Administrative Procedures

Memorandum A1435 Page 1 of 40

Date of Issue April 2017

Original Date of Issue

October 2011

Subject MANAGEMENT PROCESS FOR STUDENT BEHAVIOURS CAUSING A RISK-OF-INJURY

References Education Act Occupational Health and Safety Act Ontario Human Rights Code APM A1440 Physical Containment: Guidelines for Responding to Injurious and Self-Injurious Student Behaviour APM A2010 Health and Safety Procedures Manual APM A4071 Aggressive Incident Reporting APM A8510 Admission Process for Group/Foster Home Students Requiring Special Education Services and Support HS 05-31 Identifying a Person with a History of Violent Behaviour Caring and Safe Schools In Ontario – Supporting Students with Special Education Needs Through Progressive Discipline, Kindergarten to Grade 12 Effective Educational Practices for Students with Autism Spectrum Disorders Police-School Protocol

Contact Special Education

Contents Page Item 1 Rationale……………………………………………………………………………………….. 2

Item 2 Definitions……………………………………………………………………………………… 2

Item 3 Guidelines……………………………………………………………………………………… 5

Item 4 Responsibilities…………………………………………………………………………………7

Item 5 Procedures…………………………………………………………………………………….. 8

Item 6 Admission of Students – From Another School in the Board…………………………… 14

Item 7 Admission of Students – Outside the Board……………………………………………… 15

Item 8 Notification to Staff of “Risk-of-Injury”……………………………………………………… 16

Item 9 Staff Absence………………………………………………………………………………… 17

Item 10 Personal Protective Equipment (PPE)…………………………………………………….. 18

Item 11 Training, Staffing, and Safety Auditing……………………………………………………..19

Item 12 Training/Physical Demands Analysis……………………………………………………… 20

Item 13 School and Classroom Safety Audit……………………………………………………….. 21

Item 14 Calling 9-1-1………………………………………………………………………………….. 21

Item 15 Planned Physical Intervention with a Student……………………………………………..22

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APPENDIX A Principals’ Action Plan…………………………………………………………….. 23

APPENDIX B Functional Behaviour Assessment (FBA)……………………………………….. 25

APPENDIX C Behaviour Data Tracking………………………………………………………….. 27

APPENDIX D The Safety Plan……………………………………………………………………..28

APPENDIX E Notification of Risk-of-Injury to Staff………………………………………………29

FORM A1435-1 Behaviour Data Tracking Tool ...................................................................... 30

FORM A1435-2 Safety Plan .................................................................................................... 31

FORM A1435-3 Phased Safety Plan ....................................................................................... 33

FORM A1435-4 Notification of Risk-of-Injury ........................................................................... 36

FORM A1435-5 Safety Plan Occasional Staff Record ............................................................. 37

FORM A1435-6 Guideline for Classroom Audits ..................................................................... 38

FORM A1435-7 Personal Protective Equipment Request ....................................................... 39

1. Rationale

This document outlines a process that is initiated (and continues on an ongoing basis) when a student presents a “risk-of-injury” (existing or likely as demonstrated through available behaviour data tracking) to staff or others including self. The guidelines and procedures in this document assist principals with meeting the safety and behavioural needs of all students, while ensuring the safety of staff and students. Meeting these needs involves awareness, consultation, and planning in collaboration with parents/guardians/caregivers, school staff, school services staff, and professional agencies. The procedures outlined in this Administrative Procedures Memorandum (APM) apply to all students, including those with special education needs. There are a small number of students with special education needs who have a current history of injurious behaviour and who present a risk-of-injury to themselves, other students, and/or those who support them. For most of these students, well-planned prevention and safety-intervention strategies and an ongoing review of programs will significantly reduce or eliminate the risk-of-injury. principals are expected to ensure a safe school environment for all while responding to the student’s right to an appropriate education.

2. Definitions

2.1 Management Process for Risk-of-injury Behaviours - The management process for

risk-of-injury behaviours is first and foremost an ongoing process, rather than a single event or meeting. It is a principal-led process that is initiated (and continues on an ongoing basis) when “risk-of-injury” to self and/or others exists or is highly probable. The level of risk must be reviewed on an ongoing basis to determine appropriate prevention and intervention strategies. The management process of risk-of-injury is similar to the IEP process; information is gathered, reviewed and evaluated.

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2.2 Risk-of-Injurious Behaviours - The behaviour of students presents a significant risk-of-injury to self and/or others when: 2.2.1 The behaviour is current and occurs on an ongoing basis (as documented in a

Behaviour Data Tracking Tool, or anecdotal records). 2.2.2 The behaviour (as documented in a Behaviour Data Tracking Tool, Violent

Incident Form (FORM A7100-1) and Aggressive Incident Reporting Form (FORM A4071-1a and 1b) is of such intensity that injury to self and/or others has occurred or is likely to occur.

2.2.3 The behaviour is of such intensity that intervention is required to prevent or minimize injury to self and/or others and includes flight risks.

Please note that FORM A1435-1 is a sample of a behaviour data tracking tool. Additional tracking tools can be found in the special education section of the Simcoe County District School Board (SCDSB) Staff Website.

2.3 Strength and Needs Committee Meeting - When a student presents a likely risk-of-injury to self and/or others, the In-School Team (IST), led by the school principal, will convene a Strengths and Needs Committee (SNC) meeting to determine whether student’s behaviour warrants the creation of a Safety Plan / Phased Safety Plan. This SNC meeting is the initial step of the Management Process for Student Behaviours Causing a Risk-of-Injury.

2.4 Psycho-Educational Assessment - A Psycho-Educational Assessment is conducted by a registered psychologist or psychiatrist. This assessment is only conducted in rare situations where a significant safety concern exists, and where the IST, led by the principal, determines the assessment would provide additional information to reduce the likelihood of risk-of-injury to self and/or others.

2.5 Functional Behaviour Assessment (FBA) – an FBA is a valuable problem solving tool. It supports an approach to addressing behaviour problems that looks at both the likely causes and at the characteristics or symptoms of behaviour. An FBA is used to determine the purpose of the behaviour (i.e. the function it serves), identifying contextual factors that may be triggering the behaviour, and evaluate the effectiveness of intervention strategies. Once completed it can be used as a planning tool to design behaviour management strategies that address behaviour not previously receiving programming in an Individual Education Plan and/or Safety Plan or when the function of the behaviour appears to have changed.

2.6 Behaviour Data Tracking Tool - is an ongoing daily tracking tool and an integral part of the FBA process. It is an important tool in identifying patterns in the student’s behaviour, modifying or adjusting intervention strategies, and evaluating the success of the Individual Education Plan (IEP). Since it details ongoing behaviour, it is also an important tool when communicating with parents/guardians/ caregivers, community agency support services, school administration, and special education services involved in the Management of Risk-of-injury Process. FORM A1435-1 is a sample of a behaviour data tracking tool that could be part of a FBA. Examples of more behaviour data tracking tools can be found in the special education section of the SCDSB Staff Website.

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2.7 Individual Education Plan (IEP) – an IEP is defined in Individual Education Plans: Standards for Development, Program Planning, and Implementation, Ministry of Education, 2000 as follows: 2.7.1 ‘A written plan describing the special education program and/or services required

by a particular student. It identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations’.

2.7.2 For students with the possibility of unsafe behaviours, an IEP should include: 2.7.2.1 Program modifications and/or accommodations that support proactive

strategies. 2.7.2.2 Alternative learning expectations outlining skills the student will learn

which are more socially acceptable. The learning expectations will be found in one or more of the areas of social skills, self-regulation and social communication.

2.7.2.3 Appropriate teaching strategies, behaviour management strategies and assessment/evaluation methods related to each behavioural learning expectation.

2.8 Safety Plan - A pre-determined plan of action developed by staff, in consultation with

parents/guardians/caregivers. A Safety Plan must be written for students whose behaviour poses a risk-of-injury to themselves and/or others. The Safety Plan documents non-physical prevention and intervention strategies, and the physical interventions required to prevent or minimize injury, if and when appropriate and necessary. A current copy of the Safety Plan must be kept in the OSR. 2.8.1 In SCDSB, there are two Safety Plan forms:

2.8.1.1 Safety Plan (FORM A1435-2): this form is used for any student who poses a risk-of-injury to themselves or others. It must be accompanied with an IEP and developed based on behaviour data tracking (APPENDIX C).

2.8.1.2 Phased Safety Plan (FORM A1435-3): this form is used for a small number of students who pose significant safety and risk-of-injury concerns. The form provides a clear outline of how the student looks and sounds during the 4 phases of escalation and how staff is to respond during each phase. It is to only be used where it has been documented that the Safety Plan is not providing enough detail for how to support the student during and after an escalation of behaviours. It must be accompanied with an IEP and developed based on behaviour data tracking (APPENDIX C).

