• Code of Conduct


    Elementary School Code of Conduct

    1. Statement of Beliefs

    We acknowledge that people progress through stages of moral development over time and that differences may exist between individuals within groups.

    We believe it is the parent’s responsibility to teach children “right” and “wrong” and it is the school’s responsibility to nurture that development.  We believe that clear standards and behavioral expectations are essential to social order, individual rights and effective public schools. 

    It is the responsibility of the school and family to set examples in matters of honesty, fairness, courtesy, kindliness, orderliness, industry and respect, and to teach:

    • An understanding of, and respect for, the integrity, opinions and ambitions of others.
    • A respect for constitutional, legal and human rights of others and for the preservation of American ideals.
    • An appreciation of the dignity of work and worthwhile accomplishment.


    1. Student Responsibilities

    In an effort to establish a learning environment that is orderly, free of distractions and that engenders tolerance, students will be held responsible to:

    • Be courteous to others at all times.
    • Refrain from using abusive language.
    • Care for and protect school property.
    • Follow directions the first time they are given.
    • Clean up work or eating space when finished.
    • Refrain from inappropriate physical contact.
    • Be on time and attend class regularly.


    III. School Procedures for Student Discipline

    Effective behavior codes provide children with opportunities to learn from their mistakes and to develop self-discipline.  Flexibility is an important code characteristic that allows a range of responses to misbehavior.  The following variables should be considered when attempting to determine the most appropriate consequences that will increase a child’s ability to learn from his/her experiences and to make good decisions:

    1. The age of the child.
    2. Previous behavior.
    3. Seriousness of the infraction.
    4. Influence of provocation.


    Accountability in the form of progressive consequences is directed at the misbehavior and not the child.  Consequences of failing to demonstrate responsible behavior range from a warning or reprimand to suspension from school.  Included within that range of consequences are such behavior control strategies as:


    Warning or reprimand

    Recess detention(s)

    Elimination of certain school privileges

    Parent conference(s)


    In-school suspension(s)

    Lunch detention(s)

    After-school detention(s)

    Out-of-school suspension(s)

    Referral to the Principal’s office

    The assignment of a written statement of apology


    Parents will be notified of any serious breach of school rules or continued misbehavior.  Violent behavior, vandalism and insubordination to adult authority will result in a parent contact.  A parent conference with the principal will be required with in- or out-of-school suspension(s) or if detentions prove ineffectual.


    The success of any school-imposed disciplinary action is to a large extent dependent upon the full cooperation of the home.  Teachers are expected to deal with the classroom discipline problems in a manner which reflects a positive attitude towards students and reinforces the policies of the Board of Education.  In the event a problem arises which extends beyond the control of the classroom teacher, a student will be referred to the principal for disciplinary action.

    There are certain behaviors that are inappropriate regardless of where they occur.  Those behaviors require administrative intervention, as they impact on the quality of school life for students, teachers and visitors.  All students responsible for these behaviors will be directed to the office.