Test-policy

Chair of the Board Role

Date: 2003 11 25 / 2006 11 21 / 2013 03 05 / 2019 11 12

Policy Statement

The Chair of the Board safeguards the integrity of the Board’s process and represents the Board of Trustees to outside parties.

Policy Goals

The authority of the Chair is found in legislation and is delineated accordingly:

  1. The Chair’s role is to assure that the Board is in compliance with its own rules and those legitimately imposed upon it through Ontario Acts, Statutes and Regulations.
    1. Meeting discussion content will be only those matters which, according to Board policy, Ontario Acts, Statutes and Regulations are within the purview of the Board of Trustees, not the Director of Education.
    2. Deliberation will be fair, open and thorough but also timely, orderly and kept to the point.
  2. The Chair has authority to make decisions that fall within Board policies on Governance Process and Board: Director Relationship, except where the Board specifically delegates portions of this authority to another individual or committee(s). The Chair is authorized to use any reasonable interpretation of the provisions in these policies.
    1. The Chair is empowered to chair Board meetings, with all the commonly accepted responsibility of that position, and in accordance with the Procedural By-laws of St. Clair Catholic District School Board.
    2. The Chair has no individual authority to make decisions about policies created by the Board within policy areas.
    3. The Chair, as well as the Director, are the designated spokespersons and shall represent the Board to all outside parties, including the media, in announcing Board-stated positions.
    4. The Chair may delegate this authority but remains accountable for its use.
    5. The Chair and/or Vice Chair, in consultation with the Director of Education, shall be responsible for the preparation of the meeting agendas, and may include other items identified by the Board.
    6. The Chair will provide leadership to the Board in maintaining the Board’s focus on its mission and vision; and assume such other responsibilities as may be specified by the Board.

Policy & Procedures

Procedure

Sec. D: Staff & Volunteers

Criminal Background Checks for Employees and Volunteers

Date: 2002 11 26 / 2007 01 30 / 2015 04 28 / 2022 05 31

Administrative Procedures

  1. Responsibilities New Employees
    1. The senior administrator responsible for Human Resource Services or designate shall ensure offer of employment letters for new hires includes a statement confirming that the offer of employment with the Board is conditional upon the submission of an acceptable Criminal Background Check (CBC). All positions of trust or authority over vulnerable persons require a Vulnerable Sector Check. Human Resource Services will identify if a Vulnerable Sector Check is required.
    2. An employee candidate’s original CBC will be collected, reviewed by the appropriate Officer – Human Resource Services, and filed in a secure location commensurate with the confidential nature of the material.
    3. Where a CBC for an employee candidate reports a conviction, the Officer – Human Resource Services shall contact the senior administrator responsible for Human Resources for adjudication prior to the commencement of employment.
    Current Employees
    1. All employees who have previously submitted a CBC are required to complete an annual Offence Declaration.
    2. The senior administrator responsible for Human Resource Services shall annually notify all employees of the requirement to complete an annual Offence Declaration.
    3. Current employees who may not have previously provided a Vulnerable Sector Check upon hire will be required to do so, at the employee’s expense, if they transfer or transition to a position of trust or authority over vulnerable persons. If an employee’s Vulnerable Sector Check contains criminal charge(s), the Board’s Adjudication Protocol, outlined below, will be applied to determine the appropriate course of action.
    Volunteers
    1. The Principal shall ensure the volunteer screening process outlined in the Board’s Volunteer Policy, which includes directing the volunteer to submit a CBC, is completed prior to any volunteer commencing their duties. All volunteer positions of trust or authority over vulnerable persons require a Vulnerable Sector Check.
    2. All volunteers who have previously submitted a CBC are required to complete an annual Offence Declaration.
  2. Expectations
    1. Employee candidates and volunteers must obtain a CBC through the local or regional police services department in the area in which the individual resides. The cost of the CBC is the sole responsibility of the employee candidate or volunteer.
    New Employees
    1. Employee candidates shall not commence employment until a verification of their CBC has been supplied by the Board.
    Current Employees
    1. An employee who fails to provide an annual Offence Declaration prior to the commencement of the school year will result in the employee being suspended without pay pending submission of the Offence Declaration.
    2. An employee who knowingly makes a false statement on an Offence Declaration will be subject to disciplinary action up to and including discharge from employment.
    Volunteers
    1. Volunteers shall not commence volunteer service until a verification of their CBC has been supplied by the Principal.
    2. A volunteer who fails to provide an annual Offence Declaration prior to the commencement of the school year will result in the volunteer being prohibited from volunteering pending submission of the Offence Declaration.
    3. A volunteer who knowingly makes a false statement on an Offence Declaration will be prohibited from volunteering.
  3. Emergency Provision
    1. Normally, an employee candidate shall not commence employment with the Board until a current verification of their CBC has been supplied by the Board. Only in an exceptional circumstance, for positions that do not have direct and regular contact with students, will a person be permitted to commence employment with the Board before the Board has received the CBC. In such a case, the employee candidate will be required to provide an Offence Declaration which may, at the Director of Education’s sole discretion, permit the employee candidate to commence employment prior to the submission of the CBC.

      Before any such exception is made, a binding agreement shall be entered into between the employee candidate and the Board, ensuring that the CBC be provided without delay and in a timely manner.

