Board Policies
The Board of Education of School District No. 33 [Chilliwack] is committed to providing menstrual products to students who may require them. Every student in the Chilliwack School District should have access to healthy and effective learning environments.
The school system is expected to promote gender equality and create an inclusive learning experience. Lack of access to menstrual products can negatively impact students’ school attendance and their social-emotional well-being. Providing all students with convenient access to free menstrual products helps to support their full participation in school activities, reduces stigma and promotes gender equality.
Procedures:
Principals will ensure that menstrual products will be easily accessible to all students who may require them. Specifically, principals will:
1. ensure menstrual products are made available to students of all gender identities or expressions in a manner that protects student privacy.
2. provide for barrier free, easily accessible menstrual products at no cost to students.
3. provide for consistent availability and supply of menstrual products in school washrooms, specifically in all variations of washrooms (Male, Female, Gender-Neutral).
4. provide a mechanism to receive student feedback, while maintaining student privacy.
5. incorporate student feedback with respect to the provision of menstrual products.
Administrative Procedures
Purpose
This Administrative Procedure explains how volunteers apply, are screened, approved, and managed in the Chilliwack School District (the “District”), including eligibility and approvals.
Procedure
1. Online Criminal Record Check Application
Each volunteer shall complete the online Police Information Check (PIC) Application using the District’s unique access code. The application link and access code are available on the District website. This application is submitted electronically to the BC Criminal Records Review Program (CRRP).
2. Identity Verification Requirements
Potential volunteers must verify their identity. This can be done in two ways:
1. Online using the BC Services Card Login: Potential volunteers may verify their identity immediately during the online application by using the BC Services Card Login.
2. In person at the District Office: To verify their identity in person, potential volunteers must contact the District Office at 604-792-1321 to schedule an appointment. They must present two pieces of government-issued identification (ID), one of which must be a photo ID.
3. PIC Results
CRRP will provide a letter of clearance directly to the District’s designated volunteer email account. CRRP does not send the District denial letters.
4. Records Management
Upon receipt, the clearance letter will be saved to a secure file at the District Office. The volunteer’s name, year of birth, and clearance expiry date will be entered into a secure District database accessible to school administrators and clerical staff.
5. Determination of Eligibility
Eligibility or ineligibility to work or volunteer with children is determined entirely by the CRRP. The District does not make or influence suitability decisions. All information received will be kept in strict confidence.
6. Staff Volunteering Eligibility
Active staff members may volunteer in any school or department within the District. Staff members who are currently on leave (e.g., medical leave, maternity leave) are required to complete the PIC application process prior to volunteering.
7. Principal Authority
Once eligibility has been confirmed through the CRRP:
• The School Principal or designate may ask for ID on site to verify the identity of a potential volunteer.
• All people offering to serve as volunteers in the District will be assessed by the principal or designate. This assessment will consider the volunteer’s skills, talents, potential contributions to the school, and suitability for the school or proposed role.
• Eligibility to volunteer does not guarantee participation. The principal or designate has the authority to decline any volunteer if it is determined that the individual is not needed or a suitable fit for the school or proposed role.
8. Communication with Parents Regarding Volunteers
Principals will inform parents when their child is working one to one with a volunteer.
9. PIC Exceptions
In an emergent situation, a volunteer who has not yet completed a PIC may be used on a one-time basis only. This exception is considered only when the volunteer works with students and teachers in a group setting, and the principal or designate has confidence in the volunteer’s character.
10. Validity and Use Across Schools
A PIC is required for each volunteer and is valid for up to 5 years.
• A valid PIC is recognized throughout the entire District and does not need to be repeated when a volunteer supports multiple schools.
• If the status of a PIC changes at any time, for any reason, the individual’s PIC is no longer valid. The individual must not continue volunteering and may resume only once a new PIC has been completed and approved.
• A principal or designate may request a new PIC at any time, at their discretion.
11. School-Based Volunteer Lists
Teachers requesting volunteers must provide the school administrative assistant with a list of names. The administrative assistant will consult the PIC database to verify that the volunteers have valid clearance.
If a volunteer does not have valid clearance, the teacher requesting the volunteer, the administrative assistant, or another designated staff member must follow up to ensure the individual completes a PIC before volunteering.
The District recognizes the dangers to health from smoking, the use of tobacco products, second-hand smoke and e-cigarette (vapour) products. Each student and employee should have the opportunity for full participation in instruction and employment in a smoke/tobacco/vapour-free environment.
The Tobacco and Vapour Products Control Act 2016 prohibits smoking, using tobacco, or holding lighted tobacco, in or on school property except for the purposes outlined in section 2.2(3) of the Tobacco and Vapour Products Control Act 2016. The Act also prohibits the use of an e-cigarette or holding an activated e-cigarette on school property.
1. All school district buildings, vehicles and properties will be smoke, tobacco and e-cigarette vapour free. Smoking and the use of other tobacco/vapour products is not permitted in private vehicles on school district property or at school/district sponsored events off school property. All district school property will have signage posted banning the smoking of tobacco and e-cigarettes.
2. Information regarding the hazards of smoking, the dangers of second-hand smoke, the use of tobacco products and e-cigarettes will be an integral part of district communication and education programs.
3. Enforcement of this administrative procedure with students will be within the context of the school code of conduct and will focus on educating students and families about negative health impacts of tobacco and vapour product use. Enforcement can involve the services of the regional health authority.
4. Violations of this administrative procedure by staff may result in disciplinary action.
5. Visitors who violate this administrative procedure will be told to refrain from the conduct or leave the premises.
The District recognizes the importance of providing employees with a clear understanding of the impact of using social media and its appropriate use. In an ‘online world’ the lines between public and private, professional and personal can become blurred. Even when employees are social networking on their own time, they may be identified as working for, and sometimes representing, the School District in their online communications.
The District recognizes the use of social media and networking as one means of communicating in the online world. However, it is also recognized that the inadvertent misuse of social media by employees has the potential to put the reputation of the School District and its employees at risk. The following procedure has been established to ensure best practices and mitigate both the School District and employees’ exposure to risk.
Definitions
• Social media – Social media is defined as any form of online publication or presence that allows interactive communication, including, but not limited to, social networks, blogs, internet websites, internet forums, and wikis. Examples of social media include, but are not limited to, Facebook, Twitter, YouTube, Instagram, and Snapchat.
• Professional Social Media Use – Professional social media use is defined as any work-related social media activity that is either support services based, or school based (e.g., a District principal establishing a Facebook page for his/her school or a District teacher establishing a blog for his/her class).
• Personal Social Media Use – Personal social media use is defined as any non-work-related social media activity (e.g., an employee establishing a Facebook page or a Twitter account for his/her own personal use).
Professional Social Media Use
Maintenance of Separate Professional and Personal E-mail Accounts
Employees who decide to engage in professional social media activities must maintain separate professional (District email) and personal email addresses (Gmail etc). As such, employees must not use their personal email address for professional social media activities. The professional social media presence will utilize a District email address and must be completely separate from any personal social media presence maintained by the employee.
Communication with District Students
Employees who work with students and communicate with students through professional social media sites will follow these guidelines:
• Professional social media sites that are school based will be designed to address instructional, educational or extra-curricular program matters.
• On school-based professional social media sites that involve students, employees will use the sites for professional purposes only. Employees are not to review any personal social media accounts created by their students.
• Professional social media sites that are non-school based will have a relationship to the mission and function of the District organization creating the site.
• Employees will inform their supervisor before setting up a professional social media presence and acknowledge they have read and understood all district policies and procedures including, but not limited to, those regarding privacy, use of technology and social media.
• Professional district social media sites are to include language identifying the sites as professional social media district sites. For example, the professional sites can identify the District, school, department, or particular grade that is utilizing the site and be linked to the school website.
Guidance Regarding Professional Social Media Sites
• Employees will treat professional social media space and communication like a classroom and/or a professional workplace. The same standards expected in District professional settings are expected on professional social media sites.
• Employees will exercise caution, sound judgment, and common sense when using professional social media sites.
• Employees will use privacy settings to control access to their professional social media sites to ensure that professional social media communications only reach the intended audience. However, employees are to be aware that there are limitations to privacy settings. Private communication published on the internet can easily become public. Furthermore, social media sites can change their current default privacy settings and other functions. Employees are responsible for understanding the rules of the social media site being utilized prior to utilizing the site.
• Professional social media communication must be in compliance with existing District policies and procedures, and applicable laws, including, but not limited to, prohibitions on the disclosure of confidential information and prohibitions on the use of harassing, obscene, discriminatory, defamatory or threatening language.
• No personally identifiable student information may be posted by employees on professional social media sites, including student photographs, without the consent of the students. If students are under the age of consent, their parents/guardians/caregivers must consent.
Monitoring of Professional Social Media Sites
• Employees using professional social media have no expectation of privacy with regards to their use of such media.
• District/department/site supervisors reserve the right to remove, disable, and provide feedback regarding professional social media sites that do not adhere to the law or do not align with District policies and procedures.
• To assist in monitoring, as a recommended practice to the extent possible, the default setting for comments on professional social media sites is to be turned off or moderated regularly. If the default setting for comments is turned on, the comments on the site must be monitored on a daily basis by the user.
• When establishing professional social media sites, staff will consider the intended audience for the site and consider the level of privacy assigned to the site, specifically, whether the site is to be a private network (for example, it is limited to a particular class or particular grade within a school) or a public network (for example, anyone within the school or a larger group within the District community can participate). It is a recommended practice for professional social media sites to be private networks unless there is a specific educational need for the site to be a public network.
• District/department/site supervisors will maintain documentation of all reported non-compliant communications as well as any violations that are otherwise brought to the supervisor’s attention.
• The district/department/site supervisors shall maintain an up to date list of social media accounts created including administrative access, username and passwords.
• Employees shall receive district/department/site supervisor approval prior to setting up social media accounts and platforms.
• District/department/site supervisors shall follow the District guidelines on acceptable District approved online applications.
Media Inquiries
Any media inquiries received via professional social media sites are to be referred to the Chilliwack School District.
Personal Social Media Use
Communication with District Students
In order to maintain a professional and appropriate relationship with students, employees are not to communicate with students who are currently enrolled in District schools on personal social media sites.
Guidance Regarding Personal Social Media Sites
• Employees are to exercise caution and common sense when using personal social media sites.
