Caring and Safe Schools in Ontario: Supporting Students With

Caring and Safe Schools in Ontario

Supporting StudentS

with Special education needS

through progreSSive diScipline,

Kindergarten to grade 12

Contents

1. Introduction 3 ThePurposeofThisResourceDocument 3 MinistryInitiatives 5 OntarioSchoolBoardInitiatives 7 InitiativesinOtherJurisdictions 7 FrameworkforPromotingPositiveStudentBehaviour 7 PreviewoftheRestofThisDocument 9

2. PromotingPositiveBehaviourThroughaCaringand SafeSchoolCulture 10 GuidingPrinciples 10 ACaringandSafeSchoolCulture–WhatDoesItLookLike? 11 TheInfluenceofSchoolCultureonStudentLearningandBehaviour 12 AssessingSchoolCulture 13 BuildingaCaringandSafeSchoolCulture 16 StepsinImplementation 16 RolesandResponsibilitiesinImplementation 18

3. UnderstandingStudentBehaviour 20 WhatDoYouNeedtoKnow? 20 SpecificConditionsAffectingBehaviour 22 CommunicationDisorders 23 ExecutiveFunctionDeficits 25 MentalHealthProblems 27 AdditionalFactorsAffectingBehaviour 29 AssessingCapacityintheSchool,Home,andCommunity 32 AreasofKnowledge:ASummary 32

4. InvestigatingStrategies,Tools,andResources 34 StrategiestoPromotePositiveBehaviour 34 DirectTeachingofSocialSkills 34 CharacterDevelopmentPrograms 35

Unepublicationéquivalenteestdisponibleenfrançaissousletitresuivant: Bienveillance et sécurité dans les écoles de l’Ontario : La discipline progressive à l’appui des élèves ayant des besoins particuliers, de la maternelle à la 12e année.

ThispublicationisavailableontheMinistryofEducation’swebsite,atwww.edu.gov.on.ca.

StrategiestoAddressInappropriateBehaviour 35 AProblem-SolvingApproach 35 RestorativePractices 36 AssessmentandPlanningTools 37 EarlyDevelopmentInstrument 37 FunctionalBehaviourAssessment 38 RiskAssessment 38 BehaviourSupportPlan 39 SafetyPlan 39 InstructionalStrategies 40 CooperativeLearning 40 DifferentiatedInstruction 40 TheTieredApproach 40 UniversalDesignforLearning 40 StrategiesandToolsforSpecificPurposes:AnOverview 41 InternalandExternalResources 43 PrintandInternetResources 44 BullyingandBullyingPrevention 44 CommunicationandCommunicationDisorders 44 ExecutiveFunctionDeficits 45 MentalHealthProblems/MentalIllness 46 Websites 46

5. AddressingBehaviouralIssuesThroughaProgressive DisciplineApproach 47 AssessingStudentBehaviour 48 ConsideringMitigatingCircumstancesandOtherFactors 50 TakingAction 54

Appendix: Sample Planning Template 56Glossary 57References 60

Introduction

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The Purpose of This Resource DocumentheOntarioMinistryofEducationrecognizesthatallstudentsrequireacaringandsafeenvironmentandindividualizedsupportinordertolearn,developtheirpotential,andstayinschool.Overtheyears,

theministryhastakenanumberofinitiativestoassistschoolsinmeetingtheserequirements.Thepresentdocumentisintendedtoserveasapracticalresourceforsuperintendents,principals,andvice-principals,tohelpthemaddressissuesofstudentbehaviourboththroughinstructionandinterventionstailoredtoindividualstudentneedsandthroughongoingeffortstobuildandmaintainacaringandsafeschoolculture.

Thedocumentsetsoutaframeworkthatsystemandschoolleadersmayusetostrengthenschools’abilitytoprovideacaringandsafeenvironment,inwhichresponsestobehaviourissuesareshapedbyinformedconsiderationofstudents’needsandcircumstances.Whiletheideasandstrategiesoutlinedhereareappro-priateforusewithallstudents,thefocusofthisdocumentisontheparticularcircumstancesofstudentswithspecialeducationneeds.

Morespecifically,thisresourcedocumentisintendedto:

✦✦ assistsystemandschoolleaderstopromoteandsupportacaringandsafeschoolculture;

✦✦ provideinformationaboutappropriatestrategiesandresourcestohelpsystemandschoolleadersaddressbehaviouralchallengesforstudents,inparticularstudentswithspecialeducationneeds.

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There is a direct link between success in school and the school environment in which

student learning takes place. Students are more motivated to do well and achieve their

full potential in schools that have a positive school culture and one in which they feel

safe and supported. (Safe Schools Action Team, 2008, p. 1)

TheinvestigationsoftheSafeSchoolsActionTeamhaveconfirmedthatasafeandsupportiveenvironmentforlearningandworkingisoneofthemostimportantfactorsthatinfluencethequalityofstudentlearningandachievement(SafeSchoolsActionTeam,2008).

Studentswhoexperienceapositiveschoolculturefeelsupportedandacceptedbypeersandschoolstaffandtendtodevelopastrongsenseofschoolmembership.Feelingsofbelongingenhancestudents’self-esteemandcancontributebothdirectlyandindirectlytoimprovementsinacademicandbehaviouralfunctioningandoverallmentalhealth.Studentswhofeelacceptedaremorelikelytodevelopstrongliteracyskillsandmakeapositivecontributiontotheschoolcultureandarelesslikelytocommitinfractions.Conversely,alowsenseofschoolengagementinstudentsappearstobecorrelatedtoahigherincidenceofemotionalandbeha-viouraldisorders(CanadianPublicHealthAssociation,2003).Thissuggeststhatanapproachtodealingwithinappropriatestudentbehaviourwhichenablesstudentstofeelsupportedandacceptedatschoolmaycontributetoimprovedstudentlearningandbehaviourandhelpstudentsstayinschool.

Promotingpositivebehaviourthroughacaringandsafelearningenvironmentandanindividualizedapproachtobehaviourissuesbeginswithsystemandschoolleaders,whosetthetoneforthesystemandschools.Theybeartheprimaryrespon-sibilityforworkingwithteachersandotherpartnerstocreateanenvironmentinwhichindividualstudentsandadultsaretreatedfairly,equitably,andwithdignityandrespect.Itishopedthattheideasinthisdocumentwillbehelpfultothem–andalsotoallstaff,includingspecialeducationresourceteachers,toparents,andtootherstakeholders.

Leading schools – as in any great organization – requires principals with the courage

and capacity to build new cultures based on trusting relationships and

a culture of disciplined inquiry and action.(Fullan, 2003)

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Introduction

Ministry InitiativesnTheMinistryofEducationhasundertakenanumberofinitiativestohelpschoolsbuildacultureofcaringandaddressissuesofsafetyandinappropriatebehaviourinschools.InDecember2004,theministryestablishedtheSafeSchoolsActionTeamandinvestedinacomprehensive,province-wide,bullying-preventionstrategy.Afterwidespreadpublicconsultation,theSafeSchoolsActionTeamreleasedShaping Safer Schools: A Bullying Prevention Action Plan inNovember2005andSafe Schools Policy and Practice: An Agenda for ActioninJune2006.Thesetworeportsidentifiedprioritiesforactionandmaderecommendationstotheministryandschoolboardswithrespecttobullyingprevention,progressivediscipline,com-munityandparentalinvolvement,applicationoftheSafeSchoolsAct,programsforsuspended/expelledstudents,educationandtraining,communication,andaProvincialSafeSchoolsFramework.

Inaddition,inDecember2008,theSafeSchoolsActionTeamreleasedafurtherreport–Shaping a Culture of Respect in Our Schools: Promoting Safe and Healthy Relationships–callingforactiontoaddressseriousissuessuchasgender-basedviolence,homophobia,sexualharassment,andinappropriatesexualbehaviourbetweenstudentsinschools.

TheministryitselfconsultedextensivelyonthesafeschoolsprovisionsoftheEducationActinordertodeveloplegislativeamendmentsandrelatedpoliciesandregulationsthatwouldaddressthequestionsofschoolsafetyandofhowtorespondconstructivelytochallengingbehaviourbystudents.TheamendmentsthatcameintoforceonFebruary1,2008,mandateda“progressivediscipline”approachforaddressinginappropriatebehaviour,toenableschoolstoprovideappropriatedisci-plinewhilealsoensuringthatstudentshaveadequateopportunitiestocontinuetheireducation.Theseamendmentsalsomandatedtheprovisionofprofessionalsupports,programmingsupports,andtrainingforteachersandprincipals.Addi-tionalamendments,whichcameintoforceonFebruary1,2010,ensurethatallseriousincidentsthatoccuratschoolarereportedtotheprincipal,thatparentsofvictimsaremadeawareofsuchincidents,andthatstaffwhoworkdirectlywithstudentsrespondtoincidentswhentheyoccur.(SeeAppendix1ofPolicy/ProgramMemorandumNo.145,“ProgressiveDisciplineandPromotingPositiveStudentBehaviour”[October19,2009].)

Theterm“progressivediscipline”,asdefinedinPPMNo.145,refersto“awhole-schoolapproachthatutilizesacontinuumofpreventionprograms,interventions,supports,andconsequencestoaddressinappropriatestudentbehaviourandtobuilduponstrategiesthatpromoteandfosterpositivebehaviours.”Specifically,thismeansthat“Wheninappropriatebehaviouroccurs,disciplinarymeasuresshouldbeappliedwithinaframeworkthatshiftsthefocusfromonethatissolelypunitivetoonethatisbothcorrectiveandsupportive.Schoolsshouldutilizearangeofinterventions,supports,andconsequencesthataredevelopmentallyappropriate

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andincludelearningopportunitiesforreinforcingpositivebehaviourwhilehelpingstudentstomakegoodchoices”(OntarioMinistryofEducation,2009g,p.3).

Thisapproachtodisciplinealsorequiresprincipalsandschoolboardstotakeintoaccountavarietyofmitigatingandotherfactorswhenconsideringthesuspensionorexpulsionofastudent.Themitigatingfactorsoutlinedintheamendmentsareasfollows:

✦✦ Thestudentdoesnothavetheabilitytocontrolhisorherbehaviour.✦✦ Thestudentdoesnothavetheabilitytounderstandtheforeseeable

consequencesofhisorherbehaviour.✦✦ Thestudent’scontinuingpresenceintheschooldoesnotcreatean

unacceptablerisktothesafetyofanyperson.1

Otherfactorstobetakenintoaccountwerealsospecifiedintheamendments,including:

✦✦ thestudent’shistory;✦✦ whetheraprogressivedisciplineapproachhasbeenusedwiththestudent;✦✦ whethertheactivityforwhichthestudentmaybeorisbeingsuspendedor

expelledwasrelatedtoanyharassmentofthestudentbecauseofhisorherrace,ethnicorigin,religion,disability,gender,orsexualorientationoranyotherharassment;

✦✦ howthesuspensionorexpulsionwouldaffectthestudent’songoingeducation;✦✦ theageofthestudent;✦✦ inthecaseofastudentforwhomanIndividualEducationPlan(IEP)hasbeen

developed: i. whetherthebehaviourwasamanifestationofadisabilityidentifiedin

thestudent’sindividualeducationplan; ii. whetherappropriateindividualaccommodationhasbeenprovided; iii. whetherthesuspensionorexpulsionislikelytoresultinanaggravation

orworseningofthestudent’sbehaviourorconduct.

When addressing behavioural issues in schools, the focus should be on the interaction between students and their environment – on influences in the environment that may cause appropriate or inappropriate behaviour. More importantly, the focus should be on the creation of a caring and safe school culture that supports the teaching and ongoing reinforcement of skills that will enable students to choose and consistently demonstrate appropriate behaviour. The set-up for teaching and reinforcing these skills should be positive, nurturing, and inclusionary as opposed to negative, punitive, and exclusionary.

1. These factors must be considered while accommodations and supports are put in place.

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Introduction

Ontario School Board InitiativesnOntarioschoolboardshavedevelopedandimplementedpoliciesandproceduresinaccordancewiththesafeschoolsprovisionsoftheEducationAct,regulationsundertheact,andMinistryofEducationrequirementsassetoutinpolicy/programmemoranda.Thesepoliciesandproceduresarepubliclyavailableonschoolboards’websites.Schoolboardsalsoprovidetrainingrelatedtosafeschoolspoliciesforadministrators,teachers,andotherstaffmembers.

Initiatives in Other Jurisdictions nAreviewofotherjurisdictionsindicatesthatanumberofothercountriesand,inCanada,theprovincesofAlberta,BritishColumbia,Manitoba,andNewfoundlandandLabrador,alsohavepoliciestobuildandmaintainacaringandsafeenvironmentinschools.Thesepoliciescallfortheallocationofresourcesandtheinvolvementofschoolstaffandcommunitymemberstodevelopandimplementprogramsthatpromoteschoolsafetyandapositiveschoolclimate.Insomejurisdictions,multiplepublicservicesforchildrenandyouthplayarole,includingschools,mentalhealthservices,andthejusticesystem.Aswell,mostjurisdictionshaveprovisionstoaddressmajorissuessuchasbullying,harassment,violence,andtheneedforchildprotection.

Framework for Promoting Positive Student Behaviour nThesampleframeworkshowninFigure1depictsthecomponentsofalearningenvironmentthatisdesignedtopromotestudentengagementandrespondconstruct-ivelytobehaviouralchallenges.

C a r i n g &

S a f e S C h o o l

C u lt u r e

Implementation of a progressive

discipline approach

Understanding of student behaviour

Knowledge of strategies,

tools, and resources

Figure 1. Framework For Promoting Positive student Behaviour

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Atthecentreoftheframeworkisa“caringandsafeschoolculture”.Thisdocumentusestheterm“schoolculture”inawaythatencompassesthedefinitionof“schoolclimate”providedinthe2006reportoftheSafeSchoolsActionTeam–Safe Schools Policy and Practice: An Agenda for Action –thatis,“thesumtotalofalloftheper-sonalrelationshipswithinaschool”.Thereportgoesontosaythat“whentheserelationshipsarefoundedinmutualacceptanceandinclusion,andmodelledbyall,acultureofrespectbecomesthenorm”(p.6).Apositiveclimateor,intheter-minologyofthepresentdocument,a“caringandsafeschoolculture”,existswhenallmembersoftheschoolcommunitydemonstraterespectforothers,kindness,fairness,andasenseofsocialresponsibilityintheirbehaviourandinteractions–inotherwords,whenallmembersfeelsafe,comfortable,andaccepted.

