Administrative​ ​Procedure​ ​350

STUDENT​ ​CONDUCT​ ​WITHIN​ ​A​ ​WELCOMING,​ ​CARING,​ ​RESPECTFUL AND​ ​SAFE​ ​ENVIRONMENT Background The​ ​district​ ​is​ ​committed​ ​to​ ​providing​ ​welcoming,​ ​caring,​ ​respectful​ ​and​ ​safe​ ​learning environments​ ​that​ ​respect​ ​diversity​ ​and​ ​foster​ ​a​ ​sense​ ​of​ ​belonging.​ ​Each​ ​member​ ​of​ ​the community​ ​shares​ ​responsibility​ ​for​ ​the​ ​well-being​ ​of​ ​every​ ​other​ ​member​ ​of​ ​the​ ​district. The​ ​treatment​ ​of​ ​all​ ​persons​ ​with​ ​respect​ ​and​ ​dignity​ ​is​ ​a​ ​core​ ​value​ ​within​ ​the​ ​district. Expectations​ ​for​ ​student​ ​conduct​ ​arise​ ​from​ ​Alberta​ ​Education​ ​requirements​ ​and​ ​the​ ​school district’s​ ​Catholic​ ​values. All​ ​district​ ​schools​ ​have​ ​an​ ​established​ ​Catholic​ ​Community​ ​of​ ​Caring​ ​based​ ​on​ ​the​ ​values​ ​of faith,​ ​caring,​ ​respect,​ ​responsibility,​ ​trust​ ​and​ ​family.​ ​The​ ​Catholic​ ​Community​ ​of​ ​Caring​ ​focuses on​ ​building​ ​respectful​ ​and​ ​compassionate​ ​school​ ​environments,​ ​rooted​ ​in​ ​Catholic​ ​values.​ ​Each school​ ​creates​ ​a positive​ ​school​ ​community​ ​by​ ​developing​ ​relationships​ ​through​ ​activities​ ​such as​ ​student​ ​leadership​ ​conventions,​ ​student​ ​organizations,​ ​social​ ​justice​ ​projects​ ​and professional​ ​development​ ​opportunities. Through​ ​the​ ​incorporation​ ​of​ ​its​ ​essential​ ​elements​ ​into​ ​the​ ​daily​ ​life​ ​of​ ​school,​ ​a​ ​climate​ ​is created​ ​where​ ​the​ ​whole​ ​school​ ​community​ ​embraces​ ​these​ ​values.​ ​Our​ ​priority​ ​is​ ​to​ ​ensure that​ ​all​ ​of​ ​our​ ​students​ ​are​ ​provided​ ​with​ ​a​ ​welcoming,​ ​caring,​ ​respectful​ ​and​ ​safe​ ​learning environment​ ​so​ ​they​ ​excel​ ​as​ ​healthy​ ​and​ ​productive​ ​learners. This​ ​includes​ ​placing​ ​a​ ​strong​ ​value​ ​on​ ​having​ ​students​ ​conduct​ ​themselves​ ​properly​ ​at​ ​all times​ ​by​ ​respecting: ●

● ●

All​ ​individuals​ ​and​ ​not​ ​engaging​ ​in​ ​discriminatory​ ​actions​ ​towards​ ​others​ ​because​ ​of​ ​their race,​ ​religious​ ​beliefs,​ ​colour,​ ​gender,​ ​gender​ ​identity,​ ​gender​ ​expression,​ ​physical disability,​ ​mental​ ​disability,​ ​age,​ ​ancestry,​ ​place​ ​of​ ​origin,​ ​marital​ ​status,​ ​source​ ​of income,​ ​family​ ​status,​ ​or​ ​sexual​ ​orientation; School​ ​authority; School​ ​and​ ​district​ ​property,​ ​as​ ​well​ ​as,​ ​the​ ​property​ ​of​ ​others.

Procedures: 1. In​ ​order​ ​to​ ​assist​ ​and​ ​ensure​ ​that​ ​students​ ​conduct​ ​themselves​ ​properly​ ​at​ ​all​ ​times​ ​by respecting​ ​all​ ​individuals​ ​without​ ​discrimination,​ ​school​ ​authorities​ ​and​ ​district​ ​property​ ​and the​ ​personal​ ​property​ ​of​ ​others,​ ​students​ ​shall​ ​be​ ​subject​ ​to​ ​the​ ​student​ ​code​ ​of​ ​conduct described​ ​below. 2. Activities​ ​that​ ​may​ ​infringe​ ​upon​ ​the​ ​student​ ​code​ ​of​ ​conduct​ ​may​ ​include​ ​for​ ​example, bullying​ ​behaviour,​ ​cyber-bullying,​ ​the​ ​use​ ​of​ ​mobile​ ​devices,​ ​physical​ ​harm​ ​or​ ​assault​ ​upon

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others,​ ​personal​ ​harassment,​ ​sexual​ ​harassment,​ ​hazing,​ ​gang​ ​activities,​ ​weapons​ ​in school,​ ​drug​ ​and​ ​alcohol​ ​use,​ ​smoking​ ​and​ ​use​ ​of​ ​tobacco​ ​products,​ ​improper​ ​clothing​ ​and improper​ ​conduct​ ​on​ ​buses​ ​or​ ​on​ ​field​ ​trips.​ ​These​ ​particular​ ​activities​ ​are​ ​more​ ​fully described​ ​below. 2.1

In​ ​addition,​ ​activities​ ​that​ ​may​ ​contribute​ ​towards​ ​compliance​ ​with​ ​the​ ​Student Conduct​ ​Code,​ ​such​ ​as​ ​for​ ​example,​ ​the​ ​formation​ ​of​ ​student​ ​organizations,​ ​is​ ​also more​ ​fully​ ​described​ ​below.

3. Student​ ​Code​ ​of​ ​Conduct​ ​and​ ​Progressive​ ​School​ ​Discipline​ ​Plan 3.1

Students​ ​shall​ ​conduct​ ​‘themselves’​ ​so​ ​as​ ​to​ ​reasonably​ ​comply​ ​with​ ​the​ ​following code​ ​of​ ​conduct​ ​(Section​ ​12,​ ​School​ ​Act): 3.1.1

Be​ ​diligent​ ​in​ ​pursuing​ ​the​ ​student’s​ ​studies;

3.1.2

Attend​ ​school​ ​regularly​ ​and​ ​punctually;

3.1.3

Co-operate​ ​fully​ ​with​ ​everyone​ ​authorized​ ​by​ ​the​ ​board​ ​to​ ​provide​ ​education programs​ ​and​ ​other​ ​services;

3.1.4

Comply​ ​with​ ​the​ ​rules​ ​of​ ​the​ ​school;

3.1.5

Account​ ​to​ ​the​ ​student’s​ ​teachers​ ​for​ ​the​ ​student’s​ ​conduct;

3.1.6

Respect​ ​the​ ​rights​ ​of​ ​others;

3.1.7

Ensure​ ​that​ ​the​ ​student’s​ ​conduct​ ​contributes​ ​to​ ​a​ ​welcoming,​ ​caring, respectful​ ​and​ ​safe​ ​learning​ ​environment​ ​that​ ​respects​ ​diversity​ ​and​ ​fosters​ ​a sense​ ​of​ ​belonging;

3.1.8

Refrain​ ​from,​ ​report​ ​and​ ​not​ ​tolerate​ ​bullying​ ​or​ ​bullying​ ​behavior​ ​directed towards​ ​others​ ​in​ ​the​ ​school,​ ​whether​ ​or​ ​not​ ​it​ ​occurs​ ​within​ ​the​ ​school building,​ ​during​ ​the​ ​school​ ​day​ ​or​ ​by​ ​electronic​ ​means;

3.1.9 3.2

3.3

Positively​ ​contribute​ ​to​ ​the​ ​student’s​ ​school​ ​and​ ​community.

This​ ​student​ ​code​ ​of​ ​conduct​ ​shall​ ​be​ ​established​ ​in​ ​each​ ​school​ ​and​ ​must​ ​be: 3.2.1

Made​ ​publically​ ​available;

3.2.2

Reviewed​ ​every​ ​year;

3.2.3

Provided​ ​to​ ​all​ ​staff,​ ​students​ ​and​ ​parents/legal​ ​guardians.

The​ ​Student​ ​Code​ ​of​ ​Conduct​ ​and​ ​Progressive​ ​School​ ​Discipline​ ​Plan,​ ​modelled​ ​and aligned​ ​with​ ​the​ ​Administrative​ ​Procedure​ ​–​ ​355​ ​Student​ ​Discipline,​ ​must​ ​support positive​ ​behaviours,​ ​rather​ ​than​ ​relying​ ​solely​ ​on​ ​a​ ​model​ ​of​ ​consequences​ ​and punishment.​ ​Beginning​ ​with​ ​a​ ​clear​ ​understanding​ ​of​ ​standards​ ​of​ ​behaviour​ ​for​ ​all students,​ ​the​ ​school​ ​discipline​ ​plan​ ​indicates​ ​how​ ​additional​ ​support​ ​will​ ​be​ ​provided to​ ​those​ ​students​ ​who​ ​have​ ​not​ ​responded​ ​appropriately​ ​to​ ​those​ ​expectations,​ ​with further​ ​intensive​ ​support​ ​for​ ​those​ ​who​ ​require​ ​ongoing​ ​monitoring.

