Administrative Approach to Changing Behaviours

The school administrative team is focused on creating a warm and nurturing school climate. Coming to the office can be for a variety of reasons, including to celebrate accomplishments. It's important to note that positive interactions are much more common than being sent to "the Office."

For all students, there are times when teachers will ask for principal support to reinforce a classroom message or provide additional guidance that helps all students make better choices. Context is often important to understand the situation.

We operate on a foundation of accountability and transparency. For any student in JK-8, the classroom teacher acts in a parental role and will make parents aware of these types of events. If there is a significant concern, then you will also hear from the principal and have a chance to discuss the issues.

For Senior School students, parents are often not involved for minor issues as students are expected to regulate their behavior without needing parental input. If coaching and discussions do not facilitate change, the principal will begin to involve parents as well.

Classroom teachers will handle in-class-related issues such as inappropriate behaviors, disruptions, and off-task behavior. If a child is in constant conflict with rules, peers, or other adults, the teacher will initiate discussions with parents and possibly involve the expertise of the Student Success Team/School-Based Team.

If behavior change is not realized after various strategies have been attempted, the principal will become involved and establish more stringent behavior expectations to ensure appropriate conduct for the student to remain at school. If the student is responsive, time will be given for change. Parents will maintain continued contact with the classroom teacher, who will continue to manage student behavior.

Any supports put in place will aim to provide correction and support for the student, with success measured by how the student modifies their behavior. If these measures do not work, formal behavior strategies and escalating consequences will begin to be used, up to and including suspension. The Student Success Team will be involved, as it comprises various professionals working within school roles (such as a BCBA, psychologists, and social workers). As a Private School, parents would need to agree with any involvement of professionals since the external supports would possibly come at an additional cost beyond tuition.  At this point, parents will be actively involved in supporting the school and will have more direct contact with the principal or designated adult.

Longer-term success often occurs when the student realizes that changes in behavior are less effort than the alternatives. The key to success at this level is full and complete trust and support between home and school to ensure a consistent behavioral message. Communication should be comprehensive and two-way, with no deviation from the collective plan. It's critical to find collective solutions at this stage and for all adults involved to not minimize, condone, or make excuses for behaviors needing change.

If families are not actively involved at this point, the only remaining tool will be escalating consequences. This could result in loss of privileges, suspension, police involvement, or expulsion from school. However, this is the last resort and not the preferred outcome. The principal of the school is well trained in behavior change and management and has extensive training in the Safe and Secure Schools Act.

It's important to note that as students learn and grow, the expectations of appropriate conduct increase as well. This is because students can manage their own self-regulation as they age, and our expectations align more with adult expectations of behavior and response. Our response and behavior expectations are age-appropriate and tailored to understanding our students and their development on the continuum of age-appropriate behavior.

Consequences for a JK student should never match those of a Grade 12 student, and we have different expectations for different age groups.