The management process for risk of injury behaviours is “an ongoing process, rather than a single event or meeting. It is a Principal led process that is initiated (and that continues on an on-going basis) when risk of injury to self 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 for risk of injury is similar to the IEP process: information is gathered, reviewed, and evaluated.” (TDSB Operational Procedure 699, 4.9)
- Completes all relevant forms for each incident, which may include: Employee’s Report of a Workplace Violent Incident (ERWVI), Health and Safety Concern/Near Miss Incident Form, Employee’s Report of Accident/Injury (ERA), Safe and Caring Schools Incident Reporting Form
- Brings the student to an SST meeting as soon as possible
- Collaborates in the creation of a Safety Plan: Form 699J (See 5.3.4 of OP699 for full description)
- An SP is an emergency response plan developed for students whose behaviour presents a risk of injury to staff and/or students; must be accompanied by an IEP. It is a living document and should be reviewed after each violent incident
- Keeps a Behaviour Log: Form 699H (see 5.3.2 of OP699 for description)
- Details ongoing behaviour patterns and is the critical documentation for a Special Incidence Portion (SIP) claim application for additional resources/support staff
- Registers for up to date TDSB Behaviour Management Systems (BMS) training (Key to Learn and released during the instructional day)
- Requests all relevant safety equipment to be ordered by the Principal
- Can request a classroom safety audit specific to the student (see 5.13.5 of OP PR699 for details re: school/classroom safety audit)
- Reviews, and if comfortable, signs, the Notification of Risk of Injury Form (provided by the Principal) and ensures the Principal has put in place, all necessary steps on this checklist
- Can consider calling the police when safe intervention isn’t possible (See Section B.5 of the Police-School Board Protocol, The TDSB Safe and Caring Schools Procedures Manual)
Under the Occupational Health and Safety Act (OHSA), the Board is required to take every precaution reasonable for the protection of workers. According to the TDSB PR699L Principals’ Action Plan, Principals must:
- Become familiar with PR 699 relevant documentation, legislation and issues of confidentiality
- Ensure that all school staff are provided information and instruction on this procedure.
- Identify all risk of injury behaviours.
- Initiate, as necessary, the ongoing Management Process for Risk of Injury.
- Facilitate a school and classroom safety audit specific to the student. Refer to section (5.13.5 of OP PR699 for details re: school/classroom safety audit).
- Ensure that a Behaviour Log has been developed and is used on a daily basis to track behaviour, triggers and intervention strategies.
- Ensure that an appropriate IEP, including a separate behaviour page that includes accommodations and interventions (Refer to pages 2 & 3 of the IEP) has been developed and implemented (including ongoing review and evaluation).
- 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 should be compatible with the Safety Plan.
- Ensure that a Student Safety Plan, where necessary, is developed, implemented and includes appropriate strategies, accommodations and progressive discipline (alternatives to suspension).
- 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 (i.e. Safety Plan. PR 699 J).
- Ensure the staff working with the student on a regular basis as well as back up staff are properly informed and trained, and have the necessary safety and protective equipment. (Refer to Employee Notification of Risk of Injury and Safety Plan- Form 699A).
- Become familiar with required reporting and record-keeping procedures when a violent incident or physical restraint occurs, a safety plan is written and/or exclusion is considered.
- Ensure ongoing review of specific circumstances and methods, as necessary, where planned physical intervention has occurred.
- Consult with professional support staff regarding relevant community agencies that are able to offer support.
- Ensure regular review and evaluation of student’s progress through In School Team/School Support Team (IST/SST) meetings.
- Consult with parents/guardians/caregivers on an ongoing basis.
- Where appropriate, consult with and/or inform the Superintendent of Education. PR 699, Appendix L 3/8/10
TDSB Operational Procedure PR 699, Students with Special Needs: Management Process for Risk-of-Injury Behaviours 5.13.5 School and Classroom Safety Audit
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 playground need to be identified and precautionary procedures established.
In addition to the items included on Form 699P (Guideline for Classroom Audits), an initial safety checklist specific to special education students with high behaviour needs should be used to ensure that:
- IEP (SP) emergency procedures have been established
- Access to the school emergency communication system if available
- A two-way communication system (for staff in direct contact with the student, as determined in the Risk Review process) is in place
- Emergency procedures for moving the class away from student/situation of risk (or removal of the student from class, when possible) have been established
- Transitions to and from the classroom have been established and practiced
- In-class movement procedures have been established
- Movement between staff and student (furniture placement) has been established
- A quiet area has been established
- Clear routines for material/equipment use have been established
- Equipment has been secured (e.g., computer hardware)
- Alternative learning materials (e.g., safety compass, safety scissors) are being used
- Washroom access and supervision has been established
- A safety audit of the playground has been done and supervision has been arranged
- School arrival and departure procedures (e.g., busing) have been established
Members are required to login to the TDSB website to access this document.