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3.4

Restorative​ ​discipline​ ​strategies​ ​must​ ​be​ ​included​ ​within​ ​the​ ​framework​ ​of​ ​the Progressive​ ​School​ ​Discipline​ ​Plan.​ ​These​ ​approaches​ ​allow​ ​schools​ ​to​ ​include parents/legal​ ​guardians,​ ​parishes​ ​and​ ​other​ ​community​ ​members​ ​to​ ​collaborate​ ​in restoring​ ​justice​ ​through​ ​healing​ ​to​ ​the​ ​marginalized,​ ​oppressed​ ​or​ ​harmed.

3.5

Discipline​ ​is​ ​seen​ ​as​ ​the​ ​change​ ​from​ ​unacceptable​ ​conduct​ ​to​ ​acceptable​ ​behaviour through​ ​the​ ​use​ ​of​ ​reasonable​ ​and​ ​just​ ​consequences.​ ​In​ ​any​ ​disciplinary​ ​situation, each​ ​student​ ​will​ ​be​ ​dealt​ ​with​ ​on​ ​an​ ​individual​ ​basis.​ ​As​ ​well,​ ​parent/legal​ ​guardian or​ ​district​ ​involvement​ ​may​ ​be​ ​necessary​ ​to​ ​support​ ​school​ ​discipline​ ​procedures.​ ​In regards​ ​to​ ​student​ ​conduct,​ ​a​ ​parent/legal​ ​guardian​ ​of​ ​a​ ​student​ ​has​ ​the responsibility​ ​as​ ​indicated​ ​in​ ​the​ ​School​ ​Act:

3.6

3.5.1

To​ ​take​ ​an​ ​active​ ​role​ ​in​ ​the​ ​student’s​ ​educational​ ​success,​ ​including complying​ ​with​ ​the​ ​Student​ ​Code​ ​of​ ​Conduct;

3.5.2

To​ ​ensure​ ​that​ ​the​ ​parent’s/legal​ ​guardian’s​ ​conduct​ ​contributes​ ​to​ ​a welcoming,​ ​caring,​ ​respectful​ ​and​ ​safe​ ​learning​ ​environment;

3.5.3

To​ ​co-operate​ ​and​ ​collaborate​ ​with​ ​school​ ​staff​ ​to​ ​support​ ​the​ ​delivery​ ​of specialized​ ​supports​ ​and​ ​services​ ​to​ ​the​ ​student;

3.5.4

To​ ​encourage​ ​foster​ ​and​ ​advance​ ​collaborative,​ ​positive​ ​and​ ​respectful relationships​ ​with​ ​teachers,​ ​principals,​ ​other​ ​school​ ​staff​ ​and​ ​professionals providing​ ​supports​ ​and​ ​services​ ​in​ ​the​ ​school;

3.5.5

To​ ​engage​ ​in​ ​the​ ​student’s​ ​community.

The​ ​school’s​ ​discipline​ ​plan​ ​will​ ​outline​ ​the​ ​expectations,​ ​consequences​ ​and​ ​the progression​ ​of​ ​actions​ ​to​ ​be​ ​taken​ ​depending​ ​on​ ​the​ ​severity​ ​and/or​ ​frequency​ ​of​ ​the occurrences​ ​and​ ​must​ ​take​ ​into​ ​account​ ​the​ ​student’s​ ​age,​ ​maturity​ ​and​ ​individual circumstances​ ​and​ ​must​ ​ensure​ ​that​ ​support​ ​is​ ​provided​ ​for​ ​students​ ​who​ ​are impacted​ ​by​ ​inappropriate​ ​behavior,​ ​as​ ​well​ ​as,​ ​for​ ​students​ ​who​ ​engage​ ​in inappropriate​ ​behaviour.​ ​At​ ​all​ ​times,​ ​teachers​ ​and​ ​administrators​ ​will​ ​use​ ​their professional​ ​judgment​ ​in​ ​applying​ ​consequences.

4. Such​ ​actions​ ​may​ ​include​ ​but​ ​are​ ​not​ ​limited​ ​to: 4.1

Informal​ ​conferences;

4.2

Restriction​ ​of​ ​privileges;

4.3

Parent-teacher​ ​conferences;

4.4

In-school​ ​suspensions;

4.5

Risk​ ​assessment;

4.6

Suspension/expulsion​ ​(AP​ ​356);

4.7

Student​ ​redirection;

4.8

Involvement​ ​of​ ​instructional​ ​services​ ​and​ ​supports;

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4.9

Behaviour​ ​support​ ​plan;

4.10

Involvement​ ​of​ ​external​ ​services​ ​and​ ​supports.

5. Each​ ​school​ ​will​ ​keep​ ​a​ ​written​ ​record​ ​of​ ​any​ ​disciplinary​ ​action​ ​taken​ ​with​ ​a​ ​student​ ​or group​ ​of​ ​students. 6. The​ ​following​ ​are​ ​examples​ ​of​ ​serious​ ​topics​ ​of​ ​concern​ ​with​ ​regard​ ​to​ ​student​ ​conduct​ ​in schools: 6.1

Defiance​ ​and​ ​disrespect;

6.2

Open​ ​opposition​ ​to​ ​authority;

6.3

Bullying,​ ​including​ ​cyber-bullying;

6.4

Internet​ ​safety;

6.5

Physical​ ​harm/assault;

6.6

Personal​ ​and/or​ ​sexual​ ​harassment;

6.7

Hazing/gang​ ​activity;

6.8

Weapons​ ​in​ ​schools;

6.9

Drug,​ ​tobacco,​ ​e-cigarette,​ ​alcohol​ ​possession​ ​or​ ​distribution;

6.10

Inappropriate​ ​student​ ​dress;

6.11

Inappropriate​ ​use​ ​of​ ​mobile​ ​devices;

6.12

Theft;

6.13

Vandalism;

6.14

Threats;

6.15

Extortion;

6.16

Discrimination;

6.17

Student​ ​conduct​ ​on​ ​buses.

7. Bullying 7.1

“Bullying”​ ​means​ ​repeated​ ​and​ ​hostile​ ​or​ ​demeaning​ ​behaviour​ ​by​ ​an​ ​individual​ ​in the​ ​school​ ​community​ ​where​ ​the​ ​behaviour​ ​is​ ​intended​ ​to​ ​cause​ ​harm,​ ​fear​ ​or distress​ ​to​ ​one​ ​or​ ​more​ ​other​ ​individuals​ ​in​ ​the​ ​school​ ​community,​ ​including psychological​ ​harm​ ​or​ ​harm​ ​to​ ​an​ ​individual’s​ ​reputation.

7.2

The​ ​four​ ​most​ ​common​ ​types​ ​of​ ​bullying​ ​are​ ​verbal,​ ​social,​ ​physical​ ​and​ ​cyber​ ​and may​ ​involve​ ​discriminatory​ ​actions​ ​against​ ​other​ ​based​ ​upon​ ​race,​ ​religious​ ​belief, colour,​ ​gender,​ ​gender​ ​identity,​ ​gender​ ​expression,​ ​physical​ ​disability,​ ​mental disability,​ ​age,​ ​ancestry,​ ​place​ ​of​ ​origin,​ ​marital​ ​status,​ ​source​ ​of​ ​income,​ ​family status​ ​or​ ​sexual​ ​orientation.​ ​(Human​ ​Rights​ ​Act)

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7.3

Bullying​ ​is​ ​not​ ​a​ ​normal​ ​part​ ​of​ ​life​ ​or​ ​growing​ ​up​ ​and​ ​can​ ​have​ ​a​ ​significantly negative​ ​impact​ ​on​ ​a​ ​student’s​ ​emotional​ ​and​ ​physical​ ​well-being.

7.4

School​ ​administration​ ​and​ ​staff​ ​must​ ​provide​ ​a​ ​welcoming,​ ​caring,​ ​respectful​ ​and safe​ ​environment​ ​for​ ​students​ ​in​ ​the​ ​school​ ​building,​ ​on​ ​school​ ​grounds​ ​and​ ​during school​ ​excursions.​ ​Collaboration​ ​among​ ​administration,​ ​staff,​ ​students​ ​and parents/legal​ ​guardians​ ​is​ ​key​ ​in​ ​helping​ ​achieve​ ​the​ ​district’s​ ​goal​ ​of​ ​working​ ​to eradicate​ ​bullying​ ​from​ ​the​ ​school​ ​environment.