      This agreement will preserve the Board’s right to revoke the offer of employment, should the Offence Declaration provided by the employee candidate prove to be false or misleading in any respect, or if the CBC is determined to be unacceptable.

  4. Adjudication Process
    1. Where evidence is received of a criminal conviction or other relevant conviction, the senior administrator in Human Resource Services, in consultation with the Director of Education, will consider at least the following factors in determining an appropriate course of action:
      1. The length of time since offence(s);
      2. Any involvement of children and/or sexual activity and/or violence and/or acts of dishonesty in the offence(s);
      3. The employment history;
      4. The employee’s attitude towards offence(s);
      5. Any treatment, counselling or other services received since the offence(s);
      6. Other steps taken to rehabilitate;
      7. Any likelihood offence(s) will be repeated;
      8. If alcohol or illegal drugs were a factor in commission of offence(s);
      9. The degree of co-operation with this investigation;
      10. If the offence(s) committed while employed by the Board;
      11. If the employee is a teacher, relevance of offence(s) to teacher duties as set out in the Education Act and Regulations;
      12. If employee is not a teacher, relevance of offence(s) to their employment duties; and
      13. Whether the offence(s) require any action pursuant to The Student Protection Act (including notification of the Ontario College of Teachers)

      The course of action may include disciplinary action up to and including dismissal, and/or withdrawal of offer, and shall be in compliance with other Board policies, collective agreements and legislation.

  5. Additional Information
    1. The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

Definitions

Criminal Background Check (CBC)
means a document concerning an individual which:
  1. Was prepared by a police force or service from national data on the Canadian Police Information Centre (CPIC) database within six (6) months before the date the Board collects the document;
  2. Provides information concerning the individual's police record including Criminal Code (Canada) convictions, pardoned sexual offences, records of convictions under the Controlled Drugs and Substances Act, Narcotic Control Act and Food and Drugs Act and all outstanding warrants and charges; and
  3. Includes a Criminal Record and may include a Vulnerable Sector check.
Offence Declaration
means, in respect of a Board, a written or electronic declaration signed by an individual listing all of the individual’s convictions for offences under the Criminal Records Act (Canada) up to the day of the declaration:
  1. That are not included in a Criminal Background Check collected by the Ontario College of Teachers;
  2. That were not included in the last Criminal Background Check collected by the Board;
  3. For which a pardon under Section 4.1 of the Criminal Records Act (Canada) has not been issued or granted.
Volunteer
a non-employee approved by a Supervisory Officer, Principal or Manager who provides services without remuneration to the Board, a school or other Board operated facility or program. The following volunteers will be required to submit a CBC:
  1. Volunteers who assist in the school on a weekly basis;
  2. Supervisors on overnight excursions;
  3. Students on practicum assignments from university and college programs, including co-op programs;
  4. Non-parent, non-guardian volunteers not known to the school community;
  5. Regular drivers of children; and
  6. Others, as deemed necessary by the Principal.
Employee Candidate
a person who has been extended a conditional offer of employment by the Board.
Vulnerable Sector Check
is a Criminal Background Check designed to ensure individuals in a position of trust or authority over vulnerable populations through employment or volunteer work do not have a criminal history, or any other history which may indicate that they may pose a threat to vulnerable populations. It is a collection of offence information, including convictions, outstanding warrants, charges and judicial orders available from a local police agency's records management system and other systems/records where authorized. This check will include sexual offence convictions for which the individual has received a record suspension where authorized by the Minister of Public Safety and Emergency Preparedness.

References

  • Education Act
  • Student Protection Act

    Date: 2015 02 24 / 2023 05 30

    Administrative Procedures

    The St. Clair Catholic District School Board recognizes concussions as a serious injury which requires appropriate follow-up measures to reduce risk of potential additional injury. Concussion awareness, prevention, identification, and management are a priority for the Board. The implementation of the Board’s Concussion Policy and Administrative Procedure is another important step in creating healthier schools.

    1. Responsibilities

      1. The Superintendent of Education will:

        1. Perform an annual review of the Concussion Administrative Procedure to ensure guidelines align with current best practice recommendations and, at minimum, Ontario Physical and Health Education Association concussion guidelines.
        2. Create a concussion Board report (Ontario School Boards’ Insurance Exchange /Appendix 1, Student Concussion Diagnosis Report), to be completed by school principals, to track student concussions and record staff concussion education.
        3. Review concussion Board reports annually to ensure compliance with and effectiveness of the Administrative Procedure.
        4. Provide concussion education to all school personnel and volunteers.
        5. Implement concussion awareness and education strategies for students and their parents/guardians.
        6. Provide support to schools and staff to ensure enforcement of Return to Learn/Return to Physical Activity Plan (Appendix 2) and Board Concussion Administrative Procedures.
        7. Provide resources so that all board staff, including volunteers, involved in physical activity education and supervision (includes but not limited to: recess supervision, curricular, interschool, and intramural physical activity, before and after school care), are trained to recognize signs and symptoms of a suspected concussion and what immediate action to take.
        8. Share the information on the Concussion Administrative Procedure with the school community, including organizations that use the school facilities, such as community sports organizations and licensed child-care providers operating in schools of the Board.