Toestablish,maintain,andenhanceacaringandsafesystemandschoolculture,schoolleadersneeddetailed,specificinformationabouthowallaspectsofschoollifeareperceivedbystudents,schoolstaff,parents,andcommunitymembers.Theyuseavarietyofassessmentinstrumentsandstrategiestoidentifystrengthsandareaswhereimprovementsareneeded.

Theothercomponentsoftheframework–“understandingofstudentbehaviour”,“knowledgeofstrategiesandresources”,and“implementationofaprogressivedisciplineapproach”–representmeansforaddressingbehaviouralissuestoensurethebestpossibleeducationaloutcomeforallstudents.

1. Understanding of student behaviour:Tomeetstudentneeds,supportstudentsuccess,andrespondappropriatelytothefullrangeofstudentbehaviour,systemandschoolleadersneedtoacquireinformationaboutavarietyoffactorsthatinfluencestudents’achievementandbehaviour.Theyneedknowledgeofthetypesofintellectualandemotionalchallengesstudentsmayface.Theyneedtoknowwhatsignstolookforinstudentbehaviourandhowtointerpretwhattheyobserve.Theyalsoneedknowl-edgeofcircumstancesinthestudent’sschool,home,andcommunityenvironmentsthatmayhaveabearingonthestudent’sbehaviour.

2.Knowledge of strategies, tools, and resources:Systemandschoolleaders

needtoidentifyappropriatestrategies,tools,andresourcestheycanusetoaddressspecificchallengesandmeetidentifiedneeds.

3.Implementation of a progressive discipline approach:Systemandschoolleadersneedtoidentifyarangeofappropriateactionstobetaken,aswellaswhowillplanandcarryouttheactions,andwhatthetimeframewillbe.Theyalsoneedtoplanforongoingmonitoring,reflection,andadjustment,inordertoidentifyfurtherneededimprovementsandintegratethemintotheirimplementationprocesses.

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Introduction

AsrecommendedbyFreire(1985,1987)reflectionandadjustmentareembeddedintheframeworksothatlessonslearnedareincorporatedintotheimplementationprocessonacontinuingbasis.

Preview of the Rest of This DocumentnInthematerialthatfollows,eachchapterdealswithonecomponentoftheframeworkdescribedinFigure1,beginningwiththetopicofschoolculture.InChapter2,“PromotingPositiveBehaviourThroughaCaringandSafeSchoolCulture”,thediscussionfocusesonthecharacteristicsofacaringandsafeculture,andonproceduresandindicatorsthatcanbeusedbysystemandschoolleaderstoassessthecultureintheirschoolsandplanforneededimprovements.

Chapter3,“UnderstandingStudentBehaviour”,discussesavarietyoffactorsthatinfluencestudentbehaviourandthatmaycontributetoinappropriateand/orchallengingbehaviour.

Chapter4,“InvestigatingStrategies,Tools,andResources”,identifiesawidevarietyofapproachesandsourcesofinformationthatschoolleaderscandrawoninplanninghowtomeetidentifiedneeds.

Chapter5,“AddressingBehaviouralIssuesThroughaProgressiveDisciplineApproach”,focusesonhowtoorganizeandmanagearesponsetotheidentifiedbehaviouralissuesandneedsandofferssomesampleassessmentandplanningtoolsthatsystemandschoolleaderscanadapttotheirowncircumstances.

Theappendixprovidesablanksampleplanningtemplatethatschoolboardsmayfinduseful.Inaddition,aglossaryisincludedinthedocumenttoprovideexplanationsofavarietyoftermsusedinthedocumentthatmaynotbefamiliartoallreaders.

Promoting Positive Behaviour Through a Caring and Safe School Culture

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The goal of a caring and safe school strategy is to encourage school practices that model and reinforce socially responsible and respectful behaviours so that learning and teaching can take place in a safe and caring environment. (Mather, 2001)

Participating in and contributing to a safe, respectful and positive learning environment is both the right and responsibility of children and youth, their parents/caregivers, school personnel and all community members. Schools, acting in partnership with their communities, can create and maintain these environments that foster a sense of belonging, enhance the joy of learning, honour diversity and promote respectful, responsible and caring relationships. (Positive Learning Environments in Schools, 2000, p. 2)

Guiding Principleshefocusonensuringacaringandsafeschoolcultureisbasedonthebeliefthatallstudentsdeservealearningenvironmentinwhichtheyaresafe–andfeelsafe–andinwhichtheyfeelwelcomed,respected,

andinspiredtomeethighexpectationsforlearning(SafeSchoolsActionTeam,2008,p.8).Thisbeliefinformstheguidingprinciplesthatarethebasisforgovernmentandministryinitiativesoncaringandsafeschools.Theprinciplesareasfollows:

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Promoting Positive Behaviour

✦✦ Safetyisapreconditionforlearning.✦✦ Everystudentisentitledtolearntothebestofhisorherability.✦✦ Everystudentisentitledtoasafeandcaringlearningenvironment.✦✦ Everystudentisentitledtolearninanenvironmentfreefromharassmentand

violence.✦✦ Aqualityeducationisaboutmorethanacademicachievement–itisaboutthe

developmentofthewholeperson.✦✦ Thecommitmenttosafeschoolsisasharedresponsibilityofgovernment,school

boardtrusteesandadministrators,principals,teachers,supportstaff,students,parents,police,andothercommunitypartners.

(Safe Schools Action Team, 2006, p. 5)

A Caring and Safe School Culture – What Does It Look Like?nBuildingacaringandsafeschoolculturebeginswithknowingwhatacaringandsafeschoolculturelookslike.Acaringandsafeschoolisaplacewhereallpartners–students,staff,parents,andcommunitymembers–treatothersfairly,withrespectandkindness,andactinasociallyresponsiblewaytowardsallmembersoftheschoolcommunity,includingstudentswithspecialeducationneeds.Itisaninclusivecommunitywherediversityisaffirmedwithinaframeworkofcommonvalues,andwhereallmembersparticipateindecisionmakingandcooperatetopromotethewell-beingofall.Suchacommunityischaracterizedby:

✦✦ caringandcooperativerelationships;✦✦ aframeworkofcommonvaluesthatincludes:

✦✧ respectfordemocraticvalues,rights,andresponsibilities;✦✧ respectforculturaldiversity;✦✧ respectforlawandorder;✦✧ respectforindividualdifferences;

✦✦ clearandconsistentbehaviouralexpectations;✦✦ appropriateandpositiverolemodellingbystaffandstudents.

equity: A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences. (Ontario Ministry of Education, 2009d, p. 4)

inclusive education: Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.

(Ontario Ministry of Education, 2009d, p. 4)

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Schoolandsystemleadersrecognizethatacaring,safe,respectful,andpositivelearningenvironmentisthefoundationofsuccessfulandhigh-performingschoolsandthatacommitmenttoequityinstudentoutcomesisakeycomponentincreatingandmaintainingacultureofcaringintheschool.AstheDraft K–12 School Effectiveness Framework (OntarioMinistryofEducation,2009c)emphasizes,“TheOntarioeducationsystemhasamandatetoreacheverystudentandtobringaboutsuccessforallregardlessofpersonalcircumstances.Inatrulyequitablesystem,factorssuchasrace,gender,andsocio-economicstatusdonotlimitstudentsfromachievingambitiousoutcomesortruncatetheirlifechances.Infact,barriersareremovedasschoolsassumeresponsibilityforcreatingtheconditionstoensuresuccess.Thebasicpremiseofequityisfairnessandthebeliefinthemoralimpera-tiveofschoolstoeducateallstudentssuccessfully.Anequitablesystem,therefore,empowersallstudentstoachieve”(p.3).

A positive school culture is one in which individuals are trusted, respected, and involved, where there is collaboration, high expectations, mutual trust, caring, and support for all individuals. They work cooperatively; intolerance does not exist, nor are students harassed or threatened. Students feel that adults care for them as a group and as individuals. High expectations exist so that students are successful both academically and socially (Erb, as cited in Bucher & Manning, 2003; Stader, 2000; and Dodd, 2000). Furthermore, as Sautner (2001) suggests, caring for students must be given the same kind of consideration that we give to our efforts to ensure their safety.

The Inf luence of School Culture on Student Learning and Behaviour nTherationaleforacaringandsafeschoolcultureisconfirmedinresearch.AsDeWit,McKee,Fjeld,andKarioja(2003)havefound,apositiveschoolcultureislinkedtostudents’senseofbelongingandacceptance,whichisfurtherlinkedtoimprovedacademicandbehaviouraloutcomes.Inaddition,theauthorsfoundthatsocialandphysicalaspectsofaschoolcanpositivelyaffectstudentoutcomes.

Otherstudies,includingavarietyofministrysurveys,alsoemphasizethecontributionofapositivelearningenvironmenttostudentsuccess.Forexample,The Early School Leavers: Understanding the Lived Reality of Student Disengagement From Secondary School – Final Report (CommunityHealthSystemsResourceGroup,TheHospitalforSickChildren,2005)confirmsthatapositiveschoolcultureisakeyprotectivefactorforencouragingyouthtostayinschool,asdo

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theDraft K–12 School EffectivenessFramework(OntarioMinistryofEducation,2009c),thefindingsincurrentandlongitudinalresearch,andtherecentReview of theRoots of Youth Violence (McMurtry&Curling,2008).

Thereisevidencethatrecentministryandschoolinitiativestosupportacaringandsafeschoolculturehavehadapositiveeffectonstudentlearning.AccordingtofindingsintheEvaluation of the Ontario Ministry of Education’s Student Success/Learning to18 Strategy(CanadianCouncilonLearning,2008),“therehasbeenanincreasedfocusonacaringschoolcultureatthesecondarylevelthroughtheStudentSuccess/Learningto18Strategy”.Forexample,thereportstatesthatinoneschool,theschoolmotto,“‘Takecareofyourself,takecareofeachother,takecareofthisplace’, influencedthebehaviourofstaffinalloftheirinteractionswithstudents,whetherintheclassroomorinthehallways”(p.26).

Thereportconfirmsthatinmanyschoolsteachershavealsoshowngreaterawarenessoftheout-of-schoolchallenges–suchaspoverty,hunger,andinsecureorunsafelivingenvironments–thatmanystudentsface(ibid.,pp.26–27).

Thereportalsonotes,however,that“thereisstillasignificantvariationintheextenttowhichschoolshavebeensuccessfulinestablishingaschool-widecultureofcaringandcommunity”(ibid.,p.26)andthatworkstillremainstobedoneinmanyschoolstoprovideanoptimallearningenvironmentforallstudents.

Thediscussionthatfollowsfocusesonthislastpointbysuggestingwaysinwhichschoolleaderscandeterminetheparticularneedsoftheirschoolinordertobuildonexistingstrengthsandaddressareaswhereimprovementisneeded.

Assessing School CulturenBeforeschoolstakeactiontobuildand/orstrengthenacaringandsafeschoolculture,theyneedtogetanaccuratepictureoftheirexistingschoolculture.

Assessmentstrategiessuchasculturalscans,surveys,orauditscanhelpschoolsandsystemsunderstandanddescribecurrentschoolcultureswhileidentifyingareasforimprovementanddesiredresults.Assessmenttoolsmayofferaseriesofquestionstohelpassessschoolculturewithregardtoavarietyofcharacteristics.Becauseresponsestosurveysandothertypesofassessmentwilldifferdependingonwhocompletesthem,itisimportanttoensurethatrepresentativesfromallsectorsoftheschoolandschoolcommunityparticipateinassessmentactivities.Thereismuchinformationtobegainedbyseekingoutmultipleperspectives.Forexample,togetanaccuratepictureoftheschoolculture,itisessentialtogatherdatafromstudents,sinceresearchaboutbullyingsuggeststhatadultsinaschooldonotwitnessthemajorityofthisstudentbehaviour.

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Assessmentsmayrevealareasofconcern–“gaps”–thatschoolleaderswerepreviouslyunawareof,andthisinformationwillprovideausefulstartingpointforrethinkingpracticesintheseareas.Forexample,ifstudentresponsesindicatethatstudentsarereluctanttoreportincidentsofbullyingandharassment,schoolleaderswillknowthattheyneedtoidentifyspecificbarrierstostudentreportinganddevelopproceduresandprotocolstoaddressthem.

Examplesofassessmentinstrumentsincludethefollowing:

✦✦ school climate surveys:Samplesurveysforstudents,teachers,andparentshavebeendevelopedbytheministryandareavailableonline.Thesurveysaredesignedtoassesstheschool’seffectivenessinpromotingequityandensuringthesafetyofteachersandstudents.

✦✦ cultural audits:Interviewsandgroupdiscussionscanbeusedtohelpschoolsdeterminetowhatextentthegoalsidentifiedintheschool’smissionstatementandsafetyandequitypoliciesareachievedinpractice.

✦✦ action research:Aninquiryprocessinthefield,involvingagroupofeducatorsorallmembersoftheschoolcommunity,canbeusedtoassesstheeffectivenessofspecificstrategiesforensuringacaringandsafeschoolculture.

Schoolculturemaybeassessedusingoneoracombinationofthestrategiesoutlinedabove.Whateverstrategyorstrategiestheyuse,schoolswillneedtoidentifyspecificattributes–orindicators–ofacaringandsafeschoolcultureinordertodeterminewhicharepresentintheirschool,andtowhatdegree.Itisimportanttoinviteresponsesfromavarietyofschoolstakeholders–includingparents,students,staff,andcommunitymembers–inordertoreachagreementonthevaluesandbeliefsthatareessentialtoacaringandsafeschoolandtogainanaccuratepictureofwhatisworkingwellandwhereimprovementsareneeded.

ThechecklistprovidedinFigure2identifiessomeindicatorsthatsystemandschoolleadersmayfindusefulforassessingschoolculture.(Theindicatorscanbeassessedonaslidingscale–forexample,astrueorapplicable“rarely,sometimes,oralways”.)Thelistisnotintendedtobeexhaustive.

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Inadditiontotheindicatorsinthechecklist,surveysneedtoincludeindicatorssuchasthefollowing,whichareofparticularrelevancetostudentswithspecialeducationneeds:

✦❏ Programsandothersupportsareinplacetoenablestafftoteachandrewardtheskillsandattitudesthatpromoteacaringandsafeschool.

✦❏ Thephysicalenvironmentoftheschoolandclassroomsisdesignedtoensurestudents’safetyandpromotestudentengagementandemotionalwell-being.

✦❏ Mechanismsareinplaceforidentifyingtheneedsofindividualstudentsandmatchingthemtoavailableand/orpotentialstrategiesandresourcesformeetingthoseneeds.

