A Safety Plan is a document designed to ensure employee safety when an employee is working

with a student who is high risk for aggressive or violent behaviour.

NAME: TJ DOB 2007 06 08

Y M D
SCHOOL: Chat Secondary School

DATE: November 7, 2019

Objective: To ensure that staff working with this student are aware of responses and safety
procedures in place to maintain a safe, productive learning environment for this student, as well
as other students and staff.

Specific Behaviour Concerns:

 Kicking, biting, slapping, grabbing and pulling hair
 Refusal to comply with teacher
 Risk to self and others
 Demonstrates anti-social behaviour when overwhelmed

Key Understandings About This Student:

TJ was diagnosed with ASD at an early age; she presents with speech and language delays, gross
and fine motor delays, along with behavioural and self-regulation challenges. TJ over-focuses on
personal interests, is easily distracted, inattentive, impulsive, lacks verbal communication
abilities, and has challenges following adult-led activities and directions. She can be violent in
certain situations and will lash out by hitting, biting, kicking and pulling hair. Those who work
with TJ must have CPI training and be prepared for these eventualities. TJ can work happily
when she is engaged. She will connect with adults as she develops a trusting relationship.

1. SETTING EVENT: (background circumstances that predispose aggressive behaviour)

Problem behaviours are more likely in the presence of certain setting events:

Setting Event Strategy

Doesn’t like transitions. Often, she will
continue with her task and ignore instructions.
 Try to find rewards that she enjoys e.g. a
walk, scooter, trampoline time, resting with
weighted blanket
 Use visual schedule to frontload her with
what is to come

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SAFETY PLAN

 PECs for activity choices

Unfamiliar staff member  Check in with an adult at the school in the
mornings to help her connect.
 Connect with all staff members regularly to
increase comfort level

2. ANTECEDENTS:
Be aware of situations and events that are immediate triggers for the escalation of behaviour:
Antecedent Strategy
1. Direction or re-direction from an adult  Provide two choices (PECs) that fit the
goal
2. Unfamiliar activities
 Re-direct with visuals or one-word
3. Transitions from one activity to another prompts
4. Loud voices  Use the words and PEC, “Be gentle” or
“Take a break.”
 Speak in a soft, but firm voice at all
times

3. CRISIS RESPONSE PLAN: (staff responses to student’s behaviour)

Precursor Behaviours (What you see)
Anxiety:
(noticeable increase or change in)
 Refuses to follow instructions
 Agitated, upset and unable to focus
Defensive:
(cues that this student is beginning to lose the
ability to think or process information)
 Starting to become agitated
Acting Out:
(risk to self or others)
 Kicks, grabs, slaps, hits and bites
 Oppositional defiance
Tension Reduction:
(cues that this student is calm)
 Smile on her face
Staff Responses (What you do)
Be Supportive:
(empathetic, non-judgmental response)
 Immediate adult intervention from
support staff to help with calming
techniques
 Reassure student and name the
feeling(s)
 Provide choice and reduce demand of
the task
 Provide time for her to comply
Be Directive:
(set simple, clear, enforceable limits)
 Providing space and time
 Encouraging positive communication
– “Be gentle.”
*Crisis Intervention:
(injury prevention)
 Physical behaviour: Call for help –
stay at a safe distance
 Send home when safe (main caregiver
will be called)
Therapeutic Rapport:
(re-establish rapport –do not recriminate)
 Provide easy, doable, activity/task (e.g.

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 PLAN PL
SAFETY
SAFETY

 Relaxed face and body puzzles, couch, photographs)

 Licks her hands and flicks her hair  Calming activities
 Tries to touch others in an affectionate  Snack break with smoothie or orange
manner juice and a slice of toast

*Crisis Intervention: Response Progression

1. Hold her hand if she is getting aggressive and try to calm her with “Be gentle”; if she
becomes physically aggressive
2. Keep a safe distance if she kicks, hits, bites
3. Clear the area - assign and list one person to direct the actions of intervening adults
4. Use CPI holds, blocks and create space
5. Physical restraint (CPI) should be used as a last resort ONLY if there is a danger to
self or
others.
See District Policy on physical restraint.

4. DEBRIEFING:

Principal and SST debrief with staff members involved and notify parent. Staff will fill in a
violent incident report/plus WCB form.