7.5

A​ ​preventative​ ​approach​ ​involves​ ​creating​ ​a​ ​positive​ ​and​ ​inclusive​ ​culture​ ​where relationships​ ​are​ ​grounded​ ​in​ ​respect​ ​for​ ​one​ ​another​ ​and​ ​foster​ ​a​ ​sense​ ​of belonging​ ​within​ ​all​ ​of​ ​our​ ​district​ ​schools​ ​and​ ​educational​ ​settings​ ​and​ ​is​ ​supported by: 7.5.1

Building​ ​relationships

7.5.2

Infusing​ ​the​ ​gospel​ ​and​ ​Catholic​ ​Community​ ​of​ ​Caring​ ​values​ ​into​ ​the curriculum​ ​and​ ​overall​ ​school​ ​environment

7.5.3 Service​ ​learning 7.5.4 Student​ ​organizations,​ ​activities,​ ​forums,​ ​conferences​ ​and​ ​discussions 7.5.5 Parental/legal​ ​guardian​ ​involvement 7.5.6 Community​ ​involvement 8. Expectations​ ​Regarding​ ​Bullying 8.1

Students,​ ​school/district​ ​personnel​ ​and​ ​visitors​ ​will​ ​treat​ ​one​ ​another​ ​with​ ​respect and​ ​will​ ​not​ ​deliberately​ ​cause​ ​harm,​ ​fear,​ ​or​ ​distress​ ​to​ ​others.

8.2

All​ ​will​ ​refrain​ ​from​ ​harming​ ​or​ ​diminishing​ ​another’s​ ​reputation.

8.3

Any​ ​actions​ ​or​ ​perception​ ​of​ ​bullying​ ​will​ ​be​ ​addressed​ ​by​ ​the​ ​school.​ ​Any​ ​report​ ​of bullying​ ​will​ ​be​ ​taken​ ​seriously​ ​and​ ​investigated.

8.4

The​ ​Progressive​ ​School​ ​Discipline​ ​Plan​ ​will​ ​indicate​ ​who​ ​among​ ​the​ ​school​ ​staff​ ​will address​ ​the​ ​issue​ ​of​ ​bullying.​ ​This​ ​may​ ​include​ ​teachers​ ​and/or​ ​administrators.

8.5

The​ ​Progressive​ ​School​ ​Discipline​ ​Plan​ ​will​ ​indicate​ ​the​ ​consequences​ ​of​ ​any bullying​ ​incident​ ​and​ ​will​ ​take​ ​into​ ​account​ ​the​ ​circumstances,​ ​the​ ​history​ ​of​ ​the students​ ​involved​ ​and​ ​the​ ​age/developmental​ ​stage​ ​of​ ​the​ ​students.

8.6

If​ ​a​ ​student​ ​is​ ​a​ ​victim​ ​of​ ​bullying​ ​or​ ​sees​ ​someone​ ​who​ ​is​ ​being​ ​bullied,​ ​the​ ​following steps​ ​need​ ​to​ ​be​ ​taken:

8.7

8.6.1

report​ ​bullying​ ​to​ ​a​ ​trusted​ ​adult

8.6.2

tell​ ​the​ ​bully​ ​or​ ​bullies​ ​to​ ​stop​ ​and​ ​then​ ​walk​ ​away

8.6.3

avoid​ ​unsafe​ ​situations​ ​and​ ​identify​ ​a​ ​safe​ ​place​ ​to​ ​go​ ​to​ ​if​ ​bullying​ ​is​ ​taking place

The​ ​victim​ ​in​ ​a​ ​bullying​ ​situation​ ​will​ ​be​ ​educated​ ​as​ ​to​ ​how​ ​to​ ​deal​ ​with​ ​future incidents.​ ​Those​ ​disciplined​ ​for​ ​bullying​ ​will​ ​be​ ​taught​ ​how​ ​to​ ​stop​ ​their​ ​behaviour and​ ​how​ ​to​ ​behave​ ​in​ ​a​ ​more​ ​appropriate​ ​manner.

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8.8

Parents/legal​ ​guardians​ ​will​ ​be​ ​informed​ ​of​ ​any​ ​issues​ ​of​ ​bullying​ ​towards​ ​their children​ ​or​ ​by​ ​their​ ​children​ ​and​ ​will​ ​be​ ​asked​ ​to​ ​assist​ ​in​ ​the​ ​process​ ​of​ ​stopping​ ​the bullying.

8.9

Incidences​ ​of​ ​bullying​ ​may​ ​be​ ​addressed​ ​through​ ​application​ ​of​ ​Section​ ​24 (suspensions)​ ​or​ ​Section​ ​25​ ​(Expulsions)​ ​of​ ​the​ ​School​ ​Act.

9. Online​ ​resources​ ​to​ ​assist​ ​with​ ​bullying​ ​issues: Building​ ​Communities​ ​of​ ​Caring​ ​–​ ​Everyone​ ​Belongs:​ ​ ​Preventing​ ​and​ ​Responding​ ​to Bullying Bully​ ​Free​ ​Alberta Bullying​ ​Prevention 10. Student​ ​Organization​ ​–​ ​Advocacy,​ ​Peer​ ​Support​ ​and/or​ ​Counselling: 10.1

Students​ ​may​ ​establish​ ​a​ ​voluntary​ ​student​ ​organization​ ​and/or​ ​lead​ ​activities​ ​to promote​ ​a​ ​welcoming,​ ​caring,​ ​respectful​ ​and​ ​safe​ ​learning​ ​environment​ ​that​ ​respects diversity​ ​and​ ​fosters​ ​a​ ​sense​ ​of​ ​belonging.​ ​Any​ ​such​ ​proposals​ ​must​ ​follow​ ​this protocol: 10.1.1 Student(s)​ ​make​ ​the​ ​proposal​ ​to​ ​the​ ​principal. 10.1.2 The​ ​principal,​ ​in​ ​consultation​ ​with​ ​district​ ​staff,​ ​determines​ ​the​ ​nature​ ​of​ ​the request​ ​and​ ​how​ ​to​ ​best​ ​meet​ ​the​ ​expressed​ ​needs. 10.1.3 The​ ​purpose​ ​and​ ​objectives​ ​of​ ​the​ ​organization​ ​or​ ​activities,​ ​need​ ​to​ ​be determined​ ​while​​ ​keeping​ ​in​ ​mind​ ​the​ ​district​ ​mission,​ ​vision​ ​and​ ​value statements​ ​to​ ​address​ ​the​ ​onset​ ​of​ ​bullying​ ​behavior​ ​and​ ​any​ ​discriminatory conduct.​ ​The​ ​purpose​ ​may​ ​include​ ​advocacy,​ ​peer​ ​support​ ​and/or counselling.​ ​The​ ​mission​ ​of​ ​the​ ​organization​ ​will​ ​be​ ​determined​ ​by​ ​the participants,​ ​in​ ​consultation​ ​with​ ​the​ ​principal,​ ​prior​ ​to​ ​establishing​ ​a​ ​name​ ​for the​ ​group,​ ​the​ ​process​ ​of​ ​which​ ​is​ ​outlined​ ​in​ ​10.1.4. 10.1.4 When​ ​an​ ​organization​ ​is​ ​established,​ ​students​ ​after​ ​first​ ​consulting with​ ​the​ ​principal,​ ​select​ ​a​ ​name​ ​for​ ​their​ ​organization. 10.1.4.1

The​ ​principal​ ​designates​ ​two​ ​staff​ ​members​ ​who​ ​will supervise,​ ​monitor,​ ​advise​ ​and​ ​support​ ​the​ ​organization.

10.1.4.2

The​ ​School​ ​Act​ ​indicates​ ​that​ ​if​ ​the​ ​principal​ ​is​ ​unable​ ​to designate​ ​or​ ​secure​ ​staff​ ​members​ ​as​ ​liaisons​ ​to​ ​the student​ ​organization,​ ​then​ ​the​ ​principal​ ​shall​ ​immediately inform​ ​the​ ​respective​ ​area​ ​superintendent/director​ ​who shall​ ​ensure​ ​that​ ​district​ ​officials​ ​notify​ ​the​ ​Minister​ ​of Education.​ ​The​ ​district​ ​will​ ​make​ ​every​ ​effort​ ​in​ ​such​ ​cases to​ ​first​ ​find​ ​appropriate​ ​district​ ​personnel.

10.1.5 The​ ​principal​ ​provides​ ​professional​ ​learning​ ​sessions​ ​for​ ​staff​ ​members​ ​who lead​ ​and/or​ ​may​ ​be​ ​involved​ ​in​ ​the​ ​student​ ​organization​ ​or​ ​activities,​ ​including inclusive​ ​communities​ ​workshops. 10.1.6 The​ ​principal​ ​approves​ ​any​ ​resources​ ​used​ ​within​ ​the​ ​student​ ​organization and/or​ ​activities. Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

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10.1.7 Student​ ​privacy​ ​and​ ​confidentiality​ ​will​ ​be​ ​maintained​ ​by​ ​adhering​ ​to​ ​the privacy​ ​and​ ​disclosure​ ​provisions​ ​under​ ​the​ ​Freedom​ ​of​ ​Information​ ​and Protection​ ​of​ ​Privacy​ ​Act. 11. Cyber-bullying 11.1

Cyber-bullying​ ​involves​ ​use​ ​of​ ​the​ ​Internet,​ ​email,​ ​text​ ​messages​ ​or​ ​social networking​ ​sites​ ​to​ ​insult,​ ​threaten​ ​or​ ​spread​ ​rumours​ ​about​ ​someone.​ ​ ​It​ ​can include​ ​racial,​ ​sexual​ ​or​ ​homophobic​ ​harassment​ ​and​ ​personal​ ​attacks​ ​on​ ​one’s character​ ​that​ ​are​ ​conveyed​ ​through​ ​electronic​ ​media.

