Student Safety Plan

To be used in conjunction with the Behavior Support Plan

* When student is in danger of injuring self or others.

Student Name: Student

School:

Date:
Class/Teacher: Grade 5

Purpose of Plan: To keep the student, his/her classmates and the

school staff safe from physical injury. The safety plan will be
referred to when Student is displaying a consistent cluster to concerning
behaviors that have or that are thought to with high likelihood lead to
behavior that will be of danger to self or others.
This plan is to be used in conjunction with Students Positive
Behavior Support Plan where the focus is:
1. Increasing quality of life (i.e. participation, engagement in recreational and
academic experiences)
2. Preventing or minimizing challenging behavior by altering the environment
or our teaching.
3. Teaching lagging behavioral and cognitive skills to promote positive
behaviors.

EFFECTIVELY MATCHING STAFF ACTIONS TO STUDENT

BEHAVIOR

Stage of
Behavior
ANXIETY
(noticeabl
e increase
or change
in
behavior)

Staff responses

Student Behavior

(non-verbal and verbal

responses)

More irritable than

usual
Appears tired (e.g.
laying his head on
the desk)
Is not participating
or engaging in
typical tasks
Does not respond
to
preferred/exciting
activities or humor
Displays high
amount of
avoidant behavior
(i.e. pulls out his
book a lot)

Stage of
Behavior
DEFENSI
VE
BEHAVIO
R
Individual
is
beginning
to lose
ability to
think or
process
information
effectively.

ACTING
OUT
BEHAVIO
R
Individual
in crisisin danger
to self or
others

Student Behavior

(non-verbal and verbal

responses)

BE SUPPORTIVE
Encourage communication
Listen/provide support
Assist with problem solving
Relaxation process/visual supports,
calming strategies
Answer information questions logically
divert his attention to his special interests
establish a relationship apart from the
behavior of concern
refocus him on what he is to do
shorten, simplify task, Provide alternate
ways to complete task (multiple, choice,
fill in blanks, etc. ).
Provide him a time to complete the task
Help him complete the task
Using supportive peer to assist him with
the task directions and providing
reinforcement.
refocus him on getting a checkmark to
earn free time (Visual of task checks and
computer, sunshine room etc. )
provide him a choice.
Staff responses

Refuses to do task
Talks negatively
about task or others
Appears angry and/or
sad
Minimal verbal
communication

Provide Student with a clear, short

directive
Remain calm
Provide choice
Provide a break
Give him more physical space
Decrease level of verbal interaction
State positive consequences (visualfinish this then free time)
After break- Alter activity for success.
Calmly alert staff or other students to
give Student space and move away.

Begins to yell and/or

swear
Threaten
Damage items
Approach others
aggressively
Runs away

CRISIS INTEVENTION/SAFETY PLAN

Running Away/ Aggression Outside
Move other students and staff away from
the area.
Try to confine Student to a certain area of
the school/school yard
If Student does not follow the directive,
alert a familiar staff member to help
intervene.

 Monitor his behavior- allow him to calm

outside
See strategies below if needed
If he leaves the school property contact
the RCMP for assistance.

Aggression in the school/classroom

Remain calm
Give him more physical space and
decrease level of verbal interaction
Familiar staff responds (Mrs X, Mr. G)
Call for assistance (Mrs. Lessard)
Alter environment for safety if possible
( i.e. remove scissors, etc. )
Direct Student to move to a safe place
(Quiet Room) and tell him when he is
calm he can have access to his
technology ( laptop)
Remove other staff/students to safety
Provide time/place to de-escalate
Use of personal safety techniques (NVCI)
to protect yourself and/or divert
aggression
Keep Student supervised in a safe place
If Student does not de-escalate in 30
minutes, cannot be kept safe or is
unable to ride the bus home safely
Phone contact with Todd (working in
town) to discuss further interventions.
Staff wait with Student at school until
Parents or designated person pick
Student up
If parents are unable to be contacted or
unable to pick Student up, the RCMP will
be contacted.
NOTE: Use of physical control positions
(NVCI) ONLY if ALL other strategies do not
work and still in danger of hurting self or
others (communicate with Student- I need to
hold you to keep you safe)
Staff responses

Student Behavior
Stage of
Behavior
NOTE: With Student Verbal Discussion may intensify the situation. Use of drawings,
fill in blanks, etc. may be more useful for learning from the situation.
TENSION May be sullen
ESTABLISH THERAPEUTIC RELATIONSHIP
REDUCTI May think negatively When Student calms down modified
ON
of others (They dont educational programming can resume.
(Individual
(COPING Model)
like me, etc.)
is

Resume
communication,
build trust,
May think negatively
calming)
learning opportunity, begin again.
of self
C control Student has physical &
emotional control

O orient Discuss what, when, where, why

incident happened? listen

 P patterns Identify/discuss repetitive

behaviors
Non-verbal I investigate Problem solve alternatives
to inappropriate behaviour
N negotiate Discuss a plan/contract to
change behavior and supports needed.
G give back responsibility to student

Support to reintegrate back into

activity/setting, etc.

I have read this plan and am aware of the safety procedures to be

followed when working with Student.
Team Member
Role
Signature
Date

I have read this plan and consent for it to be followed with my child.
_______________________________
( name)

_______________________
(signature)

__________________
( date)

Document handling:
Place in student file with IPP/Behavior Support Plan
Copy in classroom and follows with student to other settings,
Copy with administrator in charge and/or other backup staff for implementation
of safety plan.
Copy to Parent

Key Understandings About Student to help understand his

behavior:
1. Student is frequently pre-occupied with thoughts related to videogames, TV shows and as a result may not be attentive or engaged
with activities in the classroom
2. Students ability to participate varies on a day to day basis. Therefore
it is not realistic to judge his ability to participate based on his best
days. It is most helpful to consider where he is at on a particular day
and modify our expectations on a particular day.
3. Refusal to not engage in a task is most often rooted in difficulties
comprehending a task, shifting his attention to a task, organizing
himself to do the task, etc. rather than non-compliance.

4. Student has difficulties communicating his problems and needs to

others, and particularly less familiar adults, which can then intensify
his frustrations.
5. Student has a tendency to have negative, paranoid thinking about
others, which intensifies when he is distressed.
6. Physical management tends to intensify his aggression and is to be
only used as last resort to ensure his or others safety.
We have observed that Student is MORE likely to act out when?
(warning signs of escalation)
- there are writing (other production) demands
- an unfamiliar person presents a request
- people are too close or talking too much to him
- there is a demand made of him for compliance
- he perceives the task to be overwhelming
- when he is demonstrating agitation, increased verbal comments or
profanity
Aggressive acting out is most likely to occur (antecedents)?
- when you try to move him when he is agitated.
- when you continue to request a response verbally and move closer to
him.