      2. Principal will:

        1. Abide by the Concussion Administrative Procedure.
        2. Review procedures with staff, volunteers, parents/guardians, and students so they are aware of the Concussion Administrative Procedure and understand their roles and responsibilities.
        3. Support all staff to ensure the Concussion Administrative Procedure is followed.
        4. Arrange for concussion in-servicing for staff and coaching volunteers and repeat as necessary.
        5. Use the Tool to Identify A Suspected Concussion (Appendix 6) and include in occasional teacher lesson plans and field trip folders.
        6. Share concussion information with students and their parents/guardians.
        7. Follow OPHEA safety guidelines.
        8. Work as closely as possible with students, parents/guardians, staff, volunteers, and health professionals to support concussed students with their recovery and academic success.
        9. Maintain up to date emergency contact and telephone numbers.
        10. Complete concussion Board report (OSBIE/Appendix 1, Student Concussion Diagnosis Report) as each injury occurs or each term/semester.
        11. Attempt to obtain parental/guardian cooperation in reporting all non-school related concussions.
        12. Provide concussion information so it is readily available to all school staff and volunteers.
        13. Ensure that all incidents are recorded, reported, and filed as required by this Administrative Procedure, as appropriate, and with an OSBIE incident report form.
        14. Coordinate the development of an Individual Education Plan (IEP) for students who are experiencing difficulty in their learning environment as a result of a concussion. See Appendix 3 for Return to Learn Strategies/Approaches.
        15. Approve any adjustments to the student’s schedule as required.
        16. Alert appropriate staff about students with a suspected or diagnosed concussion.
          1. Prior to student return to school, ensure completion and collection of the following documentation: Documentation of Medical Examination Form (Appendix 4).
          2. Documentation for a Diagnosed Concussion – Return to Learn/Return to Physical Activity Plan (Appendix 2). Use discretion to cover costs associated with completing required documentation (e.g. Appendix 2).
        17. File above documents (Appendix 4 & 2) in student’s OSR and provide copy to appropriate school staff.
        18. Appoint primary staff member to act as the student’s liaison to ensure adequate communication and coordination of their needs, once concussion is diagnosed.

      3. School Staff (Includes administration staff, teaching staff, support staff, coaches, volunteers, etc.) will:

        1. Understand and follow Concussion Policy and Administrative Procedure.
        2. Attend and complete concussion training (e.g. initial staff meeting, online resources, workshop, read concussion package, etc.).
        3. Provide age-appropriate concussion education, including prevention, is included for all students participating in activities that could result in a concussion.
        4. Recognize signs, symptoms and respond appropriately in the event of a concussion. See Appendix 5: Concussion Guidelines-The Teachers/Coaches, and Appendix 6: Tool to Identify a Suspected Concussion.
        5. Follow current OPHEA safety guidelines and implement risk management and injury prevention strategies.
        6. Make sure that occasional teaching staff are updated on concussed student’s condition.

      4. Parents/Guardians will:

        1. Review with your child the concussion information that is distributed through the school (e.g. learn signs and symptom of concussion Appendix 7 Concussion Guidelines: The Parents/Caregivers).
        2. Reinforce concussion prevention strategies with your child.
        3. Understand and follow parents/guardian roles and responsibilities in the Administrative Procedure.
        4. Ensure child is assessed by physician/nurse practitioner as soon as possible, on the same day, in the event of a suspected concussion.
        5. Cooperate with school to facilitate Return to Learn/Return to Physical Activity Plan (Appendix 2).
        6. Follow physician/nurse practitioner recommendations to promote recovery.
        7. Be responsible for the completion of all required documentation and associated costs.
        8. Support your child’s progress through recommended Return to Learn/Return to Physical Activity Plan (Appendix 2) guidelines.
        9. Collaborate with school to manage suspected or diagnosed concussions appropriately.
        10. Report non-school related concussion to principal (Return to Learn/Return to Physical Activity guidelines will still apply).

      5. Students will:

        1. Learn about concussions, including prevention strategies, signs and symptoms, concussion management and student roles and responsibilities, through applicable curriculum.
        2. Immediately inform school staff of suspected or diagnosed concussions occurring during or outside of school.
        3. Inform school staff if you experience any concussion related symptoms (immediate, delayed or reoccurring).
        4. Remain on school premises until parent/guardian arrives if concussion is suspected.
        5. Communicate concerns and challenges during recovery process with staff concussion liaison, school staff, parents/guardians, and health care providers.
        6. Follow concussion management strategies as per medical doctor/nurse practitioner direction and Return to Learn/Return to Physical Activity guidelines.

      6. Physician and/or other health care professionals may:

        1. Assist in the development of an individualized academic and physical concussion management plan.
        2. Monitor recovery process and modify concussion management plan as required.
        3. Complete required documentation Return to Learn/Return to Physical Activity Plan (Appendix 2).
        4. If symptoms persist beyond 10 days, additional medical referrals may be made.

      7. Acting in Good Faith

        Despite prevention strategies listed above, head injuries will still occur. St. Clair Catholic District School Board staff and volunteers who are involved in intramural or inter-school athletics or any part of the health and physical education curriculum will not be held personally liable in a civil proceeding for an act or omission if the person acts reasonably in the circumstances and in good faith.

