For more detailed information see the TLDSB Code of Conduct Policy OP-6020 and Procedure OP-6021 or speak to your school Principal at our school we believe relationships are the key to safe and caring communities. We strive to learn and practice the skills that will make us safe and caring individuals. We know certain behaviours are never acceptable in a safe and caring school community and we recognize there are many different approaches to correcting or managing behaviour. The use of a variety of tools and methods when dealing with behaviours demonstrates that we value a safe and caring school.


Our purpose in providing progressive discipline and a code of conduct is to foster individual growth in all of our students.  We aim to provide a safe and caring, restorative culture in our schools where all members of our school community are held accountable for their actions while at the same time developing character traits such as empathy.  When harm is done, we seek to repair that harm, so that all students can feel comfortable in a safe and caring school community.


Discipline is one method that teaches students proper behaviour and corrects behaviour mistakes. The process of progressive discipline provides opportunities for students to change their behaviour before it becomes a significant concern.  Typically, behaviour requiring correction falls into four categories of discipline that are used progressively over time based on the frequency and severity of misbehaviours.  Depending on the nature of the incident, students may enter the discipline cycle at different levels.

  1. Student behaviour error is infrequent, minor, and not severe
  2. Chronic pattern is identified
  3. Severity and frequency identify a need for more long term and targeted intervention
  4. Severity and type of misbehaviour means consideration of suspension
Consequences will focus on helping children to develop appropriate social skills, self-discipline and learn to accept responsibility for personal actions.
Counselling is a regular part of the process of discussing behaviour and assessing appropriate consequences. A student will have the opportunity to explain the reason for behaviours that have been questioned or referred to the principal. School staff will provide a fair process in establishing the credibility of information. It is our belief that having students reflect on how their behaviours have impacted others will help guide them to make better decisions in the future. The age and grade level, and the previous record of conduct, will be considered when assessing appropriate disciplinary consequences.
The range of consequences includes:

  • counselling
  • reprimand
  • notification to parents
  • corrective activity
  • loss of privilege
  • detention(s)
  • restitution
  • Restorative Circle
  • Restorative Conference
  • involvement of community or school resources
  • in-school suspension
  • police contact
  • reflective time out of school
  • discretionary or mandatory suspension/expulsion from school

All members of our school community must:
Respect themselves:

  • Choose to use appropriate language
  • Model respectful and appropriate behaviour
  • Comply with the school dress code
  • Make healthy lifestyle choices
  • Engage in learning opportunities

Respect others:

  • Interact with others in a kind, compassionate, honest and appropriate manner
  • Listen to others – peers and persons in authority alike
  • Comply with Board and School policies and procedures
  • Comply with the law

Respect property:

  • Respect school/board property
  • Respect personal property
  • Respect peers/others’ property

Supervised Alternative Learning (SAL) is a program for students, aged 14 – 17 who, for a wide variety of reasons, are at risk of leaving school early.

Reasons for Considering SAL:

The student may be at risk of leaving school early due to family reasons, economic reasons, personal reasons, medical reasons, reasons related to the experience of school itself, or the student may wish to continue learning, but not in a school setting.

A period of time away from regular school attendance can help a young person resolve an issue so that he or she can return to school later.

While in SAL, students can participate in a variety of learning activities:

  • Earning credits through continued studies
  • Full-time or part-time employment or an approved work placement program in life skills
  • Taking courses/training
  • Earning certifications
  • Developing job search skills and the various Essential Skills, work habits, and life skills that will help them lead productive adult lives
  • Volunteer work and/or other work

Some students may need help addressing “barriers to learning” before they can fully engage in learning. SAL enables boards to connect students with the appropriate services offered by various health and community agencies. The primary goal is to offer a program that is in the student’s best interests, reflects his or her input, and supports the student in meeting his or her goals.

Regulation 374/10 of the Education Act:

A SAL program must be approved by a committee. When the necessary approvals have been obtained, the students will continue to be registered at school until he/she reaches the age of eighteen, when the school is no longer compulsory, or he/she returns to school. Regular contact with the student will be maintained by a teacher or other staff member and the principal will report to parents whenever the school issues achievement reports. The school will maintain the Ontario Student Record for each student involved in the SAL program.

For more information, visit edu.gov.on.ca/eng/policyfunding/SAL2011English.pdf , or contact your school Principal.

Principals may consider suspension for the following:

  • Threat to inflict serious bodily harm on another person
  • Possessing alcohol or restricted drugs
  • Being under influence of alcohol
  • Swearing at a teacher or at another person in a position of authority
  • Committing an act of vandalism that causes extensive damage to school property or property located at the pupil’s school
  • Bullying (repetitive behaviour injurious to the mental or physical well-being of another person)
  • Any act considered by the principal to be  contrary to the Board or School Code of Conduct
  • Giving alcohol or illegal/restricted drugs to minor
  • An act considered by the principal to be injurious to the moral tone of the school and/or to the physical or mental well-being of others
  • A pattern of behaviour that is so inappropriate that the pupil’s continued  presence is injurious to the effective learning and/or working environment of others
  • Activities engaged in by the pupil, on or off school property, that cause the pupil’s continuing presence in the school to create an unacceptable risk to the physical or mental well-being of other person(s) in the school or Board
  • Activities engaged in by the pupil on or off property that have caused extensive damage to the property of the Board or to goods that are/were on Board property
  • The pupil has demonstrated that she or he has not prospered by the instruction available and is persistently resistant to changing behaviour
  • Any act considered by the principal to be a serious violation of the Board or School Code of Conduct
  • Conduct which demonstrates that the student is unwilling to respect or respond to authority and/or respect the rights or dignity of other school community members
Suspension pending expulsion must be considered in the following cases:

  • Possession of a weapon
  • Use of weapon to cause or threaten bodily harm to another person
  • Physical assault on another person that causes bodily harm requiring treatment by a doctor
  • Sexual assault
  • Trafficking – weapons or illegal/restricted drugs
  • Robbery
Mitigating factors will be considered in reaching a decision regarding consequences for student behaviours. Mitigating factors are:

  • The student does not have the ability to control his or her behaviour;
  • The student does not have the ability to understand the foreseeable consequences of his or her behaviour;
  • Despite either of the above being true, the student’s continued presence in the school does not create an unacceptable risk to the safety of any person;
  • The student’s history;
  • Whether a progressive discipline approach has been used with the student;
  • Whether the activity for which the student may be or is being suspended or expelled was related to any harassment of the student because of his or her race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment;
  • How the suspension or expulsion would affect the student’s ongoing education.