POLICE / SCHOOL BOARD PROTOCOL
for
THE INVESTIGATION OF SCHOOL- RELATED OCCURENCES
Upper Grand District School Board
Wellington Catholic District School Board
Conseil scolaire Viamonde
Conseil scolaire de district catholique Centre-Sud
Guelph Police Service
Orangeville Police Service
Shelburne Police Service
Ontario Provincial Police – Dufferin Detachment
Ontario Provincial Police – Wellington Detachment
December 2011
Police and School Boards Protocol Agreement
The purpose of this document is to establish a Protocol between the following partners:
Guelph/Orangeville/Shelburne Police Services; the Ontario Provincial Police; Wellington
Catholic District School Board; and the Upper Grand District School Board. This will
confirm the working relationship and appropriate responses to occurrences requiring
Police investigation or response to schools and boards.
This Protocol is designed to encourage, enable and maintain a positive relationship
between Police officers, school administrators, staff, students, parents, members of the
school community, and establishes guidelines for these various relationships.
We the undersigned, support the principles and Protocol set out in the document titled
Police/School Board Protocol for the Investigation of School-Related Occurrences
(December 2011).
______________________________________
Chief
Guelph Police Services
______________________________________
Director of Education
Wellington Catholic District School Board
______________________________________
Chief
Orangeville Police Services
______________________________________
Director of Education
Upper Grand District School Board
______________________________________
Chief
Shelburne Police Services
______________________________________
Directrice de l'éducation
Conseil scolaire Viamonde
______________________________________
Staff Sergeant
Dufferin County Detachment O.P.P.
______________________________________
Directrice-adjointe
Écoles sécuritaires
CSD Catholique du Centre-Sud
______________________________________
Staff Sergeant
Wellington County Detachment O.P.P.
Dated at
___
Police/School Board Protocol
, Ontario the
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of
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, 2011
2011
Table of Contents
Police and School Boards Protocol Agreement .................................................................. 1
Table of Contents ............................................................................................................... 2
Background ........................................................................................................................ 3
Required Elements for a Local Police/School Board Protocol ............................................ 5
1.
Signatories to the Protocol ....................................................................................... 5
2.
Statement of Principles............................................................................................. 5
3.
Introduction............................................................................................................... 5
4.
Role and Mandate of Police Services ....................................................................... 6
5.
Role and Mandate of School Boards ........................................................................ 7
6.
Occurrences Requiring Police Response ................................................................. 8
7.
Information Sharing and Disclosure ......................................................................... 9
8.
School Procedures for Reporting to Police ............................................................. 11
9.
Initial Police Contact ............................................................................................... 12
10.
School and Police Investigation of Incidents .......................................................... 12
11.
Police Interviews of Students ................................................................................. 15
12.
Reporting Of Children Suspected To Be In Need Of Protection ............................. 19
13.
Investigations Involving Students With Special Needs ........................................... 21
14.
Occurrences Involving Children under Age 12 ....................................................... 22
15.
Communications Strategy ...................................................................................... 23
16.
Protocol Review Process........................................................................................ 23
17.
School/Police Role in Violence Prevention ............................................................. 24
18.
Physical Safety Issues............................................................................................ 25
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19.
Risk Assessment Services ..................................................................................... 25
20.
Emergency Planning and Threats to Safety ........................................................... 26
21.
Training .................................................................................................................. 26
APPENDIX A: Glossary.................................................................................................. 27
APPENDIX B: Wellington Catholic District School Board
Lockdown, Hold and Secure, Shelter in Place Procedures ................................... 32
APPENDIX C: Upper Grand District School Board
Emergency Procedures Handbook
Part 5 – Emergency Situations
Section M – Hold and Secure, Lock Down, and Shelter in Place .......................... 48
APPENDIX D: Conseil scolaire Viamonde
Mesures d’urgence – Politique no 2,13
Approuvée le 29 janvier 2009 ................................................................................ 60
APPENDIX E: Conseil scolaire de district catholique Centre-Sud
Mesures préventives Confinement Barricadé – ÉLV.7.5
vigueur le : 1 février 2010 ...................................................................................... 65
APPENDIX F: Guide to Officers
for Secton 146 Youth Criminal Justice Act Statements ......................................... 79
APPENDIX G: Notification Flow Chart ............................................................................ 85
APPENDIX H: Parallel Investigation Flow Chart ............................................................. 86
APPENDIX I: Province of Ontario
Reporting Child Abuse and Neglect: It’s Your Duty ............................................... 87
Background
At the direction of the Ministry of Education and the Ministry of Community Safety and
Correctional Services Ontario, school boards and Police services must establish and
follow a Protocol for the investigation of school related occurrences.
This Protocol:
Police/School Board Protocol
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2011
•
assists in the greater protection and safety of students, teachers, other board
staff, administrators, volunteers and members of the school community;
•
encourages constructive, ongoing, adaptive and responsible partnerships
between Police and the school community;
•
facilitates appropriate sharing and disclosure of information in accordance with
privacy laws;
•
promotes joint consultation and partnerships between school boards and Police
services on maintaining a safe school environment;
•
ensures that the obligations and requirements of both the education and Police
systems are met;
•
ensures an equitable and consistent approach across the jurisdiction to the way
in which schools and Police respond to school-related incidents; and
•
outlines certain obligations and procedures that are required by Provincial and
Federal legislation, case law and individual board policies and procedures.
The legislation includes, but is not limited to:
•
Education Act
•
Child and Family Services Act
•
Criminal Code
•
Youth Criminal Justice Act (YCJA)
•
Canadian Charter of Rights and Freedoms
•
Ontario Human Rights Code
•
Police Services Act
•
Provincial Offenses Act
•
Municipal Freedom of Information and Protection of Privacy Act (MFIPPA)
•
Freedom of Information and Protection of Privacy Act (FIPPA), and
•
Personal Health Information Protection Act 2004 (PHIPA)
•
Occupational Health & Safety Act
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Required Elements for a Local Police/School Board Protocol
1.
Signatories to the Protocol
This document establishes a Protocol between Upper Grand District School Board and
Guelph, Orangeville, Shelburne Police Services, Ontario Provincial Police, Wellington
and Dufferin County, and between Wellington Catholic District School Board and
Guelph Police Services, Ontario Provincial Police, Wellington County Detachment.
Notes: In this document,
Children’s Aid Society (CAS) means:
•
•
Family and Children’s Services of Guelph and Wellington County (FACS)
Dufferin Child and Family Services (DCAFS)
Principal means: Principal, Vice-Principal or Designate
2.
Statement of Principles
The principles are based on the need to:
•
have a clear understanding of Police and school board responsibilities;
•
to promote respect and civility in the school environment; to respect the
fundamental rights of students, teachers, and staff pertaining to disability, race,
creed ethnic origin, and other prohibited grounds of discrimination under the
Ontario Human Rights Code; and
•
to support both rights and responsibilities.
3.
Introduction
The rationale for this Protocol includes:
•
assisting in the greater safety and protection of students, teachers, Principals,
staff and volunteers in schools;
•
encouraging constructive ongoing, adaptive and responsive partnerships
between Police and the school community;
Police/School Board Protocol
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2011
•
facilitating appropriate sharing and disclosure of information in accordance with
privacy laws;
•
promoting joint consultation and partnerships between school boards and Police
services on maintaining a safe school environment;
•
ensuring that the obligations and requirements of both the education and Police
systems are met; and
•
ensuring an equitable and consistent approach across a school board’s
jurisdiction in the way Police and schools respond to a school-related
occurrence.
4.
Role and Mandate of Police Services
In exigent circumstances Police will assume priority responsibility as may be necessary
to ensure school safety.
The role of local Police services related to young people and the school community is:
•
engaging and working proactively in partnership with school officials to ensure
the effectiveness of this Protocol;
•
protecting public safety and preventing crime;
•
enforcing the Criminal Code, the Youth Criminal Justice Act (YCJA), and other
Federal, Provincial, and Municipal legislation and related regulations;
•
upholding the duties legislated under s.42 of the Police Services Act;
•
assisting victims of crime;
•
conducting Police and criminal investigations;
•
assisting in the development of young people's understanding of good
citizenship;
•
promoting and fostering a reduction of crime, both against and committed by
young people;
•
providing information on community safety issues;
•
diverting young people away from crime and antisocial behaviour; and
•
working in partnership with other government and community-based
organizations to support positive youth development.
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5.
Role and Mandate of School Boards
In exigent circumstances Police will assume priority responsibility as may be necessary
to ensure school safety.
The Principal’s role is consistent with his or her duty pursuant to the Education Act, to
give attention to the health and well-being of students and to maintain proper order and
discipline in the school.
The role of the school boards, Principals, teachers and school staff related to safe and
secure schools is to:
•
clearly explain the board’s Code of Conduct to the school community, and the
potential reach of school discipline with respect to behaviours taking place
outside of school that have a negative impact on school climate;
•
engage and work proactively and collaboratively with Police officials to ensure
the effectiveness of this Protocol;
•
comply with the requirements related to the duties of Principals and teachers
under the Education Act and regulations;
•
consider the roles and responsibilities of the Principal in conducting
investigations of incidents for which suspension or expulsion under the Education
Act are possible, including the responsibility to take mitigating and other factors
into account, as set out in Ontario Regulation 472/07;
•
comply with the requirements legislated under The Child and Family Services Act
(e.g., “duty to report”);
•
respect the board’s Code of Conduct, as required by the Education Act (s. 302);
•
ensure that resources (e.g., on drug awareness, on bullying prevention) are
accessible to assist school staff in promoting a positive school environment with
students and parents;
•
develop policies on how to respond to crises, including the development of a
communications plan;
•
ensure that appropriate prevention and intervention strategies are available; and
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•
6.
provide staff with opportunities to acquire the skills necessary to promote safe,
equitable, and inclusive school environments.
Occurrences Requiring Police Response
Mandatory Notification of Police
At a minimum, the Police must be notified of the following types of incidents:
•
All deaths;
•
Hate and/or bias-motivated occurrences;
•
Physical assault causing bodily harm requiring medical attention;
•
Sexual assault;
•
Robbery;
•
Criminal harassment;
•
Relationship-based violence;
•
Possessing a weapon, including possessing a firearm;
•
Using a weapon to cause or to threaten bodily harm to another person;
•
Bomb threats;
•
Trafficking in weapons or in illegal or prescription drugs;
•
Possessing an illegal drug;
•
Gang-related occurrences;
•
Extortion;
•
Possession of narcotics and drug offences; and
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•
Threats of serious physical injury, including threats of this serious nature
made on social networking sites or through instant messaging, text
messaging, e-mail, etc.
Discretionary Notification of Police
Principals should consider mitigating and other factors when deciding to call
Police in these discretionary situations. It is expected that all other occurrences
not specified will be dealt with by the Principal on a case-by-case basis and that
Police will be called at the Principal’s discretion.
Principals should also consider students with special education needs where
Police response is neither necessary, nor appropriate.
Police response may also be needed in connection with the following types of
incidents:
7.
•
Giving alcohol to minors;
•
Being under the influence of alcohol or illegal drugs;
•
Bullying;
•
Incidents of vandalism and
•
Trespassing incidents.
Information Sharing and Disclosure
A number of different statutes deal with information sharing and disclosure. These
include Federal legislation, the Criminal Code, the Youth Criminal Justice Act, and
Provincial legislation including The Municipal Freedom Information and Protection of
Privacy Act, The Child and Family Services Act and the Education Act.
In situations where Federal and Provincial laws are in conflict with each other, the
Federal law takes precedence.
a) The Criminal Code
The Police can access a student’s Ontario Student Record (OSR) by warrant or
subpoena or with the written consent of a parent or the student if the student is
18 years of age of older. In exigent circumstances, the Police can access a
student’s OSR without a warrant, under section 487.11 of the Criminal Code.
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b) Youth Criminal Justice Act (YCJA)
The YCJA sets out the procedural requirements for dealing with young persons
charged with offences (see Part 6 (ss 110-129) of the YCJA, Publication,
Records and Information.
There may be occasions where it is necessary for Police to share confidential
information with school officials. Section 119 of the Youth Criminal Justice Act
provides the circumstances under which confidential information may be shared.
The following (from Part 6) are of particular relevance:
•
subsection 110(1): No person shall publish the name of the young person
or any information that would identify the young person as a young person
dealt with under the Youth Criminal Justice Act;
•
subsection 111(1); “no person shall publish the name of a child or young
person, or any other information related to a child of a young person, if it
would identify the child or young person as having been a victim of, or as
having appeared as a witness in connection with, an offence committed or
alleged to have been committed by a young person:
•
subsection 118: no person shall be given access to a record and no
information in the record shall be given to any person where to do so
would identify the young person as being dealt with under the Youth
Criminal Justice Act;
•
subsection 125(1); “(a) peace officer may disclose to any person any
information in a record kept under section 114 (court records) or 115
(Police records) that is necessary to disclose in the conduct of the
investigation of an offence”; and
•
subsection 125(6): a Provincial director, youth worker, peace officer, or
any other person engaged in the provision of services to young persons is
permitted to disclose to a representative of a school board or school any
information kept in a record under section 114 to 116 of the Youth
Criminal Justice Act if the disclosures is necessary:
o to ensure compliance with an order made by the youth justice court for
a young person released from custody to attend school;
o to ensure the safety of staff, students, or other persons; or
o to facilitate the rehabilitation of the young person.
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c) Municipal Freedom of Information and Protection of Privacy Act (MFIPPA)
This legislation regulates the collection and disclosure of information that is not
related to the Youth Criminal Justice Act. The Act expressly permits a school
board to disclose records of personal information to the Police to aid in an
investigation undertaken with a view to a law enforcement proceeding or from
which a law enforcement proceeding is likely to result.
Accordingly, since Principals and teachers are permitted to share information in
such circumstances, in non-urgent situations Police should be prepared to
provide a written statement that the identified information is required by the
Police.
Further information regarding the release of students’ personal information can
be found in the Office of the Information and Privacy Commissioner’s Guide to
Ontario Legislation Covering the Release of Students’ Personal Information
(available on the website: www.ipc.ca).
d) Child and Family Services Act
Section 72 of the Act states that the public, including professionals who work with
children, must promptly report any suspicions that a child is or may be in need of
protection to a Children's Aid Society (CAS). The Act defines the phrase "child in
need of protection" and explains what must be reported to a CAS. It includes
physical, sexual and emotional abuse, neglect, and risk of harm.
http://www.children.gov.on.ca/htdocs/English/topics/childrensaid/reportingabuse/abusea
ndneglect/abuseandneglect.aspx
8.
School Procedures for Reporting to Police
In incidents that involve students, whether as victims or as alleged perpetrators the
safety of students and staff is the first priority. After assuring personal safety the
Principal must be contacted immediately.
Depending upon the situation, the Principal will contact the Police as soon as possible.
If the situation is not an emergency, the Principal should contact the general Police
inquiry phone number.
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If there is an emergency the Principal will call 911 immediately and implement the
school’s emergency response/crisis response plan.
Information and support required by Police will be determined and provided by school
staff on the arrival of Police.
Reporting procedures must comply with the “duty to report” provisions under The Child
and Family Services Act.
9.
Initial Police Contact
Under exigent circumstances, or if the Principal is being investigated, Police are not
required to follow the procedures set out below. When the Principal is being
investigated, Police will notify the appropriate Supervisory Officer.
A Police officer responding to a report of a school-related incident is responsible for
obtaining and thoroughly documenting information subject to Police Service Policies
and Procedures on the incident, taking the following steps:
•
notify the Principal or school office of their presence providing proper
identification;
•
explain the purpose of the visit and plan with the Principal on how to proceed;
•
consider alternatives to limit the disruption to the school day;
•
obtain information from the Principal about the student (accommodation
needs/barriers to communication) before making contact with the student; and
•
contact or make arrangements with the Principal to contact the parents of
students under the age of 18, as indicated in Notification of Parents.
10.
