Pro-active, Positive and Restorative Behavior Management is our goal at CISH.

The best way to foster positive behavior is to be pro-active in creating a structure and environment that promote positive behavior.  Behavior modification procedures employed should be educational in nature, designed to teach good behavior, rather than a reaction to inappropriate behavior.  Behavior management should be applied in a fair and consistent manner. Students who demonstrate positive behaviors should be recognized and appreciated.

If consequences can be avoided and instead be replaced by a teachable moment, that is the goal. Any consequences given should be well thought through, appropriate to the student’s age, and fitting for the situation. Consequences should be restorative in nature, such as making an apology or repairing damage done. Consequences should never embarrass or be mentally harmful to the child. Physical forms of 

punishment are never employed at CISH.

If disciplinary action is taken, it is to ensure all students can enjoy learning in an environment free from distraction and intimidation.  Disciplinary action will involve consideration for individual circumstances within the context of respect for the safety and well-being of the entire school community. 

Teachers will always do their best to address and resolve behavior issues that come to their attention right away. The appropriate Principal in consultation with the Head of School will have the responsibility to make the final decision in relation to consequences for severe inappropriate behavior that violates the student code of conduct.

Our behavior management procedures aim to:

• Recognize and promote responsible and positive behavior.

• Provide a consistent approach to managing inappropriate behavior by applying fair and logical consequences.

• Encourage students to take responsibility for their own behavior by teaching and promoting problem solving skills and the IB learner profile.

• Encourage students to learn to reflect on their own behavior and develop self-awareness.

• Promote the IB learner profile attributes in order to encourage students to have a positive influence in our community by being respectful and responsible citizens.

Discipline must NOT:

• Include any form of physical punishment.

• Cause serious distress or psychological harm to a child.

• Be carried out in anger or with the intent of seeking revenge.

• Be more severe than fits the misconduct.

Student Agency

Students are encouraged, taught and expected to manage their own behavior as much as they are capable of doing at their age and developmental level. In addition to the IB Learner Profile, a number of tools have been developed in the PYP in order to support students with their self-regulation and problem-solving.

STUDENT CODE OF CONDUCT

A CISH student is responsible for:

• Creating a caring community.

• Treating everyone with dignity and respect.

• Exemplifying the attributes of the IB Learner Profile. 

• Displaying the characteristics of a responsible global citizen.

• Behaving in a manner that does not interfere with the rights of others.

• Abiding by expectations, guidelines, rules and regulations established by the school.

• Participating in established essential agreements with fellow students and adhering to them.

• Attending school daily and on time.

CISH is committed to creating a safe and inclusive school environment for all students free from harassment, intimidation, bullying, and discrimination on the basis of gender identity, sexual orientation, race, ethnicity, etc.

Guidelines for Student Conduct

Academic Integrity

Academic integrity is a fundamental value of learning at CISH.  Maintaining high standards of academic integrity ensures the quality of the CISH educational process.  Any form of cheating or dishonesty regarding academic work is not acceptable.  Students are expected to follow and abide by the CISH Academic Integrity Policy and to demonstrate the attributes of the IB Learner Profile at all times.

Academic Progress

Students must achieve the minimum academic requirements for each grade level or they will not pass on to the following grade level.  A student may be asked to repeat a grade level if he or she does not make adequate progress in learning.  Students may not repeat a grade level more than once.  Students should be at the appropriate age for their grade level.

Positive Behavior

CISH students are expected to demonstrate positive behavior at all times.  CISH students are polite, kind and mindful of others.  They respect the ideas, opinions and personal space of others.  They do their part to create a community where everyone feels welcome, included and cared for.  They assist those in need.  They work to solve problems in a constructive and healthy manner.  They take responsibility for their own actions.

Dress Code

All students are expected to wear the proper CISH uniform items or apparel on a daily basis.  Students who do not comply with the dress code will be removed from class until they are in the proper uniform.  Parents will be contacted to supply the proper uniform item if necessary.

Use of Electronic Devices

Personal electronic devices are permitted only for educational purposes at CISH.