2.9 In-School Team (IST) - Consists of the appropriate school-based personnel (as

determined by the principal) who are involved with the creation, delivery and monitoring of programs for students requiring ongoing behavioural strategies. In elementary schools, an example of the IST may include: Administrator(s), special education resource teacher (SERT), educational assistant (EA), child and youth worker (CYW), and/or classroom teachers. At the secondary level, the IST may include an Administrator(s), SERT, Guidance teacher, Student Success teachers, EA, CYW, and/or other teachers as indicated by the principal. In order to support the needs of students, the IST may, through

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the principal/vice-principal or designate, request the assistance of centrally based special education support staff. The duties of the IST include: 2.9.1 Review and revise current Safety Plans, as well as IEPs, FBA, the Behaviour

Tracking Tool used, and other forms of data collection, at least two times per year, in conjunction with a student’s IEP, and/or for program updates; after a concern has been identified through the filing of incident reports; following a containment; or at parents/guardians/caregivers/teacher/support staff reques;

2.9.2 Develop a contingency plan for staff absence (EAs, CYWs, teachers) and share this with the parents/guardians/caregivers;

2.9.3 Document minutes of the meeting(s) through the SNC process; 2.9.4 Ensure the sharing of information and instruction of new staff in working with

students requiring behaviour management supports; and, 2.9.5 Consultation with parents/guardians/caregivers and involved community

agencies.

2.10 Consultation - Consultation means providing ample opportunity for parents/ guardians/caregivers (and/or advocates) and the student, if appropriate, to provide information, ask questions, and present their feedback prior to decisions being made.

3. Guidelines

Manifestation Behaviours of Specific Diagnosed Medical/Neurological Developmental Disorders. 3.1 A relatively small number of students with special education needs may also have

medical/neurological/developmental disorders that can have manifestation behaviour(s) that is/are a direct result (manifestation) of a diagnosed and existing medical, neuropsychological, neurological, or developmental condition (i.e., a condition that is not learned and cannot be “unlearned”). The specific manifestation behaviour may be identified in a professional assessment. Such behaviours may create safety concerns within the school environment. Without adequate information and an understanding of the diagnosed disorder and its possible manifestation behaviours, school staff, classmates, and parents/guardians/ caregivers may interpret the behaviour as deliberate acting out, rather than as a manifestation or symptom of the medical disorder.

3.2 Responding to the behaviour as a purposeful violation of a code of conduct and

applying consequences in isolation from the behaviour management strategies in the student’s IEP and Safety Plan may be considered a violation of the student’s legal right to accommodation which would be mitigated from that of a neuro-typical developed student.

3.3 If a diagnosis exists for a student, it is important that the principal obtain informed

consent from the parental/guardian/caregiver regarding the use of all relevant information, including details of any manifestation behaviours with respect to the creation of the safety plan.

3.4 The list of medical/neurological/developmental disorders that follows is only a sample

listing of some of the more common disorders that may have manifestation behaviours

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that can present safety concerns in the school environment. Also, the description of possible behaviours is a very general description of behaviours that may present safety concerns, and in no way is intended to be comprehensive or diagnostic of the specific condition. Each of the disorders listed has numerous complex characteristics and symptoms that are not listed here. 3.4.1 Attention Deficit Hyperactivity Disorder (ADHD):

3.4.1.1 impulsivity (poor judgment, acting without thinking, inhibited verbal and physical responses, etc.);

3.4.1.2 over-activity; 3.4.1.3 poor frustration tolerance.

3.4.2 Tourette’s Syndrome (TS): 3.4.2.1 impulsivity; 3.4.2.2 over-activity; 3.4.2.3 inflexibility (i.e. difficulty shifting from one task/thought to another); 3.4.2.4 extreme anger – poor frustration tolerance; 3.4.2.5 vocal tics can include repeated swearing.

3.4.3 Fetal Alcohol Spectrum Disorder (FASD): 3.4.3.1 impulsivity; 3.4.3.2 over-activity; 3.4.3.3 poor frustration tolerance; 3.4.3.4 difficulties with executive functioning.

3.4.4 Intellectual Disability/Language Disorder: 3.4.4.1 low cognitive ability may lead to misunderstandings of information,

which can lead to aggressive responses; 3.4.4.2 may be easily manipulated by others to do aggressive/ antisocial acts.

3.4.5 Autism Spectrum Disorder: 3.4.5.1 inflexibility and poor adaptability; 3.4.5.2 poor emotional control; 3.4.5.3 limited social understanding that can result in verbal or physical

aggression in social contexts. 3.4.6 Oppositional Defiant Disorder (ODD)/Conduct Disorder:

3.4.6.1 attribution of hostile intent to others (e.g. thinking someone intentionally tried to hurt them when it was an accident);

3.4.6.2 excessive focus on fairness, so if student doesn’t get his/her way, it is perceived as unfair;

3.4.6.3 negative actions are justifiable from the student’s perspective; 3.4.6.4 poor judgment/impulsivity.

3.4.7 Acquired Brain Injury: 3.4.7.1 poor emotional control; 3.4.7.2 poor judgment/impulsivity.

3.4.8 Mood Disorders (e.g. Major Depressive Disorder, Bipolar Disorder): 3.4.8.1 irritability, angry outbursts, blaming others; 3.4.8.2 poor judgment; 3.4.8.3 poor emotional control/frustration tolerance.

3.4.9 Anxiety Disorders (e.g. Separation Anxiety Disorder, Social Phobia, Panic Disorder, Post-traumatic Stress Disorder):

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3.4.9.1 Avoidance of anxiety-provoking situations could result in verbal/physical aggression.

3.4.10 Schizophrenia and Other Psychotic Disorders: 3.4.10.1 Persecutory delusions can lead the person to erroneously believe

he/she is being tormented, followed, spied on, or subjected to ridicule.

These behaviours must not be responded to as intentional or purposeful violations of a code of conduct. Rather, these behaviours must be documented, and school interventions must be incorporated into the student’s IEP and Safety Plan. Not every student who demonstrates behaviours that present a risk-of-injury to self and others will have a diagnosis of one of the disorders referenced in this section. It is important that the school responds to these behaviours by using the Management Process for Student Behaviours Presenting a Risk-of-Injury, including the use of FBA, and the development of an IEP and a Safety Plan.

4. Responsibilities 4.1 The principal is ultimately responsible for the safety of staff and students at the school.

The principal is required to conduct an investigation into all potential and reported incidents of unsafe conditions and establish a school plan to alleviate the safety concern. In addition, the principal is responsible for establishing and communicating clear processes for the development, review and communication of Safety Plans and: 4.1.1 Ensures that preventative programming and instructional interventions are

implemented to respond to unsafe student behaviours. A request for central special education support, which may include psychological services, may be made to support the development of an IEP and Safety Plan;

4.1.2 Ensures that staff, permanent and occasional, are provided with the required information and instruction related to a Safety Plan to work with students who are likely to demonstrate unsafe behaviour;

4.1.3 May arrange for teaching staff, particularly SERTS, to provide the necessary instruction to occasional staff regarding Safety Plans;

4.1.4 Ensures that personal protective equipment (PPE) if required is provided, monitored and used in accordance with this APM;

4.1.5 Promotes staff awareness and acceptance of Behaviour Management Systems (BMS) principles;

4.1.6 Encourages all staff to approach behaviour improvement in the same cyclical method as improvement in academic skills – gather information, plan, implement, review progress, modify plans, establish long term goals;

4.1.7 Refers to the Principal’s Action Plan (APPENDIX A).

4.2 It is the responsibility of all staff to follow procedures laid out in the student’s IEP and Safety Plan. Staff is required to bring safety concerns to the attention of the school’s principal. 4.2.1 Teachers, including regular classroom teachers as well as other teachers

scheduled to teach the student during the school day (i.e. planning time teachers) are responsible for providing copies of student’s IEP and Safety Plan for occasional teachers when absent;

4.2.2 Occasional Staff (including teachers, EAs, CYWs, Dedicated Early Childhood Educators (DECE) etc.) is responsible for ensuring that IEPs and Safety Plan are read, understood and followed as part of the instructional program.

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Occasional staff is expected to sign the Occasional Staff Safety Plan Record indicating they have been provided with the necessary instructions on the school’s Safety Plans prior to the start of work;

4.2.3 EA or CYW is responsible for leaving a clear schedule and instructions, including Safety Plans, where appropriate, for use by staff during absences;

4.2.4 Principal or designate (i.e. SERT) is responsible for maintaining a list of all students who have Safety Plans and for keeping a copy of the plans in the centrally located Safety Plan Binder in the main office.

4.3 It is the responsibility of the superintendent or designate to oversee program

adjustments and staff/resource needs that may be required to balance the safety and learning needs of students with special education needs.

4.4 It is the responsibility of Corporate Risk - Health and Safety to be a resource regarding the Occupational Health and Safety Act and to communicate with the Ministry of Labour, and/or the Joint Health and Safety Committee where appropriate.

4.5 It is the responsibility of the superintendent of human resources and/or appropriate

manager of human resources to assist with procedures for employee support, deployment, and communication to union affiliates and response to concerns.

