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Apr 12, 2016 - point where the safety and security of the student, other students and/or ... anticipate potential proble
Administrative​ ​Procedure​ ​355

STUDENT​ ​DISCIPLINE Background The​ ​district​ ​is​ ​committed​ ​to​ ​providing​ ​a​ ​welcoming,​ ​caring,​ ​respectful​ ​and​ ​safe​ ​learning environment​ ​that​ ​respects​ ​diversity​ ​and​ ​fosters​ ​a​ ​sense​ ​of​ ​belonging,​ ​wherein​ ​students​ ​feel physically,​ ​psychologically,​ ​socially​ ​and​ ​culturally​ ​secure. The​ ​district​ ​recognizes​ ​its​ ​responsibility​ ​to​ ​be​ ​consistent​ ​with​ ​the​ ​Alberta​ ​Education​ ​Ministerial Order​ ​indicating​ ​teachers​ ​“are​ ​bound​ ​by​ ​standards​ ​of​ ​conduct​ ​expected​ ​of​ ​a​ ​caring, knowledgeable​ ​and​ ​reasonable​ ​adult​ ​who​ ​is​ ​entrusted​ ​with​ ​the​ ​custody,​ ​care​ ​or​ ​education​ ​of students​ ​or​ ​children”.​ ​[Ministerial​ ​Order​ ​#016/97,​ ​section​ ​1​ ​(3)​ ​(b)]. The​ ​well-being​ ​and​ ​dignity​ ​of​ ​students​ ​and​ ​staff​ ​are​ ​paramount.​ ​On​ ​occasion,​ ​however,​ ​the district​ ​acknowledges​ ​that​ ​behavioural​ ​interventions​ ​may​ ​be​ ​necessary​ ​to​ ​correct​ ​student misconduct.​ ​There​ ​will​ ​be​ ​students​ ​who,​ ​for​ ​a​ ​variety​ ​of​ ​reasons,​ ​present​ ​behavioural challenges.​ ​In​ ​these​ ​situations​ ​staff​ ​will​ ​intervene​ ​at​ ​a​ ​level​ ​commensurate​ ​with​ ​the​ ​presenting behavior​ ​while​ ​taking​ ​into​ ​account​ ​the​ ​student’s​ ​age,​ ​maturity,​ ​individual​ ​circumstances​ ​and ensuring​ ​that​ ​support​ ​is​ ​provided​ ​to​ ​students​ ​who​ ​are​ ​impacted​ ​by​ ​inappropriate​ ​behavior,​ ​as well​ ​as,​ ​to​ ​students​ ​who​ ​engage​ ​in​ ​appropriate​ ​behavior.​ ​If​ ​presenting​ ​behaviours​ ​escalate​ ​to​ ​a point​ ​where​ ​the​ ​safety​ ​and​ ​security​ ​of​ ​the​ ​student,​ ​other​ ​students​ ​and/or​ ​staff​ ​is​ ​at​ ​risk,​ ​a​ ​crisis intervention​ ​procedure​ ​will​ ​be​ ​implemented. Definitions ●

Aggressive/Acting​ ​Out​ ​Behaviour:​ ​Any​ ​verbal​ ​or​ ​physical​ ​action​ ​taken​ ​which​ ​threatens​ ​or results​ ​in​ ​the​ ​inflicting​ ​of​ ​physical,​ ​emotional,​ ​or​ ​psychological​ ​harm.



Code​ ​of​ ​Conduct:​ ​The​ ​Student​ ​Code​ ​of​ ​Conduct​ ​outlines​ ​expectations​ ​for​ ​student behavior​ ​while​ ​at​ ​school,​ ​at​ ​a​ ​school-related​ ​activity,​ ​or​ ​while​ ​engaging​ ​in​ ​an​ ​activity​ ​that may​ ​have​ ​impact​ ​on​ ​others​ ​in​ ​the​ ​school.​ ​Schools​ ​communicate​ ​Student​ ​Code​ ​of Conduct​ ​to​ ​parents/legal​ ​guardians,​ ​students​ ​and​ ​staff​ ​annually​ ​and​ ​review​ ​regularly. (Administrative​ ​Procedure​ ​350​ ​Appendix)



Crisis​ ​Situation/Critical​ ​Incident:​ ​When​ ​an​ ​individual​ ​poses​ ​a​ ​danger​ ​to​ ​self​ ​or​ ​others​ ​and thus​ ​requiring​ ​restrictive​ ​procedures.



Discipline:​ ​Any​ ​non-violent​ ​corrective​ ​action​ ​that​ ​attempts​ ​to​ ​curtail​ ​undesirable behaviour.