12. Online​ ​resources​ ​to​ ​assist​ ​with​ ​cyber-bullying​ ​issues: ● ● ● ● ●

www.guardingkids.com www.cla.ca/casl/slic/254cyberbullying.html www.learnalberta.ca​​ ​–​ ​keyword​ ​“bully” www.thedoorthatsnotlocked.ca www.netsmartz.org/educators

13. Students​ ​engaged​ ​in​ ​cyber-bullying​ ​shall​ ​be​ ​subject​ ​to​ ​appropriate​ ​disciplinary​ ​action. 14. Digital​ ​online​ ​safety: 14.1

The​ ​online​ ​environment​ ​is​ ​one​ ​that​ ​is​ ​constantly​ ​evolving​ ​and​ ​students​ ​should develop​ ​a​ ​knowledgeable,​ ​responsible​ ​and​ ​ethical​ ​understanding​ ​of​ ​its​ ​potential​ ​use for​ ​instructional​ ​purposes.​ ​The​ ​district​ ​recognizes​ ​that​ ​the​ ​Internet​ ​provides​ ​a​ ​viable means​ ​for​ ​student​ ​engagement​ ​to​ ​enhance​ ​learning.​ ​The​ ​Internet​ ​and​ ​electronic social​ ​media​ ​have​ ​the​ ​potential​ ​to​ ​positively​ ​influence​ ​the​ ​lives​ ​of​ ​students​ ​in​ ​our school​ ​communities.​ ​It​ ​is​ ​also​ ​important​ ​that​ ​the​ ​district​ ​support​ ​students​ ​to​ ​develop the​ ​skills​ ​and​ ​abilities​ ​necessary​ ​for​ ​them​ ​to​ ​be​ ​responsible,​ ​discerning​ ​users​ ​of electronic​ ​devices​ ​including​ ​awareness​ ​of​ ​how​ ​students​ ​may​ ​be​ ​victimized​ ​through the​ ​inappropriate​ ​use​ ​of​ ​technology.​ ​For​ ​further​ ​reference,​ ​refer​ ​to​ ​AP​ ​146​ ​– Electronic​ ​Social​ ​Media.

14.2

There​ ​are​ ​four​ ​concepts​ ​that​ ​must​ ​be​ ​addressed​ ​with​ ​regard​ ​to​ ​digital​ ​online​ ​safety: 14.2.1 Protection​ ​of​ ​personal​ ​information; 14.2.2 Appropriate​ ​use​ ​of​ ​electronic​ ​social​ ​media​ ​including​ ​blogs,​ ​personal​ ​websites, RSS​ ​feeds,​ ​postings​ ​on​ ​wikis​ ​and​ ​other​ ​interactive​ ​sites,​ ​such​ ​as​ ​but​ ​not limited​ ​to:​ ​ ​district​ ​email​ ​(@learn)​ ​accounts,​ ​Brightspace-based communication,​ ​Facebook,​ ​Blogger,​ ​Twitter,​ ​Instagram,​ ​chat​ ​rooms,​ ​instant messaging​ ​and​ ​postings​ ​on​ ​video​ ​or​ ​picture-sharing​ ​sites 14.2.3 Safe​ ​surfing​ ​for​ ​students 14.2.4 Appropriate​ ​correspondence​ ​with​ ​district​ ​staff.

15. Online​ ​resources​ ​for​ ​digital​ ​safety: ●

​ ​ ​https://esafety.gov.au/about-the-office/role-of-the-office

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● ● ● ●

​ ​ ​www.cybersmartcurriculum.org/ ​ ​ ​www.mediasmarts.ca/digital-media-literacy ​ ​ ​www.thedoorthatsnotlocked.ca ​ ​ ​www.zoeandmolly.ca/

16. Use​ ​of​ ​mobile​ ​devices​ ​(e.g.,​ ​cell-phones,​ ​tablets,​ ​media​ ​players) 16.1

Use​ ​of​ ​mobile​ ​devices​ ​in​ ​schools​ ​may​ ​provide​ ​significant​ ​academic​ ​support, however,​ ​may​ ​present​ ​challenges​ ​regarding​ ​student​ ​conduct​ ​and​ ​safety.

16.2

A​ ​recommended​ ​approach​ ​is​ ​to​ ​create​ ​a​ ​set​ ​of​ ​procedures​ ​and​ ​procedures​ ​regarding the​ ​use​ ​of​ ​mobile​ ​devices​ ​which​ ​can​ ​be​ ​effectively​ ​enforced.​ ​This​ ​should​ ​involve building​ ​understanding​ ​and​ ​capacity​ ​among​ ​all​ ​stakeholders​ ​in​ ​relation​ ​to​ ​the appropriate​ ​use​ ​of​ ​electronic​ ​devices​ ​in​ ​the​ ​school​ ​and​ ​classroom​ ​learning environment​ ​and​ ​will​ ​support​ ​all​ ​applicable​ ​sections​ ​in​ ​AP​ ​145.​ ​Each​ ​school,​ ​in consultation​ ​with​ ​parents/legal​ ​guardians​ ​and​ ​students,​ ​must​ ​develop​ ​very​ ​specific guidelines​ ​regarding​ ​the​ ​use​ ​of​ ​these​ ​devices​ ​while​ ​communicating​ ​these​ ​guidelines to​ ​all​ ​stakeholders.​ ​All​ ​students​ ​must​ ​agree​ ​to​ ​abide​ ​by​ ​these​ ​guidelines​ ​both​ ​while on​ ​the​ ​school​ ​premises​ ​and​ ​also​ ​while​ ​under​ ​the​ ​school’s​ ​jurisdiction​ ​when​ ​off​ ​school property.​ ​Also,​ ​a​ ​communication​ ​process​ ​should​ ​be​ ​implemented​ ​that​ ​outlines​ ​the proper​ ​uses​ ​for​ ​mobile​ ​devices​ ​and​ ​misuses​ ​of​ ​mobile​ ​devices​ ​while​ ​recognizing​ ​that some​ ​uses​ ​are​ ​unacceptable.

16.3

Mobile​ ​devices​ ​offer​ ​applications​ ​that​ ​may​ ​enhance​ ​classroom​ ​learning​ ​by​ ​engaging students​ ​to​ ​use​ ​tools​ ​they​ ​are​ ​consistently​ ​using​ ​for​ ​a​ ​variety​ ​of​ ​purposes.​ ​These devices​ ​can​ ​offer​ ​educational​ ​opportunities​ ​for​ ​media​ ​creation,​ ​project​ ​collaboration, data​ ​collection​ ​and​ ​sharing,​ ​publication​ ​of​ ​student​ ​work,​ ​and​ ​other​ ​alternatives​ ​to traditional​ ​approaches​ ​to​ ​learning.

16.4

Along​ ​with​ ​the​ ​potential​ ​benefits,​ ​there​ ​is​ ​a​ ​potential​ ​for​ ​abuse.​ ​There​ ​are​ ​times​ ​when these​ ​devices​ ​may​ ​not​ ​be​ ​the​ ​appropriate​ ​tool​ ​and​ ​should​ ​be​ ​set​ ​aside.​ ​Mobile devices​ ​can​ ​draw​ ​students’​ ​attention​ ​away​ ​from​ ​their​ ​academic​ ​tasks​ ​and​ ​may​ ​be​ ​a distraction​ ​in​ ​the​ ​classroom.​ ​In​ ​addition,​ ​mobile​ ​devices​ ​could​ ​be​ ​used​ ​to​ ​cheat,​ ​to organize​ ​disruptive​ ​events,​ ​or​ ​to​ ​bully​ ​classmates.​ ​Some​ ​of​ ​the​ ​unacceptable​ ​uses​ ​of mobile​ ​devices​ ​are​ ​outlined​ ​below: 16.4.1 Using​ ​mobile​ ​devices​ ​during​ ​exams​ ​to​ ​text​ ​message​ ​answers​ ​is​ ​absolutely wrong​ ​ ​and​ ​unacceptable.​ ​Secret​ ​recordings​ ​of​ ​teachers​ ​are​ ​illegal; 16.4.2 Some​ ​students​ ​may​ ​use​ ​mobile​ ​devices​ ​in​ ​the​ ​school​ ​setting​ ​to​ ​conduct illegal​ ​activities​ ​inside​ ​or​ ​outside​ ​of​ ​the​ ​school; 16.4.3 Students​ ​indulging​ ​in​ ​inappropriate​ ​practices​ ​such​ ​as​ ​recording​ ​graphic​ ​and explicit​ ​footage​ ​of​ ​fellow​ ​students​ ​and​ ​uploading​ ​it​ ​to​ ​the​ ​Internet; 16.4.4 Students​ ​forgetting​ ​to​ ​turn​ ​off​ ​their​ ​devices​ ​in​ ​class,​ ​resulting​ ​in​ ​ringing​ ​noises or​ ​text-message​ ​alerts​ ​which​ ​disrupt​ ​learning; 16.4.5 Even​ ​if​ ​set​ ​to​ ​silent,​ ​mobile​ ​devices​ ​can​ ​still​ ​cause​ ​distraction.