5. Procedures

5.1 Confidentiality in special education

5.1.1 Education programs and services, including those offered to students with special education needs, are subject to the provisions of privacy legislation including, but not limited to, the Education Act, Municipal Freedom of Information and Privacy Protection Act (MFIPPA), the Child and Family Services Act (CFSA) and the Personal Health and Information Protection Act (PHIPA). Staff is reminded that student information, including programs, services, and supports is private and confidential. That may include, but not limited to, discussions, correspondence, case conferences, and Safety Plans for students whose behaviours may present a risk-of-injury. Staff is required to obtain appropriate informed consent prior to sharing information;

5.1.2 Disclosure of information may be necessary to assist in preventing incidents related to risk-of-injury. The OHSA (Section 25(2)(A) states that, “an employer shall provide information, instruction and supervision to a worker to protect the health and safety of the worker” and shall, “advise a worker of the existence of any potential or actual danger to the health and safety of a worker of which a supervisor is aware”. Further to that, in compliance with OHSA (Section 32.0.5 (4), the supervisor shall not disclose more personal information than is reasonably necessary to protect the worker from risk-of-injury;

5.1.3 All workers and/or volunteers in a school setting who do not have access to the student’s Ontario Student Record (OSR), including Safety Plans, shall only be provided with the necessary information to protect them from risk-of-injury in the workplace. That amount of information shall be dependent on if they are likely to encounter a student in the workplace with a history of violent behaviour and if the likelihood of that encounter may result in risk-of-injury (Health and Safety Procedure HS 05-31 Identifying a Person with a History of Violent Behaviour).

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5.1.4 Students, including those with special education needs, benefit from various forms of experiential learning opportunities, including job shadowing/twining, work experience, cooperative education, school-work transitions as well as the Ontario Youth Apprentices Program (OYAP). Experiential learning programs provide all students, including those with special education needs, a valuable opportunity to compliment academic programming and are a valuable component of a student’s comprehensive education and career/life planning program regardless of their post-secondary destination. With regards to potential safety concerns, the employer and/or supervisor must be made aware of the student’s special learning needs prior to start of the placement. In all cases, disclosure of a student’s personal information shall be limited and narrow to fulfill the stated purpose. In cases where there is a concern of sharing personal information with a student’s employer and/or supervisor, school staff should consult with their principal and/or superintendent of education, as well as obtain parent/guardian/caregiver consent permitting the sharing of personal information, prior to the start of the placement.

5.1.5 Students, including those that are likely to present a risk-of-injury to self and/or others, may be provided with transportation to and from school and/or as part of their academic program. With regards to potential safety concerns while being transported, the Simcoe County Student Transportation Consortium (SCSTC) must be made aware of the student’s special learning needs and/or safety requirements to reduce the risk-of-injury to self and/or others prior to the service being provided. In all cases, disclosure of a student’s personal information shall be limited and narrow to fulfill the stated purpose. In cases where there is a concern of sharing personal information with the SCSTC, school staff should consult with their principal and/or superintendent of education, as well as obtain parent/guardian/caregiver consent permitting the sharing of personal information, prior to the service being provided.

5.2 Parent/Guardian/Caregiver Involvement and Consultation

5.2.1 Parent/Guardian/Caregiver involvement and consultation is always important when developing appropriate programming for students with special education needs. When developing the IEP, consultation with parent/guardian/caregiver is mandatory under Regulation 181/98. Early consultation is essential in program planning for students whose exceptional needs include behaviours that present risk-of-injury. It is a best practice to consult with parent/guardian/caregivers before the first draft of the safety plan is written, as well as after the drafts are completed. However, final decisions on IEPs, Safety Plans, and school procedures remain the responsibility of the school principal;

5.2.2 Preplanning and consultation with parent/guardian/caregiver will help the principal, teachers, and other relevant staff members ensure that the classroom is a safe learning environment. It will also reassure parents/ guardians/caregivers that the child’s needs are recognized and understood, and that the interventions and resources available to the school are in place. Finally, preplanning and consultation between school staff and parents/guardians/caregivers will ensure that all appropriate personnel are aware of the steps that will be taken if serious behaviours that threaten the safety of students and/or staff occur.

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5.3 Staff and Student Safety: Positive Behaviour Supports 5.3.1. Progressive discipline requires that positive behaviour supports be used as an

approach to working with challenging behaviours. Positive behaviour supports require that we: 5.3.1.1 Understand and support individuals in their behaviour change

process by utilizing specific teaching strategies (e.g. reinforcement, visuals, behaviour support plans, Restorative Practices, etc.);

5.3.1.2 Apply a scientific approach of observation and data collection (e.g., Functional Behavioural Assessment);

5.3.1.3 Analyze the relationship between the behaviour and the context to determine the motivation behind (i.e. function of) the behaviour;

5.3.1.4 Reduce potential triggers for the individual in the environment in certain settings and during certain events; and,

5.3.1.5 Teach the individual alternative behaviours that are more socially acceptable.

5.4 The following are integral components of a positive behaviour support approach:

5.4.1 Functional Behaviour Assessment (FBA) - Effective behaviour management is an ongoing process with definable steps. Functional Behaviour Assessment (APPENDIX B) is an approach that examines the student’s behaviour in context and focuses on identifying its function or purpose. Teachers are encouraged to initiate the use of functional behaviour approaches, but if a formal FBA is required, teachers should consult with centrally based special education support staff. Based on the FBA, effective alternative behaviours and strategies for reducing or replacing ineffective behaviours are identified. Finally, ongoing monitoring is used to review progress and identify any changes that need to be made. (Effective Educational Practices for Students with Autism Spectrum Disorders, 2007);

5.4.2 Behaviour Data Tracking – A Behaviour Data Tracking Tool is one in which entries can be made quickly, yet one that provides enough information for evaluation and improvement of the student’s program. Tracking tools should contain basic information, such as the date and time of the incident, the antecedent (what occurred immediately before the behaviour), a brief description of the behaviour, the duration of the behaviour, the intervention used, who was involved, and the consequence(s) of the behaviour (what occurred immediately after the behaviour). The principal must ensure that accurate and up-to-date Behaviour Data Tracking is maintained;

5.4.3 A Daily Behaviour Data Tracking Tool: 5.4.3.1 clearly describes what the behaviour looks like; 5.4.3.2 identifies factors that initiate, trigger, sustain or end the behaviour; 5.4.3.3 focuses on patterns of behaviour rather than individual occurrences; 5.4.3.4 identifies strategies that have been effective; 5.4.3.5 supports the ongoing Functional Behaviour Assessment; 5.4.3.6 provides data for the development or editing of a Safety Plan.

5.4.4 The Daily Behaviour Data Tracking Tool is not: 5.4.4.1 a one time event; 5.4.4.2 a list of negative behaviours; 5.4.4.3 a record of consequences.

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5.5 Behaviour Data Tracking is to be considered during a review after a reported incident on the Aggressive Incident Reporting Form (FORM A4071 - 1a) by the principal, during each reporting cycle and whenever the IEP is updated. Behaviour Data Tracking is essential to determining appropriate student programming (including IEPs, Behaviour Support Plans and Safety Plans) and staff safety planning.

5.6 Individual Education Plan (IEP)

5.6.1 Principals are responsible for ensuring that IEPs, Behaviour Data Tracking Tools, and Safety Plans are developed collaboratively by school staff, and that consultation with centrally based special education support staff and outside agencies are included in the process where appropriate. Parents/guardians/caregivers must be consulted in these processes;

5.6.2 For a student with behaviour needs, the IEP should identify alternative curriculum expectations in one or more of the areas of social skills, self-regulation and social communication, along with appropriate teaching strategies and evaluation methods. The IEP must include: 5.6.2.1 Articulated needs (on Section 1 of the IEP) in the areas of self-

regulation, social skills, and/or social communication that are linked to assessment;

5.6.2.2 Accommodations (on Section 3 of the IEP) appropriate to the needs identified on page 1;

5.6.2.3 The student’s current level of achievement (on the program pages of the IEP), including recurring behaviours that interfere with school achievement or success as sourced from assessment data (e.g. report cards, professional reports, etc.) and/or Behaviour Data Tracking;

5.6.2.4 Alternative learning expectations (on the program pages) to address the areas of need identified on Section 1 of the IEP;

5.6.2.5 Behavioural management strategies, (on Section 3 of the IEP) geared to meeting the alternative goals and expectations;

5.6.2.6 Assessment tools, appropriate for measuring improvement (on Section 3 of the IEP), e.g., behaviour data tracking tools, Functional Behaviour Assessment data.