Non-Violent​ ​Physical​ ​Crisis​ ​Intervention:​ ​A​ ​non-harmful​ ​restrictive​ ​procedure​ ​to​ ​safely manage​ ​a​ ​physically​ ​acting​ ​out​ ​student​ ​until​ ​personal​ ​control​ ​can​ ​be​ ​re-established.

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Proactive​ ​Non-Physical​ ​Interventions:​ ​A​ ​behaviour​ ​management​ ​plan​ ​designed​ ​to anticipate​ ​potential​ ​problems​ ​and​ ​defuse​ ​tension​ ​without​ ​the​ ​use​ ​of​ ​restrictive procedures.



Restrictive​ ​Procedure/Physical​ ​Restraint:​ ​A​ ​crisis​ ​intervention​ ​procedure​ ​requiring​ ​the use​ ​of​ ​the​ ​least​ ​amount​ ​of​ ​physical​ ​involvement​ ​or​ ​self-protection​ ​necessary​ ​to​ ​contain an​ ​individual’s​ ​physical​ ​acting​ ​out​ ​behaviour.​ ​This​ ​approach​ ​is​ ​only​ ​to​ ​be​ ​used​ ​as​ ​a​ ​last resort​ ​when​ ​all​ ​other​ ​behaviour​ ​management​ ​strategies​ ​have​ ​been​ ​ineffective​ ​in de-escalating​ ​the​ ​individual​ ​and​ ​their​ ​risk​ ​to​ ​self​ ​or​ ​others.



Time-Out:​ ​A​ ​strategy​ ​within​ ​a​ ​continuum​ ​of​ ​behavioural​ ​interventions​ ​used​ ​when​ ​less restrictive​ ​mediating​ ​techniques​ ​have​ ​not​ ​been​ ​successful.​ ​The​ ​exception​ ​to​ ​this​ ​would be​ ​when​ ​a​ ​student​ ​acts​ ​out​ ​unexpectedly​ ​and​ ​the​ ​safety​ ​of​ ​staff​ ​and/or​ ​students​ ​is​ ​in jeopardy.​ ​Time-out​ ​may​ ​take​ ​the​ ​following​ ​forms: ➢ Non-exclusion​ ​time-out​ ​whereby​ ​the​ ​student​ ​is​ ​removed​ ​from​ ​the​ ​activity​ ​but​ ​is still​ ​allowed​ ​to​ ​observe​ ​the​ ​activity. ➢ Exclusion​ ​time-out​ ​is​ ​when​ ​a​ ​student​ ​is​ ​excluded​ ​from​ ​the​ ​activity​ ​and​ ​is​ ​not allowed​ ​to​ ​observe​ ​the​ ​activity.​ ​The​ ​student​ ​is​ ​supervised​ ​during​ ​this​ ​exclusion time-out. ➢ Seclusion​ ​time-out​ ​is​ ​a​ ​situation​ ​whereby​ ​the​ ​student​ ​is​ ​removed​ ​from​ ​the​ ​activity area,​ ​placed​ ​in​ ​a​ ​separate​ ​and​ ​safe​ ​room​ ​and​ ​is​ ​supervised​ ​during​ ​the​ ​entire seclusion​ ​time-out. ➢ Suspension​ ​and​ ​Expulsion​ ​are​ ​recognized​ ​as​ ​forms​ ​of​ ​time-out.​ ​The​ ​Alberta School​ ​Act​ ​and​ ​Administrative​ ​Procedure​ ​356​ ​-​ ​Suspension/Expulsion​ ​of Students,​ ​must​ ​be​ ​adhered​ ​to​ ​completely.