EY and PYP students should not bring electronic devices to school unless there is a specific purpose as outlined by the teacher.  Students in these grade levels will have access to iPads or laptops that are owned by the school.  Students in Grades 6-12 are required to bring a laptop to school each day.  Students are responsible for any items brought to school.  The school will not be held responsible for theft, loss or damage of these items.  Students should keep valuables in their locker when not being used in the classroom.  

Students must learn to use their electronic devices responsibly.  There are appropriate and inappropriate times to utilize electronic devices and students will need to make this distinction.  Electronic devices are not permitted to be used in the cafeteria, hallways or unsupervised areas.  At no time should a student be viewing inappropriate material via the internet or electronic devices.  At CISH, we want students to develop skills and habits that will serve them well throughout their lives.

Damage to School Property

Students are expected to treat the school environment with respect at all times.  Any damage to school property will not be tolerated and any student who causes damage will be responsible for the cost for repair.

Loss or Theft

We believe that CISH is a safe school whose members are respectful of each other and each other’s property. However, as in any social environment, we also stress that individuals be vigilant with regard to ensuring the security of their personal property. CISH is not responsible for valuables that are lost or stolen on campus or when on school trips.  In case of theft, students should report it immediately to the division principal or pastoral care coordinator, who will investigate the incident as thoroughly as possible.  There is a lost and found area located in the cafeteria near the restrooms.

Alcohol, Tobacco and Illegal Drugs

Smoking, vaping, drinking alcohol and the use of illegal drugs is prohibited on campus at all times.  Use of these items on campus may lead to suspension, expulsion or criminal proceedings.

Weapons, Violent Toys and Other Dangerous Objects

Students are not to bring any sort of weapon, real or fake, to school.  Toys of a violent nature are also not permitted on campus.  Any object that is deemed to be dangerous to other students will be confiscated by the CISH staff and only returned to a parent.

Bicycles, Rollerblades, Skateboards, Scooters, etc.

Students who use a bicycle or other form of personal transport to get to school should dismount and walk once on school grounds.  Students are not permitted to use personal wheeled transport at school unless special permission is given by a teacher.  CISH will not be responsible for any injuries related to the use of personal wheeled transport. Bicycles and other forms of transport should be parked in the designated bicycle parking areas.

Closed Campus

CISH is a closed-campus, meaning that students are not to leave campus during school hours unless escorted by a parent or teacher with prior consent.

Food on Campus

EY/PYP:  Students in PYP are not allowed to purchase snacks or drinks from the Lobby Cafe.  Healthy snacks are provided for EY/PYP students and should be eaten in the classroom at the designated time.  Students should not bring food into the auditorium, hallways, tech labs, gyms or onto the playing fields.

MYP:  Students in MYP can purchase snacks and drinks from the Lobby Cafe during designated times.  Students must eat all food in the cafeteria or the plant room.  Students should not bring food into the classrooms, auditorium, hallways, the labs, gyms or onto the playing fields.  MYP Students may not purchase food from off campus sources to be delivered to school.  They must eat food provided by the school's cafeteria services or bring food from home.

DP students are responsible enough to manage their own eating habits and will be treated as such.  Individuals may lose privileges if they are irresponsible with their food.

Absenteeism

Absenteeism is reported on a daily basis.  Excessive absenteeism will result in a request for a meeting with the student’s parents.  Students are required to make up the time for unwarranted absences.  Consistent, repeated unexcused absences may result in suspension or in extreme cases, expulsion.  Students must not miss more than 20 days in an academic year or they will not receive credit for completing that grade level.

Physical Violence or Sexual Misconduct

Any form of physical violence or sexual misconduct (as described in the school's Child Protection Policy) is not acceptable.  Minor incidents of physical violence (hitting, kicking, pushing) will result in the student being suspended from school for a partial or full day.  Serious incidents of violence or sexual misconduct may result in the student being expelled from school permanently and/or criminal proceedings.

Expressions of Hate

Expressions of hate of any kind are not tolerated at CISH.  Expressions of hate may be in relation to sex, gender, race, national origin, disability or any other difference.   Expressions of hate can take many forms including: name-calling; written notes or messages; offensive or graphic cartoons, memes or posters; hurtful or inappropriate jokes; rumors; or the use of slurs.  Expressions of hate should never be conveyed in any language.

Bullying

At CISH we maintain a safe and welcoming environment for all students.  As such, any form of bullying will not be tolerated.  If a student engages in bullying at school, school events, or on social media platforms with school peers, strict disciplinary measures will be taken.