School and Police Investigation of Incidents
See Appendices G - Notification Flow Chart, and H - Parallel Investigations Flow Chart
If Police and the school are both investigating the same incident at the same time,
procedures for Police and Principals with respect to legal rights, search and seizure,
detainment and arrests, and support for victims must be followed as noted below.
It is important that the Principal not do anything to prejudice the Police investigation,
however, Police must be aware of the responsibilities of the Principal under the
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Education Act regarding investigations and decisions leading to the recommendation of
the Principal to the board regarding the expulsion of students. For example, a school
board’s decision to expel a student must be made within 20 school days of the dates
from which a student is suspended.
Police should share information with the Principal that may be relevant to that decision.
Cooperation, whenever possible, is necessary regarding joint investigations.
Police investigations should be undertaken with the local Police services’ criminal
investigation management plan, and where required, with the Ontario Major Case
Management Manual.
The Principal will inform Police of any logistical information about the school, such as
the hours of the school day, class rotation schedule, etc. that may be relevant to the
investigation process and Police will endeavour to work within these considerations in
order to minimize the disruption to the school.
a) Legal Rights
When investigating school-related incidents where a young person is a suspect,
attention should be given by the Principal and Police to the procedures that are
consistent with the following provisions:
•
parental notification upon arrest (S.26, Youth Criminal Justice Act);
•
the right to counsel (S.25, Youth Criminal Justice Act);
•
the right not to make a statement (S.146, Youth Criminal Justice Act); and
•
protection
of
privacy
(S.110,
Youth
Criminal
Justice
Act).
b) Search and Seizure
Where investigations involve search and seizure, the Police and Principal must
pay particular attention to the following procedures and responsibilities:
•
personal and premises searches must be in accordance with the Ministry
of Community Safety and Correctional Services Guideline (LE-011 –
search of premises and LE-012 – search of persons), and relevant
Federal legislation;
•
Police must notify the Principal before conducting searches on school
premises. Under some exigent circumstances Police may execute a
search without a warrant and without notice to the Principal;
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•
the Principal maintains the continuing responsibility for students even
when Police are on school premises; and
•
the Search and Seizure Protocols of the Criminal Code and Provincial
Statutes must be followed.
In addition, it is the responsibility of the Principal to advise students at the
beginning of the school year that desks and lockers are school property and
there is no expectation of privacy; therefore, a search of such property is
permissible by the school administration.
The Principal is acting as an agent of the board and not as an agent of the
Police. It is advisable that the student or another person be present when the
locker or desk is being opened.
A Principal has the duty to carry out an investigation to establish the nature and
extent of the offence, but when it becomes apparent that an offence has been
committed, the Police shall be notified.
c) Detainment and Arrest
Police have legal grounds to demand entry for weapon and drug searches and to
arrest a person for an indictable offence, or to save lives.
Procedures to be followed in detainment or arrest and discharging specific
obligations, such as the notification of parents, shall be in accordance with the
Youth Criminal Justice Act and the Ministry of Community Safety and
Correctional Services Guideline (LE-005 on arrest).
The Criminal Code has provisions for detainment for the purpose of
investigations.
When it is necessary that a student be arrested at school during school hours, to
the extent possible, such an arrest will be made in such a manner that will
minimize disruption to the school.
When a young person is arrested or detained, the discharging of specific
obligations, including the notification of parents is governed by the Youth
Criminal Justice Act (s. 26).
d) Support for Victims
The following are procedures and responsibilities with respect to providing
support for victims:
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11.
•
procedures must be consistent with the Ministry of Community Safety and
Correctional Services Guideline (VA-001) on victim’s assistance;
•
it is the responsibility of the Principal to inform the parents of victims who
have been harmed as a result of an activity for which suspension or
expulsion must be considered, unless, in the Principal’s opinion,
notification would put the victim at risk of harm from the parents;
•
it is the responsibility of all board employees who work directly with
students to support all students, including those who disclose or report
such incidents, by providing them with contact information about
professional supports (public health, community agencies, Help Phone
lines, etc.); and
•
school staff and Police will provide assistance to victims and their families
through board resources, Police resources, social service agencies and
other community support systems as available including legal services, as
well as access to information and confidentiality of victim and witness
identify under the Youth Criminal Justice Act.
Police Interviews of Students
In exigent circumstances, such as where the parents/guardians should not be contacted
(the parents/guardians are the suspects of a crime about which the student is being
interviewed and to contact the parents/ guardians could interfere with the Police
investigation); it is the responsibility of the Police to determine the proper course of
action.
General procedures, requirements and considerations related to Police interviews of
students include the following:
•
the Principal must make best efforts to contact parents as soon as possible
before an interview (see Notification of Parents below);
•
a parent, legal guardian, third party adult, or the Principal if no alternative is
available must be present when students under the age of 18 are being
interviewed at school;
•
when a student aged 12 to 17 waives the right to have an adult present at the
interview, the Police and Principal will consider the most appropriate location for
conducting the interview and take steps to ensure that the student’s legal rights
are respected during the interview;
Police/School Board Protocol
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•
the most appropriate time and place for a student interview must be considered;
•
Police must request permission to conduct interviews on school premises;
•
the local Family and Children’s Services of Guelph and Wellington County /
Dufferin Child and Family Services must be involved in a joint interview if the
child is suspected to be in need of protection;
•
the roles and responsibilities of Police in interviewing students, as set out in the
local Police service’s procedures for interviewing witnesses, victims and suspects
must be followed;
•
school personnel will assist Police in making the required preparations including
securing a quiet room and establishing a time for the interview;
•
consideration will be given to the Police consulting with the Principal to consider
alternatives for conducting interviews in a location other than the school; and
•
Police need to act in a manner that respects the dignity of the student and
minimizes disruption to the school when it is necessary to interview, search or
arrest a student at school during school hours.
The following are procedures developed between Police and school boards.
If the Police wish to question a student on school property, the Police officers shall
contact the Principal of the school that the student is attending, to advise the school
administration of the nature of the visit, and to request a meeting with the student.
If the student who is being questioned is under 18 years of age, the Principal must
make best efforts to contact parents as soon as possible before the interview (see
notification of parents below).
The school will advise the student that their parents/guardians shall be contacted by the
school, prior to any interview with the Police, if such interview is to take place on school
property. Prior to the questioning the parents/guardians shall be advised that their child
is to be interviewed as a witness, as a victim or as a suspect.
If such interview takes place off school property, the responsibility for proper notification
is the responsibility of the Police. If the student who is being questioned is 18 years of
age or older and therefore considered an adult, the school shall not contact the parents/
guardians without the permission of the student.
If the parents/guardians refuse to grant permission for the student to be interviewed by
the Police, the school administrator will request that the Police conduct their interview
off school property.
If the student is a Crown ward or ward of the Children’s Aid Society, the legal guardian
is considered to be the Children’s Aid Society.
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If the parents/guardians of the student under 18 years of age do not wish to attend the
school or the school is unable to contact the parents/guardians, within a reasonable
amount of time dependent upon the circumstances, or the adult student (18 years or
older) expresses the desire that they do not wish their parents/guardians contacted, the
Principal or Vice-Principal should be present during any interview of the student held at
the school provided the student agrees to their attendance.
In circumstances where a student aged 12 to 17 expresses his/her right not to have the
Principal or Vice-Principal present, the school administrator will request the Police to
conduct their investigation off school property. The Principal and Vice-Principal and the
Police will document the details. The rights of the student must be protected in these
interviews.
A private room will be made available for such interviews to ensure confidentiality for
students and/or parents/guardians.
If the student is not in attendance at school on that day, the school shall inform the
Police officer of the student’s proper date of birth, address, phone number, and the
parent’s/guardian’s home and business phone numbers, in accordance with section
32(g) of the Municipal Freedom of Information and Protection of Privacy Act, which is
the authority for providing such personal information to law enforcement officials who
are conducting an investigation of law enforcement proceedings.
a) Notification of Parents
Except in exigent circumstances it is the Principal’s responsibility to contact
parents of:
•
victims who have been harmed as a result of an activity for which a
suspension or expulsion must be considered, unless in the Principal’s
opinion, notification of parents would put the student at risk of being
harmed by the parents, In this case parents must not be notified
(Education Act, S.300. 3(3));
•
students receiving a suspension (Education Act, S.311);
•
all other students being interviewed by Police during an investigation
except:
o if the Principal is directed by Police because of exigent circumstances
where Police believe the parent may be implicated;
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o if the student is 18 years of age or older (unless the student consents
to or requests or is incapable of providing consent);
o if the student is 16 or 17 years of age and has withdrawn from parental
control, unless the student consents to or requests such contact or is
incapable of providing consent;
•
if Family and Children’s Services of Guelph and Wellington
County/Dufferin Child and Family Services is involved, school and Police
officials should discuss and come to agreement with the Family and
Children’s Services of Guelph and Wellington County/Dufferin Child and
Family Services regarding the timing and procedures for notifying parents;
and
•
if a student is detained or arrested, the Police will notify the parents unless
the student is 18 years of age or older. The parents should not be
contacted if the Police determine that doing so may endanger the safety of
the student or another person or the integrity of an investigation, in these
cases, the student will be advised that he or she may contact another
adult person.
b) Preparation for Interviews
Procedures and considerations related to preparing for interviews include the
following:
•
if the interview should be conducted at the student’s home or another
location rather than at school in view of the stigma or potential impact on
the students;
•
the need for specialized resources if the student has mental health needs
or special education needs;
•
the methodology of the interview;
•
determining which officer will lead the interview if more than one officer is
involved;
•
arranging for audio/videotaping of interview and statements, and the need
for Police to inform the interviewee that the conversation is being
recorded; and
•
determining the need for an interpreter (e.g. language, deaf and hard of
hearing) and/or for information to be provided in an alternative format (e.g.
Police/School Board Protocol
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Braille for students who are blind or have low vision).
c) Conduct of Interviews
Procedures and considerations related to conducting interviews include the
following:
12.
•
Police must employ appropriate techniques for interviewing children and
young persons, and follow the Guide to Officers for Section 146 Youth
Criminal Justice Act Statements;
•
Police will provide, upon arrest or detention, a legal caution and
notification of the right to counsel where there are legal grounds to believe
that the student has been involved in the commission of a criminal
offence;
•
legal considerations of the admissibility of statements made to persons in
authority (S.146(2) of the Youth Criminal Justice Act);
•
involving the Children’s Aid Society in the interview process which is
recommended when an interview involves a child who may be in need of
protection; and
•
the requirement that an adult should be present throughout the interview,
except when a student can waive, and has waived, the right to have an
adult present either a parent, another adult of the student’s choice or
where this cannot be done, the Principal.
Reporting Of Children Suspected To Be In Need Of Protection
Every citizen in the community shares a responsibility for children. School officials,
teachers, and Police share in this collective responsibility for creating safe and nurturing
environments for children. Under The Child and Family Services Act (CFSA), this
responsibility includes the legal requirement to report to the local Children’s Aid Society
any suspected child protection concerns.
A child is defined in section 37(1)(a) of the CFSA as ‘a person who is under the age of
16, or is 16 or 17 years of age and subject to a court order under the CFSA’.
Under section 72(1) there is a duty to report if there is reasonable grounds to suspect
the following:
The child has suffered or there is a risk that the child will suffer physical harm, either
inflicted by the person having charge of that child or caused by that person’s:
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•
failure to adequately care for, provide for, supervising, or protecting the child;
•
pattern of neglect in caring for, providing for, supervising, or protecting the child.
The child has been or there is a risk that the child will be sexually molested or exploited
by the person having charge of the child or by another person where the person having
charge of the child:
•
knows or should know of the possibility of sexual molestation or sexual
exploitation, and fails to protect the child.
The child requires medical treatment to cure, prevent or alleviate physical harm or
suffering, and the child’s parent or person having charge of the child:
•
does not provide the treatment;
•
refuses to provide the treatment;
•
is unavailable to consent to the treatment, or
•
is unable to consent to treatment.
The child has suffered or there is a risk that the child is likely to suffer emotional harm,
demonstrated by serious anxiety, depression, withdrawal, self-destructive or aggressive
behaviour, or delayed development, and
•
there are reasonable grounds to believe that the emotional harm suffered by the
child results from the actions, failure to act, or pattern of neglect on the part of the
child’s parent or the person having charge of the child;
•
there is a risk the child is likely to suffer emotional harm and the child’s parent or
the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to services or treatment to remedy or alleviate
the harm;
•
the child suffers from a mental, emotional or developmental condition that, if not
remedied, could seriously impair the child’s development, and the child’s parent
or the person having charge of that child does not provide or refuses or is
unavailable or unable to consent to treatment to remedy or alleviate the
condition;
•
the child has been abandoned, the child’s parent has died or is unavailable to
exercise his or her custodial rights over the child and has not made adequate
provision for the child’s care and custody, or the child is in residential placement
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and the parent refuses or is unable or unwilling to resume the child’s care and
custody;
•
the child is less than 12 years old and has killed or seriously injured another
person or caused serious damage to another person’s property, services or
treatments are necessary to prevent a recurrence and the child’s parent or the
person having charge of the child does not provide, or refuses or is unavailable
or unable to consent to those services or treatments; and
•
the child is less than 12 years old and has on more than one occasion injured
another person or caused serious damage to another person’s property, with the
encouragement of the person having charge of the child or because of that
person’s failure or inability to supervise the child adequately.
All persons who have reasonable grounds to suspect that a child may have suffered
abuse, may be in need of protection, or may be at risk of being in need of protection
shall forthwith report that suspicion and the information upon which it is based to Family
and Children’s Services. A person with additional suspicions that a child may have
suffered abuse, may be in need of protection, or may be at risk of abuse or needing
protection, shall make a further report to Family and Children’s Services, even if the
person has made previous reports with respect to the same child.
A professional or anyone whose job responsibilities involve working with children is
required to report his/her concerns directly and not rely on any other person to report on
his or her behalf.
Anyone is encouraged to consult with Family & Children’s Services of Guelph and
Wellington County / Dufferin Child and Family Services regarding questions about their
obligations to report suspicions of protection issues by contacting Guelph and
Wellington Family and Children’s Services at 519-824-2410 or 1-800-265-8300 or
Dufferin Child and Family Services at 519-941-1530.
Additional information is included in Appendix I, “Reporting Child Abuse and Neglect:
It’s Your Duty.”
13.
Investigations Involving Students With Special Needs
School administrators have a duty to ensure that all members of the school community
are able to work and learn in a safe and positive environment and have a duty to report
incidents to Police (see Occurrences Requiring Police Response). However, when
investigations involve a student known to have special education needs, additional
considerations must be taken into account by Principals and Police.
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This includes students who are known to have special education needs, and may be
identified as having an exceptionality in any of the following categories:
•
Behavior;
•
Communication;
•
Intellectual;
•
Physical; or
•
Multiple.
Considerations include:
•
The school’s responsibility to communicate to Police that a student is known to
have special education needs or communication difficulties;
•
The requirement to accommodate the student, especially when interviewing is
necessary. Every attempt should be made to provide specialized
support/resources for the student during an investigation; and
•
The need to ensure that the student’s parent is contacted as soon as possible
except in exigent circumstances or when the Police believe the parent may be
implicated in the incident.
They should review the student’s Individual Education Plan (IEP) and other relevant
student records in order to identify whether further intervention strategies and/or
resources are required for the student. These may include the development of and/or
revisions to a behavior management or a safety plan.
14.
Occurrences Involving Children under Age 12
Where children under the age of 12 are involved, school boards are expected to use
their discretion in applying the rules for reporting incidents to the Police (see
Occurrences Requiring Police Response).
Children under the age of 12 cannot be charged with an offense under the Criminal
Justice Act or the Provincial Offenses Act, but Police may take reports of incidents
allegedly committed by students in this age group, and may respond in an appropriate
manner. Early interventions for children involved in such incidents is essential, and
involving Police and parents as early as possible may facilitate the provision of
appropriate intervention and support.
