WONDER ACADEMY

CODE OF CONDUCT 

It is the policy of the Wonder Academy to maintain a safe learning environment through the adoption of a Code of Conduct which promotes responsibility, respect, academic awareness and sets clear standards of behavior for all members of the Wonders community. The goal is to create a positive climate where all members of the Wonders community feel safe, comfortable and accepted. 

RIGHTS 

Student Rights Include: 

to be treated with dignity and respect
to be provided with activities that are success oriented and build on individual strengths to receive a quality experience 

Parent Rights Include: 

to be treated with dignity and respect
to be heard and to have concerns addressed to communicate with the school 

Staff Rights Include: 

to be treated with dignity and respect
to have a safe working environment
to expect parents and students to be involved in creating a positive learning environment 

Safety
All members of the community must not: 

• engage in bullying behaviours Definition of bullying: 

• A)  The behaviour is intended by the pupil to have the effect of, or the pupil ought
  to know that the behaviour would be likely to have the effect of, 
• i)  Causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the
  individual’s reputation or harm to the individual’s property, or
• ii)  Creating a negative environment at a school for another individual,
  and
• B)  The behaviour occurs in a context where there is a real or perceived power
  imbalance between pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, family circumstances, gender, race, disability or the receipt of special education; (intimidation)

STUDENT RESPONSIBILITIES
All students will: 

• be treated with respect and dignity by all at Wonder Academy;
• accept responsibility for their personal actions;
• demonstrate respect for self, and others, and for those in authority;
• fulfill expected academic/daily tasks and obligations;
• come each day, prepared and willing to participate in a positive way;
• obey the rules of Wonder Academy, on buses, other transportation and at other sites during the programed day
• use respectful language, free from profanity;

• work cooperatively with staff and other students;
• be honest in their academic work (refrain from plagiarism, cheating, lying etc.);
• use free time responsibly; and
• refrain from bringing anything to school that compromises the safety of others 
• hold those under their authority accountable for their actions and behaviour;
• empower students to be positive leaders in their school and community, and
• communicate meaningfully and on a regular basis with all members of the
  Wonder Academy community.

Teachers and school staff will:

• maintain order in the school;
• serve as role models;
• maintain consistent standards of behavior for all students;
• help students work to fulfill their potential, develop self-worth, and prepare them for the full responsibilities of citizenship;
• communicate regularly and meaningfully with parents/guardians;
• demonstrate respect for all students, staff, parents, volunteers, and members of the community; and
• empower students to be positive leaders in their school and community.

PARENTAL RESPONSIBILITIES 

Parents play an important role in the education of their children and can fulfill this responsibility by: 

• demonstrating respect for all students, staff, volunteers and members of the Wonder Academy community;
• supporting the efforts of staff in maintaining a safe and respectful learning environment;
• showing an active interest in their child’s daily work and progress;
• communicating regularly with their child’s leadership;
• assisting staff in dealing with disciplinary issues involving their child;
• helping their child be neat, dress appropriately, be well rested and prepared and
  ready to learn;
• promptly reporting their child’s absence or late arrival;
• helping and encouraging their child in following the Code of Conduct and
  the rules of behavior.

PROGRESSIVE DISCIPLINE 

Progressive Discipline is a range of early and later interventions, supports, and consequences that are developmentally appropriate, and include opportunities for students to learn from mistakes and that focus on improving behaviour. These may include, but are not limited to: 

• Student Success and Character Development strategies and programs;
• providing students with the opportunity to learn life skills such as conflict
  resolution, anger management and communication skills;
• documenting incidents requiring disciplinary measures, and applying the mitigating factors;
• being sensitive to unique circumstances which may affect student behaviour;
• ensuring that contact with the parent(s)/guardian(s) of students, is made early in the disciplinary process;
• maintaining contact with the parent(s)/guardian(s) and involving them in a plan to
  improve the behaviour until the behaviour is acceptable.
  As incidents arise, it is recognized that each situation is unique. Incidents are managed in a consistent manner to ensure that fairness is integral to the process, and that this fairness is perceived by all participants. Within this process, consideration for consequences will be given for: 
• childs age
• frequency of incidents
• nature and severity of incidents
• student exceptionalities
• extenuating circumstances
• impact on the school climate

• -term suspension or expulsion

MITIGATING FACTORS 

The Principal will consider the following mitigating factors when considering a suspension: 

• the pupil does not have the ability to control his or her behaviour;
• the pupil does not have the ability to understand the foreseeable consequences
  of his or her behaviour;
• the pupil’s continuing presence in the school does not create an unacceptable
  risk to the safety of any other person.
  The Principal will also consider the following factors if they mitigate (moderate) the seriousness of the incident or the behaviour of the student involved:
• the pupil’s history and age, whether progressive discipline has been used, if a behaviour has been motivated by harassment or discrimination, and/ or the impact on the ongoing education of the student. Note: In some cases, even though the offence calls for a mandatory suspension.