5.7 Safety Plan

5.7.1 Principals are responsible for ensuring that Safety Plans are developed collaboratively with school staff members, and that consultation with parents/guardians/caregivers occurs as part of the process. Consultation can also include outside agencies, where appropriate and consent has been obtained;

5.7.2 When a Safety Plan is first developed for a student, the school personnel should ensure that the Safety Plan information is updated in PowerSchool. (See section 6 for instructions);

5.7.3 The Safety Plan (APPENDIX D) (FORM A1435-2 and A1435-3) is a component in the ongoing Management Process for Risk-of-Injury. This is a response plan developed for students whose behaviour presents a risk-of-injury to self and/or others. All students with a Safety Plan must have an IEP that identifies the ongoing risk-of-injurious behaviours and daily intervention strategies as part of

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the alternative program plan. While Safety Plans are unique for each student, they generally include the following information: 5.7.3.1 a description of the observable behaviour concern(s); 5.7.3.2 triggers or antecedents (what happens immediately prior to the

challenging behaviour); 5.7.3.3 prevention and intervention strategies; 5.7.3.4 management of behaviour/staff safety responses; 5.7.3.5 necessary PPE; 5.7.3.6 photographs, as necessary.

5.7.4 Existing Safety Plans are to be reviewed concurrently with a student’s IEP. Parent(s)/guardian(s)/caregiver(s) must be consulted in during the creation and/or review of the Safety Plan and/or if updates are considered during the school year. Consistent with the timelines and expectations of a student’s IEP, Safety Plans must be reviewed at least two (2) times per school year. Staff members who work regularly with the student should be involved in the development and/or review of the Safety Plan;

5.7.5 If a staff member working with the student or parent/guardian/caregiver feels that the student’s Safety Plan needs to be reviewed, he/she may bring that request to their principal/vice-principal’s attention at anytime. It is the principal/vice-principal’s responsibility to address safety concerns in the workplace;

5.7.6 Safety Plans are no longer required where the school team has evidence that the risk-of-injury no longer exist. The evidence would show a period of time without any incident of behaviour with the potential to cause a risk-of-injury to self and/or others. This decision is supported by the Behaviour Data Tracking and should be documented in the SNC record. Parents/Guardians/Caregivers must be consulted regarding the removal of a Safety Plan;

5.7.7 When a Safety Plan is no longer required, school personnel should update the information in PowerSchool. (See section 6 for instructions).

5.8 Management Process for Risk-of-injury Behaviours

5.8.1 Assessment of Risk - When a staff member at a school identifies student behaviours that are likely to cause risk-of-injury, the following process must be followed: 5.8.1.1 The staff member communicates the details of the behaviours to the

school principal; 5.8.1.2 The principal arranges for an IST meeting to discuss these

behaviours. The meeting should include a review of any OSR documentation, including the IEP and relevant psychological assessments that may support understanding of the nature and causes of the behaviour. The action items resulting from this meeting must include procedures for the staff member to summon assistance as well as other measures that may reduce the incidence of behaviours causing a risk-of-injury. Some form of Behaviour Tracking must also be put in place after this meeting. When an IST Meeting cannot be scheduled promptly, the principal should organize and communicate procedures for the staff member to summon assistance as well as other measures that may reduce the behaviours of concern;

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5.8.1.3 The IST Meeting should also identify positive behaviour supports that may reduce the behaviours of concern;

5.8.1.4 Where the behaviour causing a risk-of-injury is of significant frequency or intensity, the principal may determine that a formal Safety Plan needs to be put in place immediately. The procedures for communication to staff will also need to be put into place following completion of the safety plan;

5.8.1.5 A safety audit of the classroom and school environment may be conducted as part of, or after, this meeting;

5.8.1.6 A referral for family of schools or central special education support may also be sought after the IST Meeting;

5.8.1.7 A follow-up IST Meeting should be scheduled. This meeting will review the Behaviour Tracking data as well as any FBA that may have occurred. The impact of any positive behaviour supports must also be reviewed;

5.8.1.8 The principal, in consultation with other members of the IST, may determine that a safety plan is not required at that time, but that the staff supports, positive behaviour supports and continued Behaviour Tracking are sufficient. Alternatively, the principal may determine that a safety plan is required. The IST Meeting should then outline how this will be created and communicated, including the process by which staff who work directly with the student will be consulted.

5.8.2 Ongoing Review - Where a safety plan is in place, the level of risk must be reviewed on an ongoing basis by appropriate staff to determine prevention and intervention strategies;

5.8.3 During the Assessment of Risk and as part of the ongoing review, the Management Process for Risk-of-Injury will consider, but is not limited to, the following: 5.8.3.1 A review of existing and medical/neurological/developmental

professional assessment information by appropriate Board professional staff (e.g. psychology, social work, speech-language pathology);

5.8.3.2 Whether the risk-of-injurious behaviour(s) is/are a manifestation of the identified exceptionality or diagnosed medical condition;

5.8.3.3 A review of the current IEP with respect to appropriate programming and accommodations;

5.8.3.4 A review of the Safety Plan (as part of the IEP review process or as needed) with respect to appropriate intervention and emergency response procedures;

5.8.3.5 A review of current in-school staffing needs to ensure a safe school environment for students and staff (this includes the staff training required, along with an analysis of the physical demands on staff, to determine if available staff can safely carry out the necessary interventions);

5.8.3.6 A safety audit of the classroom and school environment; 5.8.3.7 A review of the protective and/or safety equipment required to ensure

a safe working environment for the students and staff;

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5.8.3.8 A review of community agency support for the student and family, or the need for parent/guardian/caregiver referral assistance in obtaining support.

6. Admission of Students with a Current History of Aggressive and Violent Behaviour from

Another School within the SCDSB

6.1 Ongoing comprehensive risk-of-injury management is part of the transition process and involves collaboration among school and board professionals, along with parents/guardians/caregivers and community professionals. It is essential that information about students who pose a safety risk be responsibly shared between administrators of sending and receiving schools/programs. When the sending principal is aware that a student with a history of aggressive and violent behaviour is moving to another school, it is crucial that the principal of the sending school alert the principal of the receiving school before the student arrives at the new school. When a student arrives to be registered from another school in the board, schools must implement the following process: Recording/Updating Safety Plan Information in Student Information System (PowerSchool). 6.1.1 Safety Plan Alert Icon: Students with active Safety Plans are identified in

PowerSchool with a “Student Alert” that is activated when the Safety Plan check box, located on the Demographics screen, is selected;

6.1.2 Updating the Safety Plan Field: Only the school where the student is currently enrolled can update the Safety Plan record in PowerSchool by checking the Safety Plan box to indicate that he/she has an active Safety Plan or by unchecking the box if the student no longer requires a Safety Plan;

6.1.3 Transferring a Student from a SCDSB School to another SCDSB School (Sending School): When transferring a student who has an active Safety Plan to another SCDSB school, the alert icon will display for that student on the “Transfer Out of School” and “Transfer to Another School” screens. The principal of the sending school must alert the principal of the receiving school before the student arrives at the new school;

6.1.4 Re-Enrolling a Student Who has a Safety Plan (Receiving School): The Safety Plan ALERT icon will display when a student with an active Safety Plan is re-enrolled from another SCDSB school. The principal of the respective receiving school must contact the sending school’s principal in order to ensure the student’s Safety Plan is provided and updated prior to the student entering his/her class placement. The plan must be reviewed and revised (if necessary), and communicated to all school staff prior to the student entering his or her classroom placement;

6.1.5 Searching for Students with a Safety Plan: School administration staff can search for all students in their school who have an active Safety Plan by entering the following search command in the search box: SafetyPlan_ON=1. This will search for all students in the school with active Safety Plan box checked on the demographics page.

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7. Admission of Students with a Current History of Aggressive and Violent Behaviour from Outside of the Board 7.1 When an exceptional student is registering to attend a board school (whether from

another board, a section program, or beginning school for the first time), and the Board is made aware that the student has behaviours that pose a risk-of-injury, entry procedures include, but are not limited to the following: 7.1.1 The principal or designate shall register the student; 7.1.2 Student cannot begin in the classroom until the principal or Board designate

initiates the Management Process for Risk-of-Injury to develop the school entry plan. (Note: Every effort should be made by the principal to obtain the student’s OSR (if from another board) and/or any other related records prior to the student’s entry to school. That said, the principal, after careful consideration, may determine safe entry into the class is possible if he/she is able to obtain sufficient information including, but not limited to, the student’s most recent IEP, Safety Plan, report cards etc., while waiting for the complete OSR.) Discussions with the following people will occur, as appropriate: 7.1.2.1 parents/guardians/caregivers; 7.1.2.2 previous principal or program administrator; 7.1.2.3 community agency personnel; 7.1.2.4 school principal; 7.1.2.5 classroom teacher; 7.1.2.6 principal of special education 7.1.2.7 superintendent of education; 7.1.2.8 special education or professional support staff.

7.2 Information gathered shall include: 7.2.1 Identification Placement and Review Committee (IPRC) decision information,

including a history of the student’s strengths and needs; 7.2.2 Current IEP, Safety Plan, and Behaviour Log; 7.2.3 Current Special Incidence Portion (SIP) claim information and staffing.

