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There is an African proverb which says, “It takes a village to raise a child”.  Here at Cardinal Léger School, we believe much the same, that is, that it takes a collaborative partnership between the home, school and the extended community to educate a child to become a productive and responsible member of their community.  Our logo, motto, mission statement and shared values represent our Catholic philosophy, values and orientation of the school.
 
 
 
We are a Catholic and student-centered community which works collaboratively to ensure high standards of academics and discipline.  We offer both a comprehensive academic core program and a variety of complementary programs designed to meet the academic, spiritual, social and physical needs of our students.
 
 
 
As  a 21st Century Learning School, we concentrate on building academic achievement and global citizenship by fostering an environment where student engagement in the areas of Digital-Age Literacy, Critical and Inventive Thinking, Effective Communication and High Productivity are fostered within a Christ-Centered environment. We recognize and celebrate that the rich and varied opportunities we offer our students provides the ground work and foundation necessary to ensure our students develop into responsible, productive members of their community; ready to face the challenges of the 21st century.
 
 
 
Cardinal Léger Junior High School is located within the Dickensfield Community of North Central Edmonton, Alberta.  We serve many families from within the North central, east and west quadrants of the city.  As the District focus site for both, the Pre-Advanced Placement Program and the Italian Language and Culture Program, we serve a number of communities and families from within Wards 1 and 2.
 
 
 
We offer students a variety of programs, both academic and co-curricular programs geared towards serving the diverse needs of our students.  Our consistent performance and tradition of excellent provincial test results demonstrates our school’s focus on academic studies.  Please refer to the listings below as an indication of the diverse program offerings here at Cardinal Léger Junior High School. 
 
 
 
At Cardinal Léger Junior High School, we work to maintain close communication with our families in order to best serve the needs of our students. As such, we encourage parents to read the information on this website to keep yourself apprised of all that is happening in the life of your child's education. For additional information about our school we invite you to take a moment to read the key features of our school located on the bottom of this introductory page.
 
 
 
We look forward to working, collaboratively, with you in making your child’s educational experience productive, rewarding, and memorable.

Vision Statement


 
Cardinal Léger School is a Christ-centered school that embeds the tenets of a Professional Learning Community in order to synergistically develop 21st century skills so that our students may succeed in a future not yet imagined. 

 

Mission Statement


 
At Cardinal Léger School we are devoted to the academic, spiritual, social and physical growth of the students.  Our goal is to educate the individual to meet the diverse needs of our society through a strong knowledge base, effective skills, and Christian values.

 

School Logo


 
Our school logo reflects both our academic and Christ-centered focus.   The open book represents knowledge and speaks to our academic focus; while the dove, reflects the Holy Spirit and highlights our Christ-centered nature as our Faith permeates all that we do. 

 

School Motto


 

“Enriched with Skills….. Empowered to Serve”


 
Our motto reflects our deep desire to help students to develop and enhance their skills, so that they are able to serve their respective communities.   In building and enriching their skills we serve our students best as they become well-rounded, capable, confident and responsible adults.

 

School Values

  • We promote the LIFELONG LEARNING of the whole student.
  • We provide EXCELLENCE in learning through innovative teaching and learning practices.
  • We strive to inspire students to GROW in their understanding of the Christian faith.
  • We strive to EMPOWER the student to meet daily challenges through a progressive learning environment.
  • We RESPECT individual diversity by promoting the self-worth and dignity of all individuals in a safe and caring environment.
 

School Mascot


 

--Home of the CHARGERS--


 
Our chosen mascot, a stylized horse, referred to as “Chargers”, represents not only grace and style, but also refers to how empowering school and team spirit is, which is also demonstrated by our students and athletes.    

 

School History


 
Cardinal Léger School was originally called St. Philip Junior High School when it opened in 1972.  Our first principal was Neil Campbell.  In 1979, the school was renamed Cardinal Léger Junior High School.  The school's name was chosen by the school community to honor Cardinal Paul-Emile Léger's dedicated efforts to help improve the plight of people living in Third World countries.  The mural which hangs in the front entrance of the school depicts Cardinal Léger's many contributions to society's less fortunate and needy people.  Michelle Galluch was commissioned to paint this art work.
 

