Page 54 - CARING and SAFE SCHOOLS in ONTARIO

some or all of the following: or interventions for students • support from in-school Additional supports and/ with an IEP may include
team
• referrals for professional assessments and/or to an Identification, Placement,
(IPRC)
community organizations
and Review Committee
• support from outside
agencies and/or
DISCIPLINE APPROACH FOR STUDENTS WITH SPECIAL FIGURE 15. PROCEDURES AND CONSIDERATIONS IN A PROGRESSIVE EDUCATION NEEDS
A student’s IEP may require
some or all of the following:
• modified or alternative accommodations
• various types of
learning expectations • behaviour intervention
• human resources support
strategies
• transition plan
• Assessment to identify student needs and risk factors may
• Identification and provision of a continuum of appropriate
interventions, supports, and consequences (e.g., behaviour support plan, safety plan, internal/external interventions • For some students, development of an Individual Education and resources)
• In considering the most appropriate response to address
consideration:*
o existing, ongoing interventions, including IEP provisions,
include some or all of the following:
behaviour assessment, risk assessment)
Plan (IEP)
inappropriate behaviour, the principal should take into
o the nature and severity of the student’s behaviour
• Identification and application of the most appropriate
response, consistent with board/school progressive
discipline policy
o information from classroom assessment (e.g., behaviour log) Provincial Report Card; previous teachers/school board) o the student’s history (e.g., from Ontario Student Record; o information from other assessments (e.g., functional
o the student’s circumstances (mitigating circumstances and
other factors)
o the impact of the student’s behaviour on the school climate
o the effect of the school climate on the student’s behaviour
where applicable
* If considering whether to suspend a student, the principal must take into
account mitigating and other factors.
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For students with special
education needs, all
interventions, supports,
and consequences must be
consistent with the student’s IEP