22-jun-11

AGENDA School Board Meeting

Wednesday, June 22, 2011 6:00 pm Board Chambers

33 Spectacle Lake Drive Dartmouth, NS

1. CALL TO ORDER 2. APPROVAL OF AGENDA 3. AWARDS / PRESENTATIONS (Normally awards and presentations

will be limited to 5 minutes – the Chair may extend the time limit under unique circumstances.)

4. PUBLIC PRESENTATIONS 5. APPROVAL OF MINUTES/BUSINESS ARISING FROM THE MINUTES May 25, 2011 (Regular Board) 6. CORRESPONDENCE 7. CHAIR’S REPORT 8. SUPERINTENDENT’S REPORT 9. ITEMS FOR DECISION

MOTION:

9.1 Board Member Sheryl Blumenthal-Harrison provided the following notice of motion:

Halifax Regional School Board 33 Spectacle Lake Drive Dartmouth NS B3B 1X7 T 902 464-2000 Ext. 2321 F 902 464-2420

The HRSB would appreciate the support of the public and staff in creating a scent-reduced environment at all meetin

gs. Please turn off your cell phone. Usage is restricted to outside the Board Chambers. Thank you.


The HRSB would appreciate the support of the public and staff in creating a scent-reduced environment at all meetings. Please turn off your cell phone. Usage is restricted to outside the Board Chambers. Thank you.

That criminal records checks must be mandatory for all volunteers in the Halifax Regional School Board schools.

9.2 Board Member David Cameron provided the following notice of motion:

Whereas the governing board has nearly completed three-quarters of its term in office, and Whereas the governing board and senior staff have developed an effective working relationship and a shared appreciation of many of the challenges facing the HRSB and the commitment to continual improvement in student learning, and Whereas it is good practice for governing boards to review their governance practices periodically, and Whereas the governance structure that has developed to date could be more effective in reaching timely decisions on matters of high priority as determined by the governing board, It is moved that an ad hoc committee be struck with the following terms of reference: Proposed Terms of Reference of the ad hoc committee to review the governance structure and procedures of the governing board of the Halifax Regional School Board: The committee will review the current structure and operation of the governing board, including its committees, review relevant literature, consult with senior staff as appropriate, and make recommendations on how the following matters could be dealt with more effectively: 1. The appropriate role of the governing board in the development

and approval of the budget. 2. Whether the two standing committees (Finance and PPP) are

adequate and effective or whether changes in the committee structure should be considered.

3. Whether Leadership Sessions continue to serve as an effective device for professional development and the provision of background information on issues related to the review and development of policy or whether these functions should be integrated into the structure of standing committees and formal board meetings.



4. Consider the processes by which the agendas of board and committee meetings are set, including the processes for identifying and prioritizing the issues by the governing board to be considered at its meetings, so that they can be addressed in an effective and timely fashion.

The ad hoc committee should be struck at the June 22 meeting of the governing board, should work through the summer months, and should report to the governing board at its regular meeting in September.

9.3 Board Member Donna Hubbard provided notice of motion: That the Halifax Regional School Board implement a pilot pay to ride bus option specifically for Millwood and Russell lake locations to address on-going transportation concerns. It would be a one year pilot program beginning in September and it would allow the Board to study its effectiveness.

9.4 Board Member Kirk Arsenault provided notice of motion:

WHEREAS the naming of a school after Edward Cornwallis is deeply offensive to members of our Mi'kmaq communities and to Nova Scotians generally who believe school names should recognize persons whose contributions to society are unblemished by acts repugnant to the values we wish our schools to embody and represent; and WHEREAS Edward Cornwallis, as Governor of Nova Scotia, authorized the killing of Mi’kmaq persons, including women and children, and offered a bounty for such killing, this board finds the naming of a public school after him to be inappropriate and unacceptable; and WHEREAS the Native Council of Nova Scotia, representing the off-reserve Mi'kmaq communities of Nova Scotia, has unanimously passed a motion requesting that the name of the school be changed; and WHEREAS the policy of the Halifax Regional School Board, Code A.001 "Naming School Facilities" , specifies in clause 5.0 that "When a school and/or a community group wishes to rename a school facility a rationale for a change must be approved by the Board prior to the initiation of the process;" BE IT RESOLVED that the Halifax Regional School Board advise the Cornwallis Junior High School Community, through its Principal, that the name of the school is no longer acceptable to the Board and the Board invites the community to propose an alternative name for the school.



10. COMMITTEE REPORTS (Committee reports will be limited to 5

minutes – the Chair may extend the time limit under unique circumstances.)