Figure 2. a CheCklist For assessing sChool Culture

All members of the school community feel safe, comfortable, and accepted.The learning environment is healthy, safe, and orderly. The school atmosphere is positive, friendly, and welcoming. Morale among students and staff is high.Teachers, students, and parents feel that the environment is favourable to learning.Diversity is acknowledged, accepted, and respected.The school mission or vision promotes student achievement.There are high expectations for all students.Students have opportunities to enhance their self-esteem and develop respect

for themselves and others.Expectations for student behaviour are clear and effectively communicated,

and students are supported in their efforts to meet those expectations.School leaders actively promote initiatives to strengthen instructional skills

and techniques.The quality of classroom instruction is consistently high.Teachers receive recognition and support for their contribution to the students

and the school programs.The value of teamwork is recognized, and responsibilities are shared.Relationships and interactions between students and between students and

teachers are positive and characterized by mutual respect.Community involvement in school activities is welcomed and proactively sought.Parents are welcomed into the school through meaningful involvement as

partners in the learning process.School leaders encourage risk taking, individual initiative, and leadership growth.Mistakes are seen as an opportunity for learning.Consequences for challenging student behaviour are appropriate and are

applied fairly.

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✦❏ Studentswithspecialeducationneedsareincluded,welcomed,andvaluedintheschool.

✦❏ Staffandparentsareknowledgeableaboutthetypesofchallengesfacedbystudentswithspecialeducationneeds.

✦❏ Schoolleadersandstaffunderstandtheconcernsofparentsofstudentswithspecialeducationneedsandworkcollaborativelywiththem.

Finally,systemandschoolleadersneedtoassessbothsystemandschoolculturestodeterminewhetherthenecessaryconditionsforcreatingpositivechangearepresent.Attributesofaculturethatislikelytobefavourabletoinitiativesforpositivechangeincludethefollowing:

Systemandschoolleadersdemonstrate:

✦✦ commitmenttoprotectionofkeyvalues;✦✦ willingnesstoinvolvestakeholdersindecisionmaking;✦✦ willingnesstoprovidetangiblesupportforconstructiveinitiatives;✦✦ appreciationandrecognitionofeffortandachievement;✦✦ appreciationoftradition.

Allpartnersdemonstrate:

✦✦ aspiritofcollegiality;✦✦ trustandconfidenceinleadersandcolleagues;✦✦ highexpectationsforselfandothers;✦✦ willingnesstoexperiment;✦✦ willingnesstoreachouttotheirknowledgebase;✦✦ commitmenttohonest,opencommunication;✦✦ acapacityforcaring,celebration,andhumour.

(Adapted from Saphier & King, 1985, p. 33)

Building a Caring and Safe School CulturenOnceschoolshaveathoroughunderstandingoftheirexistingculture,theycanundertaketheprocessofaddressingareasthatneedimprovement.

S t e p S i n i m pl e m e n tat ionThestepsinimplementationtobuildandmaintainacaringandsafeschoolculture2include:

✦✦ identifyingneeds;✦✦ settinggoals;

2. School boards may find it helpful to integrate their initiatives to address school culture and student behaviour with their implementation of the draft policies K–12 School Effectiveness Framework (Ontario Ministry of Education, 2009c) and K–12 Board Improvement Plans Should Improve Teaching, Leading, and Learning (Ontario Ministry of Education, 2009b).

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✦✦ outliningactionstobetakentoachievethegoals;✦✦ identifyingwhowilldowhat;✦✦ establishingtimelines;✦✦ monitoringandassessingprogressinordertoidentifyfurtherneededactions.

Figure3illustratesaframeworkthatschoolleaderscouldusetoguidetheirimplementationprocess.

Figure 3. samPle imPlementation Framework

Monitor, Reflect, and Adjust• Monitor and assess progress

and identify lessons learned• Adjust goals and expectations,

as required• Identify new challenges • Seek additional information

and resources

5

Develop an Implementation Plan • Determine processes

and procedures• Align with School

Effectiveness Plan and Board Improvement Plan

• Assign roles and responsibilities and develop a timeline

4

establish Goals and expectations• Establish Specific, Measurable,

Attainable, Realistic, and Timely (SMART) goals

• Specify expectations (required actions)

• Verify understanding and empower participants

3

Conduct Gap Analysis Identify strengths, needs and capacities of:• system, staff, students, parents,

and community • resources and supports in

school and community• current practices

2

Conduct Caring and safe school Assessment

Why: To gain a deeper understanding of culture of system, school, and community

Who: System, staff, students, parents and community

How: School surveys, questionnaires, interviews, anecdotal evidence, meetings

What: Strengths, capacities, needs, resources in system/school and community

1

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Rol e S a n d R e Sp onSi bi l i t i e S i n i m pl e m e n tat ion

Acaringandsafeschoolcultureisbuiltthroughacollaborativeprocessthatinvolvesallstakeholdergroups–systemandschoolleaders,schoolstaff,students,parents,andcommunitymembers.Therolesandresponsibilitiesofthesepartnersincludebutarenotlimitedtothefollowing.

System and School Leaders:✦✦ leadtheplanningandimplementationprocess;✦✦ fosteraculturethatisfavourabletochange;✦✦ maintaincommunicationwithallstakeholdersaboutgoals,plans,andprogress;✦✦ leadbyexample,bymodellingattitudesandbehavioursconsistentwiththe

principlesandpracticesofcaringandsafeschools;✦✦ empowerallpartners–butespeciallystudents–tobecomeinvolvedinsetting

goals,planning,andparticipatinginimplementationinitiatives.

School Staff:✦✦ participateintheplanningandimplementationprocess,takingonrolesand

responsibilitiesasteamleadersand/ormembersasrequired;✦✦ maintaincommunicationaboutprogresswithsystemandschoolleaders,

students,parents,andcommunitymembers;✦✦ modelattitudesandbehavioursthatcontributetoacaringandsafeschool

culturebyvaluinganddemonstratingrespectforallstudents,includingstudentswithspecialeducationneeds;

✦✦ takeresponsibilityforthewell-beingofallstudents,includingstudentswithspecialeducationneeds;

✦✦ empowerstudentsbyensuringopportunitiesforthemtoparticipateinmakingdecisions,settinggoals,planning,andcarryingoutplans.

Students:✦✦ contributetoinformationgatheringbyrespondingtosurveysandparticipating

inactionresearch;✦✦ participateinplanningandgoalsettingbysharingideasduringclassroomand

school-wideconsultations;✦✦ demonstrateappreciationofandrespectfordiversity;✦✦ demonstratecommitmenttothewell-beingoftheschoolcommunityby

cooperatingandparticipatingincharacterdevelopmentprograms,problem-solvingprocesses,andrestorativecircles;

✦✦ demonstratewillingnesstotakeresponsibilityfortheirownactionsandlearnfromtheirmistakes;

✦✦ advocateforthemselvesandothers.

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Parents and Community Members:✦✦ respondtosurveysandshareinformationspecifictotheirchild’sstrengths

andneeds;✦✦ participateinplanningandimplementationbysharingideasduringcommunity-

wideconsultations;✦✦ helpidentifyandmobilizeresourcesinthecommunitytosupportstudent

learning;✦✦ maintainongoingcommunicationwithschoolpersonnelandschool-

communityassociations;✦✦ demonstrateappreciationofandrespectforthediversityoftheschool

community;✦✦ modelattitudesandbehavioursthatcontributetoacaringandsafeculture

inboththeschoolandthebroadercommunity.

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A

3 Understanding Student Behaviour

What Do You Need to Know?3 keyresponsibilityofschoolsistorecognizetheparticularneedsofindividualstudents,includingthecomplexandadditionalchallengesfacedbysomestudentswithspecialeducationneeds,andtofindways

ofmeetingthoseneeds.Animportantmeasureofacaringandsafeschoolisitsabilitytoidentifytherangeofneedsofitsstudentsanddeterminehowtheyinfluencestudentbehaviour.

Sometimes students express their needs through challenging behaviour. The 2008 amendments to the Education Act require principals and school boards to use a progressive discipline approach in dealing with such behaviour and to take into account a variety of mitigating and other factors when determining consequences. If system and school leaders, as well as teachers, parents, and other stakeholders, are to respond appropriately and effectively to behavioural issues, they need to understand why inappropriate behaviour occurs and the messages students are communicating through their actions.

Somebehavioureffectivelymeetstheneedsofthestudent,reflectsthestudent’sinteractionwiththeenvironment,andisunderstoodandconsideredappropriatebyothers.Otherbehaviourmaybeineffectivebutmayoccurbecauseitisastudent’sbestavailablestrategyforinteractingwiththeenvironmentandhavinghisorherneedsmet.

3. Much of this section is drawn from Effective Educational Practices for Students With Autism Spectrum Disorders (Ontario Ministry of Education, 2007a), pp. 70–71.

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Understanding Student Behaviour

Thoseseekingtounderstandstudentbehaviourinthelearningenvironmentwillfindithelpfultokeepinmindthefollowingfacts:

✦✦ Behaviouroccursinacontext.✦✦ Behaviourislearned.✦✦ Behaviourservesafunctionfortheindividual.✦✦ Behaviourcanbechangedovertime.

(Surrey Place Centre, 2008, p. 7)

Tomanagebehavioureffectively,educatorsneedtoconsidernotjustthebehaviouritself–whatthestudentisdoing–butalsotheunderlyingcause(s)ofthebehaviour.Ifeducatorsfocusonlyonwhatthestudentisdoing,andtrytoeliminatethebehaviour,theymayfindthatanotherinappropriatebehaviourarisesinitsplace,becausetheunderlyingneedhasnotbeenmet.Itisimportanttorememberthatinappropriatebehaviourisusuallyaresponsetosomethinginthestudent’senvironmentandisanattempttocommunicateaneed,ratherthanbeingdeliberatelyaggressiveorpurposefullynegative.

Behaviourcanbeunderstooddifferentlyfromvariousperspectivesandwithinavarietyofcontexts.

a. Definitions of behaviour are variable and may be influenced by subjective factors. Whatisidentifiedasinappropriateorchallengingbehaviourmayvarydependingonwhoinitiatesthebehaviour,whenandwhereitoccurs,andtheperspectivefromwhichitisviewed.Adultsofteninterpretbehaviourfromtheperspectiveoftheirownlifeexperiencesandcurrentcircumstances.Theseperspectivesaffecttheobserver’sexpectationsforthestudent.Factorsthatmayinfluencehowapersonperceivesbehaviourincludethefollowing:

✦✦ personalchildhoodexperiences✦✦ culturalbackground✦✦ schoolpolicies✦✦ theperson’srelationshipwiththestudent

b. Behaviour is student and situation dependent. Itisessentialtomatchourexpectationsforastudent’sbehaviourtotheuniquecircumstancesofthestudent.Forexample,ourexpectationsforastudentwhoisunawareoftheinappropriatenessofaspecificbehaviourwouldbedifferentfromourexpectationsforastudentwhoisaware,andwewouldadaptourresponseaccordingly.Similarly,factorssuchastheageofthestudentandthebehaviourofthestudentinothersituationsorsettingswillinfluencedecisionsaboutwhatisconsideredacceptablebehaviour.

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Specific Conditions Affecting BehaviournStudentswhoareidentifiedashavingspecialeducationneedsmaymanifestanarrayofbehavioursinresponsetodemands,stimuli,andrelationshipsintheschoolenvironment.Thesebehaviourscanindicateaneedinthecommunication,sensory,academic,physical,medical,social,oremotionalareas,orinacombina-tionoftheseareas(Barkley,1990;Gerber,1993;Lyon,1994;Rourke,1995;Nelson,Benner,&Rogers-Adkinson,2003;Pinborough-Zimmerman,Satterfield,Miller,etal.,2007).

Figure 4. needs and tyPes oF Conditions aFFeCting student Behaviour

Conditions aFFeCting Behaviour

Communication

needs exPressed through Behaviour

Medical Social

Physical

Emotional

Communication Disorders

Executive Function Deficits

Mental Health Problems

Sensory Academic

needs expressed through Behaviour

Conditions affecting Behaviour

Researchers,educators,andprofessionalshaveidentifiedthreebroadcategoriesofchallengesthatstudentsmayexperience,singlyorincombination–communicationdisorders,executivefunctiondeficits,andmentalhealthproblems.Informationonthesethreeareasisprovidedbelow,inbothdiscussionandchartform.(Figures5through8,onthefollowingpages,outlinespecific“look-fors”andstrategieseducatorscanusewhenworkingwithstudentswhosebehaviourisaffectedbythesethreetypesofchallenges.)

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Communication Disorders nAcommunicationdisorderisanydisorderand/ordelaywithinthescopeofpracticeforaspeech-languagepathologistand/oraudiologist,includingbutnotlimitedtothefollowing:speech-languagedisorders,hearingimpairment,vertigo,tinnitus,swallowing,readingandwritingdisorders,andcognitivedisorders(CanadianAssociationofSpeech-LanguagePathologistsandAudiologists,2005b).

Common Communication Disorders in Students• Articulation disorders• Voice problems• Stuttering• Language difficulties

(Canadian Association of Speech-Language Pathologists and Audiologists, 2005b, p. 1)

Communicationdisordersinschool-agechildrenareoftenmisdiagnosedaslearningdisabilitiesorbehaviouralproblems,andcanbeverydifficulttotreatinlateryears.Researchconfirmsadirectrelationshipbetweenlanguagedisordersandemotionalandbehaviourdisorders.Studentswithbehaviouralproblemsaretentimesmorelikelythanotherstudentstohavelanguagedisorders(CanadianAssociationofSpeech-LanguagePathologistsandAudiologists,2005b).Researchalsoconfirmsthatreadingandmathdeficitsco-occurinstudentswithemotionalandbehaviouraldisordersandlanguagedeficits(Getty&Summy,2006).Communicationaffectsschoolsuccessintheareasoflistening,speaking,reading,writing,thinking,andlearning(CanadianAssociationofSpeech-LanguagePathologistsandAudiologists,n.d.)andplaysasignificantroleinsocialrelationships.

Why do social relationships at school suffer when a student has a communication disorder? • The student does not understand information that is communicated or

cannot express what he or she wants. • Difficulty in understanding information about causes and consequences

may interfere with the student’s ability to follow everyday routines.• Friendship, which is based on ability to share, is hindered by weak

language skills.• The student can become so frustrated by a lack of understanding or

inability to communicate effectively that he/she misbehaves.• The student often fails to realize that the message has been

misunderstood, or the student may be so lost that asking for assistance is impossible.

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Figure 5. CommuniCation disorders : indiCators and strategies

Please note: The information in Figures 5, 6, and 7 is not exhaustive. It provides general knowledge to support understanding in these areas.