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In​ ​the​ ​above​ ​described​ ​situations,​ ​students​ ​engaging​ ​in​ ​such​ ​conduct​ ​will​ ​be​ ​subject to​ ​disciplinary​ ​action​ ​regardless​ ​of​ ​whether​ ​school​ ​procedures​ ​and​ ​procedures​ ​have been​ ​established​ ​or​ ​not. 17. When​ ​developing​ ​procedures​ ​regarding​ ​the​ ​use​ ​of​ ​mobile​ ​devices,​ ​schools​ ​should​ ​consider the​ ​following​ ​points: 17.1

Develop​ ​a​ ​general​ ​school​ ​wide​ ​guidelines​ ​that​ ​allows​ ​for​ ​flexibility​ ​and​ ​differentiation;

17.2

There​ ​should​ ​be​ ​some​ ​flexibility​ ​based​ ​on​ ​the​ ​curriculum​ ​requirements,​ ​teacher comfort,​ ​and​ ​school​ ​culture.​ ​What​ ​is​ ​appropriate​ ​in​ ​one​ ​classroom​ ​may​ ​not​ ​be appropriate​ ​for​ ​another;

17.3

The​ ​procedures​ ​may​ ​need​ ​to​ ​address​ ​ownership​ ​of​ ​the​ ​devices​ ​and​ ​risks​ ​and responsibilities​ ​of​ ​the​ ​owner.

18. Physical​ ​harm/assault 18.1

Any​ ​threatening​ ​behavior,​ ​fighting,​ ​or​ ​physical​ ​abuse,​ ​is​ ​unacceptable​ ​and​ ​will​ ​result in​ ​the​ ​appropriate​ ​corrective​ ​action.​ ​The​ ​Progressive​ ​School​ ​Discipline​ ​Plan​ ​must state​ ​clearly​ ​that​ ​in​ ​cases​ ​of​ ​actual​ ​or​ ​threatened​ ​violence,​ ​suspension​ ​or​ ​expulsion will​ ​be​ ​considered​ ​an​ ​appropriate​ ​sanction.​ ​(AP​ ​356​ ​–​ ​Suspension/Expulsion​ ​of Students).​ ​ ​Any​ ​incidents​ ​to​ ​be​ ​reported​ ​by​ ​the​ ​principal​ ​in​ ​the​ ​Electronic​ ​Accident and​ ​Incident​ ​Reporting​ ​System​ ​–​ ​EARS.

18.2

Many​ ​of​ ​the​ ​resources​ ​on​ ​bullying​ ​are​ ​useful​ ​in​ ​addressing​ ​the​ ​issues​ ​of​ ​physical harm​ ​and​ ​assault.

19. Personal​ ​harassment 19.1

This​ ​involves​ ​any​ ​unwelcome​ ​and/or​ ​discriminatory​ ​words​ ​or​ ​actions​ ​which​ ​cause offense​ ​to​ ​another​ ​person.​ ​These​ ​will​ ​be​ ​addressed​ ​as​ ​outlined​ ​in​ ​the​ ​Progressive School​ ​Discipline​ ​Plan.

20. Sexual​ ​harassment 20.1

Sexual​ ​harassment​ ​may​ ​involve​ ​remarks,​ ​gestures​ ​or​ ​actions​ ​that​ ​are​ ​sexual​ ​in nature.​ ​Sexual​ ​harassment​ ​can​ ​be​ ​requests​ ​for​ ​sexual​ ​favors​ ​or​ ​unwelcome​ ​sexual behavior​ ​that​ ​is​ ​severe​ ​enough​ ​or​ ​happens​ ​often​ ​enough​ ​to​ ​make​ ​someone​ ​feel uncomfortable,​ ​scared​ ​or​ ​confused,​ ​and​ ​that​ ​interferes​ ​with​ ​a​ ​student’s​ ​schoolwork​ ​or their​ ​ability​ ​to​ ​participate​ ​in​ ​extracurricular​ ​activities​ ​or​ ​attend​ ​classes.

20.2

Sexual​ ​harassment​ ​can​ ​be​ ​verbal,​ ​physical​ ​or​ ​visual.​ ​Sexual​ ​harassment​ ​can​ ​happen to​ ​anyone.​ ​ ​Sexual​ ​harassment​ ​may​ ​include​ ​negative​ ​comments​ ​about​ ​gender, gender​ ​identity,​ ​gender​ ​expression​ ​or​ ​sexual​ ​orientation.​ ​It​ ​includes​ ​behavior​ ​that​ ​is not​ ​welcome,​ ​not​ ​asked​ ​for​ ​and​ ​not​ ​returned.​ ​The​ ​intent​ ​of​ ​sexual​ ​harassment​ ​is​ ​to demean,​ ​embarrass,​ ​humiliate​ ​or​ ​control​ ​another​ ​person​ ​on​ ​the​ ​basis​ ​of​ ​their​ ​gender or​ ​sexual​ ​orientation.

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20.3

Sexual​ ​harassment​ ​is​ ​illegal​ ​and​ ​will​ ​not​ ​be​ ​tolerated.​ ​The​ ​Progressive​ ​School Discipline​ ​Plan​ ​should​ ​include​ ​a​ ​section​ ​on​ ​sexual​ ​harassment​ ​with​ ​the​ ​steps​ ​to follow​ ​if​ ​it​ ​occurs.

20.4

With​ ​respect​ ​to​ ​both​ ​personal​ ​and​ ​sexual​ ​harassment,​ ​student​ ​behaviour​ ​toward district​ ​staff​ ​must​ ​also​ ​be​ ​considered. As​ ​stated​ ​in​ ​AP​ ​408​ ​-​ ​Employee​ ​Conduct​ ​with Students,​ ​“The​ ​relationship​ ​between​ ​employee​ ​and​ ​student​ ​must​ ​be​ ​one​ ​of professionalism,​ ​co-operation,​ ​understanding,​ ​assistance​ ​and​ ​mutual​ ​respect.” Just as​ ​district​ ​personnel​ ​must​ ​uphold​ ​this​ ​standard,​ ​students​ ​must​ ​also​ ​understand​ ​and support​ ​professional​ ​relationships​ ​with​ ​district​ ​staff. ​ ​Students​ ​whose​ ​actions​ ​or intentions​ ​serve​ ​to​ ​jeopardize​ ​this​ ​relationship​ ​may​ ​face​ ​consequences​ ​as​ ​deemed appropriate.

21. Hazing 21.1

Hazing​ ​is​ ​defined​ ​as​ ​any​ ​intentional​ ​action​ ​meant​ ​to​ ​torment​ ​or​ ​harass​ ​by​ ​subjecting a​ ​person​ ​or​ ​group​ ​of​ ​people​ ​to​ ​strenuous,​ ​humiliating​ ​or​ ​dangerous​ ​tasks.

21.2

Students​ ​may​ ​encounter​ ​hazing​ ​activities​ ​when​ ​they​ ​start​ ​at​ ​a​ ​new​ ​school,​ ​or​ ​join​ ​a school​ ​club,​ ​group​ ​or​ ​team.​ ​Hazing​ ​is​ ​a​ ​form​ ​of​ ​harassment​ ​or​ ​abuse​ ​done​ ​by​ ​a student​ ​individually​ ​or​ ​with​ ​others,​ ​to​ ​another​ ​student​ ​or​ ​group​ ​for​ ​the​ ​purpose​ ​of subjecting​ ​them​ ​to​ ​humiliation,​ ​intimidation,​ ​physical​ ​abuse,​ ​or​ ​ostracism.​ ​Such harassment​ ​can​ ​also​ ​occur​ ​through​ ​electronic​ ​communications​ ​such​ ​as​ ​the​ ​Internet or​ ​mobile​ ​devices.

21.3

Sometimes​ ​students​ ​make​ ​poor​ ​decisions​ ​in​ ​order​ ​to​ ​fit​ ​in,​ ​including​ ​participation​ ​in hazing.​ ​Hazing​ ​is​ ​a​ ​serious​ ​issue​ ​with​ ​serious​ ​consequences.​ ​Students​ ​who participate​ ​in​ ​hazing​ ​activity​ ​will​ ​face​ ​disciplinary​ ​action​ ​from​ ​their​ ​school​ ​and​ ​when appropriate,​ ​the​ ​police​ ​may​ ​be​ ​involved.

21.4

The​ ​Calgary​ ​Catholic​ ​School​ ​District​ ​prohibits​ ​hazing​ ​activities​ ​of​ ​any​ ​kind.​ ​This prohibition​ ​supersedes​ ​any​ ​permission​ ​or​ ​consent​ ​that​ ​individuals​ ​subjected​ ​to hazing​ ​may​ ​provide.

21.5

The​ ​district​ ​suggests​ ​the​ ​following​ ​ways​ ​for​ ​students​ ​to​ ​address​ ​hazing​ ​issues:

21.6

21.5.1

Say​ ​No​ ​and​ ​walk​ ​away​ ​from​ ​the​ ​hazing​ ​situation;

21.5.2

Don’t​ ​blame​ ​yourself;

21.5.3

Tell​ ​someone​ ​you​ ​trust,​ ​report​ ​hazing​ ​activities​ ​to​ ​a​ ​teacher,​ ​principal, guidance​ ​counselor;​ ​parent/legal​ ​guardian​ ​or​ ​other​ ​trusted​ ​adult;

21.5.4

Create​ ​new​ ​ways​ ​to​ ​form​ ​bonds​ ​within​ ​your​ ​group.