Student Code of Conduct – Cardinal Léger Junior High School 

 

The Student Code of Conduct at Cardinal Léger Junior High School has been developed based on the following Edmonton Catholic School District and Government of Alberta documents: 

 

Administrative Policy 138 – Edmonton Catholic School District 

Edmonton Catholic Schools recognizes that we are all created in the image and likeness of God. As such, all human beings are inherently sacred and must be treated with dignity and respect. All efforts to support the inclusive, safe, and caring learning and working communities within our District must be in accordance with the teaching of the Catholic Church and shall be grounded in the understanding of the person as a whole.  

A nurturing inclusive community is one in which each person is welcomed, accepted, and supported as a child of God; therefore any discrimination* is unacceptable and will be addressed. All students, staff, and families of Edmonton Catholic Schools will be provided with an inclusive, welcoming, caring, respectful, safe, and Catholic environment that promotes the well-being of all and fosters community support for achieving this goal.  

* As set out in the Alberta Human Rights Act, any conduct that serves to deny or discriminate against any person or class of persons based on race, religious beliefs, colour, gender, physical disability, mental disability, ancestry, place of origin, marital status, source of income, family status or sexual orientation is strictly prohibited. 

 

Alberta Education Act 

 

Student Responsibilities (adapted from Alberta Education Act – Section 31) 

 

A student, as a partner in education, has the responsibility to 

  1. attend school regularly and punctually, 

  1. be ready to learn and actively engage in and diligently pursue the student’s education, 

  1. ensure that the student’s conduct contributes to a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging, 

  1. respect the rights of others in the school, 

  1. refrain from, report and not tolerate bullying, or bullying behavior directed toward others in the school, whether or not it occurs in the school building, during the school day or by electronic means; incidents of bulling are to be reported immediately to a caring adult. 

  1. comply with the rules of the school and policies of the board, 

  1. co-operate with everyone authorized by the board to provide education programs and other services, 

  1. be accountable to the student’s teachers and other school staff for the student’s conduct, and 

  1. positively contribute to the student’s school and community. 

 

 

 

 

Parent Responsibilities (adapted from the Alberta Education Act – Section 32) 

 

A parent, as a partner in education, has the responsibility to 

  1. act as the primary guide and decision-maker with respect to the child’s education, 

  1. take an active role in the child’s educational success, including assisting the child in complying with section 31, 

  1. ensure that the child attends school regularly, 

  1. ensure that the parent’s conduct contributes to a welcoming, caring, respectful and safe learning environment, 

  1. co-operate and collaborate with school staff to support the delivery of specialized supports and services to the child, 

  1. encourage, foster and advance collaborative, positive and respectful relationships with teachers, principals, other school staff and professionals providing supports and services in the school, and 

  1. engage in the child’s school community. 

 

School Responsibilities (adapted from the Alberta Education Act – Section 33) 

 

The school, as a partner in education, has the responsibility to 

  1. deliver appropriate education programming to meet the needs of all students enrolled in a school operated by the board and to enable their success, 

  1. encourage, foster and advance collaborative, positive and respectful relationships with students, parents and other school staff and professionals providing supports and services in the school, 

  1. ensure that each student enrolled in a school operated by the board and each staff member employed by the board is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging, 

  1. Investigate all reports of bullying whether physical, verbal, social, or cyber and ensure that the school provides support for the victim as well as fair and corrective intervention for the bully.  Any bullying within the school community (during and after school) is unacceptable.   

 

Suspension of Students (Alberta Education Act – Section 36) 

 

A teacher or a principal may suspend a student in accordance with subsection (2) or (3) if in the opinion of the teacher or principal 

 

  1. the student has failed to comply with section 31, 

  1. the student has failed to comply with the code of conduct established under section 33(2), or 

  1. the student’s conduct, whether or not the conduct occurs within the school building or during the school day, is injurious to the physical or mental well-being of others in the school. 

A teacher may suspend a student from one class period. 

 

A principal may suspend a student 

 

  1. from school, 

  1. from one or more class periods or courses, 

  1. from transportation provided under section 59, or 

  1. from any school-related activity. 

When a student is suspended under subsection (3), the principal shall 

 

  1. immediately inform the student’s parent of the suspension, 

  1. report in writing to the student’s parent all the circumstances respecting the suspension, and 

  1. provide an opportunity to meet with the student’s parent, and the student if the student is 16 years of age or older, to discuss the suspension. 