• Keep language simple.• Be explicit and straightforward, and use

non-verbal communication where possible.• Provide visual support if necessary, and

encourage students to draw.• Encourage students to use words not actions.• Minimize demands for students to use

expressive language to explain behaviour.• Provide students with additional time to

collect thoughts and ideas before they express themselves.

• Take the time to listen to the students, build trust, and understand their needs.

• Initiate discussions with parents to learn more about students’ circumstances and needs.

What are some strategies you can use in your teaching practice?

• Not following classroom instructions• Physically acting out with aggression,

rather than using words• Shutting down and becoming quiet and

withdrawn• Making inappropriate comments or using

inappropriate words because of difficulty with finding words and expressing their thoughts

• Difficulty with social relationships with other students at school

What are some “look-fors” in students?

Common Communication Disorders in Children

• Articulation disorders

• Voice problems

• stuttering

• Language difficulties

What are communication disorders?

Communication Disorders

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Executive Function Deficits nTheterm“executivefunction”isusedtodescribeasetofcognitiveprocessesthathelpstudentsconnectpastexperienceswithpresentactions.Studentsuseexecutivefunctionwhentheyperformsuchactivitiesasplanning,organizing,strategizing,andpayingattentiontoandrememberingdetails.Executivefunctionalsoenablesstudentstomanagetheiremotionsandmonitortheirthoughtsinordertoworkmoreefficientlyandeffectively(Guare&Dawson,2004).

According to Brown (2006, p. 39), there are six clusters of cognitive functions that are affected by executive functions:

1. Activation: organizing, prioritizing, and activating to work2. Focus: focusing, sustaining, and shifting attention to tasks3. Effort: regulating alertness, sustaining alertness, and achieving

appropriate speed in execution4. Emotion: managing frustration and regulating emotions5. Memory: utilizing working memory and accessing recall6. Action: monitoring and self-regulating behaviour.

Studentswithexecutivefunctiondeficitshavedifficultywithplanning,organizing,andmanagingtimeandspace.Theyalsoshowweaknesswithworkingmemory,whichisanimportanttoolinguidingone’sactions.Problemswithexecutivefunctionmaybecomeevidentwhenastudentis:

✦✦ planningaproject;✦✦ comprehendinghowmuchtimeaprojectwilltaketocomplete;✦✦ tellingastory(orallyorinwriting);✦✦ attemptingtocommunicatedetailsinanorganized,sequentialmanner;✦✦ applyingmentalstrategiesinvolvedinmemorizingandretrieving

informationfrommemory;✦✦ initiatingactivitiesortasks;✦✦ generatingideasindependently;✦✦ retaininginformationwhiledoingsomethingwithit.

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Deficits in the cognitive processes that enable individuals to draw on prior experience in order to perform tasks and solve problems. Students who have executive function deficits experience challenges with activities such as planning, organizing, strategizing, and paying attention to and remembering details.

What are executive function deficits?

• Break tasks down into simple steps.• Provide written directions with oral instructions.• Plan and structure transition times and shifts

in activities.• Encourage students to make a checklist and/

or use a time organizer to keep track of things they need to do (e.g., assignments, etc.).

• Encourage students to use visual calendars to keep track of long-term assignments, due dates, etc.

• Take the time to listen to the students, build trust, and understand their needs.

• Initiate discussions with parents to learn more about students’ circumstances and needs.

• Encourage peer support and friendships.

What are some strategies you can use in your practice?

• Having difficulty moving smoothly and seamlessly from one activity to the next

• Having difficulty regulating emotions• Having difficulty planning, organizing,

and managing space and time (e.g., messy notebook, sloppy work, cluttered desk)

• Having difficulty initiating actions to solve problems (e.g., waiting for a teacher to “rescue” them)

• Forgetting directions• Showing impulsiveness in responding in

social and classroom situations


ExEcutivE Function DEFicits

Figure 6. exeCutive FunCtion deFiCits : indiCators and strategies

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Mental Health ProblemsnAccordingtoChildren’sMentalHealthOntario(2002),oneinfivechildrenandyouthsinOntariowillstrugglewithhisorhermentalhealth.Morethan500,000youngpeopleinOntariosufferfromadiagnosablementalhealthproblem,suchasanxiety,thatmaymanifestitselfinbehavioursuchasbullyingoraneatingdisorder.

AccordingtoStatisticsCanada(HealthCanada,2002),teenagersandyoungadultsagedfifteentotwenty-fourexperiencethehighestincidenceofmentaldisordersofanyagegroupinCanada.Researchhasshownthat:

✦✦ asmanyasoneinfiveteenagershaveexperiencedamajormentaldisorder(McGee, Feehan, Williams, et al., 1990, as cited on Canadian Mental Health Association [CMHA] website);

✦✦ mentalhealthproblems,includingseriousmentalillness,aremorelikelytoemergebetweentheagesofsixteenandtwenty-fourthanatanyotherstageoflife(Canadian Psychiatric Association, 1993, as cited on CMHA website);

✦✦ depression,stress,suicide,andeatingdisordersareissuesofconcernforteens;andfear,embarrassment,peerpressure,andstigmaarebarrierstogettinghelp(Canadian Psychiatric Association, 1993, as cited on CMHA website).

Itisimportanttodistinguishbetweenmentalillnessandmorecommonmentalhealthproblems.4Theterm“mentalillness”referstoadiagnosableconditionthatusuallyrequiresmedicaltreatment.Itencompassesarangeofpsychiatricandemotionalproblemsofvaryingdegreesofintensityanddurationthatmayrecurfromtimetotime.Majormentalillnessesincludemood,psychotic,andanxietydisorders.Themostcommonmentalillnessesamongchildrenandyouth(toageseventeen)areanxietydisorder,attentiondeficit/hyperactivity,conductdisorder,depression,andsubstanceabuse(OntarioMinistryofHealthandLong-TermCare,2009,p.13).

Somechallengesstudentswithmentalillnessmayfaceincludethefollowing:

✦✦ Screening out environmental stimuli–aninabilitytoblockoutsounds,sights,orodoursthatinterferewithfocusingontasks

✦✦ Sustaining concentration–restlessness,shortenedattentionspan,distractibility,difficultyrememberingoraldirections

✦✦ Maintaining stamina–limitedenergy,leadingtodifficultyinputtinginafulldayinschooland/ordifficultyincombatingdrowsinesscausedbymedications

✦✦ Handling time pressures and multiple tasks–difficultymanagingassignments,meetingdeadlines,andprioritizingtasks

✦✦ Interacting with others–difficultygettingalong,fittingin,chattingwithfellowstudents,andreadingsocialcues

4. This discussion is adapted from Canadian Mental Health Association (n.d.), “Mental Problems and Mental Illness”, http://www.cmha.ca/highschool/t_intro3.htm.)

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• Take steps to be informed about mental illness. • Be supportive and understanding.• Take the time to listen to the students, build

trust, and understand their needs.• Initiate discussions with parents to learn more

about students’ circumstances and needs.• Work with students and parents to determine

appropriate accommodations. • Encourage peer support and friendships.• Encourage practices that support wellness

and a balanced life.

What are some strategies you can use in your practice?

• Problems concentrating, making decisions, or remembering things

• Missed deadlines, delays in completing assignments, poor quality work, poor exam grades

• Low morale• Disorganization in completing school work• Frequent complaints or evidence of fatigue or

unexplained pains• Decreased interest or involvement in class

topics or academic endeavours in general• Frequent absences or consistent late arrivals


Mental Health Problems

• Marked changes in personality• Confused thinking• Inability to cope with problems and daily

activities• Strange ideas or delusions• Excessive fears, worries, and anxiety• Prolonged feelings of irritability or sadness• Significant changes in eating or sleeping

patterns• Suicidal thoughts or remarks• Extreme highs and lows in mood• Abuse of alcohol or drugs• Excessive anger or hostility• Paranoid behaviour• Social withdrawal• Irrational fears

What are some common signs of mental illness?

Mental health problems Mental and emotional dysfunctions that affect a person’s ability to enjoy life and deal with everyday challenges such as making choices and decisions, adapting to and coping in difficult situations, or talking about one’s needs and desires. Mental health problems range from serious mental illnesses (see below) to more common, everyday struggles and problems, often arising in response to stress, that most people experience from time to time.

Mental illness The term describes a variety of psychiatric and emotional problems that vary in intensity and duration, and may recur from time to time, including mood, psychotic, and anxiety disorders. It refers to a diagnosable condition that usually requires medical treatment.

What are mental health problems? What is mental illness?

Figure 7. mental health ProBlems: indiCators and strategies

Source: Adapted from Canadian Mental Health Association (n.d.).

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✦✦ Responding to negative feedback–lowself-esteem,leadingtodifficultyinunderstandingandinterpretingcriticismand/orpoorgrades,anddifficultyknowingwhattodotoimproveorhowtoinitiatechanges

✦✦ Responding to change–difficultycopingwithunexpectedchangesincoursework,suchaschangesinassignments,duedates,orinstructors

(Adapted from Mancuso, 1990, as cited by Canadian Mental Health Association, n.d., section headed “Recognizing When There’s a Problem”)

Althoughmentalillnesscanoccuratanyage,itoftenstrikeschildrenandyouthfromlateadolescencetoearlyadulthood.Seriousmentalillnesscansignificantlyinterferewithlearning,thinking,communicating,andsleeping.Medication,counselling,andpsychosocialrehabilitationaretreatmentoptionsthatcanhelpstudentsrecoverfrommentalillness.

Avarietyofmorecommonmentalhealthproblems,includingtemporaryadjustmentdifficulties,moderateperformanceanxiety,andoccasionalmoodswings,affectmostpeoplefromtimetotime.Studentsexperiencingthesetypesofproblemsmaynotrequiremedicaltreatment,buttheymaybenefitfromextrasupportandunderstandingonthepartofteachersandparents.However,iftheseproblemsbecomeprolongedorseriousenoughtoaffectthestudent’slearning,theycouldbeasignofseriousmentalillnessandshouldbebroughttotheattentionofparentsand/orhealthprofessionals.

Additional Factors Affecting BehaviournStudentbehaviourisaffectednotonlybyspecificchallengeslikethosejustdis-cussedbutalsobyabroadrangeofinfluencesthatflowfromthecircumstancesofthestudent’slife.Forexample,astudent’sbehaviourwillbeshapedbythepresenceorabsenceofthefollowing:

✦✦ supportfromparents,otherfamily,andotheradults,athome,atschool,andinthecommunity;

✦✦ opportunitiestobecreativeandtoparticipateandinteractinavarietyofsocialsituations;

✦✦ reasonableboundariesandrealisticbuthighexpectationsforbehaviourandachievement;

✦✦ opportunitiestodevelopfeelingsofengagementinandcommitmenttolearning;✦✦ opportunitiestodeveloppositivevaluesandattitudessuchasempathy,asense

offairness,asenseofresponsibility,andapositivesenseofself;✦✦ opportunitiestodevelopsocialskillsthatfacilitatesocialadjustmentand

healthyrelationships.

TheSearchInstitutehasdevelopedaninventoryoffortysuchfactors,entitled“40DevelopmentalAssets”(www.search-institute.org/assets),whichcanhelpschoolsidentifythegapsinastudent’s“supportsystem”andcanprovideastartingpointforaddressingnegativebehaviourinaconstructivemanner.

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Figure 8. how deFiCits in the three areas aFFeCt student learning and Behaviour

Communication Disorders executive Function Deficits Mental Health Problems

Early difficulties with oral language set the stage for future academic challenges in the areas of reading comprehension, written language, listening, and relationships with peers and adults. For example:

• When students do not fully understand what is said to them, others can become frustrated with them, interaction and communication breaks down, and the stage is set for behaviour problems.

• When students cannot quickly and easily present their ideas, point of view, or interpretation, communication breaks down and the stage is set for frustration and behaviour problems.

• When comprehension and expressive problems interfere with learning, frustration increases, self-esteem suffers, and behaviour problems can also occur.

Students with language impairment often have difficulty with:

• developing the social language skills (e.g., turn-taking, conversational roles) needed to initiate and maintain social relationships;

• understanding non-verbal communication and reading social cues;

• using oral or written language for problem solving and self-advocacy in social situations;

• using oral communication in stressful situations rather than physical responses and acting-out behaviours.

Communication difficulties may contribute to frustration and low self-esteem and affect school success in the areas of listening, speaking, reading, writing, thinking, and learning.

(Canadian Association of Speech-Language Pathologists and Audiologists, n.d.)

Students with executive function deficits have difficulty regulating their behaviour in two ways:

• using certain thinking skills (e.g., related to planning and time management) and working memory to picture a goal, plot a path to that goal, determine what resources are needed along the way, and keep the goal in mind over time even when other events intervene to occupy their attention and take space in their memory;

• using other executive skills (e.g., related to response inhibition, self-regulation of affect, and flexibility) to guide or modify their behaviour as they move along a path, think before they act, regulate their emotions in order to reach an objective, and, when necessary, revise their plans in the face of obstacles.

(Guare & Dawson, 2004)

Symptoms of mental health problems may vary considerably from individual to individual. Common features of mental health problems, and particularly of mental illness, include:

• difficulty with information processing;

• over-sensitivity to noise and other sensory stimuli;

• over-sensitivity or confusion in interpersonal relations.

In addition to symptoms of their illness, students may also be dealing with side-effects of medication they are taking to treat their illness. Side-effects can include:

• irritability;• physical effects such as shaking

and dry mouth;• confusion and disorganized

thinking;• sleepiness;• inability to concentrate.

These features can interact to produce significant learning problems.

(Canadian Mental Health Association, n.d.)

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Figure 8 (Cont.) why does sChool Present a PartiCular Challenge to students who have deFiCits in these areas?

Communication Disorders executive Function Deficits Mental Health Problems

A communication disorder is any disorder and/or delay within the scope of practice for a speech-language pathologist and/or audiologist, and includes problems such as speech-language disorders, hearing impairment, and reading and writing disorders. These difficulties lead to challenges at many levels in the classroom and in school, where students:

• are expected to learn through listening during much of the time spent in elementary school and most of the time spent in secondary school;

• need the foundation of oral language skills in order to learn to read and write;

• are required to follow instructions and directions delivered orally or in writing;

• are exposed to increasingly complex language from Kindergarten through Grade 12, and are expected to learn voca-bulary related to various subject areas;

• are generally expected to demonstrate their learning through speaking and writing;

• need well-developed receptive and expressive language skills to participate effectively in various learning activities (e.g., discussion, story retelling, problem solving, understanding word problems in mathematics);

• need strong oral language, reading, and writing skills in order to generate, articulate, and focus ideas and to gather, interpret, and organize ideas and information for particular purposes in all subject areas;

• rely on communication skills in their social interactions and in developing relationships with peers and adults. These skills include the ability to interpret facial expressions and body language and to understand and respect personal space.