Procedures 1. In​ ​maintaining​ ​responsible​ ​and​ ​respectful​ ​behaviours​ ​in​ ​students,​ ​a​ ​school​ ​wide​ ​progressive discipline​ ​plan​ ​must​ ​be​ ​established,​ ​documented​ ​and​ ​reviewed​ ​regularly​ ​with​ ​staff​ ​and parents/legal​ ​guardians.​ ​The​ ​principal​ ​or​ ​designate,​ ​in​ ​collaboration​ ​with​ ​staff,​ ​is​ ​required​ ​to develop​ ​a​ ​plan​ ​and​ ​review​ ​the​ ​strategies​ ​to​ ​ensure​ ​that​ ​all​ ​staff​ ​will​ ​be​ ​familiar​ ​with​ ​the conduct​ ​protocols,​ ​as​ ​they​ ​apply​ ​to​ ​progressive​ ​disciplinary​ ​procedures​ ​in​ ​their​ ​school. 2. Teachers​ ​and​ ​principals​ ​will​ ​maintain​ ​proper​ ​order​ ​and​ ​discipline,​ ​using​ ​methods​ ​that​ ​are​ ​in keeping​ ​with​ ​the​ ​dignity​ ​of​ ​students,​ ​good​ ​judgment​ ​and​ ​the​ ​district’s​ ​fundamental​ ​Catholic beliefs​ ​of​ ​acceptance,​ ​caring​ ​and​ ​forgiveness.​ ​Teachers​ ​must​ ​establish​ ​reasonable​ ​and achievable​ ​goals​ ​and​ ​determine​ ​appropriate​ ​supports​ ​for​ ​students.​ ​Teachers​ ​will​ ​have clearly​ ​defined​ ​procedures​ ​for​ ​responding​ ​to​ ​problem​ ​behaviours​ ​and​ ​they​ ​are​ ​to​ ​be developed​ ​collaboratively​ ​and​ ​communicated​ ​to​ ​students,​ ​staff​ ​and​ ​parents/legal​ ​guardians. In​ ​complex​ ​situations,​ ​teachers​ ​will​ ​consult​ ​with​ ​school​ ​administration​ ​and​ ​when​ ​appropriate, with​ ​district​ ​personnel,​ ​with​ ​regards​ ​to​ ​strategies,​ ​interventions​ ​and​ ​consequential​ ​actions that​ ​will​ ​ultimately​ ​provide​ ​positive​ ​outcomes​ ​for​ ​these​ ​unique​ ​cases.​ ​No​ ​form​ ​of​ ​corporal punishment​ ​is​ ​to​ ​be​ ​used.

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3. Principals​ ​and​ ​teachers​ ​must​ ​ensure​ ​that​ ​a​ ​school​ ​wide​ ​progressive​ ​discipline​ ​plan​ ​is consistent​ ​with​ ​and​ ​follows​ ​this​ ​Administrative​ ​Procedure​ ​350​ ​–​ ​Student​ ​Conduct​ ​within​ ​a Welcoming,​ ​Caring,​ ​Respectful​ ​and​ ​Safe​ ​Environment. 4. Identification​ ​of​ ​Students 4.1

In​ ​addition,​ ​staff​ ​must​ ​monitor​ ​the​ ​severity​ ​and​ ​frequency​ ​of​ ​aggressive​ ​acts​ ​and address​ ​the​ ​situations​ ​in​ ​accordance​ ​to​ ​school​ ​discipline​ ​protocols.​ ​After​ ​a​ ​serious acting​ ​out​ ​event​ ​takes​ ​place,​ ​anecdotal​ ​notes​ ​must​ ​be​ ​written​ ​in​ ​order​ ​to​ ​accurately and​ ​objectively​ ​document​ ​the​ ​behaviour.​ ​Parents/legal​ ​guardians​ ​of​ ​the​ ​student​ ​must be​ ​informed​ ​in​ ​a​ ​timely​ ​manner​ ​when​ ​their​ ​child​ ​compromises​ ​the​ ​safety​ ​of​ ​students, staff​ ​or​ ​themselves.​ ​Based​ ​on​ ​an​ ​understanding​ ​of​ ​the​ ​purpose​ ​and​ ​patterns​ ​of individual​ ​student​ ​behaviour,​ ​a​ ​Learner​ ​Support​ ​Plan​ ​(LSP)​ ​will​ ​be​ ​implemented​ ​for students​ ​who​ ​demonstrate​ ​a​ ​higher​ ​level​ ​of​ ​need​ ​for​ ​intervention.​ ​A​ ​referral​ ​is​ ​to​ ​be submitted​ ​to​ ​the​ ​school’s​ ​Instructional​ ​Services​ ​Behaviour​ ​Consultant​ ​for​ ​direction and​ ​support.

