syuwenct Student & Family Handbook

A community paddling together where all members feel a sense of safety, belonging, and opportunity for learning.

To provide a safe, caring, inclusive, and culturally-responsive learning community built on respect, authenticity, and trust, that empowers our learners to become compassionate, confident, and engaged members of their community. Our diverse learners will be provided with opportunities for physical, and mental wellness and growth.

8:40 Morning Bell

10:15 Little Recess

10:30 Instructional time

11:45 Big Recess

12:20 Instructional time

2:23 Dismissal

If your child is going to be absent or late, please inform the office at 250-729-0450. in person, by email or by note prior. Our attendance records are checked shortly after the morning bell and phone calls are made to homes to ensure that students are safe. Please ensure that we always have your current contact information on file at the school.

If you are picking your child up early, please report to the office FIRST to sign them out.

We understand that personal cell phones are a convenient way to communicate with your children. However, In elementary schools, personal digital devices are now restricted throughout the instructional day (start of day bell to dismissal bell.) This also includes class time, recess, and lunch. This includes supervision time on school grounds before the welcome bell. Devices must be turned off or placed on airplane mode and kept in a backpack or school bag for the entire school day.

If any staff observe student use of personal electronics during the school day, devices will be locked in the office and returned to students or parents at the end of the day.

The school phone is available for students to call home or for parents to contact their children during the day. We appreciate your support in this matter.

Supervision is provided from 8:25 a.m. to 2:38pm. We ask that students arrive after 8:25 a.m., except those students who are participating in a before school event.

We seek to provide multiple opportunities for students to have intramurals and interest-based activities during recess breaks. These opportunities are a privilege, not a right.

Students must exhibit exceptional behavior during recess activities. When the bell sounds to return to class, students should immediately go to their designated line up.

There are a variety of reasons why students may require medication during the school day. Therefore, parents/caregivers are reminded of the following school district procedures for the administering of any medications at school.

Parents/caregivers must sign a form, available from the office, before any medication can be administered at school (including antibiotics and Tylenol). Teachers are not required to administer medication, but provisions can be made for appropriately trained staff to do so.

Medication can be dangerous! Please do not allow your child to carry or leave medications of any kind in their school bags.

Staff are unable to provide medical care for students. In the event of illness/injury, families or caregivers will be contacted and expected to care for their child.

Drills are conducted six times a year. Any continuous ringing of the fire bell must be taken seriously. Students evacuate to a designated place on the back field a safe distance from the building.

The deliberate activation of a false alarm is a very serious offense and will result in being dealt with by the appropriate authorities.

Drills are conducted two times a year. When shaking stops, the school is evacuated in a quiet and careful fashion, and collect on the back field. In the event of a real earthquake, parents must collect their children in an orderly fashion according to our Site Emergency Release Plan (See Below) . Please ensure all contact information is up to date with the office.

Drills are conducted once per year. This occurs when it has been deemed that there is an unsafe situation outside of the school. All doors will be secured and blinds closed but students can maintain routines within the building. No one is allowed to enter or leave the building under any circumstances until the hold and secure is lifted.

Drills are conducted once per year. This occurs when it has been deemed that there is an environmental hazard that may impact the school. All doors will be secured and blinds closed but typically students can maintain routines within the building. No one is allowed to enter or leave the building under any circumstances until the Shelter in Place is lifted.

Lockdown drills are conducted twice per year. Serious violent incidents at schools are rare events, however; school drills must be practiced to ensure staff and students are prepared to act quickly. Drills involve all members of the school community to provide the opportunity to practice the skills in the response procedure. Students are directed to the closest secure area where they remain until the lockdown is over.

We appreciate everyone’s cooperation with the release plan. Following this process helps us ensure that all students are accounted for and remain safe. Thank you for your continued support!

For safety and security, all visitors to the school are asked to check in at the office upon arrival. Visitor badges will be provided to anyone visiting or working in the school. Please note that only parents with immediate business with their children or those who have pre-arranged visits will be issued a visitor pass.

If you see someone on the playground or in the school without a visitor badge, please notify the office or the supervisor/teacher on duty immediately.