10.1 Audit Committee

10.2 Finance Committee

10.3 Planning, Policy and Priority Committee

10.3.1 Life-Threatening Allergies Policy 10.3.2 Administration of Medication Policy 10.3.3 Head Lice Policy 10.3.4 Severe Medical Conditions Policy

10.4 Nova Scotia School Boards Association

11. INFORMATION ITEMS

11.1 Report #11-05-1303 - Supports for African Nova Scotian Students –

Heather Chandler, Coordinator, Diversity Management 11.2 Report 11-06-1308 – New Residential Development and Assignment

of Streets to Schools – Charles Clattenburg, Director, Operation Services, and Jill McGillicuddy, Planner

11.3 Report 11-06-1309 – Assignment of Streets in Bedford South/West

and Ravines – Charles Clattenburg, Director, Operation Services, and Jill McGillicuddy, Planner

11.4 Report #11-02-1284 - Annual Purchasing Policy Report – Terri

Thompson, Director, Financial Services 12. NOTICE OF MOTION 13. DATE OF NEXT MEETING

• Board Meeting – September 28, 2011



14. IN-CAMERA

15. ADJOURNMENT

CODE: C.012 Program

LIFE-THREATENING ALLERGIES POLICY Page 1 of 1 Approved: June 24, 1997 Revised: March 30, 2011

LIFE-THREATENING ALLERGIES

POLICY

CONTENTS 1.0 PRINCIPLES 2.0 POLICY FRAMEWORK 3.0 AUTHORIZATION

1.0 PRINCIPLES

1.1 Halifax Regional School Board will maximize the safety of students who may be subject to life-threatening allergic reactions, including anaphylaxis.

1.2 Plans shall be put in place to minimize the risk of anaphylactic reactions

among students by information and awareness, avoidance and emergency response.

1.3 Anaphylaxis management is a shared responsibility that includes students with

life-threatening allergies, their parent(s)/guardian(s), caregivers, and the entire school community.

2.0 POLICY FRAMEWORK

2.1 The Halifax Regional School Board is committed to ensuring this policy is in accordance with the following acts and policies:

2.1.1 Nova Scotia Education Act 2.1.2 C.006 Special Education Policy 2.1.3 C.009 Administration of Medication Policy 2.1.4 B.014 School Trips Policy

2.1.5 C.011 Severe Medication Policy 2.1.6 Student Records Policy 3.0 AUTHORIZATION

3.1 The superintendent is authorized to develop and implement procedures in support of this policy.

LIFE-THREATENING ALLERGIES: PROCEDURES Page 1 of 6 Adopted: June 24, 1997 Revised: March 30, 2011


PROCEDURES CONTENTS 1.0 PRINCIPALS’ RESPONSIBILITIES 2.0 SCHOOL STAFF RESPONSIBLITIES 3.0 PARENT(S)’/GUARDIAN(S)’ RESPONSIBILITIES 4.0 STUDENTS’ RESPONSIBILITIES 5.0 ALLERGIC REACTION RESPONSE 6.0 POLICY REVIEW APPENDICES A. DEFINITIONS B. ANAPHYLAXIS EMERGENCY PLAN 1.0 PRINCIPALS’ RESPONSIBILITIES

1.1 The principal shall:

1.1.1 Ensure that schools are allergen-aware;

1.1.1.1 Post signage that the school is allergen-aware.

1.1.2 Ensure that parent(s)/guardian(s) of students with life-threatening allergies are provided with the Anaphylaxis Emergency Plan at registration and annually;

1.1.3 Ensure that parent(s)/guardian(s) of a child with a life-threatening

allergy have completed the Anaphylaxis Emergency Plan;

1.1.4 Ensure parent(s)/guardian(s) of children with life-threatening allergies complete Form A, Administration of Prescribed Medication to Students, C.009 Administration of Medication Policy;

1.1.5 Review policy and procedures and identify students with life-

threatening allergies as part of opening day procedures with all staff;

1.1.5.1 Establish a plan for informing substitute teachers, student teachers, and school volunteers of students with life-threatening allergies and their Anaphylaxis Emergency


Plans.

1.1.6 Ensure that all staff members who require training in preparation for working with students with life-threatening allergies and for administering an Epinephrine auto-injector, have such training provided;

1.1.7 Establish, and review with parent(s)/guardian(s), safe procedures for

work experience, field trips, extracurricular activities and special events;

1.1.8 Post names and pictures of students with Anaphylaxis Emergency

Plans in the office and staff room;

1.1.9 Have copies of Anaphylaxis Emergency Plans in a file, readily available in the office and staff room;

1.1.10 Maintain up-to-date emergency contact information;

1.1.11 Store additional Epinephrine auto-injectors in safe, unlocked and

accessible locations;

1.1.11.1 Inform staff of the location of Epinephrine auto-injectors and review emergency routines.

1.1.11.2 Ensure used Epinephrine auto-injectors are disposed of in a

puncture-resistant container (sharps container).