5. Time-Out 5.1

Behavioural​ ​interventions​ ​may​ ​include​ ​a​ ​period​ ​of​ ​time-out​ ​in​ ​a​ ​quiet​ ​space​ ​for​ ​a student.​ ​Time-out​ ​shall​ ​always​ ​be​ ​used​ ​in​ ​conjunction​ ​with​ ​an​ ​array​ ​of​ ​positive reinforcement,​ ​and​ ​time-out​ ​may​ ​be​ ​implemented​ ​on​ ​several​ ​levels,​ ​with​ ​the​ ​most restrictive​ ​version​ ​being​ ​seclusion​ ​time-out.​ ​The​ ​use​ ​of​ ​time-out​ ​is​ ​an​ ​effective method​ ​of​ ​reducing​ ​a​ ​wide​ ​variety​ ​of​ ​disruptive​ ​behaviours​ ​in​ ​students.​ ​The​ ​use​ ​of time-out​ ​requires​ ​well-defined​ ​procedures,​ ​routines​ ​and​ ​interventions​ ​to​ ​prevent​ ​and modify​ ​serious​ ​problem​ ​behaviours​ ​before​ ​incidents​ ​occur.​ ​Procedures​ ​shall​ ​be designed​ ​to​ ​teach​ ​students​ ​how​ ​to​ ​appropriately​ ​take​ ​a​ ​time-out,​ ​through​ ​role​ ​playing and​ ​modeling,​ ​with​ ​a​ ​clear​ ​understanding​ ​of​ ​what​ ​behaviours​ ​can​ ​lead​ ​to​ ​seclusion time-out​ ​and​ ​how​ ​the​ ​student​ ​can​ ​avoid​ ​this​ ​procedure.​ ​Supervised​ ​seclusion time-out​ ​shall​ ​only​ ​be​ ​used​ ​when​ ​other​ ​less​ ​restrictive​ ​interventions​ ​have​ ​been attempted.

5.2

Parents/legal​ ​guardians,​ ​as​ ​well​ ​as,​ ​the​ ​student​ ​must​ ​be​ ​informed​ ​that​ ​time-out​ ​will be​ ​utilized​ ​as​ ​a​ ​behaviour​ ​management​ ​procedure.​ ​This​ ​is​ ​to​ ​be​ ​clearly​ ​articulated​ ​in the​ ​student’s​ ​Learner​ ​Support​ ​Plan​ ​(LSP)​ ​that​ ​has​ ​been​ ​discussed​ ​and​ ​signed​ ​off​ ​by parents/legal​ ​guardians.​ ​The​ ​exception​ ​to​ ​this​ ​is​ ​a​ ​situation​ ​that​ ​arises​ ​unexpectedly and​ ​compromises​ ​the​ ​safety​ ​of​ ​others.​ ​If​ ​time-out​ ​is​ ​used​ ​for​ ​safety​ ​reasons,​ ​the incident​ ​must​ ​be​ ​documented​ ​and​ ​the​ ​parents/legal​ ​guardians​ ​must​ ​be​ ​informed​ ​as soon​ ​as​ ​possible​ ​afterwards.​ ​If​ ​parents/legal​ ​guardians​ ​do​ ​not​ ​support​ ​the​ ​use​ ​of time-out,​ ​they​ ​must​ ​be​ ​involved​ ​in​ ​determining​ ​alternative​ ​strategies​ ​for​ ​dealing​ ​with the​ ​future​ ​inappropriate​ ​behaviour​ ​of​ ​their​ ​child.

5.3

Once​ ​the​ ​decision​ ​to​ ​implement​ ​the​ ​use​ ​of​ ​time-out​ ​as​ ​a​ ​strategy​ ​has​ ​been​ ​made,​ ​it is​ ​imperative​ ​that​ ​the​ ​use​ ​of​ ​this​ ​strategy​ ​be​ ​structured​ ​so​ ​as​ ​to​ ​insure​ ​its​ ​success.​ ​In order​ ​to​ ​be​ ​effective,​ ​Time-out​ ​must​ ​fulfil​ ​the​ ​following​ ​conditions: 5.3.1

Safe:​ ​A​ ​student​ ​placed​ ​in​ ​time-out​ ​is​ ​likely​ ​to​ ​escalate​ ​prior​ ​to​ ​deescalating. Under​ ​no​ ​circumstances​ ​should​ ​a​ ​student​ ​who​ ​is​ ​in​ ​time-out​ ​be​ ​out​ ​of​ ​sight​ ​of staff​ ​who​ ​are​ ​working​ ​with​ ​the​ ​student.​ ​This​ ​presumes​ ​a​ ​time-out​ ​room​ ​has visibility,​ ​or​ ​that​ ​the​ ​staff​ ​member​ ​is​ ​in​ ​the​ ​room​ ​with​ ​the​ ​student.