• As a recommended practice, employees are encouraged to use appropriate privacy settings to control access to their personal social media sites. However, be aware that there are limitations to privacy settings. Private communication published on the internet can easily become public. Furthermore, social media sites can change their current default privacy settings and other functions. As a result, employees have a personal responsibility to understand the rules of the social media site being utilized.
• Employees will not “tag” photos of other employees without the prior permission of the individuals being tagged.
• The posting or disclosure of personally identifiable student information or confidential information via personal social media sites is prohibited.
Applicability of Board policies, District procedures and other laws
• This procedure provides direction intended to supplement, not supersede, existing Board policies and procedures. Users of professional social media sites are responsible for complying with all applicable federal, provincial, and local legislation.
• This procedure is not designed to serve as a code of conduct for social media use. However, all existing Board policies and procedures, and legislation that cover employee conduct, may be applicable in the social media environment.
Additional Inquiries
This document is meant to provide general guidance and not cover every potential social media situation. As social media is a rapidly changing technology, the District will regularly review and will amend this procedure as needed. Should any questions arise, please contact the Chilliwack School District.
School District employees have a duty to ensure that reasonable care is exercised, and appropriate action taken, to protect students from harm or risk of harm. Accordingly, employees who have reason to believe that that a child has been, or is likely to be, physically or emotionally harmed, or sexually abused or exploited are legally required to report the child protection concern immediately upon discovery. It is an offence not to report a child protection concern.
Definitions
The following definitions, which are based on definitions contained in the Child, Family and Community Services Act, 2002 (the “CFCS Act), and the B.C. Handbook for Action on Child Abuse and Neglect, apply to this Administrative Procedure.
• Abuse – includes sexual abuse, sexual exploitation, physical abuse, emotional abuse, and neglect. For more detailed explanations, refer to the B.C. Handbook, pg. 7-13.
• Child – any individual under the age of 19.
• Duty to Report – the legal obligation of individuals to report child protection concerns to a Child Protection Social Worker immediately upon discovery of the information.
• Reason to believe means that, based on observation or information received, the person believes that the child has been or is likely to be at risk. You do not need to be certain.
• Neglect – the failure on the part of those responsible for the care of the child to provide for the physical, emotional or medical needs of a child to an extent that the child’s health, development or safety is endangered.
• Parent – the mother or father of a child, a person to whom custody of a child has been granted by a court of competent jurisdiction, or a person with whom a child resides and who stands in the place of the child’s parent.
• Physical Abuse – any physical force or action that results in, or is likely to result in, a non-accidental injury to a child and exceeds that which could be considered reasonable discipline.
• Sexual Abuse and Exploitation – any sexual exploitation of a child. It may also include any behaviour of a sexual nature towards a child. A child is not considered legally able to consent to sexual touching or activity with an adult.
Duty To Report
1. The legal duty to report is the responsibility of each individual.
2. Any person with reason to believe that a child needs protection, or is likely to need protection, has a duty to report directly to a Child Protection Social Worker at the Ministry of Children and Family Development.
If you have any doubts about whether a report should be made, contact the Child Protection Social Worker and seek advice.
Keep in mind that:
• You do not need proof – it is the Child Protection Social Worker’s job to determine whether abuse or neglect has taken place. Your role is to report your concerns, including disclosures and/or indicators that you have witnessed.
• It does not matter if you think someone else is reporting the situation – you still must make a report.
• It does not matter if a Social Worker is already involved with the child – you still must make a report.
3. Document the information on the confidential Child Abuse Report Form and follow the protocol as outline in the Reporting Suspected Cases of Child Abuse and Neglect Protocol.
4. Inform the school administrator after the Child Protection Social Worker has been called.
5. Informing another person (e.g. counsellor, colleague, principal) does not discharge your legal duty to report directly to a Child Protection Social Worker.
6. If a child is in imminent danger, police should be called first. Call 911.
Confidentiality
1. All information regarding a report of child abuse made by an employee to the district or to the Ministry of Children and Family Development is confidential and such information is only to be provided to persons authorized to receive such information, as set out in this Administrative Procedure.
2. Completed Child Abuse Report forms are stored securely at the School District Office. Permissions to view these forms are held only by the individual completing the report, the Superintendent, the Assistant Superintendent for Student Services, and the District Principal for Student Services. Copies of the form or notes related to the report must not be placed in the child’s regular or cumulative school record, pursuant to the CFCS Act and this Administrative Procedure.
3. All information related to reporting must be retained in a manner that ensures confidentiality and security of such information.
4. Teachers who report other teachers suspected of child abuse do not contravene the BCTF Code of Ethics in making a report of suspected child abuse.
Procedures:
Reporting Suspected Cases of Child Abuse or Neglect by a Person Who Is Not an Employee of the District
1. Document the information on the Confidential Report of Suspected Child Abuse & Neglect form.
2. Immediately report the concern to a Child Protection Social Worker at the Ministry of Children and Family Development.
3. Inform the School Principal of your report.
4. Do not inform parent(s), suspected abuser or any other parties.
Reporting Suspected Cases of Child Abuse or Neglect by a Chilliwack School District Employee, Volunteer, or Contracted Service Provider
1. School officials have the primary responsibility for dealing with these allegations; reports to MCFD are not usually required unless there is reason to believe that children may require protection outside of the school setting or the parents are unable or unwilling to take any action required to protect the child.
2. Document the information on the Confidential Report of Suspected Child Abuse & Neglect form.
3. Immediately report the concern to the school principal, who will report to the Superintendent.
4. If the suspected abuser is a school administrator, immediately report to the Superintendent or one of the Assistant Directors of Human Resources.
5. The Superintendent, in consultation with Human Resources, will begin the investigation process.
5.1. School District Employees – Where there are allegations of child abuse by a school district employee, the Superintendent is responsible to investigate the allegations and/or report the matter to the police in accordance with the Interagency Child Abuse/Neglect Reporting and Investigation Protocol. The Board and Superintendent have the authority under the School Act (s.15) to suspend an employee whose presence threatens the welfare of students. The Board also has the authority under the School Act to suspend an employee who is charged with a criminal offence.
5.2. Volunteers – Where there are allegations of child abuse by a volunteer, school officials have the authority to prohibit the volunteer’s attendance at school in accordance with Policy 250 – Volunteers, the School Act (s. 177.2) if applicable, and the Interagency Child Abuse/Neglect Reporting and Investigation Protocol.
5.3. Contracted Service Providers – Where there are allegations of child abuse by contracted service providers, school officials have the authority to prohibit the service providers’ attendance at school, in accordance with the School District’s contractual rights, property rights, and its authority under the School Act.
5.4. Other Persons – Where there are allegations of child abuse by other persons, school officials have the authority under the School Act (s. 177) to prohibit the person’s attendance on school premises and to seek assistance of the police, in accordance with the Interagency Child Abuse/Neglect Reporting and Investigation Protocol.
6. Parents of children alleged to have been abused in the school setting must be informed by school district official of the allegation and the outcome of the school district investigations, unless there are special circumstances, e.g. relating to a child protection or police investigation, or endangerment of the child.
7. If a parent is reporting, they must inform the Chilliwack RCMP.
8. Do not inform parent(s), suspected abuser or any other parties.
Reporting Suspected Cases of Child Abuse or Neglect by Another School Aged Child
1. School officials have the responsibility and authority under the School Act to investigate allegations that a student has abused another student within the school environment, in accordance with Board Policy.
2. School employees and officials must take appropriate action to safeguard a student who is a victim of abusive conduct by other students at school and to notify the parents of the students involved.
3. School officials may notify and/or consult the police or MCFD where appropriate, in accordance with the Interagency Child Abuse/Neglect Reporting and Investigation Protocol.
4. A report to a Child Protection Social Worker is required when there is reason to believe that the child’s parent is unable or unwilling to take action required to protect the child or where there is reason to believe that other abuse (including abuse of the alleged abuser) has taken place outside the scope of the school district investigation and the parent is unwilling or unable to protect the child (or the parent is implicated in the abuse).
Suggestions for Supporting the Child During a Disclosure
1. Remain calm and proceed slowly. Set aside the time needed to listen carefully and be supportive. Thank them for trusting you.
2. Document only the facts as the child has told them to you.
3. Questions should be framed in an open-ended, non-leading manner. Leave more detailed questioning to MCFD and/or police.
4. Reassure the child that they have done nothing wrong and that sharing this information will lead to accessing help.
5. Be honest and upfront about that fact that you will need to share this information with people who are specialized in helping children and their families. You cannot keep this to yourself, no matter what the child requests.
6. Ensure that supports are in place for the child.
Forms and Related Documents
• Protocol 420A: Reporting of Suspected Child Abuse & Neglect
• Form 420A: Reporting of Suspected Child Abuse & Neglect
The District believes that the parent/guardian is the primary caregiver to their child and is responsible for administering or supervising (to administer or supervise) the self-administration of medication. The District recognizes that there may be situations where it is necessary that medication must be administered during school hours and when (where) a parent is not available. Therefore, where administration or supervision of administration of medication cannot be done by persons other than employees, the following procedure will be followed to ensure that students remain in optimal health.
Procedure:
Except in emergency situations, designated staff will administer (or supervise the self-administration of) medications to students only if the following conditions are met:
1. The medication is required while the child is attending school.
2. A parent has requested the school's assistance and has completed the Medical Alert Form concerning administration at the school.
3. Written authorization and instruction has been received from an attending physician and parent/guardian (refer to Forms 425A and 425C).
4. Where medication, which is administered on a regular basis, is required while the child is at school, parents and authorized community health professional or an authorized employee shall have access to the student to administer the required medication.
5. If a student meets the Provincial Nursing Support Services (NSS) criteria/guidelines and is admitted for NSS services, then the NSS coordinator will “delegate” the medication administration to the applicable school staff. Medication administration is typically delegated to those children who require medication via G-tube and generally not an oral medication. Some oral medications may be delegated (if the need for the medication is required frequently e.g., for prolonged seizure activity).
6. School personnel have received adequate instruction from the parent/guardian and (where the child meets criteria for delegated care), assistance from Nursing Support Services concerning the administration of the medication. More than one employee at a school shall be adequately instructed in the administration of the medication in order to provide an alternative person in cases of absence or unavailability.