    2. Expectations

      1. Concussion prevention and management requires the cooperation of all partners in the school community. To ensure the safety of students while they enjoy the many benefits of being active, parents/guardians, students, volunteers, staff, and the St. Clair Catholic District School Board must all understand and fulfill their responsibilities. It is critical to a student’s recovery that Return to Learn/Return to Physical Activity Plan be developed through a collaborative team approach led by the school principal. This team should include the concussed student, his/her parents/guardians, school staff and volunteers who work with the student, and the medical doctor/nurse practitioner. Ongoing communication and monitoring by all members of the team is essential for the successful recovery of the student.
      2. Immediate action must be taken by the individual (e.g. principal, teacher, coach) responsible for the student if the student receives a blow to the head, face or neck, or a blow to the body that transmits a force to the head.
      3. For a simplified version of roles and responsibilities in suspected and diagnosed concussion see Appendix 9: Concussion Management Flow Chart: Roles and Responsibilities in Suspected and Diagnosed Concussions.

    3. Action Plans

      1. Initial Response Unconscious Student (or when there was any loss of consciousness)

        Action

        [Responsibility]

        Stop the activity immediately—assume concussion
        [Supervising School Staff/Volunteers]
        Initiate school Emergency Action Plan and call 911. Assume neck injury. Only if trained, immobilize student. DO NOT move the student or remove athletic equipment unless breathing difficulty
        [Supervising School Staff/Volunteers]
        Remain with student until emergency medical service arrives
        [Supervising School Staff/Volunteers]
        Contact student’s parent/guardian (or emergency contact) to inform of incident and that emergency medical services have been contacted
        [Supervising School Staff/Volunteers]
        Monitor student and document any changes (physical, cognitive, emotional/behavioural).
        [Supervising School Staff/Volunteers]
        If student regains consciousness, encourage student to remain calm and still. Do not administer medication (unless the student requires medication for other conditions (e.g. insulin))
        [Supervising School Staff/Volunteers]
        Complete and sign Appendix 6 Tool to identify a Suspected Concussion and, if present, provide duplicate copy to parent/guardian retaining a copy.
        [Supervising School Staff/Volunteers]
        If present, provide the parent/guardian a copy of Appendix 4 Documentation of Medical Examination and inform parent/guardian that form needs to be completed and submitted to principal prior to student’s return to school.
        [Supervising School Staff/Volunteers]
        Complete Board injury report (Appendix 1 Student Concussion Diagnosis Report/OSBIE), inform principal of suspected concussion, and forward copy of the completed and signed Appendix 6 Tool to Identify a Suspected Concussion.
        [Supervising School Staff/Volunteers]
        Ensure student is examined by a medical doctor or nurse practitioner as soon as possible that day
        [Parent/Guardian/Emergency Contact]
        Once diagnosis is made complete Documentation of Medical Examination Appendix 4 and return completed and signed document to school principal prior to student’s return to school.
        [Parent/Guardian]
        Inform all school staff (e.g. classroom teacher, PRTs, physical education teachers, intramural supervisors, recess supervisors, coaches) and volunteers who work with the student of the suspected concussion
        [Principal]
        Indicate that the student shall not participate in any learning or physical activities until parent/guardian communicates the results of the medical examination to the school principal
        [Principal]

      2. Conscious Student

        Action

        [Responsibility]

        Stop the activity immediately
        [Supervising School Staff/Volunteers]
        Initiate school Emergency Action Plan
        [Supervising School Staff/Volunteers]
        When safe to do so, remove student from current activity/game
        [Supervising School Staff/Volunteers]
        Conduct an initial concussion assessment of the student using Appendix 6 Tool to Identify a Suspected Concussion (or pocket CRT)
        [Supervising School Staff/Volunteers]

      3. If Concussion is Suspected – If in Doubt, Sit them Out

        Action

        [Responsibility]

        Do not allow student to return to play in the activity, game or practice that day even if the student states she/he is feeling better
        [Supervising School Staff/Volunteers]
        Contact the student’s parent/guardian (or emergency contact) to inform them:
        • Of the incident
        • That they need to come and pick up the student
        • That the student needs to be examined by a medical doctor or nurse practitioner as soon as possible that day
        [Supervising School Staff/Volunteers]
        Monitor and document any changes (i.e. physical, cognitive, emotional/behavioural) in the student. If signs or symptoms worsen, call 911
        [Supervising School Staff/Volunteers]
        Complete, sign, and photocopy Appendix 6: Tool to Identify a Suspected Concussion
        [Supervising School Staff/Volunteers]
        Do not administer medication (unless student requires medication for other conditions-e.g. insulin)
        [Supervising School Staff/Volunteers]
        Stay with student until his/her parent/guardian (or emergency contact) arrives.
        [Supervising School Staff/Volunteers]
        Student must not leave the premises without parent/guardian supervision
        [Supervising School Staff/Volunteers & Student]
        Provide parent/guardian (emergency contact) signed copy of Appendix 6 Tool to Identify a Suspected Concussion, retaining a copy
        [Supervising School Staff/Volunteers]
        Provide parent/guardian (or emergency contact) copy of Appendix 4 Documentation of Medical Examination and inform parent/guardian that form needs to be completed and submitted to principal prior to student’s return to school
        [Supervising School Staff/Volunteers]
        Ensure student is examined by a medical doctor or nurse practitioner as soon as possible that day
        [Parent/Guardian/Emergency Contact]
        Complete Board injury report (Appendix 1 Student Concussion Diagnosis Report/OSBIE), inform principal of suspected concussion, and forward copy of the completed and signed Appendix 6 Tool to Identify a Suspected Concussion.
        [Supervising School Staff/Volunteers]
        Inform parent/guardian (or emergency contact) that the student must be examined by a medical doctor or nurse practitioner as soon as possible that day
        [Supervising School Staff/Volunteers]
        Complete Documentation of Medical Examination Appendix 4 once diagnosis is made and return completed and signed document to school principal prior to student’s return to school.
        [Parent/Guardian]
        Inform all school staff (e.g. classroom teacher, PRT’s, physical education teachers, intramural supervisors, coaches) and volunteers who work with the student of the suspected concussion
        [Principal]
        Indicate that the student shall not participate in any learning or physical activities until parent/guardian communicates the results of the medical examination to the school principal
        [Principal]