Parents/legal​ ​guardians​ ​can​ ​help​ ​by: 21.6.1

Informing​ ​the​ ​school​ ​of​ ​situations​ ​or​ ​issues​ ​that​ ​arise;

21.6.2

Talking​ ​to​ ​their​ ​children​ ​about​ ​the​ ​harmful​ ​effects​ ​of​ ​hazing;

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21.7

21.6.3

Keeping​ ​the​ ​lines​ ​of​ ​communication​ ​open​ ​and​ ​offering​ ​support​ ​to​ ​children when​ ​needed;

21.6.4

Reviewing​ ​with​ ​their​ ​children​ ​what​ ​they​ ​can​ ​do​ ​to​ ​respond​ ​to​ ​hazing​ ​if​ ​they are​ ​the​ ​target​ ​or​ ​if​ ​they​ ​witness​ ​this​ ​behavior.

Schools​ ​can​ ​help​ ​prevent​ ​hazing​ ​activities​ ​by: 21.7.1

Ensuring​ ​all​ ​staff​ ​are​ ​informed​ ​of​ ​the​ ​policy​ ​prohibiting​ ​hazing;

21.7.2

Making​ ​it​ ​a​ ​part​ ​of​ ​the​ ​Progressive​ ​School​ ​Discipline​ ​Plan;

21.7.3

Informing​ ​incoming​ ​students;

21.7.4

Educating​ ​current​ ​students;

21.7.5

Providing​ ​parents/legal​ ​guardians​ ​with​ ​information.

21.8 Resources: ● www.missionmade.com/hazing-prevention/ ● http://www.education.alberta.ca/teachers/safeschools/bullying-prevention.aspx ● www.b-free.ca 22. Gang​ ​Activities 22.1

22.2

The​ ​Calgary​ ​Police​ ​Service​ ​(​www.calgarypolice.ca​)​ ​lists​ ​the​ ​following​ ​as​ ​signs​ ​of gang​ ​involvement: 22.1.1

They​ ​suddenly​ ​have​ ​large​ ​amounts​ ​of​ ​money,​ ​expensive​ ​new​ ​clothing​ ​or material​ ​possessions​ ​that​ ​cannot​ ​be​ ​explained​ ​by​ ​known​ ​sources​ ​of​ ​income.

22.1.2

They​ ​exhibit​ ​changes​ ​in​ ​behaviour​ ​and​ ​have​ ​different​ ​friends.​ ​These​ ​friends may​ ​be​ ​older​ ​and​ ​have​ ​quite​ ​different​ ​interests​ ​than​ ​your​ ​child.

22.1.3

They​ ​show​ ​little​ ​or​ ​no​ ​interest​ ​in​ ​family​ ​activities.

22.1.4

They​ ​begin​ ​acting​ ​in​ ​a​ ​paranoid​ ​and​ ​secretive​ ​manner​ ​because​ ​they​ ​are being​ ​immersed​ ​in​ ​a​ ​culture​ ​of​ ​fear.

22.1.5

They​ ​display​ ​a​ ​loss​ ​of​ ​self-identity.

22.1.6

They​ ​develop​ ​an​ ​obsessive​ ​interest​ ​in​ ​violent​ ​movies​ ​or​ ​music.

Other​ ​information​ ​about​ ​gang​ ​activity​ ​is​ ​as​ ​follows: 22.2.1

Typically,​ ​Calgary​ ​gangs​ ​do​ ​not​ ​wear​ ​uniforms​ ​or​ ​colors.

22.2.2

Gangs​ ​usually​ ​do​ ​not​ ​have​ ​a​ ​particular​ ​area​ ​of​ ​the​ ​city​ ​they​ ​call​ ​their​ ​"turf"​ ​they​ ​operate​ ​city-wide​ ​and​ ​in​ ​every​ ​community.

22.2.3

Generally,​ ​gangs​ ​do​ ​not​ ​"advertise"​ ​with​ ​graffiti.

22.2.4

Gangs​ ​are​ ​usually​ ​involved​ ​in​ ​selling​ ​drugs.​ ​Other​ ​crimes​ ​may​ ​involve​ ​credit card​ ​skimming​ ​and​ ​weapons-related​ ​offences. Gangs​ ​use​ ​violence​ ​to​ ​enhance​ ​their​ ​position​ ​and​ ​reputation​ ​to​ ​further​ ​their criminal​ ​enterprises.

22.2.5

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Dec.​ ​2016 Page​ ​11​ ​of​ ​16

22.3

Incidents​ ​involving​ ​initiations,​ ​hazing​ ​intimidations,​ ​and/or​ ​related​ ​activities​ ​of​ ​such group​ ​affiliations​ ​which​ ​are​ ​likely​ ​to​ ​cause​ ​bodily​ ​danger,​ ​physical​ ​or​ ​sexual​ ​harm, personal​ ​degradation​ ​or​ ​disgrace​ ​resulting​ ​in​ ​physical​ ​or​ ​mental​ ​harm​ ​to​ ​students​ ​are prohibited.

22.4

Consequently,​ ​any​ ​student​ ​wearing,​ ​carrying,​ ​or​ ​displaying​ ​gang​ ​paraphernalia,​ ​or exhibiting​ ​behaviour​ ​or​ ​gestures​ ​which​ ​symbolize​ ​gang​ ​membership​ ​or​ ​causing​ ​or participating​ ​in​ ​activities​ ​which​ ​intimidate​ ​or​ ​affect​ ​the​ ​attendance​ ​of​ ​another​ ​student will​ ​be​ ​subject​ ​to​ ​disciplinary​ ​action.

23. Weapons​ ​in​ ​schools 23.1

The​ ​district​ ​prohibits​ ​students​ ​from​ ​possessing​ ​weapons​ ​or​ ​engaging​ ​in​ ​violent​ ​acts on​ ​school​ ​property,​ ​at​ ​school​ ​sponsored​ ​functions​ ​and​ ​activities​ ​through​ ​the​ ​use​ ​of appropriate​ ​and​ ​effective​ ​consequences.

23.2

"Weapon"​ ​means​ ​any​ ​object,​ ​device,​ ​or​ ​instrument​ ​designed​ ​or​ ​through​ ​its​ ​use​ ​is capable​ ​of​ ​threatening​ ​or​ ​producing​ ​bodily​ ​harm​ ​to​ ​oneself​ ​or​ ​others.​ ​ ​Objects defined​ ​as​ ​weapons​ ​include,​ ​but​ ​are​ ​not​ ​limited​ ​to;​ ​air​ ​guns;​ ​pellet​ ​guns;​ ​BB​ ​guns;​ ​all knives;​ ​blades;​ ​clubs;​ ​metal​ ​knuckles;​ ​nunchucks;​ ​throwing​ ​stars;​ ​explosives; fireworks;​ ​mace​ ​and​ ​other​ ​propellants;​ ​stun​ ​guns;​ ​ammunition;​ ​poisons;​ ​chains; arrows;​ ​and​ ​objects​ ​that​ ​have​ ​been​ ​modified​ ​to​ ​serve​ ​as​ ​a​ ​weapon.​ ​Weapons​ ​shall also​ ​include​ ​the​ ​inappropriate​ ​use​ ​of​ ​articles​ ​which​ ​are​ ​designed​ ​for​ ​other​ ​purposes (i.e.,​ ​scissors,​ ​pencils,​ ​belts,​ ​nail​ ​files​ ​etc.)​ ​that​ ​are​ ​used​ ​to​ ​inflict​ ​bodily​ ​harm​ ​and/or to​ ​intimidate​ ​others.​ ​The​ ​principal​ ​will​ ​determine​ ​what​ ​constitutes​ ​a​ ​weapon​ ​in​ ​any given​ ​circumstance.

23.3

​ ​Incidents​ ​involving​ ​a​ ​weapon​ ​must​ ​be​ ​reported​ ​to​ ​the​ ​area​ ​superintendent/director (or​ ​designate),​ ​as​ ​well​ ​as​ ​an​ ​entry​ ​into​ ​the​ ​Electronic​ ​Accident​ ​and​ ​Incident Reporting​ ​System​ ​-​ ​EARS.​ ​When​ ​deemed​ ​appropriate,​ ​notification​ ​will​ ​be​ ​made​ ​to the​ ​Calgary​ ​Police​ ​Service​ ​or​ ​in​ ​the​ ​case​ ​of​ ​schools​ ​in​ ​the​ ​Rocky​ ​View​ ​County (Airdrie,​ ​Chestermere,​ ​and​ ​Cochrane)​ ​report​ ​will​ ​be​ ​made​ ​to​ ​the​ ​Royal​ ​Canadian Mounted​ ​Police.​ ​The​ ​District​ ​Threat​ ​Assessment​ ​Team​ ​may​ ​also​ ​be​ ​informed.