7.3 Information gathered should include, where available: 7.3.1 Current/existing health information, including diagnoses and medications; 7.3.2 Current/existing assessment information from professional staff (e.g.,

psychology, social work, speech/language, attendance, physiotherapy, occupational therapy);

7.3.3 Current/existing assessment information from involved community agencies/services;

7.3.4 A FBA; 7.3.5 Parent/guardian/caregiver interventions and prevention strategies; 7.3.6 A current safety audit of the new board classroom and school environment; 7.3.7 Information regarding involvement with Safe and Caring schools or

probation/police, as appropriate.

7.4 Actions may include, but are not limited to: 7.4.1 Determining whether there is adequate information to develop a responsible

and safe entry plan;

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7.4.2 Communicating the entry timeline to staff and parents/guardians/ caregivers. Student may be kept at home until the Safety Plan is completed and staff is made aware of the contents of the Safety Plan;

7.4.3 Developing an entry plan; 7.4.4 Identifying any additional information (including professional assessments)

required by specific Board staff, including the classroom teacher; 7.4.5 Informing all relevant staff of the level of risk (see Notification of Risk-of-Injury

to Staff – Students with Special Education Needs - APPENDIX E) (FORM A1435-4);

7.4.6 Identifying staffing needs (qualifications, training, and equipment requirements) to ensure a safe school environment;

7.4.7 Identifying alternative measures to be implemented in case of staff absence; 7.4.8 Designating the staff who are to be involved in revising/preparing the IEP and

Safety Plan (must include the classroom teacher); 7.4.9 Preparing/revising and resubmitting the SIP Claim, if appropriate; 7.4.10 Involving community agencies/services during the entry process (pre-

observation, consultation, transition supports, and follow-up); 7.4.11 Identifying which additional board services, if any, the board could provide or

recommend to the family; 7.4.12 Identifying needed community agency/service supports (if not already present)

for the student/family during the referral process.

8. Notification of Risk-of-Injury 8.1 The Occupational Health and Safety Act requires that employers inform workers of

any hazard in the workplace (OHSA 1990, 25(2) (d), 32.0.5). The Ministry of Labour, Occupational Health and Safety, in its interpretation of this clause, has included in risk-of-injury from students with special education needs with a history of injurious behaviour. Accordingly, school principals must ensure that all employees who have regular contact with students with special education needs with a current history of injurious behaviour in school are informed of the risk-of-injury when interacting with these students prior to working with the student. The duty to inform employees is limited and applies only when the: (a) worker can be expected to encounter the person in the course of his or her work; and (b) the risk is likely to expose the worker to physical injury.

8.2 Accordingly, principals must ensure that appropriate IEPs and Safety Plans are in

place and implemented. The principal must also ensure that staff is informed of any student who presents a risk-of-injury to staff or other students, and that staff are informed of all strategies and interventions that are in place or to be used to protect staff and students. Staff must be informed that they must report concerns of unsafe student behaviour to the principal.

8.3 Notification of Risk-of-Injury to Staff - Students with Special Education Needs

(APPENDIX E) provides information that school principals must share with staff annually regarding Notification of Risk-of-Injury. Staff is required to sign (FORM A1435-4) indicating that he/she has been notified of the risk and of the interventions/procedures to be followed. In the case where a staff member refuses to sign, the principal (and vice-principal or other person as a witness) should note the

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reason and sign and date (FORM A1435-4) indicating that the staff member was provided with the necessary information.

8.4 Principals must assess the level of information and instruction required by different

staff members, based upon the duty to inform. (See 8.1 above.) Some staff members, including secretarial and custodial staff, may only need to know that certain students pose a risk-of-injury and preventative strategies to minimize the risk.

8.5 Other staff who are likely to encounter a student who is likely to present a risk-of-injury,

including bus drivers, centrally based special education support staff etc., should also be provided with the necessary information and instruction. 8.5.1 Students registered in school-related short-term work placements and/or long-

term cooperative education placements outside of the school building may necessitate school staff sharing risk-of-injury information with non-SCDSB employees in order to best support the safety needs of students, employers and/or the public. In order to share information with non-SCDSB persons, informed consent must be obtained by prior to the start of the placement with the student’s parent/guardian/caregiver. Care must be taken to not disclose more personal information than is reasonably necessary to protect the student, employer and/or public from risk-of-injury.

8.6 Reporting Student Risk-of-Injury Concerns: Prior to working with students, the

board expects that principals will notify staff of any safety concerns with respect to risk-of-injury from a student. However, situations may arise during the year where students whose behaviours had not previously presented a risk-of-injury, now present such a risk. Staff must notify the principal of such a risk immediately so that the principal can evaluate the situation and determine the need to begin the ongoing Management Process for Risk-of-Injury Behaviour. If risk-of-injury to staff is determined likely, the principal should follow the process outlined in the Management Process for Risk-of-Injury.

9. Staff Absences

9.1 Principals must ensure that when an occasional/casual/temporary employee is required, either the occasional/casual/temporary employee has the qualifications, skills, and/or experience to meet the demands of the assignment, or the remaining staff members in the classroom can safely supervise the student who presents a risk-of-injury. With respect to staff absences, prior planning with school staff is essential.

9.2 Occasional teachers, EAs, CYWs, DECEs and other staff will receive plans for their

assignment as written and left by the permanent employee(s). These documents should contain copies of IEPs, Safety Plans, and a list of students who have Safety Plans that the occasional staff member may work with.

9.3 A central binder that contains all Safety Plans for the school will be kept in the main

office. The principal must ensure that this binder is kept up to date with the most relevant and recent Safety Plans.

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9.4 Occasional staff must sign the daily page (FORM A1435-5) in the binder stating that he or she has read and received the necessary instruction regarding the Safety Plans for all the students in the school currently with Safety Plans.

9.5 Principals or principals’ designates will review this sign-in page prior to the start of the instructional day.

9.6 Principals must develop contingency plans with staff and parents/guardians/ caregivers for those situations in which occasional/casual/temporary employees are not available, or the occasional/casual/temporary employee available does not have the qualifications, skills, and/or experience to meet the demands of the assignment. This planning should be done before the student begins a program and will include alternative safety measures to be implemented in case of staff absence. Alternatives could include temporary reassignment of existing site staff, or temporarily placing the student in another classroom or safe location in the school. Alternative plans developed with the parents/guardians/ caregivers are part of the ongoing Management Process for Risk-of-Injury.

10. Personal Protective Equipment (PPE)

Special education programs and services offered to students by the SCDSB are subject to the provisions of the Ontario Human Rights Code (the Code) as well as the Canadian Charter of Rights and Freedoms, which protects students from discrimination on the basis of disability. The Code requires that students with disabilities be accommodated by school boards to the point of undue hardship through the provision of individualized educational programs and services in order to maximize students’ integration and respect for their dignity. As well, the Occupational Health and Safety Act (OHSA) and Education Act requires that the SCDSB, as an employer, assess risk to personal safety regularly and respond to reduce the risk for all students and staff. The OHSA requires that, where safety risks can be eliminated or reduced through the use or wearing of PPE, this equipment must be provided and used by staff. PPE is used with a very small number of students in order to reduce and/or prevent risk-of-injury for both students and staff. PPE is used only when other interventions and/or behaviour management strategies, including, but not limited to, Positive Behaviour Support Plans, Zones of Regulation, modification of a student’s IEP, etc. have been used without reducing and/or eliminating the risk-of-injury. Prior to the use of PPE, appropriate data tracking (ABC, FBA etc.) should be examined by the IST. As well, school staff should continue to use appropriate behaviour management strategies even after the decision has been made to use PPE to reduce the risk-of-injury and teach socially appropriate replacement behaviour. 10.1 The need for PPE will be determined collaboratively by the IST and centrally assigned

special education support staff. When the school principal, through discussion with the staff who support a student, believes that the student’s behaviours present a risk-of-injury that could be mitigated through the use of PPE, an online request for family of schools consultant support should be submitted. Where there is an immediate need for support, the school principal should also contact the principal of special education for their school’s area.

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10.2 The family of schools consultant may assign a member of the area team (i.e. itinerant resource teacher (IRT), FNMI special education IRT, family of schools consultant) to visit the school, observe the student and meet with the IST. In some cases, in collaboration with the school principal, family of schools consultant, and principal of special education, the request for support may be forwarded to a central consultant and/or board psychological service.

10.3 As part of the ongoing consultation process, parents/guardians/caregivers must be

informed when PPE is going to be accessed as a safety measure. Parents/Guardians/ Caregivers must be shown the equipment and understand the purpose and circumstances in which it is being accessed.

10.4 The centrally assigned special education support staff member will review the FBA data, in addition to other tracking data, and also review the behaviour supports that are outlined in the IEP and Safety Plan.

10.5 Where there is agreement on the need for PPE, the centrally assigned special

education support staff member will discuss the range of equipment available with the school principal. The request for specific equipment will be sent by the school principal to the principal of special education using FORM A1435-7. This form will indicate the type of equipment, who will be wearing or using the equipment and the student that this equipment is intended to support. Equipment sent to schools as part of this process will be tracked centrally.