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5.4

5.3.2

Predictable:​ ​A​ ​student​ ​is​ ​to​ ​know​ ​in​ ​advance​ ​what​ ​behaviors​ ​are​ ​likely​ ​to result​ ​in​ ​the​ ​implementation​ ​of​ ​time-out,​ ​and​ ​what​ ​is​ ​expected​ ​once​ ​they​ ​are in​ ​time-out

5.3.3

Fair:​ ​Time-out​ ​approaches​ ​the​ ​end​ ​of​ ​the​ ​continuum​ ​of​ ​interventions​ ​that seclude​ ​or​ ​exclude​ ​students​ ​and​ ​as​ ​such,​ ​is​ ​only​ ​to​ ​be​ ​used​ ​to​ ​reduce behaviors​ ​that​ ​are​ ​extreme​ ​in​ ​nature​ ​and​ ​threaten​ ​the​ ​safety​ ​and​ ​security​ ​of the​ ​student​ ​or​ ​others.

5.3.4

Consistent:​ ​If​ ​time-out​ ​is​ ​the​ ​consequence​ ​for​ ​a​ ​behavior,​ ​it​ ​must​ ​always​ ​be the​ ​consequence​ ​for​ ​the​ ​behavior.​ ​When​ ​used​ ​inconsistently,​ ​predictability​ ​is lost,​ ​and​ ​the​ ​use​ ​of​ ​time-out​ ​will​ ​likely​ ​exacerbate​ ​the​ ​maladaptive​ ​behavior.

5.3.5

Therapeutic:​ ​The​ ​therapeutic​ ​dimension​ ​of​ ​time-out​ ​is​ ​the​ ​most​ ​critical element.​ ​Once​ ​a​ ​student​ ​who​ ​has​ ​been​ ​placed​ ​in​ ​time-out​ ​has​ ​deescalated, there​ ​is​ ​a​ ​need​ ​to​ ​both​ ​repair​ ​the​ ​relationship​ ​between​ ​the​ ​student​ ​and​ ​the adult​ ​and​ ​to​ ​debrief​ ​the​ ​incident​ ​that​ ​led​ ​to​ ​the​ ​time-out​ ​in​ ​the​ ​first​ ​place. Failure​ ​to​ ​do​ ​so​ ​is​ ​likely​ ​to​ ​result​ ​in​ ​an​ ​increase​ ​in​ ​resentment​ ​on​ ​the​ ​part​ ​of the​ ​child​ ​and​ ​there​ ​can​ ​be​ ​no​ ​certainty​ ​that​ ​the​ ​child​ ​has​ ​understood​ ​the behavior​ ​that​ ​resulted​ ​in​ ​time-out​ ​in​ ​the​ ​first​ ​place.

5.3.6

Collaborative:​ ​Alberta​ ​Education​ ​specifies​ ​that​ ​parent/legal​ ​guardian​ ​approval must​ ​be​ ​obtained​ ​if​ ​time-out​ ​is​ ​to​ ​be​ ​used​ ​as​ ​a​ ​behavior​ ​management strategy.​ ​Administrative​ ​involvement​ ​in​ ​the​ ​development​ ​of​ ​procedures,​ ​as well​ ​as,​ ​the​ ​implementation​ ​and​ ​monitoring​ ​of​ ​these​ ​procedures​ ​is​ ​also required.​ ​Given​ ​the​ ​extreme​ ​nature​ ​of​ ​time-out​ ​as​ ​a​ ​strategy,​ ​it​ ​is​ ​to​ ​be approached​ ​with​ ​the​ ​same​ ​diligence​ ​with​ ​which​ ​schools​ ​approach suspension.

5.3.7

Documented:​ ​In​ ​addition​ ​to​ ​identifying​ ​time-out​ ​as​ ​a​ ​strategy​ ​in​ ​the​ ​student’s LSP,​ ​each​ ​incidence​ ​of​ ​time-out​ ​is​ ​to​ ​be​ ​documented​ ​anecdotally.​ ​The documentation​ ​of​ ​the​ ​use​ ​of​ ​time-out​ ​allows​ ​for​ ​the​ ​on-going​ ​review​ ​of​ ​its​ ​use as​ ​a​ ​strategy.​ ​In​ ​reviewing​ ​documentation,​ ​staff​ ​are​ ​to​ ​watch​ ​for​ ​emerging patterns​ ​such​ ​as​ ​time​ ​of​ ​day,​ ​student​ ​involved,​ ​staff​ ​involved​ ​and​ ​repeat occurrences.​ ​If​ ​time-out​ ​as​ ​a​ ​strategy​ ​is​ ​not​ ​reducing​ ​the​ ​maladaptive behavior,​ ​alternate​ ​strategies​ ​are​ ​to​ ​be​ ​considered.