23.4

Students​ ​who​ ​become​ ​aware​ ​of​ ​a​ ​weapon​ ​being​ ​brought​ ​to​ ​any​ ​school​ ​location​ ​must immediately​ ​notify​ ​an​ ​adult​ ​staff​ ​member.​ ​Students​ ​are​ ​not​ ​to​ ​pick​ ​up​ ​or​ ​transport​ ​the weapon.

23.5

The​ ​principal/designate​ ​shall​ ​make​ ​immediate​ ​and/or​ ​continuing​ ​efforts​ ​to​ ​notify​ ​the student’s​ ​parent/legal​ ​guardian​ ​after​ ​taking​ ​guidance​ ​from​ ​the​ ​police.​ ​The​ ​possession or​ ​use​ ​of​ ​any​ ​weapon​ ​may​ ​result​ ​in​ ​suspension,​ ​expulsion​ ​or​ ​redirection​ ​to​ ​another educational​ ​setting.

24.​​ ​ ​Student​ ​use​ ​of​ ​alcohol,​ ​drugs,​ ​and​ ​cannabis 24.1.

The​ ​District​ ​recognizes​ ​that​ ​the​ ​use​ ​of​ ​alcohol,​ ​legal​ ​drugs,​ ​or​ ​illegal​ ​drugs​ ​can create​ ​an​ ​unsafe​ ​learning​ ​environment​ ​and​ ​injure​ ​the​ ​physical​ ​and​ ​mental​ ​well-being of​ ​others​ ​in​ ​school.

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24.2​.

The​ ​District​ ​may​ ​suspend​ ​or​ ​expel​ ​a​ ​student​ ​who​ ​contravenes​ ​this​ ​section​ ​of​ ​this Administrative​ ​Procedure.

24.3.

The​ ​prohibitions​ ​against​ ​alcohol,​ ​legal​ ​drugs,​ ​and​ ​illegal​ ​drugs​ ​in​ ​this​ ​Administrative Procedure​ ​apply​ ​equally​ ​to​ ​all​ ​students,​ ​including​ ​independent​ ​students​ ​and​ ​students who​ ​are​ ​18​ ​years​ ​of​ ​age​ ​or​ ​older.

24.4.

No​ ​student​ ​shall​ ​sell,​ ​or​ ​represent​ ​that​ ​he​ ​or​ ​she​ ​is​ ​selling,​ ​alcohol,​ ​a​ ​legal​ ​drug,​ ​an illegal​ ​drug,​ ​or​ ​any​ ​other​ ​similar​ ​substance​ ​on​ ​District​ ​property​ ​or​ ​at​ ​a​ ​school sponsored​ ​event.

24.5.

No​ ​student​ ​shall​ ​possess,​ ​use,​ ​or​ ​be​ ​under​ ​the​ ​influence​ ​of​ ​an​ ​illegal​ ​drug​ ​on​ ​District property​ ​or​ ​at​ ​a​ ​school​ ​sponsored​ ​event.

24.6.

No​ ​student​ ​shall​ ​possess,​ ​use,​ ​or​ ​be​ ​under​ ​the​ ​influence​ ​of​ ​alcohol​ ​on​ ​District property​ ​or​ ​at​ ​a​ ​school​ ​sponsored​ ​event,​ ​except​ ​that​ ​a​ ​student​ ​may​ ​consume consecrated​ ​wine​ ​during​ ​a​ ​Mass​ ​or​ ​other​ ​liturgical​ ​celebration.

24.7.

No​ ​student​ ​shall​ ​possess,​ ​use,​ ​or​ ​be​ ​under​ ​the​ ​influence​ ​of​ ​a​ ​legal​ ​drug​ ​or​ ​cannabis on​ ​District​ ​property​ ​or​ ​at​ ​a​ ​school​ ​sponsored​ ​event​ ​unless​ ​the​ ​possession,​ ​use,​ ​or influence:

24.7.1.​ ​​ ​is​ ​authorized​ ​by​ ​a​ ​medical​ ​prescription,​ ​complies​ ​with​ ​all​ ​applicable non-prescription​ ​drug​ ​dosage​ ​limits,​ ​or​ ​is​ ​authorized​ ​under​ ​the​ ​federal​ A ​ ccess​ ​to Cannabis​ ​for​ ​Medical​ ​Purposes​ ​Regulations,​ ​ ​certain​ ​key​ ​excerpts​ ​of​ ​which​ ​are reproduced​ ​in​ ​Administrative​ ​Procedure​ ​350​ ​Appendix​ ​(Medical​ ​Cannabis Regulations); 24.7.2.​​ ​complies​ ​with​ ​all​ ​prohibitions​ ​against​ ​smoking,​ ​including​ ​the​ ​prohibitions​ ​against smoking​ ​under​ ​25​ ​of​ ​this​ ​Administrative​ ​Procedure; 24.7.3.​​ ​does​ ​not​ ​create​ ​an​ ​unsafe​ ​learning​ ​environment;​ ​and 24.7.4.​​ ​does​ ​not​ ​injure​ ​the​ ​physical​ ​or​ ​mental​ ​well-being​ ​of​ ​anyone​ ​in​ ​school. 24.8.

If​ ​a​ ​principal​ ​believes,​ ​on​ ​reasonable​ ​grounds,​ ​that​ ​a​ ​student​ ​has​ ​contravened​ ​any​ ​of 24.4​ ​to​ ​24.7,​ ​then​ ​the​ ​principal​ ​and​ ​another​ ​employee​ ​acting​ ​as​ ​a​ ​witness:

24.8.1.​​ ​shall​ ​interview​ ​the​ ​student​ ​and​ ​any​ ​witnesses​ ​and​ ​document​ ​the​ ​interviews;​ ​and 24.8.2.​​ ​may,​ ​depending​ ​on​ ​what​ ​is​ ​reasonable​ ​in​ ​the​ ​circumstances,​ ​request​ ​the​ ​student, and​ ​if​ ​the​ ​student​ ​refuses,​ ​then​ ​request​ ​the​ ​student’s​ ​parent​ ​or​ ​legal​ ​guardian,​ ​to provide​ ​the​ ​principal​ ​with​ ​a​ ​copy​ ​of​ ​the​ ​student’s: 24.8.2.1. medical​ ​prescription;​ ​or

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24.8.2.2. medical​ ​document,​ ​registration​ ​document,​ ​registration​ ​certificate,​ ​or section​ ​178(3)(b)​ ​document​ ​under​ ​the​ ​federal​ ​Access​ ​to​ ​Cannabis​ ​for​ ​Medical Purposes​ ​Regulations​. 24.9.

In​ ​addition​ ​to​ ​24.8,​ ​the​ ​District​ ​shall​ ​report​ ​a​ ​student​ ​to​ ​the​ ​police​ ​for​ ​further investigation​ ​if​ ​the​ ​District​ ​believes,​ ​on​ ​reasonable​ ​grounds,​ ​that​ ​the​ ​student:

24.9.1.​​ ​ ​ ​possesses​ ​or​ ​is​ ​trafficking​ ​in​ ​drugs​ ​contrary​ ​to​ ​criminal​ ​law;​ ​or 24.9.2.​​ ​ ​ ​possesses​ ​cannabis​ ​not​ ​as​ ​authorized​ ​under​ ​the​ ​federal​ A ​ ccess​ ​to​ ​Cannabis​ ​for Medical​ ​Purposes​ ​Regulations​. 25.​​ ​ ​Student​ ​smoking​ ​and​ ​use​ ​of​ ​smokeless​ ​tobacco​ ​substances 25.1.

The​ ​District​ ​recognizes​ ​that​ ​smoking​ ​of​ ​any​ ​substance​ ​or​ ​the​ ​use​ ​of​ ​smokeless tobacco​ ​products​ ​can​ ​create​ ​an​ ​unsafe​ ​learning​ ​environment​ ​and​ ​injure​ ​the​ ​physical and​ ​mental​ ​well-being​ ​of​ ​others​ ​in​ ​school.

25.2.

The​ ​District​ ​may​ ​suspend​ ​or​ ​expel​ ​a​ ​student​ ​who​ ​contravenes​ ​this​ ​section​ ​of​ ​this Administrative​ ​Procedure.

25.3.

The​ ​prohibitions​ ​against​ ​smoking​ ​and​ ​smokeless​ ​tobacco​ ​products​ ​in​ ​this Administrative​ ​Procedure​ ​apply​ ​equally​ ​to:

25.3.1.​​ ​all​ ​students,​ ​including​ ​independent​ ​students​ ​and​ ​students​ ​who​ ​are​ ​18​ ​years​ ​of age​ ​or​ ​older;​ ​and 25.3.2.​​ ​all​ ​substances,​ ​including​ ​cannabis​ ​authorized​ ​under​ ​the​ ​federal​ A ​ ccess​ ​to Cannabis​ ​for​ ​Medical​ ​Purposes​ ​Regulations.​ 25.4.