      4. If signs are NOT observed, symptoms are NOT reported AND student passes Quick Memory Function Assessment (Appendix 6)

        Action

        [Responsibility]

        Recommended precautionary withdrawal of student from physical activity
        [Supervising School Staff/Volunteers]
        Inform parent/guardian (or emergency contact) of the incident and provide signed copy of Appendix 6 Tool to Identify a Suspected Concussion, retaining a copy. Explain to parent/guardian (or emergency contact) that student should be monitored for 24-48 hours after the incident as concussion symptoms may take hours or days to emerge. If any signs or symptoms appear, the student needs to be examined by medical doctor or nurse practitioner as soon as possible on the same day and results shared with principal before return to school.
        [Supervising School Staff/Volunteers]
        Inform Supervising School Staff/Volunteers if symptoms appear during learning or any activity
        [Student]
        If symptoms appear proceed with Action items under “If a concussion is suspected”
        [Supervising School Staff/Volunteers & Parent/Guardian/Emergency Contact]

    4. Once Diagnosis is Made

      1. If NO CONCUSSION is diagnosed student may resume regular learning and physical activity.

        Action

        [Responsibility]

        Communicate diagnosis to school principal and return completed and signed Appendix 4 Documentation of Medical Examination
        [Parent/Guardian]
        Inform all school staff (e.g. classroom teacher, PRT’s, physical education teachers, intramural supervisors, recess supervisors, coaches) and volunteers who work with the student of the diagnosis
        [Principal]
        File any related written documentation of the incident and results of the medical examination (e.g. in the student’s OSR)
        [Principal]
        Resume regular learning and physical activity
        [Student]

      2. If CONCUSSION IS DIAGNOSED: Return to Learn/Return to Physical Activity (Note: Student must successfully complete return to learn steps before initiating return to physical activity steps)

        Action

        [Responsibility]

        Communicate diagnosis to school principal and return completed and signed Appendix 4 Documentation for a Diagnosed Concussion. Also report non-school related concussions.
        [Parent/Guardian]
        Provide parent/guardian Document for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan form Appendix 2 and indicate that student must be symptom free or improved and form needs to be completed and signed before student can return to school. Ensure parent/guardian understands the plan, addressing their questions, concerns, and working with parent/guardian to overcome any barriers.
        [Principal]
        Complete Step 1-Return to Learn/Return to Physical Activity: Keep student home for cognitive rest (no school, no homework, no texting, no screen time) and physical rest (restricting recreational/leisure and competitive physical activities) until student is feeling better. Once symptoms start to improve, gradually increase mental activity (limit activities such as reading, texting, television, computer, and video games that require concentration and attention to 5-15 minutes). If moderate symptoms return, stop activity and allow student 30 minute break to resolve symptoms. If symptoms don’t resolve, return to complete cognitive rest. Continue to gradually increase mental activity and monitor symptoms.
        [Parent/Guardian & Student]
        Continue cognitive and physical rest at home for at least 24-48 hours (or longer) until student’s symptoms are improving or he/she is symptom free. Student should be able to complete 1-2 hours of mental activity (e.g. reading, homework) at home for one to two days before attempting return to school.
        [Parent/Guardian & Student]
        Inform all school staff (e.g. classroom teacher, PRTs, physical education teachers, intramural supervisors, yard duty supervisors, coaches) and volunteers who work with the student of the diagnosis
        [Principal]
        Identify collaborative team (i.e. principal, concussed student, his/her parents/guardians, school staff and volunteers who work with the student, and the student’s medical doctor/nurse practitioner) and designate a school staff member of the team as the concussion liaison to serve as the main point of contact for the student, the parent/guardians, or other school staff & volunteers who work with the student, and the medical doctor or nurse practitioner
        [Principal]
        Meet with collaborative team to review potential cognitive and emotional/behavioural difficulties student may experience, explain how these symptoms can impact learning and identify strategies/approaches to manage these symptoms. See Appendix 3 Return to Learn Strategies/Approaches
        [Principal]
        Ensure collaborative team understands the importance of not placing undue pressure on concussed student to rush through the return to learn/physical activity steps to avoid prolonged or increased symptoms. Return to learn should proceed slowly and gradually
        [Principal]