A suspension may not exceed 5 school days, except in accordance with a recommendation for expulsion made by the principal under section 37. 

 

Expulsion of Students (Alberta Education Act – Section 37) 

 

Depending upon the circumstances of a suspension, the principal may recommend the expulsion of a student as described in Section 37 of the Education Act. 

 

Student Discipline Policy 

 

It is the school’s expectation that students adhere to the student code of conduct that respects the rights of others in the school as outlined in the above mentioned documents.  Students who do not adhere to the student code of conduct shall enter the discipline cycle outlined below.  Please note that, depending on the seriousness of the behavior, school administration, at their discretion, may escalate a student’s entry point on the continuum without entering at the initial stage: 

 

Unacceptable student behaviours include, but are not limited to, class disruptions (including being late, not having needed books and supplies, repeated talking, incomplete homework, failure to respect other’s space and their property, horseplay), defiance of school authority, use of improper or profane language/gestures, verbal abuse, fighting or physical violence, harassment or bullying (including online), theft or damage to property, possession of illegal or inappropriate materials (weapons, drugs, alcohol, cigarettes). 

 

Low Level Intervention – this may include meeting with teacher to resolve issue, meeting with administration, contact of parents or guardians, completing conflict resolution process between students involved, etc. 

 

Loss of School Privileges – this might include, but is not limited to, the loss of lunch and recess breaks, loss of computer and technology access, loss of locker usage and hallway privileges, loss of ability to participate on school teams; length of loss of privileges determined by the school.  May or may not include contact of parents/guardians. 

 

In-school Suspension – students will remain at school and will work in isolation under the supervision of school staff; this suspension may be for one half day up to 2 days.  Always includes contact of parents/guardians. 

 

Out-of-School Suspension – students will not be permitted to attend school and will be provided with work to complete at home during the suspension; this suspension may be for one half day up to 5 days.  Always includes contact of parents/guardians. 

Expulsion – the principal may recommend expulsion of a student to the board as per Section 37 of the Education Act.  Notification of school board and parent/guardians required. 

 

Please note the following: 

  • The administration, at its discretion, may require students who enter the discipline cycle to meet with the STAY Advisor or Family School Liaison Worker (FSLW) assigned to Cardinal Léger School or other district personnel. 

  • In addition to the above consequences, students who enter the discipline cycle may be required to check in with administration for a period of time decided upon by school administration. 

Parent-School Conflict Policy 

 

The following principles shall act as guidelines for the resolution of parent-school conflicts in Edmonton Catholic Schools: 

 

  1. Edmonton Catholic Schools recognizes the freedom of all members of the school community (students, staff, parents and neighbours) to voice their concerns in an appropriate manner to the appropriate school personnel. 

  1. The school has a responsibility to facilitate communication and to provide procedural direction to parents who initiate complaints or concerns in accordance with the policy and regulations. 

  1. All parties in a conflict situation must recognize and respect the protocol, and more specifically the principle of “first contact”.  This means that the person(s) who have the concern, have a responsibility to begin addressing the concern directly with those persons with whom they have the concern before taking their concern elsewhere. 

  1. All parties in a conflict situation shall be treated with, and have the responsibility to treat each other with fairness, dignity, and respect. 

  1. All parties will deal with their concerns in a manner that is consistent with the teachings of the Catholic Church. 

  1. Attempts will be made to deal with concerns that are brought to the attention of the school in an appropriate manner, in a timely fashion.  

 

Conflict resolution protocols shall respect the provisions of the Education Act, The Code of Professional Conduct of the Alberta Teachers’ Association, and Edmonton Catholic Schools’ policies 

 

Bullying Behaviour and School Protocol 

 

Bullying in the school community is defined as the repeated and hostile or demeaning behavior by an individual where the behavior is intended to cause harm, fear or distress to one or more individuals in the school community, including psychological harm or harm to an individual’s reputation. 

 

It is the school’s expectation that all bullying behavior (whether or not it occurs within the school building, during the school day or by electronic means) is reported to a responsible staff member at the school.  Such reports will be investigated thoroughly and any students found to be involved in bullying behavior will be entered into the discipline cycle at the stage deemed appropriate by the school administration team.  Incidents of bullying may also be reported to the appropriate authorities to be dealt with accordingly.

