Code of Conduct

"Children do well if they can."

- Ross Greene

But sometimes children make mistakes, and that’s part of growing up. On that journey, they need our guidance as teachers, administrators, bus drivers and parents. Our teachers believe in being very clear about their expectations, and then following through with consequences. We have a proactive approach to student discipline by reinforcing active citizenship within our school.

When Conflict and Misconduct Happens

With over 750 students interacting every day, misconduct and conflicts can occur. When this happens, we believe that the first line of contact about student needs or misconduct are with the classroom teachers and bus drivers.

You could receive a phone call or email message from the teacher or bus driver for anything from teasing to homework to physical fighting. Please remember, teachers and drivers are very busy: they deal with many small concerns within the normal structure of the day, and they can’t communicate everything. If your child reports a concern to you, please reach out to your child's teacher to ask questions and seek clarification. We would be happy to work with you in this regard.

Office Support

Our teachers and drivers do an exceptional job of managing most concerns at the classroom level or bus level, but occasionally they require support from our office team (principal, assistant principals, counsellor).

When might this happen? When a pattern occurs (e.g. frequent peer conflicts on the playground) or a more serious event occurs (e.g. student vaping or physical fight), a child will be asked to speak with office staff. In the case of buses, a bus infraction form is completed and given to the office.

What happens then? When a concern comes to the office, logical consequences are given in consultation with the teacher or driver. There is no “black and white” with consequences, and each child is considered individually. Office staff will then communicate with parents.

What is a logical consequence? Consequences are less about punishment and more about learning in order to move forward positively. The consequences can range from one lost recess (time spent in the office instead) to a full five-day suspension.

Other consequences may involve:

• Extra supervision (accompanying a supervisor or EA)
• Apology
• Explaining the situation to parents
• Seating plan on the bus
• Reflective writing
• Signing a Behaviour contract
• Problem solving, monitoring or reviewing behaviour expectations with the student, and a reprimand
• Parental involvement, which may include a Disciplinary Hearing (as outlined in Administrative Procedure 360: Student Discipline)
• Assignment of designated tasks
• Temporary removal of privileges
• Student detention
• Implementation of an in-school short-term opportunity placement
• Suspension from riding the school bus
• Suspension from school
• Involvement of police
• Expulsion from school (by the Board upon recommendation of the Principal)

Discipline promotes safe and orderly learning environments within École Meridian Heights School. While it is not possible to reasonably foresee all grounds for disciplinary action, in addition to failing to adhere to the École Meridian Heights School Code of Conduct, clear examples of unacceptable behavior that could lead to disciplinary action include:

• Discrimination in any form as defined in the Alberta Human Rights Act
• Any action deemed non-compliant or in contravention with:
  • Parkland School Division Administrative Procedure 360: Student Discipline
  • Parkland School Division Administrative Procedure 380: Promoting Positive Behavior at School
  • Section 31 of the Education Act of Alberta
• Conduct which threatens the safety of students and/or staff
• Conduct that is injurious to the physical or mental well-being of others in the school
• Conduct which inhibits the process of learning for others
• Mean behavior
• Bullying and cyber bullying
• Subjecting incoming students to forms of punishment or indignities (hazing/froshing)
• Harassment or sexual harassment (as defined by Division Administrative Procedure 170)
• Damage to property
• Abuse of the Division computer network, the internet, email or any electronic privileges
• Tampering with fire, fire alarm or safety equipment
• Possession of a weapon or weapon replica on a student's person, or in a student's locker or desk, that is dangerous to students and staff
• Displaying or brandishing a weapon or weapon-replica in a threatening or intimidating manner
• Assaulting another person
• Possession, being under the influence of, use of, or trafficking of any of the following substances in school and on school/Division property or at school/Division related events or activities:
  • Tobacco products (including vapor or e-cigarettes)
  • Illegal drugs
  • Alcohol
  • Inhalants
• Possession of drug paraphernalia, including any item used in connection with ingesting, selling and/or distributing prohibited substances
• Conduct that displays an attitude of willful, blatant or repeated refusal to comply with school rules.

Purpose of the Dress Code at EMHS

Students at Ecole Meridian Heights School are expected to dress in a way that is
appropriate for their role as a learner in our school community.

The Dress Code at EMHS has been established to define the balance of allowing students to express themselves and to be comfortable while ensuring that student attire remains appropriate for a K-9 school setting. Student dress choices must respect our school’s commitment to creating a safe, caring and inclusive learning environment.

The staff at Ecole Meridian Heights School recognize the shared responsibility between students, parents and staff to support our students in adhering to this dress code.

The following descriptions and list of items is intended to provide further clarification on how the previously outlined purpose of the EMHS dress code will be interpreted within our school community. In acknowledging that it is not possible to pre-determine all questions that may arise regarding student attire, as other questions or circumstances present, staff will refer back to the purpose of the Dress Code at EMHS in their decision making process.

Some examples of clothing that does not align with the expectations of the
EMHS Dress code are as follows:

• Attire that contributes to a hostile or intimidating atmosphere for any
  student,
• Attire that increases marginalization or oppression of any group based on
  race, sex, gender identity, gender expression, sexual orientation, ethnicity,
  religion, cultural observance, household income, or body type/size.
• Attire that is unsafe for the environment (e.g. inappropriate footwear for
  Physical Education)
• Attire or accessories with offensive images or language, including
  profanity, hate speech, and/or pornography.
• Attire that denotes, suggests, displays or references alcohol, drugs or
  related paraphernalia or other illegal conduct or activities.
• Attire that will interfere with the operation of the school, disrupt the
  educational process, invade the rights of others, or create a reasonably
  foreseeable risk of such interference or invasion of rights.
• Attire that reasonably can be construed as being or including content
  that is racist, lewd, vulgar or obscene
• Attire that contains defamatory speech, or threats to others.

Process to Address Dress Code Infractions:

Should a student’s clothing not adhere to the Dress Code of EMHS as outlined
above, the following process will be initiated.

• The staff member will explain to the student as discreetly as the
  environment permits, how the clothing item does not align with the dress
  code.
• The student will be asked to put on a different piece of clothing if they
  have one.
• The student may choose to borrow a piece of clothing from a classmate
  or peer.
• The student will be offered, when available, a piece of laundered clothing
  from the school.
• The student and staff member may call a parent to deliver alternate
  clothing.

The staff at École Meridian Heights recognize the potential for technology to support purposeful learning opportunities for our students. We also acknowledge the need to ensure an appropriate balance within the use of technology within our learning community throughout the school day. With that in mind, policies have been developed to outline the technology expectations within our school.