Procedure 2.1.7 VIOLENCE PREVENTION

Approved: March 20, 2001

Revised: June 16, 2015

Administrative Regulations

1.0 The responsibility for the implementation and continuation of the Violence Prevention Policy rests with the Director of Education in consultation with the Superintendents of Schools.

2.0 All system-wide Violence Prevention initiatives will be subject to the Violence Prevention Procedures Manual in accordance with the Ontario Schools Code of Conduct and the Police and School Protocol Policy of District School Board Ontario North East.

3.0 A Violent Incident Emergency Response Plan will be developed by each school as per Appendix A of the Police and School Protocol Policy of District School Board Ontario North East.

4.0 The mission statements for prevention of violence in District School Board Ontario North East are included in the Violence Procedures Manual.

Procedures

The Violence Prevention Procedures Manual clearly outlines District School Board Ontario North East procedures for the following areas:

School Environment
Curriculum
Early and Ongoing Identification
Code of Behaviour
Procedures for Dealing with Violent Incidents
The Aftermath
Staff Development
Home, School, Community Involvement

The Violence Prevention Procedures Manual specifies ways by which the Board will address violence in the schools:

The establishment of preventative procedures designed to encourage a positive school climate, thereby discouraging violent activities; and
The establishment of procedures to allow staff to intervene in situations involving violent activities; and
The administration of fair and consistent disciplinary action in response to violent activities; and
The provision of alternative programs for students on suspension or expulsion due to violent behaviours.

A. The School Environment

RATIONALE

All school members must:

Respect and treat others fairly, regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
Show proper care and regard for school property and the property of others.
School Members: includes all adults and students who are in contact with or work on school property, on school buses or at school-authorized events or activities.

EXPECTATIONS

In order to provide a safe, welcoming, violence free environment each school will ensure that:

Positive behaviour is acknowledged and rewarded;
Non-violent behaviour is modelled by all staff;
Discipline strategies are fair, consistent and focus on teaching students about appropriate behaviours while maintaining self-respect;
A sense of achievement and wellness is fostered for all students through activities that improve self esteem;
Wide participation in extracurricular activities is encouraged;
Parental involvement and community participation are invited;
School staff shall exemplify through their behaviour and attitudes a respect for students and each other;
A sense of responsibility, empowerment, and ownership is encouraged by all members of the school community
Principals will provide leadership by demonstrating care and commitment to academic excellence and a safe teaching and learning environment.

In addition, to achieve a safe environment each school will consider the following elements:

Physical plant security and aspects such as proper lighting; the securing of unsafe areas; safe storage of dangerous items;
Safety measures such as the presence of responsible adults in the schoolyard and in the corridors;
An annual, or more frequent if required, safety audit during which input is gathered from staff, students and community organizations who use the school;
Procedures for dealing with visitors and strangers in the school;
The establishment of safe-school discussions with student and school council participation.

B. Curriculum

RATIONALE

The Ontario Curriculum includes cross-curricular and program area expectations that relate to violence prevention and citizenship. They emphasize the understanding of different cultures; commitment to peace and social justice; the development of skills necessary for getting along well with others and being a responsible citizen; respect for human rights; and the building of healthy relationships.

In addition, many opportunities exist for integrating learning about non-violence into the curriculum. Students must have opportunities to think critically about current events; their own experiences; the depiction of violence in human history, the media, news coverage, and literature; and the causes of violent behaviour. Students are expected to develop an understanding of and respect for the laws of Canada.

In order to ensure that violence prevention is incorporated into the curriculum for students Junior Kindergarten to the end of Secondary School, the school curriculum must provide opportunities for students to:

Understand how to be alert and prudent about personal safety;
Develop, practise, and reflect on interpersonal, communication, and problem-solving skills such as negotiation, mediation, management of conflicts, assertiveness, and the ability to cope with change or frustration;
Develop self-confidence and enhance self-esteem;
Acquire the ability to understand, respect, and care for others;
Acquire skills that will be useful in their existing and future relationships, such as parenting and the full responsibilities of citizenship;
Develop the ability to value the diversity of people and of points of view.