School Information

There is an African proverb which says, “It takes a village to raise a child”.  Here at Cardinal Léger School, we believe much the same, that is, that it takes a collaborative partnership between the home, school and the extended community to educate a child to become a productive and responsible member of their community.  Our logo, motto, mission statement and shared values represent our Catholic philosophy, values and orientation of the school.
 
 
 
We are a Catholic and student-centered community which works collaboratively to ensure high standards of academics and discipline.  We offer both a comprehensive academic core program and a variety of complementary programs designed to meet the academic, spiritual, social and physical needs of our students.
 
 
 
As  a 21st Century Learning School, we concentrate on building academic achievement and global citizenship by fostering an environment where student engagement in the areas of Digital-Age Literacy, Critical and Inventive Thinking, Effective Communication and High Productivity are fostered within a Christ-Centered environment. We recognize and celebrate that the rich and varied opportunities we offer our students provides the ground work and foundation necessary to ensure our students develop into responsible, productive members of their community; ready to face the challenges of the 21st century.
 
 
 
Cardinal Léger Junior High School is located within the Dickensfield Community of North Central Edmonton, Alberta.  We serve many families from within the North central, east and west quadrants of the city.  As the District focus site for both, the Pre-Advanced Placement Program and the Italian Language and Culture Program, we serve a number of communities and families from within Wards 1 and 2.
 
 
 
We offer students a variety of programs, both academic and co-curricular programs geared towards serving the diverse needs of our students.  Our consistent performance and tradition of excellent provincial test results demonstrates our school’s focus on academic studies.  Please refer to the listings below as an indication of the diverse program offerings here at Cardinal Léger Junior High School. 
 
 
 
At Cardinal Léger Junior High School, we work to maintain close communication with our families in order to best serve the needs of our students. As such, we encourage parents to read the information on this website to keep yourself apprised of all that is happening in the life of your child's education. For additional information about our school we invite you to take a moment to read the key features of our school located on the bottom of this introductory page.
 
 
 
We look forward to working, collaboratively, with you in making your child’s educational experience productive, rewarding, and memorable.

Vision Statement


 
Cardinal Léger School is a Christ-centered school that embeds the tenets of a Professional Learning Community in order to synergistically develop 21st century skills so that our students may succeed in a future not yet imagined. 

 

Mission Statement


 
At Cardinal Léger School we are devoted to the academic, spiritual, social and physical growth of the students.  Our goal is to educate the individual to meet the diverse needs of our society through a strong knowledge base, effective skills, and Christian values.

 

School Logo


 
Our school logo reflects both our academic and Christ-centered focus.   The open book represents knowledge and speaks to our academic focus; while the dove, reflects the Holy Spirit and highlights our Christ-centered nature as our Faith permeates all that we do. 

 

School Motto


 

“Enriched with Skills….. Empowered to Serve”


 
Our motto reflects our deep desire to help students to develop and enhance their skills, so that they are able to serve their respective communities.   In building and enriching their skills we serve our students best as they become well-rounded, capable, confident and responsible adults.

 

School Values

  • We promote the LIFELONG LEARNING of the whole student.
  • We provide EXCELLENCE in learning through innovative teaching and learning practices.
  • We strive to inspire students to GROW in their understanding of the Christian faith.
  • We strive to EMPOWER the student to meet daily challenges through a progressive learning environment.
  • We RESPECT individual diversity by promoting the self-worth and dignity of all individuals in a safe and caring environment.
 

School Mascot


 

--Home of the CHARGERS--


 
Our chosen mascot, a stylized horse, referred to as “Chargers”, represents not only grace and style, but also refers to how empowering school and team spirit is, which is also demonstrated by our students and athletes.    

 

School History


 
Cardinal Léger School was originally called St. Philip Junior High School when it opened in 1972.  Our first principal was Neil Campbell.  In 1979, the school was renamed Cardinal Léger Junior High School.  The school's name was chosen by the school community to honor Cardinal Paul-Emile Léger's dedicated efforts to help improve the plight of people living in Third World countries.  The mural which hangs in the front entrance of the school depicts Cardinal Léger's many contributions to society's less fortunate and needy people.  Michelle Galluch was commissioned to paint this art work.
 