Being understood, achieving academic success, and developing a sense of belonging all depend heavily on effective communica-tion skills – and all contribute to healthy emotional development and self-esteem.

Students’ ability to regulate their own behaviour is an important component of academic success. Students with executive function deficits may have difficulty carrying out academic tasks that require them to:

• stay on task;• solve novel problems;• integrate new knowledge with

prior knowledge; and • set goals and monitor progress

(Ontario Ministry of Education, 2005).

They also often have difficulty making smooth transitions between activities, classes, school settings, and home or community settings.

The developmental phase associated with puberty will often intensify the challenges faced by adolescents with executive function deficits. Adolescents face higher expectations from parents and teachers, coupled with a decrease in teacher monitoring and support. They are required to absorb increasing quantities of more complex information in shorter amounts of time. Transitions, first to high school, and then from high school to work or college/university also place increased demands on executive skills. Without appropriate understanding and support, students’ academic performance may dete-riorate and their susceptibility to behavioural conflicts may increase.

(Guare & Dawson, 2004)

Students with mental illness and other mental health problems may have difficulty:

• screening out environmental stimuli;

• sustaining concentration;• maintaining stamina;• handling time pressure and

multiple tasks;• interacting with others;• responding to negative feedback;• adapting to change.

Mental illness can affect many aspects of a student’s life, including family and peer relationships and school performance. It can often strike at a critical point in a student’s development.

Because mental health problems and symptoms of mental illness are not always apparent, educators need to be alert to significant changes in a student’s work habits, behaviour, perfor-mance, and attendance. A pattern that continues for a long period, or recurs repeatedly, may indicate an underlying serious mental health problem or mental illness.

(Canadian Mental Health Association, n.d.)

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Assessing Capacity in the School, Home, and CommunityS ta f f

Systemandschoolleadersneedtodevelopaclearpictureoftheprofessionalknowledgeandabilitiesschoolstaffbringtothetaskofsupportingallstudents,particularlystudentswithspecialeducationneeds.Anassessmentofstaffcapacitywillneedtoconsidertheir:

✦✦ knowledgeaboutandexperiencewithsupportingstudentswithspecialeducationneeds;

✦✦ knowledgeofandexperiencewitharangeofspecificstrategiesforbuildingandmaintainingacaringandsafeschoolculture;

✦✦ knowledgeandexperienceofworkingcollaborativelywithothermembersoftheschoolteamtosupportstudentswithspecialeducationneeds.

pa R e n t S a n d C om m u n i t y m e m be R S

Systemandschoolleadersalsoneedtoidentifyknowledgeandcapabilitiesamongparentsandcommunitymembersthattheycandrawuponindevelopingacaringandsafeschoolcultureandsupportingallstudents.Anassessmentofparents’andcommunitymembers’capacitywillneedtoidentify:

✦✦ communitystructuresandresourcesthatcancomplementasafeschoolstrategy;✦✦ resourcesandexpertisethatparentsandcommunitymembersmightcontribute

toassistinsupportingstudentswithspecialeducationneeds;✦✦ existingcooperativerelationshipswithparentsandcommunitymembersand

possiblewaysofexpandingthem;✦✦ existingmeansforcommunicatingwithparentsandcommunitymembersand

communicationgapsthatmayneedtobebridged.

Areas of Knowledge: A SummarynTheknowledgewebinFigure9summarizesthekeyinformationaboutstudentsandaboutstaffandcommunitycapacitythatschoolandsystemleadersneedtoacquire,usingavarietyofassessmenttools,beforetheycanrespondappropriatelyandeffectivelytobehaviouralissues.

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Figure 9. areas oF knowledge needed to resPond aPProPriately to Behavioural issues and to Create a Caring and saFe sChool Culture

• Relevant resources and expertise • Involvement in school community and

engagement with issues of school safety• Relevant programs• Knowledge about and support for students

with special education needs

• Language and cultural background• Relevant resources and expertise• Involvement in school community and

engagement with issues of school safety• Knowledge about and support for students

with special education needs

• Professional knowledge and skills• Leadership skills • Group skills• Relationships with students, fellow staff,

parents, and community

• Strengths and needs • Student educational history• Language and cultural background• Complex needs including medical, social,

emotional, behaviour, sensory, and academic

• Relationship with peers and adults• Self-advocacy skills

Knowledge

s t A F F

C o M M u n I t y

s t u D e n t s

P A R e n t s

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Thischapteroutlinesavarietyofstrategies,tools,andresourcesthatsystemandschoolleadersmayfindhelpfulastheyworktopromotepositivebehaviour,addressinappropriatebehaviour,andbuildandsustainacaringandsafelearningenvironment.

Str ategieS to Promote PoSit ive Behaviour

Direct Teaching of Social SkillsnHelpingstudentslearnhowtogetalongwithothersisakeystrategyinbuildingacaringandsafeschoolculture.Whilemanystudentscometoschoolwithsomesocialskillsalreadyinplace,moststudentsbenefitfromdirectteachingofappro-priatesocialskills,suchasthinkingbeforeacting,listening,establishingandmain-tainingrelationships,dealingwithfeelings,acceptingconsequences,anddealingwithpeerpressure.

Consistentmodelling,teaching,andreinforcementofpositivesocialskillsisanimportantpartofsuccessfullyencouragingpositivesocialbehaviouramongstudents,helpingtoenhancestudents’self-control,respectfortherightsofothers,andsenseofresponsibilityfortheirownactions.

Investigating Strategies, Tools, and Resources

4

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Strategies, Tools, Resources

Character Development Programs

There are universal attributes that schools and communities value. Character

development is the deliberate effort to nurture these attributes and use them as

a standard against which we hold ourselves accountable. They are key aspects

of school life. They bind us together and form the basis of responsible citizenship.

They are a foundation for excellence and equity in education and for school

communities that are respectful, safe, caring, and inclusive.(Ontario Ministry of Education, 2008a, p. 3)

nTheministry’scharacterdevelopmentinitiativeispartofitsmultifacetedstrategyforbuildingandmaintainingcaring,safe,healthy,andorderlyschoolenvironmentsthatarefavourabletolearning.Schoolboardsandschoolsareexpectedtoworkcollaborativelywithstakeholdersrepresentingthediversityinthecommunitytoidentifyattributesthatreflectthesharedvaluesofthecommu-nityandtopromotetheirschool-wideandcommunity-widedevelopment.Attheleveloftheindividualschool,schoolstaffcanimplementcharacterdevelopmentbymodellingandteachingtheidentifiedattributesinallschool,classroom,andco-curricularactivities,andbyincorporatingthemintotheirexpectationsforstudentbehaviour.

Avarietyofcharacterdevelopmentinitiativesthatfosterattributessuchasrespectforandinclusionofdiversity,commitment,caring,courage,persistence,self-discipline,responsibility,cooperation,andloyaltyarealreadybeingimplementedinmanyschools.ExamplesofsuchinitiativesaredescribedinthedocumentCharacter Development in Action, K–12: Successful Practices in Ontario Schools (OntarioMinistryofEducation,2008b).

Str ategieS to addreSS inaPProPriate Behaviour

A Problem-Solving ApproachnAproblem-solvingapproachtodealingwithinappropriatebehaviourisaimedatpreventingthebehaviourfromoccurringagainbyhelpingthestudentlearnapositivebehaviour,byempoweringthestudenttotakeresponsibilityforsolvingtheproblemheorshecaused,andbyleavingthestudentwithhisorherdignityintactandapositivesenseofaccomplishment.Itisthesenseofaccomplishmentthatmotivatesthestudenttorepeattheappropriatebehaviour(Mather,2001).Moredetailedinformationaboutthestepsinproblemsolvingmaybefoundin

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thedocumentShared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students With Special Education Needs (OntarioMinistryofEducation,2007e,pp.34–36).

Usingaproblem-solvingapproachtodealwithinappropriatestudentbehaviourisanimportantpartoftherecipeforsuccessfullyencouragingpositivesocialbehaviouramongstudents.

Restorative PracticesnTheuseofrestorativepracticeshasitsrootsintheAboriginalconceptandpracticeof“restorativejustice”,amethodofdealingwithcriminaljusticeissuesthatfocusesonrepairingtheharmdonetopeopleandrelationshipsratherthanonpunishingoffenders.BartonandvandenBroek(1999)refertorestorativejusticeaspartof“theethicofcare”.Theguidingprincipleofrestorativejusticeandrestorativepracticesisthebeliefthathumanbeingsarehappier,morecooperativeandproductive,andmorelikelytomakepositivechangesintheirbehaviourwhenthoseinpositionsofauthoritydothingswiththem,ratherthantothemorforthem(InternationalInstituteforRestorativePractices,2009).

Inrestorativepracticethefocusisontheharmfuleffectsofoffending,andtheobjectiveistorestorerelationships.Offendersarerequiredtomeetthoseaffected,totakeresponsibilityfortheiractions,andtomakeamends,buttheyparticipateinthedecision-makingprocessratherthanhavingadecisionimposedonthem(Drewery,2004).

Forexample,restorativeconferencesorcirclesaredesignedtobringmanydifferentperspectivestogetherinaconversationabouttheoffence.Theconferenceorcircleisnotsimplyanopportunityforcommunityorschoolauthoritiestospeakandadjudicate.Ratheritisintendedtogiveallpartiesafullopportunitytodescribewhathashappened,howtheyfeelaboutit,howithasaffectedthem,andwhattheyseeasasolution.

Therestorativeconferenceorcircleoffersapathwaytorestoringtherelationshipsthathavebeenbreachedbytheoffence.Victimscanbenefitfromtheopportunitytoconfronttheperpetrators,andindoingsobothrestorethemselvestogreaterstrengthandoffertheoffenderanopportunitytoprovideredress(Drewery,2004).AdditionalinformationontheuseoftherestorativecircleisoutlinedinFigure10.

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A major feature of the approach [i.e., restorative practice] is that it brings together a community of care around both the offender and those affected, and both “sides” share in the resolution of the problem (Drewery, 2004).

aSSeSSment and Planning toolS

Early Development Instrument (EDI)nTheearlydevelopmentinstrumentisameansformeasuringchildren’sreadi-nesstolearninaschoolenvironmentinrelationtodevelopmentalbenchmarksratherthancurriculum-basedcriteria.Itmeasureschildren’searlydevelopmentinfivegeneraldomains:physicalhealthandwell-being;socialcompetence;emo-tionalmaturity;languageandcognitivedevelopment;andcommunicationskillsandgeneralknowledge.Theearlydevelopmentinstrumentcanbeappliedateither

Figure 10. the use oF the restorative CirCle

Objectives of a restorative circle

• To provide an insight for the offending student into the impact of his/her behaviour on others• To allow those affected to confront the offending student• To provide a safe, supportive environment in which those affected can state their views about

how the harm should be repaired, as well as an opportunity for the offender to repair the harm that has resulted

• To involve family and significant others and increase accountability and responsibility• To provide the school community with an appropriate response to disruptive and serious incidents

Factors that contribute to successful restorative practices

• The school management needs to be committed to the use of restorative practices rather than punitive practices.

• All of the participants need to be allowed to tell their story from their own point of view.• The wrongdoer, in order to change and understand the impact of his/her actions, needs to

experience the emotional impact those actions have had on the victim(s).• All parties need to feel that they had a significant voice in the decision (this will encourage

better participation and a greater willingness to make the plan work).

Outcomes of a restorative circle

• The victim is able to feel safe again.• The focus on harm and unacceptable behaviour can increase the likelihood that the wrongdoer

will accept responsibility for what has happened.• The experience can enhance the wrongdoer’s capacity for empathy and reduce the likelihood

that he/she will re-offend.• The approach facilitates the offender’s reintegration into the wider school community.

Source: Adapted from J. McGrath, “School Restorative Conferencing”, Child Care in Practice, vol. 8, no. 3 (2002), p. 196.

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JuniororSeniorKindergartenlevel(i.e.,foreitherfour-orfive-yearolds).Ateacherusesher/hisobservationsafterseveralmonthsofclassroom/schoolinteractionwiththechildtocompletethequestionnaire.Theinstrumentprovidesinformationforgroupsofchildreninordertoreportonareasofstrengthanddeficitforpopula-tionsofchildren,monitorpopulationsofchildrenovertime,andpredicthowchildrenwilldoinelementaryschool(OffordCentreforChildStudies,2008).

Functional Behavioural Assessment (FBA)nAfunctionalbehaviouralassessmentinvolvesgatheringinformationthatcanbeusedtoplaninterventionstoaddressinappropriatebehaviour.Thefocusoftheassessmentisonidentifyingpatternsofbehaviourratherthanonindividualoccur-rencesofproblematicbehaviour.Thistypeofassessmentisusedtodeterminetherelationshipbetweenaperson’senvironmentandtheoccurrenceoftheproblematicbehaviour(CentreforAutismandRelatedExceptionalities,n.d.,para.1).

Risk AssessmentnInaneducationalsetting,ariskassessmentcanbeusedtoidentifysourcesofpotentialharmtostudentsandadults,suchasinappropriatebehaviourbyastudentthatshowssignsofescalating.Afteridentificationismade,theprobabilityandseverityoftheriskareevaluated,andmeasuresareplannedandputinplacetomanagetheriskandpreventtheharmfromhappening(CanadianCentreforOccupationalHealthandSafety,2006,para.2).

Indicatorsthatastudent’sbehaviourposesapotentialriskofviolencemayincludeahistoryofviolenceormentalillnessandavarietyofenvironmentalfactors,alongwithcorroborativedatafromthosewhoknowthestudent.Thesamplequestionsthatfollowmaybeusefulforassessingastudent’spotentialforviolence,andcouldbeincludedinaschool-developedrisk-assessmenttool:

✦✦ Hasthestudentmadestatementsortakenactionsthatcausehim/hertobeaconcerntotheschool?Whatmotivatedthestudenttobehaveintheseways?

✦✦ Hasthestudentcommunicatedtoanyoneconcerninghis/herstateofmindorintentions?

✦✦ Hasthestudentshownaninterestintargetedviolence,perpetratorsofviolence,weapons,extremistgroups,ormurder?

✦✦ Hasthestudentengagedinattack-relatedbehavioursuchasharassingorstalking?

✦✦ Doesthestudenthaveahistoryofmentalillnesswithindicationsthathe/shehasactedondelusionsorhallucinations?