1.1.12 Ensure safe lunchroom/cafeteria eating procedures, including adherence to cleaning guidelines for the removal of substances which may be considered life-threatening allergens;

1.1.13 Take into consideration students with life-threatening allergies when

purchasing supplies and materials;

1.1.14 In the event of a student transfer, ensure all relevant information pertaining to the student’s allergy is sent to the new school;

1.1.15 Take precautions to reduce student’s risk of exposure to insect venom;

1.1.15.1 Arrange for prompt removal of insect nests, ensuring

grounds cleanliness, and close supervision of students when they are outside during bee/wasp season.


1.1.15.2 Ensure exit doors remain closed during bee/wasp season.

1.1.16 When made aware that a student with a life-threatening allergy does not have their Epinephrine auto-injector with them at school, contact parent(s)/guardian(s);

1.1.16.1 Notify parent(s)/guardian(s) of their responsibility to

transport the Epinephrine auto-injector to school immediately.

1.1.17 Include a copy of the Anaphylaxis Emergency Plan in the student’s

cumulative file.

2.0 SCHOOL STAFF RESPONSIBILITIES

2.1 School staff shall:

2.1.1 Discuss life-threatening allergies with the class, in age-appropriate terms;

2.1.2 Discourage students from sharing or trading lunches or snacks;

2.1.3 Ensure steps be in place to protect the children with life-threatening allergies during class celebrations and/or school events;

2.1.3.1.1 Notify parents of food-allergic children when food is involved in class activities.

2.1.4 Reinforce hand-washing with soap and water before and after eating;

2.1.5 Ensure that Epinephrine auto-injectors are on the student when on

school trips;

2.1.6 Contact the principal if they become aware of a student with a life-threatening allergy who does not have their Epinephrine auto-injector;

2.1.7 Complete an entry in Form C, Administration of Prescribed

Medication, C.009 Administration of Medication Policy in the event that an Epinephrine auto-injector was administered.

2.1.8 Take into consideration students with life-threatening allergies when

using supplies and materials;


3.0 PARENT(S)’/GUARDIAN(S)’ RESPONSIBILITIES

3.1 Parent(s)/guardian(s) of a child with a life-threatening allergy shall:

3.1.1 Inform the school of their child’s allergy and complete the

Anaphylaxis Emergency Plan provided by the school annually; 3.1.2 Provide a photo of their child for the purpose of posting and placing it

on the emergency plan; 3.1.3 Notify the school immediately if any changes occur to the plan such as

contact information, change in allergies or change in Epinephrine dose;

3.1.4 Be encouraged to provide a MedicAlert® bracelet or other means of

medical identification for their child;

3.1.5 Provide the child with an up-to-date Epinephrine auto-injector(s);

3.1.6 Ensure their child carries an Epinephrine auto-injector on them when they are attending school;

3.1.6.1 In the event that their child does not have their Epinephrine

auto-injector with them at school, parent(s)/guardian(s) will be asked to transport the Epinephrine auto-injector to school immediately.

3.1.7 Provide school with up-to-date contact information;

3.1.8 Provide support to school and teachers as requested;

3.1.9 Provide safe foods for the student on special occasions;

3.1.10 Educate their child as to safe procedures including:

3.1.10.1 Strategies for avoiding exposure to allergens. 3.1.10.2 Symptoms of an allergic reaction. 3.1.10.3 How and when to tell an adult when there is an allergy

related occurrence.

3.1.11 Complete Form A, Administration of Prescribed Medication to


Students, C.009 Administration of Medication Policy annually and update as needed.

4.0 STUDENTS’ RESPONSIBILITIES

4.1 Students with a life-threatening allergy shall:

4.1.1 Carry an Epinephrine auto-injector device at all times while in school, participating in a school event, or on school trips;

4.1.2 Take responsibility for avoiding relevant allergens, as age appropriate

and according to ability;

4.1.3 Be encouraged to wear a MedicAlert® bracelet, or other means of medical identification;

4.1.4 Wash hands with soap and water before and after eating;

4.1.5 Promptly inform an adult, as soon as exposure to an allergen occurs or

symptoms of an allergic reaction appear;

4.1.6 Know how to use the Epinephrine auto-injector when age-appropriate (typically 7 years and up).

5.0 ALLERGIC REACTION RESPONSE

5.1 The following steps in order are to occur in the event of an allergic reaction:

5.1.1 Give Epinephrine auto-injector immediately; 5.1.1.1 If the child wishes to self administer the Epinephrine auto-

injector, the school staff will support this action and assist if necessary.