EXPECTATIONS

To ensure that students receive appropriate education with respect to Violence Prevention, schools should:

Use expectations from the Ontario Curriculum as a guide in planning appropriate programs;
Adopt a Violence Prevention program, where possible and necessary, that includes a problem solving strategy i.e. Second Step, Skills for Growing, Skills for Adolescence, D.A.R.E. Program;
Incorporate instructional strategies such as role playing and co-operative learning to help students deal with anger and conflict, as well as develop personal skills;
Ensure that team spirit and co-operation are goals of all physical education and extra curricular sports;
Stress positive attitudes and fair mindedness in all activities;
Provide and promote positive role models within the school setting.

In attaining a safe school environment District School Board Ontario North East will:

Ensure that all Primary/Junior curriculum materials and programs reinforce strategies that teach children how to deal with conflict in non-violent ways;
Ensure that all curriculum materials and programs for Intermediate/Senior levels reinforce strategies that were taught in Primary/Junior divisions;
Include community resources and people in the planning and implementation of Violence Prevention Strategies.

C. Early and Ongoing Identification

RATIONALE

Efforts to prevent violence are more beneficial to learners and to society than those made to deal with its aftermath.

A consistent approach towards students with behavioural difficulty can assist most of these students to achieve more productive styles of behaviour, enhance self-esteem and increase academic success.

EXPECTATIONS

In order to prevent occurrences of violence, District School Board Ontario North East will:

Identify any student, at any time, as high risk of being involved in violent incidents. The teachers will be the primary resource for identifying children at risk and will refer, to the principal, who may consult with the appropriate person and/or agency. Such identification and referral to be consistent with the Freedom of Information and Protection of Privacy Act.
Ensure an effective intervention strategy and response to all infractions related to the standards for respect, civility, responsible citizenship and physical safety.
Provide opportunities for parents and guardians to develop conflict resolution skills through workshops and/or the provision of community resource information.

Provide all staff with professional development sessions to enhance awareness of the signs of children at risk. Sessions should include:

Signs of abuse (sexual, physical, emotional, psychological)
Effects of witnessing family violence
Effects on children of substance abusers
Warning signs of suicide risk
Signs of violence in dating relationships.

D. Code of Behaviour

RATIONALE

All school members must respect and comply with all applicable federal, provincial and municipal laws. Individual school Codes of Behaviour will:

Be developed and reviewed with students, staff, parents or guardians, school councils, and the community.
State unequivocally that school members must respect and treat others fairly, regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
Establish clear and fair consequences for unacceptable behaviour and ensure an effective intervention strategy and response to all infractions related to the standards for respect, civility, responsible citizenship and physical safety;
Be prominently displayed in the school and effectively communicated to all.

EXPECTATIONS

In order to communicate to all members of the school community the types of behaviour expected from them, each Principal will:

Distribute to all students, parents and guardians and staff at the beginning of each school year a copy of the Ontario Schools Code of Conduct, District School Board Ontario North East Code of Behaviour and the School’s Code of Behaviour;
Review the school Code of Behaviour with students at the beginning of each school year and reinforce it throughout the year;
Develop effective communication strategies to ensure that students and parents and guardians are aware of the School Code of Behaviour.

E. Procedures For Dealing With Violent Incidents

RATIONALE

It is important those school officials and their staff model civic responsibility and are seen to be advocates for victims and potential victims of violence. Incidents are divided into two categories:

Serious violent incidents that must be reported to the police, and
Incidents that may be handled without the police at the discretion of the Principal.

EXPECTATIONS

In order to enable staff and students to deal effectively, consistently and fairly within the Ontario Schools Code of Conduct with violent incidents, District School Board Ontario North East will implement the following Mandatory Consequences:

Police will be involved, as indicated by the police/school protocol, and the student will be immediately suspended and proceed to an expulsion hearing for the following;

Possession of a weapon, including, but not limited to firearms;
Trafficking in drugs or weapons;
Robbery;
Use of a weapon to cause bodily harm, or to threaten serious harm;
Physical assault causing bodily harm requiring professional medical treatment;
Sexual assault;
Providing alcohol to minors.