The use of tobacco, marijuana products, and vaping devices in school buildings and on school property is against the law. In March 2007, the B.C. Legislature passed legislation making it illegal to smoke or use tobacco at school.

Parents are reminded that smoking or using vaping devices is prohibited in the school building, on school grounds, and in vehicles parked on school property. We ask that everyone comply with this policy to ensure a safe and healthy environment for all.

This year we are asking that students leave their personal toys/cards at home. Toys often cause conflict and students can become very upset when they are lost. There is a difference between a toy and a tool and we honour that some students will need to bring different tools to school to help with regulation and comfort. Please check with your child’s teacher to see if there are additional classroom expectations for toys at school. School staff are not responsible for lost or damaged toys at school; if it is valuable, please leave it at home.

Students should not be bringing large amounts of money to school. We are not responsible for lost or stolen money.

At syuw̓én̓ct Elementary, we value outdoor play during recess. Unless there are severe weather conditions that are unsafe, recess will take place outside.

Students should come prepared with appropriate clothing and outerwear for all weather conditions. If there is any uncertainty about the weather, the Principal or designate will check the forecasts and consult with staff.

In the event of an indoor recess, students will remain in their classrooms, and supervision will be provided.

We believe that students' clothing should support learning and safety. While students are free to choose their attire, it must align with the School Code of Conduct and be appropriate for the intended activity. Clothing should not promote drugs, alcohol, or any inappropriate themes. We ask that students follow these simple guidelines:

• Footwear must be worn at all times and must be safe in the event of an emergency evacuation.
• Clothing must be appropriate for a school setting and free from any references to alcohol, drugs, gangs, hate, obscenity, profanity, racism, discrimination, sex, violence, or harmful “put-downs.”

Students who wear inappropriate clothing will be asked to change, and parents/caregivers will be notified.

Written permission from parents/guardians is required for all field trips. Phone permission will not be accepted.

We recognize the educational value of well-planned and supervised field trips. These experiences enrich the curriculum and offer students an opportunity to apply their learning outside the classroom. We are committed to ensuring that neither curricular nor whole-school/class/team field trips will be denied due to cost.

Field trips are considered an integral part of a student’s education, and attendance is expected. Students participating in any school-sponsored field trip must adhere to the school’s code of conduct.

If a student consistently struggles to follow the code of conduct, the Principal or designate may invite the parent(s)/guardian(s) to accompany the child on the trip to provide support. Alternatively, the Principal may decide that the trip is not suitable for the student and will offer alternative activities at the school. An appropriate educational program will be provided for students who do not participate in a field trip.

• For safety reasons, all “wheels” (bikes, scooters, skateboards, etc.) must be walked while on school property between the hours of 8:20 AM - 3:00 PM.

  Bicycle Helmet Law

  All students riding bikes are required to follow the BC helmet law, which applies to all ages and has been in effect since September 1996.

  • The penalty for not wearing a helmet is a fine. For children under 16, the fine may be applied to the parents if they are aware of the violation.
  • If you are injured while riding a bike without a helmet, you may be considered at fault for the injury.

Progress Reports

Progress report cards provide an opportunity for you to see how your child is progressing in school and for your child to share their experiences with you. For older students, this is a chance to celebrate accomplishments and set goals for the next term. Younger students can use this time to talk about what they’re learning and reflect on how they feel they’re doing. Progress reports are most meaningful when they spark discussions between students and their families.

How Student Progress is Assessed

Student progress is evaluated through ongoing teacher observations of daily activities and regular assessment practices, including assessment for learning, as learning, and of learning. Parents are always welcome to reach out to the school to discuss their child's progress.

Report Card Schedule and Format

Teachers complete three formal reporting events each year:

• Written Learning Updates: November 27th and March 12th
• Summary of Learning: June 26th

Each report includes:

• An overall comment summarizing your child’s learning.
• Descriptive feedback on literacy and numeracy progress.
• A proficiency indicator for each subject area.

