinaproblemresolutionprocessthatmayincludere-teaching,
problemsolving,consequences,andrestorativejustice.RestorativeJusticecreatesconditionsforthe
persontofixthemistakeandfeelgoodaboutdoingso.
Level3:SevereviolationsoftheCodeofConductthatsignificantlyimpactthesafety/well-beingofselfor
others;repeatedsignificantdisruptionstothelearningenvironment(e.g.,bullying,violentbehaviour/
physicalorverbalaggression,physicalfights,coercion,extortion,racistorsexisttaunts,discrimination,
repeateddisrespecttowardstaffmembers,majortheftorsignificantpropertydamage,significantor
suddenescalationsinworrisomebehaviour)
•ResponseasinLevel2withparentmeeting/communication;Schoolanddistrictstaffbecome
involvedtoprovidingsupport;Oftenwillincluderestrictedorlossofprivilegesforsignificantamountof
timeorsuspension(suspensioninaccordancewithSection26and85(2)oftheBCSchoolActandNVSD
SchoolPolicy#606)
UpdatedOctober2016
Note:Schooladministratorshavethedutyofnotifyingparents,otherdistrictstaff,andoutsideagencies,
etc.,dependingontheseriousnessofagivencase.
Thegoalofrestorativeactionisreconciliationandreparation.StudentsfailingtoadheretotheCodeof
Conductaregiventheopportunitytotakeresponsibilityfortheirbehaviourandrestoredamaged
relationships,correcttheinjustice,orrestorematerialdamages.Restorativeactionincludes:
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Ensuringwell-beingandsafetyofthevictimsaswellassupportingre-integrationoftheoffender
Creatingopportunitiesforoffenderstorepairharmdone;supportingsuccessfulre-integration
ratherthanisolation
Withconsentofthevictim,creatingopportunitiesforsafeandrespectfuldialoguebetweenvictim
andoffender,withthefocusonrestorativeaction
Ensuringtheoffendertakesintoconsiderationthehumanimpact(emotional,relational,physical)of
theiractions
Inallcircumstanceswhereachallengingbehaviourisbeingaddressedourgoalistohelpstudentsreflect
ontheiractionsandbehavioursandlearnfromtheirmistakesandultimatelychangetheirbehaviourto
reflectourCodeofConductgoals.Wealsostrivetohelpstudentsbecomemoresociallyand
emotionallyconnectedtotheschoolcommunity,increasingtheirsenseofbelonging,asmisbehaviour
oftensurfaceswhentheseconnectionsarelacking.
RespondingtoBullyingSituations
Whenbullyingoccursitisaddressedearlyandspecifically.Inadditiontoaddressingthesituationwith
student(s)perpetratingthebullyingandthebystanders,attentionisgiventosupportingtheperson(s)
bulliedaswellaswitnesses.
Bullyingisapatternofrepeatedaggressivebehaviourmeanttohurtorcausediscomforttoanother.
Therearevarioustypesofbullying:Physical,verbal,social/relational,andcyberbullying.Ifyoususpect
yourchildhasbeenbullied,discussthesituationwithyourchild’steacher,theprincipal,orthevice
principal.Situationswillbeinvestigated,andwhenitisdeemedbullyinghasoccurred,theschoolwill
respondquicklyandaccordingly.
AtCapilano,thegoalofprovidinganeffectiveresponsetobullyingbehaviourrestsonthedesiretowork
withchildrenandfamiliestoencouragecommunication,developempathy,promoteaccountability,and
enhancepro-socialskillsinstudents.
OurhopeisthatallstudentsatCapilanocanidentifyoneormoretrustedadulttheycantalktoiffaced
withabullyingorothertroublingsituation.Weaimtocreateacaringsupportnetworkthatlistensto
andrespondseffectivelytostudentconcerns.Weunderstandtheremaybetimesstudentsdonotfeel
theywanttoorcanapproachatrustedadultatschool.Insuchcases,weencouragestudentsto
communicatewithothertrustedadultsoutsideoftheschoolorusetheERASEbullyinganonymous
reportingsystem.
ForfurtherinformationonERASEbullying,pleasereferto:http://www.erasebullying.ca
UpdatedOctober2016
ClearExpectationsforStudents
StaffmembersatCapilanocommunicateexpectationstostudentsthroughassemblies,presentations,
signsandposters,andclassroomlearningthroughcurriculumlearningengagements.
ParentsasPartners
ParentsareencouragedtoreviewandmodeltheCodeofConductwiththeirchildren.Parentscan
supporttheirchildreninbuildingsocialresponsibilityby:
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Teachingandmodellingappropriatewaysofdealingwithconflict
Developingproblem-solvingskills,withanemphasisoneffectiveuseofcommunication
Helpingchildrenfindsafeandappropriatewaystoexpressanddealwithangerorfrustration
Listeningtochildrenandrespondingtoneedsandconcernsinwaysthatdevelopsocialcapacity:
Whatwastheproblem/issue?Howdidtheproblemorissueaffectyou?Others?Whatdidyoudoto
solvetheproblem?Didyourstrategywork?Whyorwhynot?Whatwouldyoudodifferentlynext
time?
Helpingchildrenunderstandthevalueofreflectingonindividualdifferencesandseeing“bothsides”
ofastoryorsituation(developchild’sempathyskills)
FocusingonthedevelopmentoftheattributesoftheInternationalBaccalaureatePYPLearner
ProfileandAttitudesaswellastheIBActionCycle(choose-act-reflect)
Monitoringanddiscussingtelevisionviewing,playingofvideos,andon-linegames
Ensuringahealthybalanceofsocialactivities;involvingchildreningamesandactivitiesthatdevelop
collaborationandcooperation
Providingopportunitiesforchildrentodevelopthevocabularytoeffectivelycommunicateabout
issuesandtopracticethelanguageofproblemsolving
Encouragingandexplicitlyexpressingvalueforcooperativefairplayincompetitivesituations
Supportthehome-schoolconnectionby:
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Contactingtheteacher,principal,orviceprincipalwithconcernsaboutthebehaviourorsafetyof
childrenatschool
Reviewingandextendingproblemsolvingprocessesinitiatedbytheschool,athome
Parentsareremindedtorespecttheprivacyofstudentsandtheirfamilieswhendiscussing
consequencesforCodeofConductviolations.Forprivacyreasons,schoolstaffmemberswillprovide
parentswithdetailspertainingtotheirchild/childrenbutwillnotprovidedetailspertainingto
disciplinaryactionsrelatingtootherstudents.
IBLearnerProfile
http://www.ibo.org/
Caring
Principled
Inquirer
Knowledgeable
Communicator
Open-minded
Balanced
Reflective
Risk-taker
Thinker
IBAttitudes
http://www.ibo.org/
UpdatedOctober2016
Appreciation
Commitment
Confidence
Cooperation
Creativity
Curiosity
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
UpdatedOctober2016