Immediate suspension will be the minimum penalty faced by a student for:

Uttering a threat to inflict serious bodily harm;
Possession of illegal drugs;
Acts of vandalism causing extensive damage to school property or property located on school premises.

In these instances, police will be involved, as required, and conditions to return to school will be specified in accordance with school board policies.

A student will be immediately suspended for:

Swearing at a teacher, or other person in authority;
Being in possession of alcohol and/or drugs;
Being under the influence of alcohol and/or drugs

F. The Aftermath

RATIONALE

The strategies, developed with the assistance of community members and agencies will:

Address the underlying problems that may have contributed to the violent incident;
Facilitate the ongoing involvement of local and social agencies and the community to address the issues that may have contributed to the incident;
Promote the security and healing of the victims;
Plan carefully the re-entry and rehabilitation of the perpetrator, including links with youth services;
Support the ongoing education of the perpetrator;
Support the well-being and security of witnesses and the broader school community (e.g. by ensuring confidentiality)

EXPECTATIONS

Each school in District School Board Ontario North East will provide:

Support for the security and healing of victims ( e.g. provide victims and their families with contacts for community resource facilities);
Reintegration of perpetrators that includes an individual action plan;
A response to reintegration of students involved in violent incidents not involving suspension or expulsion;
A response to the reintegration of students involved in violent incidents that involve suspension; NOTE: The individual response plan should be established with the family, where possible, before the student re-enters the school setting.
Curriculum/staff development to raise awareness and consciousness regarding underlying causes of the problems.

G. Staff Development

RATIONALE

Teachers and school staff, under the leadership of their principals, maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour.In order that staff be skilled in the delivery of an integrated social skills curriculum, and to determine priorities and ensure awareness of issues, the following elements should be considered:

Recognizing signs of physical, sexual, or mental abuse, and knowing what to do;
Applying school board and school procedures in a fair and consistent manner;
Respecting and treating others fairly, regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
Liasing with community agencies and/or parents to prevent or deal with problems;
Incorporating instructional strategies such as cooperative learning and role playing to help students develop interpersonal skills;
Further developing skills in early identification and intervention;
Supporting the safety and welfare of victims and the reintegration of perpetrators;
Mediating and managing conflicts (including those occurring in large group situations) in order to diffuse them;
Supporting the unique learning style of all students;
Using fair discipline strategies that focus on teaching the student about appropriate behaviours while maintaining his or her self-respect.

EXPECTATIONS

Staff development in the area of violence prevention is the responsibility of District School Board Ontario North East. It is imperative that opportunities for in-service be provided for all staff to acquire the knowledge, skills and attitudes necessary to develop and maintain academic excellence and safe learning and teaching environments.

To meet these needs, District School Board Ontario North East staff will be provided with:

Information sessions with community agencies in order to inform staff of the signs of physical, sexual or mental abuse as per reporting child abuse policy;
Awareness sessions to inform staff and bus drivers of school board and school procedures for dealing with acts of violence;
Training in the delivery of programs designed to focus on appropriate behaviour and developing self-esteem;
Opportunities to become familiar with and practise strategies such as cooperative learning and role playing;
The setting of priorities and follow-up staff development needs in the area of violence prevention.

H. Home, School and Community Involvement

RATIONALE

Involvement of Parents

Parents play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students.

Involvement of Students

Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour.

Involvement of the Police and Community Members

Police and community members are essential partners in making our schools and communities safer. Community members need to support and respect the rules of their local schools. Police investigate incidents in accordance with the protocol developed with the local school board.

Involvement of Teachers and School Staff

Teachers and school staff, under the leadership of their principals, maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour.

EXPECTATIONS

Involvement of Parents:

In order to involve parents in supporting a safe school environment, parents should:

Show an active interest in their child’s school work and progress;
Communicate regularly with the school;
Help their child be neat, appropriately dressed and prepared for school;
Ensure that their child attends school regularly and on time;
Promptly report to the school their child’s absence or late arrival;
Become familiar with the Code of Conduct and school rules;
Encourage and assist their child in following the rules of behaviour;
Assist school staff in dealing with disciplinary issues.