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The Principal is required to conduct an investigation of an incident for the purpose of
school discipline, such as where a recommendation for suspension or expulsion may be
required, regardless of the age of the students involved.
The procedures and considerations for responding to occurrences involving students
under the age of 12 include:
•
the requirement to notify the child’s parent as soon as possible, except in exigent
circumstances or where the Police believe the parent may be implicated in the
incident;
•
the authority of the Police to take reports, make referrals to additional services
(such as health/counseling) and to conduct interviews;
•
consideration of the circumstances where there is a duty to report children
suspected to be in need of protection to the local Family and Children’s Services
of Guelph and Wellington County / Dufferin Child and Family Services (under
The Child and Family Services Act) when there is evidence of abuse or neglect,
or the risk thereof; when the child has committed serious acts and the child’s
parents are not accessing appropriate treatment; and
•
the requirement to provide accommodations and/or modifications for students
with special education needs as outlined in the child’s IEP.
15.
Communications Strategy
The board will communicate with students and their families to promote knowledge and
understanding of this Protocol and consistency in its application.
The board will communicate in plain language and multiple languages and formats, as
appropriate, the range of situations in which Police may be called to investigate schoolrelated occurrences, including any criminal activity that occurs off school property and
out of school hours if it has a negative impact on the school climate.
The Police and school board will work cooperatively in the development and release of
information to the community.
16.
Protocol Review Process
Police Services and boards will review this Protocol every two years or sooner as
required, with input from school staff, parents and students, as appropriate.
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17.
School/Police Role in Violence Prevention
Schools and Police services will work in partnership to promote positive student
behavior and prevent school violence. Local Police services and the school community
will work together to develop, promote, maintain and implement violence-prevention
policies in schools that address:
•
the risk factors associated with antisocial, gang-related or criminal behavior;
•
appropriate action when dealing with violent behavior;
•
explaining procedures for Police investigations;
•
working with community agencies to administer crime-prevention programs that
focus on peer mediation, conflict resolution, and referrals to appropriate
community resources (counseling or mentoring services, drug awareness and
education, or support for those seeking employment or housing, and Crime
Stoppers); and
•
“Crime Prevention through Social Development” (SCPD) which involves
addressing risk factors associated with crime and victimization.
Strategies that schools can use include:
•
helping students develop social skills, including conflict resolution skills;
•
proactively indentifying students at risk and giving them extra support;
•
using progressive discipline to teach and encourage appropriate behavior in
school;
•
viewing each student as an integral and contributing member of the school
community;
•
demonstrating, by example and leadership, that students’ human rights are to be
respected; and
•
encouraging students to return to the school community after involvement with
the criminal justice system and supporting them in the process.
Strategies that Police can use include:
•
developing positive partnerships with all members of the school community,
including parents;
•
being visible within the school community;
•
being a positive role model for students;
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•
establishing positive relationships with children and youth;
•
making referrals based on the best interest of the students;
•
helping deliver educational sessions on crime and criminal justice issues;
•
being part of an integrated, multi-agency team that can respond to children and
youth at risk of conflict with the law;
•
facilitating communication and cooperation with school offices, Youth Justice
Probation Services and other Police officers, courts and other social service
services; and
•
supporting students as they return to the school community after involvement
with the criminal justice system.
Police forces and schools will refer to, and align with related ministry, school board and
Police policies on violence protection
This Protocol is one component of a broader partnership between schools and other
essential community partners including mental health providers, health care
professionals and children’s aid societies all dedicated to violence prevention in Ontario
schools.
18.
Physical Safety Issues
When requested, Police services may work in cooperation with local schools to assess
the physical safety of the school premises, including the building and outdoor areas. In
all cases, final decisions about alterations rest with the school board, as does the
responsibility to carry out any desired work.
19.
Risk Assessment Services
There is the need for, and value to, early intervention and risk assessment services.
Incidents of violence in schools are often preventable through early intervention in
response to threatening behaviour, or non-threatening but worrisome behavior. The
need for disciplinary action and Police interventions may be reduced through the
identification of at-risk students through early and ongoing assessment and intervention
strategies. A multi-agency approach can be highly effective in preventing and managing
situations that could otherwise negatively affect the safety of students and/or school
staff.
School boards and community partners including mental health agencies, Youth Justice
Probation Services and other youth-focused agencies can develop procedures to
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facilitate timely intervention in situations where a threat has been made or an individual
is engaging in worrisome behavior.
The use of Police Threat Assessment Units can be accessed through larger Police
services (OPP) or the assistance of local Police services.
20.
Emergency Planning and Threats to Safety
Schools will develop emergency and crisis response plans and review them annually,
and communicate these plans with the school community and local Police services.
The plans will include lockdown procedures, based on the Provincial Policy for
Developing and Maintaining Lockdown Procedures for Elementary and Secondary
Schools in Ontario (June 2009). Police Services may be approached by schools to
participate in and assist with lockdowns and other safety-related procedures at schools.
A copy of the Upper Grand and Wellington Catholic District School Boards’ Lockdown
Procedures are attached (Appendices B and C).
21.
Training
Joint training on this Protocol based on effective/leading practices will be provided
for school board and Police staff annually and where possible delivered by both
Police and school board personnel.
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APPENDIX A:
Glossary
Aggression
A forceful behaviour; an attack.
Bullying
Typically a form of repeated, persistent, and aggressive behaviour directed at an
individual or individuals that is intended to cause (or should be known to cause) fear
and distress and/or harm to another person’s body, feelings, self-esteem, or reputation.
Bullying occurs in a context where there is a real or perceived power imbalance.
Bullying takes on different forms and contexts with age. It can be physical, verbal,
social/emotional or through the use of technology. Bystanders contribute to bullying by
doing nothing to prevent it or by becoming actively involved in supporting it.
Court Ordered Release
Court ordered release is any “order of probation” recognizance of bail, undertaking or
officer in charge recognizance of bail, or officer in charge undertaking that releases a
charged person from custody. These documents include conditions for the release of
that person with non-association with victims, with accused, non-attendance, curfews,
etc.
Criminal Harassment
Criminal harassment occurs when: (1) a person repeatedly follows an individual from
place to place or repeatedly communicates, directly or indirectly, by any means
(including electronic means), with an individual, or watches the home or place of work of
an individual, or engages in threatening conduct directed at a person or a member of
that person’s family; and (2) the victim of the criminal harassment is caused to
reasonably, in the circumstances, fear for his or her safety.
A single incident can constitute harassment.
Exigent Circumstances
Urgent, pressing, and/or emergency circumstances. Exigent circumstances usually
exist when immediate action is required for the safety of the Police or others. Such
circumstances may include a bomb threat, a person possessing or using a weapon, or a
fire on school property.
Expulsion
The removal of a student from his or her school or from all schools of the board.
Students expelled only from their school are assigned to another school of the board.
Students expelled from all schools of the board must be offered a program for expelled
students. Activities for which expulsion must be considered are found in section 310(1)
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of The Education Act. An example is using a weapon to cause or to threaten bodily
harm.
Extortion
The use of threats, intimidation, or violence towards a person to obtain something of
value from that person or someone else, or to cause that person or someone else to do
something.
Extra-Judicial Measures
Measures used by Police to hold a young person accountable for his or her alleged
criminal behaviour, in a timely manner, outside the formal youth justice system. The
formal system would include charging the individual and going through the court
process. Extra-judicial measures hold a youth accountable for his or her actions and
provide sanctions outside of judicial proceedings. Some examples of sanctions include
substance abuse counselling, volunteer work, repair of or compensation for damaged or
stolen property, and a letter of apology.
Gang-Related Occurrences
Incidents involving a group, consisting of three or more persons, however organized,
having as one of its main purposes the commission or facilitation of a criminal offence in
which any or all of the members engage.
Hate and/or Bias-Motivated Occurrences
Incidents (e.g., involving statements, words, gestures) motivated by hatred or bias
towards an identifiable group (i.e., a group distinguished by colour, race, religion,
gender, sexual orientation, or ethnic origin) that are publicly communicated and that are
willfully intended to promote or incite bias or hatred against such a group.
Harassment
Harassment is engaging in a course of vexatious conduct that is known or ought to
reasonably be known to be unwelcome. Harassment is words, conduct or action that is
directed at an individual and serves no legitimate purpose. This may include remarks,
jokes, threats, name-calling, the display of material(s), touching or other behaviour that
an individual knows or ought to know, insults, intimidates, offends, demeans, annoys,
alarms or causes that individual emotional distress, and may constitute discrimination
when related to grounds protected by the Human Rights Code.
Hold and Secure
When it is desirable to secure the school due to an ongoing situation outside and not
related to the school (e.g., if a bank robbery occurs near a school but not on school
property). In this situation the school continues to function normally, with the exterior
doors being locked until such time as the situation near the school is resolved.
Lockdown
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A procedure used in response to a major incident or threat of violence within the school,
or in relation to the school. (See Appendices B and C)
Mitigating and Other Factors
Circumstances that must be considered by the board and school administrators in
situations involving suspension and/or expulsion of a student, as required by the
Education Act and as set out in Ontario Regulation 472/07 (quoted below):
2. For the purposes of subsections 306 (2), 306 (4), 310 (3), 311.1 (4) and clauses
311.3 (7) (b) and 311.4 (2) (b) of the Act, the following mitigating factors shall be taken
into account:
1.
The pupil does not have the ability to control his or her behaviour.
2.
The pupil does not have the ability to understand the foreseeable consequences
of his or her behaviour.
3.
The pupil’s continuing presence in the school does not create an unacceptable
risk to the safety of any person.
Other Factors
For the purposes of subsections 306 (2), 306 (4), 310 (3), 311.1 (4) and clauses 311.3
(7) (b) and 311.4 (2) (b) of the Act, the following other factors shall be taken into
account if they would mitigate the seriousness of the activity for which the pupil may be
or is being suspended or expelled:
1.
The pupil’s history.
2.
Whether a progressive discipline approach has been used with the pupil.
3.
Whether the activity for which the pupil may be or is being suspended or
expelled was related to any harassment of the pupil because of his or her race,
ethnic origin, religion, disability, gender or sexual orientation or to any other
harassment.
4.
How the suspension or expulsion would affect the pupil’s ongoing education.
5.
The age of the pupil.
6.
In the case of a pupil for whom an individual education plan has been developed,
i. whether the behaviour was a manifestation of a disability identified in the
pupil’s individual education plan,
ii. whether appropriate individualized accommodation has been provided, and
iii. whether the suspension or expulsion is likely to result in an aggravation or
worsening of the pupil’s behaviour or conduct.
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OSR Access
The Police can access a student’s Ontario Student Record (OSR) by warrant or
subpoena, or with the written consent of a parent/legal guardian or of the student, if the
student is 18 years of age or older. In exigent circumstances, the Police can access a
student’s OSR without a warrant under section 487.11 of the Criminal Code.
Negative Impact on School Climate
A possible result of inappropriate activities or behaviours, whether those
activities/behaviours occur inside or outside the school or school hours. Actions or
behaviours that occur outside school hours may still have a negative impact on school
climate. For example, cyber bullying often occurs outside school, but if it targets
individual students and causes them to be afraid to come to school, it is having a
negative impact on school climate.
Parent/Legal Guardian
A person legally entrusted with the care of, and managing the property and rights of,
another person, usually a child/youth who is under the age of 18. For the purposes of
Part XIII of the Education Act, students who are 18 years of age or older, and students
who are 16 or 17 years of age but have withdrawn from parental control, are considered
to be adults.
Possession of Drugs
Having a controlled substance or unlawfully possess prescription drugs (e.g., a drug or
narcotic, as set out in the Controlled Drugs and Substances Act) in one’s personal
possession or possessing it jointly with others, including knowingly possessing an illegal
or prescription drug elsewhere.
Relationship-Based Violence
Any behaviour or action that is used to scare, harm, threaten, control, intimidate, or
injure another person within an intimate relationship, past or present. The behaviour or
action can be physical, sexual, or emotional, and it may comprise a single act of
violence, regardless of the level of physical injury, or a number of acts forming a pattern
of abuse through the use of assaultive and controlling behaviour.
Robbery
The use of violence or threats of violence to steal, or attempt to steal, money or other
property from a victim.
Sexual Assault
Any type of unwanted sexual act done by one person to another that violates the sexual
integrity of the victim. The term refers to a range of behaviours that involve the use of
force or control over the victim. In some cases, no overt physical force is used –
instead, the victim may be threatened with words or pressured into doing something he
or she doesn’t want to do.
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Shelter in Place
An environmental or weather-related situation, where it is necessary to keep all
occupants within the school to protect them from an external situation. Examples may
include chemical spills, blackouts, explosions, or extreme weather conditions.
Suspension
The removal of a student from his or her school and all school-related activities for a
minimum of one school day to a maximum of twenty school days. Activities for which
suspension must be considered are found in subsection 306(1) of the Education Act. An
example is possessing alcohol or illegal drugs.
Threats
Any statement, act, or communication, by any means, including electronic means, of an
intent to cause harm, whether physical or emotional, to any person or thing, in
circumstances where the person threatened believes or has grounds to believe the
threat may be carried out.
Trafficking
Assisting in any manner with the distributing of a controlled drug (prescription or illegal)
or substance, or one held out to be (believed to be), as set out in the Controlled Drugs
and Substances Act, or with the distributing of weapons.
Weapon
Any article designed as a weapon or used or intended to be used for the purpose of
threatening, intimidating, or injuring a person. All firearms, including replica firearms and
imitation firearms, are always considered weapons.
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APPENDIX B:
Wellington Catholic District School Board
Lockdown, Hold and Secure, Shelter in Place Procedures
HEALTH AND SAFETY PROCEDURE
PROCEDURE NAME:
Lockdown
APPROVAL DATE: November 23, 2009
PROCEDURE NUMBER:
HSP-005
LAST REVISED: May 11, 2011
1.
POLICY
The main intent of this procedure is to ensure early identification, personal
security and effective management of emergency situations such as violence,
including armed individuals, an active shooter, a hostage taking or an emergency
occurring in the community.
Prevention of such incidents may be achieved if staff and students report any
and all threats and plans of such incidents to the office. In most cases someone
knew prior to the incident, but maintained a code of silence. Prevention involves
breaking the code of silence.
2.
SCOPE
This procedure applies to all employees of the Wellington Catholic District School
Board.
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3.
4.
DEFINITIONS
3.1.
Lockdown – used when there is an immediate and imminent threat to the
school population. School staff and students are secured in the rooms
they are currently in and no one is allowed to leave or enter until the
situation has been resolved. Examples include an active killer that is
causing serious bodily harm or death to the school population; a student in
possession of knife, gun or weapon and a staff member has been
informed of this; an irate parent in custody battle with spouse that has
attended the school to remove their child. (Appendix A)
3.2.
Hold and Secure – used when it is desirable to secure the school due to
an ongoing situation outside that is not related to the school (i.e. bank
robbery occurred near a school, but not on school property). In this
situation, the school continues to function normally, with the exterior doors
being locked until such a time as the situation near the school is resolved.
(Appendix A)
3.3.
Shelter in Place – is used for an environmental or weather related
situation, where it is necessary to keep all occupants within the school, to
protect them from an external situation. Examples may include chemical
spills, blackouts, explosions or extreme weather conditions. (Appendix A)
ROLES AND RESPONSIBILITIES
4.1.
Principal
The Principal is responsible for over-all planning, the final content of the
plan, scheduling of drills, inviting Police, fire and Emergency Medical
Services (EMS) to participate in and to be aware of planning and drills,
training of students and for the overall safety of staff and students. In an
actual incident (not a drill), the Police are responsible for management of
the threat and subsequent criminal investigation, however, the Principal
shall provide full cooperation with Police. The Principal is also responsible
for communicating this procedure to staff, students, parents/guardians and
child care centres or other tenants and community groups using school
premises.
4.2.