10.6 The use of PPE will be documented on the Safety Plan (FORM A1435-2 or FORM

A1435-3). The plan should also indicate when the equipment needs to be worn or accessed. In some cases, the expectation will be that the equipment must be worn at all times. While it is preferable that PPE is only accessed when necessary, considerations such as the potential for injury and the ability to access equipment during an escalated situation are also important.

10.7 Where the FBA data indicates specific phases of student responsiveness and

escalation, schools are encouraged to use the Phased Safety Plan (FORM A1435-3). This supports the use of PPE during specific phases only. Additional information about the two Safety Plan documents, Safety Plan (FORM A1435-2) and Phased Safety Plan (FORM A1435-3) and when to use each can be found on the staff website and during BMS training opportunities.

10.8 When PPE is accessed to lessen the potential risk-of-injury to the student or others, its ongoing use must be monitored as part of the Management of Risk-of-Injury Process. This monitoring will include frequency of use of the equipment, its effectiveness and the continued need for equipment based on behaviour data tracking and will be recorded in SNC records. The potential for escalation due to the use of PPE should be considered.

11. Training, Staffing and Safety Auditing

11.1 The principal must ensure that staff members assigned to work with students who

present an ongoing risk-of-injury to self and/or others are adequately prepared for the assignment. Adequate preparation includes awareness of the unique behavioural

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needs of specific exceptionalities, training in prevention and intervention, and professional knowledge regarding the preparation of IEPs and Safety Plans. Centrally based special education support and professional support services staff are available to provide additional support and training for classroom staff. This support includes the preparation of IEPs and Safety Plans. The SCDSB also works in partnership with various community agencies to provide ongoing in-service training regarding specific exceptionalities.

11.2 Mandatory Training

11.2.1 Staff members who work on a regular basis with exceptional students whose behaviours present a risk-of-injury to themselves or others are required by the SCDSB to have up-to-date training in managing behaviours that present the risk-of-injury;

11.2.2 Where the above referenced staff members do not have qualifications in the current board-approved safety training (i.e. BMS), the principal is to arrange for training on the next available training session. Mandatory safety training is provided to identified staff members during school hours, and funding for teacher release is provided. The principal of special education should be contacted if ongoing risk-of-injury management strategies identify that further student-specific training is required or when training must occur prior to the next available training date;

11.2.3 Regardless of the level of staff training and experience, principals and staff must consider calling 9-1-1 for police and/or medical assistance when safe intervention is not possible;

11.2.4 BMS recertification training will include a description of the process for acquisition and the general use of the Personal Protective Equipment.

12. Training/Physical Demands Analysis

12.1 Where teachers and support staff are working with students whose behaviours present

a current risk-of-injury to staff, students and/or themselves, the principal should review the experience and training of the staff to ensure that staff members have the appropriate training/experience to safely intervene in a situation. If staff members do not have sufficient training the principal should arrange for such training as soon as possible. In some cases, revisions to the IEP and Safety Plan will be sufficient to ensure safety. If alternative arrangements need to be implemented due to concerns about a particular staff member’s ability to intervene safely, or if there are changes in an employee’s health that impact the employee’s ability to safely intervene with the student, principals should contact Human Resources.

12.2 The following factors specifically related to students may be considered in a physical demands analysis: 12.2.1 physical and behavioural profile of the student; 12.2.2 age; 12.2.3 size (height and weight); 12.2.4 relative strength/stamina; 12.2.5 medical/health conditions; 12.2.6 behaviour(s), e.g. hitting, kicking, scratching, biting, head-banging; 12.2.7 preferred target(s) for behaviour; 12.2.8 frequency, duration, and intensity of behaviour;

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12.2.9 likelihood of escalation due to physical intervention/restraint.

12.3 Physical characteristics/abilities of the staff member: 12.3.1 training and experience; 12.3.2 size (height and weight); 12.3.3 relative strength/stamina; 12.3.4 medical/health conditions; 12.3.5 pregnancy; 12.3.6 other relevant factors.

13. School and Classroom Safety Audit

13.1 As part of the ongoing Management of Risk-of-Injury Process, the principal should

conduct a classroom and school safety audit specific to the student’s needs. Potential threats to the student’s own safety or to others in the general school environment and school yard need to be identified and precautionary procedures established.

13.2 In addition to the items on the Guideline for Classroom Audits (FORM A1435-6), an

initial safety checklist specific to special education students with high behaviour needs should be used to ensure that: 13.2.1 Safety Plan emergency procedures have been established and

communicated with relevant staff; 13.2.2 Access to the school emergency communication system is available; 13.2.3 A two-way communication system (for staff in direct contact with the student,

as determined in the Risk Review process) is in place; 13.2.4 Emergency procedures for moving the class away from student/situation of

risk (or removal of the student from class, when possible) have been established;

13.2.5 Transitions to and from the classroom have been established and practiced; 13.2.6 In-class movement procedures have been established; 13.2.7 Movement between staff and student (furniture placement) has been

established; 13.2.8 A quiet area has been established; 13.2.9 Clear routines for material/equipment use have been established; 13.2.10 Equipment has been secured (e.g., computer hardware); 13.2.11 Alternative learning materials (e.g., safety compass, safety scissors) are

being used; 13.2.12 Washroom access and supervision has been established; 13.2.13 A safety audit of the classroom and other rooms frequented by the student

and the school yard have been conducted and supervision has been arranged for all activities and transition times;

13.2.14 School arrival and departure procedures (e.g., busing) have been established.

14. Calling 9-1-1

14.1 Calling 9-1-1 for professional assistance by police and/or emergency medical services is always a viable option in an emergency situation, and must be given first consideration where the behaviour(s) and physical attributes of the student presents a significant risk-of-injury to self and/or others, such that BMS techniques cannot

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alleviate the risk-of-injury. As part of the ongoing Management of Risk-of-Injury Process, the principal may choose to share information with their school’s Community Police Liaison Officer to reduce the potential risk-of-injury, in order to proactively identify and outline additional supports the police are prepared and able to offer, with respect to implementing violence-prevention strategies in the school. In all cases, disclosure of information shall be limited and narrow to fulfill the stated purpose. Principals shall consult with their respective superintendent of education with respect to considering when to release personal information to law enforcement officials.

15. Planned Physical Intervention with a Student 15.1 Prior to considering any physical intervention, staff must review APM A1400 – Physical

Containment: Guidelines for Responding to Injurious and Self-Injurious Student Behaviour. Details involved in the use of planned physical intervention with a student must be identified in the student’s Safety Plan. A Safety Plan that includes planned physical intervention will outline the following details/ procedures: 15.1.1 indicators that the student’s behaviour presents an imminent safety risk and

that physical intervention is required; 15.1.2 who will assist in containing the student; 15.1.3 a contingency plan for staff absences; 15.1.4 containment techniques to be used; 15.1.5 safety/protective equipment needed; 15.1.6 how the student’s condition will be monitored; 15.1.7 how it will be determined when to discontinue the physical intervention; 15.1.8 communication with school administration.

Note: If the intervention strategies detailed in the IEP do not result in a decrease of the behaviours requiring physical intervention, the entire IEP must be re-evaluated. The use of physical intervention as a component of the IEP is not appropriate if there is no reasonable expectation that the need for physical intervention will decrease and eventually not be needed.

First Issued October 2011 Revised January 2014, April 2017

Issued under the authority of the Director of Education

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APPENDIX A

PRINCIPALS’ ACTION PLAN Principals must:

1. Become familiar with relevant documentation, legislation and issues of confidentiality; 2. Identify all risk-of-injury behaviours; 3. Initiate, as necessary, the ongoing Management Process for Risk-of-Injury;

4. Ensure that a Safety Plan, where necessary, is developed, implemented and includes

appropriate strategies, accommodations and progressive discipline (alternatives to suspension). The expectations in the IEP must be compatible with the Safety Plan;

5. Facilitate a school and classroom safety audit specific to the student; 6. Ensure that tracking of behaviour has been initiated as part of an ongoing Functional

Behaviour Assessment. This tracking must be used on a regular basis to track behaviour, triggers and intervention strategies. The behaviour data tracking must also be reviewed and analyzed as part of the ongoing SNC, IEP and Safety Plan process;

7. Ensure that an IEP, including alternative program page(s) in one or more areas of social

skills, self-regulation and social communication which includes goals, learning expectations, teaching and behaviour management strategies and assessment methods has been developed and implemented;

8. Ensure that Safety Plan emergency interventions focus on non-physical interventions and,

that if it includes physical interventions, does so as a last resort. The expectations in the IEP must be compatible with the Safety Plan;

9. Ensure that all staff who work with the students regularly are notified of any risk-of-injury,

the nature of the behaviour that could present a risk-of-injury, the intervention strategies in place to prevent injury, the expected staff response should the behaviour occur and the specific incident reporting procedures;

10. Ensure that the staff working with the student on a regular basis as well as the back up

staff are properly informed and instructed, and have the necessary/applicable safety and PPE;

11. Become familiar with required reporting and record-keeping procedure when a violent

incident or physical restraint occurs, or a Safety Plan is written; 12. Ensure ongoing review of specific circumstances and methods, as necessary, where

planned physical intervention has occurred; 13. Consult with professional support staff regarding relevant community agencies that are

able to offer support; 14. Ensure regular review and evaluation of student’s progress through the IST and SNC

process;

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APPENDIX A - 2

15. Consult with parents/guardians/caregivers on an ongoing basis;

16. Use the online referral system to engage the support of centrally based special education support staff (Area and/or Complex Needs Team members) when the In-School Team has documented through the SNC process that the in-school resources and strategies have been trialed and next steps are being sought, and/or PPE is thought to be required to ensure the safety or the student and/or staff members.