Time-out​ ​rooms​ ​must​ ​be​ ​safe​ ​and​ ​effective​ ​in​ ​reducing​ ​dangerous​ ​and​ ​inappropriate behaviours.​ ​The​ ​following​ ​conditions​ ​must​ ​apply: 5.4.1

Time-out​ ​rooms​ ​must​ ​be​ ​supervised​ ​at​ ​all​ ​times​ ​and​ ​they​ ​must​ ​provide​ ​the means​ ​by​ ​which​ ​adults​ ​can​ ​monitor​ ​the​ ​student.

5.4.2

Time-out​ ​rooms​ ​must​ ​be​ ​conducive​ ​to​ ​self​ ​quieting​ ​behaviours.

5.4.3

Time-out​ ​rooms​ ​must​ ​not​ ​be​ ​locked​ ​from​ ​either​ ​side.

5.4.4

Students​ ​must​ ​be​ ​able​ ​to​ ​leave​ ​the​ ​time-out​ ​room​ ​should​ ​an​ ​emergency arise.

5.4.5

Time-out​ ​space​ ​must​ ​meet​ ​fire​ ​and​ ​all​ ​safety​ ​standards.

5.4.6

Time-out​ ​rooms​ ​must​ ​be​ ​properly​ ​lit,​ ​well​ ​ventilated​ ​and​ ​clean.

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5.4.7 5.5

Time-out​ ​rooms​ ​will​ ​contain​ ​no​ ​items​ ​and​ ​fixtures​ ​that​ ​could​ ​be​ ​harmful​ ​to​ ​the student.

When​ ​time-out​ ​is​ ​used​ ​as​ ​a​ ​strategy,​ ​principals​ ​or​ ​their​ ​designates​ ​must​ ​provide opportunities​ ​for​ ​regular​ ​collaboration​ ​and​ ​feedback​ ​with​ ​students,​ ​parents/legal guardians​ ​and​ ​staff​ ​with​ ​regards​ ​to​ ​discipline​ ​expectations​ ​and​ ​whether​ ​or​ ​not time-out​ ​has​ ​been​ ​an​ ​effective​ ​strategy​ ​for​ ​dealing​ ​with​ ​acting​ ​out​ ​behaviours.

6. Learner​ ​Support​ ​Plan A​ ​written​ ​LSP​ ​must​ ​be​ ​developed​ ​and​ ​implemented​ ​when​ ​a​ ​student​ ​with​ ​severe emotional/behavioural​ ​behaviour​ ​has​ ​been​ ​identified.​ ​Part​ ​of​ ​the​ ​LSP​ ​is​ ​the​ ​response​ ​plan for​ ​behavior​ ​which​ ​must​ ​be​ ​completed​ ​for​ ​students​ ​with​ ​violent​ ​behaviours.​ ​The​ ​essential elements​ ​of​ ​the​ ​Response​ ​Plan​ ​include: 6.1

Triggers;

6.2

Warning​ ​signs;

6.3

Action​ ​plan​ ​(in​ ​response​ ​to​ ​unsafe​ ​and/or​ ​aggressive​ ​behaviour​ ​–​ ​including Restrictive​ ​Procedures​ ​if​ ​necessary-​ ​refer​ ​to​ ​item​ ​six​ ​in​ ​Administrative​ ​Procedures 355).

7. Restrictive​ ​Procedures​ ​within​ ​the​ ​Response​ ​Plan​ ​of​ ​the​ ​LSP 7.1

There​ ​will​ ​be​ ​students​ ​who,​ ​for​ ​a​ ​variety​ ​of​ ​reasons,​ ​are​ ​prone​ ​to​ ​act​ ​out​ ​physically and​ ​escalate​ ​to​ ​the​ ​point​ ​where​ ​the​ ​safety​ ​and​ ​security​ ​of​ ​the​ ​student,​ ​other students,​ ​and/or​ ​staff​ ​is​ ​at​ ​risk.​ ​In​ ​these​ ​cases,​ ​Restrictive​ ​Procedures​ ​may​ ​be necessary.​ ​District​ ​staff​ ​and​ ​parents/legal​ ​guardians​ ​involved​ ​with​ ​the​ ​student​ ​must agree​ ​to​ ​the​ ​following​ ​as​ ​indicated​ ​in​ ​Form​ ​355-2​ ​Restrictive​ ​Procedures​ ​Plan. 7.1.1

Prior​ ​to​ ​using​ ​Restrictive​ ​Procedures,​ ​proactive​ ​non-physical​ ​interventions must​ ​have​ ​been​ ​implemented​ ​and​ ​documented​ ​in​ ​the​ ​LSP.

7.1.2

Designated​ ​Instructional​ ​Services​ ​personnel​ ​must​ ​be​ ​consulted​ ​when restrictive​ ​procedures​ ​are​ ​being​ ​considered​ ​and​ ​used.