5.1.2 Lay the child on his/her side;

5.1.3 Call 9-1-1 and tell them someone is having a life-threatening allergic

reaction; 5.1.3.1 If a second person is available, stay with the student and

delegate them to call 9-1-1.

5.1.4 Give a second Epinephrine auto-injector when available if the reaction


continues or worsens in 5-15 minutes from the first dose of Epinephrine;

5.1.5 Ensure the student is transported to hospital immediately by

ambulance for evaluation and observation;

5.1.6 Call the student’s emergency contacts indicated on the Anaphylaxis Emergency Plan.

6.0 POLICY REVIEW

6.1 This policy will be reviewed every three years.

LIFE-THREATENING ALLERGIES: APPENDIX Page 1 of 1 Adopted: June 24, 1997 Revised: March 30, 2011

APPENDIX A


DEFINITIONS Allergen: Any substance that can cause an allergic reaction. Anaphylaxis: A severe allergic reaction to a substance. The reaction may cause

swelling, skin redness, itchiness, difficulty breathing, restlessness, abdominal cramps, vomiting, diarrhea, a rapid heart rate, loss of consciousness, and/or death.

Epinephrine: A hormone that mimics the actions of the sympathetic nervous system

in response to stress (“fight or flight” response). Epinephrine stimulates heart rate and contractility (squeezing ability of the heart), as well as opens the airways. It is the drug of choice to use in the treatment of anaphylaxis.

Epinephrine auto-injector: A device used to administer a specific, pre-measured dose of

epinephrine intramuscularly (into a muscle).

Anaphylaxis Emergency Plan: _________________________________________ (name)

This person has a potentially life-threatening allergy (anaphylaxis) to:

PHOTO

(Check the appropriate boxes.) Peanut Other: __________________________________________ Tree nuts Insect stings Egg Latex Milk Medication:______________________________________

Food: The key to preventing an anaphylactic emergency is absolute avoidance of the allergen. People with food allergies should not share food or eat unmarked / bulk foods or products with a “may contain” warning.

Epinephrine Auto-Injector: Expiry Date: _________________ / __________________

Dosage: EpiPen® Jr 0.15 mg EpiPen® 0.30 mg Twinject® 0.15 mg Twinject® 0.30 mg

Location of Auto-Injector(s): _______________________________________________ Previous anaphylactic reaction: Person is at greater risk. Asthmatic: Person is at greater risk. If person is having a reaction and has difficulty breathing, give epinephrine auto-injector before asthma medication.

A person having an anaphylactic reaction might have ANY of these signs and symptoms:

• Skin system: hives, swelling, itching, warmth, redness, rash• Respiratory system (breathing): coughing, wheezing, shortness of breath, chest pain/tightness, throat tightness, hoarse voice, nasal congestion or hay fever-like symptoms (runny, itchy nose and watery eyes, sneezing), trouble swallowing• Gastrointestinal system (stomach): nausea, pain/cramps, vomiting, diarrhea• Cardiovascular system (heart): pale/blue colour, weak pulse, passing out, dizzy/lightheaded, shock• Other: anxiety, feeling of “impending doom”, headache, uterine cramps, metallic taste

Early recognition of symptoms and immediate treatment could save a person’s life.

Act quickly. The first signs of a reaction can be mild, but symptoms can get worse very quickly.

1. Give epinephrine auto-injector (e.g. EpiPen® or Twinject®) at the first sign of a known or suspected anaphylactic reaction. (See attached instruction sheet.)

2. Call 9-1-1 or local emergency medical services. Tell them someone is having a life-threatening allergic reaction.

3. Give a second dose of epinephrine in 5 to 15 minutes IF the reaction continues or worsens.

4. Go to the nearest hospital immediately (ideally by ambulance), even if symptoms are mild or have stopped. The reaction could worsen or come back, even after proper treatment. Stay in the hospital for an appropriate period of observation as decided by the emergency department physician (generally about 4 hours).

5. Call emergency contact person (e.g. parent, guardian).

Emergency Contact Information

Name Relationship Home Phone Work Phone Cell Phone

The undersigned patient, parent, or guardian authorizes any adult to administer epinephrine to the above-named person in the event of an anaphylactic reaction, as described above. This protocol has been recommended by the patient’s physician.