Where appropriate, consult with and/or inform the superintendent of education.

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APPENDIX B

FUNCTIONAL BEHAVIOURAL ASSESSMENT (A brief overview)

What is a Functional Behavioural Assessment?

It is an approach to addressing behaviour problems that looks at both the likely causes of behaviour and at the characteristics or symptoms of the behaviour.

It attempts to answer the questions: Why is this person engaging in this behaviour, in this setting, at this time, e.g., to escape, avoid, or get something?

It attempts to identify the biological, social, affective, and environmental factors that initiate, sustain, or end the behaviour in question.

It focuses on identifying patterns of behaviour, rather than individual occurrences.

It recognizes that the functions of behaviour are not usually considered inappropriate. Rather, it is the behaviour of the student to satisfy the function that is the problem.

The goal of intervention, then, is to fulfill the student’s need with an appropriate alternative that serves the same function as the inappropriate behaviour.

A Functional Behavioural Assessment is not:

a specific form or single test/instrument;

a one-time event;

a record of consequences; Key outcomes of a Functional Behaviour Assessment:

Description of the problem behaviour(s) – clearly and reliably defined.

Identification of situations most commonly and least commonly associated with the problem behaviour(s).

Hypothesis to understanding the function(s)/purpose(s) of the problem behaviour. Who conducts a Functional Behavioural Assessment?

Should be a team, rather than a single person – need more than one perspective.

Should include persons from a variety of environments in which the student interacts.

Ability to work in a collaborative and problem-solving context.

Conducting a Functional Behavioural Assessment

Review all available information, assessments, IEPs, Safety Plans, parents/guardians/caregivers input, etc.

Identify all behaviours of concern

e.g., physical aggression, verbal aggression, self-abuse, running away

Operationally define each problem behaviour in measurable/observable terms

e.g., David pokes other students with his ruler, pencil, etc., two or three times a day

If a behaviour occurs as part of a chain, identify all behaviours

e.g., David first says “you’re stupid,” then pokes the student, then laughs

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APPENDIX B - 2

Track behaviours for a period of time (10 events is usually a sufficient sample size to begin to analyze the data) to identify:

Antecedent – what was happening before the behaviour occurred?

Slow triggers (setting events) e.g., a.m. or p.m., particular day, missed meal, changes in schedule – more distant in time, but increase the probability that the problem behaviour will occur.

Fast triggers, e.g., specific request, specific people, specific task.

Behaviour of others.

Behaviour – what did the student do?

Operationally define the behaviour.

Frequency – how often does this happen? When?

Duration – how long does the behaviour last?

Intensity – how severe is the behaviour?

Consequence – what happened after the behaviour?

What did the student get, avoid, or escape?

How did the student react, how did others react?

Questions that can be answered during the completion of Functional Behavioural Assessment:

When and where does the behaviour occur?

Does the behaviour occur in all settings?

Has the behaviour improved or deteriorated?

What strategies have been effective/ineffective?

Under what conditions does the student do well?

During what times or what activities is the student more/most successful, less/least successful?

Are varied instructional approaches used in multiple settings?

Does the student react to the different ways staff members support/teach/set expectations for the student?

Does the student have the necessary skills or abilities to respond prosocially?

Does the behaviour serve a purpose for the student?

Are there home, medical, or other external/internal factors?

Analyze the collected data and answered questions to develop specific interventions by:

Identifying antecedents (both slow and fast triggers) and how the school team can change or shape them and/or intervene to prevent/diffuse behaviour before it occurs.

Determining which aspect of the behaviour do you want to increase or reduce.

Providing or teaching an alternative behaviour to meet the same function.

Ascertaining if changing the consequence for the student will change the behaviour.

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APPENDIX C

BEHAVIOUR DATA TRACKING

Behaviour Data Tracking is part of a Functional Behavioural Assessment. Behaviour should be tracked using an ongoing daily tracking tool for keeping a record of a student’s behaviour. It is an important tool in identifying patterns in behaviour, modifying or adjusting intervention strategies, and in evaluating the success of intervention. It is also an important tool in communicating with parents/guardians/caregivers, community agency support services, school administration, and SCDSB services. The Behaviour Data Tracking Tool (FORM A1435-1) is a generic tool that can be used to track a variety of behaviours. In some cases, a particular behaviour is being tracked in order to determine frequency, antecedents and consequences. In such cases, a more individualized tracking tool can be used. Additional tracking tools can be found in the special education section of the SCDSB Staff Website. A Behaviour Data Tracking tool should contain at least six sections: Time of the Incident:

Date/Time the incident occurred. Location:

Where the incident occurred. People/Person Involved:

Name of staff member(s) involved or present and completing the recording. Antecedent/Trigger:

Record what was happening prior to the student demonstrating inappropriate behaviour and what occurrence(s) triggered the behaviour.

Behaviour:

Record the details of the inappropriate behaviour, i.e., a description of what the student did, how long the behaviour lasted, and the level of severity. Also record what intervention by staff occurred – include how long it took to bring the behaviour under control.

Consequence:

Record if intervention was successful in stopping the behaviour during this incident, what the student did following the intervention (e.g., resumed appropriate behaviour), was removal required, etc. Also include any follow-up action such as communication with school administration and/or parents/guardians/caregivers and consequences such as time out, detention, or suspension.

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APPENDIX D

THE SAFETY PLAN

A Safety Plan is a pre-determined plan of action developed by staff, in consultation with parents/guardians/caregivers. A Safety Plan must be written for students whose behaviour poses a risk-of-injury to themselves and/or others. The Safety Plan documents emergency, non-physical prevention and intervention strategies, and the physical intervention required to prevent or minimize injury, if and when appropriate and necessary. The Safety Plan is developed with reference to the Alternative Program Page that is part of the IEP. The IEP will outline appropriate accommodations and modifications to the curriculum, alternative learning expectations, and specific teaching strategies and supports required to maintain safe behaviour of the student. Each Safety Plan is unique and is specific to the needs of the individual student. SCDSB has two types of Safety Plans – Safety Plan and Phased Safety Plan. Information about each Safety Plan and when to use each can be found on the SCDSB staff website under Special Education. Consultation with the parents/guardians/caregivers in the development of the Safety Plan is important. A Safety Plan will include the following: 1. The broad category of behaviour(s) that presents the risk-of-injury, e.g., physical

aggression, self-abusive behaviour;

2. The specific behaviour(s) that presents the risk-of-injury, e.g., hitting the chest with fist, scratching at arms or face, kicking at the legs, cutting self, banging head;

3. Indicators that risk-of-injury behaviour is imminent and immediate intervention by staff is required;

4. What preventative and instructional strategies, if any, might still prevent the risk-of-injury behaviour;

5. Identification of staff who will intervene (ongoing physical intervention requires staff BMS/CPI training);

6. Description of the methods that will be used: 6.1 if physical intervention is to be used, details of the containment(s) that will be used; 6.2 under what circumstances 9-1-1 will be called to obtain professional intervention.

7. What PPE is necessary; (who is required to use/wear PPE);

8. If physical intervention is required, how the student’s condition will be monitored;

9. How it will be determined to discontinue the physical intervention;

10. How staff will communicate with school administration during and after the incident;

11. Participants in the development of the Safety Plan;

12. Principal’s Signature;

13. Parent/Guardian/Caregiver Signature (indicates awareness of, consultation in the development of, and support for the Safety Plan – parental permission not required).

