Note: This year we will be working with our school community to use the Circle of Courage to bring meaning to our Code of Conduct. Expect some changes coming soon to both the look and content of our Code of Conduct. We will keep you posted and invite you to contribute.
Glenmore's Rights and Responsibilities
I have the RIGHT to learn in this school.
It is my RESPONSIBILITY to listen to instructions, work quietly at my desk or in my group and to raise my hand if I have something to say.
I have the RIGHT to be respected in this school.
It is my RESPONSIBILITY to treat others kindly and to think about and respect their feelings.
I have the RIGHT to be safe in this school.
It is my RESPONSIBILITY to keep my hands and feet to myself and think before I speak.
I have the RIGHT to hear and be heard.
It is my RESPONSIBILITY to listen actively and quietly when others are speaking and to wait my turn to speak calmly.
I have the RIGHT to privacy and to my own personal space.
It is my RESPONSIBILITY to respect the personal property of others and to accept their right to privacy.
At GME, we believe student behavior is the responsibility of all members of the community: students, teachers, administrators, and parents. We believe that every person has the ability to learn, change, and ultimately interact in ways that foster the academic environment that GME requires. Of paramount importance to all of us is the safety of the students: physical, emotional, and social. Every member of GME enters the community with rights and responsibilities. We expect all community members to uphold these rights and responsibilities through a common foundation of respect: respect for yourself and others, respect for learning, and respect for property and the environment.
GME values and encourages individual differences. The school promotes values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law.
A person must not, without a bona fide and reasonable justification,
(a) deny to a person or class of persons any accommodation, service or facility customarily available to the public, or
(b) discriminate against a person or class of persons regarding any accommodation, service or facility customarily available to the public
because of the race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age of that person or class of persons.
Student Conduct - PBIS
We utilize a Positive Behaviour Intervention Support (PBIS) model at GME. Within this model, a behavioral expectation matrix is displayed throughout the school and reviewed regularly with students. The matrix outlines the appropriate behaviors and expectations in different areas and situations throughout the school. The model recognizes that approximately 80% of the student populace will rarely if ever seriously violate the behavioral expectations, 15% of the student populace are at-risk of violating the behavioral expectations (on the edge or swing group if you will), and 5% of the student populace will likely chronically violate the behavioral expectations. The model targets the at-risk group and encourages teaching positive behaviours and rewarding appropriate behaviour, rather than focusing on negative behaviours. The model implies that behavioural plans and support are in place, or will be put in place for the chronic students.
The types of behaviors which are appropriate for an academic community are expected to be understood by all members of our community. Modeling appropriate behavior is the best method for teaching expectations. When student behavior is inappropriate, we always seek first to listen to the student and try to understand his/her behavior. Every behavioral issue is an opportunity for both teaching and learning. We are firm, but fair; and recognize that fair does not always mean the same for every student. Disciplinary decisions made by teachers and administrators are determined after a due and fair process taking into consideration the developmental stage, history, needs of the student, the seriousness of the infraction, and school safety. Students should always be treated with respect and dealt within a caring context of how to help/support. At the same time, it is important for consistent, fair, and logical consequences to be implemented when students violate the code of conduct (rights and responsibilities / behavior matrix).
The school may choose to use meetings, written reflections, action plans, restitution plans, detention, suspension, and the temporary suspension of rights as ways to discipline students who abuse their rights and responsibilities. Major infractions of rights and responsibilities (bullying, substance abuse, fighting, vandalism, carrying weapons, theft, threats, and chronic misbehavior) will be dealt with in a serious manner. Prior to being categorized as major, chronic misbehavior will have been given due process: intervention from the teacher, counselor, administrator, and parents. Consequences for major infractions may include suspension and/or expulsion. In addition to our school based guidelines and expectations, students and parents at GME will be made aware that more serious violations of the Code of Conduct will be dealt with in accordance with S.D. #23 discipline regulations (Policy Reg. 5600). Parents will be informed of all serious issues and the process used for establishing appropriate consequences; they will be expected to support the school’s decision with respect to those consequences. Parents/guardians always have the right to appeal any school decision to the Board of Education. In certain situations, school officials may have a responsibility to advise other parties of serious breaches in the code of conduct. Further, school officials will take all reasonable steps to prevent retaliation against any party who has made a complaint of a breach of a code of conduct.
Restitution is an important component in the process of resolving issues and building our sense of community. Restitution requires the student to restore the relationships affected by his/her actions. Sometimes this means acknowledging the effects of the infraction, accepting responsibility for the behavior, investing time in rebuilding relationships, and compensating for damages done by the behavior. An important stage in the restitution process includes reflection.