      3. Student’s Symptoms are improving.

        Action

        [Responsibility]

        Complete, sign and forward Appendix 2 Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan section titled Step1-Return to Learn/Return to Physical Activity
        [Parent/Guardian]
        Proceed to Step 2a-Return to Learn: Student returns to school. Develop and implement Individual Education Plan (IEP) (See Appendix 3 for Return to Learn Strategies/Approaches) with slow and gradual increases in cognitive activity (both at home and at school). Absolutely no recreational/leisure and competitive physical activity.
        [Principal, Concussion Liaison, PRT, Parent/Guardian, Medical Doctor/Nurse Practitioner, Student, Parent/Guardian]
        Monitor the student’s progress through the Return to Learn/Return to Physical Activity Plan. This may include identification of the student’s symptoms and how he/she responds to various activities. Strategies may need to be developed or modified to meet the changing needs of the student
        [Concussion Liaison (in consultation with other members of the collaborative team)]
        Follow individualized classroom strategies/approaches for return to learn plan until student is symptom free
        [School Staff, volunteers, student]

      4. Student is Symptom Free.

        Action

        [Responsibility]

        Complete, sign and forward Appendix 2 Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan Step 2a)
        [Parent/Guardian]
        Inform all school staff (e.g. classroom teacher, PRTs, physical education teachers, intramural supervisors, coaches, Concussion Liaison, and volunteers) who work with the student that student is symptom free and can return to regular learning activities without individualized classroom strategies and/or approaches. Student can proceed to Step 2-Return to Physical Activity see Appendix 2 Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan.
        [Principal]
        Closely monitor student for the return of any concussion symptoms and/or deterioration of work habits and performance
        [Concussion Liaison (in consultation with other members of the collaborative team)]
        Report any return of symptoms to supervising staff/volunteer
        [Student]
        If symptoms return, stop activity and see Table below titled: Return of Symptoms. For more information see the last sections of Appendix 2: Documentation for a Diagnosed Concussion Return to Learn/Return to Physical Activity Plan.
        [Supervising Staff/Volunteer]
        Begin regular learning activities without individualized classroom strategies and/or approaches and initiate Step 2-Return to Physical Activity: individual light aerobic physical activity (e.g. walking, swimming or stationary cycling) only. Objective is to increase heart rate. Absolutely No participation in resistance/weight training, competition (including practices, scrimmages), participation with equipment or other students, drills, and body contact.
        [Student and Supervising Staff/Coaches/Volunteer]
        Complete and sign Appendix 2 Documentation for a Diagnosed concussion-Return to Learn/Return to Physical Activity Plan Step 2-Return to Physical Activity if your child/ward is symptom free after participating in light aerobic physical activity and return to principal.
        [Parent/Guardian]
        Inform all school staff (e.g. classroom teacher, PRT’s, physical education teachers, staff supervisors, recess supervisors, coaches, Concussion Liaison, and volunteers) who work with the student that he/she may proceed to Step 3-Return to Physical Activity. Provide supervising staff/coaches/volunteers Appendix 2 Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan to record student progress through Step 3 and 4.
        [Principal]
        Continue with regular learning activities at school and begin Step 3: individual sport specific physical activity only (e.g. running drills in soccer, skating drills in hockey, shooting drills in basketball) to add movement. Absolutely No resistance/weight training, competition (including practices, scrimmages), body contact, head impact activities (e.g. heading a soccer ball) or other jarring motions (e.g. high speed stops, hitting a baseball with bat)
        [Student and Supervising Staff/Coaches/Volunteer]
        If symptom free, proceed to Step 4-Return to Physical Activity. Student may begin activities where there is no body contact (e.g. dance, badminton); light resistance/weight training; non-contact practice; and non-contact sport-specific drills (e.g. passing drills in football and ice hockey) to increase exercise, coordination and cognitive load. Absolutely no activities that involve body contact, head impact (e.g. heading soccer ball) or jarring motions (e.g. high speed stops, hitting a baseball with a bat)
        [Student and Supervising Staff/Coaches/Volunteer]
        Record student’s progress through Steps 3 and 4. Once student has completed Steps 3 and 4 and is symptom free, complete and sign Appendix 2 Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan form section titled “Step 4-Return to Physical Activity”. Communicate with parent/guardian that the student has successfully completed Steps 3 and 4 and return completed and signed form Appendix 2 to parent/guardian to obtain medical doctor/nurse practitioner diagnosis and signature
        [Supervising Staff/Coaches/Volunteers/Concussion Liaison]
        Provide school principal with written documentation from a medical doctor or nurse practitioner (e.g. completed and signed Appendix 2 -Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan section titled “Medical Examination”) that indicates the student is symptom free and able to return to full participation in physical activity
        [Parent/Guardian]
        Inform all school staff (e.g. classroom teacher, PRTs, physical education teachers, intramural supervisors, yard duty supervisors, coaches, Concussion Liaison, and volunteers) who work with the student that student may proceed to Step 5-Return to Physical Activity. File written documentation (e.g. completed and signed Appendix 2-Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan section titled “Medical Examination”) in student’s OSR.
        [Principal Parent/Guardian]
        Continue with regular learning activities and begin Step 5: resume full participation in regular physical education/intramural/interschool activities in non-contact sports and full training practices for contact sports. The objective is to restore confidence and assess functional skills by teacher/coach. Absolutely no competitions (e.g. games, meets, events) that involve body contact.
        [Student and Supervising Staff/Coaches/Volunteers]
        If student remains symptom free, proceed to Step 6: Return to full participation in contact sports with no restrictions
        [Student and Supervising Staff/Coaches/Volunteers]