Involvement of Students:

In order to foster feelings of respect and responsibility, students should:

Come to school prepared, on time and ready to learn;
Show respect for themselves, for others and for those in authority;
Refrain from bringing anything to school that may compromise the safety of others;
Follow the established rules and take responsibility for his or her own action.

Involvement of the Community:

In order to build linkages with the community, District School Board Ontario North East will:

Include representation from a variety of community agencies, services and organizations that reflect the diversity of their community in their violence-prevention policy development, review and implementation discussions;
Encourage community involvement by its students (volunteerism).

Involvement of Staff:

In order to uphold the highest standard of respectful and responsible behaviour, all teachers and staff members should:

Help students work to their full potential and develop their self-worth;
Communicate regularly and meaningfully with parents;
Maintain consistent standards of behaviour for all students;
Demonstrate respect for all students, staff and parents;
Address and document all problems.

Categories of Violent Incidents

For students twelve years of age and older, the following categories of serious violent incidents must be reported to the police:

Major incidents reportable to police (list A)

Possession of a weapon, including, but not limited to firearms
Physical assault causing bodily harm
Threats of serious physical injury
Sexual assault
Any hate-motivated violence (e.g., assaults based on racism, sexism or sexual orientation)
Gang or group assault
Criminal harassment
Robbery
Extortion
Vandalism or arson (extensive damage)
Providing alcohol to minors
Trafficking in drugs or weapons
Possession of illegal drugs

Although the categories described in the list A above must be reported, students and parents or guardians are free to seek police involvement in incidents of violence specified in list B below, if they decide that such involvement is appropriate.

Incidents reportable to the police at the discretion of the principal (list B)

Level 1 Assault
Bullying/intimidation, including cyber-bullying
Verbal/emotional abuse
Harassment related to racism, sexism or homophobia
Displaying or providing literature, symbols and other representations which promote violence against racial or cultural groups, gender or sexual orientation
Vandalism
Being under the influence of alcohol and/or drugs
Being in possession of alcohol and/or drugs

Consultation with Police Services is encouraged at any time.

Procedures for Reporting Violent Incidents to the Police

The procedures for contacting the police for serious violent incidents engaged in by students must be reflective of the following three age groups:

Students Under Twelve Years of Age

Children under the age of twelve years cannot be charged with an offence under the Young Offenders Act (R.S.C. 1985, c. Y-1) or the Criminal code (R.S.C. 1985, c. C-46). However, police may take reports of incidents of violent behaviour committed by children of this age group.

At a minimum, the need to report sexual assault and violent incidents in which students seriously injure others or cause serious damage to another person’s property shall involve police and contacting the “Children’s Aid Society”.

Where young children are behaving in a violent manner, the following steps should be followed:

Step 1

Parental contact
The principal shall provide parents with a list of available children’s support agencies:
- South Cochrane Child and Youth Services
- Centre Boreal
- Timmins Family Counselling Centre
- Beaver House
- Kunuwanimano Child and Family Services
The principal may recommend referral to a family physician.
Referral to Child and Youth worker where available.

Step 2

Refusal on the part of the parent to engage in any meaningful involvement that will result in a change in the student’s violent behaviour, shall result in consultation with the Children’s Aid Society.
- South Cochrane Child and Youth Services
- Centre Boreal
- Beaver House

Students Twelve to Seventeen Years Old

Where students aged 12 to 17 are behaving in a violent manner, the followings steps shall be followed:

Step 1

Contact Police Service Note: For those students aged twelve (12) to seventeen (17) years, the Young Offenders Act will apply. For those students under the age of sixteen (16), consultation with the Children’s Aid Society may be appropriate.

Eighteen Years to Adult

Where students eighteen (18) years and over are behaving in a violent manner, the steps shall be followed:

Contact local Police Services for List A Violent Incidents.

Note: Students who are eighteen (18) years or over are considered adults, and the procedures of the Criminal code will be followed if these students are charged with a criminal offence.

Parents may be contacted.

