CODE OF CONDUCT
Maintaining an elaborative and flexible code of conduct is a major component to creating an environment conducive to teaching and learning. In order to reinforce the code, all facilitators and staff members must be involved in a mutual, collaborative effort with the school community, administrators, parents, and students. Essential in our philosophy of behavior and conduct is positive reinforcement and the exercise of patience and persistence in developing and modifying student behavior. Relying exclusively on customary methods of negative reinforcement has been shown to be insufficient in both maintaining self-control and allowing for a more complete development of a child’s personality, character and the ICS learner profile. Instead, the school’s mission and vision are based on the facilitators’ approach to students in a positive and constructive manner, emphasizing students’ potential and positive personality/character attributes in an effort to build the appropriate behavior. Such an approach is implemented through a highly self- moderated positive reinforcement program.
GRADES K TO 12
Positive Reinforcement Programs
In our self-disciplined school, there are four positive reinforcement layers: (1) Beads for Deeds, (2) Good News Report, (3) Senior and Junior Prefects (Grades 7 – 12) and (4) Self-Discipline Approach and Benchmark.
Beads for Deeds: Rewardable deeds are voluntary actions witnessed by any staff member that reflect good habits of personality/character and upright citizenship. Examples of such behaviors include:
Rewardable deeds do not involve behaviors that fall within a student’s academic and moral obligations, such as concluding homework or respecting peers and others.
Good News Report. A Good News Report (GNR) is given to students who have performed consistently well or have significantly improved in behavior and character based on the school’s personality/character assessment standards: Punctuality, Duty/Responsibility, Organization, Participation, Team Spirit, Self-Discipline, Esteem, and Honesty.
Code of Conduct
While positive reinforcement constitutes the center of our philosophy of code of conduct, certain violations and recurrent infractions result in disciplinary consequences. The school code of conduct is described below:
Senior and Junior Prefects are responsible at all times to reinforce the school’s code of conduct. Senior Prefects are students assigned by the school’s administration at the beginning of the year.
During their first convention in the first week of September, the nominated Senior Prefects elect their president and their vice-president who are responsible to manage and direct this crucial task force. Senior and Junior Prefects meet biweekly and discuss recurrent disciplinary issues to take appropriate measures to solve those issues.
Senior Discipline Code Regulators’ duties include the following:
Grades 1- 12 Code of Conduct
A disciplinary consequence depends on the level of the infraction and the student’s disciplinary record. Infractions are tiered into four levels: Level-1, 2, 3, and 4. The level system allows the school to broadly categorize infractions of school rules and regulations, and the level of infraction determines the initial intervention taken by the school. The levels are described below.
§ Level-1 Infractions: These infractions are those that do not result in destruction to property, do not expose others’ safety, do not upset or mischief others, or violate governmental rules. Committing a Level-1 infraction for the first time results in filing an incident report.
KINDERGARTEN’S EXCLUSIVITY FACTOR
Even though the Kindergarten follows the school’s code of conduct, there are some exclusive limitations as cited below:
Procedures for Recurrent Breaches
When the KG coordinator identifies breaches as recurrent per student or per class/facilitator, the following interventions are established:
§ The KG coordinator contacts all facilitators/staff involved with the student to obtain their opinion and observations regarding the student’s behavior while in their class or under their observation.
§ The student’s previous academic performance should be reviewed. This is done to assist in determining cause and planning intervention. Examples include: if the student’s academic performance is poor, there may be a need to involve the special education department. Students with good academic performance may require additional intellectual inspiration and incentive during class.
§ The KG coordinator / principal / vice principal and the involved facilitators/staff systematically observe the student and report any discernable patterns in behavior.
§ If the recurrent breach involves more than one student, separating students in class or in different sections may be considered.
§ Parents will be called for a meeting to collaborate in designing an intervention plan to help the child.
Examples of particular infractions that fall under each level are listed in the Disciplinary Code.