7. The medications are provided to the school in their original prescription container.
8. Other than exceptional temporary circumstances, nonprescription medicines such as acetaminophen are not the school’s responsibility. Where there are exceptional circumstances, the school will request that parents complete Form 425C.
NOTE: Nursing Support Services will provide consultation to schools at the time a child is being discharged specifically from NSS services regarding the delegation of medication management. NSS will help develop a plan at this transition with the school following the school’s procedure.
Additional Requirements
A log shall be kept in the school stating the name of the student, the date and time of usage of the medication, circumstances surrounding its administration, and any other pertinent information. Each log entry is to be initialed by the person administering or supervising the self-administration of the medication. Form 425B will be used for this purpose.
The Fraser Valley Health Regional and the Chilliwack School District have collaboratively developed the Medical Alert Form for school use.
Who Should Complete This Form?
The Medical Alert Form is designed for students who have:
a) a medical condition that requires medication at school (ie, ADHD (Ritalin) to anaphalaxis (EpiPen)
b) a medical condition that requires intervention in the event of epilepsy, diabetes, anaphalaxis (may or may not require medication)
The Purpose Of The Form
The Medical Alert Form provides:
a) pertinent information on students with the above medical conditions
b) a quick list of parental preferences in a health emergency
c) parental request for medication to be administered at school
d) physician authorization for the administration of medication
e) parental release for the administration of medication
f) for a response plan (if required)
g) information on staff training in the administration of medication
h) school and public health authorization
Using The Medical Alert Form
The school principal or designated staff member will give the parent/guardian/caregiver a Medical Alert Form to complete if they have indicated that their child has a health need that will require medication to be taken at school or that may require an emergency intervention. The parent will be provided with instructions on the completion of the form by school staff and in writing (sample letter provided). When the form is returned to the school, the public health nurse should be contacted to review the form and meet with the school principal to develop a response plan.
All documentation must be finalized prior to the administration of any medication.
In some cases this may mean that the child will not attend school until the plan is complete. The administrator will designate a contact person at the school who will be responsible for collecting the form in a timely manner and informing the public health nurse.
Response Planning
a) have a training session for staff on the use of an EpiPen.
b) provide school staff with information on the medication or the child’s medical condition.
c) design an EMERGENCY RESPONSE PLAN in conjunction with the parent and school staff.
d) designate a staff member to administer and/or supervise medication.
The District is responsible for providing a safe environment for the students in our schools. Whereas some students suffer from life-threatening allergic reactions, the District expects that school administrators, teachers and support staff be informed and aware of the threat of allergic shock. They should know measures to reasonably avoid the allergens for affected students and be able to respond to an allergic reaction emergency.
Definitions
• Anaphylaxis is a sudden and severe allergic reaction, which can be fatal, requiring immediate medical emergency measures be taken.
• At-Risk Anaphylaxis is a condition that is diagnosed and/or stipulated by a Physician and communicated in writing by the Physician to the principal of the school that the student attends.
Procedure
In order for school personnel to effectively respond to life-threatening allergic shock reactions the following procedures are recommended.
1. Information and Awareness
1.1 Parents - it is expected that parents will identify children with anaphylaxis to the school principal and provide information regarding the following:
• identifying allergens that trigger reaction.
• description of a treatment protocol signed by a physician plus an adequate supply of auto-injectors (or other medications)
• regular updates on the child’s condition.
• permission for the posting and sharing of the child’s photographs and medical information normally contained in the Medical Alert Form.
• to provide a medical alert bracelet to be worn by the student at all times.
1.2 School Staff - the principal or designate shall ensure that:
• all staff are alerted and the child identified to the staff.
• all staff are alerted to board policy and procedures on managing anaphylaxis.
• allergy alert forms are placed in key locations.
• parents are included in the decision to post information.
• appropriate staff are instructed in the use of the auto-injector in the classroom.
• ensure teachers-on-call are informed on any anaphylaxis students when in service.
1.3 Training of Staff - the principal with the assistance of public health nurses will provide:
• annually to staff, teachers-on-call and volunteers wherever an anaphylaxis child is enrolled in-service on anaphylaxis and how to respond to an emergency
• all teachers and staff including bus drivers, who are in a position of responsibility for children with anaphylaxis will receive personal training in the use of the auto-injector.
• in-service training including specific information from parents on their child and parent participation in the use of the auto-injector.
• information about the potential sources of specific allergens is widely circulated including visible and hidden food sources of allergens such as in prepared foods, the importance of reading labels, and the danger of cross-contamination through shared utensils and non-food sources.
1.4 Sharing Information with Other Students and Parents – the principal with the assistance of public health nurses will:
• identify students suffering life-threatening allergies to all students in the school and enlist their cooperation in a manner appropriate to the child’s age and maturity and in consultation with the parents of the child.
• Consult with the anaphylaxis student prior to sharing the allergy with peers (at secondary school level).
• Instruct students on basic procedures concerning anaphylactic shock.
1.5 Sharing Information with Parents and Parent Organizations
• Principals should inform parents of the presence of a student with life threatening allergies in their child’s classroom and/or school and the measures being taken to protect the student.
• Parents should be asked to cooperate and avoid including the allergen in school lunches and snacks.
• Parents may be informed of alternative foods to the allergen, food labeling, ingredient lists to be provided when food is being brought from home.
• Parents should be involved in establishing specific programs for their own children, in training staff in emergency procedures and in reviewing school policies to reduce the risk of exposure to allergens.
2. Avoidance of the Allergen
The following recommendations should be considered in the context of the anaphylactic child’s age and maturity. As children mature they should be expected to take increasing personal responsibility for avoidance of their specific allergens.
The balance to be achieved in allergen avoidance is to find ways to minimize the risk of exposure without depriving the anaphylactic child of normal peer interactions or placing unreasonable restrictions on the activities of other children in the school. It is understood that schools and classrooms will exercise discretion in adapting to the needs of individual children and/the allergens which trigger reactions.
2.1 Ideas for Providing Allergen-Free Areas
• If possible, avoid using the classrooms of an anaphylactic child as a lunch room.
• If the classroom must be used as a lunchroom, establish it as an allergen free area, using a cooperative approach with students and parents.
• Establish at least one common eating area or a section of a single common eating area as “allergen-free”.
• Develop strategies for monitoring allergen-free areas and for identifying high risk areas for anaphylactic students.
• If allergen-free eating areas cannot be established provide a safe eating area for the anaphylactic child.
2.2 Establishing Safe Lunchroom and Eating Area Procedures
The most minute quantities of allergens can trigger a deadly reaction. The school should exercise control over all food products not only those directly consumed by the anaphylactic student. This includes:
• Require anaphylactic students to eat only food prepared at home.
• Discourage the sharing of food, utensils and containers.
• Increase lunch-hour supervision in classrooms with an anaphylactic child.
• Encourage the anaphylactic child to take mealtime precautions like:
• placing food on wax paper or a paper napkin rather than directly on the desk or table.
• taking only one item at a time from the lunch bag to prevent other children from touching the food; and
• packing up their lunch and leaving it with the lunch supervisor if it is necessary to leave the room during lunchtime.
• Establish a hand-washing routine before and after eating.
• If the school has a food service keep the allergen, including all products with the allergen as an ingredient, off the menu. Provide in-service for staff and volunteers with special emphasis on cross-contamination and labeling issues.
• If the school has a vending machine, ensure that products containing the allergen are not available.
• Ensure that tables and other eating surfaces are washed clean after eating, using a cleansing agent approved for school use.
2.3 Ideas Regarding Allergens Hidden in School Activities
Not all allergic reactions to food are a result of exposure at meal times.
• Teachers, particularly in the primary grades, should be aware of the possible allergens present in curricular materials like:
• play-dough;
• bean-bags, stuffed toys (peanut shells are sometimes used);
• counting aids (beans, peas);
• toys, books and other items which may have become contaminated in the course of normal use
• science projects
• special seasonal activities, like Easter eggs and garden projects.
• Computer keyboards and musical instruments should be wiped before and after use.
• Anaphylactic children should not be involved in garbage disposal, yard clean-ups or other activities which could bring them into contact with food wrappers, containers or debris.
• Foods are often stored in lockers and desks. Allowing the anaphylactic child to keep the same locker and desk all year may help prevent accidental contamination.
2.4 Ideas for Holidays and Special Celebrations
• Establish a class fund for special events and have the classroom teacher or the parent of the anaphylactic child provide only safe food.
• If foods are to come into the classroom from home, remind parents of the anaphylactic child’s allergens and insist on ingredient lists.
• Limit the anaphylactic child to food brought from his or her own home.
• Focus on activities rather than food to mark special occasions.
2.5 Field Trips Ideas
In addition to the usual school safety precautions applying to field trips, the following procedures should be in place to protect the anaphylactic child.
• Include a separate “serious medical conditions” section as a part of the school’s registration/permission forms for all field trips in which the details of the anaphylactic student’s allergens, symptoms and treatment can be recorded. A copy of this information should be available on site at any time during the field trip.
• Require all supervisors, staff and parents to be aware of the identity of the anaphylactic child, the allergens, symptoms and treatment.
• Ensure that a supervisor with training in the use of the auto-injector is assigned responsibility for the anaphylactic child.
• If practical, consider providing a cell phone for buses used on field trips.
• Require the parent of the anaphylactic child to provide several auto-injectors to be administered every 10-15 minutes en route to the nearest hospital if breathing problems persist or if symptoms reoccur.
• If the risk factors are too great to control, the anaphylactic child may be unable to participate in the field trip. Parents should be involved in this decision.
2.6 Ideas for Substitute Teachers, Parent Volunteers and Others with Occasional Contact
• Require the regular classroom teacher to keep information about the anaphylactic student’s allergies and emergency procedures in a visible location.
• Ensure that procedures are in place for informing substitute teachers and volunteers about anaphylactic students.
• Involve substitute teachers and volunteers in regular in-service programs or provide separate in-service for them.
2.7 Anaphylaxis to Insect Venom
The school cannot take responsibility for possible exposure to bees, hornets, wasps and yellow-jackets, but certain precautions can be taken by the student and the school to reduce the risk of exposure.
• Avoid wearing loose, hanging clothes, floral patterns, blue and yellow clothing, and fragrances.
• Check for the presence of bees and wasps, especially nesting areas and arrange for their removal.
• If soft drinks are being consumed outdoors, pour them into a cup and dispose of cans in a covered container.