Procedures for Recording Violent Incidents

Violent Incident Form

The Violent Incident Form (page 13) is to be completed by the school principal, vice-principal or designate, for all violent incidents resulting in suspension, expulsion or reports to the police. The form must be maintained in the OSR and a copy sent to the appropriate Superintendent of Schools (OSR requirements are outlined on page 12.)

Note: Students should be assigned a reference number in order to track those involved in repeated incidents.

Each school will enter into Maplewood the descriptors of the violent incident and ensure a Violent Incident Report is placed in the student’s Ontario School Record (OSR).

DATE	STUDENT REFERENCE #	CATEGORY OF INCIDENT(SEE REVERSE)	SUSPENSION	EXPULSION	POLICE	OTHER

INCIDENTS

LIST A: REPORTABLE Major incidents reportable to the Police	LIST B: DISCRETIONARY Incidents reportable to police at the discretion of the Principal
· Possession of a weapon, including but not limited to firearms	· Level 1 assault
· Physical assault causing bodily harm	· Bullying/intimidation
· Threats of serious physical injury	· Verbal / emotional abuse
· Sexual harassment	· Harassment related to racism, sexism or homophobia
· Any hate-motivated violence (e.g. assaults based on racism, sexism, or sexual orientation)	· Displaying or providing literature, symbols and other representations which promote violence against racial or cultural groups, gender or sexual orientation
· Gang or group assault	· Vandalism
· Criminal harassment	· Being under the influence of alcohol &/or drugs
· Robbery	· Being in possession of alcohol
· Extortion
· Vandalism or arson (extensive damage)
· Providing alcohol to minors
· Trafficking in drugs or weapons
· Possession of illegal drugs

Note: This page is the reverse side of DSB Ontario North East Violent Incident Summary Report.

Record Keeping of Violent Incidents

OSR Requirements:

The following sections of the Education Act govern the establishment of the Ontario Student Record (OSR):

Clause 265(d) states that it is the duty of a principal: in accordance with this act, the regulations and the guidelines issued by the Minister, to collect information for inclusion in a record in respect of each pupil enrolled in the school and to establish, maintain, retain, transfer and dispose of the record.
Subsection 266(s) states in part: A record is privileged for the information and use of supervisory officers and the principal and teachers of the school for the improvement of the instruction of the pupil…

In addition, the contents of the OSR are described in the guideline Ontario Student Record (OSR), 2000.

It should be noted that the OSR may be the subject of a search warrant or a subpoena and, if so, must be produced. In such instances, reference should be made to section 4 on the OSR guideline.

The information relating to serious violent incidents leading to reports to the police, as well as the information relating to serious violent incidents leading to suspension or expulsion must be maintained in the OSR. This information is to be recorded on the Violent Incident Form (see page 13).

A. Insertion of Information in the OSR

The following information will be included in the OSR:

A VIOLENT INCIDENT FORM, (page 13) containing:
A description of the serious violent incident leading to a suspension or expulsion or a call to the police
A reference to the call to the police, if applicable
A reference to the school/board disciplinary response to the incident, if applicable
A copy of the school board’s letter(s) to the student and or parent(s) or guardian(s) regarding the suspension or expulsion for violent behaviour

B. Removal of Information from the OSR

The information relating to suspension for violent behaviour shall not be removed from the OSR unless three consecutive years have passed during which no further suspensions for serious violent incidents have taken place.
The information relating to expulsion shall be removed five years after the date on which the school board expelled the student.
Where an expelled student has been readmitted to school by a school board and is expelled again, the information relating to the expulsions shall not be removed from the OSR until five consecutive years have passed without any further expulsion.
Where the student has not been suspended or expelled, the Violent Incident Form shall be removed after three years if no further serious violent incident is reported to the police during that time.

C. Transfer of the OSR

If the student transfers to another school, the information in the OSR relating to the serious violent incident that led to suspension or expulsion, as well as to a report to the police, will remain in the OSR unless removed under (A) or (B) above. The transfer will occur in accordance with section 6 of the guideline Ontario Student Record (OSR), 2000.

Appendices

References