6. OTHER MEANS TO MINIMIZE EMPLOYEE RISK: (i.e. clothing, earrings, etc.)

An adult is required to monitor Tylynn at all times. Be aware of where she is in the room and
wear a hat to avoid easy access to hair pulling. Gauge her mood prior to instruction and provide a
soft landing to help ease her into instruction mode. Be reminded that Tylynn’s maturity and
learning level has been assessed as that of a 3-year-old.
7. CRITERIA FOR CALLING HOME:
Physical violence towards students or staff. Excessive defiance where none of the options are
accepted and expressed consistently over a long period of time. When the safety and learning of
others are negatively impacted.
7. REINTEGRATION PLAN: (if appropriate)
Return to school on the following day whenever possible
8. THIS PLAN WILL BE REVIEWED:
a. Regularly by the Kara Wagner or designate
b. If any change in behaviour occurs such that the risk of violence is different and/or an
incidence of violence occurs.

9. A SAFETY PLAN MEETING WILL BE CONVENED

The principal or designate will call a safety plan review meeting if new information

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 indicates that the safety plan needs to be reviewed or modified.

REVIEW DATE: TERMINATION DATE:

2020/01/30 ____/____/____
Y M D Y M D

All staff working with Tylynn Joe will read and sign this safety plan.

Signature: Print Name/Title Date (Y/M/D):

_____________________ M Sewer / Principal ______________

_____________________ Kara Wagner / SST ______________
_____________________ C Wine / EA ______________
_____________________ T Napom / EA ______________
_____________________ Linda Loosie / EA ______________

C. PHYSICAL RESTRAINT OF STUDENTS

The Board recognizes that it has a responsibility to ensure that the public school
provides a safe environment for all of its students and employees.

It is further recognized that in given situations it may be necessary to apply physical

restraint when a student presents a danger to himself/herself, others and/or property.

1. Definition

Physical restraint techniques are judicious control measures used with students to control
movement, location and behaviour such as violence or abuse to persons, self or property.
The intervention or restraint technique should be appropriate to the intellectual, physical and
emotional development of the students(s). These restraints are not meant to be used as a
disciplinary measure.

2. When to Restrain

Physical restraint is only a temporary measure. Restraint is required when the threat is
immediate and when other measures have been demonstrated to be of little or no benefit.

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SAFETY PLAN

It is recognized that there may be emergency situations when physical restraint may be
appropriate even though more moderate control measures have not been used (e.g. a student
is in the process of causing harm to another person).

3. Who Should Restrain

Restraint may be required inside or outside of the classroom and should normally be carried
out by designated trained employees. In an emergency situation, every employee has a duty
to attempt to maximize the safety of all individuals concerned.

4. Guidelines

Where a written Behaviour Plan (IEP) or a Safety Plan exists for a student, the following
guidelines shall apply:

a. All staff who may come in contact with the identified student will be informed by the
school principal or designate about the student’s history of behaviour that has been a
risk to others.

b. All staff working with the student should be trained in appropriate behaviour
management strategies and basic restraint techniques prior to working with the
student.

c. If appropriately trained classroom support is not available on a given day, the student
may be asked not to attend school for the specific day.

5. Procedures for Physical Restraint

The procedures involve the three basic steps of restraint, debriefing and documentation.

a. Physical restraint should be conducted:

i. after a verbal warning should be given to the student that restraint may occur
ii. with controlled, unemotional and reassuring statements that give reasons for
the restraint and describe the necessary behaviour for ending the restraint
iii. with the least amount of force to protect student and restrainer
iv. with the least amount of disturbance to the rest of the class
v. in the presence of another adult when possible
vi. with the assistance of other adults as needed
vii. without the use of mechanical devices
viii. restraint should continue until the aggressive behaviour is under control

b. Debriefing should occur as soon as possible with the student so that both the
restrainer and the student understand the situation and that, where possible, the
student is able to:
i. state what did happen
ii. state what the appropriate action should have been
iii. state what he/she would do if it happened again

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 c. A record should be kept in the student’s file and it should include:
i time and location of incident
ii names of all people involved and documentation from those witnessing the
incident
iii discussion with personnel directly involved in the incident
iv written description of entire incident completed as soon as possible
v notification to the principal as soon as possible after the incident, and, in any
event, prior to the end of that school day
vi direct communication between the principal or designate and the parent(s)
shall be initiated the same day
vii if an injury to an employee has occurred, completion of the WCB “Employee
Injury” form is necessary

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