• Ensure that garbage is properly covered.
• Caution children not to throw sticks or stones at insect’s nests.
• Allow students who are anaphylactic to insect stings to remain indoors for recess during bee/wasp season.
• Immediately remove a child with an allergy to insect venom from the room if a bee or wasp gets in.
In case of insect stings, never slap or brush the insect off and never pinch the stinger if the child is stung. Instead, pluck the stinger out with a fingernail or credit card.
3. Emergency Response Protocol
Even when precautions are taken, an anaphylactic student may come into contact with an allergen while at school. It is essential that the school develop a response protocols and that all staff are aware of how to implement it. A separate emergency plan should be developed for each anaphylactic child, in conjunction with the child’s parents, physician, and school nurse kept in a readily accessible location. The plan should clearly identify individual roles.
Anaphylactic children usually know when a reaction is taking place. School personnel should be encouraged to listen to the student. If they complain of any symptoms, which could signal the onset of a reaction they should not hesitate to enact the emergency response. There is no danger in reacting too quickly but there is grave danger in reacting too slowly.
3.1 Symptoms of Anaphylaxis
Signs and symptoms of a severe allergic reaction can occur within minutes of exposure to an offending substance. Reactions usually occur within two hours of exposure, but in rarer cases can develop hours later. Specific warning signs, as well as the severity and intensity of symptoms, can vary from person to person and sometimes from attack to attack in the same person.
An anaphylactic reaction can involve any of the following symptoms, which may appear alone or in any combination, regardless of the triggering allergen:
• Skin: hives, swelling (eyes, lips, hands, feet), itching, warmth, redness, rash
• Respiratory (breathing): wheezing, shortness of breath, throat tightness, cough, hoarse voice, chest pain/tightness, nasal congestion or hay fever-like symptoms (runny itchy nose and watery eyes, sneezing), trouble swallowing
• Gastrointestinal (stomach): nausea, pain/cramps, vomiting, diarrhea
• Cardiovascular (heart): pale/blue colour, weak pulse, passing out, dizzy/lightheaded, shock
• Other: anxiety, feeling of “impending doom”, headache, uterine cramps in females
• Critical/Serious: May lead to serious consequences if untreated
• Feeling dizzy, lightheaded or faint
• Swelling of the mouth, throat or tongue, which can cause breathing and swallowing difficulties
3.2 Emergency Plans
Every emergency plan should include procedures to:
• Communicate the emergency rapidly to a staff person who is trained in the use of the auto-injector.
• Administer the auto-injector (NOTE: Although most anaphylactic children learn to administer their own medication by about age 8, individuals of any age may require help during a reaction because of the rapid progression of symptoms, or because of the stress of the situation. Adult supervision is required).
• Telephone 911 (Inform the emergency operator that a child is having an anaphylactic reaction).
• If no ambulance service is available transport the child to hospital at once.
• Telephone the hospital to inform them that a child having an anaphylactic reaction is en route.
• Notify the police and provide them with a description of the vehicle and license number if transportation is by car.
• Telephone the parents of the child.
• If breathing does not improve or if symptoms reoccur administer epinephrine every 10-15 minutes while waiting for the ambulance and enroute to the hospital.
• Assign a staff person to take extra auto-injectors, accompany (or follow, if necessary) the child to the hospital, and stay with him or her until a parent or guardian arrives.
3.3 Location of Auto-injectors
• Auto-injectors should be kept in a covered and secure area but unlocked for quick access. Although epinephrine is not a dangerous drug, the sharp needle of the self injector can cause injury especially if injected into the fingertip.
• As soon as they are old enough, students should carry their own auto-injectors. Many young children carry an injection kit in a fanny pack around their waist at all times.
• An up-to-date supply of auto-injectors, provided by the parents should be available in an easily accessible, unlocked area of the child’s classroom and/or in a central area of the school (office or staff room).
• All staff should know the location of the auto-injectors. Classmates should be aware of the location of the auto-injector in the classroom.
3.4 Role-Playing
The school should occasionally simulate an anaphylactic emergency similar to a fire drill to ensure that all elements of the emergency plan are in place.
3.5 Review Process
School emergency procedures for each anaphylactic student should be reviewed annually with staff, the school nurse and parents. In the event of an emergency response, an immediate evaluation of the procedure should be undertaken.
The District endeavours to ensure the safety and well-being of students and provide them with appropriate medical attention.
Procedures for All Sites:
• During the first week of each school year, the school administrator is to review with all staff the procedures surrounding caring for sick and/or injured students. Staff are to be informed of the location of information regarding students who may require specific first aid assistance.
• Students with specific needs must have informative sheets maintained and updated as necessary on yellow medical sheets, red serious medical sheets, and white medical sheets at secondaries (ex: medical alert forms, medication forms).
• In the case of emergency treatment being required, the student shall be transported by ambulance to a hospital. The District will not cover the ambulance cost.
• In the case of non-emergency treatment being required, the student will be treated by staff with first aid attendant certification.
• In the event of sickness or accident, the student’s parent shall be notified at the discretion of a school administrator (ex: a scrape of the skin requiring a band-aid would not constitute a call home).
• The exception to this rule where a call home must be made is any head wound.
• First aid assistance can be provided by all staff. This assistance is defined as medical attention that is usually administered immediately after the injury occurs and at the location where it occurred consisting of a one-time, short-term treatment and requires little technology and no training to administer.
• First aid responders are staff actively working alongside or supervising students who hold a valid safety oriented first aid certificate.
• The district requires the following to hold valid safety oriented first aid certificates:
• Administrative Assistant A
• Education Assistant – Alternate Education
• Education Assistant – Special Education
• Supervision Assistant
• The accepted certificate is Emergency First Aid Level C. For regular staff the district provides in-service and the cost of the training.
Procedures for School Sites:
1. When first aid assistance is provided by any member of the staff, they may either summon a first aid responder to the student, or bring the student to the school office for first aid treatment from the Administrative Assistant A.
2. When a first aid responder is summoned to a student first aid incident at the location where it occurred, they will decide either to:
a. have the site’s first aid supply kit brought to them, or
b. escort the student to the first aid supply kit and hand over first aid care of the student to the Administrative Assistant A.
3. For administering medications to students refer to Administrative Procedure 425.
4. For student allergic shock procedures refer to Administrative Procedure 427.
5. School administrators are required to have a designated location where a student first aid supply kit will be placed (ex: office, first aid room).
6. Injuries that required first aid attention from staff with safety oriented first aid certificates must have an incident report completed.
• The School’s Protection Program online reporting form must be completed by the first aid certified staff member who provided the student with first aid care.
• First aid responders may choose to alternatively complete a hard copy report and submit that to the school Administrative Assistant A for online completion. Refer to Form 428A Student First Aid Report.
Procedure for Caring for a Student in a Non-emergency Situation:
1. If the student can be moved, they will be brought to the office or first aid room for treatment by the staff providing first aid assistance or the first aid responder.
2. When the school administrator or their designate has an incident requiring a call to the parent/guardian/caregiver, they will be requested to provide transportation to the home or treatment centre.
a. If the parent/guardian/caregiver cannot be contacted or provide transportation the student’s first aid attendant will determine their first aid requirements for the remainder of the school day.
b. If the student cannot remain in class and must remain in the office or first aid room the school administrator will designate staff to supervise the student.
NOTE: The student is not to be allowed to walk home unless the student first aid provider determines that such action is in the student’s best interest in consultation with the school administration, and if contacted at the discretion of the parent/guardian.
Procedures for Moving or Transporting a Student in an Emergency Situation:
1. An emergency situation is defined as any illness or injury that requires ongoing medical care that is a higher level then the student’s certified first aid provider is trained for.
2. Back, neck, or head injures, or any possible fractures or dislocations of bones are automatically considered an emergency situation.
3. If the student cannot be moved their first aid responder is to stay with them and send for assistance from the school administrator or designate.
4. An ambulance may be called to transport the student to hospital, and when possible, in consultation with the student’s parent/guardian.
• Have the student’s name, nature of injury, and exact location for the ambulance dispatch.
5. When the ambulance arrives provide them with the student’s demographic sheet.
The District is committed to providing safe and healthy learning and working environments for its students and employees. It acknowledges student educational rights, employee worker rights, and their shared right to confidentiality in health matters.
A communicable, or infectious disease is caused by microorganisms such as bacteria, viruses, parasites and fungi that can be spread, directly or indirectly, from one person to another.
The District has a Communicable Disease Prevention and Response Plan. In its Appendix A are information and action tables for common communicable diseases in children and schools. They are a resource for school administrators and disability managers.
Prevention strategies for managing communicable diseases will be provided to students, employees, and visitors as part of the regular instructional program.
Procedure
1. The District follows the guidance of the Fraser Health Authority Medical Health Officer(s) with respect to all communicable disease matters, in accordance with the School Act.
2. Mandatory disclosure to any District employee of communicable disease or other medical information is never required from any student, parent, employee, or volunteer.
3. The District will collect, use, and disclose health information for purposes directly related to disability management following Freedom Of Information and Protection of Privacy Act guidelines.
4. Communicable disease information may be shared in general terms with employees, students, or parents when the medical health officer or public health nurse determines that under the Public Health Act (2008) such information sharing is warranted for public health protection.
5. Students and employees with a communicable disease are allowed to attend school and work in an unrestricted manner unless the medical health officer or public health nurse determines otherwise in accordance with the School Act.
6. Employees who are unable to continue their duties as a result of having a communicable disease shall have full access to sick leave, disability, and other medical benefits as provided by collective agreements and benefit plans.
7. District employees must follow hygienic practices to minimize the risk of transmission of communicable disease during contact with a person’s blood or body fluid.
8. Volunteers with a communicable disease have the right to continue volunteering subject to public directives from the medical health officer.
Assistance Dogs are trained to assist children and adults with their daily living activities and provide physical safety and emotional support. Use of an Assistance Dog by a student with special needs, in school or on District property, may be approved by the District when it has been determined by the District that it helps develop independence or when the student requires such use to have equitable access to the services, programs or activities offered by the school, and when the District’s criteria have been met to the satisfaction of the Board of Education.
Definitions
As used in this procedure, “Assistance Dogs” include:
• Autism Support Dogs – Dogs trained as assistants for persons with autism.
• Hearing Dogs – Dogs that alert individuals who are deaf or hard of hearing to specific sounds.