Student Code of Conduct – Cardinal Léger Junior High School 

 

The Student Code of Conduct at Cardinal Léger Junior High School has been developed based on the following Edmonton Catholic School District and Government of Alberta documents: 

 

Administrative Policy 138 – Edmonton Catholic School District 

Edmonton Catholic Schools recognizes that we are all created in the image and likeness of God. As such, all human beings are inherently sacred and must be treated with dignity and respect. All efforts to support the inclusive, safe, and caring learning and working communities within our District must be in accordance with the teaching of the Catholic Church and shall be grounded in the understanding of the person as a whole.  

A nurturing inclusive community is one in which each person is welcomed, accepted, and supported as a child of God; therefore any discrimination* is unacceptable and will be addressed. All students, staff, and families of Edmonton Catholic Schools will be provided with an inclusive, welcoming, caring, respectful, safe, and Catholic environment that promotes the well-being of all and fosters community support for achieving this goal.  

* As set out in the Alberta Human Rights Act, any conduct that serves to deny or discriminate against any person or class of persons based on race, religious beliefs, colour, gender, physical disability, mental disability, ancestry, place of origin, marital status, source of income, family status or sexual orientation is strictly prohibited. 

 

Alberta Education Act 

 

Student Responsibilities (adapted from Alberta Education Act – Section 31) 

 

A student, as a partner in education, has the responsibility to 

  1. attend school regularly and punctually, 

  1. be ready to learn and actively engage in and diligently pursue the student’s education, 

  1. ensure that the student’s conduct contributes to a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging, 

  1. respect the rights of others in the school, 

  1. refrain from, report and not tolerate bullying, or bullying behavior directed toward others in the school, whether or not it occurs in the school building, during the school day or by electronic means; incidents of bulling are to be reported immediately to a caring adult. 

  1. comply with the rules of the school and policies of the board, 

  1. co-operate with everyone authorized by the board to provide education programs and other services, 

  1. be accountable to the student’s teachers and other school staff for the student’s conduct, and 

  1. positively contribute to the student’s school and community. 

 

 

 

 

Parent Responsibilities (adapted from the Alberta Education Act – Section 32) 

 

A parent, as a partner in education, has the responsibility to 

  1. act as the primary guide and decision-maker with respect to the child’s education, 

  1. take an active role in the child’s educational success, including assisting the child in complying with section 31, 

  1. ensure that the child attends school regularly, 

  1. ensure that the parent’s conduct contributes to a welcoming, caring, respectful and safe learning environment, 

  1. co-operate and collaborate with school staff to support the delivery of specialized supports and services to the child, 

  1. encourage, foster and advance collaborative, positive and respectful relationships with teachers, principals, other school staff and professionals providing supports and services in the school, and 

  1. engage in the child’s school community. 

 

School Responsibilities (adapted from the Alberta Education Act – Section 33) 

 

The school, as a partner in education, has the responsibility to 

  1. deliver appropriate education programming to meet the needs of all students enrolled in a school operated by the board and to enable their success, 

  1. encourage, foster and advance collaborative, positive and respectful relationships with students, parents and other school staff and professionals providing supports and services in the school, 

  1. ensure that each student enrolled in a school operated by the board and each staff member employed by the board is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging, 

  1. Investigate all reports of bullying whether physical, verbal, social, or cyber and ensure that the school provides support for the victim as well as fair and corrective intervention for the bully.  Any bullying within the school community (during and after school) is unacceptable.   

 

Suspension of Students (Alberta Education Act – Section 36) 

 

A teacher or a principal may suspend a student in accordance with subsection (2) or (3) if in the opinion of the teacher or principal 

 

  1. the student has failed to comply with section 31, 

  1. the student has failed to comply with the code of conduct established under section 33(2), or 

  1. the student’s conduct, whether or not the conduct occurs within the school building or during the school day, is injurious to the physical or mental well-being of others in the school. 

A teacher may suspend a student from one class period. 

 

A principal may suspend a student 

 

  1. from school, 

  1. from one or more class periods or courses, 

  1. from transportation provided under section 59, or 

  1. from any school-related activity. 

When a student is suspended under subsection (3), the principal shall 

 

  1. immediately inform the student’s parent of the suspension, 

  1. report in writing to the student’s parent all the circumstances respecting the suspension, and 

  1. provide an opportunity to meet with the student’s parent, and the student if the student is 16 years of age or older, to discuss the suspension. 