All learning standards (subject areas) taught during the reporting period are communicated with descriptive feedback. Some areas may be shared before the formal report card—via digital platforms (e.g., Spaces) or work samples accompanied by a reporting template. The proficiency indicator for these areas will still appear in the report card, along with a note indicating when they were previously communicated.

The Summary of Learning provides a comprehensive overview, with descriptive feedback and proficiency indicators for all learning standards. This report will be sent home on the last day of school.

Inclement Weather (Snow)
In the event of severe weather, parents are advised to tune in to local radio stations starting at 6:30 a.m. for announcements about potential school closures:

• FM: WAVE 102.3 / WOLF 106.9
• AM: CKEG 1570

Snowballs
For safety reasons, District Policy prohibits students from throwing snowballs at any time—on their way to school, during school hours, or on their way home. Thank you for helping us maintain a safe environment for everyone.

Parking and Drop-Off

To ensure student safety, the staff parking lot must not be used for parent parking or drop-offs. Many students walk through this area, and moving vehicles create a safety hazard.

We also kindly remind our community:

• Do not park or stop near the bus stop.
• Avoid blocking neighbors’ driveways. Our neighbors have asked us to share this reminder, so please be respectful and park in designated spaces or choose an alternative location to meet your child.
• Keep disabled parking spaces clear. These spaces are essential for those who need them, and blocking them creates significant challenges for individuals accessing the school.

Thank you for your cooperation in keeping our school safe and our neighborhood respectful.

Fostering a Respectful School Community

At our school, we work hard to model kind, respectful, and calm relationships for our children. If you have a concern involving another parent, staff member, or student, we encourage you to arrange a meeting with the Principal or designate. This allows us to address the issue thoughtfully and collaboratively.

We ask that you avoid taking matters into your own hands, which includes refraining from harassment, using inappropriate language, or discussing other children or families with others. It’s important to remember that everyone may be facing challenges we cannot see. By approaching concerns with integrity and compassion, we set a positive example for our children and strengthen our school community.

• Head lice are a common issue faced by schools across B.C. throughout the year. While they’re not harmful, they are certainly an unwelcome inconvenience. If a case of lice is identified in your child’s class, you will receive a notification letter from the school.

  If you need assistance in treating lice, please don’t hesitate to contact the school at 250-729-0450—we’re here to help.

  Important Head Lice Facts (from V.I.H.A.):

  • Lice are small insects, about the size of a sesame seed.
  • Anyone with hair can get lice.
  • Lice can’t fly or jump; they only crawl.
  • They move quickly in dry hair, which makes them hard to spot.
  • Lice live only on the head and lay their eggs (nits) on hair near the scalp.
  • Not everyone with lice experiences an itchy scalp.
  • Lice spread through direct head-to-head contact and by sharing brushes, combs, or hats.
  • They’re common in settings where children play or work closely together.
  • Adult lice live about 20 days and can lay up to 10 eggs daily.
  • Nits are glued to the hair and hatch in about 7–10 days.
  • Empty eggshells remain attached to the hair and are often mistaken for dandruff but cannot be brushed or blown away.

  Tips: If you find eggs more than half an inch from the scalp, they are likely empty. Regular checks and early treatment can help manage this nuisance quickly.

At syuw̓én̓ct Elementary School, we are committed to fostering a safe, caring, inclusive, and welcoming environment that upholds the rights and responsibilities of everyone in our community. This environment supports each child in reaching their potential, experiencing growth, becoming a contributing citizen, and embracing lifelong learning.

Purpose of the Code of Conduct
This Code of Conduct serves to:

• Establish and maintain a safe, caring, inclusive, and welcoming environment.
• Clarify and publish expectations for student behavior at school, traveling to and from school, and during school-related activities.
• Balance individual and collective rights, freedoms, and responsibilities appropriately.
• Promote the values of the BC Human Rights Code, respecting the rights of all individuals.
• Outline how staff adopt educative, preventative, and restorative approaches in response to behavior.