• Seizure Response Dogs – Dogs trained to provide emergency response for individuals with epilepsy.
• Service Dogs – Dogs trained to assist individuals who utilize a wheelchair (as defined in the BC Guide Dog and Service Dog Act)
• Guide Dogs – Dogs trained as guide for a blind or visually impaired person (as defined in the BC Guide Dog and Service Dog Act)
Criteria
A student may be eligible to receive the support of an Assistance Dog if they have a disability or diverse ability (e.g. Chronic Health Condition, Visual/Hearing Impairment, Autism Spectrum Disorder), as defined by the British Columbia Ministry of Education and Child Care. The Assistance Dog must be trained and certified by a training school accredited by either or both the International Guide Dog Federation (“IGDF”) or Assistance Dogs International (“ADI”) or certified by the Justice Institute of British Columbia. In all cases, the dog/team should be able to present the British Columbia Guide Dog and Assistance Dog Provincial ID Card. The introduction of the Assistance Dog to the school community must not create barriers to other students’ learning.
Parent/Guardian Responsibility
1. Provide a letter or recommendation from an “appropriate professional” confirming the diagnosis of a recognized special need, including a recommendation for the use of an Assistance Dog.
2. Provide a certificate of Training for the Assistance Dog from an organization accredited by either the International Guide Dog Federation or Assistance Dogs International.
3. Pay for all financial implications incurred by the School District and/or school regarding the use and care of the service (e.g. appropriate training for School District staff members)
4. Annually provide the School District with proof of a municipal dog license and proof of up-to-date vaccinations provided by a Doctor of Veterinary Medicine confirming that the Assistance Dog is in good health.
5. Arrange for the personal care and physical needs of the Assistance Dog, including at least one bio-break procedure per day and providing an appropriate kennel and water bowl.
School District/ School Responsibilities
1. Ensure that the use of an Assistance Dog is consistent with the needs or recommendations of the student’s Individual Education Plan (IEP).
2. Arrange a case conference with parents/guardians/caregivers, classroom teacher(s), appropriate Student Services staff, a representative from Assistance Dogs International or other Service provider, the student (when appropriate), other consultants (if necessary), and the District Principal of Student Services to discuss and develop a plan to determine:
a) The purpose and function of the Assistance Dog.
b) Who will accompany and handle the Assistance Dog outside.
c) The personal care and physical needs of the Assistance Dog including:
• The safest and most environmentally sound place for the Assistance Dog to relieve itself.
• Removal and disposal of animal waste.
• Provision of a suitable container for waste.
• Considerations for seasonal changes and inclement weather.
d) Classroom considerations such as seating arrangements.
e) Any necessary changes in routine and procedures and program changes.
f) Arrangements for the Assistance Dog to visit the school without students present in order to familiarize it with the school site prior to commencement of services.
g) A transition plan for the Assistance Dog and the student.
h) A timetable for the introduction for the Assistance Dog to the school and class and for the training of the student’s school team (Principal, Teacher(s), Educational Assistants, etc.)
i) Rules of conduct around the Assistance Dog for students, staff and the public.
j) Disseminating and regulating such rules.
3. The following letters or information shall be forwarded home and to all students attending the school to inform:
a. The school community of the arrival of the Assistance Dog, its purpose, role and regulations regarding the existence of the Assistance Dog at the school.
b. The students in any of the classes where the Assistance Dog will be present to elicit information concerning allergies or extreme phobias from the students’ parents/guardians/caregivers.
c. The students who will be sharing transportation where the Assistance Dog will be present.
d. Retain all letters regarding the Assistance Dog in the student’s confidential file.
4. Inform all staff including teachers, Education Assistants, custodians, support staff, volunteers, Parents’ Advisory Council and Health and Safety representatives of the presence of an Assistance Dog(s).
5. Liaise with the District Principal of Student Services to resolve any specific concerns or issues raised regarding the presence of an Assistance Dog.
6. Arrange for demonstrations from Assistance Dogs International or another certified Assistance Dog organization for the student body, staff and the community as required to provide education and awareness of Assistance Dogs in schools.
7. Contact the Transportation Department regarding any transportation requirements.
8. Revise emergency procedures as required to include the Assistance Dog, such as evacuations, and notify the Fire Department regarding the existence pf the Assistance Dog.
Limiting, Removing or Excluding Assistance Dogs from School
The School District may limit, remove or exclude form school facilities or property any Assistance Dog for reasons it deems appropriate. Examples of such include:
• The Assistance Dog poses a direct threat to the health or safety of an employee, student or others at the school, causes a significant disruption of school activities or otherwise jeopardizes the safe operation of the school or a school event. Examples of such include, but are not limited to:
• The Assistance Dog does not urinate or defecate in appropriate/designated locations.
• The Assistance Dog solicits unwanted attention toward any member of the student body or school personnel.
• The Assistance Dog vocalizes unnecessarily (e.g. barking, growling or whining).
• The Assistance Dog shows aggression towards people or other animals.
• The Assistance Dog solicits or steals food or other items from the student body or school personnel.
• The Assistance Dog is unable to perform reliably the service for which it has been approved.
• The Assistance Dog is not under the full control of the student with the disability or the designated employee.
• The Assistance Dog is a public health threat as a result of being infested with parasites or having a communicable disease of the skin, mouth or eyes.
• The Assistance Dog is unclean and unsanitary.
• The Assistance Dog’s presence significantly impairs the learning of students.
• The Assistant Dog’s presence fundamentally alters the nature of any school programs.
• The student or the student’s parents fail to provide or maintain current documentation required by this procedure.
• The student or the student’s parents fail to abide by the additional conditions of the terms of an individual education plan regarding their Assistance Dog.
Transportation of the Assistance Dog
In determining the necessity of an Assistance Dog for a student with a disability at school, the district may need to provide direction for transporting the student and the Assistance Dog.
1. Training:
• The driver and, if applicable, the bus assistant should meet with the Assistance Dog’s owner. The owner is responsible for providing information to the driver and bus assistant regarding critical commands needed for daily interaction and emergency/evacuation.
• The Assistance Dog’s owner should provide an orientation to students riding the bus with the Assistance Dog regarding the Dog’s functions and how students should interact with the Dog.
• The Assistance Dog should practice the bus evacuation drills with the student.
2. Loading/Unloading:
• The Assistance Dog should board the bus by the steps, not on a lift.
3. Seating Location:
• The Assistance Dog should be positioned on the floor, at the student’s feet.
• A representative of the Transportation Department will meet with the Assistance Dog’s owner to determine whether the Assistance Dog should be secured on the bus with a tether or harness.
Restrictions and Off-Limits for Assistance Dogs
The School District imposes some restrictions of Assistance Dogs for safety reasons. Assistance Dogs may be excluded or have limited access to certain areas of school facilities or certain programs for safety reasons.
Areas or programs which may be considered off-limits for Assistance Dogs include, but are not limited to Laboratories, mechanical rooms, custodial closets, food preparation areas, areas where protective clothing is necessary, areas which have exposed sharp metal cutting or other sharp objects which may pose a threat to the Assistance Dog’s safety, areas with high levels of dust and areas where there is moving machinery.
The determination to deny or limit the access of an Assistance Dog to specific programs or areas of that school facility will be on a case-by-case basis.
Staff Assistance Dogs
The District recognizes the benefit dogs can have on students. There may be District staff who wish to bring an Assistance Dog into a school. For safety reasons, Staff Assistance Dogs must be accredited assistance dogs. Staff who wish to bring an Assistance Dog to school shall follow the following procedure:
1. A staff member may provide a written request to the principal of the school and the Assistant Superintendent to bring a Staff Assistance Dog into the School. The written request shall include the information regarding:
a. Identifying the school where the staff member shall bring the Staff Assistance Dog.
b. Consultation with the school community regarding bringing a Staff Assistance Dog into the school.
c. How the Staff Assistance Dog will:
• Support students.
• Improve instruction to students.
• Improve learning for students.
• Provide emotional support to students.
2. A Staff Assistance Dog must be accredited by the Pacific Assistance Dogs Society (“Staff Assistance Dog”).
3. A staff member typically means non-classroom based staff and includes administrative staff, school counsellors, and youth workers.
4. The principal of the school and the District Principal of Student Services must provide written authorization to the staff member before the staff member may bring a Staff Assistance Dog into the school. The authorization is only valid in the school listed in the request.
5. If a staff member moves schools within the District, they will be required to issue a separate request and seek a new authorization before bringing in a Staff Assistance Dog to the new school.
6. The school and/or district will not be responsible for expenses related to the training, feeding, grooming or care related to the staff owned Assistance Dog.
Conflicting Disabilities
Employees, students, and parents/guardians/caregivers of a student with medical issues that are impacted by dogs (such as respiratory issues) should contact the school principal if they have a concern about exposure to an Assistance Dog. They will be required to provide medical documentation that identifies the disability and the need for an accommodation. The principal will facilitate a process to resolve the conflict that considers the conflicting needs/accommodations of all persons involved.
Appeal Process
As per Policy 390 – Resolving Concerns, the Board of Education believes that when a parent/guardian/caregiver has a concern about the action or decision of any employee, their concern should be first channeled through the employee and then the principal of the school. If resolution is not reached at the school level, a concern may be forwarded to the appropriate Assistant Superintendent before being referred to the Superintendent for consideration.
Pursuant to Section 11 of the BC School Act and Board Bylaw 4: Appeal Procedure, a student and/or the student's parent/guardian/caregiver may appeal disciplinary action taken by Board personnel that they believe significantly affects the education, health or safety of the student, once the above steps have been considered.
Reference
Autism Support Dogs
http://www.autismsupportdogs.org
Assistance Dogs International, Inc.
http://www.assistancedogsinternational.org
BC and Alberta Guide Dog Services
http://www.bcguidedog.com
Guide Dog Foundation for the Blind
http://www.guidedog.org
This Procedure outlines the response to a potential opioid poisoning sites within the Chilliwack School District (“the District”). It provides clear guidelines for staff who have been identified and trained to recognize and respond to signs of a student opioid poisoning at school sites and during school-sanctioned events.
Scope
This Procedure applies to:
• All Principals and Vice Principals.
• Middle and Secondary Occupational First Aid Attendant staff.
• Managers who are trained to recognize and respond to a suspected toxic drug poisoning.