Patient/Parent/Guardian Signature Date Physician Signature On file Date

CODE: C.009 Program

ADMINISTRATION OF MEDICATIONS TO STUDENTS POLICY Page 1 of 2 Approved: June 22, 2005 Revised: September 28, 2005; May 28, 2008, April 2011

ADMINISTRATION OF MEDICATION TO STUDENTS

POLICY

CONTENTS 1.0 PRINCIPLES 2.0 POLICY FRAMEWORK 3.0 AUTHORIZATION 1.0 PRINCIPLES

1.1 The primary responsibility for administering medication to students is the parent(s)/guardian(s);

1.2 Only prescribed medication that is determined a necessity in order for the student

to attend school may be administered during school hours. 1.3 The Halifax Regional School Board believes that students who require medication

during school hours should receive appropriate care and support at school. 1.4 School personnel may be authorized to administer prescribed medications

required during the school day. 1.5 Medication will be administered to students in a safe and respectful manner

during school hours by designated school staff. 1.6 School personnel have the right to refuse a request to administer medication,

unless such roles are specifically defined in their job description. 2.0 POLICY FRAMEWORK

2.1 Administration of medication to students will be in accordance with the Nova Scotia Education Act and the following acts and policies: 2.1.1 Nova Scotia Pharmacy Act 2.1.2 B.007 Life-Threatening Allergies Policy 2.1.3 C.011 Severe Medical Conditions Policy 2.1.4 B.014 School Trips Policy

2.1.5 Student Records Policy 2.1.6 C.006 Special Education Policy

CODE: C.009 Program

ADMINISTRATION OF MEDICATIONS TO STUDENTS POLICY Page 2 of 2 Approved: June 22, 2005 Revised: September 28, 2005; May 28, 2008, April 2011

3.0 AUTHORIZATION

3.1 The Superintendent in authorized to development and implement procedures in support of this policy.

ADMINISTRATION OF MEDICATIONS TO STUDENTS PROCEDURES Page 1 of 6 Approved: June 22, 2005 Revised: September 28, 2005; May 28, 2008, April 2011


PROCEDURES CONTENTS: 1.0 ADMINISTRATION OF PRESCRIPTION MEDICATIONS TO STUDENTS 2.0 ADMINISTRATION OF NON-PRESCRIPTION MEDICATION TO STUDENTS 3.0 ADMINISTRATION OF PRESCRIPTION INHALED MEDICATION TO

STUDENTS 4.0 NON-EMERGENCY INJECTIONS 5.0 EMERGENCY INJECTIONS 6.0 POLICY REVIEW APPENDICES: A. DEFINITIONS B. FORM A: ADMINISTRATION OF PRESCRIBED MEDICATION TO STUDENTS C. FORM C: ADMINISTRATION OF PRESCRIBED MEDICATION RECORD 1.0 ADMINISTRATION OF PRESCRIPTION MEDICATIONS TO STUDENTS

1.1 Principals shall:

1.1.1 Ensure Form A is completed in full prior to administering any medication(s) to a student during school hours; 1.1.1.1 Upon receipt of Form A and prescribed medication(s):

1.1.1.1.1 Assign a staff member(s) the responsibility for the administration of the prescription medication(s).

1.1.1.1.1.1 Arrange training and provide

information regarding the medication with school staff as necessary.

1.1.1.1.1.2 Ensure each medication is labelled

with the student’s name, drug name, the prescribed dose, the time/administration schedule, and route the medication is to be administered.


1.1.1.1.1.3 Ensure medications are safely stored

and according to instructions provided by the parent(s)/guardian(s).

1.1.1.1.1.4 Keep emergency medications in a safe,

unlocked and accessible location. 1.1.1.1.1.5 Store non-emergency medications in a

locked space with individual containers for each student.

1.1.1.1.1.6 Ensure medications requiring

refrigeration are kept in a secure space, accessible only to school staff.

1.1.1.1.1.7 Ensure medication is administered in a

manner which allows for sensitivity and privacy.

1.1.2 Ensure a medication administration record (Form C) is maintained for

each student who requires a medication be administered during school hours;

1.1.2.1 An entry in Form C must be completed for each dose of

medication administered during school hours.

1.1.2.2 Form C should be retained in a safe location designated by the principal.

1.1.3 Contact the parent(s)/guardian(s) immediately if the correct dose is not

available to be administered;

1.1.3.1 Notify the parent(s)/guardian(s) of their responsibility to immediately transport the medication to school or arrange for the student’s return home for the remainder of the day;

1.1.4 Retain all forms relating to the administration of prescription medications

for one year beyond the end of the school year to which the record pertains;

1.1.5 Inform all school staff, lunch supervisors and bus drivers of the students

who require medication administration during school hours when there is potential for symptoms that would require an intervention, as determined on Form A;


1.1.6 Establish a plan to inform substitutes, student teachers and volunteers of the students who require medication administration during school hours when there is potential for symptoms that would require an intervention, as determined on Form A;

