Introduction:

At Hillcrest we expect students to act in a safe, respectful and responsible manner and to treat others with politeness and consideration at all times.

Our code of conduct introduces a framework for expectations around student behaviours to establish an optimal learning and working environment.

The code of conduct applies to all school related activities both on and off school property. It may also apply beyond these times when behaviour affects the safe, caring, and orderly environment of the school.

 BC Human Rights Code

The values expressed in the BC Human Rights Code are foundational to our code of conduct. Behaviour or communication that discriminates based on race, ethnicity, gender, age, ability, culture, ancestry, language, religious beliefs, sexual orientation, and socioeconomic background is treated seriously.

Social Responsibility

The staff of Hillcrest work with parents to promote both general and specific expectations for behaviour. The cornerstone of Hillcrest’s behaviour policy is a strong belief in RESPECT. It is expected that students…

• Be respectful to self and others
• Be respectful to property
• Be responsible for their own learning and work to their full potential
• Be responsible for their own decisions and accept the natural and logical consequence
• Demonstrate fair play in all activities at all times
• Show support for each other’s efforts – be inclusive of everyone

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School–Wide Expectations:

“At Hillcrest School we expect students to follow the behavioural expectations outlined in the matrix.  Our goal is to have students meet these expectations for intrinsic reasons; as a result we will minimize extrinsic rewards for behaviour.”

EXPECTATIONS
LOCATION		Respect for Self	Respect for Others	Respect for Environment	Respect for learning
	All Settings	Do your personal best Dress, speak and act appropriately	Hands and feet to yourself Be considerate Use good manners and appropriate language	Recycle Keep the school clean	Be prepared with homework and supplies Respect others efforts and contributions Be a good listener
	Hallways	Walk to the right Use inside behaviour	Use appropriate voice Hands and feet to yourself Stay in your own space	Inside shoes Enjoy/appreciate others displays and space	Quiet while classes in session
	Outside	Respect equipment and space Play safe Follow expectations	Hands and feet to yourself Use appropriate language Be a good sport Bring in equipment	Place litter in garbage cans Treat property with respect Stay within school boundaries	Be inclusive Follow the rules of the games Use sticks and snow for building
	Eating Time	Keep the classroom clean Make healthy food choices Use proper manners	Speak in an inside voice Eat only your own food Listen to the supervisors	Be seated Recycle	Use good manners
	Library and Computer Lab	Work quietly Respect equipment	Wait your turn Return things to their proper place Follow guidelines for use of equipment	No food or drink Shut down computer when leaving	Use appropriate research sites Respect equipment
	Assembly	Remain seated Focus on the speaker	Hands and feet to yourself Quiet so others can hear	No food or drink	Appropriate applause
	Gym	Appropriate dress and footwear Participate Good sportsmanship	Follow the rules of the game Be inclusive Encourage others	No food or drink Use equipment safely Put equipment away	Listen to instructor Follow rules of the game
	Bus	Sit appropriately Line up safely Quiet voice	Listen to the bus driver Hands and feet to yourself	Keep the bus clean Wait in designated areas	Inside behaviour

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Student Discipline Procedures

Hillcrest staff members use a pro-active approach when dealing with discipline. Staff often discuss “expected” and “unexpected behaviour” with students prior to beginning a new activity. This practice has resulted in Hillcrest having an excellent reputation with regard to student behaviour in our community.

If behaviour problems do occur they are treated as either Minor or Major offences and staff will usually work with students to solve the problem through a process of restitution.

Restitution

In the philosophy of restitution there is recognition that it’s OK to make a mistake. What’s important is that students take responsibility for their mistake and actively seek ways to fix the problem and/or give back to the community. In the process of restitution, it is important that students identify the basic need (fun, freedom, love and belonging, power, or survival) they were trying to meet when the misbehavior occurred. This will allow them to learn to meet their underlying need in a more positive way. The restitution process allows a student to return to the group strengthened and helps encourage students to become the person they want to be. Restitution moves beyond consequences and rewards, and encourages students to “do the right thing because it’s the right thing to do.”

Restitution does not ignore “bottom line” behaviours such as violence, direct defiance, and theft, to name a few.

Minor Offences (Poor Choices)

Minor offences are handled on the spot in the classroom, hallways, or other areas.  Staff will review expectations with students and work with them to solve the problem that occurred through restitution. Problem solving may include a student conference, phone call to home, notes in the student planner, or “thinking papers/pictures”.

Major Offences (Bottom Line Behaviours)

For repetitive behaviours, or behaviours of a more serious nature, a progressive discipline cycle is implemented through the office. The Major offenses dealt with at the office level may include the following:

• Bullying
• Discrimination
• Damaging or stealing property
• Fighting (we are a “HANDS OFF” school)
• Drugs or alcohol
• Vandalism
• Dangerous behaviour (ie. throwing objects with the intent to hurt/damage or purposeful hitting)
• Repeated direct defiance of an adult
• Truancy or repeated tardiness
• Disrespectful or abusive language
• Repeated minor offences
• Weapons
• Theft

Consequences

When dealing with Major and Minor offences, a number of responses may be used depending on the nature and frequency of the offence.

• Warnings
• Conflict Resolution
• Natural and logical consequences
• Parents notified
• Parent/Student/Principal meeting
• Restitution
• In-school Suspension
• Out-of-school Suspension
• Suspension pending a District Hearing

If a serious violation occurs at any time, an immediate in-school suspension or out-of-school suspension may occur.

Special Considerations

Special consideration may apply to students with special needs if these students are unable or do not comply with a code of conduct due to a disability of an intellectual, physical, sensory, emotional or behavioral nature.

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