Under the Good Samaritan Act, anyone may administer naloxone in an emergency situation outside of a hospital setting.
Definitions
• Opioid – A class of drug, such as morphine, heroin, codeine, oxycodone, methadone, and fentanyl.
• Opioid Poisoning – An acute life-threatening condition caused by using an opioid.
• Naloxone - An antidote to an opioid poisoning.
• Nasal Naloxone Spray – A naloxone-based nasal spray that can restore breathing during an opioid poisoning by being administered into one nostril. It has no effect on individuals who have not taken opioids.
Education and Training
Staff within the scope of the Procedure will be trained in Narcan Nasal Spray Instructions for Use. This will provide them with education and training in opioid identification and Nasal Naloxone Spray administration.
There will be one Nasal Naloxone kit provided by the District for each school or site. Each school or site will be responsible for storing it in a secure site location and for replacing the Nasal Naloxone when it expires or as needed.
Staff should understand that there may be health and safety risks in responding to a poisoning. It involves the use of personal protective equipment (included in the Kit), and potential contact with drugs or blood and body fluids.
Individuals may be angry and physically aggressive or violent upon revival with Naloxone. Staff must be prepared to stand back and de-escalate these situations.
Procedures
1. Identification that a person is having an Opioid Poisoning is the first and most critical step in saving a person’s life. Some early signs that a person is experiencing an Opioid Poisoning include:
• Severe sleepiness or unconsciousness
• Trouble breathing or slow, shallow breathing or snoring
• Cold, and clammy skin
• Trouble walking or talking.
2. The educated and trained staff first responder with their Nasal Naloxone kit calls 911 and then may choose to give cardiopulmonary resuscitation (CPR) and/or Nasal Naloxone spray depending on the circumstances and their comfort level.
3. The instructions for responding to an opioid overdose, giving a dose of naloxone by nasal spray, and providing support afterwards are available:
• Narcan Nasal Spray Instructions for Use
4. Documentation – Staff who respond to a poisoning will report the event to their supervisor and provide a written summary of the events using Form 440A: Opioid Poisoning Response Report.
5. Reporting – The School Administrator will report the event to their Assistant Superintendent and complete a BC Schools Protection Program (SPP) report.
Mental Wellbeing Follow-up after an Opioid Poisoning
Responding to an Opioid Poisoning can be a stressful and difficult experience for first responders and bystander staff. Both are asked to debrief with their direct Supervisor as soon as practicable. Ongoing support for staff is available through the District Employee and Family Assistance Program (EFAP).
Resources
Purpose
This Administrative Procedure (“Procedure”) provides guidance and information regarding the installation and use of an Automated External Defibrillator (an “AED”) within the Chilliwack School District (the “District”). AEDs increase the survival rates in situations where sudden cardiac arrest occurs.
Scope
This Procedure applies to:
• All Principals, Vice Principals and Managers.
• All designated Occupational First Aid attendants.
• Anyone at the site with Cardiopulmonary Resuscitation (“CPR”) training.
Under the Good Samaritan Act, anyone can provide emergency assistance to an ill, injured, or unconscious person in an emergency situation outside of a hospital setting.
Procurement and Maintenance
The District will purchase and install:
• AEDs within cabinets at all schools and sites.
• replacement batteries at the end of their 5 year lifespan.
• replacement defibrillator pads at the end of their 5 year lifespan.
The school or site will be responsible for:
• periodic visual inspection of the AED to ensure it is not tampered with and has a green checkmark of readiness in the electronic display.
• maintaining all accessories stored with the AED such as nitrile gloves, face masks, and antiseptic wipes in a clean state of readiness.
Placement at School or Site
The AEDs are located in a marked cabinet at schools or sites. The location of the AED and cabinet within each school and site differs, but will always be in one of the following locations:
• At or near the office or lobby entrance.
• At the entrance to a gymnasium.
• At a prominent place in the community side of a school.
Education and Training
All first aid attendants are trained to use AEDs but will need additional training on the specific model available at their site. The ZOLL AED Plus will be the AED model that is used for the remainder of this Procedure.
All District staff will have access to an online training module in the use of the ZOLL AED Plus. This training module is available on Brightspace.
Principals, Vice Principals, Managers and designated Occupational First Aid Attendants will be required to complete this training annually.
Procedure for Use
The following Procedure is for the ZOLL AED Plus but is applicable to all AEDs. The AED Plus graphical user interface is visible on the top of the unit when the cover is removed. The pictograms are reminders of the steps to follow when performing a rescue. These images reinforce the instructions provided through voice prompts.
1. Make sure the scene is safe before approaching the patient.
2. Gently shake the patient and ask loudly if they are okay. If no response, call for emergency services or 9-1-1.
3. Turn on the device and follow the voice prompts. Check for responsiveness and call for help. Expose the patient’s bare chest and attach the defibrillation pads as shown in the pictogram on the pads.
4. The AED will analyze the heart rhythm; if a shock is needed, it will prompt the user to press the flashing shock button after they ensure no one is touching the patient.
5. After a shock or if no shock is advised, begin CPR, following the devices real-time feedback for compression rate and depth until emergency personnel arrive.
The Chilliwack School District is committed to an occupational health and safety management system that protects its employees and therefore also protects its students, volunteers, contractors, and the general public. The District recognizes that it is an employee’s right to work in a safe and healthy environment.
In addition, the District supports Stay at Work and Graduated Return to Work initiatives in order to keep employees connected to the workplace and to support them in their rehabilitation efforts to return to their pre-injury occupation in the shortest possible time.
Responsibilities
The development and maintenance of a safe and healthy environment is a shared responsibility. Employees at every level are responsible for the District’s health and safety culture.
1. Employer – consists of senior leadership responsible for the oversight of all operations of the school district. It shall be the responsibility of the Employer to:
• establish and maintain adequate standards of maintenance of facilities and equipment.
• mitigate physical and health hazards and to develop appropriate work procedures.
• have first aid equipment and attendants as per an assessment.
• provide employees with the information, instruction, and supervision necessary for the health and safety of employees in carrying out their work.
• implement health and safety programs and procedures for all employees at the worksite.
• promote compliance with the Workers Compensation Act and WorkSafeBC Occupational Health and Safety Regulations and orders.
2. Supervisor – persons who instruct, direct, and control employees in the performance of their duties (examples: principals, vice principals, managers, teachers in charge, foreman lead custodians, etc).It shall be the responsibility of the Supervisor to:
• inform and instruct employees in the proper work procedures to obtain optimal output without accidents and occupational disease.
• secure the observance by employees of proper work methods and regulatory compliance.
• correct unsafe work practices.
• be aware of their work area’s potential hazards.
• consult and cooperate with site-based joint occupational health and safety committee representatives.
3. Worker – every employee of the District. It is the responsibility of every employee to:
• follow procedures, to observe regulations pertaining to their work.
• report unsafe acts and conditions that they observe.
• report workplace injuries, exposures, or occupational diseases to their supervisor.
• cooperate in achieving the objective of a healthy and safe workplace.
4. Occupational Health and Safety Manager - responsible for program developments and implementation in accordance with regulatory and district requirements. This includes:
• developing, implementing, and monitoring health and safety programs.
• informing all district employees in program procedures and responsibilities.
• conducting reviews on the effectiveness of programs and taking corrective action as necessary.
5. Joint Occupational Health and Safety Committee (JOHSC) - site-based committees as required by the Workers Compensation Act and Occupational Health and Safety Regulations consisting of employer and worker representatives. The JOHSC is responsible to:
• identify and collaboratively resolve health and safety issues at the worksite.
• conduct worksite safety inspections.
• participate in formal incident investigations.
6. District Advisory Committee on Health and Safety (DACHS) - a contractual committee in accordance with the CUPE and CTA Collective Agreements. This Committee is not required by WorkSafeBC. While the site-based Joint Occupational Health and Safety Committees are identified in the Workers Compensation Act and Occupational Health and Safety Regulations, it is recognized that the District Advisory Committee can fulfill an important role from a broader perspective.
The purpose of this procedure is to outline the District’s prevention, response and reporting procedures that address workplace violence, as required by WorkSafe BC regulation. Workplace violence is not accepted nor tolerated.
Roles and Responsibilities
School District:
• Ensure that workplace violence response procedures and work arrangements are established and implemented.
• As necessary ensure that site-based teams receive assistance to support them at their site.
Supervisor (Principal/Manager):
• Review submitted workplace violent incident reports.
• Complete a workplace violence risk assessment.
• Ensure that workers have been made aware of the workplace violence prevention practices including information when working with a person with a history of violence.
Worker:
• Report all instances of workplace violence.
• Participate in workplace violence information, instruction, or training opportunities.
• Follow safe work instructions and give feedback where deviation from the instructions are necessary.
Procedures to Address Workplace Violent Incidents
1. When an incident of workplace violence directed towards a worker occurs, the following steps must be followed:
a. Affected worker reports the incident to the supervisor.
b. Supervisor initiates an investigation.
c. Supervisor leads the response planning. This can include the creation, or review and updating of response plans and/or safe work instructions. The investigation consists of completing the review section of the violent incident report and a workplace violence risk assessment.
2. Action taken to resolve reported incidents should be made known to the affected worker as soon as possible.
3. Completed violent incident reports should be sent to the School District Health and Safety Manager.
4. Summary information from violent incident reports should be recorded. Information recorded should include: date, time, type of incident, source (ie, student, staff members, parent, etc.), and the action taken by the subject. Data collected will be analysed by the District Health and Safety manager on an ongoing basis and aggregate data will be provided to the district safety committee each month the committee meets.
5. Summary information should also be taken on sources of violence. This information will be shared by the District Health and Safety manager to Student Services in order to advise principals, managers and other staff as necessary, of past incidents and to consider additional supports and interventions.
6. Where the perpetrator of violence is a member of the public, whether known or unknown, violent incident reports should be referred to police when intent to harm is evident.
Internal Documents
The purpose of this procedure is to provide guidelines with respect to the emergency closure of schools or district facilities because of inclement weather or other emergency. While service to students and parents is a priority and schools will be kept open as much as is reasonably possible, the Chilliwack School District (the "District") recognizes its obligation to consider student and staff safety when determining if an emergency closure is required. In such circumstances, decisions on the opening or closure of school district facilities are made by the Superintendent of Schools in consultation with management and supervisory staff who will advise on the general condition of buildings and accessibility to sites.