✦✦ Hasthestudentexhibitedextremebehavioursthatarelinkedtoconductdisordersorothermentalhealthissues?Havethesebehavioursresultedininjuriesortraumatoselfand/orothers?

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✦✦ Howorganizedisthestudent?Ishe/shecapableofdevelopingandcarryingoutaplan?

✦✦ Hasthestudentexperiencedarecentlossorlossofstatusleadingtofeelingsofdesperationanddespair?

✦✦ Dothestudent’sstatementscontradicthis/heractions?✦✦ Isthereconcernamongthosewhoknowthestudentthathe/shemighttake

actionbasedoninappropriateideas?✦✦ Whatfactorsinthestudent’slifeand/orenvironmentmightincrease/decrease

thelikelihoodthathe/shewouldattemptviolence?✦✦ Doesthestudenthaveabehaviourmanagementplanand/orIEPaddressing

antecedents,behaviours,interventionstrategies,andconsequences?IstheIEPplanworking?

(Adapted from Burns, Dean, & Jacob-Timm, et al., 2001, p. 243)

Interventionstrategiestodealproactivelywithanidentifiedriskand/orwithspecialeducationneedsshouldbeplannedbyateamofindividualswithrelevantexpertisewhoarepartnersinthestudent’seducation.Thisteamshouldincludeparents,thestudent,schoolpersonnel,andcommunityandsystemresources,asappropriate.Theresultingplansshouldbeflexibleandshouldincludepreventionandinter-ventionstrategiesthatreflectthestudent’sstrengthsandneedsandtheeducationalcontext.Thisplanmayalsoneedtoidentifynecessaryproceduresforrequestingandobtainingassistancefrommentalhealthprofessionalsand,whenrequired,policeservices.

Behaviour Support Plan (BSP)nAbehavioursupportplanisawrittenplanthatisdesignedtotargettheunder-lyingreasonforbehaviour,replacetheinappropriatebehaviourwithanappropriatebehaviourthatservesthesamefunction,andreduceoreliminatethechallengingbehaviour(OntarioMinistryofEducation,2007a).Inschoolboards,behavioursupportplansaresometimesreferredtoasbehaviourmanagementplans.

Safety Plan nAsafetyplanisaplandevelopedforastudentwhosebehaviourisknowntoposeanongoingrisktohimorherself,otherstudents,staff,orotherpeopleingeneral.Itcanserveasacrisis-responseplanthatoutlinestherolesandresponsi-bilitiesofthestaffindealingwithspecificproblembehaviours.Thedevelopmentofasafetyplaninvolvesallstaffwhoworkonanongoinganddailybasiswithastudent,aswellasparentsandtherepresentativesfromanycommunityagenciesworkingwiththestudent/family.

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inStructional Str ategieS

Cooperative LearningnCooperativelearningisaninstructionalmethodthatemphasizessmall-groupwork.Theteacherputsstudentswithdifferentabilitiesandtalentsintoasmallgroupandassignsthatgroupaspecifictask,withtherequirementthatthestudentsworktogethertocarryoutthetask.Cooperativelearningfostersbothpositiveinterdependenceandresponsibility.Studentslearnappropriatesocialbehaviourandskillswhentheyareputintoalearningsituationthatrequiresthemtoworkconstructivelywithagroup(OntarioMinistryofEducation,2005).

Differentiated Instruction (DI) nDifferentiatedinstructionisamethodofteachingbasedontheideathatbecausestudentsdiffersignificantlyintheirinterests,learningstyles,andreadinesstolearn,itisnecessarytoadaptinstructiontosuitthesedifferingcharacteristicsinanenvironmentthatisplannedandorganizedtomeettheneedsofallstudents.Theteachercandifferentiateoneoranumberofthefollowingelementsinanyclassroomlearningsituation:(1)thecontentoflearning(whatthestudentsaregoingtolearn);(2)theprocessoflearning(thetypesoftasksandactivities);(3)theproductsoflearning(thewaysinwhichstudentsdemonstratelearning);and(4)theaffect/environment(thecontextandenvironmentinwhichstudentslearnanddemonstratelearning)(Tomlinson,2008,ascitedinOntarioMinistryofEducation,2009e).

The Tiered Approach nThe“tiered”approachisasystematic,sequentialapproachtoprovidinghigh-quality,evidence-basedinstructionandappropriateinterventionsthatrespondtostudents’individualneeds.Itisbasedonfrequentmonitoringofstudentprogressandtheuseofassessmentdata,focusingonlearningrateandlevel,toidentifystudentswhoarehavingdifficultyandtoplanspecificinstructionalinterventionsofincreasingintensitytoaddresstheirneedseffectively.Itcanbeusedtoaddressbothacademicandbehaviouralneeds(Vaughnetal.,2003).

Universal Design for Learning (UDL)nUniversaldesignforlearningisateachingapproachbasedonresearchshowingthatassistancetargetedataspecificgroupcanhelpallstudents(Turnbulletal.,2002,ascitedinOntarioMinistryofEducation,2005).Itsaimistoassistteach-ersinapplyingteachingstrategiesorpedagogicalmaterialsdesignedtomeetthespecialneedsofspecificstudentsorgroupsofstudentstoenhancelearningforallstudents,regardlessofage,skills,orsituations.

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Str ategieS and toolS for SPec if ic PurPoSeS: an overview

Thestrategiesandtoolsdescribedintheprecedingsectionsareexamplesofawiderangeofstrategiesthatareusedforavarietyofpurposestoenhancelearningandsupportstudents.ThetableinFigure11providesanoverviewofabroadersamplingofstrategiesandtoolsthatareavailabletoservespecificpurposesinkeyareasofschoolactivity.Mostarealreadyfamiliartoandregularlyusedbyschoolsandboards.Anumberofstrategies/toolsthatservemultiplepurposesarelistedinmorethanonecategory.Thelistisnotmeanttobeexhaustive.

Figure 11. strategies and tools For sPeCiFiC PurPoses

Area of Activity Related strategies and tools

Prevention • Bullying prevention and intervention programs• Character development programs• Programs and activities that focus on building healthy relationships and peer relationships• Equity and diversity initiatives (e.g., restorative practice/circle, character development

program)• Programs to build and sustain a caring and safe learning environment for all students

Early and ongoing intervention

• Social skills programs• Peer-support, mentorship, and leadership programs• Positive behaviour practices (e.g., conflict mediation strategy, problem-solving approach,

restorative practice/circle)• Character development programs

Assessment • Classroom observation• Anecdotal notes• Provincial Report Cards• Ontario Student Record (OSR)• Early development instrument (EDI)• Educational assessments (e.g., EQAO/OSSLT, board/school/teacher assessment tools)• Professional assessments (e.g., by psychologist, speech and language therapist,

occupational therapist/physiotherapist, audiologist, medical professional, social worker)• Behaviour log (e.g., ABC chart [see Glossary]) • Functional behaviour assessment (FBA)• Risk assessment• Caring and safe school environmental assessments (e.g., cultural audit, action research,

school effectiveness survey, Student Success/Learning to 18 indicator data)

Planning • Individual education plan (IEP)• Behaviour support plan• Safety plan• Transition plan• Communication plan

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Figure 11 (Cont.) strategies and tools For sPeCiFiC PurPoses

Area of Activity Related strategies and tools

Programming and instruction

• Universal design for learning (UDL)• Differentiated instruction (DI)• Cooperative learning• The tiered approach• Accommodations and modifications• Alternative programs (e.g., learning strategies course, cooperative education program,

short-term intervention programs, dual credits, Specialist High Skills Major program)

Communication and collaboration

• Communication log• Recording and tracking tool• Outreach initiatives to strengthen partnerships with parents and community agencies and

resources (e.g., creation of a hub [see Glossary]) • In-school support team/multidisciplinary team• Collaborative problem solving

Capacity building • System/school-wide staff training on:o policies and protocolso prevention and intervention programs and strategies

• New teacher and new administrator induction and mentorship programs• Professional learning communities (PLCs)• Ongoing professional development related to:

o understanding the needs of diverse learnerso targeted strategies to support students with special education needs

• Alignment of resources and initiatives• Leadership development at school and system levels

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internal and external reSourceS

A variety of internal and external supports are available to system and schoolleadersastheyimplementplansforbuildingcaringandsafeschoolsandaddressingbehaviouralissues.AnumberoftheseareidentifiedinFigure12.

Figure 12. internal and external suPPorts

• Parents• Service providers• Community partners (e.g., school-community networks,

local businesses, police services, hospital services)• Information from research• Professional associations• Provincial government agencies

(e.g., child and youth mental health centres, children’s aid societies)

• Municipal government services (e.g., public health units, mental health agencies)

• Experts (e.g., researchers, specialists)• Postsecondary institutions• Early childhood facilities• Parenting centres

• In-school/multidisciplinary team• Safe school team• Student success team• Special education team• Support services• System Multidisciplinary Team • Special education advisory

committee (SEAC)

Internal Resources

external Resources

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Print and internet reSourceS

Resourcesthatprovideresearchinformationaboutspecificbehaviour-relatedareasarelistedbelow.Thelistisnotintendedtobeexhaustive.

n Bullying and Bullying Prevention

CanadianPublicHeathAssociation.(2004).Assessment toolkit for bullying, harassment, and peer relations at school. Ottawa:Author.Availableathttp://acsp.cpha.ca/antibullying/english/backinfo/Assessment_Toolkit.pdf.

Craig,W.(1998).Therelationshipamongbullying,victimization,depression,anxietyandaggressioninelementaryschoolchildren.Personality and Individual Differences,vol.24,pp.123–30.

Craig,W.M.,&Harel,Y.(2004).Bullying,physicalfightingandvictimization.InC.Currie,C.Roberts,A.Morgan,etal.(Eds.).Young people’s health in context: International report from theHBSC 2001/02 survey, pp.133–44. WHOPolicySeries. Geneva:WorldHealthOrganization.

MediaAwarenessNetwork.(2009).Cyber bullying: Encouraging ethical online behaviour.Classroomresource:aseriesofbilinguallessonsintendedtosupportandenhanceschool-basedanti-bullyingandempathy-buildingprograms.Availableatwww.media-awareness.ca/.

OntarioMinistryofEducation.(2009). Bullying: We can all help stop it. A guide for parents of elementary and secondary school students. Toronto:Author.Availableatwww.edu.gov.on.ca/eng/parents/bullying.pdf.

OntarioMinistryofEducation.(2009).SampleSchoolClimateSurveys,RegistryofResourcesforSafeandInclusiveSchools.SafeSchools.Toronto:Author.Availableatwww.edu.gov.on.ca/eng/teachers/climate.html.

PREVNet(PromotingRelationshipsandEliminatingViolenceNetwork).ANetworksofCentresofExcellencenewinitiative.Availableathttp://prevnet.ca/.

n Communication and Communication Disorders

Behavioral Disorders: Journal of the Council for Children With Behavioral Disorders.(2003). Specialissue:Therelationshipoflanguageandbehaviour.Vol.29,no.1(December).

http://www.media-awareness.ca/

http://www.edu.gov.on.ca/eng/parents/bullying.pdf

http://www.edu.gov.on.ca/eng/teachers/climate.html

http://prevnet.ca/

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Beitchman,JosephH.;Wilson,Beth;Johnson,CarlaJ.;etal.(2001).Fourteen-yearfollow-upofspeech/language-impairedandcontrolchildren:Psychiatricoutcome.Journal of the American Academy of Child and Adolescent Psychiatry,vol.40,no.1,pp.75–82.

Bierman,KarenL.(2003).Programs and services proven to be effective in reducing aggression in young children.CommentsonWebster-Stratton,DomitrovichandGreenberg,andLochman.(May20).Availableatwww.child-encyclopedia.com/Pages/PDF/BiermanANGxp.pdf;orhttp://www.enfant-encyclopedie.com/Pages/PDF/BiermanANGxp.pdf.

TheChallengingBehaviourFoundation.Awebsitethatprovidesresourcestosupportfamiliescaringforchildrenandadultswithseverelearningdisabilitiesandchallengingbehaviour.Availableatwww.thecbf.org.uk/resources/comms-dvd.htm.

Hancock,T.B.;Kaiser,A.P.;&Delaney,E.M.(2002).Teachingparentsofpreschoolersathighrisk:Strategiestosupportlanguageandpositivebehaviour.Topics in Early Childhood Special Education,vol.22,no.4(December).pp.191–212.

Prizant,B.;Audet,L.;Burke,G.;etal.(1990).Commondisordersandemotional/behaviouraldisordersinchildrenandadolescents.Journal of Speech and Hearing Disorders,vol.55,pp.179–92.

TalkingPoint.Awebsitededicatedtochildren’scommunication.Availableatwww.ican.org.uk/TalkingPoint/Home.aspx.

Warr-Leeper,G.A.,&Mack,A.E.(1992). Languageabilitiesinboyswithchronicbehaviourdisorders.Language Speech and Hearing Services in the Schools, vol.23,pp.214–23.

Warr-Leeper,G.;Wright,N.;&Mack,A.(1994).Languagedisabilitiesofantisocialboysinresidentialtreatment.Journal of Behavioral Disorders,vol.19,no.3,pp.159–70.

Woods,B.(1976).Children and communication:Verbal and non-verballanguage development.EnglewoodCliffs,NJ:Prentice-Hall.

n executive function Deficits

Dawson,P.,&Guare,R.(2004).Executive skills in children and adolescents: A practical guide to assessment and intervention.NewYork:GuilfordPress.

Lyon,G.R.,&Krasnegor,N.A.(Eds.).(1996).Attention, memory, and executive function.Baltimore:PaulH.Brookes.(Chapter15).

http://www.child-encyclopedia.com/Pages/PDF/BiermanANGxp.pdf

http://www.child-encyclopedia.com/Pages/PDF/BiermanANGxp.pdf

http://www.thecbf.org.uk/resources/comms-dvd.htm

http://www.ican.org.uk/TalkingPoint/Home.aspx

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n Mental health Problems/Mental illness

CanadianMentalHealthAssociation.(2004).Handle with care. Strategies for promoting themental health of young children in community-based child care.Ottawa:Author.

CanadianPsychiatricResearchFoundation.(2004).When something’s wrong: Ideas for families.Toronto:Author.

CanadianPsychiatricResearchFoundation.(2005).When something’s wrong: Ideas for teachers.Toronto:Author.