In order to systematically 'catch students behaving appropriately, we use the Grizzly PAW. The PAW or PATTE is an incentive coupon that is presented by teachers, staff, and special guests to a student in recognition of their positive behaviour.
P is for Playing safely P c'est pour Penser a ta Securite.
A is for Acting Respectfully A c'est pour Agir avec Respect
W is for Working Hard T c'est pour Travailler Fort
S is for Succeeding T c'est pour Travailler Bien
E c'est pour Exceller
A PAW / PATTE draw is held on a regular basis to reward students with prizes as a small token of our appreciation for their positive behaviour and contributions to our school community.
Promoting positive behaviour is a great way of reducing inappropriate behaviour, however once in a while our students may make a mistake! At GME we utilize the 'Tracker' as a tool for tracking inappropriate student behaviour. This tracking system enables us to analyze data to identify trends for whole-school behaviour, as well as individual or groups of students who may need specific interventions and/or training.
Level 1 behaviours are normally dealt with at the classroom level. When a student behaves inappropriately, a ‘Tracker ‘may be completed and submitted to the office for record keeping purposes. Parents are not always contacted when a student receives a ‘Tracker’ because it depends on the context of the situation and the discretion of the teacher/administrator as to whether parent involvement is necessary at that point in the process. Level 2 and 3 behaviours will be recorded on a tracker, and the student will be sent to the office so the Administration can intervene. Parents are normally contacted automatically for ‘Trackers’ regarding level 2 and 3 behaviours.
Level 1 Behaviours
Teasing Unsafe conduct
Disruptive talking Homework Incompletion
Lack of respect Inappropriate physical contact
Inappropriate use of personal items Inappropriate attire
Inappropriate assembly / audience behaviour Misuse of washroom
Non-compliance with teacher request
Level 2 Behaviours
Repetitive level 1 behaviour Bullying
Inappropriate use of the internet Disrespecting students, staff or property
Cheating Inappropriate sexual behaviour (minor)
Playing with fire Inappropriate representation of school
Level 3 Behaviours
Drugs and alcohol Inappropriate behaviour (major)
Skipping class Vandalism
Theft Blatant defiance
Violence or fighting Threatening others
Off school grounds during school day Fire alarms misuse
Weapons Chronic behaviours
A field trip is carefully planned by the classroom teacher to support the school curriculum through an alternative to the classroom experience. Students are expected to abide by the same behaviour guidelines as they would in their classroom (see matrix). Further, students represent the school when they are in the larger community and are therefore expected to conduct themselves appropriately and in a manner which brings pride to the school. Students unable to follow behaviour guidelines at school or on field trips may lose the privilege of participating in future field experience and will instead remain under supervision at school. Parents will be informed if this situation occurs. This also applies to sports events held at other schools.
Students will be allowed to remain indoors during lunch and/or recess as determined by the principal.
On Indoor Days, students will be expected to:
- Follow normal Lunch Eating expectations
- Remain in their classrooms, unless supervised in another area of the school
- Play or work quietly, remembering our rules of respect for others, themselves and the environment.
In keeping with School District #23’s Healthy Foods guidelines, it is recommended that all students bring a nutritious snack. Please be aware of school-wide or classroom alerts concerning food allergies. While eating in their classrooms, students are expected to:
- Sit at their own desk
- Speak with their ‘quiet’ voice
- Raise their hand if needing to get a drink or use the washroom
- Not share/trade food
- Not play with food
- Not throw out whole apples, oranges, etc. These should be taken home if not eaten.
- Clean up their own desk area and wipe off their desk when the bell rings to end lunch
Students who repeatedly violate lunchtime expectations will be removed from the class to eat in an alternate area. Student monitors will be utilized in K-4 classrooms, in addition to adult student supervisors.
Wheels on Campus: Bikes, Blades, Scooters, Wheelies, Skate Boards, Long Boards, etc...
Helmets are mandatory. Students must have a good locking device to lock up a bike at the back of the school. ALL students and adults are to dismount and walk or carry their bike, roller blades or skateboards on the school property. Shoes with “wheelies” fall into this category, and are not to be used on the school grounds or in the school. Thank you for reinforcing these safety measures with your child.
Our appearance reflects our good judgment and our respect for self and others. We ask our students to keep in mind that school is a “workplace” and that our attitude toward school is reflected in the way we dress. Following are the guidelines for dress at GME:
- No revealing clothing
- Clothing should be clean and in a good state of repair
- Clothing, jewelry or head-gear with words or symbols which distract from the educational climate is not acceptable (e.g., messages related to alcohol, drugs, etc.)
- Proper footwear (no flip-flops) must be worn. Students need 1 pair of indoor runners.