Procedures
Should it become necessary to close a school or district facility because of inclement weather or other emergency, the Superintendent may order the closing of any or all schools or facilities so affected in accordance with the following procedures:
Activities Outside of Regular Instructional or Facility Hours:
1. Schools or facilities closed during normal hours of operation will also be closed for all activities outside of these hours on the day of closure.
Closure of All School and Facilities for Students and Employees
1. If all schools and district facilities are closed for both students and employees, the announcement will be reported after 6:00 a.m. or as soon as practicable.
2. The District will provide an announcement to 3 local radio stations and the District website and continue to share up-to-date information for the duration of the closure.
3. The Superintendent will put into effect an appropriate employee communication plan.
4. Employees designated by the Superintendent for emergency services will be expected to report to work.
Closure of All or Some Schools for Students Only:
1. If all or some schools are closed for students only, the announcement will be reported after 6:00 a.m. or as soon as practicable.
2. The District will provide an announcement to local radio stations and the District website and continue to share up-to-date information for the duration of the closure.
3. The Superintendent will put into effect an appropriate employee communication plan.
4. Every reasonable attempt will be made by employees to attend their normal work locations. Employees unable to attend will contact their immediate supervisor for direction.
Closure of Some Schools or Facilities for Student and Employees:
1. If some but not all schools or facilities are closed to students and employees, the announcement will be reported after 6:00 a.m. or as soon as practicable.
2. The District will provide an announcement to local radio stations and the District website and continue to share up-to-date information for the duration of the closure.
3. The Superintendent will put into effect an appropriate employee communication plan.
4. Employees may not be expected to report to the closed facility but may be reassigned to other open facilities. Employees' supervisors will provide appropriate direction.
Closure of Roads:
1. If appropriate authorities close a road or local conditions make travel unsafe or impossible between an employee's residence and normal work site, it is the employee's responsibility to contact their immediate supervisor, or, if the immediate supervisor is unavailable, Human Resources, to indicate their absence.
Schools Open For Students But No Bus Transportation Provided:
1. If some or all schools remain open to students but bus transportation will not be provided, the announcement will be reported after 6:00 a.m. or as soon as practicable.
2. The District will provide an announcement to local radio stations and the District website.
3. Employees are expected to report to their normal work locations.
Employee Procedures:
1. Where a school or site remains open to employees but the appropriate authority’s close roads and make it impossible for an employee to attend their normal work site or an alternate site designated by a supervisor, that employee will be paid as if they worked their regular day.
2. In accordance with the collective agreements, and no road closure by appropriate authorities, all employees are expected to be in attendance when a school or site is closed for students only.
3. If an employee does not attend work under subsection 7.2, they will be considered to be on personal leave without pay and are expected to report their absence to their immediate supervisor.
4. Regular and contract employees not required by the Board to report to work on any day the Superintendent closes a facility for employees will be paid as if they had worked their regular day.
5. Regular and contract employees required by the Board to work for emergency reasons when all other employees are not required to work (during closures) will be provided at the discretion of the Board, time in lieu of, or paid double time for the time worked at the discretion of the Board. Emergency designated staff are expected to be at the school 30 minutes prior to normal assembly time and remain for a minimum of 30 minutes. Non-school based Emergency designate staff will report to their regular site.
6. Casual employees required by the Board to work will be paid their regular rate of pay for hours worked. School principals or their designate and management staff who have been identified by the superintendent as essential, to ensure student and employee safety and building security, are expected to report for work. No additional pay will be provided for these employees. Vacation requests by employees on any day of closure which requires employees to be at work will only be honoured if the employee had previously arranged, with the approval of the employee's supervisor, such vacation time.
This procedure describes the Chilliwack School District’s (the "District's") practices and expectations in relation to the use of video surveillance on school lands, facilities and buses in compliance with Section 74.01 of the School Act and the provisions of the Freedom of Information and Protection of Privacy Act (FIPPA).
The District recognizes both that it has obligations with respect to staff and student safety, and that video surveillance impacts individual privacy. The District utilizes video surveillance for the purposes of ensuring the safety of staff and students, to protect personal property, and to protect District property against vandalism, theft and other destructive acts. The District endeavours to use video surveillance in a manner that is respectful of individual privacy.
Procedures
1. Surveillance Implementation:
Before installing and operating a new video surveillance system in school facilities or on school lands:
1.1. The Superintendent or their designate will produce or cause to be produced a report documenting the reasons why surveillance is being considered, citing (if applicable) any specific incidents of property loss, safety or security breaches justifying the implementation of surveillance, identifying any less intrusive alternatives that have been considered and why they would not be an adequate alternative to surveillance, and setting out the methods that will be used to minimize the privacy impact of the surveillance initiative.
1.2. If surveillance is to be used within a school facility or on school land, the District will provide notice of its plans to the applicable parent advisory council. In accordance with and as required under 74.01 of the School Act, the District shall obtain the approval of the parent advisory council before proceeding with implementation of the surveillance system.
1.3. Where the District deems it appropriate, the District may undertake consultations with other affected groups or individuals about the implementation of surveillance, such as students, parents, staff or members of the community.
2. Use of Surveillance:
2.1. The District utilizes surveillance for the purposes of safety and property protection.
2.2. Surveillance is not used to routinely monitor student or employee productivity or performance.
2.3. Surveillance recordings may be accessed and viewed on an exceptional basis if and when required to investigate incidents raising concerns about personal safety, damage to property, or a contravention of law or school rules or policies or to investigate incidents of misconduct.
3. Equipment and Signage:
3.1. The District utilizes video surveillance systems, including cameras and equipment necessary to record and view video and audio footage (“Surveillance Equipment”).
3.2. The District may use video analytics software to enhance the ability of Surveillance Equipment to detect unusual motion and activity and/or to limit the collection of footage.
3.3. Camera/Recorder placement will be subject to approval by the building administrator (Principal or building supervisor) or their designate (“Facility Administrator”) at the time of placement, and will be placed with a view to minimizing the privacy-related impacts of the surveillance.
3.4. Access to Surveillance Equipment, including cameras, viewing and storage devices will be limited to authorized District employees or contracted service providers. In the ordinary course, such access is limited to the Facility Administrator or contracted service providers engaged in install or maintain Surveillance Equipment.
3.5. Surveillance is not to be ordinarily used in locations where appropriate confidential or private activities/functions are routinely carried out (e.g., bathrooms, private conference/meeting rooms). Any exceptions must be authorized by the Superintendent (or their delegate) on the grounds that no other supervision option is feasible and that the need is pressing and outweighs the privacy interest of the student or other person likely to be observed. Surveillance of such locations may not be authorized on an ongoing basis.
3.6. The District shall post notices in areas where Surveillance Equipment is in use, which shall include the title and contact information for a District employee who can be contacted with questions or concerns about the use of surveillance.
4. Covert Surveillance:
4.1. Covert surveillance (i.e. surveillance without notice) will only be used in exceptional circumstances where compelling reasons for its use exist, such as criminal activity or other serious misconduct, significant property loss, safety or security issues.
4.2. Covert surveillance may be authorized by the Superintendent for the purposes of a specific investigation after assessing the availability of alternative investigation methods and will be strictly limited in scope and duration to that which is necessary to achieve a specific, identified objective.
4.3. Covert surveillance will not be authorized on an ongoing basis.
5. Security and Disclosure:
5.1. All computer and/or recording media shall be password protected, encrypted, and stored in a secure area away to prevent unauthorized disclosure or public access. Access to such equipment will be limited to the Facility Administrator.
5.2. The District shall keep and maintain a log of all access to the Surveillance Equipment and recordings. Logs will be retained for a minimum period of ninety days.
5.3. Recordings may never be sold, publicly viewed, or distributed in any other fashion except as provided for by this Administrative Procedure or as authorized or required by court order, subpoena or other applicable laws.
5.4. The District reserves the right to make footage available to police to assist in police investigations as authorized by FIPPA.
6. Viewing of Recordings:
6.1. Playback devices used to view or listen to video footage will be located in secure areas where monitoring or viewing equipment is not accessible to third parties or the public.
6.2. The District shall only use and disclose video footage to the extent it is authorized or permitted to do so under FIPPA.
6.3. In the ordinary course, access to video footage shall be limited to the Facility Administrator or contracted service providers engaged to install or maintain the Video Equipment.
6.4. Employees, Students and parents may request access to video footage in which they appear, and access shall be provided in accordance with FIPPA. If an employee or student is facing any disciplinary action, they may authorize their union representation or other advocate to also view the recording.
6.5. The District reserves the right to refuse to provide access to footage where doing so would unreasonably interfere with the privacy of another individual.
6.6. The District may share footage with its legal counsel and insurers for the purposes responding to claims or complaints that may be made or to third parties where necessary to carry out investigations.
7. Retention of Recordings:
7.1. Recordings are ordinarily destroyed within 60 days of creation, but may be retained longer if needed for legal, administrative, operational, disciplinary or investigation purposes. The Facility Administrator is responsible for making decisions about the retention of footage.
7.2. The District retains footage for a one year period if it is used to make a decision that significantly affects an individual in accordance with the requirements of FIPPA.
7.3. Where footage may be relevant to a legal claim involving the District or third parties, the District’s practice is to retain footage for up to two years or until the relevant limitation period has expired in order to ensure relevant evidence is preserved as needed.
8. Review:
8.1. Each Facility Administrator is responsible for the proper implementation and control of the surveillance system.
8.2. The Superintendent or designate shall conduct a review at least annually to ensure that this Administrative Procedure is being adhered to on the use of video surveillance in the District.
8.3. The Board conducts an annual review of its video surveillance systems in accordance with the requirements of section 74.01(3) of the School Act.
The Board is committed to and responsible for ensuring the maintenance of order in schools, on school property and at school district events.
Exclusion Orders under Section 177 of the School Act may be issued in circumstances where the principal or vice-principal determines that a person’s actions pose a risk to the safety of staff, students and others in the school community, or present a significant and ongoing disruption to the educational programs offered by the school or the School District and include, but are not limited to, unwelcome visitors to schools during the school day, after school and all co-curricular and extra-curricular
Procedure
1. All persons on school property are expected to comply with school rules and regulations. Schools will display a sign at major entrances directing all visitors to report to the office.