7.1.3

Approval​ ​for​ ​Restrictive​ ​Procedures​ ​must​ ​occur​ ​between​ ​the​ ​principal​ ​or designate,​ ​the​ ​teacher​ ​and​ ​parent/legal​ ​guardian​ ​who​ ​has​ ​signed​ ​the​ ​LSP before​ ​it​ ​can​ ​be​ ​implemented.​ ​In​ ​cases​ ​when​ ​the​ ​parent/legal​ ​guardian​ ​has not​ ​approved​ ​the​ ​plan​ ​and​ ​the​ ​use​ ​of​ ​restrictive​ ​procedures​ ​are​ ​still​ ​deemed necessary,​ ​it​ ​is​ ​imperative​ ​that​ ​staff​ ​use​ ​their​ ​professional​ ​judgment​ ​to​ ​act appropriately​ ​and​ ​decisively​ ​when​ ​there​ ​is​ ​risk​ ​of​ ​harm;​ ​even​ ​if​ ​consent​ ​has not​ ​been​ ​given.​ ​In​ ​these​ ​instances,​ ​full​ ​disclosure​ ​of​ ​the​ ​incident​ ​must​ ​be communicated​ ​to​ ​the​ ​parent/legal​ ​guardian​ ​as​ ​soon​ ​as​ ​possible​ ​and documented​ ​accordingly.

8. School​ ​Resource​ ​Team 8.1

Each​ ​principal​ ​must​ ​have​ ​organized​ ​a​ ​school​ ​resource​ ​team​ ​of​ ​selected​ ​school​ ​staff, in​ ​addition​ ​to​ ​other​ ​district/community​ ​supports​ ​to​ ​address​ ​concerns​ ​and​ ​explore options​ ​regarding​ ​students’​ ​aggressive​ ​behaviours.

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9. Instructional​ ​Support​ ​Team 9.1

If​ ​it​ ​appears​ ​that​ ​little​ ​progress​ ​is​ ​being​ ​made​ ​to​ ​reduce​ ​aggressive​ ​behaviour, despite​ ​the​ ​interventions​ ​of​ ​the​ ​school​ ​staff,​ ​a​ ​request​ ​for​ ​support​ ​is​ ​to​ ​be​ ​initiated and​ ​sent​ ​to​ ​the​ ​Instructional​ ​Support​ ​Team​ ​to​ ​assess​ ​the​ ​situation​ ​and​ ​make recommendations.

9.2

Documentation​ ​in​ ​the​ ​form​ ​of​ ​anecdotal​ ​notes,​ ​SRT​ ​notes,​ ​previous​ ​assessments reports​ ​and​ ​current​ ​behaviour​ ​support​ ​plan​ ​(if​ ​available)​ ​are​ ​to​ ​accompany​ ​the request​ ​for​ ​support.

10. Professional​ ​Development​ ​in​ ​Nonviolent​ ​Crisis​ ​Intervention 10.1

All​ ​staff​ ​are​ ​encouraged​ ​to​ ​take​ ​advantage​ ​of​ ​any​ ​professional​ ​development opportunities​ ​and​ ​resources​ ​offered​ ​in​ ​nonviolent​ ​crisis​ ​intervention.​ ​It​ ​is​ ​highly recommended,​ ​for​ ​those​ ​staff​ ​working​ ​with​ ​more​ ​volatile​ ​students​ ​that​ ​they​ ​certify​ ​in a​ ​nonviolent​ ​crisis​ ​intervention​ ​course​ ​offered​ ​throughout​ ​the​ ​school​ ​year​ ​by​ ​the district.

11. Non-violent​ ​Physical​ ​Crisis​ ​Intervention 11.1

When​ ​a​ ​student​ ​poses​ ​a​ ​danger​ ​to​ ​self​ ​or​ ​others,​ ​it​ ​may​ ​be​ ​necessary​ ​for​ ​staff​ ​to physically​ ​restrain​ ​the​ ​individual.​ ​To​ ​ensure​ ​that​ ​the​ ​situation​ ​is​ ​managed​ ​safely​ ​and efficiently,​ ​it​ ​is​ ​preferable​ ​that​ ​those​ ​involved​ ​be​ ​certified​ ​in​ ​nonviolent​ ​crisis intervention.​ ​If​ ​this​ ​is​ ​a​ ​regular​ ​occurrence,​ ​all​ ​staff​ ​working​ ​with​ ​the​ ​student​ ​must​ ​be familiar​ ​with​ ​the​ ​Restrictive​ ​Procedures​ ​Plan​ ​and​ ​implement​ ​it​ ​according.