1.1.7 Ensure medication required for students is taken on school trips;

1.1.8 Include a current copy of Form A in the student’s cumulative file.

1.1.9 Contact the parent(s)/guardian(s) immediately if a medication error occurred;

1.1.10 Call 911 in the event of a medication-related emergency.

1.2 Staff members administering prescribed medication shall:

1.2.1 Ensure the five “rights” of medication administration are followed:

1.2.1.1 Right student 1.2.1.2 Right medication 1.2.1.3 Right dose 1.2.1.4 Right time 1.2.1.5 Right route

1.2.2 Complete Form C on a daily basis when medication is administered during

school hours; 1.2.3 Ensure that high alert medications administered during school hours be

witnessed prior to administration and co-signed on Form C;

1.2.4 Document student absences on Form C;

1.2.5 Report a medication error or near miss to the principal immediately; 1.2.6 Notify the principal immediately if the prescribed dose of the student

medication is not available; 1.2.7 Support the student to take an appropriate level of responsibility for his or

her medication as directed by the parent(s)/guardian(s). 1.3 Parent(s)/Guardian(s) shall:


1.3.1 Complete Form A when their child requires a medication be administered during school hours;

1.3.1.1 Form A shall be completed on an annual basis and updated

when a medication changes. 1.3.1.2 Form A shall be submitted to the principal. 1.3.1.3 No medication will be administered to students until Form A is

completed. 1.3.1.4 High alert medications shall be identified in collaboration with

a health care professional and indicated on Form A.

1.3.2 Provide the school with medication doses in the original container dispensed by the pharmacy that is labelled with the student’s name, the name of the drug, the prescribed dose, the administration time/schedule, and the route the medication is to be administered;

1.3.3 Provide a two-week supply at once of the prescribed medication to the

school and when possible in single dose units;

1.3.3.1 Exceptions to the supply may be made for those medications that require refrigeration.

1.3.3.2 It is the responsibility of the parent(s)/guardian(s) to dispose of

all prescribed medication in the event medication remains in the school following the treatment period.

1.3.3.3 If the correct dose is not available, the parent(s)/guardian(s)

will be asked to transport the correct dose of medication to the school immediately.

1.3.3.4 Lack of medication in the correct dosage may result in a

student being sent home. 1.3.3.5 The Halifax Regional School Board is not responsible for

failing to administer medication if parent(s)/guardian(s) have not delivered medication in sufficient dosage to the school.

1.3.4 Communicate medication storage requirements; 1.3.5 Provide clear instructions on what to do if the medication dose is late

and/or missed;


1.3.6 Provide information on the type of medication(s) the student receives at

home, including the time(s) in which the medication(s) is administered;

1.3.6.1 The student may be required to be sent home should the medication scheduled to be administered at home be missed.

1.3.7 Provide the school with a plan of action in the event the student

experiences side effects from the prescribed medication; 1.3.8 Provide an adequate amount of medication for their child when

participating in school trips.

1.4 Students requiring medication during the school day shall: 1.4.1 Communicate any side effects or symptoms of feeling unwell to a staff

person prior to, or after receiving a medication, as age appropriate and according to ability;

1.4.2 Carry an Epinephrine auto-injector device at all times while in school,

participating in a school event, or travelling with a school group when diagnosed with a life-threatening allergy;

1.4.3 Refrain from sharing medication with anyone.

2.0 ADMINISTRATION OF NON-PRESCRIPTION MEDICATION TO STUDENTS

2.1 No medications will be administered to students by school staff during school hours unless it is prescribed by a health care professional.

2.2 Schools may prohibit students from bringing non-prescription medications to

school and self-administering during the school day. In such cases, the school will communicate this school policy to parent(s)/guardian(s).

3.0 ADMINISTRATION OF PRESCRIPTION INHALED MEDICATION TO

STUDENTS

3.1 A request by a parent(s)/guardian(s) for a student under the age of sixteen to administer his or her own medication by inhalation (“puffer”) must be made in writing, by fully completing Form A annually and updating as needed if any changes occur to the medication.


3.2 Schools may require puffers to be stored in the school office. In such cases, the school will communicate this requirement to parent(s)/guardian(s) and students annually.

4.0 NON-EMERGENCY INJECTIONS

4.1 The injection of medication in non-emergency situations will be administered only by licensed health professionals, the parent(s)/guardian(s) or self-administered by an authorized student.

5.0 EMERGENCY INJECTIONS

5.1 The injection of prescription medication for emergency situations will be administered according to the Halifax Regional School Board’s Life-Threatening Allergies Policy (B.007) and Severe Medical Conditions Policy (C.011).