Staff
School staff and in particular administrators, have the overall responsibility
for the training, safety and well being of students. Administrators during a
violent incident have additional responsibilities in terms of working closely
with Police.
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5.
4.3.
Students
Students have a responsibility to be familiar with the plan and to respond
quickly to the direction of staff during a crisis situation. Any student with
information or prior knowledge of an individual or a potential situation
which may result in a violent incident must come forward with that
information as soon as possible. This is also the case during an incident.
4.4.
Police
Police are responsible to respond to and investigate violent incidents.
During a violent incident, Police will assume command and control of the
response and investigation but will liaise and work closely with school
administration and other emergency services, throughout the process.
4.5.
Parents/Guardians
Parents and guardians must be informed of the existence of this plan and
should reinforce with their children, student responsibilities to follow
directions during a crisis and disclose any information they may have prior
to or during a crisis situation.
PROCEDURE
5.1.
Each site will maintain an up-to-date floor plan, with colour coding using
red, green and blue.
5.1.1. Red indicates danger areas of the school which cannot be locked
down safely;
5.1.2. Green identifies areas where staff and students are to proceed to
safely lock down; and
5.1.3. Blue areas identify Command Post locations, which will be utilized
by Police depending on the nature of the incident. Normally, the
main office will be a command post location, with another area
within the school identified as an alternate command post location.
A third off-site command post location will be identified in the event
neither on-site command post locations are available.
5.2.
Floor plans will be posted throughout the school, and at least in every
classroom and at every entry point to the school. In multi-level buildings,
only the floor plans relevant to a specific level will be posted on each level.
Floor plans will be provided to the Police by a Board representative.
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5.3.
Hard copies of floor plans, and electronic copies, if possible, will be
provided to the Police.
5.4.
Buildings, entrances and all rooms within buildings will be clearly identified
with either a name or number that is recorded on the floor plan. Where
more than one building exists on school ground, each building shall be
clearly identified on all sides of the building with a building identifier (i.e.
number, letter, etc.). All portables shall be clearly identified as well. All
exterior doors shall be clearly identified with either a number or letter. All
rooms within the building will be clearly identified with room number,
letters or names.
5.5.
At the first indication of a major incident of school violence, notification
must go to the office and the Lockdown must commence immediately.
5.6.
All staff (particularly those working in the main office) shall be trained that
when information is received in the office of a situation requiring a
lockdown, whoever receives the information will immediately activate the
school’s Public Address (PA) system, inside and outside, announcing the
lockdown. There should be no hesitation in announcing the lockdown and
the decision to call the lockdown shall be made immediately by whoever
receives the call to the office and shall not be delayed for the purpose of
checking with Administration before announcing a lockdown.
5.7.
The actual wording announcing a lockdown shall be affixed on or near the
microphone, so that it is clearly visible and can be read by the person
announcing the lockdown.
5.8.
Once a lockdown has been called, before locking a door, staff will gather
everyone in the immediate vicinity into their classroom or other secure
area, but only if it is safe to do so. Once inside a secure area, staff and
students will:
5.8.1. Stay away from windows and doors;
5.8.2. Turn off lights;
5.8.3. Close blinds;
5.8.4. Be aware of sight lines;
5.8.5. If there is a window in the classroom door, cover the window;
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5.8.6. Take cover if available (get behind something solid);
5.8.7. Remain absolutely quiet;
5.8.8. Teachers take attendance;
5.8.9. No cell phone use unless necessary to communicate regarding the
incident. Cell phones should be shut off or put on vibrate.
5.9.
If in a portable, tip desks onto their sides with desk-tops facing out and all
desks placed in a circle, with students and staff located within the circle,
on the floor below the top edge of the desk.
5.10. Staff and students in a washroom during a lockdown should evacuate the
washroom if at all possible and get to an area which can safely be locked
down (green). For elementary schools, a teacher who normally works in
close proximity to student washrooms will check the washroom(s) prior to
locking themselves down, if safe to do so. For secondary schools, training
will include an explanation to students that they are responsible to
evacuate the washroom upon hearing a lockdown announced and get to
the nearest classroom or other area which is identified as a safe (green)
area. If staff and students are not able to evacuate a washroom, they
should attempt to secure the washroom door, enter a stall, lock the door
and climb on top of the toilet.
5.11. Each school will develop a procedure to address staff and students in
open areas including cafeterias, libraries, hallways, etc.
5.12. In order to ensure those who are outside school buildings become aware
that the school is locking down, the PA system must be capable of being
activated outside the school. Those who are outside the school when a
lockdown is called, shall not re-enter the school, but shall proceed
immediately to pre-determined off-site evacuation location(s) and staff
shall take attendance. Once at the location, staff and students shall
remain in that location until further advised by administration or Police.
When a “Hold and Secure” situation occurs and staff and students are
outside the building, they should re-enter the building prior to the exterior
doors being locked.
5.13. In the event of a prolonged situation, the Police may make the decision as
to whether a controlled evacuation of a school under lockdown is a viable
option and will direct the evacuation process. This is normally done on a
room by room basis, with evacuees being escorted by Police to the
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evacuation location.
5.14. In the event that a fire alarm is pulled once a lockdown has been called,
staff and students shall not respond as they normally would, but shall
remain locked down, if it is safe to do so. Staff and students must always
be aware of other dangers such as fire and be prepared to respond
accordingly in order to ensure their own safety.
5.15. In order to conclude a lockdown at both the school and off-site evacuation
location(s), the school must decide on the appropriate method:
6.
7.
5.15.1.
A general announcement via the PA system by the ; or
5.15.2.
Room to room visit from Police/school administration with
some sort of identification process.
TRAINING
6.1.
All new teachers/school staff will receive lockdown training at the time of
hire.
6.2.
A lockdown review will be conducted for all staff and students at the start
of each school year. Police partners may be present to assist with the
training.
6.3.
Lockdown information shall be provided by the school to the parents via
newsletter or Board website.
6.4.
If possible, Fire and EMS should be invited to staff/student training
sessions.
DRILLS
7.1.
A minimum of two (2) lockdown drills will be conducted during each school
year.
7.2.
The Principal at each school is responsible for setting the dates of each
drill and over-seeing the drills, with support/assistance from the Police.
7.3.
Students, staff and parents should be given advance notice of impending
drills.
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8.
7.4.
If Fire and EMS have been invited to participate in the drill, Principals shall
notify neighboring schools of the lockdown drill.
7.5.
Results of the lockdown drill will be recorded on the Wellington Catholic
District School Board Emergency Drill Report Form (Appendix D) and a
copy of the report will be forwarded to the Environment, Health and Safety
Officer.
7.6.
Following each drill, a debriefing shall be conducted to identify areas of
improvement.
MEDIA
8.1.
9.
The /Board media personnel shall work with Police media personnel and
share press release information to ensure consistent information is
provided to the media.
COMMUNICATION WITH PARENTS/GUARDIANS/COMMUNITY
9.1.
At the beginning of each school year, Principals shall provide the following
information to parents/guardians:
9.1.1. The lockdown procedures and encouragement for
parents/guardians to reinforce with their children the importance of
understanding the procedures and following staff direction.
9.1.2. Where parents/guardians should proceed in the event of an actual
incident involving a lockdown.
9.2.
10.
In all incidents of a lockdown that is not a drill; Principals shall provide a
communication to parents/guardians to be sent home with each student at
the conclusion of the school day, or as soon as possible, outlining the
details of the incident.
SCHOOL RECOVERY FOLLOWING A LOCKDOWN
10.1. A debriefing shall occur in all situations following a lockdown. The nature
and severity of the incident shall dictate who will be included in the
debriefing.
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11.
PLAN REVIEW
11.1. Each school will review their Lockdown Plan on an annual basis, at the
beginning of each school year.
12.
ASSOCIATED DOCUMENTS
12.1. OSBIE Incident Report
12.2. Employee Incident / Accident Form
12.3. Emergency Log
12.4. Wellington Catholic District School Board Emergency Drill Report Form
13.
RECORD OF CHANGES
Version#
Date
dd-mm-yy
Section /
Paragraph
Changed
Change Made /
Reason for Change
01
23-Nov-09
Whole Document
New Document
02
11-May-11
Whole Document
Reformatted
14.
Changed By
N. Culham
LIST OF PEOPLE TO INFORM
14.1.
14.2.
14.3.
14.4.
14.5.
Administration
Employees and Students
JHSC
Visitors
Contractors
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15.
APPROVALS
The following people have reviewed and approved this procedure for
implementation:
Title
Name
Approver
Director of
Education
Don Drone
X
Human
Resources
Manager
Rosemarie
McHugh
X
Reviewer
JOHSC
Signature
Date
(dd-mm-yy)
X
Lockdown
1.
2.
TEACHERS/STAFF WILL UPON INITIAL ENCOUNTER:
1.1.
Shout “LOCKDOWN”
1.2.
Take cover, lie low, get inside a secured room as quickly as possible
1.3.
Get as many students as possible out of the way and into a secured room
1.4.
If safe to do so, communicate to the office and provide description of
suspect/incident
PRINCIPAL/DESIGNATE WILL:
2.1.
Turn the outside speakers ON
2.2.
Announce “LOCKDOWN, LOCKDOWN REPEAT LOCKDOWN,
LOCKDOWN” over PA system
Note: Ensure to indicate “This is a drill” in the announcement when
conducting drills.
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3.
2.3.
Call Police: Guelph 911
DO NOT HANG UP
O.P.P 1-800-265-2525
2.4.
Provide as much information as possible, including location of incident,
type of threat, weapons, suspect description, injuries, etc.
2.5.
Alert Emergency Response Team if safe to do so.
2.6.
Call designated administrative contact – use another phone.
2.7.
Announce “All Clear” over the PA system when the situation has been
resolved.
TEACHERS
3.1.
Secure all doors and assemble in the class areas not visible through the
windows and glass panels.
3.2.
Do NOT respond if the fire alarm sounds.
3.3.
Do not unlock doors for anyone until the ALL CLEAR signal is given.
3.4.
Classrooms – secure all doors and windows, make the room look empty,
remove items from desktops, assemble in areas away from doors and
windows, take cover or lie low, lights out, blinds pulled, be quiet – phone
ringers turned off, remain in the room until the ALL CLEAR signal is given.
3.5.
Portables – secure all doors, assemble in areas away from doors and
windows, take cover or lie low, lights out, blinds pulled, be quiet – phone
ringers turned off, remain in the room until the ALL CLEAR signal is given.
3.6.
Cafeteria, Library, Gym, Washroom and other open areas – take cover, lie
low and get inside a secured room when safe to do so.
Notes - each open area within the school must be assessed for secure places
and quick escape. Any students that are outside the building are to remain
outside in a predetermined safe area.
4.
EMERGENCY RESPONSE TEAM
4.1.
Meet in the command centre if safe to do so;
4.2.
Identify and monitor the school emergency for lockdown;
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4.3.
Control building systems;
4.4.
Provide first aid;
4.5.
Establish and maintain communication with the following parties
depending on the circumstances:
4.5.1. Police, Fire
4.5.2. Designated Administrative Contact
4.5.3. Administrator of Plant and Operations
4.5.4. Hospital, doctor
4.5.5. Parents, guardians, next of kin
4.5.6. Media
4.5.7. Staff and students
5.
MONITOR AND CONTROL BUILDING FACILITIES
5.1.
Provide assistance to emergency services, maintenance department and
contractors.
6.
COORDINATE TRANSPORTATION TO ALTERNATE SITE – only as directed
7.
COMPLETE REPORTS
8.
7.1.
OSBIE Incident Report (students)
7.2.
Employee Incident/Accident Report Form (staff)
7.3.
Emergency Log
DEBRIEF STAFF AND STUDENTS
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Hold and Secure
1.
2.
3.
PERSON (POLICE, FIRE, BOARD, STAFF MEMBER OR STUDENT)
INITIATING THE CALL FOR HOLD AND SECURE:
1.1.
Obtain as much information as possible regarding the emergency;
1.2.
If the threat is a person, give the best possible description and pertinent
information;
1.3.
Report the matter to the Principal or designate.
PRINCIPAL/DESIGNATE
2.1.
Turn the outside speakers “ON” and announce “ HOLD AND SECURE –
SECURE THE EXTERIOR DOORS”
Note: ensure to indicate “This is a Drill” in the announcement when
conducting drills
2.2.
Alert Emergency Response Team
2.3.
Activate Command Centre
2.4.
Call designated Administrative contact
2.5.
Announce “All Clear” once the incident has been resolved
EMERGENCY RESPONSE TEAM
3.1.
Secure exterior doors and monitor who, if anyone can enter
3.2.
Identify and monitor the community emergency
3.3.
Control building systems as necessary
3.4.
Establish and maintain communication with the following parties
depending on the circumstances:
3.4.1. Designated administrative contact
3.4.2. Police and Fire Department
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3.4.3. Administrator of Plant and Operations
3.4.4. Hospital, doctor
3.4.5. Parents, guardians, next of kin
3.4.6. Media
3.4.7. Staff and students
4. STAFF AND STUDENTS
4.1.
Staff and students that are involved in outdoor classes or on recess shall
enter the school immediately
4.2.
Students that are assigned to portable classrooms when the Hold and
Secure is initiated shall remain in their portables
4.3.
Normal school activities will continue
5. MONITOR AND CONTROL BUILDING FACILITIES
5.1.
Provide assistance to emergency services, maintenance department and
contractors
6. COORDINATE TRANSPORTATION TO ALTERNATE SITE – only as directed
7. COMPLETE REPORTS
7.1.
OSBIE Incident Report (students)
7.2.
Employee Incident/Accident Report Form (staff)
7.3.
Emergency Log
8. DEBRIEF STAFF AND STUDENTS
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Shelter in Place
Sudden occurrences such as tornadoes, severe winter storms, hazardous material
accidents or other dangerous incidents may dictate “Shelter in Place” as the best
response.
The purpose of this procedure is to ensure that all staff and students are able to
relocate to a “Safe Area” within the school without delay in the event of these types of
incidents. Different “Shelter in Place” scenarios require different actions.
1.
PRINCIPAL/DESIGNATE
1.1
Upon receipt of direction to “Shelter in Place”, the Principal/designate
shall:
1.1.1 Alert Emergency Response Team
1.1.2 Establish the Command Centre
1.1.3 Call to report emergency / obtain information
2.
3.
1.1.3.1
Police
911
1.1.3.2
O.P.P.
1-800-265-2525
1.1.3.3
Call designated administrative contact
EMERGENCY RESPONSE TEAM
2.1.
Provide first aid
2.2.
Relocate students to safe areas
2.3.
Control building systems
2.4.
Evacuate school, if necessary
TORNADO SHELTER IN PLACE
3.1.
Upon receipt of direction to “Shelter in Place” for a tornado, staff and
students shall:
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3.1.1. Use the closest and safest route to take shelter in a small interior
room, closet or hallway (on the ground floor, if possible);
3.1.2. Stay away from outside walls, windows and doors;
3.1.3. Do not use elevators;
3.1.4. Avoid large rooms, if possible;
3.1.5. Stay close to the ground and protect your head from flying objects;
3.1.6. Time permitting, if in a portable, move to the main school building.
If unable to leave the portable, get under the desks and hold on to
it.
3.1.7. If outside and shelter is not available or there is no time to get
indoors, lie in a ditch or low-lying area or crouch near a strong
building. Use arms to protect head and neck.
4.
3.2.
All staff and students shall remain at the “Safe Area” location until advised
that it is safe to leave.
3.3.
If a tornado strikes, DO NOT go outside to survey the damage as a
second tornado sometimes strikes the same area after the first one has
moved through.
HAZARDOUS RELEASE SHELTER IN PLACE
4.1.
Upon receipt of direction to “Shelter in Place” for a Hazardous Material
Release, staff and students shall:
4.1.1. Take direction from any Municipal emergency agency (Police, fire,
etc.) as to the appropriate actions. Generally they will be:
4.1.1.1.