A suspension may not exceed 5 school days, except in accordance with a recommendation for expulsion made by the principal under section 37. 

 

Expulsion of Students (Alberta Education Act – Section 37) 

 

Depending upon the circumstances of a suspension, the principal may recommend the expulsion of a student as described in Section 37 of the Education Act. 

 

Student Discipline Policy 

 

It is the school’s expectation that students adhere to the student code of conduct that respects the rights of others in the school as outlined in the above mentioned documents.  Students who do not adhere to the student code of conduct shall enter the discipline cycle outlined below.  Please note that, depending on the seriousness of the behavior, school administration, at their discretion, may escalate a student’s entry point on the continuum without entering at the initial stage: 

 

Unacceptable student behaviours include, but are not limited to, class disruptions (including being late, not having needed books and supplies, repeated talking, incomplete homework, failure to respect other’s space and their property, horseplay), defiance of school authority, use of improper or profane language/gestures, verbal abuse, fighting or physical violence, harassment or bullying (including online), theft or damage to property, possession of illegal or inappropriate materials (weapons, drugs, alcohol, cigarettes). 

 

Low Level Intervention – this may include meeting with teacher to resolve issue, meeting with administration, contact of parents or guardians, completing conflict resolution process between students involved, etc. 

 

Loss of School Privileges – this might include, but is not limited to, the loss of lunch and recess breaks, loss of computer and technology access, loss of locker usage and hallway privileges, loss of ability to participate on school teams; length of loss of privileges determined by the school.  May or may not include contact of parents/guardians. 

 

In-school Suspension – students will remain at school and will work in isolation under the supervision of school staff; this suspension may be for one half day up to 2 days.  Always includes contact of parents/guardians. 

 

Out-of-School Suspension – students will not be permitted to attend school and will be provided with work to complete at home during the suspension; this suspension may be for one half day up to 5 days.  Always includes contact of parents/guardians. 

Expulsion – the principal may recommend expulsion of a student to the board as per Section 37 of the Education Act.  Notification of school board and parent/guardians required. 

 

Please note the following: 

  • The administration, at its discretion, may require students who enter the discipline cycle to meet with the STAY Advisor or Family School Liaison Worker (FSLW) assigned to Cardinal Léger School or other district personnel. 

  • In addition to the above consequences, students who enter the discipline cycle may be required to check in with administration for a period of time decided upon by school administration. 

Parent-School Conflict Policy 

 

The following principles shall act as guidelines for the resolution of parent-school conflicts in Edmonton Catholic Schools: 

 

  1. Edmonton Catholic Schools recognizes the freedom of all members of the school community (students, staff, parents and neighbours) to voice their concerns in an appropriate manner to the appropriate school personnel. 

  1. The school has a responsibility to facilitate communication and to provide procedural direction to parents who initiate complaints or concerns in accordance with the policy and regulations. 

  1. All parties in a conflict situation must recognize and respect the protocol, and more specifically the principle of “first contact”.  This means that the person(s) who have the concern, have a responsibility to begin addressing the concern directly with those persons with whom they have the concern before taking their concern elsewhere. 

  1. All parties in a conflict situation shall be treated with, and have the responsibility to treat each other with fairness, dignity, and respect. 

  1. All parties will deal with their concerns in a manner that is consistent with the teachings of the Catholic Church. 

  1. Attempts will be made to deal with concerns that are brought to the attention of the school in an appropriate manner, in a timely fashion.  

 

Conflict resolution protocols shall respect the provisions of the Education Act, The Code of Professional Conduct of the Alberta Teachers’ Association, and Edmonton Catholic Schools’ policies 

 

Bullying Behaviour and School Protocol 

 

Bullying in the school community is defined as the repeated and hostile or demeaning behavior by an individual where the behavior is intended to cause harm, fear or distress to one or more individuals in the school community, including psychological harm or harm to an individual’s reputation. 

 

It is the school’s expectation that all bullying behavior (whether or not it occurs within the school building, during the school day or by electronic means) is reported to a responsible staff member at the school.  Such reports will be investigated thoroughly and any students found to be involved in bullying behavior will be entered into the discipline cycle at the stage deemed appropriate by the school administration team.  Incidents of bullying may also be reported to the appropriate authorities to be dealt with accordingly.