The following will explain what bullying is and what CISH does to prevent bullying.

Bullying is typically a form of repeated, persistent, aggressive behavior that is directed at an individual(s) that is intended to cause fear, distress and/or harm to another person’s body, feelings, self-esteem, or reputation.  Bullying is aggressive behavior that is repetitive and intentional in which a power differential exists between the victim and bully. 

There are four main types of bullying:

• Physical – it may include hitting, pushing, slapping, and tripping and also includes sexual assault.

• Verbal – name calling, teasing or making offensive remarks.

• Cyber – the use of technology by an individual or group in a way that is intended to upset others. Examples include using social websites, mobile phones, text messaging, photographs, video and e-mail.

• Social – indirect emotional tormenting by gossiping, excluding from social groups, spreading malicious rumors, etc. Social bullying may also occur through the use of technology.

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When to report bullying:

Prevention strategies include:

• Instructing students about respectful relationships, including digital citizenship.

• Teaching students about violence prevention, conflict resolution, anger management, problem solving, and developing polices which promote student safety.

• Teaching for and about diversity.

• Providing professional learning for staff.

• Tracking behavior incidents.

Intervention strategies include:

• On-the-spot teacher intervention to stop the behavior.

• Counselling students who have been bullied.

• Talking with parents about the situation.

• Teaching students to be proactive bystanders.

• Ensuring that all staff know how to address bullying effectively and respectfully.

• Putting consequences in place for those who bully others.

Consequences include but are not limited to:

• Writing a reflection

• Engaging in a restorative conversation

• Delivering an apology

• Temporary removal from the classroom

• Loss of privileges

• Detention

• In-school suspension

• Out of school suspension

• Legal action

• Expulsion

Post-incident actions may also include:

• Monitoring the situation between the students to ensure that their safety and wellbeing are maintained.

• Counselling.

• Talking with parents, of both the victim and the bully, about strategies for prevention.

• Creating a rehabilitation plan for the student who has been bullying.

• Reviewing and evaluating behavior codes and polices.

Students at Canadian International School of Hefei

Discipline Courses of Action and Consequences

Teachers may use a number of strategies, tools and techniques for classroom management and dealing with behavior issues.  These will vary depending on the situation and the needs of the students.  Teachers will never use any form of physical punishment or contact when disciplining students.   Teachers will meet regularly to discuss student behavior issues, as well as share best practices, ideas and strategies for dealing with these issues.  The partnership between teachers and parents is also important to ensure a team approach is used when handling behavior problems.  Parents will always be kept informed when significant behavior issues arise.

Progressive levels of intervention for misbehavior:

• Teachers communicate with students to ensure that they understand what behaviors are appropriate and what are not.

• Students will be given a verbal warning for minor misbehavior.

• Students will be asked to apologize when they have hurt or done something that negatively effects another student.

• Younger students may be kept in for recess time as a consequence for misbehavior.

• Detention, where students are supervised in a silent classroom for a half of the lunch period, may be used as a consequence for misbehavior with older students.

• Students may be asked to do community service within the school or provide restitution for damage they have caused.

• A behavior progress tracking form may be employed as a way of recording a student's behavior.  This form will be signed daily by the teachers and/or parents as needed.

• If a behavior issue is ongoing or serious, the relevant teacher(s) will contact the parents to inform them of the problem. 

• A meeting between the parents and the relevant teacher(s) may be held to address any consistent or serious behavior problems. 

• Teachers will document ongoing or serious behavior issues.  Such records may be added to the student's cumulative file.

• If there is no improvement in a student's behavior after several attempts to intervene, the student will be referred to administration who will discuss the issues with the relevant teachers, and hold a meeting with the parents and students.   This could lead to academic or behavior contracts between the student, parents and school, which, if broken, could result in retention, suspension or expulsion.

• Expulsion is the most severe consequence of misbehavior and may only be employed for extreme cases or when there is persistent refusal to follow school rules.   