12. Follow​ ​Up​ ​Debriefing 12.1

The​ ​use​ ​of​ ​restrictive​ ​procedures​ ​can​ ​be​ ​highly​ ​emotional​ ​and​ ​exhausting​ ​for​ ​both the​ ​acting​ ​out​ ​individual​ ​and​ ​staff.​ ​In​ ​order​ ​to​ ​bring​ ​closure​ ​to​ ​the​ ​incident,​ ​staff​ ​are​ ​to address​ ​the​ ​encounter​ ​with​ ​the​ ​student​ ​when​ ​the​ ​opportunity​ ​seems​ ​appropriate. Additionally,​ ​staff​ ​are​ ​also​ ​to​ ​take​ ​the​ ​necessary​ ​time​ ​to​ ​release​ ​any​ ​emotional tension​ ​associated​ ​with​ ​the​ ​incident,​ ​evaluate​ ​the​ ​effectiveness​ ​of​ ​the​ ​intervention, and​ ​re-establish​ ​group​ ​equilibrium.

13. Documentation 13.1

Any​ ​use​ ​of​ ​physical​ ​intervention​ ​must​ ​be​ ​documented​ ​immediately​ ​afterwards​ ​using the​ ​Restrictive​ ​Procedures​ ​Critical​ ​Incident​ ​Report​ ​(Form​ ​355-1).​ ​A​ ​copy​ ​of​ ​this report​ ​is​ ​to​ ​be​ ​kept​ ​on​ ​file​ ​with​ ​an​ ​administrator​ ​for​ ​the​ ​current​ ​school​ ​year​ ​plus​ ​three years.​ ​Do​ ​not​ ​put​ ​in​ ​students​ ​CUM​ ​file.

13.2

Occupational​ ​Health​ ​&​ ​Safety​ ​documentation​ ​may​ ​also​ ​be​ ​required​ ​depending​ ​on​ ​the circumstances​ ​and​ ​outcomes​ ​of​ ​the​ ​restrictive​ ​procedure.​ ​In​ ​the​ ​case​ ​of​ ​an​ ​injury​ ​to​ ​a student,​ ​complete​ ​a​ ​Student​ ​Accident​ ​Report​ ​&​ ​First​ ​Aid​ ​Record​ ​(EARS​ ​report).​ ​In the​ ​case​ ​of​ ​an​ ​injury​ ​to​ ​the​ ​supervising​ ​adult,​ ​complete​ ​an​ ​Employee​ ​Accident​ ​Report &​ ​First​ ​Aid​ ​Record​ ​(EARS​ ​report).​ ​In​ ​addition,​ ​an​ ​Incident​ ​Report​ ​Form​ ​(EARS report)​ ​must​ ​also​ ​be​ ​completed.

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

April​ ​2016 Page​ ​6​ ​of​ ​7

14. Notification 14.1

Principals​ ​and​ ​parents/legal​ ​guardians​ ​must​ ​be​ ​notified​ ​as​ ​soon​ ​as​ ​possible​ ​unless otherwise​ ​specified​ ​in​ ​the​ ​Restrictive​ ​Procedures​ ​Plan.

15. Review​ ​Restrictive​ ​Procedures​ ​Plan 15.1

The​ ​plan​ ​must​ ​be​ ​regularly​ ​reviewed​ ​to​ ​accommodate​ ​changes​ ​in​ ​circumstances​ ​(i.e. the​ ​student​ ​is​ ​more​ ​receptive​ ​to​ ​less​ ​intrusive​ ​interventions,​ ​staff​ ​members​ ​have​ ​left and​ ​been​ ​replaced,​ ​etc.).​ ​When​ ​a​ ​Restrictive​ ​Procedures​ ​Plan​ ​is​ ​being​ ​implemented, staff​ ​involved​ ​with​ ​the​ ​respective​ ​student​ ​must​ ​be​ ​certified​ ​in​ ​Nonviolent​ ​Crisis Intervention​ ​and​ ​keep​ ​their​ ​certification​ ​updated.

Approval​ ​Date:

April12,​ ​2016

Reference:

School​ ​Act​ ​ ​Section​ ​12,​ ​14,​ ​16.2,​ ​18,​ ​20,​ ​24,​ ​25,​ ​45,​ ​45.1,​ ​60,​ ​61,​ ​113,​ ​123,​ ​124,​ ​125 Guidelines​ ​for​ ​Using​ ​Time-Out​ ​in​ ​Schools​ ​(2002)

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

April​ ​2016 Page​ ​7​ ​of​ ​7