6.0 POLICY REVIEW


ADMINISTRATION OF MEDICATIONS TO STUDENTS APPENDIX A Page 1 of 1 Approved: June 22, 2005 Revised: September 28, 2005; May 28, 2008

C.009 Program

APPENDIX A


DEFINITIONS

High alert medication: Medication that when used in error, has an increased risk for causing significant harm to one’s body; serious medical consequences could result from failure to administer the medication(s) according to an exact schedule or specific manner prescribed.

Near Miss: As defined by the IWK, an event or circumstance with the capacity to cause

harm, which has been detected and corrected before reaching the student. This “good catch” or “near miss” may not have reached the patient due to chance, corrective action and/or timely intervention.

Route: The path by which the medication enters the body. Oral: By mouth. Buccal: By mouth, directed towards the inside cheek. Inhalation: Inhaled directly into the lungs via a mouthpiece or face mask. Subcutaneous injection: Under the skin. Intramuscular injection: Into a muscle.

Prescription(RX): Medication that can be purchased or given out only with written instructions

from a licensed health care provider. Non-prescription medication: Medication that does not require a physician’s authorization. Reliever Medication: A term used to describe a fast-acting or quick-relief medication. For example,

Bricanyl and Salbutamol (Ventolin) are referred to as reliever medications and may be prescribed to treat asthma symptoms in an acute situation. Both of these medications work to relieve symptoms by relaxing the bands of muscle that surround the airways.

Rectal: By rectum. Rescue Medication: A term used to describe a fast-acting or quick-relief medication. For

example, Buccal Midazolam is referred to as a rescue medication and may be prescribed to give during a seizure to stop and/or shorten its duration.

APPENDIX B: FORM A: ADMINISTRATION OF PRESCRIBED MEDICATIONS TO STUDENTS Page 1 of 3 Approved: June 22, 2005 / Revised: September 28, 2005; May 28, 2008, April 2011

Form A Administration of Prescribed Medication to Students

SECTION 1 – TO BE COMPLETED BY PARENT/GUARDIAN

Student Information Name of Student: ___________________________________________________ Home Address: ___________________________________________________ ___________________________________________________ School: ___________________________________________________ Grade: _____________________ Emergency Contacts Name: _______________________________________________________________ Phone Number(s): _______________________________________________________________ Name: _______________________________________________________________ Phone Number(s): _______________________________________________________________ Name: _______________________________________________________________ Phone Number(s): _______________________________________________________________ I hereby request, authorize and empower the Halifax Regional School Board to administer medication as described herein to the student named above. I release any staff member and the Halifax Regional School Board from any legal liability that may result from the administration of such medication. I also agree to indemnify the Halifax Regional School Board against claims at any time made by the student name or by MSI arising out of the administration of medication described herein. I also understand that no more than two weeks dosage of the medication(s) is to be in the school at any time and that I am responsible for completing this form in the event that the prescribed medication, amount or frequency of dosage, handling or storage requirements change. I acknowledge and understand that as a parent or guardian I am responsible to ensure there is medication in sufficient amount and dosage to meet the needs of the student everyday the student is in school and requires the medication to be administered. I also understand and agree that if there is insufficient medication at the school I will be contacted to make arrangements to transport new medication to the school, or to make alternate arrangements for the care of the student for the remainder of the school day. I hereby release any staff member in the Halifax Regional School Board from any legal liability that may result from insufficient amounts of medication being available at the school for administration to the student." If my child is bussed to school, I also understand that I must provide a current photo of him/her for the purpose of providing all information contained herein to the transportation provider. ____________________________________________________ ____________________________________________________

Parent/Guardian Name (Please Print) Parent/Guardian Signature __________________________________ Date

APPENDIX B


Form A

SECTION 2 - TO BE COMPLETED BY PARENT/GUARDIAN

Name of Student ______________________________________________________________ Name of medical condition(s) requiring medication to be given during school hours: ________________________________________________________________ Note: Where possible parent(s)/guardian(s) are asked to establish a schedule for the administration of medication outside of the school day.

Medication #1 Medication #2 Medication #3

Name of medication

High Alert

Yes No

Yes No

Yes No

Required intervention Administer by staff Self administer with

staff monitoring

Administer by staff Self administer with

staff monitoring

Administer by staff Self administer with

staff monitoring

Dose of Medication

Frequency

Time(s) medication to be

given during school hours

Possible side effect(s) of

medication

Course of action in

response to side effect(s)

Route


Storage Requirements for medication

Duration of treatment

(start-finish dates)

Date when medication

first prescribed

Symptoms of overdose and suggested course of

action

State course of action in the event a dose is

missed

___________________________________________________________ ______________________________ Parent/Guardian Signature Date

APPENDIX C: FORM C: ADMINISTRATION OF PRESCRIBED MEDICATIONS RECORD Page 1 of 1 Approved: June 22, 2005 / Revised: September 28, 2005; May 28, 2008, April 2011