Go indoors and stay there until directed differently;
4.1.1.2.
Close all windows and doors;
4.1.1.3.
Turn off anything that moves air;
4.1.1.4.
Await further instructions.
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5.
6.
ESTABLISH COMMUNICATION WITH:
5.1.
Designated Administrative Contact
5.2.
Administrator of Plant and Operations
5.3.
Hospital, doctor
5.4.
Parents, guardians, next of kin
5.5.
Media
5.6.
Staff and Students
MONITOR AND CONTROL BUILDING FACILITIES
6.1.
Provide assistance to emergency services, maintenance department and
contractors.
7.
COORDINATE TRANSPORTATION TO ALTERNATE – if required
8.
COMPLETE REPORTS
9.
8.1.
OSBIE Incident Report (students)
8.2.
Employee Incident / Accident Form (staff)
8.3.
Emergency Log
DEBRIEF STAFF AND STUDENTS
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APPENDIX C:
Upper Grand District School Board
Emergency Procedures Handbook
Part 5 – Emergency Situations
Section M – Hold and Secure, Lock Down, and Shelter in Place
Note: These procedures are based on guidelines from the Ministry of Education
developed in conjunction with the Ontario Association of Chiefs of Police (OACP) to
ensure consistency across the province. All schools must follow these procedures.
Drills: Each school must develop Lock Down plans and conduct two (2) Lock Down
drills each year and report (what and how).
In accordance with the Guidelines issued by the Ministry of Education/OACP, the
following is the terminology that will be used in school emergency situations:
HOLD AND SECURE is used when there is a desire to secure the school due to an
ongoing situation outside the building not related to the school (e.g. a bank robbery
occurs near a school but not on school property). In this situation the school continues
to function normally with the exterior doors locked until such time as the situation near
the school is resolved. See Section A
LOCK DOWN should ONLY be used when there is a major incident or threat of school
violence within the school, or in relation to the school. In a Lock Down exterior doors
remain open, with interior doors (classrooms) secured (locked) unless notified otherwise
by the local authority (Police, etc.) See Section B
SHELTER IN PLACE is used for environmental or weather-related situations where it is
necessary to keep all occupants within the school to protect them from an external
situation (chemical spills, blackouts, explosions or extreme weather conditions such as
a tornado). For procedures that occur when there is an emergency situation such as a
chemical spill in a school see Section F – Chemical/Hazardous Materials, Section I –
Explosion.
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Weather Emergencies are covered in Section J – Weather Emergencies
HOLD AND SECURE
(exterior doors locked)
PROCEDURES
This procedure will be initiated when there is a pending danger (dangerous
person, Police activity, custody concern, etc.,) in the area near the school. This
may be initiated by the school or a local authority,
1.
The local authority (Police, Fire Department, etc) will notify the affected
schools and Board Administration.
2.
Schools will take direction from the local authority regarding student and
building security in the school during the HOLD AND SECURE.
3.
Remain calm.
If a school is required to HOLD AND SECURE, staff must be notified.
Notification of students is at the discretion of the Principal.
4.
Bring all students and staff who may be outside the building, including
those in portables, inside as quickly as possible - check playgrounds,
return students from recess or other outdoor activities (see end of Section
A).
5.
Secure the building: deploy staff to lock all exterior doors and windows.
6.
The Principal will call the Superintendent of Education.
7.
Track and monitor student attendance.
8.
Provide regular updates on the situation in the school to Board
Administration contacts arranged by the Superintendent.
9.
Respond, as possible, to parent requests for information by land-line
telephones.
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10.
11.
Staff and students unable to enter the school building once a HOLD AND
SECURE has been initiated will:
a)
move as far away from the school building as quickly as possible;
b)
proceed to the school’s evacuation/relocation site or evacuation
site designated by the local authority;
c)
if necessary, the Principal will deploy school staff to the schools
evacuation/relocation site or site designated by the local authority;
d)
retain students at the relocation/evacuation site;
e)
track and monitor student attendance;
f)
release students to parents/guardians from the
relocation/evacuation site only on the direction of the local
authority and ensure that all student releases are documented, and
g)
the local authority will assign personnel to the evacuation site to
communicate information to staff, students and families.
Under no circumstances should anyone be allowed to enter or leave the
school building during a HOLD AND SECURE including parents. Children
cannot be released to parents after the HOLD AND SECURE has been
initiated without the permission of the local authority.
The School will continue to function normally: Class changes may
continue unless the school is notified otherwise by the local authority, or at
the discretion of the Principal.
12.
The Superintendent will notify Board Administrative staff who will monitor
the situation with the local authority and provide details, as necessary, to
the school during the HOLD AND SECURE.
13.
The Superintendent will notify Transportation Services who will notify the
bus company of a potential delay in dismissal due to a HOLD AND
SECURE. Transportation Services will notify other schools affected by
any delay in busses.
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14.
Board Administration will notify other schools, as required. Schools will
be notified if students at that school reside in the HOLD AND SECURE
area.
15.
Busses from non-HOLD AND SECURE areas will not enter the HOLD
AND SECURE area, and will retain students designated for drop off in
that area.
At schools not contained in the HOLD AND SECURE area, the Principal
will retain students travelling to the HOLD AND SECURE area (walkers
and bus students).
16.
A.
17.
All media inquiries regarding the incident and the situation inside the
school will be managed by the local authority and/or designated Board
staff as determined by consultation between the local authority and Board
staff.
18.
Wait for the “all clear” call or notice from the local authority or Board
Administration before unlocking doors.
19.
The Principal will notify the Superintendent and the Board’s
Communications Officer when the HOLD AND SECURE has concluded.
LOCK DOWN
(exterior doors remain open, interior doors to be secured (locked)
Note: this procedure does not include a Bomb Threat (see Part 5 Section E).
PROCEDURES
When there is a major incident or threat of school violence in the school, or in relation to
the school, including the suspicion that an intruder(s) has entered the school and poses
a threat to the life and/or welfare of students or staff (has a gun, knife, explosives, etc.)
or has a violent intent:
1.
Stay calm.
2.
Do not confront the subject if on site
3.
Notify the office immediately.
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4.
If safe to do so, provide details including:
a)
the nature of the threat or incident;
b)
location and number of suspects;
c)
suspects(s) moving around or stationary;
d)
identity, if known;
e)
description of physical appearance (clothing, build, etc.)
f)
description of weapons;
g)
possible motive or threats made, and
h)
location of any known injuries or casualties.
5.
The office will immediately announce the LOCK DOWN over the PA
system. The announcement should be: “THIS SCHOOL IS IN LOCK
DOWN, GO IMMEDIATELY TO A SAFE PLACE.”
6.
Disregard fire alarm system and other school bells until otherwise
informed and if it is safe to do so.
7.
The Lock down is in effect until cancelled by the Principal or designate on
the direction of the local authority.
8.
Call 911 if Police are not yet involved. Provide details as in 4 (above)
and:
a)
stay on the line, provide information as requested;
b)
explain safe approach (routes/entrances) for Police;
c)
advise Police where they will be met;
d)
provide any pertinent child custody issues (if applicable), and
e)
begin to document times, events.
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9.
10.
Inside the school - Classrooms/Secure Areas
a)
Direct students to classrooms, portables or an area in the building
which can be secured, or to the school’s relocation site or an
evacuation site designated by the local authority.
b)
Quickly check and clear halls, stairwells, open areas.
c)
Direct staff to safe areas once students are located safely.
d)
Lock classroom and other safe area interior doors.
e)
Cover any classroom door windows or sidelights.
f)
Stay away from doors and windows.
g)
Turn off lights, close blinds/drapes.
h)
Take cover if available (behind book shelves, something solid) or
get on floor.
i)
Remain quiet, respond as directed by the local authority.
j)
Teachers will take attendance, determine if anyone is missing, and
who else is present (students from other classes, etc).
k)
Maintain calm and reasonable order.
l)
Do not use cell phones (staff or students).
m)
Once doors are locked, do not admit anyone to the classroom or
secure area.
n)
Wait for further instructions, and stay in the safe area until the “all
clear” has been sent.
Portables
a)
(in the event of a real Lock down – not necessary for drills)
Tip desks on sides with tops facing out.
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11.
12.
b)
Place desks in a circle.
c)
Staff and students to locate inside circle, below desk tops.
d)
Follow procedures g) through l) above.
Washrooms
a)
Evacuate to a safe area if possible.
b)
Elementary schools: identify an adult in close proximity to a
washroom to check before locking down in a secure area and take
any students in washroom into a secure area (classroom) before
locking down if safe to do so.
c)
Secondary Schools: ensure students know they are responsible
to leave a washroom immediately if safe to do so and go to a close
safe area.
d)
If trapped in a washroom, attempt to secure the door, enter a stall,
lock the door and climb on top of the toilet.
e)
Stay calm, quiet, do not use cell phones, wait for further
instructions or “all clear”.
Open Areas (cafeterias, libraries, hallways, gym etc.)
Develop plans for staff and students in open areas, including the
possibility of evacuating to a safe area or school exterior if safe to do so.
Go to change rooms if available in gyms
13.
Child Cares/Facility Partners
Include child care/facility staff in all aspect of planning, training and drills.
14.
Outside the school
a)
Do not enter the school building.
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15.
b)
Move as far away from the school building as quickly as possible.
c)
Proceed to school relocation site or evacuation site designated by
the local authority.
d)
If necessary, the Principal will deploy school staff to the schools
evacuation/relocation site or site designated by the local authority.
e)
Have students remain at the relocation or evacuation site.
f)
Track and monitor student attendance.
g)
Students may be released to parents/guardians from relocation site
only on direction of the local authority.
h)
All student releases are to be documented.
i)
The local authority will assign personnel to the evacuation site to
communicate information to staff, students, and families.
Fire Alarms
In the event that the fire alarm is pulled once a LOCK DOWN or HOLD
AND SECURE is instituted, staff and students shall remain locked down if
safe to do so. However, do not ignore an intentional or unintentional fire
and respond accordingly.
16.
17.
After a LOCK DOWN
a)
Contact Board Administration (Superintendent, Communications
Officer) about sending a message to parents/families.
b)
Conduct a debriefing of the event with local authorities, Board
Administration, staff, school council chair and students, parents,
trustees (as a appropriate).
School Administrative Responsibilities:
a)
The Principal will call the Superintendent of Education.
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18.
b)
The Principal or designate will meet the local authority on arrival,
describe the situation, and provide a school floor plan.
c)
School Administration and staff will cooperate with and take
direction from the local authority throughout the situation.
d)
At schools not contained in the LOCK DOWN area, the Principal
will retain students travelling to the LOCK DOWN area (walkers and
bus students).
e)
Respond to parent requests for information by land-line telephone.
f)
Under no circumstances should anyone be allowed to leave the
school building once the LOCK DOWN has been implemented.
g)
Wait for the “all clear” from the local authority
Other Responsibilities:
The local authority will:
19.
a)
be in charge of the incident scene;
b)
handle media relations regarding the incident and Police response;
c)
liaise with Board Administration;
d)
determine if a controlled evacuation is viable and direct any
evacuation process, and
e)
notify School Administration and Board Administration with the “all
clear”.
Board Administration and Transportation Services (STWDSTS)
The Superintendent, Senior Administration and designated staff will:
a)
notify Transportation Services who will notify bus companies of any
potential delays in dismissal due to a LOCK DOWN;
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B.
b)
Transportation Services will notify other schools affected by this
delay in busses;
c)
notify transportation services that busses from non-LOCK DOWN
areas are not to enter LOCK DOWN areas and to retain students
designated for drop off in that area;
d)
take direction from and monitor the situation through the local
authorities including Police and other emergency services;
e)
provide information, as appropriate, to the School Administration
during the incident;
f)
handle media inquiries related to Board concerns in cooperation
with the local authority;
g)
contact and deploy Board Crisis Response Team and others, as
required, and
h)
notify other schools, as required, if students at those schools reside
in the LOCK DOWN area.
LOCK DOWN DRILLS
1.
All schools will conduct at least Two (2) LOCK DOWN drills each school
year.
2.
Schools may ask local Police services, fire services, and/or EMS to
participate in or monitor a LOCK DOWN drill. Police may also be asked to
provide information to Principals’ groups on the role of Police during LOCK
DOWNS and HOLD AND SECURE situations.
3.
If requested by Police, schools will participate in a LOCK DOWN drill. The
school will ensure that the appropriate Superintendents are notified, and
will seek direction from the Police about the need to notify others (i.e.
school neighbours, media, etc.).
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C.
4.
Schools will notify their Superintendent and provide information on all
scheduled LOCK DOWN drills before a drill is conducted.
5.
When drills are scheduled, the School Council will be informed and
parents will be given advance notification of the date and time of the drill
(newsletter, website, etc.). Neighbouring schools may also be notified.
6.
Procedures for a LOCK DOWN must be reviewed with students before a
drill is held.
7.
Following a drill, a debriefing will be held by the school administration with
staff, and may include local authorities (if participating) Board
Administration and others (i.e. school volunteers) as appropriate.
Secondary schools may also include student representatives in a
debriefing session.
BACKGROUND
1.
Each school is required to follow LOCK DOWN and/or HOLD AND
SECURE procedures in the event of an emergency and on the request of
local authorities.
2.
Each school should develop LOCK DOWN procedures specific to the
school site. Local Police can be contacted to help develop plans, as
appropriate.
3.
These procedures should cover:
a)
planning for all scenarios: students in class, portables and
common (open) areas (e.g. library or cafeteria), between periods,
before and after school, lunch, during co-curricular events and
assemblies, evenings;
b)
processes for internal and external communication;
c)
the use of PA systems, intercoms, land-line telephones, and
contingency plans for use if PA, telephone service, etc. is
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interrupted (Note: cell phones should not be used on site in an
emergency);
d)
procedures for locking doors, denying access, school office safety;
e)
a relocation site for evacuation (note: a neighbouring school may
not be appropriate);
f)
determining safe areas (classrooms, etc.) and identifying areas
that cannot be secured (e.g. foyers, common areas), and
processes for evacuation of students/staff from these areas;
g)
student attendance and record keeping during an incident and
reporting after an incident, including release of students, when
appropriate, and
h)
an annual review of procedures with staff early in the school year,
and with new staff throughout the school year, as necessary.
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APPENDIX D:
Conseil scolaire Viamonde
Mesures d’urgence – Politique no 2,13
Approuvée le 29 janvier 2009
PRÉAMBULE
Le Conseil scolaire Viamonde (le Conseil) s’engage à prendre les mesures qui
s’imposent pour assurer la sécurité des élèves et du personnel et à prévenir, dans la
mesure du possible, les urgences qui peuvent survenir au courant de la journée scolaire
ou de la journée de travail.
Par le mot « urgence », on fait référence à un incident ou un événement ayant lieu à
l’intérieur ou à l’extérieur de l’école ou d’un édifice du Conseil, qui met ou qui pourrait
mettre en danger la vie des élèves ou du personnel, des locataires, des enfants et du
personnel des garderies, des parents et des visiteurs et qui requiert une attention
immédiate afin d’assurer leur sécurité. Des exemples d’urgence sont, entre autres, un
incendie, une inondation subite, une alerte à la bombe, une tornade, une tempête
violente qui pourrait engendrer une tornade, un séisme, une explosion, une fuite de
produit dangereux ou de gaz, une urgence d’ordre nucléaire, une prise d’otages, une
attaque armée, une émeute, une menace d’enlèvement ou de revanche d’une personne
de l’extérieur.
A.
DÉFINITIONS
Comité central des mesures d’urgence : au niveau du Conseil, s’entend d’un comité
mis sur pied par la direction de l’éducation, composé d’un membre du Secteur de
l’immobilisation, de l’entretien et de la planification (SIEP), du Secteur des affaires, du
Secteur des communications et du marketing, du Secteur des ressources humaines et
du Secteur de l’éducation et de toute autre personne jugée nécessaire par la direction
de l’éducation.