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APPENDIX E

Notification of Risk-of-Injury to Staff – Students with Special Education Needs Under the Occupational Health and Safety Act (OHSA), the Board is required to take every reasonable precaution for the protection of workers. It is SCDSB practice that principals ensure that all employees who have regular contact with students with a current history of violent aggressive behaviour in school are informed and instructed of the risk-of-injury and of the Safety Plan procedures when interacting with these students. This precautionary notification is necessary for all staff and is of particular importance for staff members who have regular contact with the small number of students with special education needs who due to a manifestation of their disability lack the ability to control their behaviour and/or to understand the consequences of their behaviour. Staff members involved with providing instruction and support to the student(s) have the right to know what behaviour can be expected and through experience, qualifications, and training, how to apply the appropriate strategies to attend to the student. Accordingly, principals will document that all employees who have regular contact with students with special education needs with a current history of violent aggressive behaviour in school are informed and instructed of the risk-of-injury and related information. Principals will record the name of the student, the date when information related to the risk-of-injury was shared with employees, and the names of the employees informed. This documentation will be kept in the principal’s office and is considered confidential. Related Information to Be Shared with Staff:

The principal must share, in confidence, information from the student’s IEP related to violent behaviour. The Safety Plan for the student must also be reviewed with staff. This information will include, but is not limited to, the following:

Specific strategies in place to prevent occurrences of violent aggressive behaviour; The nature and frequency of possible violent aggressive behaviour; Predisposing and/or precipitating factors; Expected employee responses and safety procedures to be followed (Safety Plan); Procedures for notifying parents/guardians/caregivers; Possible disciplinary consequences for the student; Reporting procedures in case of injury; Location in school of Safety Plans.

Staff who are currently working with these students on a daily basis should be well aware of the above, since they are part of the team that has developed the interventions for their student(s) with these specific needs. However, it is critical that this information also be shared with occasional staff (including occasional teachers and occasional support staff) and any other staff who may be working with these students on a one-to-one basis from time to time.

The Notification of Risk-of-Injury (FORM A1435-4) can be used to document.

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FORM A1435-1

BEHAVIOUR DATA TRACKING TOOL

Name: Behaviour: ____________________________________________________

Time Location People/Person Involved ANTECEDENT Describe the triggers or what happened just

before…

BEHAVIOUR Describe what happened…

CONSEQUENCE What positive or negative event occurred

immediately following

**Please note that FORM A1435-1 is a sample of a behaviour data tracking tool. Additional tracking tools can be found in the Special Education section of the SCDSB Staff Website.

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FORM A1435-2a

SAFETY PLAN

All information in the Safety Plan is strictly confidential and is to be used for the sole purpose of ensuring the safety of the student and/or others. Only employees of the SCDSB (with the exception of external personnel who transport the students) whom the principal has listed on this form may have access to the information. Parent(s)/guardian(s)/caregiver(s) must be consulted as part of the creation and updating of the Safety Plan.

Student Name: Classroom Teacher: School: Grade: Room #: Date created: Last Revision Date:

General Safety Concerns: Developed by: Shared with:

Specific Safety Concerns:

(i.e., behaviours that compromise the safety of self and/or others)

Frequency (daily,

weekly, monthly,

etc.)

Antecedents (who? what?

where? when?)

Initial Student Response (s)he says,

does….

Prevention/

Instructional Strategies

(Proactive/Calming)

Staff Safety Response

Personal Protective Equipment:

Staff Available for Support:

Resources:

Date of Review:

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FORM A1435-2b

Reviewer’s Name (please print)

Position Signature Date

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

___________________________________________

____________________________________________

Principal’s Signature & Date Parents/Guardians/Caregivers Signature & Date

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FORM A1435-3a

PHASED SAFETY PLAN

All information in the Safety Plan is strictly confidential and is to be used for the sole purpose of ensuring the safety of the student and/or others. Only employees of the SCDSB (with the exception of external personnel who transport the students) whom the principal has listed on this form may have access to the information. Parent(s)/guardian(s)/caregiver(s) must be consulted as part of the creation and updating of the Safety Plan

Student Name: Date Developed: Last Revision Date:

School: Classroom Teacher: Grade: Room #:

General Safety Concerns:

Developed by: Shared with:

Specific Safety Concerns:

Frequency:

Data used to inform the creation of Safety Plan: OSR IEP Parent Input SNC ABC Tracking Frequency Tracking Transition SNC Functional Behaviour Assessment (FBA) Professional Reports (e.g. Psycho-Educational Testing, OT, PT, etc.)

Possible Triggers for escalating behaviours:

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FORM A1435-3b

PHASES

What the student looks like and sounds like

Staff response

Proactive Phase

Description of the student when most engaged.

The goal is to prevent the student’s behaviour from escalating to crisis levels. The successful implementation of

these practices are essential in ensuring the day remains positive. These practices should be taken directly from the

student’s IEP.

Interactive

Phase

Noticeable change in frequency, intensity and duration of behaviour. Examples: change in body language, disengaged, restless, increased in

anxiety, frustration, non-compliance, fatigued. May be verbally or physically threatening. Student may leave classroom without permission

but not school building.

The goal of this phase is to respond to the behaviours in a supportive manner to help the student return to the proactive

phase.

Safety

Response Phase

Behaviours pose a risk-of-injury to self and others. Including, but not limited to, hitting, kicking, biting, running out of school building and off

school property, self-injurious behaviours,

The primary goal in this phase is to ensure the safety of the student, staff and other people in the environment.

Reengagement

Phase

NOTE: reengagement phase may not occur immediately following

Safety Response Phase.

Student behaviour is no longer posing a safety risk to themselves or others. Student is able to follow direction given either verbally and/or

visually. Student may attempt to communicate with staff (verbally or non-verbally)

Examples: upset, remorseful, embarrassed, crying, fatigued.

By successfully navigating this phase the plan is that the staff and student will be able to move on so the student can get back on track. This is not a teaching stage – the student

may need calm and quiet space, possibly away from classroom and/or area in which safety concerns occurred.

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FORM A1435-3c

Personal Protective Equipment: *** document what PPE is used and during which phase

Staff Available for Support:

Reviewer’s Name (please print)

Position Signature Date

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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FORM A1435-4

Brief Description of Behaviour that presents a Risk-of-Injury:

NOTIFICATION OF RISK-OF-INJURY

Notification Record

Please ensure that:

Staff signature indicates that the staff member has been informed:

that a safety plan exists for this student;

location(s) of safety plan;

staff who work directly with the student are provided a copy of the safety plan and instruction on the safety plan.

Date Staff Member Position Staff Signature Principal

Signature

Name of Student: __________________________ School: __________________________

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FORM A1435-5

Safety Plan Occasional Staff Record

Date: ___________________ School: ____________________________ Instructions to occasional staff: Please record your name and school assignment for the day. You must sign to state that you have received information and instruction regarding students who you will be instructing who have Safety Plans.

Name

Assignment: Class or Classes

I have been provided with

information and instruction regarding Safety Plans for students I am instructing.

Signature:

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FORM A1435-6

GUIDELINE FOR CLASSROOM AUDITS All rooms are considered classrooms. Complete the audit on the regular classroom first, then other applicable locations. This is a guide only; it is not to be an exhaustive list. Where applicable, please add additional items in the spaces provided.

ITEM/LOCATION INSPECT FOR YES NO COMMENTS

Regular Classroom Audiovisual Equipment

Securely fixed with proper fittings

Exit Door Path Is it a clear path through furniture?

Floor Tiles and Carpeting

Securely fastened to reduce trip hazard

Floors Clean, dry, uncluttered, non-skid

Furniture In good condition – no broken pieces

Level of Supervision As required and appropriate

Level of Supervision during recess/breaks

As required and appropriate

Safety Rules Posted, clear, and understood

Sharp or Pointed Objects

Replaced with plastic items or secured properly (Scissors, compasses, rulers with metal edge, etc)

Shelving Are the units firmly and safely affixed?

Teacher’s Desk No dangerous items. All sharp objects secured

Walkie-talkies In good operating condition

Portable Classroom Intercom Communication with main building in

good operating condition

Walkie-talkies In good operating condition

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FORM A1435-7a

PERSONAL PROTECTIVE EQUIPMENT REQUEST FORM School Name: Student Name:

Name of Family of Schools/Central Special Education staff involved:

Student Behaviours causing concern for Risk-of-Injury:

Instructional Strategies (from IEP):

Preventative Strategies (from Safety Plan):

Recommendations:

Parent/Guardian feedback:

School principal to send to principal of special education

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FORM A1435-7b

Personal Protective Equipment Requested

*Please indicate the quantity required for each item under the correct size

Personal Protective

Equipment - Kit

Size

X Small

Small Medium Large X Large

2X Large

3X Large

4X Large

Upper Body Kit (Jackets) *Includes Forearm Protector. If size varies from sizing chart (i.e. small kit but medium forearm protector), please indicate size needed as per item below

36” Chest

38” Chest

40” Chest

42” Chest

44” Chest

46” Chest

48” Chest

49.5” Chest

Forearm Protector *Only if size differs from what is included in the kit.

9”-9.5” 9.5”-10” 10”-10.5” 10.5”-11” 11”-11.5” 11.5”-12” 12”-12.5” 12.5”-13”

Personal Protective

Equipment – Individual Items

Size

X Small

Small Medium Large X Large

2X Large

3X Large

4X Large

Shin Pads

Protective Gloves

Other (Please Specify)

Forearm Protector

9”-9.5” 9.5”-10” 10”-10.5” 10.5”-11” 11”-11.5” 11.5”-12” 12”-12.5” 12.5”-13”

Personal Protective

Equipment – One size fits all

Quantity

Saliva Shields

Bump Caps – Head Protectors