It is our goal to be proactive in preventing negative behavior, rather than reacting with disciplinary measures or consequences. The counselling team at CISH works to teach and promote positive behavior to students throughout the year through a variety of lessons, groups and individual sessions.  The counselling team does not carry out disciplinary action or assign consequences.  We want students to feel comfortable and positive about seeking assistance from the counsellors.  The counselling team may follow up after disciplinary action is taken by a teacher or principal in order to help with behavior modification to prevent future misbehavior.

• Students may be assigned to study hall during the lunch hour or after school in order to complete late/unfinished assignments or for failure to meet expectations.

• Students will have time to eat lunch before or following the study hall period.

• If a student is late or missing for study hall, the session supervisor will notify the appropriate teacher(s) and administrator to track down the student to try to ensure that they attend.  If a student ends up missing the assigned study hall, they may be asked to attend additional study hall sessions and must meet with the appropriate administrator.

Expulsion from School

Our admissions screening process is designed to be thorough and effective to ensure that students are not admitted to CISH who may have serious behavior issues or who are not likely to be successful academically.  We would prefer to block an admission rather than expel a student at a later date.  Nevertheless, students may be expelled from CISH for a number of reasons.

Conditions which may lead to the dismissal of a student:

• Students whose parents falsify or omit documents that would have negatively impacted their admission into CISH can be expelled for this reason.  Such documents include assessment results which show that a student has special needs or learning difficulties, psychological issues or past behavior problems. 

• All students who enter CISH are initially on a 30-day probation.  If the child displays any significant learning difficulties, psychological issues or behavior problems, the child’s admission can be revoked during this 30-day period. 

• Students who are a danger to other students, staff or faculty can be expelled from CISH immediately.  This includes students who bring a weapon to school, who physically attack other students with a serious intent to harm, who perpetrate sexual assault or unwanted sexual contact with other students, or who make serious threats towards other students upon which they intend to act.  A thorough investigation of the incident and proper documentation of the incident will be made.  The Head of School, in consultation with the Principal and Counselor, will make the final determination to expel a child based upon the evidence in such cases.  A letter issued by the Head of School will be given to the family explaining the reason and terms of the expulsion. 

• Students who have ongoing (but not serious as is stated above) behavior problems can be expelled from CISH.  Thorough documentation of the problems will be made.  The Head of School, in consultation with the Principal and Counselor, will make the final determination to expel a child based upon the evidence in such cases.  Communication with the family will occur before the student is expelled.  A letter issued by the Head of School will be given to the family explaining the reason and terms of the expulsion. 

• Students who are a danger to themselves may be asked to leave the school until they have received the proper psychological assessment, treatment and care.  A determination regarding the psychological state of a child may be made by our own counselors or an outside agency that is acceptable to the school.  A letter issued by the Head of School will be given to the family explaining the reason and terms of the expulsion.  Documentation from a respected psychologist or psychiatrist stating that the child is mentally healthy will be needed if re-admission is to be granted.   

• Students in Grades 10 to 12 can be expelled for academic failure at any time.  In such a case, students will be given at least six months to improve, with repeated warnings being given during that time.  The parents of such an individual will be notified through a personal meeting and in writing.  Communication on at least three occasions will be made and documented with the family regarding the child’s academic standing before he or she is expelled.  A letter issued by the Head of School will be given to the family explaining the reason and terms of the expulsion. 

• The CISH Academic Honesty Policy has clear guidelines for student conduct.  if students violate this policy on three occasions, he or she may be expelled. 

• Students in Grades 9 can be transferred to our sister school, SCCSH, if they are significantly below grade level in their English language skills or it is believed that SCCSH would be a better fit for the student. 

• Any student who has serious learning difficulties (those which cannot be supported by simple modifications by the classroom teacher) can be asked to leave the school in order that the student receive the academic support necessary for him or her to be successful.  In such cases, an assessment of the child by a CISH approved child psychologist or learning specialist will be requested (arranged and paid for by the parents) in order to verify that the student has learning needs that cannot be satisfied at CISH.  If the parents refuse to have their child undergo such an assessment, the child may be expelled immediately.  CISH will recommend alternative schools to families who are in this difficult situation. 

• Students who do not have identified learning difficulties but who do not meet grade level expectations may be asked to repeat a grade level.  This option will only be used in rare cases and primarily in the lower grade levels.  Retaining a student should never cause the child to face an unhealthy environment or difficult social/emotional situation.