Comité local de mesures d’urgence : au niveau de chaque école, s’entend d’un
comité mis sur pied par la direction d’école, composé de la direction de l’école, du ou de
la secrétaire, d’un ou d’une enseignant(e) de chaque cycle ou secteur, d’un ou d’une
concierge, de la direction de la garderie et/ou de l’organisme ou de l’agence qui a
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également des locaux dans l’édifice, s’il y a lieu, et de toute autre personne jugée
nécessaire par la direction d’école.
Au niveau de chacun des bureaux administratifs, s’entend d’un comité composé de
members des différents secteurs administratifs.
Confinement modifié (lockout) : s’entend d’une procédure qui permet aux élèves
et/ou aux membres du personnel de continuer leur journée scolaire ou de travail à
l’intérieur de l’édifice ou de la classe mobile, mais ne permet aucune activité ou sortie à
l’extérieur de l’édifice ou de la classe mobile et ne permet à aucune personne non
autorisée de sortir ou d’entrer dans l’édifice ou dans la classe mobile. Toutes les portes
extérieures de l’édifice ou de la classe mobile sont verrouillées et surveillées.
Un confinement modifié (lockout) résulte d’un incident ou d’un événement externe qui
menace ou pourrait menacer la sécurité des élèves ou des membres du personnel,
locataires, garderies, parents, visiteurs (ex. : une explosion, un prisonnier ou une
prisonnière dangereux(se) qui s’est échappé(e) de prison, une fuite de produit
dangereux ou de gaz, un vol d’une entreprise dans le voisinage par une personne à
pied, une prise d’otages, une attaque armée ou une émeute dans la région
environnante, etc.). L’incident ou l’événement pourrait être de courte durée ou
nécessiter plusieurs heures avant que la situation devienne normale.
Confinement total (lockdown) : s’entend d’une procédure par laquelle les élèves et le
personnel se réfugient dans des classes ou locaux qui ferment à clé et dans d’autres
lieux sûrs, loin des portes et des fenêtres et dans le calme complet.
Le confinement total (lockdown) s’applique lorsqu’un incident violent d’ordre criminel se
produit ou menace de se produire à l’intérieur de l’édifice ou de la classe mobile ou
dans la cour et constitue un danger immédiat ou imminent pour la vie des élèves et/ou
des membres du personnel, des locataires, des enfants et du personnel des garderies,
des parents et des visiteurs. La nature de l’incident ne permet pas l’évacuation de
l’école sans entraîner des conséquences sérieuses ou même fatales (ex. : une
personne en possession d’une arme présente dans l’édifice ou dans la cour, un parent
impliqué dans un cas de cour pour la garde de son enfant et qui est dans l’école pour
enlever l’enfant, un intrus qui menace un ou une élève ou un membre du personnel,
une personne de l’extérieur qui cherche à se venger sur un ou une élève ou un membre
du personnel, etc.).
Guide de mesures d’urgence : s’entend d’une série de fiches, de formulaires, de
démarches et de mesures spécifiques à suivre ainsi que de documents nécessaires
pour aider le personnel à mieux assurer la sécurité des élèves et du personnel. Le
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contenu du guide découle de la politique et des directives administratives 2,13 portant
sur les mesures d’urgence. Il doit être revu annuellement, tenu à jour, facile d’accès et
mis à la disposition des élèves et des membres du personnel en tout temps. Il doit être
également mis à la disposition de tout visiteur qui se présente à la réception de l’école
ou des bureaux administratifs du Conseil.
Plan d’évacuation : s’entend d’un plan qui est mis en vigueur lorsque la nature de
l’urgence oblige les élèves et/ou le personnel, les locataires, les enfants et le personnel
des garderies, les parents et les visiteurs à sortir de l’école ou des bureaux
administratifs pour se tenir à l’écart dans la cour ou se rendre dans un autre endroit ou
édifice désigné.
Plan d’urgence : s’entend d’un plan qui est mis en vigueur lorsque la nature de
l’urgence oblige les élèves et/ou le personnel, les locataires, les enfants et le personnel
des garderies, les parents et les visiteurs à demeurer à l’intérieur de l’école ou des
bureaux administratifs.
Ce plan est élaboré par le comité local des mesures d’urgence et tient compte des
différents types d’urgence, entre autres, une tornade, une tempête violente pouvant
engendrer une tornade, un séisme, une prise d’otages, une attaque armée, une
émeute. Le plan d’urgence est mis en vigueur lorsque la nature de l’urgence oblige les
élèves et/ou le personnel à demeurer à l’intérieur de l’école ou des bureaux
administratifs du Conseil. Le plan d’urgence est revu annuellement par le comité local
de mesures d’urgence et dans l’éventualité que des modifications y soient apportées,
celles-ci sont revues par le ou la représentant(e) du ou de la chef des pompiers, de la
police et des agences de mesures d’urgence appropriées, s’il y a lieu.
B.
PLAN D’ÉVACUATION
Plan d’évacuation : s’entend d’un plan élaboré par le comité local de mesures d’urgence
et qui est mis en vigueur lorsque la nature de l’urgence oblige les élèves et/ou le
personnel de sortir de l’école ou des bureaux administratifs et de se tenir à l’écart dans
la cour ou se rendre dans un autre endroit ou dans un édifice désigné (ex. : lors d’un
incendie, d’une alerte à la bombe, d’une inondation subite, d’une explosion ou d’une
fuite de produit dangereux ou de gaz à l’intérieur de l’école ou des bureaux
administratifs, etc.). Le plan d’évacuation est revu annuellement par le comité local de
mesures d’urgence et dans l’éventualité que des modifications y soient apportées,
celles-ci sont revues par le ou la représentant(e) du ou de la chef des pompiers, de la
police et des agences de mesures d’urgence appropriées, s’il y a lieu.
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1.
Chaque école ainsi que les bureaux administratifs du Conseil doivent élaborer un
plan d’évacuation et un plan d’urgence. Ces plans doivent être disponibles dans
les édifices du Conseil, bien en vue, dans un lieu connu par tout le personnel, les
locataires, le personnel de la garderie. Par ailleurs, une copie des plans de
chaque édifice doivent être disponibles au Secteur de l’immobilisation, de
l’entretien et de la planification du Conseil.
2.
Les plans d’évacuation et d’urgence doivent refléter la situation locale et tenir
compte des ressources locales.
3.
Les plans d’évacuation et d’urgence doivent être élaborés par des membres du
personnel de l’école et selon le cas, des membres du personnel des bureaux
administratifs du Conseil en collaboration avec les partenaires de l’école, tels
qu’une garderie ou une autre agence ou organisme ayant leurs locaux dans
l’édifice, en consultation avec les instances municipales, de la région ou de la
province, telles que le ou la chef des pompiers ou son ou sa représentant(e), la
police, et les agences de mesures d’urgence appropriées, s’il y a lieu.
4.
Les plans d’évacuation et d’urgence élaborés au niveau de l’école doivent être
présentés au conseil d’école pour fin de rétroaction. Quant aux bureaux
administratifs du Conseil, les plans d’évacuation et d’urgence doivent être
présentés aux membres du comité exécutif pour fin de rétroaction.
5.
Les plans d’évacuation et d’urgence doivent être connus des élèves, du
personnel et selon le cas, des parents, tuteurs ou tutrices et leur être
accessibles.
6.
Les plans d’évacuation et d’urgence doivent inclure les mesures spéciales à
mettre en place pour les élèves et/ou le personnel ayant des besoins spéciaux
(santé, mobilité, communication, etc.).
7.
Les plans d’évacuation et d’urgence doivent être revus tous les ans et modifiés si
nécessaire. Toute modification apportée aux plans doit faire l’objet de
consultation auprès du ou des partenaires approprié(s).
8.
Des exercices d’évacuation et d’urgence (incluant les évacuations pour incendie)
doivent avoir lieu au moins quatre fois entre le début des classes en septembre
et le 1er novembre et quatre fois entre le 1er avril et la fin de l’année scolaire. Au
moins deux de ces exercices doivent comprendre un exercice de confinement
total (lockdown) et un exercice de confinement modifié (lockout). Ces exercices
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d’évacuation et d’urgence s’appliquent aux écoles et aux bureaux administratifs.
9.
Un dossier ou un registre indiquant la date de chaque exercice d’évacuation et
d’urgence, la nature de l’exercice et les problèmes ou difficultés encourues (s’il y
a lieu) doit être tenu à jour dans chaque école et dans les bureaux administratifs.
10.
Chaque école et les bureaux administratifs du Conseil doivent être munis de
trousses d’évacuation et d’urgence.
11.
Le Conseil fournit les ressources nécessaires et donne la formation pour appuyer
le personnel dans la mise en place et la gestion des plans d’évacuation et
d’urgence.
12.
Dans le cas d’une alerte à la bombe, un membre du personnel accompagne les
instances policières à leur demande pour aider lors de l’inspection des lieux mais
il ou elle n’est aucunement tenu(e) de le faire.
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APPENDIX E:
Conseil scolaire de district catholique Centre-Sud
Mesures préventives Confinement Barricadé – ÉLV.7.5
vigueur le : 1 février 2010
INTRODUCTION
Afin d’assurer l’uniformité dans les exigences des différents services policiers, les
services des incendies, les services des soins d’urgence et les conseils scolaires de
l’Ontario par rapport au confinement barricadé, l’Association des chefs de police de
l’Ontario (OACP) a produit un rapport détaillant des recommandations. Le ministère de
l’Éducation a également élaboré une directive provinciale concernant la planification
des confinements barricadés et les exercices connexes (juin 2009). Le but de cette
directive administrative est de répondre aux exigences du MEO et d’adopter les
recommandations de l’OACP afin d’assurer la sécurité des élèves, du personnel
scolaire, des garderies et de tous les partenaires pouvant être affectés par une situation
d’urgence à l’école.
DÉFINITION
Il existe trois sortes de confinement qui répondent aux diverses situations :
Confinement barricadé
Un confinement barricadé est utilisé SEULEMENT en cas d’incident violent grave ou de
menace de violence grave à l’intérieur de l’école ou sur la propriété de l’école.
Confinement pour sécurité
Un confinement pour sécurité est utilisé lorsqu’il est souhaitable de protéger l’école à
cause d’une situation qui se déroule à l’extérieur et qui n’a pas rapport à l’école (ex. :
vol perpétré dans une banque située près de l’école).
Confinement pour urgence environnementale
Un confinement pour urgence environnementale est utilisé à des situations mettant en
cause l’environnement ou la météo.
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OBJECTIFS
Afin de respecter les exigences se rapportant au confinement, il est essentiel de
définir les rôles et les responsabilités de tous les intervenants lors d’un exercice
de préparation ou pendant une situation d’urgence.
(1)
La direction d’école assume la responsabilité globale quant à la formation, la
sécurité et au bien-être des élèves dans toutes situations d’urgence ainsi qu’à la teneur
finale du plan. Il incombe à la direction d’école de faire la planification globale, d’assurer
une intervention efficace lors des exercices de préparation ou de la gestion d’une
situation d’urgence ainsi que d’assurer les suivis nécessaires après l’exercice de
préparation ou de la situation d’urgence.
(2)
Le personnel scolaire doit assumer la responsabilité globale quant à la
planification du plan, la formation, la sécurité et au bien-être des élèves lors d’un
exercice de préparation ou d’une situation d’urgence. Il incombe au personnel
enseignant de faire une préparation efficace des élèves sans susciter la peur et d’être à
l’écoute de ceux-ci pour détecter les fortes réactions afin de les appuyer
convenablement.
(3)
En plus d’être familier avec le plan, les élèves doivent réagir rapidement et
adéquatement aux directives du personnel scolaire ainsi que de communiquer toute
information qui pourrait engendrer un incident violent ou permettre d’intervenir avant,
durant ou après un incident.
(4)
La police intervient en cas d’incident violent, assume le commandement, mène
l’enquête et maintient une étroite communication avec l’administration de l’école et
d’autres services d’urgence. La police peut également participer à l’élaboration du plan
de confinement barricadé et aux exercices de préparation.
(5)
Les parents/tuteurs doivent renforcer, chez leurs enfants, leur obligation de
suivre les directives durant une crise et de divulguer tout renseignement qu’ils peuvent
détenir avant, durant ou après une situation de crise. Avant l’exercice de préparation,
les parents/tuteurs doivent aviser les titulaires de classe si leur enfant pourrait réagir
fortement à ce genre d’exercice et aborder le sujet de façon à rassurer l’enfant. Suite
aux exercices de préparation, les parents/tuteurs doivent être à l’écoute de leur enfant
afin de reconnaître les signes d’anxiété importante. Les parents doivent également
s’assurer de tenir à jour les renseignements sur leurs coordonnées afin de faciliter la
communication en tout temps.
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(6)
Les garderies d’enfants/autres partenaires participent à l’élaboration et la mise
en œuvre du plan de confinement barricadé. De plus, tous les partenaires participent
aux exercices de préparation, s’assurent de diffuser des messages coordonnés et
respectent les procédures et exigences qui sont propres à leur situation.
(7)
Le Conseil scolaire
Le Conseil scolaire s’assure de faire l’élaboration et la mise en œuvre de la politique et
des directives administratives en lien avec le confinement barricadé qui respectent les
exigences du ministère de l’Éducation.
Direction de l’éducation
La direction de l’éducation est autorisée à répondre aux questions des médias ou peut
déléguer cette responsabilité, selon le besoin.
Surintendants
La surintendance s’assure que les exigences ministérielles ainsi que les politiques
provenant du Conseil sont mises en œuvre dans les écoles du CSDCCS. Lors d’une
situation d’urgence et suite à l’appel du Service des communications l’avisant de
l’enclenchement du confinement barricadé, la surintendance communique avec
la direction et se rend à l’école.
Service des communications
Le Service des communications est avisé par la direction d’école du fait qu’un
confinement barricadé vient de se produire. Les voies de communication établies pour
le confinement barricadé sont respectées. La surintendance et la personne responsable
des Écoles sécuritaires sont avisés par le service des communications. Il incombe
ensuite au Service des communications de récupérer les renseignements pertinents
pour établir et maintenir la communication avec la direction de l’éducation, les
conseillers scolaires et l’équipe systémique de gestion de crise du CSDCCS, les
autorités en communication du service policier, le ministère de l’Éducation ainsi que
d’accueillir et de gérer tous les appels des médias. C’est également le Service des
communications qui émet les communiqués de presse.
Responsable des Écoles sécuritaires
La personne responsable des Écoles sécuritaires fournit la formation et les documents
d’appui aux directions d’école quant au confinement barricadé en respectant les
exigences ministérielles et en tenant compte des exigences ministérielles et de la
politique du CSDCCS. L’accompagnement des directions d’école est disponible pour la
planification des exercices de préparation et pour toutes questions se rapportant au
confinement barricadé. Quand un confinement barricadé est enclenché dans une école,
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la personne responsable des Écoles sécuritaires reçoit l’appel du Service des
communications, fournit l’appui nécessaire à la direction d’école et se rend à l’école.
Services à l’élève
Suite à la demande de la direction d’école, la direction des Services à l’élève déploie
l’Équipe d’intervention systémique de gestion de crises du Conseil afin de fournir un
appui supplémentaire à l’équipe-école de gestion de crises. La gravité de la situation
dictera la rapidité du déploiement de l’équipe et l’intervention la plus efficace.
Service des ressources matérielles
Selon les priorités établies par le Conseil, le service des ressources matérielles appuie
les écoles pour les rendre sécuritaires.
Points de service
Le personnel du Point de service Nord-Est à Toronto et du Point de service RyanPaquette à Hamilton est tenu de se familiariser avec le plan de confinement barricadé
en cas de situation d’urgence du Conseil et de participer aux exercices de préparation
prévus par la personne responsable de la gestion de l’édifice à chacun des
emplacements.
Siège social et bureaux satellites
Le personnel du Siège social et des bureaux satellites suivent le plan de confinement
barricadé établi en collaboration avec la direction de l’école dans laquelle se trouve leur
bureau.