      5. Return of Symptoms.

        Action

        [Responsibility]

        Report any return of symptoms to supervising staff/volunteers
        [Student]
        If signs of returned concussion symptoms and/or deterioration of work habits and performance occur, stop activity and contact student’s parent/guardian
        [Supervising staff/volunteer/Concussion Liaison]
        (or emergency contact) and report to principal. Complete Board (Appendix 1 Student Concussion Diagnosis Report/OSBIE) report and forward to principal who will file in student record
        []
        Contact parent/guardian (or emergency contact) to inform of returned symptoms and need for medical examination on the same day. Provide Appendix 2 Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan form and indicate that the last section titled “Return of Symptoms” must be completed, signed and returned before student can return to school.
        [Principal or Concussion Liaison/School Designate (if Principal not available)]
        Have student examined by a medical doctor/nurse practitioner as soon as possible on the same day
        [Parent/Guardian]
        Complete, sign and forward Appendix 2 Documentation for a Diagnosed Concussion-Return to Learn/Return to Physical Activity Plan section titled “Return of Symptoms” to principal
        [Parent/Guardian]
        Follow medical doctor/nurse practitioner’s treatment
        [Student & Parent/Guardian]
        Inform all school staff (e.g. classroom teacher, PRTs, physical education teachers, intramural supervisors, yard duty supervisors, coaches), Concussion Liaison, and volunteers who work with the student that student has experienced return of symptoms and which step of the Return to Learn/Return to Physical Activity to proceed from.
        [Principal]

    5. Key Considerations

      1. Cognitive or physical activities can cause student’s symptoms to reappear
      2. Each step in the action plan must take a minimum of 24 hours and the length of time needed to complete each step will vary based on the severity of the concussion and the student
      3. The signs and symptoms of a concussion often last for 7-10 days, but may last longer in children and adolescents
      4. Compared to older students, elementary school children are more likely to complain of physical problems or misbehave in response to cognitive overload, fatigue, and other concussion symptoms
      5. If a student returns to activity while symptomatic, or before the brain has fully recovered, they are at an increased risk of sustaining another concussion with symptoms that can be prolonged and increased
      6. Principals, supervising staff, coaches and volunteers must not place pressure on injured students to “Return to Learn” or “Return to Physical Activity” prematurely
      7. Should finances inhibit parent/guardian ability to submit required medical documentation, school must incur these related costs
      8. Parents/guardians must report non-school related concussions
      9. Return to Learn/Return to Physical Activity steps must be followed regardless of where diagnosed concussion occurred.

    6. Encouraging Parent/Guardian Cooperation

      If the Parent/Guardian refuses a physician consultation and/or refuses to adhere to the concussion administrative procedure the principal will:

      1. Discuss parental concerns (e.g. documentation fees) surrounding the process and attempt to address these concerns
      2. Provide rationale for the required steps of the Concussion Administrative Procedure
      3. Include parent/guardian and their child in every step of the recovery process
      4. Provide parents with concussion information to increase their awareness and knowledge
      5. Re-iterate the importance of obtaining an official diagnosis from trained physician
      6. Explain to parent/guardian if staff feels immediate medical attention is required that they are obligated to call 911 even on parent refusal
      7. Inform parent/guardian that school is obligated to follow the steps of the “Return to Learn” and “Return to Physical Activity” process
      8. If unsuccessful in acquiring full parental cooperation seek support from Senior Administration

    7. Prevention

      Regardless of the steps taken to prevent injury, some students will continue to be injured. The severity of the injury can be mitigated by the following:

      1. Awareness and Education for coaches, staff, parents and students to:
        1. Recognize the symptoms of concussion;
        2. Remove the student from play;
        3. Refer the student to a medical doctor/nurse practitioner.
      2. Wearing the sport specific protective equipment:
        1. Equipment should fit properly;
        2. Equipment should be well maintained;
        3. Equipment should be worn consistently and correctly;
        4. Equipment should meet current safety standards;
        5. Damaged or expired equipment should be replaced.
      3. Follow OPHEA sport specific safety guidelines and enforce the fair play code of conduct.
      4. Ensure all students receive instruction, understand and follow the sport/activity specific safety rules and skills prior to participation (e.g. eliminate all checks to the head and eliminate all hits from behind).
      5. Teach skills in proper progression (e.g. emphasize the principles of head-injury prevention, keeping the head up and avoiding collision).
      6. Outline the concussion risks associated with the activity/sport and demonstrate how they can be minimized e.g. teach proper sport techniques - correct tackling in football, effective positioning in soccer, how to avoid over-crowding when using the playground.
      7. Students must follow their supervising staff/coach’s/volunteer’s safety instructions at all times.
      8. Reinforce that it is extremely important not to return to learning or physical activity while still recovering from a concussion to avoid further risk of injury.
      9. Discourage parents/guardians/teachers/coaches, school staff from pressuring recovering concussed students to play or learn before they are ready.
      10. Parents need to reinforce with their child the importance of following the school’s safety procedures.
      11. Parents need to report concussion history on school medical form.
      12. Provide reassurance, support and request/offer academic accommodations as needed.