Subject​ ​to​ ​the​ ​exceptions​ ​under​ ​25.5,​ ​no​ ​student​ ​on​ ​District​ ​property​ ​or​ ​at​ ​a​ ​school sponsored​ ​event​ ​shall:

25.4.1.​​ ​smoke,​ ​burn,​ ​or​ ​vaporize​ ​any​ ​substance​ ​whatsoever,​ ​including​ ​any​ ​tobacco, clove,​ ​herb,​ ​electronic​ ​liquid,​ ​shisha,​ ​cannabis,​ ​medical​ ​cannabis,​ ​medication, legal​ ​drug,​ ​or​ ​illegal​ ​drug,​ ​whether​ ​by​ ​cigarette,​ ​electronic​ ​cigarette,​ ​cigar,​ ​pipe, hookah,​ ​joint,​ ​bong,​ ​water​ ​pipe,​ ​or​ ​any​ ​other​ ​delivery​ ​method​ ​whatsoever;​ ​or 25.4.2.​​ ​chew,​ ​inhale,​ ​snort,​ ​or​ ​otherwise​ ​consume​ ​any​ ​smokeless​ ​tobacco​ ​substance whatsoever,​ ​including​ ​chewing​ ​tobacco,​ ​dipping​ ​tobacco,​ ​snuff,​ ​and​ ​any​ ​other similar​ ​substance. 25.5.

A​ ​student​ ​on​ ​District​ ​property​ ​or​ ​at​ ​a​ ​school​ ​sponsored​ ​event​ ​may,​ ​with​ ​the permission​ ​of​ ​a​ ​teacher​ ​or​ ​principal,​ ​burn:

25.5.1.​​ ​incense​ ​or​ ​another​ ​substance​ ​during​ ​a​ ​Mass​ ​or​ ​other​ ​liturgical​ ​celebration;​ ​and

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25.5.2.​​ ​a​ ​substance​ ​in​ ​the​ ​context​ ​of​ ​a​ ​legitimate​ ​teacher-led​ ​lesson​ ​(e ​ .g.​,​ ​a​ ​science​ ​lab). 26. Student​ ​dress​ ​code 26.1

Standards​ ​of​ ​grooming​ ​and​ ​dress​ ​are​ ​determined​ ​from​ ​the​ ​perspectives​ ​of​ ​health and​ ​safety​ ​in​ ​all​ ​activities,​ ​cleanliness​ ​and​ ​neatness,​ ​and​ ​decency​ ​and​ ​respect.

26.2

Students​ ​may​ ​be​ ​asked​ ​to​ ​change​ ​into​ ​more​ ​appropriate​ ​apparel​ ​if​ ​they​ ​have: 26.2.1 Clothing​ ​that​ ​is​ ​indecent​ ​or​ ​disrespectful​ ​to​ ​others,​ ​(for​ ​example,​ ​visible​ ​n undergarments,​ ​inappropriate​ ​pictures​ ​or​ ​words); 26.2.2 Torn​ ​or​ ​ripped​ ​clothing; 26.2.3 Very​ ​short​ ​skirts​ ​or​ ​shorts; 26.2.4 Hats/caps​ ​or​ ​sunglasses​ ​inside​ ​buildings.

26.3

Students​ ​must​ ​wear​ ​appropriate​ ​footwear​ ​and​ ​clothing​ ​for​ ​indoor​ ​activities​ ​and physical​ ​education.

27. Student​ ​conduct​ ​on​ ​buses​ ​(AP​ ​351) 27.1

Students​ ​riding​ ​on​ ​a​ ​school​ ​bus​ ​will​ ​be​ ​under​ ​the​ ​immediate​ ​authority​ ​of​ ​the​ ​driver who​ ​will​ ​report​ ​all​ ​cases​ ​of​ ​student​ ​misconduct​ ​to​ ​the​ ​principal.

27.2

The​ ​following​ ​guidelines​ ​for​ ​students​ ​travelling​ ​on​ ​district​ ​provided​ ​transportation​ ​will assist​ ​to​ ​support​ ​and​ ​promote​ ​safe​ ​and​ ​secure​ ​transportation​ ​for​ ​students: 27.2.1 The​ ​driver​ ​is​ ​in​ ​full​ ​charge​ ​of​ ​the​ ​bus​ ​and​ ​the​ ​driver’s​ ​directions​ ​must​ ​be obeyed; 27.2.2 The​ ​driver​ ​may​ ​assign​ ​specific​ ​seats​ ​to​ ​students​ ​at​ ​any​ ​time; 27.2.3 At​ ​no​ ​time​ ​will​ ​students​ ​extend​ ​parts​ ​of​ ​their​ ​bodies​ ​out​ ​of​ ​windows,​ ​or​ ​try​ ​to get​ ​on​ ​or​ ​off​ ​the​ ​bus,​ ​or​ ​move​ ​within​ ​the​ ​bus​ ​while​ ​it​ ​is​ ​in​ ​motion; 27.2.4 Students​ ​must​ ​not​ ​throw​ ​paper​ ​or​ ​other​ ​material​ ​in​ ​or​ ​out​ ​of​ ​the​ ​bus; 27.2.5 While​ ​on​ ​the​ ​bus,​ ​students​ ​must​ ​conduct​ ​themselves​ ​in​ ​a​ ​quiet​ ​and​ ​courteous manner,​ ​showing​ ​consideration​ ​for​ ​the​ ​comfort​ ​and​ ​safety​ ​of​ ​others; 27.2.6 Scuffling,​ ​fighting,​ ​smoking​ ​and​ ​the​ ​use​ ​of​ ​obscene​ ​language​ ​on​ ​the​ ​bus​ ​are prohibited; 27.2.7 Inappropriate​ ​sexual​ ​conduct​ ​will​ ​not​ ​be​ ​tolerated; 27.2.8 Students​ ​must​ ​not​ ​distract​ ​the​ ​bus​ ​driver; 27.2.9 Continued​ ​student​ ​violation​ ​of​ ​rules​ ​for​ ​conduct​ ​on​ ​school​ ​buses​ ​may​ ​lead​ ​to loss​ ​of​ ​riding​ ​privileges​ ​or​ ​further​ ​disciplinary​ ​action.

28. Urban​ ​students: 28.1

When​ ​leaving​ ​the​ ​bus,​ ​urban​ ​students​ ​who​ ​must​ ​cross​ ​the​ ​road​ ​are​ ​to​ ​do​ ​so​ ​after​ ​the bus​ ​has​ ​left​ ​the​ ​stop.​ ​Students​ ​must​ ​be​ ​able​ ​to​ ​have​ ​a​ ​clear​ ​view​ ​in​ ​all​ ​directions before​ ​crossing​ ​the​ ​road.

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29. Rural​ ​students: 29.1

When​ ​leaving​ ​the​ ​bus,​ ​rural​ ​students​ ​who​ ​must​ ​cross​ ​the​ ​road,​ ​will​ ​follow​ ​the instructions​ ​of​ ​the​ ​bus​ ​driver​ ​and​ ​cross​ ​when​ ​instructed​ ​to​ ​do​ ​so.​ ​Students​ ​must​ ​be able​ ​to​ ​have​ ​a​ ​clear​ ​view​ ​in​ ​all​ ​directions​ ​before​ ​crossing​ ​the​ ​road.

30. Student​ ​conduct​ ​on​ ​field​ ​trips 30.1

Students​ ​participating​ ​in​ ​field​ ​trips​ ​or​ ​off​ ​campus​ ​activities​ ​shall​ ​conduct​ ​themselves in​ ​a​ ​manner​ ​consistent​ ​with​ ​all​ ​expectations​ ​outlined​ ​in​ ​this​ ​regulation.

Approval​ ​Date: References:

December​ ​13,​ ​2016 School​ ​Act​ ​(current​ ​as​ ​of​ ​June​ ​2015),​ ​Sections​ ​12,​ ​16.1​ ​&​ ​45.1 School​ ​Administrators’​ ​Handbook​ ​http://intranet/default.asp?V_ITEM_ID=681 Progressive​ ​School​ ​Discipline​ ​Plans http://intranet/files/edservices/handbook/SAH_AreaSuperintendents.pdf Supporting​ ​Positive​ ​Behaviour​ ​in​ ​Alberta​ ​Schools​ ​Alberta​ ​Education,​ ​2008 Building​ ​Communities​ ​of​ ​Caring​ ​–​ ​Everyone​ ​Belongs:​ ​ ​Preventing​ ​and​ ​Responding​ ​to​ ​Bullying http://www.cssd.ab.ca/about-us/community-of-caring/ Creating​ ​Safe​ ​and​ ​Resilient​ ​School​ ​Communities​ ​and​ ​Addressing​ ​the​ ​Issue​ ​of​ ​Hazing http://www.cssd.ab.ca/about-us/community-of-caring/ Supporting​ ​Inclusive​ ​Communities:​ ​Resources​ ​&​ ​References​ ​in​ ​Alberta http://www.cssd.ab.ca/about-us/community-of-caring/ Sexual​ ​Harassment​ ​in​ ​Schools​ ​by​ ​the​ ​Alberta​ ​Civil​ ​Liberties​ ​Research​ ​Centre,​ ​1997 LIFE​ ​Framework http://ccsdmedia.s3.amazonaws.com/wp-content/uploads/2014/07/SupportingInclusiveCommunitie s_February-2016.pdf Gender​ ​Identity:​ ​A​ ​Pastoral​ ​Approach http://laws.justice.gc.ca/eng/regulations/SOR-2016-230/page-1.html http://laws.justice.gc.ca/eng/acts/C-38.8/

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