RESPONSABILITÉS
La direction d’école assume la responsabilité globale quant à la formation, la sécurité et
le bien-être des élèves dans toutes les situations d’urgence ainsi qu’à la teneur finale du
plan. Les attentes sont regroupées en cinq responsabilités :
1. LA DIRECTION D’ÉCOLE DOIT FAIRE LA PLANIFICATION GLOBALE DU PLAN
DE CONFINEMENT BARRICADÉ :
1.1.
Disposer d’un plan d’étage à jour et complet et l’afficher visiblement dans
toutes les salles et les entrées de l’école.
1.2.
S’assurer que tous les immeubles, les portes et les salles sont clairement
identifiés et correspondent au plan d’étage.
1.3.
En début d’année scolaire, fournir le plan d’étage et toute information
pertinente aux policiers afin de faciliter leur intervention. Ces
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renseignements doivent être à jour et disponibles en tout temps.
1.4.
Fournir une marche à suivre pendant le confinement barricadé qui explique
clairement ce qu’il faut faire dans les zones protégées, les bâtiments
préfabriqués, les toilettes, les aires ouvertes. Le plan doit aussi prévoir une
marche à suivre pour les périodes d’activités à l’extérieur de l’immeuble et
les alertes d’incendies/autres qui pourraient se passer lors d’un confinement
barricadé. La marche à suivre doit inclure des directives claires et
cohérentes pour le personnel des garderies d’enfants et autres partenaires
occupant un espace dans l’immeuble.
1.5.
Planifier la formation destinée au personnel scolaire, incluant le personnel
débutant, ainsi que les élèves.
1.6.
Communiquer le plan initial aux élèves, au personnel scolaire, aux
parents/tuteurs, aux garderies et aux autres partenaires pour veiller à ce
que tous comprennent la marche à suivre en cas de confinement barricadé,
sans susciter la peur. Une copie du plan est envoyée à la surintendance, au
service des communications du Conseil et à la personne responsable des
Écoles sécuritaires du Conseil.
1.7.
Prévoir une méthode efficace pour accéder à l’information (listes de
présence, listes des autobus scolaires, coordonnées des parents/tuteurs,
etc.) lors d’une situation d’urgence.
1.8.
Réviser et mettre à jour le plan annuellement avec le personnel scolaire, les
garderies et autres partenaires et envoyer une copie à la surintendance de
l’école et à la personne responsable des Écoles sécuritaires du CSDCCS
indiquant les dates des exercices de préparation.
1.9.
Établir le calendrier des exercices de préparation. Informer les policiers de
la planification et des exercices; ces deniers pourraient aussi impliquer les
services de pompiers et/ou les services médicaux d’urgence.
2. LA DIRECTION D’ÉCOLE S’ASSURE DE FAIRE UNE INTERVENTION
EFFICACE LORS DES EXERCICES DE PRÉPARATION :
2.1.
Tenir deux exercices de préparation en cas de confinement barricadé en
s’assurant de toujours inviter les services policiers.
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2.2.
Aviser les élèves, les parents et le personnel scolaire quant à l’imminence
des exercices de préparation.
2.3.
S’assurer que le personnel enseignant prépare les élèves de sa classe en
leur donnant des renseignements clairs sur le confinement barricadé sans
susciter la peur.
2.4.
Enclencher un confinement barricadé en activant les systèmes auditif
(sonorisation) et visual (lumières stroboscopiques ou autres indicateurs
visuels) à l’intérieur et à l’extérieur de l’école.
2.5.
Diffuser le message avec exactitude à trois reprises : en français, en anglais
puis en français.
2.6.
Suivre les procédures établies lors de la planification pour assurer la
sécurité de tous dans les zones protégées, les bâtiments préfabriqués, les
toilettes, les aires ouvertes ainsi que pour les personnes se trouvant à
l’extérieur de l’immeuble. Les alertes d’incendies/autres sont ignorées.
2.7.
Aviser le personnel des garderies d’enfants et autres partenaires occupant
un espace dans l’immeuble qu’ils doivent suivre la procédure établie.
2.8.
S’assurer que les élèves, le personnel scolaire et les partenaires suivent la
marche à suivre établie.
2.9.
Assurer la sécurité globale des élèves et des membres du personnel.
2.10.
Communiquer les renseignements de l’exercice de préparation aux parents
en fin de journée.
3. LA DIRECTION D’ÉCOLE* OU LE PERSONNEL DU BUREAU DE L’ÉCOLE
ENCLENCHE LE PROCESSUS DE CONFINEMENT BARRICADÉ DÈS LE
PREMIER SIGNE D’INCIDENT VIOLENT GRAVE À L’ÉCOLE :
3.1.
Enclencher un confinement barricadé en activant les systèmes auditif et
visuel à l’intérieur et à l’extérieur de l’école. La décision d’annoncer le
confinement barricadé doit être prise immédiatement par quiconque
répond à l’appel qui parvient au bureau. Il n’est pas conseillé de
retarder l’annonce en vue de vérifier auprès de l’administration.
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3.2.
Diffuser le message avec exactitude à trois reprises : en français, en anglais
puis en français.
4. LA DIRECTION D’ÉCOLE * GÈRE LA SITUATION D’URGENCE :
4.1.
Suivre les procédures établies lors de la planification pour assurer la
sécurité de tous dans les zones protégées, les bâtiments préfabriqués, les
toilettes, les aires ouvertes ainsi que pour les personnes se trouvant à
l’extérieur de l’immeuble. Les alertes d’incendies/autres sont ignorées.
4.2.
S’assurer que les élèves et le personnel scolaire suivent la marche à suivre
établie lors de la planification.
4.3.
S’assurer que le personnel des garderies d’enfants et autres partenaires
occupant un espace dans l’immeuble suivent la procédure établie.
4.4.
Une fois l’urgence terminée, communiquer avec le Service des
communications du Conseil qui avisera la surintendance et la personne
responsable des Écoles sécuritaires.
4.5.
Faire appel à l’équipe d’intervention systémique de gestion de crises du
Conseil (Direction des Services à l’élève)
4.6.
S’assurer de garder une ligne téléphonique disponible en tout temps.
4.7.
Coopérer avec les policiers qui font la gestion de la menace et l’enquête
criminelle (cas d’incident réel).
4.8.
Collaborer avec les policiers lorsqu’ils dirigent l’évacuation des aires de
l’école si le confinement barricadé se prolonge.
4.9.
Si possible, changer le message de la boîte vocale pour informer les
parents ou les diriger vers l’emplacement destiné aux parents/tuteurs.
5. LA DIRECTION D’ÉCOLE S’ASSURE DE FAIRE LES SUIVIS NÉCESSAIRES
APRÈS L’EXERCICE DE PRÉPARATION OU DE LA SITUATION D’URGENCE :
5.1.
Mettre fin au confinement barricadé en faisant une annonce générale. Dans
une situation de confinement barricadé impliquant la police, la décision de
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mettre fin au confinement doit se prendre suite à l’autorisation des policiers.
5.2.
Débriefer le personnel scolaire pour cerner les aspects à améliorer, pour
identifier les élèves qui auraient besoin d’appui ou d’interventions pour
répondre à leurs besoins physiques et/ou émotionnels à la suite du
confinement barricadé. Prévoir les interventions nécessaires pour une
situation d’urgence, faire appel à l’équipe systémique de gestion de crises
du Conseil.
5.3.
Rétablir l’ordre le plus rapidement possible et le retour à la normale dans les
meilleurs délais et conditions.
5.4.
Diriger les médias vers la police pour l’information reliée à l’incident criminel
et au porte-parole officiel du CSDCCS pour toute question concernant le
personnel et la sécurité des élèves. A noter que tout appel des médias doit
être immédiatement acheminé au Service des communications.
5.5.
Communiquer, en fin de journée, avec les parents/tuteurs/communauté pour
veiller à ce que tous reçoivent les renseignements justes, cohérents et
approuvés concernant l’intervention effectuée, que ce soit un exercice de
préparation ou une crise réelle, et ce, sans susciter la peur.
DOCUMENTS CONNEXES
1- « Marche à suivre relativement au confinement barricadé et protocoles entre la police
et les conseils scolaires ». Note de service du 25 juin 2009, ministère de l’Éducation de
l’Ontario.
2- « Directives sur l’élaboration et le maintien des marches à suivre relativement au
confinement barricadé dans les écoles élémentaires et secondaires de l’Ontario», Note
de service à tous les chefs de police et commissaire Julian Fantino du 21 juillet 2009,
ministère de la Sécurité communautaire et des Services correctionnels, division de la
sécurité publique.
3- Lignes directrices pour élaborer un plan de confinement barricadé, CSDCCS, février
2010
*En cas d’absence, la direction d’école délègue ses pouvoirs à la direction
adjointe ou à la personne désignée.
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Écoles Sécuritaires
Schéma d’Alerte pour Enclencher le Confinement Barricadé
1
Une personne détecte (à l’intérieur ou à l’extérieur) une menace grave.
2
La personne avise immédiatement le bureau de l’école.
3
Au bureau central, la personne reçoit le message et
 enclenche le confinement barricadé, pour sécurité/environnemental selon la
méthode établie dans le plan d’école.
 ordonne le confinement barricadé et/ou l’évacuation en faisant l’annonce
pré‐établie.
 avise la direction d’école ou la personne désignée.
 respecte la marche à suivre selon les zones désignées comme vertes ou
rouges.
4
La direction ou la personne désignée appelle immédiatement la police.
 S’identifie (Nom, adresse complète de l’école); précise la menace
(description du suspect, localisation, autres détails); demeure en ligne et
rapporte tous les détails pertinents.
 Gère la situation d’urgence selon le plan d’école en incluant la garderie et les
autres partenaires. Avise le service de communications du CSDCCS.
 Avise la surintendance (qui confirme l’heure de son arrivée à l’école par
courriel).
o Avise la personne responsable des Écoles sécuritaires (qui confirme
l’heure de son arrivée à l’école par courriel).
o Avise les Services à l’élève, au besoin.

Déploie l’équipe systémique de gestion de crise du Conseil.
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5
La direction d’école ou sa personne désignée collabore avec la police
pour gérer la situation d’urgence.
 La police peut ordonner une évacuation des lieux.
6
La direction d’école ou sa personne désignée maintient la communication.
 Assure une communication claire et cohérente avec les parents/tuteurs (site
désigné pour les parents).
 Dirige les médias vers le porte‐parole officiel du CSDCCS ou la police.
o La police traite avec les médias quant à l’incident criminel.
o Le porte‐parole du CSDCCS traite avec les médias quant à la
sécurité des élèves et du personnel.
La direction d’école collabore avec la police pour mettre fin au confinement
7
barricadé.
 Fait une annonce générale pour mettre fin au confinement.
 Fait un débreffage après l’exercice pour cerner les points à améliorer et
prévoir interventions nécessaires auprès des élèves et du personnel.
 Communique avec les parents après le confinement.
 Dirige les médias vers le porte‐parole officiel du CSDCCS.
La direction d’école ou la personne désignée rétablit l’ordre et le retour à la
8
normale.
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Écoles Sécuritaires
Liste de Contrôle Pour le Confinement Barricadé
1.
L’annonce ou le signal pour enclencher le confinement barricadé est
entendu/vu à l’intérieur et à l’extérieur de l’école :
Insérer l’annonce de l’école dans l’encadré ci-dessous
2.
Réunir toutes les personnes qui se trouvent à proximité immédiate dans une
zone protégée (salle de classe ou autre désignée comme zone protégée), si cela
peut se faire sans danger.
3.
Pendant le confinement barricadé - ZONE PROTÉGÉE (zone verte)
3.1
Salle de classe ou autre salle désignée comme zone protégée
□
□
□
□
□
□
□
□
□
□
□
Donner l’impression que la salle est inoccupée.
Verrouiller la porte.
Se tenir loin des portes et des fenêtres.
Éteindre les lumières.
Fermer les stores.
Être conscients des lignes de vue.
Recouvrir la fenêtre de la porte.
Se mettre à l’abri (derrière quelque chose de solide).
Rester absolument tranquille.
Prendre les présences.
Ne pas utiliser le téléphone cellulaire (sauf pour communiquer une
information au sujet de l’incident).
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3.2 Bâtiments préfabriqués
□
□
3.3
Garderie d’enfants et autres personnes
□
4.
Disposer les pupitres sur le côté et en forme de cercle (dessus tourné
vers l’extérieur).
Abriter les élèves et les membres du personnel à l’intérieur du cercle,
sur le plancher, derrière les pupitres qui servent de barrière
additionnelle.
Respecter la marche à suivre établie lors des étapes de la planification
du confinement barricadé avec l’école.
Pendant le confinement barricadé - ZONE DANGEREUSE (rouge)
4.1 Toilettes
□
Évacuer les toilettes, si cela peut se faire en sécurité, pour se rendre
dans une zone sécurisée (verte).
ÉCOLES
ÉLÉMENTAIRES
ÉCOLES
SECONDAIRES
Pour les personnes
coincées dans une
toilette pendant le
confinement barricadé
Police/School Board Protocol
Désigner une personne adulte (qui travaille à
proximité des toilettes) pour en faire une vérification
avant le confinement barricadé.
Se rendre dans la salle sécurisée à proximité.
Former les élèves pour qu’ils aient la réaction
de quitter immédiatement les toilettes à
l’annonce du confinement barricadée.
Se rendre à la salle sécurisée à
proximité.
Bloquer la porte de la toilette, entrer dans la cabine,
verrouiller la porte et monter sur la cuvette.
Donner l’impression que la salle est inoccupée.
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4.2 Aires ouvertes
(cafétéria, bibliothèque, couloirs et toutes autres zones qui sont difficiles à protéger
rapidement et efficacement)
□
□
Considérer plusieurs options telles l’évacuation des lieux et la sortie
de l’école.
Renseigner tout le monde sur la marche à suivre pendant le
confinement barricadé dans les aires ouvertes
4.3 Personnes à l’extérieur des immeubles
□
□
□
□
Connaître la marche à suivre lors d’un confinement barricadé (élèves
et personnel). Vérifier le système de sonorisation à l’extérieur de
l’école.
Prévoir un système visuel externe pour signaler l’enclenchement du
confinement barricadé.
Les personnes à l’extérieur ne rentrent pas dans l’école en
confinement barricadé mais se rendent à un/aux endroits préétablis*
et y restent jusqu’à ce que l’administration ou la police les avisent
autrement. Lors du confinement pour sécurité, les personnes à
l’extérieur rentrent dans l’école avant le verrouillage des portes.
Prendre les présences au site d’évacuation.
4.4 Élèves ayant des besoins particuliers
□
□
5.
S’assurer que l’élève ayant des besoins particuliers obtient les
renseignements essentiels pour lui permettre l’agir convenablement
au confinement barricadé.
Prévoir des activités silencieuses qui permettront à l’élève ayant des
besoins particuliers de maintenir le calme, l’ordre et le silence.
Autres activités pendant le confinement barricadé
5.1 Alertes d’incendies/autres urgencies
□
□
Ignorer.
Assurer la sécurité lors de toute urgence.
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5.2 Évacuation dirigée par la police (pour le confinement barricadé prolongé)
□
6.
Évacuer les aires de l’école une salle à la fois (dirigée par la police).
Fin du confinement barricade
□
□
La fin du confinement doit se prendre sur autorisation des policiers.
La méthode choisie pour mettre fin au confinement barricadé à l’école
est :
Insérer l’annonce de l’école dans l’encadré ci-dessous :
7.
Communication
□
□
8.
Envoyer un communiqué aux parents/tuteurs à la fin de la journée
d’école ou dès que possible (Modèle est fourni à l’Annexe 7.1 : Lettre
portant sur le confinement barricadé)
Traiter avec les médias selon la procédure établie : la police s’adresse
aux médias quant à l’incident criminel en cause et à son intervention à
ce sujet; le directeur de l’éducation ou son délégué est le seul porteparole officiel du CSDCCS auprès des médias et traite des questions
qui concernent le personnel et la sécurité des élèves.