Guiding Policies and Principles

The Nanaimo Ladysmith Public Schools (NLPS) 2.10 Inclusion Policy emphasizes respect, acceptance, safety, and equity, affirming that:
"A learning environment that reflects diversity, inclusivity, and equity is essential in supporting the highest level of individual growth and achievement."

The BC Human Rights Code aligns with these principles, highlighting key objectives to:

• Foster a society in which all individuals can fully and freely participate in economic, social, political, and cultural life.
• Promote mutual respect and understanding, ensuring equality in dignity and rights.
• Provide redress for individuals or groups discriminated against based on factors such as race, color, ancestry, place of origin, religion, marital or family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age.

The Safe, Caring, and Orderly Schools Guide states that schools should be environments where:

• Students are free from harm.
• Clear expectations of acceptable behavior are established and upheld.
• All members feel a sense of belonging.

The NLPS Inclusion Policy reinforces that all school community members:
"Have the right to expect that policies, procedures, programs, and communications are inclusive and respectful."

Supporting Administrative Procedures

The following Administrative Procedures (APs) guide and support the Code of Conduct:

• AP 312: Harassment, Intimidation, Bullying, and Discrimination
• AP 344: Code of Conduct
• AP 345: Student Suspension
• AP 347: Sexual Orientation and Gender Identity
• AP 350: Honoring Diversity and Challenging Racism

At syuw̓én̓ct Elementary School, students are expected to demonstrate socially responsible behaviors that reflect respect and safety, both on school grounds and at any school-related events or functions, regardless of location.

Acceptable Conduct
Acceptable conduct includes socially responsible behaviors that contribute to a safe, caring, and inclusive environment, such as:

• Contributing positively to the school community.
• Solving problems in peaceful and constructive ways.
• Valuing and embracing diversity.
• Defending human rights.
• Engaging in respectful interactions with students, staff, and community members.
• Speaking up and reporting behaviors that demean others or threaten personal or emotional safety.
• Respecting the law and encouraging others to do the same.

Unacceptable Conduct
Unacceptable conduct involves behaviors that disrupt the safety and orderliness of the school environment, whether in person or via social media, including but not limited to:

• Harassment, intimidation, bullying, or discrimination.
• Interfering with learning or the orderly conduct of school functions.
• Verbal threats of harm or acts such as swarming.
• Engaging in illegal activities, including:
  • Theft or property damage.
  • Possession or distribution of illegal or restricted substances.
  • Possession, use, or distribution of a weapon.
  • Physical violence.

Considerations for Students with Diverse Needs
According to AP 344 - Code of Conduct, students with diverse needs may face unique challenges that prevent them from fully complying with the Code of Conduct. These students may require special considerations and appropriate interventions to ensure they are not subjected to disciplinary actions as a direct or indirect result of their disability.

We are committed to fostering an environment where all students feel safe, respected, and supported, recognizing and addressing the diverse needs of our learners.

At syuw̓én̓ct Elementary School, staff utilize the BC Performance Standards for Social Responsibility to guide students in developing appropriate social behaviors. These standards provide a clear progression of expectations as students grow older, mature, and advance through the grades.

Our approach is:

• Educative: Teaching social skills explicitly and systematically.
• Preventative: Establishing proactive strategies to support positive behaviors.
• Reinforcing: Offering repeated opportunities to practice and apply social skills in diverse contexts.

We incorporate a variety of frameworks to support social learning, including:

• BC Performance Standards for Social Responsibility/Core Competencies: Focusing on personal and social awareness and responsibility.
• Successful Learner Traits: Encouraging qualities such as perseverance, empathy, and collaboration.
• First Peoples Principles of Learning: Emphasizing interconnectedness, respect, and a sense of community.

This multifaceted approach ensures that students are provided with meaningful opportunities to learn, practice, and embody social responsibility throughout their time at syuw̓én̓ct Elementary.

The NLPS Inclusion Policy emphasizes that:
“The Board expects that all students, staff, and members of our school communities will adhere to a code of conduct that is educative, preventative, and restorative in practice and response.”