    8. Additional Information

      The St. Clair Catholic District School Board is committed to the principals of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

    Definitions

    Concussion:

    1. Is a brain injury that causes changes in how the brain functions, leading to symptoms that can be physical (e.g., headache, dizziness), cognitive (e.g., difficulty concentrating or remembering), emotional/behavioural (e.g., depression, irritability) and/or related to sleep (e.g., drowsiness, difficulty falling asleep).
    2. May be caused either by a direct blow to the head, face or neck, or a blow to the body that transmits a force to the head that causes the brain to move rapidly within the skull.
    3. Can occur even if there has been no loss of consciousness (in fact most concussions occur without a loss of consciousness).
    4. Cannot be seen on X-rays, standard CT scans or MRIs.
    5. Is a clinical diagnosis made by a medical doctor or nurse practitioner*.

    *It is critical that a student with a suspected concussion be examined by a medical doctor or nurse practitioner as soon as possible on the same day.

    Due to their developing brain and risk taking behavior, children and adolescents are more susceptible to concussion and take the longest to recover. Recent research has made it clear that a concussion can have a significant impact on a student’s cognitive and physical abilities. In fact, research shows that activities that require concentration can actually cause a student’s concussion symptoms to reappear or worsen. It is equally important to help students as they “return to learn” in the classroom as it is to help them “return to physical activity”. Without identification and proper management, a concussion can result in permanent brain damage and in rare occasions, even death.

    Research also suggests that a child or youth who suffers a second concussion before he or she is symptom free from the first concussion is susceptible to a prolonged period of recovery, and possibly Second Impact Syndrome – a rare condition that causes rapid and severe brain swelling and often catastrophic results, including death.

    Signs and Symptoms of a Concussion:

    The first step to managing a concussion is being able to recognize common signs and symptoms. A concussion should be suspected following a blow to the head, face or neck, or a blow to the body that transmits a force to the head. It is important to observe for one or more of the signs or symptoms of a concussion which may take hours or days to appear. Review Appendix 6 for a list of common signs and symptoms and complete this form. Tool to Identify A Suspected Concussion (Appendix 6) is a pocket sized tool that can also be used to identify a suspected concussion when access to Appendix 6 is not convenient (e.g. on the field). Note: Appendix 6 will still need to be completed.

    1. Signs and symptoms may be different for everyone
    2. Signs and symptoms can appear immediately after the injury or may take hours or days to emerge
    3. Concussion symptoms for younger students may not be as obvious compared to older students
    4. A student may be reluctant to report symptoms because of a fear that he/she will be removed from the activity, his/her status on a team or in a game could be jeopardized or academics could be impacted
    5. It may be difficult for students under 10, with special needs, or students for whom English/French is not their first language, to communicate how they are feeling
    6. If student loses consciousness or signs or symptoms worsen, call 911

    References

    Education Act, R.S.O. 1990, c. E.2.

    Ministry of Education, Policy/Program Memorandum 158, School board Policies on Concussion

    OPHEA Guidelines

    Parachute Canada

    The following web links and organizations have information, videos and interactive games for parents, teachers and students on concussion recognition, prevention and management.

    1. Government of Ontario Concussion Awareness Resource EBooklets

      Rowan’s Law: Concussion Awareness Resources:
      https://www.ontario.ca/page/rowans-law-concussion-awareness-resources

    2. Ontario Government Concussion Awareness Resources

      Parachute Canada
      Centre for Disease Control: Traumatic Brain Injury
      Concussions Ontario
      CDC Head Up Resources

    3. Resource ELearning Modules

      Coaches Association of Ontario Parachute

    4. Concussion Awareness Resources

      Dr. Mike Evans: Concussions 101
      Consensus statement on concussion in sport: the 4th International Conference on Concussion in Sport held in Zurich, November 2012
      Ontario Physical Education Safety Guidelines
      Sport Concussion Assessment Tool
      Child Sport Concussion Assessment Tool
      Concussion App
      Dr. Mike Evans: Concussions 101
      Brain Day
      Coaching Association of Ontario

    APPENDICES

    Appendix 1 – Student Concussion Diagnosis Report
    Appendix 2 – Documentation for a Diagnosed Concussion – Return to Learn/Return to Physical Activity Plan
    Appendix 3 – Return to Learn Strategies/Approaches
    Appendix 4 – Documentation of Medical Examination
    Appendix 5 – Concussion Guidelines: Teachers/Coaches
    Appendix 6 – Tool to Identify A Suspected Concussion
    Appendix 7 – Concussion Guidelines: Parents/Caregivers
    Appendix 8 – Parent Sport Risk Consent Form
    Appendix 9 – Concussion Management Flow Chart

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