2. Visitors are required to report their presence to the school office, inform the school secretary or principal/vice-principal of the purpose of the visit and wear a visitor’s identification badge while on school property.
3. The following employees are authorized by the Board to issue Exclusion Orders pursuant to Section 177 of the School Act: Superintendent of Schools, Assistant Superintendent of Schools, Directors of Instruction, Principals and Vice Principals and the Manager of Facilities.
4. A staff member who encounters an unwelcome visitor should notify administration. Only if the statutory officer of the Board or his/her designate is unavailable should the staff member direct the visitor to leave. A witness should be present.
5. Any person who is on school property during or after the instructional day may be asked to leave. The request to leave must be made prior to requesting the assistance of the RCMP if the person refuses to leave the grounds or premises after being directed to do so.
6. Where practicable, provide prior notice to the Superintendent of Schools or designate of the intent to issue an Exclusion Order pursuant to Section 177 of the School Act.
7. Provide written notification (Notice of Exclusion Letter – Form B) to the excluded person as soon as possible, including reasons for the exclusion, the length of the exclusion, the date for review and information about the avenues for appeal.
8. Provide a copy of Notice of Exclusion Letter – Form B to the local RCMP.
9. The principal or vice-principal will document the incident (Report on the Issuance of an Exclusion Order – Form 480A), including the following information as a minimum, and send a copy of the letter and the report to the Assistant Superintendent of Schools (letters will be tracked at both the school and district level).
a. Name of school
b. Date, time and location of incident or incidents
c. Description of incident or incidents (i.e., what happened, who was involved, etc.)
d. Name (and contact information, when possible) of person excluded under Section 177
e. Name of principal or vice-principal who directed the person to leave school property
f. Length of exclusion
g. Date for review of decision to exclude
h. Means of delivering the Exclusion Order letter
i. RCMP file number for incident (if a file was opened by the RCMP) and name of the attending officer
j. Name of person completing the form
10. Any personal information collected in relation to a Section 177 Exclusion Order will be dealt with in accordance with the Freedom of Information and Protection of Privacy Act.
Appeals Process
1. Persons excluded through Section 177 have 30 days to appeal the decision directly to the Superintendent of Schools or designate. If the Superintendent of Schools made the decision to exclude, the appeal will be forwarded to the Board.
2. A decision on the appeal will be made and communicated in writing within 14 business days of receiving all requested information. In some cases, an appeal of an exclusion under Section 177 could be heard through a Section 11 appeal (Bylaw 4 – Appeal Procedure), where a decision of a board employee significantly affects the education, health or safety of a student.
The Chilliwack School District (the “District”) takes the privacy and safety of our students, staff, visitors, and trustees seriously. In alignment with our commitment to maintaining a safe and respectful environment, this procedure outlines the circumstances under which outside audio / video recording, photography, and live streaming will or will not be permitted on District property. This procedure is in effect at all times, including when school is not in session.
For that reason, audio / video recording, photography, and live streaming is only permitted on District property for authorized events and/or circumstances. These include, but are not limited to:
• Public sporting events.
• Student Achievement assemblies.
• Student performances.
• Media Parent Release Form is obtained in advance of the individual(s) being recorded (available on Permission Click).
• Authorized educational programming or initiatives (e.g., Yearbook).
• Other events as indicated by a school administrator.
Audio / Video recording, photography, and live streaming is NOT permitted at non-authorized District events and/or circumstances. These may include, but are not limited to:
• Meetings of the Board of Education
• Office spaces, classrooms and all learning environments
• PAC Meetings
• Professional Media recordings
• Use affects the safety and/or privacy of students, staff, visitors, and/or trustees.
• Use for purposes that do not align with the District’s Strategic Plan, Core Values, Policies, and Procedures.
• Use causes a disturbance.
• Other events/circumstances as indicated by a school administrator.
District staff reserve the right to utilize audio / video recordings, photography, and live streaming in accordance with this Administrative Procedure, for internal purposes. External use requires written authorization and adherence to District policies and administrative procedures.
Failure to comply, when asked to stop recording, could result in the issuance of an Exclusion Order under Administrative Procedure 480 and Section 177 of the School Act.
Related Documents
No Photography, Audio / Video Recordings, Photography and Live Streaming Signage
The District is responsible for maintaining a safe, secure environment for students and staff. It is expected that school personnel implement preventative, pro-active and positive supports and interventions that are non-punitive and grounded in the foundational understanding that behaviour is communication. These supports and interventions make the use of seclusion and physical restraint unnecessary in most circumstances.
As per British Columbia Ministry of Education Provincial Guidelines on Physical Restraint and Seclusion in School Settings, this procedure outlines the limited situations where staff members are authorized to physically restrain or seclude students as an emergency measure of last resort, when alternate methods of defusing a situation have failed and the student is in imminent danger of causing harm to self or others.
Definitions
• Physical Restraint – a method of restricting another person’s freedom of movement or mobility in order to secure and maintain the imminent safety of the person or the imminent safety of others. The term physical restraint does not apply in the following situations:
• The provision of gentle physical guidance or prompting of a student when teaching a skill, redirecting attention or providing comfort.
• A temporary, gentle touch on a student’s arm, shoulder or back for the purpose of guiding a student to a safe location.
• Seclusion – the involuntary confinement of a person, alone in a room, enclosure or space that the person is physically prevented from leaving. The term seclusion does not apply in the following situations:
• When a student has personally requested to be in a different/secluded location/space.
• When a student is outside of the regular classroom for a calm or quiet break if these breaks are behaviour strategies that are proactive and are part of the student’s daily routine.
Plans for Student and Staff Safety
In cases where an individual student could potentially cause harm to self or others, an Escalation Indicator Response Plan (EIRP) and Individual Safe Work Instruction (ISWI) should be collaboratively developed with the principal, teacher(s), support staff, parent(s)/guardian(s)/caregiver(s) and, when appropriate, District Staff, outside professionals and/or the student. Consider information from assessment reports if available.
These plans should include:
• The student’s triggers, patterns of escalation and appropriate adult responses.
• Direct instructions to staff for how to work safely with the student when they are escalated.
To support student learning:
• A Positive Behaviour Support Plan or Behaviour Intervention Plan is created to describe the competencies the student needs to develop in order to communicate their needs safely, and the strategies that will be used to teach these competencies. These strategies may be listed in a student’s Competency Based Individualized Education Plan (CBIEP).
It is the principal’s responsibility to ensure that any staff likely to be in contact with the student such as teachers, education assistants, bus drivers, clerical, custodians and all replacement staff read the EIRP and ISWI and understand the importance of adhering to this plan for their own and others’ safety.
It is the principal’s responsibility to ensure that staff who require training to support the student have access to training at the next available opportunity.
A review/revision of prevention/intervention strategies/plans must occur in cases where there is:
• Re-occurring incidents of escalation causing harm.
• Repeated use of physical restraint or seclusion for an individual student.
• Multiple use of physical restraint or seclusion occurring within the same classroom.
• Repeated use of physical restraint or seclusion by an individual staff member.
Guidelines For Physical Restraint
1. The District recommends a “hands off” approach as the best practice when dealing with students who are experiencing dysregulation. It is expected that school personnel implement preventative, pro-active and positive supports and interventions that are non-punitive and grounded in the foundational understanding that behaviour is communication. Physical restraint must be used only in exceptional circumstances where a student is in imminent danger of causing serious harm to self or others.
2. Physical restraint will only be employed until the imminent danger or serious harm to self or others has dissipated.
3. Any time physical restraint is necessary a Seclusion and Restraint Data Reporting Form must be filed out on the day that it occurs with the District Principal of Student Services. The parents/guardians/caregivers must also be informed about the use of restraint as soon as possible and prior to the student leaving school.
4. Physical restraint must be conducted in a safe manner by staff who are trained in the proper methods of physical restraint. This training will ensure:
4.1 Student’s breathing is not restricted.
4.2 Student is not in a prone position (facing down on their stomach).
4.3 Student is not in a supine position (on their back, face up).
4.4 Mechanical restraint devices are never used.
5. Training sessions in positive behaviour support planning, trauma informed responses, non-violent crisis intervention, conflict de-escalation techniques and planning for student and staff safety are offered to school personnel on a regular basis.
6. The need for staff to be trained in the use of physical restraint for a student will be determined during the EIRP Plan development. This plan is developed in consultation with trained district staff, school administration, school staff and the parent(s)/guardian(s)/caregiver(s) and when appropriate outside professionals.
Guidelines for Seclusion
1. It is expected that school personnel implement preventative, pro-active and positive supports and interventions that are non-punitive and grounded in the foundational understanding that behaviour is communication. Seclusion must be used only in exceptional circumstances where a student is in imminent danger of causing serious harm to self or others.
2. The space used for seclusion must not jeopardize the student’s health and safety – emotionally or physically. Seclusion should only be employed in exceptional circumstances where a student is in imminent danger of causing serious harm to self or others.
3. Seclusion will only be employed until the imminent danger of serious harm to self or others has dissipated.
4. Any time seclusion is necessary a Seclusion and Restraint Data Form must be filed with the District Principal of Student Services. Parents/Guardians/Caregivers must be informed about the use of seclusion as soon as possible and prior to the student leaving school.
5. A student must never be unsupervised and locked into a room.
6. Any room that is to be used for seclusion must have an observation window and the student must be under continuous visual observation. The student’s behaviour must be noted at regular intervals by the observing adult to gather information that may be helpful for their plan, and/or to note when the student has returned to a state of regulation and is ready to re-connect with their team.
7. The space used for seclusion will be shared with the parent(s)/guardian(s)/caregiver(s).
8. The IERP/ISWI and all other health and safety policies will be followed including WorkSafe BC Regulations.
Debrief and Response to Incidents of Physical Restraint and Seclusion
• If restraint or seclusion is required more than once, prevention/intervention strategies will be reviewed in a meeting with school personnel. If revisions are required, the EIRP/ISWI will be amended and signed by members of the team.
• All instances of restraint or seclusion will be reviewed by the District Principal of Student Services on a monthly basis.
Application and Review of Procedure
The school district administration will ensure that employees are made aware of this administrative procedure and provide any necessary training or resources to uphold these expectations.
Employees should report any concerns or violations of this administrative procedure to their immediate supervisor or the appropriate designated authority within the school district.
Regular review of the Administrative Procedure will occur to ensure alignment with current research and practices.