Safety/Emergency Response/Crisis Response Plans

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

Individual school boards may have a template for the development of a plan for safety. They are known by various names, including safety plans, emergency response plans, and crisis response plans. The plans typically include known behaviours of the student, triggers/antecedents for the behaviour, and staff response to reduce the behaviour and ensure safety for the student and others.

What it is

A predetermined plan of action to address potential student safety concerns to minimize risk for the student and others.

Strategies

• Develop the plan with a team of teachers, educational workers, administrators, parents/guardians and the student.

• Utilize non-teacher professional reports and recommendations.

• Document the plan on a board template, if available.

• Share the plan with all staff.

• Ensure the plan is available for supply teachers.

• Revise the plan regularly.

• Communicate regularly with parents/guardians and administrators, especially when plan is used.

• Debrief with staff after each incident and revise plan as needed.

• Track student behaviour.

• Teach needed skills to the student via alternative IEP programming.

• Consider staff training in crisis intervention (for example, Behaviour Management Systems Training (BMST) or Non-Violent Crisis Intervention (NVCI).

See related Student Needs pages for specific strategies:
• Aggression Management
• Anger/Frustration Management Skills
• Anxiety Management Skills
• Personal Safety

Resources

• Autism Ontario Transition and Safety Plan Examples and Templates	• Information Regarding Self-Harm
• Ontario’s Safe and Caring Schools Resource	• Sample Safety Plan
• Sample Safety Plan	• Special Education in Ontario K-12 Policy and Resource Guide, p. A25, Section C, Section E and Section F
• Supporting Minds, Ontario Ministry of Education

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Safety/Emergency Response/Crisis Response Plans