SenateofCanada.(2006).Out of the shadows at last: Transforming mental health, mental illness and addiction services in Canada.The final report of the Standing Senate Committee on Social Affairs, Science and Technology.Ottawa:Author.Availableatwww.parl.gc.ca/39/1/parlbus/commbus/senate/com-e/soci-e/rep-e/pdf/rep02may06part1-e.pdf.

n Websites:

CanadianMentalHealthAssociation:www.cmha.ca/bins/index.asp.

CanadianPsychiatricResearchFoundation:www.cprf.ca/.

Children’sHospitalofEasternOntario:TheProvincialCentreforExcellencewww.cheo.on.ca/english/hub.shtml.

Children’sMentalHealthOntario: www.kidsmentalhealth.ca/.

MentalHealthCanada: www.mentalhealthcanada.com/.

MentalHealthCommissionofCanada:www.mentalhealthcommission.ca/Pages/index.html.

http://www.parl.gc.ca/39/1/parlbus/commbus/senate/com-e/soci-e/rep-e/pdf/rep02may06part1-e.pdf

http://www.parl.gc.ca/39/1/parlbus/commbus/senate/com-e/soci-e/rep-e/pdf/rep02may06part1-e.pdf

http://www.cmha.ca/bins/index.asp

http://www.cprf.ca/

http://www.cheo.on.ca/english/hub.shtml

http://www.kidsmentalhealth.ca/

http://www.mentalhealthcanada.com/

http://www.mentalhealthcommission.ca/Pages/index.html

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5 Addressing Behavioural Issues Through a Progressive Discipline Approach

heuseofprogressivedisciplineinaddressingissuesofstudentbehaviourflowsfromandsupportstheprinciplesandpracticesofcaringandsafeschools.Itsgoalistoenablestudentstodiscardinappropriatebehaviour

infavourofbehaviourthatrepresentsaconstructiveresponsetothechallengestheyface.AsstatedinChapter1,Policy/ProgramMemorandumNo.145describesprogressivedisciplineastheuseof“acontinuumofpreventionprograms,interven-tions,supportsandconsequencestoaddressinappropriatestudentbehaviourandtobuilduponstrategiesthatfosterpositivebehaviours.Wheninappropriatebeha-viouroccurs,disciplinarymeasuresshouldbeappliedwithinaframeworkthatshiftsthefocusfromonethatissolelypunitivetoonethatisbothcorrectiveandsupportive.Schoolsshouldutilizearangeofinterventions,supports,andconsequencesthataredevelopmentallyappropriateandincludelearningopportunitiesforreinforcingpositivebehaviourwhilehelpingstudentstomakegoodchoices”(OntarioMinistryofEducation,2009g,p.3).

Asthepolicymakesclear,aprogressivedisciplineapproachhastwoaspects–promotingpositivebehaviourandaddressinginappropriatebehaviour–bothofwhicharediscussedindetailinChapters2,3,and4.Inordertoimplementthisapproach,boardsandschoolsneedtodeveloppoliciesonprogressivedisciplinethatmeettherequirementsinPPM145andthatreflectlocalconditionsandtheavailabilityofinternalandexternalresources.(Schoolpoliciesmustbeconsistentwithboardpolicies.)Thesepoliciesshouldprovideguidelinesandidentifyprocedurestohelpschoolleadersandstaff:

✦✦ assessstudentbehaviourandtheeffectivenessofexistingsupportsandinterventions;✦✦ developaresponsethattakesaccountofmitigatingcircumstancesandotherfactors

thatmayhaveinfluencedthebehaviour.

T

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Assessing Student Behaviour nThesampleinformation-gatheringtoolprovidedinFigure13maybehelpfultoboardsandschoolsindevelopingguidelinesforassessingstudentbehaviour.Thetoolisdesignedforassessingthebehaviourofstudentswithspecialeduca-tionneeds,althoughitmaybeadaptedforusewithallstudents.Thesampleformincludesachecklistforidentifyingsupportsandinterventionsthatarealreadyinplaceforthestudentandassessingtheireffectiveness.

Figure 13. samPle inFormation-gathering tool For assessing the Behaviour oF students with sPeCial eduCation needs*

student Information

name: ______________________________________________________________________________

grade: __________ age: __________ gender: M f

Brief description of recent behavioural issues and/or types of incidents:

Description of what has typically led up to recent incidents (e.g., transition issue/distractions, peer interaction, events):

Description of types of immediate responses to and consequences of incidents:

Special education information: IEP IPRC Exceptionality (if applicable): ________________

Program ________________________________ Service(s) __________________________________

Relevant Information:(e.g., most recent report card; summary of assessments; communication, social, and self-help skills; relevant family information; first language; medical information; previous school(s)/ board information; previous incidents)

*This sample information-gathering tool is intended for collecting information over time and to facilitate information sharing during student transitions.

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A Progressive Discipline Approach

Figure 13 (cont.)

Prevention and/or Intervention strategies

Behaviour support strategies effective ✔

not effective✔

Comments

Prevention and early intervention programs

Social skills program

Peer support/mentoring/ leadership programs

Positive behaviour development programs (e.g., character development)

Corrective/supportive strategies (e.g., restorative practices/circles)

Behaviour log

Functional behaviour assessment

Behaviour support plan

Safety plan

Classroom environment:• Physical set-up• Classroom routines that

encourage positive behaviours and interactions

Classroom accommodations and/or curriculum modifications

Transition plan

Communication plan

Partnership with parents

Ongoing support through in-school support team and/or multidisciplinary team

Involvement of safe schools team

Involvement of community agencies/professionals

Other strategies

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Considering Mitigating Circumstances and Other Factors

nBoardsandschoolsarerequiredtotakeintoaccountavarietyofmitigatingcircumstancesandotherfactorswhenmakingdecisionsaboutwhetheraparticularbehaviourcallsforsuspensionorexpulsion.Itisrecommendedthatboardsandschoolsalsoconsidermitigatingcircumstancesandotherfactorsinrespondingtolessseverecases.Thisrecommendationisconsistentwiththepremiseofthisdocument–thatrespondingconstructivelytobehaviourissuesrequiresacompre-hensiveefforttounderstandthechallengesstudentsface.

ThechecklistinFigure14identifiesthetypesofcircumstancesandfactorsthatboardsandschoolsshouldconsiderinmakingdisciplinarydecisions,withaparticularfocusonthecircumstancesofstudentswithspecialeducationneeds.

SomebutnotallstudentswithspecialeducationneedswillhaveanIndividualEducationPlan(IEP).Boardsandschoolsneedtoensurethattheirprogressivedisciplinepoliciesandproceduresprovideforbothgroups–thosestudentswithspecialeducationneedswhohaveanIEPandthosewhodonot.Figure15identifiesproceduresthatmightbepartofaprogressivedisciplineapproachforstudentswithspecialeducationneeds.Thelistisnotintendedtobecomprehensive.

Wherethenatureandseverityofstudentbehaviourpointtotheneedforsuspension,considerationofmitigatingcircumstancesandotherfactorsismandatory.Ifadecisioninfavourofsuspensionisultimatelymade,mitigatingcircumstancesandotherfactorsmustalsobetakenintoaccountindeterminingthedurationofthesuspension.Figure16showsthestagesinasuspensionprocess.

Opportunitiesmustbemadeavailableforasuspendedorexpelledstudenttocontinuehisorhereducation.BoardsshouldconsultPolicy/ProgramMemorandumNo.141,“SchoolBoardProgramsforStudentsonLong-termSuspension”,andPolicy/ProgramMemorandumNo.142,“SchoolBoardProgramsforExpelledStudents”,forguidanceonprovidingeducationalopportunitiesforstudentswhohavebeensuspendedorexpelled(MinistryofEducation,2007dand2007c).

51


Figure 14. Considerations in addressing inaPProPriate Behaviour

Considerations for the most appropriate response to address inappropriate behaviour:

Particular student circumstances (e.g., mitigating or other factors) The nature and severity of the behaviour The impact on the school climate (i.e., the relationships within the school community)

Mitigating circumstances applicable to the student:

The student does not have the ability to control his or her behaviour. The student does not have the ability to understand the foreseeable consequences of his

or her behaviour. The student’s continuing presence in the school does not create an unacceptable risk to

the safety of any person.

Comment: _______________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Other factors to consider:

• the student’s history• whether a progressive discipline approach has been used with the student• whether the activity for which the student may be or is being suspended or expelled was a

consequence of harassment of the student because of his or her race, ethnic origin, religion, disability, gender or sexual orientation, or any other factor

• how the suspension or expulsion would affect the student’s ongoing education• the age of the student• in the case of a student for whom an Individual Education Plan (IEP) has been developed,

i. whether the behaviour was a manifestation of a disability identified in the student’s individual education plan

ii. whether appropriate individual accommodation has been providediii. whether the suspension or expulsion is likely to result in an aggravation or worsening

of the student’s behaviour or conduct

Information about the school culture – i.e., is the student accepted and respected, and are others aware of his or her special education needs?

Comment: _______________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

52

Carin

g an

d Sa

fe S

choo

ls

• A

sses

smen

t to

iden

tify

stude

nt n

eeds

and

risk

facto

rs m

ay

inclu

de so

me

or a

ll of

the

follo

win

g:o

the

stude

nt’s

histo

ry (e

.g.,

from

Ont

ario

Stu

dent

Rec

ord;

Pr

ovin

cial R

epor

t Car

d; p

revi

ous t

each

ers/

scho

ol b

oard

)o

info

rmat

ion

from

cla

ssro

om a

sses

smen

t (e.

g., b

ehav

iour

log)

o in

f orm

atio

n fro

m o

ther

ass

essm

ents

(e.g

., fu

nctio

nal

beha

viou

r ass

essm

ent,

risk

asse

ssm

ent)

• Id

e ntifi

catio

n an

d pr

ovisi

on o

f a c

ontin

uum

of a

ppro

pria

te

inte

rven

tions

, sup

ports

, and

con

sequ

ence

s (e.

g., b

ehav

iour

su

ppor

t pla

n, sa

fety

pla

n, in

tern

al/e

xter

nal i

nter

vent

ions

an

d re

sour

ces)

• F

or so

me

stude

nts,

deve

lopm

ent o

f an

Indi

vidu

al E

duca

tion

Plan

(IEP

) •

In c

onsid

erin

g th

e m

ost a

ppro

pria

te re

spon

se to

add

ress

in

appr

opria

te b

ehav

iour

, the

prin

cipal

shou

ld ta

ke in

to

cons

ider

atio

n:*

o th

e stu

dent

’s cir

cum

stanc

es (m

itiga

ting

circu

msta

nces

and

ot

her f

acto

rs)

o th

e na

ture

and

seve

rity

of th

e stu

dent

’s be

havi

our

o th

e im

pact

of th

e stu

dent

’s be

havi

our o

n th

e sc

hool

clim

ate

o th

e ef

fect

of th

e sc

hool

clim

ate

on th

e stu

dent

’s be

havi

our

o e

xisti

ng, o

ngoi

ng in

terv

entio

ns, i

nclu

ding

IEP

prov

ision

s, w

here

app

licab

le•

Iden

tifica

tion

and

appl

icatio

n of

the

mos

t app

ropr

iate

re

spon

se, c

onsis

tent

with

boa

rd/s

choo

l pro

gres

sive

di

scip

line

polic

y

* If

cons

ider

ing

whe

ther

to su

spen

d a

stude

nt, t

he p

rincip

al m

ust t

ake

into

ac

coun

t miti

gatin

g an

d ot

her f

acto

rs.

A stu

dent

’s IE

P m

ay re

quire

so

me

or a

ll of

the

follo

win

g:•

var

ious

type

s of

acco

mm

odat

ions

• m

odifi

ed o

r alte

rnat

ive

lear

ning

exp

ecta

tions

• b

ehav

iour

inte

rven

tion

strat

egie

s•

hum

an re

sour

ces s

uppo

rt•

tran

sitio

n pl

an

For s

tude

nts w

ith sp

ecia

l ed

ucat

ion

need

s, al

l in

terv

entio

ns, s

uppo

rts,

and

cons

eque

nces

mus

t be

cons

isten

t with

the

stude

nt’s

IEP

Addi

tiona

l sup

ports

and

/or

inte

rven

tions

for s

tude

nts

with

an

IEP

may

inclu

de

som

e or

all

of th

e fo

llow

ing:

• su

ppor

t fro

m in

-sch

ool

team

• re

ferr

als f

or p

rofe

ssio

nal

asse

ssm

ents

and/

or to

an

Iden

tifica

tion,

Pla

cem

ent,

and

Revi

ew C

omm

ittee

(IP

RC)

• su

p por

t fro

m o

utsid

e ag

encie

s and

/or

com

mun

ity o

rgan

izat

ions

Figu

re 1

5. P

roCe

dure

s an

d Co

nsi

dera

tio

ns

in a

Pro

gres

sive

di

sCiP

lin

e aP

Pro

aCh

For

stud

ents

wit

h sP

eCia

l

eduC

ati o

n n

eed s

53


Figure 16. susPension ProCess

No action is required

Assign student to alternative program

Student is exonerated

Determine alternative to suspension (progressive

discipline approach)

no susPensIon

Alleged infraction

• Information gathering and fact finding• Taking mitigating and other factors into

account when considering suspension

Report on infraction

Principal investigates infraction

InFo

RMAt

Ion

-GAt

HeR

InG

P H

Ase

susPensIon

Issue notice (within 24 hours)

Issue written notice

Take into account mitigating and other factors in determining

duration and next steps

DeCI

sIo

n-M

AKIn

G P

HAse

susPensIon APPeALs

Parent/guardian has 10 school days from start of suspension to file a notice

of intent to appeal.

Board must hold hearing and make decision within 15 school days.

Student can attend and make statement.

Board will:• Confirm suspension

• Confirm but shorten suspension, or• Quash and expunge record

Written notice of suspension issued

APPe

ALs

PHAs

e

54

Carin

g an

d Sa

fe S

choo

ls

Taking ActionnBoardsandschoolsmayalreadyhaveinplaceaprocessforplanningandimplementingchangetoimproveschoolcultureandaddressissuesofstudentbehaviour.Ortheymaywishtofollowaprocesssimilartotheoneoutlinedinthe“SampleImplementationFramework”providedinChapter2(seeFigure3,p.17).Whetheratthesystem,school,orclassroomlevel,suchaprocesswouldincludethefollowingstages:

✦✦ assessingbothschoolcultureandindividualstudentstoidentifyareasforimprovementorintervention

✦✦ interpretingassessmentdata(gapanalysis)toclarifyneeds✦✦ consultingwithstakeholdersandexpertstosetgoals,expectations,andpriorities✦✦ identifyingappropriateimplementationstrategiesandresources,assigning

responsibilities,andsettingtimelines✦✦ trackingtoassessprogressandresults,adjustgoalsandactionsasrequired,and

identifyneworemergingneeds

AvariationonthisprocessisillustratedinFigure17,whichshowshowagenericplanningtemplatemightbeusedtoplanandimplementspecificinterventions–inthiscase,theuseof“restorativepractices”–inindividualschoolsorinschoolsacrossthesystem.(AblankcopyofthistemplateforusebyboardsandschoolsisprovidedintheAppendix,“SamplePlanningTemplate”.)

