Parent Role

• Encourage a supportive home environment that promotes positive attitudes toward learning
• Be knowledgeable and supportive of the school’s expectations for student behavior
• Model respectful behavior
• Promote the prevention of bullying
• Provide assistance with punctuality and regular attendance
• Participate in open, ongoing communication with your child and the school staff
• Contribute to a welcoming, caring, respectful and safe learning environment
• Report concerns and incidents, as they occur to ensure accurate communication with those directly involved and timely intervention
• Assist the school in addressing disciplinary issues involving their child

Staff Role

• Foster a positive, caring, safe, respectful learning environment
• Model respectful behavior
• Listen carefully to students and parents
• Participate in open, ongoing communication with students and their parents / guardians
• Provide support to students impacted by inappropriate behavior of others
• Ensure follow up in a timely manner
• Act as a knowledgeable and patient mediator when required
• Maintain a stance of active supervision at all times
• Ensure that all reports of violent, threatening, discriminating, intimidating and bullying behaviours and/or incidents are assessed, investigated, and responded to

Problem Solving

At Chaparral School we make every effort to support students in building social and emotional skills so that they are able to meet their responsibilities as citizens of our school.  Our goal is for students to learn from their mistakes and be empowered to meet future challenges.   

Weekly Mantras

Each week we set focus on a weekly mantra.  These mantras help our students to build resiliency skills and learn how-to navigate difficult emotions and social situations.  Every month we will recognize students for demonstrating exemplary efforts for one of the mantras from that month.  This recognition will be awarded at a monthly assembly at the end of each month.

Logical, Consistent, Caring Consequences and Restorative Actions

We believe that by implementing logical, caring and consistent consequences, and by providing individuals with opportunities to become responsible and caring members of the community, students will learn about their behavior, their choices, and their impact on others while maintaining their dignity.  Infractions, or incidents of inappropriate behavior are typically responded to in the following manner:

In the case of minor infractions student(s) meet with a staff member to solve the problem, consider the consequences of their behavior and establish a plan for restitution.

It is generally expected that initial responses to student behaviour that occur within the context of the classroom and involve the classroom teacher and other classroom staff supporting the student. Classroom level responses may be appropriate when: a) the unacceptable behavior is minor; b) the student has had no prior incidents; or c) interventions have not been put in place.  The same process is expected to unfold within the context of the lunchroom, where meal supervisors will provide initial responses, and on the playground where supervision staff will provide initial responses.

Where initial level responses have been unsuccessful or where the behaviour is sufficiently serious, the classroom teacher, (meal or playground supervisor) will involve the support of administration. This level of response may be appropriate when: a) supports have been in place in the classroom, (playground or lunchroom) and the behavior has continued; or b) the behavior negatively impacts the learning of others; or c) the student behavior is sufficiently serious and warrants a school level response.

Unsafe activity and/or major infractions such as: repeated minor issues, bullying, fighting, disrespectful, defiant or disruptive behavior, social alienation, intimidation, theft, and verbal or physical aggression are directed immediately to the administrative team where the same problem solving steps are carefully considered and implemented.  At this level parents are contacted and asked to become involved in problem solving and/or in reiterating school expectations with their children. 

There are a wide range of possible consequences and restorative actions depending on the individual student and the circumstances. These might include:

• Verbal reminder/conversations/check-ins
• Loss of privileges
• Community service
• Noon or recess detention
• Supervised outdoor recess
• Documentation in cumulative file
• Student removed from situation
• Confiscation of property for a period of time
• Note of apology
• Written reflection of incident
• In-School Suspension* (Parents notified immediately and formally documented)
• Out-of-School Suspension* (Parents notified immediately and formally documented)

A Safe and Caring School

At Chaparral School, we seek to eliminate bullying and other dangerous behaviors, and in turn, create an atmosphere of tolerance and respect. 

Our common understanding is that bullying describes 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.

• Bullying can take different forms including:
• Physical –pushing, hitting
• Verbal – name calling, threats
• Social – exclusion, rumours
• Cyber – using digital technology to harass, demean or threaten

It is everyone’s responsibility to report incidents of bullying to the school in a timely manner.  It is the school’s responsibility to assess, and where warranted investigate and respond to all reports of bullying 100% of the time.

At Chaparral School, we celebrate our learning, our caring, and our community through our special events, community speakers, buddy programs, leadership opportunities, and learning celebrations. We grow together…learn forever.