Rétablir l’ordre et retour à la normale
□
Rétablir l’ordre le plus rapidement possible et faciliter le retour à la
normale dans les meilleurs délais et conditions.
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APPENDIX F:
Guide to Officers for Secton 146
Youth Criminal Justice Act Statements
(taken from Provincial Model for a Local Police/School Board Protocol 2011)
The Ontario Court of Appeal has emphasized the importance of recording any
statement of an accused person on video. This is even more important when
contemplating charges against or taking the statement of a young person where the
informational components of Section 146 must be explained to the young person in
language appropriate to the particular young person’s age and understanding. The best
way to demonstrate that you have tailored your explanation to the age and
understanding of the young person is by way of video.
•
It is imperative that the young person clearly understands everything that
is being said and explained to him/her.
•
It is insufficient to simply read the form to the young person and ask if
he/she understands.
•
An individualized, objective approach that takes into account the level of
sophistication and other personal characteristics relevant to the young
person’s understanding is required when conducting the interview.
•
Prior to asking any of the questions set out in the statement form, you are
required to acquire some insight into the level of understanding of the
young person you are interviewing in order to determine the appropriate
language to use in explaining his/her rights. It would be of evidentiary
value to record this initial interaction with the youth while gauging their
level of understanding.
•
This requirement involves learning something about the young person’s
level of education, language and vocabulary skills, ability to comprehend
and emotional state.
•
This requirement can only be achieved by engaging the young person in
conversation. Consideration should be given to the following nonexhaustive list of questions:
o
How old are you?
o
What grade are you in?
o
What school do you attend?
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o
Do you have a learning disability?
o
Are you in a special education class?
o
Have you been arrested before?
o
Have you given a statement to a Police officer before?
•
Once you have acquired the necessary insight into the young person’s
level of understanding you will be in a position to tailor your explanation of
the Section 146 requirements to the capabilities of the particular young
person you are interviewing.
•
While you are not required to have the young person “explain back” their
rights, in some instances, this may well demonstrate that your
explanations were both appropriate and sufficient.
•
A simple and appropriate way to determine whether the young person
understands is to ask, “What does this mean to you in your own words?”
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STATEMENT OF A YOUNG PERSON
Youth Criminal Justice Act, Section 146
1.
Statement Recording Method:
□ Audiotape (No_____)
□ Written
□ DVD (No._____)
□ Videotape (No._____)
Police Service: __________________________ Police Case ID: ___________________________
Occurrence No: _________________________
Date: __________Location: ______________
Start Time: ______Time Completed: _________
Interviewing Officer(s): ___________________________________________________________
Name of Young Person: __________________________ Date of Birth: ____________________
Address: ______________________________________ Phone Number: ___________________
You are charged with: _____________________You may be charged with: _________________
2.
Do you understand the charge(s)?
Reply
If at any time you do not understand anything, tell me and I will explain it to you. Do you
understand?
Reply
3a.
THIS SECTION APPLIES ONLY TO YOUTHS WHO ARE 14 YEARS OF AGE OR OLDER AT THE TIME
OF THE ALLEGED OFFENCE AND THE OFFENCE IS 1ST OR 2ND DEGREE MURDER, ATTEMPT
MURDER, MANSLAUGHTER OR AGGRAVATED ASSAULT.
As you are 14 years old, or older, and you are charged with _________________, if you are
found guilty, the Crown will ask the court to give you an adult sentence. The most severe adult
sentence is life in prison. It is up to the court to decide whether you will be sentenced as a
young person or an adult.
Not Applicable □ ___________ (officer’s initials)
Do you understand?
3b.
□ Yes
Warning Read: □ Yes
□ No
THIS SECTION APPLIES TO YOUTHS WHO ARE 14 YEARS OF AGE OR OLDER AT THE TIME OF THE
ALLEGED OFFENCE AND THE OFFENCE IS ONE FOR WHICH AN ADULT IS LIABLE TO
IMPRISONMENT FOR MORE THAN TWO YEARS.
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STATEMENT OF A YOUNG PERSON
As you are 14 years old, or older, if you are found guilty, the Crown may ask the court to give
you an adult sentence. The most severe sentence is life in prison. It is up to the court to decide
whether you will be sentenced as a young person or an adult.
Not Applicable □ __________ (officer’s initials)
Do you understand? □ Yes
□ No
4a.
You have the right to talk to a lawyer in private without delay. Do you understand?
Reply
______________________________________________________________________________
b.
You can also get immediate legal advice from a free Legal Aid Lawyer by calling 1-800-562-2561
or 1-800-265-0451.
Do you understand?
Reply
______________________________________________________________________________
c.
If you are charged with an offence, you may apply to Ontario Legal Aid for legal assistance.
Do you understand?
Reply
______________________________________________________________________________
d.
You also have the right to speak, without delay and in private, to a parent, or in the absence of a
parent, an adult relative or in the absence of an adult relative another appropriate adult whom
you feel may assist you.
Do you understand?
Reply
______________________________________________________________________________
e.
If you make a statement to the Police, the Police must have the person(s) you spoke with here
while you make a statement unless you do not want them or any one of them here.
Do you understand?
Reply
______________________________________________________________________________
f.
Do you want to talk to a lawyer?
Reply
______________________________________________________________________________
g.
Do you want to talk to one or both of your parents?
Reply
______________________________________________________________________________
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STATEMENT OF A YOUNG PERSON
h.
If your parent(s) are not available, do you want to talk to an adult relative?
Reply
______________________________________________________________________________
I.
If an adult relative is not available, do you want to talk to another appropriate adult?
Reply
______________________________________________________________________________
5.
IF THE YOUNG PERSON INDICATES THAT HE/SHE WISHES TO SPEAK TO ANY OF THE ABOVE
PERSONS, THE OFFICER CONDUCTING THE INTERVIEW MUST NOW FACILITATE THOSE
CONVERSATIONS.
Do you wish to make a statement?
Reply
_____________________________________________________________________________
If you decide to make a statement, you can stop at any time. You can also at any time talk to a
lawyer and a parent, adult relative or an appropriate adult, and have that person here with you.
Reply
______________________________________________________________________________
6.
WAIVER OF RIGHTS
I have been given the opportunity to obtain immediate free advice from a Legal Aid Lawyer and
the opportunity to talk to a lawyer and my parent(s); or, in the absence of a parent, an adult
relative; or, in the absence of a parent or adult relative, another appropriate adult. I have
been informed that the Police must have the people with whom I have just spoken present
when making a statement unless I do not want them, or any one of them, with me during this
interview. These rights have been explained to me and I understand.
I choose not to talk with any of these people.
________________________________
Signature of Young Person
I do not want any of them here with me during this interview.
________________________________
Signature of Young Person
__________________________
Witness
______________________________
Time
Name of Person Present: □ Parent(s) □ Adult Relative □ Other Appropriate Adult: _______________
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STATEMENT OF A YOUNG PERSON
7.
CAUTION
You do not have to say anything about the charge(s) unless you want to.
Do you understand?
Reply _________________________________________________________________________
I also have to tell you that whatever you do say will be recorded in writing or on audio and may
be given in evidence against you in court.
Do you understand?
Reply
______________________________________________________________________________
8.
SECONDARY CAUTION
If you have spoken to any other Police officer or if anyone else has spoken to you in connection
with this matter, I want it clearly understood that I do not want it to influence you in making a
statement.
Do you understand?
Reply__________________________________________________________________________
You are reminded that you do not have to say anything about this charge unless you want to.
Do you understand?
Reply__________________________________________________________________________
Do you wish to make a statement?
Reply________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Signature of Young Person:____________________________ Time Completed:____________________
Witness:
1_________________________________________
2_________________________________________
Police/School Board Protocol
_______________________________________
Signature
_______________________________________
Signature
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APPENDIX G: Notification Flow Chart
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APPENDIX H: Parallel Investigation Flow Chart
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APPENDIX I:
Province of Ontario
Reporting Child Abuse and Neglect: It’s Your Duty
Your responsibilities under the Child and Family Services Act
(December 2010)
The Child and Family Services Act (CFSA) recognizes that each of us has a
responsibility for the welfare of children.
Introduction
We all share a responsibility to protect children from harm. This includes situations
where children are abused or neglected in their own homes. Ontario’s Child and Family
Services Act (CFSA) provides for protection for these children.
Section 72 of the Act states that the public, including professionals who work with
children, must promptly report any suspicions that a child is or may be in need of
protection to a children’s aid society (CAS). The Act defines the phrase “child in need of
protection” and explains what must be reported to a CAS. It includes physical, sexual
and emotional abuse, neglect, and risk of harm.
This brochure explains the “duty to report” section of the Act and answers common
questions about your reporting responsibilities. It also includes relevant portions of
Section 72 for your reference. It does not provide specific legal advice. Please consult a
lawyer or a CAS about any specific situation.
Who is a “child in need of protection”?
The Child and Family Services Act defines a child in need of protection as a child who is
or who appears to be suffering from abuse and/or neglect. The Act clearly specifies how
you can identify these children in Section 72 (1). (See pages 7 to 10). [CFSA s.72 (1)]
Who is responsible for reporting a child in need of protection?
Anyone who has reasonable grounds to suspect that a child is or may be in need of
protection must promptly report the suspicion and the information upon which it is based
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to a CAS. Section 72 (1) describes the specific circumstances that must be reported
(See pages 7 to 10). [CFSA s.72 (1)]
What are “reasonable grounds” to suspect child abuse or neglect?
It is not necessary for you to be certain a child is or may be in need of protection to
make a report to a CAS. “Reasonable grounds” refers to the information that an average
person, using normal and honest judgment, would need in order to decide to report.
What is the age of the children to whom the “duty to report” applies?
It applies to any child who is, or appears to be, under the age of 16 years. It also applies
to children already under a child protection order who are 16 and 17 years old.
What does an “ongoing duty to report” child abuse or neglect mean?
Even if you know a report has already been made about a child, you must make a
further report to the CAS if there are additional reasonable grounds to suspect that the
child is or may be in need of protection. [CFSA s.72 (2)]
Can I rely on someone else to report?
No. You have to report directly to a CAS. You must not rely on anyone else to report on
your behalf. [CFSA s.72 (3)]
Do professionals and officials have any special responsibilities to report?
Professionals and officials have the same duty as the rest of the public to report their
suspicion that a child is or may be in need of protection. However, the Act recognizes
that people working closely with children have a special awareness of the signs of child
abuse and neglect, and a particular responsibility to report their suspicions. Any
professional or official who fails to report a suspicion is liable on conviction to a fine of
up to $1,000, if they obtained the information in the course of their professional or
official duties. [CFSA s.72 (4), (6.2)]
Who does the Act consider a person who performs professional or official
duties?
•
health care professionals, including physicians, nurses, dentists, pharmacists
and psychologists
•
teachers and school principals
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•
social workers and family counselors
•
religious leaders, including priests, rabbis and members of the clergy
•
operators or employees of child care programs or centres
•
youth and recreation workers (not volunteers)
•
peace officers and coroners
•
child and youth service providers and employees of these service providers
•
any other person who performs professional or official duties with respect to a
child
These are examples only. If you are unsure whether you fall into any of these
categories, ask your local CAS, professional association or regulatory body. [CFSA s.72
(5)]
What about professional confidentiality?
A professional must report that a child is or may be in need of protection, even when the
information is otherwise confidential or privileged. This duty overrides any other
provincial statutes, and specifically overrides any provisions that would otherwise
prohibit someone from making a disclosure. Only lawyers may not divulge “privileged”
information about their clients. [CFSA s.72 (7), (8)]
Will I be protected from liability if Imake a report?
Yes. If a civil action is brought against you for making a report, you will be protected
unless you acted maliciously or without having reasonable grounds for the suspicion.
[CFSA s. 72 (7)]
What happens when I call a CAS?
The CAS will investigate the information. The CAS has the responsibility and authority
to investigate allegations and to protect children. The CAS may involve the police and
other community agencies. All CASs provide emergency service 24 hours a day, seven
days a week.
How do I contact a CAS or get more information?
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You can find your local CAS in your local telephone listings or, where available, by
dialing 411. In some communities, the CAS is known as “family and children’s services”
or “child and family services”.
You can also find information about all of Ontario’s CASs at www.oacas.org, the web
site of the Ontario Association of Children’s Aid Societies.
Anyone who has a reasonable suspicion that a child is or may be in need of protection
must contact a CAS immediately.
If you think the matter is urgent and you cannot reach the CAS, call your local police.
Section 72 (1) of the Child and Family Services Act
Despite the provisions of any other Act, if a person, including a person who performs
professional
or official duties with respect to children, has reasonable grounds to suspect one of the
following, the person shall forthwith report the suspicion and the information on which it
is based to a society:
1.
2.
3.
The child has suffered physical harm, inflicted by the person having charge of the
child or caused by or resulting from that person’s,
i.
failure to adequately care for, provide for, supervise or protect the child, or
ii.
pattern of neglect in caring for, providing for, supervising or protecting the
child.
There is a risk that the child is likely to suffer physical harm inflicted by the
person having charge of the child or caused by or resulting from that person’s,
i.
failure to adequately care for, provide for, supervise or protect the child, or
ii.
pattern of neglect in caring for, providing for, supervising or protecting the
child.
The child has been sexually molested or sexually exploited, by the person having
charge of the child or by another person where the person having charge of the
child knows or should know of the possibility of sexual molestation or sexual
exploitation and fails to protect the child.
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4.
There is a risk that the child is likely to be sexually molested or sexually exploited
as described in paragraph 3.
5.
The child requires medical treatment to cure, prevent or alleviate physical harm
or suffering and the child’s parent or the person having charge of the child does
not provide, or refuses or is unavailable or unable to consent to, the treatment.
6.
The child has suffered emotional harm, demonstrated by serious:
i.
anxiety
ii.
depression
iii.
withdrawal
iv.
self-destructive or aggressive behaviour, or
v.
delayed development,
and there are reasonable grounds to believe that the emotional harm suffered by the
child results from the actions, failure to act or pattern of neglect on the part of the child’s
parent or the person having charge of the child.
7.
The child has suffered emotional harm of the kind described in subparagraph i,
ii, iii, iv or v of paragraph 6 and the child’s parent or the person having charge of
the child does not provide, or refuses or is unavailable or unable to consent to,
services or treatment to remedy or alleviate the harm.
8.
There is a risk that the child is likely to suffer emotional harm of the kind
described in subparagraph i, ii, iii, iv or v of paragraph 6 resulting from the
actions, failure to act or pattern of neglect on the part of the child’s parent or the
person having charge of the child.
9.
There is a risk that the child is likely to suffer emotional harm of the kind
described in subparagraph i, ii, iii, iv or v of paragraph 6 and that the child’s
parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, services or treatment to prevent the
emotional harm.
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10.
The child suffers from a mental, emotional or developmental condition that, if not
remedied, could seriously impair the child’s development and the child’s parent
or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, treatment to remedy or alleviate the
condition.
11.
The child has been abandoned, the child’s parent has died or is unavailable to
exercise his or her custodial rights over the child and has not made adequate
provision for the child’s care and custody, or the child is in a residential
placement and the parent refuses or is unable or unwilling to resume the child’s
care and custody.
12.
The child is less than 12 years old and has killed or seriously injured another
person or caused serious damage to another person’s property, services or
treatment are necessary to prevent a recurrence and the child’s parent or the
person having charge of the child does not provide, or refuses or is unavailable
or unable to consent to, those services or treatment.
13.
The child is less than 12 years old and has on more than one occasion injured
another person or caused loss or damage to another person’s property, with the
encouragement of the person having charge of the child or because of that
person’s failure or inability to supervise the child adequately.
If someone has reasonable grounds to suspect that a child is or may be in need of
protection, they must make a report directly to a CAS.
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2011