Figu

re 1

7: i

mPl

emen

tin

g re

sto

rati

ve P

raCt

iCes

, kin

derg

arte

n–

grad

e 12

( s

amPl

e Pl

ann

ing

tem

Plat

e Fo

r sC

hoo

l sy

stem

s)

Why

To e

valua

te th

e ef

fecti

vene

ss o

f cur

rent

m

etho

ds o

f add

ress

ing

beha

viour

al is

sues

in

scho

ols.

Who

St

aff,

stude

nts,

pare

nts,

and

com

mun

ity

how

Impl

emen

t sch

ool a

nd

com

mun

ity su

rvey

s

Wha

tW

hat t

ypes

of

beha

viour

al is

sues

are

co

mm

only

expe

rienc

ed

in sc

hool

s?

Wha

t are

cur

rent

m

etho

ds o

f add

ress

ing

thes

e iss

ues?

How

satis

fied

are

vario

us

partn

ers w

ith th

e re

sults

?

Asse

ssm

ent

goa

ls•

To e

stabl

ish a

syste

m-

wid

e fra

mew

ork

to su

ppor

t the

im

plem

enta

tion

of

resto

rativ

e pr

actic

es

in a

ll sc

hool

s

• To

dev

elop

a st

aged

im

plem

enta

tion

proc

ess

expe

ctat

ions

(req

uire

d ac

tions

)En

gage

scho

ol-b

ased

m

ultid

iscip

linar

y te

ams i

n pl

anni

ng a

nd

impl

emen

tatio

n.

Plan

and

prov

ide

stage

d tra

inin

g fo

r sch

ool t

eam

s.

Empo

wer

scho

ol-b

ased

m

ultid

iscip

linar

y te

ams

thro

ugh

the

use

of

prof

essio

nal l

earn

ing

com

mun

ities

(PLC

s) to

se

t SM

ART

goal

s.

Empo

wer

stud

ents

in

Gra

des 9

to 1

2 to

pa

rticip

ate

in p

lann

ing

and

impl

emen

tatio

n.

• Id

entif

y sy

stem

and

sc

hool

exp

ertis

e an

d re

sour

ces

for p

rofe

ssio

nal

deve

lopm

ent

• De

term

ine

proc

esse

s an

d pr

oced

ures

• Al

ign

with

Sch

ool

Effe

ctive

ness

Pla

n an

d Bo

ard

Impr

ovem

ent P

lan

• As

s ign

role

s and

re

spon

sibilit

ies a

nd

deve

lop

a tim

eline

• Co

mm

unica

te th

e pl

an

amon

g pa

rtner

s.•

Impl

emen

t the

pla

n ac

cord

ing

to id

entifi

ed

timeli

nes.

Revie

w o

utco

mes

on

a co

ntin

uing

bas

is.

Adju

st pr

oced

ures

, rol

es,

and

timeli

nes w

here

re

quire

d.

Cont

inue

to m

aint

ain

com

mun

icatio

n an

d co

llabo

ratio

n w

ithin

an

d be

yond

the

syste

m.

In w

hat w

ays a

re

curre

nt p

racti

ces w

orkin

g?

In w

hat w

ays a

re th

ey n

ot

wor

king?

How

mig

ht th

e us

e of

re

stora

tive

prac

tices

im

prov

e re

sults

?

Wha

t are

the

enab

lers

and

barri

ers i

n im

ple-

men

ting

resto

rativ

e pr

actic

es?

How

doe

s the

impl

e-m

enta

tion

of re

stora

tive

prac

tices

alig

n w

ith

syste

m p

riorit

ies?

Wha

t are

as n

eed

capa

city

build

ing

(i.

e., s

taff

know

ledg

e/ex

perie

nce

with

stud

ents

with

spec

ial e

duca

tion

need

s)? W

hat i

s req

uire

d?

Wha

t res

ourc

es, s

uppo

rts,

and

expe

rtise

are

av

aila

ble

in th

e sy

stem?

Wha

t add

ition

al

reso

urce

s and

supp

orts

are

requ

ired?

Gap

Anal

ysis

Goal

s an

d ex

pect

atio

nsIm

plem

enta

tion

Pl

an

Mon

itorin

g,

Refle

ctio

n,

and

Adju

stm

ent

56

aPPe

ndi

x: s

amPl

e Pl

ann

ing

tem

Plat

e

Why

Who

how

Wh a

t

goa

l(s):

expe

ctat

ions

(r

equi

red

actio

ns):

Asse

ssm

ent

Gap

Anal

ysis

Goal

s an

d ex

pect

atio

nsIm

plem

enta

tion

Pl

an

Mon

itorin

g,

Refle

ctio

n,

and

Adju

stm

ent

Plan

ning

tem

p lat

e Fo

r _

____

____

____

____

____

____

____

____

____

____

____

__

57

GLossARy

ABCchart:Atoolforrecordingobservationsaboutstudentbehaviourandeventsrelatedtoit.“A”referstotheantecedentofaproblembehaviour(i.e.,theeventoractivitythatimmediatelyprecedesit).“B”referstotheobservedbehaviour.“C”referstotheconse-quence(event)thatimmediatelyfollowsthebehaviour.Alsoknownasabehaviourlog.

accommodations:Thespecialteachingandassessmentstrategies,humansupports,and/orindividualizedequipmentrequiredtoenableastudenttolearnandtodemonstratelearning(OntarioMinistryofEducation,2004,p.25).

behaviourlog:SeeABCchart.

behavioursupportplan:Awrittenplanthatisdesignedtotargettheunderlyingreasonforbehaviour,replacetheinappropriatebehaviourwithanappropriatebehaviourthatservesthesamefunction,andreduceoreliminatethechallengingbehaviour(OntarioMinistryofEducation,2007a).Inschoolboards,behavioursupportplansaresometimesreferredtoasbehaviourmanagementplans.

circleoffriends:Avariationontherestorativecircle.Seerestorativecircle.

communicationdisorder:Anydisorderand/ordelaywithinthescopeofpracticeforaspeech-languagepathologistand/oranaudiologist.(SeeChapter3.)

cooperativelearning:Aninstructionalmethodinwhichstudentswithdifferentabilitiesandtalentsworkcooperativelyinteacher-assignedgroupstocompleteaspecifictask.Thestrategyisdesignedtopromotethedevelopmentofappropriatesocialbehaviourandskills.(SeeChapter4.)

differentiatedinstruction(DI):Amethodofteachingthatattemptstoadaptinstructiontosuitthedifferinginterests,learningstyles,andreadinesstolearnofindividualstudents.(SeeChapter4.)

earlydevelopmentinstrument(EDI):Aquestionnairedesignedtomeasurechildren’sreadinesstolearnintermsofdevelopmentalbenchmarksrelatedtothechild’sphysicalhealthandwell-being;socialcompetence;emotionalmaturity;languageandcognitivedevelopment;andcommunicationskillsandgeneralknowledge.(SeeChapter4.)

executivefunction:Asetofcognitiveprocessesthathelpstudentsperformsuchactivitiesasplanning,organizing,strategizing,andpayingattentiontoandrememberingdetails.(SeeChapter3.)

functionalbehaviourassessment:Atypeofassessmentusedtoidentifypatternsofbehaviourandtherelationshipbetweenconditions/eventsinaperson’senvironmentandoccurrencesofspecifictypesofproblematicbehaviour.(SeeChapter4.)

hub:Acommunityschoolthatisopentotheneighbourhoodandcapableofprovidingsupportstoenhancechildren’scareandhealthandopportunitiesforchildren’slearning,recreation,andculturalandartsexperiences.

Identification,PlacementandReviewCommittee(IPRC):Regulation181/98requiresthatallschoolboardsestablishoneormoreIdentification,PlacementandReviewCommittees.TheIPRCmeetsanddecidesifastudentshouldbeidentifiedasanexceptionalpupiland,ifso,theplacementthatwillbestmeetthestudent’sneeds.AnIPRCcomprisesatleast

58

Carin

g an

d Sa

fe S

choo

ls

threepersons,oneofwhommustbeaprincipalorsupervisoryofficeroftheboard.AschoolboardtrusteemaynotbeontheIPRC(OntarioMinistryofEducation,2001,p.D4).

IndividualEducationPlan(IEP):Awrittenplandescribingthespecialeducationprogramand/orservicesrequiredbyaparticularstudent,basedonathoroughassessmentofthestudent’sstrengthsandneeds–thatis,thestrengthsandneedsthataffectthestudent’sabilitytolearnandtodemonstratelearning(OntarioMinistryofEducation,2004,p.6).

in-schoolsupportteam:Aschool-basedteamthatsuggeststeachingstrategiestoclassroomteacherswhohavestudentswithspecialeducationneedsandthatrecommendsformalandinformalassessments.Anin-schoolsupportteamismadeupofpeoplewithvarioustypesofexpertisewhoworktogether.Inmostschools,thecoremembersoftheteamwouldincludetheprincipalorvice-principal;theschoolspecialeducationresourceteacher(ifavailable);aguidanceteacher-counsellor(especiallyatthesecondarylevel),andpossiblythestudent’scurrentteacherand/orthe“referring”teacher(adaptedfromOntarioMinistryofEducation,2001,pp.C6–C7).Whenappropriate,theteammayalsoincluderepresentativesfromtheschoolboardand/orthecommunity.

languagedisorder:Adisorderthataffectstheacquisition,organization,retention,understanding,and/oruseofverbalornon-verbalcommunication.

mentalhealth:Astateofmindthatenablespeopletoenjoylifeanddealwitheverydaychallengessuchasmakingchoicesanddecisions,adapting,coping,andcommunicatingabouttheirneedsanddesires.(SeeChapter3.)

mentalhealthproblems:Mental,psychological,andemotionalproblemsanddysfunctionsrangingfromdiagnosableconditionsrequiringmedicaltreatment(see mental illness)tothemorecommonpsychologicalandemotionalstrugglesanddifficultiesthataffectmostpeoplefromtimetotime.Mentalhealthproblemscanaffectaperson’sabilitytoenjoylifeanddealwitheverydaychallenges,andcanimpedelearning.(SeeChapter3.)

mentalillness:Adiagnosablementalconditionthatusuallyrequiresmedicaltreatment,includingmood,psychotic,andanxietydisorders.Mentalillnessesinvolvearangeofpsychiatricandemotionalproblemsthatvaryinintensityanddurationandmayrecurfromtimetotime.(SeeChapter3.)

mitigatingfactors:Factors,identifiedinOntarioRegulation472/07,“SuspensionandExpulsionofPupils”,thatmustbetakenintoaccountbyaprincipalwhenconsideringwhethertosuspendorexpelastudent.Theabsenceofrisktoothersintheschooland/orthestudent’sinabilitytocontrolhisorherbehaviourorunderstandtheconsequencesofthebehaviourareexamplesofmitigatingfactors.(SeeChapter1.)

modifications:Changesmadeintheage-appropriategrade-levelexpectationsforasubjectorcourseinordertomeetastudent’slearningneeds(OntarioMinistryofEducation,2004,p.25).

multidisciplinaryteam:Aformalorinformalgrouporlearningcommunitymadeupofinternaland/orexternalresourcepersonnelwithvarioustypesofexpertisewhoworktogetherto:

• supportstudentsandparents;• collaborate,consult,andshareinformationandknowledgetoidentifystrategies

thatmayincreasestudents’learningsuccessandcloseachievementgaps.

Amultidisciplinaryteamcanplayasignificantroleinhelpingclassroomteachersaddressdifficultiesthatastudentmaybeexperiencingintheclassroompriortoandafterformal

59

Glossary

assessmentandidentification.Itcanprovidevaluableinsightsandexpertiseintopossibleinterventionsandassistanceinsolvingproblems.Theactiveinvolvementofparentsandstudentsenhancestheeffectivenessoftheteam(adaptedfromOntarioMinistryofEducation,2001,pp.C6–C7).

restorativepractices:Waysofrespondingtoinappropriatebehaviourthatfocusonrepairingtheharmdonetopeopleandrelationshipsratherthanonpunishingtheoffender.(SeeChapter4.)

riskassessment:Anassessmentusedtoidentifysourcesofpotentialharmtostudentsandadults,suchasinappropriatebehaviourbyastudentthatshowssignsofescalating.(SeeChapter4.)

safetyplan:Acrisis-responseplanthatoutlinestherolesandresponsibilitiesofstaffindealingwithriskyorpotentiallyriskybehaviourbyastudent.Developmentoftheplaninvolvesallstaffwhoworkonanongoinganddailybasiswithastudent,aswellasparentsandrepresentativesfromanycommunityagenciesworkingwiththestudent/family.

thetieredapproach:Asystematic,sequentialinstructionalapproachthatusesspecificinstructionalinterventionsofincreasingintensitytoaddressstudents’needs.Itcanbeusedtoaddresseithertheacademicorthebehaviouralneedsofstudentswhoarehavingdifficulty.(SeeChapter4.)

universaldesignforlearning(UDL):Ateachingapproachthatfocusesonusingteachingstrategiesorpedagogicalmaterialsdesignedtomeetspecialneedstoenhancelearningforallstudents,regardlessofage,skills,orsituation.(SeeChapter4.)

60

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ReFeRenCes

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Barkley,R.A.(1990).Attention-deficit hyperactivity disorders: A handbook for diagnosis and treatment.NewYork:Guilford.

Barton,C.,&vandenBroek,K.(1999).Restorativejusticeconferencingandtheethicsofcare.Ethics and Justice,vol.2,no.2,pp.55–65.Availableatwww.ethicsjustice.org/v2n2/conference.html.

Brown,T.E.(2006).Executivefunctionsandattentiondeficithyperactivitydisorder:Implicationsoftwoconflictingviews.International Journal of Disability, Development and Education,vol.53,no.1,pp.35–46.

Bucher,K.Y.,&Manning,M.L.(2003).Challengesandsuggestionsforsafeschools.The Clearing House,vol.76,no.3,pp.1–5.

Burns,M.K.;Dean,V.J.;&Jacob-Timm,S.(2001).Assessmentofviolencepotentialamongschoolchildren:Beyondprofiling.Psychology in the Schools,vol.38,no.3,pp.239–247.

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