Restorative Practices

Restorative practices at syuw̓én̓ct Elementary focus on creating opportunities for students to learn self-discipline, repair relationships, and return to the group or community in a strengthened and positive way. These practices include:

• Addressing the needs of those who have been harmed, ensuring their voices are heard and their concerns are acknowledged.
• Encouraging students to participate in the development of meaningful interventions, often through discussion or mediation, to replace, repair, or make amends for any harm caused.
• Responding to harm in ways that are meaningful, addressing the needs of all involved and promoting understanding and resolution.
• Helping students reclaim their self-esteem through self-evaluation, personal effort, and restitution.
• Providing opportunities to model leadership and responsibility.
• Emphasizing the importance of positive relationships in building a sense of community.
• Speaking to our shared obligation to support one another as we work toward wholeness, restoration, and a sense of belonging.

Participating in Meaningful Consequences

Restorative practices may involve various consequences aimed at repairing harm and restoring balance. These may include:

• Offering a “do over” opportunity to correct behavior.
• Holding face-to-face meetings to directly address and acknowledge the harm caused.
• Organizing group or classroom circles to restore equity, respect, and balance.
• Engaging in an act of service to positively contribute to the class, school, or community.
• Accessing school/community support to learn and practice problem-solving or conflict-resolution strategies.
• Completing a reflective process that includes creating a plan to restore the harm done and prevent future incidents.

Restorative practices are integral to fostering a supportive and inclusive environment, where students can grow, learn from their mistakes, and strengthen their relationships with others.

Disciplinary measures used with students should be viewed as part of the process of fostering both intellectual and social development. The purpose of suspension, or any other disciplinary strategy, is to support students in reaching provincial goals and ultimately to develop into self-reliant adults.

Suspension
Suspension is one strategy within a broader, more complex problem-solving process aimed at supporting students in changing inappropriate behaviors. When used judiciously, suspension can have positive effects, such as:

• Ensuring the safety of everyone in the school community.
• Assigning clear consequences for serious breaches of the code of conduct.
• Providing time to plan for support and behavior change.
• Promoting collaboration between the family, school, and other community services to address and resolve problems.

Equitable Consequences
To ensure fairness, consequences for misconduct may vary from student to student, even if the behavior is similar. Interventions must be age-appropriate, and take into account the student’s maturity, needs, exceptionalities, extenuating circumstances, and the nature of previous interventions. The needs of the school community must also be considered. (Refer to AP 344 - Student Suspension)

At syuw̓én̓ct Elementary, we strive to ensure that discipline is approached in a way that supports both individual growth and the well-being of our entire school community.

School administration may advise external parties or agencies of serious breaches of the Code of Conduct, depending on the severity and/or frequency of the misconduct, and the impact on others or the broader school community.

For illegal acts, the school will report the incident to the RCMP and/or District Administration. In such cases, a safety plan will be developed, which will include a combination of:

• Educational components,
• Preventive measures, and
• Restorative actions to address the harm caused and promote positive behavior moving forward.

These steps are part of our commitment to maintaining a safe, supportive, and respectful school environment for all students.

No student, school employee, parent, or volunteer may engage in reprisal or retaliation against a victim, witness, or any individual who comes forward with information about an incident of harassment, intimidation, bullying, prejudice, or discrimination.

Such behavior is strictly prohibited and, where appropriate, will result in disciplinary action and/or the filing of a complaint with relevant authorities. This policy is in place to ensure that everyone feels safe and supported when reporting incidents, and to maintain a respectful and inclusive school environment.

The Board of Education recognizes and respects that students and/or parents or guardians may, at times, disagree with decisions made by school employees. The School Act of British Columbia provides students (with parental consent) and parents or guardians the right to express concerns or appeal certain decisions, specifically those that significantly affect the health, education, or welfare of students.

For information regarding the Board's appeal procedure, including a copy of the formal appeal bylaw, please visit: sd68.bc.ca / Board Policies / 1000 Board Governance / 4.0 Bylaws.

Before initiating an appeal, it is expected that school administration, students, and parents or guardians will make reasonable efforts to resolve concerns at the school level.

Email: tarmour@sd68.bc.ca
Website: https://ct.schools.sd68.bc.ca/