Safe Positive Schools
Foundation of Safe Positive Schools
Saskatoon Catholic Schools draw inspiration and strength from the gospel of Jesus Christ. Parents, students, and staff work together to ensure that learning takes place in a safe, positive environment in which all behaviours reflects the religious dimension of Catholic Education.
Saskatoon Catholic Schools believe that all interventions on behalf of a student with problem behaviour must respect the dignity of the individual, reflect justice with love, and focus on forgiveness.
Saskatoon Catholic Schools are committed to:
- a Division Code of Conduct that expresses the vision and values of the school division in which all relationships are conducted in a respectful and dignified manner and where staff, students and parents work together to develop common understandings.
- assisting students in developing personal and social relationships in the light of the social teachings of the church and to assist parents in their responsibility for teaching personal and social skills to their children.
- a broad range of interventions, at the classroom level, school level, and school division level.
Definition of Students with Problem Behaviour
It is generally accepted that there are three distinct groups of students in a typical classroom. The majority of students (80%) present no particular management problems for teachers. A second group of students (15%) can be disruptive, but usually respond to clear teacher expectations and consequences. A third, and relatively small group of students with problem behaviours (5%) present chronic and serious problem behaviours. Students with problem behaviours do not respond to typical approaches and often experience failure in school from an early age, demonstrate little hope for success and believe they have no reason to try to behave or learn.
INTERVENTION STRATEGIES FOR STUDENTS WITH PROBLEM BEHAVIOUR
Saskatoon Catholic Schools address the needs of students with problem behaviours at three levels, the classroom, the school and the school division. The type and location of the services depends on the nature of the student’s needs.
- Classroom Interventions
Effective teachers adapt instruction to the ability of the student; similarly, effective classroom managers achieve a balance between structure and flexibility to address the social, personal and behavioural needs of their students. This demands considerable skills and a wide variety of intervention strategies.
Teachers assist students with problem behaviours by:
- teaching personal and social skills.
- establishing classroom codes of conduct consistent with the School Division and school's Code of Conduct.
- utilizing a variety of instructional approaches that maximize opportunities for academic success.
- providing consistency and structure in classroom management.
- involving students, parents/guardians in developing individual behavioural plans.
- maintaining frequent communication with parents/guardians.
- providing instruction with a strong theoretical basis in child and adolescent development.
- involving, when appropriate, student services personnel.
- School Interventions
In order to assist students with problem behaviours, schools are provided additional support such as: counselling services, professional development for staff, teacher assistant support, and parent education programs.
When a student’s behaviour becomes too disruptive or jeopardizes the safety of others, the school may be required to utilize short term disciplinary measures such as: “time-out” of the classroom for brief periods, suspensions, or home school programming.
The suspension of a student from a class or from a school is a very serious step. Therefore suspensions should be utilized only after careful consideration, and as a “last resort” measure. All suspensions must conform to School Division policy.
- School Division Interventions
When all interventions at a student’s home school have been exhausted, the School Division may determine that the child requires an alternate placement. Alternate placements require:
- planning that involves the principal, teacher, student, and parent/guardian, and may include Student Services.
- establishment of an educational plan at the time of placement that indicates the recommended duration of the alternate placement and the education services that follow the alternate placement.
- referral by the home school principal, student services coordinator, social worker or counselor.
Students Requiring Alternate Programming
Of the students who present problem behaviours in school a smaller number are exceptional in that they demonstrate extreme problem behaviours. These extreme or exceptional problem behaviours are characterized by on-going intimidation of other students, physical violence toward others or a history of overt hostility toward authority. Principals in exercising their ‘duty of care’ to all students need to work closely in the support team to address programming needs in these special circumstances. Consequently registration or transfers may be restricted or denied until appropriate programs/services can be arranged.
Elementary Alternate Programs:
- Early Intervention
- description & location
- START Program
- St. Frances Brochure
- Sion
Referral form
High School Alternate Programs:
- Bishop Murray
- Farm School
- White Buffalo Youth Lodge
- Opening Doors Program
- Referral Form - Alternate Programming
Relevant Policy & Legislation
- Relevant Policy - Administrative Manual
- Relevant Legislation - The Education Act, 1995
- Section 141 - Right to Education
- Section 145 - Access to High Schools
- Section 146 - Right to Special Services
- Section 148 - Mediation of Conflict
- Section 150 - General Duties of Students
- Section 151 - Accountability of Students
- Section 152 - General Discipline
- Section 153 - Referral to Committee
- Section 154 - Suspensions
- Section 155 - Expulsions
Appendix B
Definitions:
- Admission - refers to students new to the school division
- Transfer - students currently enrolled in a school in the division
Appendix C
Saskatoon Catholic Schools currently offer the following alternate programs:
- Early Intervention Program - Holy Family (Grades 1-2-3)
- START Program - St. Frances (Grade 3-6)
- Sion Middle School (Grade 6-9)
- Farm School Program (Grade 9-11)
- Extension Program - E.D. Feehan (Grade 9-12)
- BEST Program - Holy Cross
- Bishop Murray High School (Grade 9-12)
- Opening Doors (Grade 9-12)
- White Buffalo Youth Lodge (9-11)
- Joe Duquette High School
Safe Positive Schools Home
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Referral Form for Elementary Alternate Behavior Programs