Form C

Administration of Prescribed Medication Record TO BE COMPLETED DAILY BY SCHOOL PERSONNEL

Student Name ______________________________________ Medications to be Administered/Monitored by: Name _____________________ Signature ___________________ Initials __________ Name _____________________ Signature __________________ Initials __________ Name _____________________ Signature _________________ Initials __________ Parent(s) / Guardian(s) names, home and emergency telephone numbers: Name ________________________________________________________________________________ Home _________________________ Emergency ________________________ Name ________________________________________________________________________________ Home ________________________ Emergency ________________________ Name and telephone number of health care professional prescribing the medication: Name __________________________________________ Telephone _______________________ Date Medication Time Dose Administered by (and

witnessed where applicable):

Comments

APPENDIX C

CODE: B.005 School Administration

HEAD LICE POLICY Page 1 of 1 Approved September 1997 Revised

HEAD LICE

POLICY CONTENTS 1.0 PRINCIPLES 2.0 POLICY FRAMEWORK 3.0 AUTHORIZATION 1.0 PRINCIPLES

1.1 The Halifax Regional School Board acknowledges that head lice are a common condition that can affect anyone.

1.2 The confidentiality and dignity of students with head lice will be respected. 1.3 The Halifax Regional School Board’s objective is to minimize time missed from school

as a result of head lice. 1.4 Checking for head lice is the responsibility of parent(s)/guardian(s).

2.0 POLICY FRAMEWORK

2.1 The Halifax Regional School Board is committed to ensuring the management of head lice in schools is in accordance with the following guidelines:

2.1.1 Nova Scotia Department of Health and Wellness, Guidelines for

Treatment of Pediculosis Capitis (Head Lice) 2.1.2 Nova Scotia Department of Health and Wellness, How to Prevent, Find and

Treat Head Lice 3.0 AUTHORIZATION

3.1 The Superintendent is authorized to develop and implement procedures in support of this policy.

HEAD LICE PROCEDURES Page 1 of 2 Approved September 1997

HEAD LICE

PROCEDURES CONTENTS 1.0 PRINCIPAL’S RESPONSIBILITIES 2.0 STAFF RESPONSIBILITIES 3.0 PARENT(S)’/GUARDIAN(S)’ RESPONSIBILITIES 4.0 POLICY REVIEW 1.0 PRINCIPAL’S RESPONSIBILITIES 1.1 The principal shall:

1.1.1 Notify the parent(s)/guardian(s) of the suspicion that the student has head lice;

1.1.1.1 Students who are suspected of having nits may remain at school. 1.1.1.2 Students who are suspected of having live lice will be sent home for

treatment with parent(s)/guardian(s). 1.1.2 Recommend to parent(s)/guardian(s) that they examine the student for the

presence of head lice;

1.1.3 Send home Public Health’s treatment pamphlet, How to Prevent, Find and Treat Head Lice, with the student in a sealed envelope;

1.1.4 Notify parent(s)/guardian(s) that a student with head lice, may return to school

after the first treatment outlined by Public Health, How to Prevent, Find and Treat Head Lice, is completed;

1.1.5 Recommend to parent(s)/guardian(s) that anyone living or spending time in their

household be checked for head lice; 1.1.6 Send a notice home to all parent(s)/guardian(s) of students in that class when a

student in the same class has a confirmed case of head lice; 1.1.7 Advise school staff that student confidentiality is to be maintained.

HEAD LICE PROCEDURES Page 2 of 2 Approved September 1997

2.0 STAFF RESPONSIBLITIES

2.1 A staff member who suspects that a student may have head lice shall notify the school

principal. 3.0 PARENT(S)’/GUARDIAN(S)’ RESPONSIBILITIES 3.1 Parent(s)/guardian(s) shall:

3.1.1 Check their child for head lice on a regular basis;

3.1.2 Notify the school if their child has head lice; 3.1.3 Check other family members or others spending time in the house of children

identified as having head lice; 3.1.4 Provide recommended head lice treatment to a child identified as having head lice

as outlined by Public Health, How to Prevent, Find and Treat Head Lice, and complete first treatment prior to their child returning to school;

3.1.5 Contact the nearest Public Health office if head lice are still present after the

second treatment. 4.0 POLICY REVIEW


CODE: C.011 PROGRAM

Severe Medical Conditions Policy Page 1 of 2 Approved:

SEVERE MEDICAL CONDITIONS

POLICY CONTENTS 1.0 PRINCIPLES 2.0 POLICY FRAMEWORK 3.0 AUTHORIZATION 1.0 PRINCIPLES

1.1 The Halifax Regional School Board will support the health care needs of students with severe medical conditions.

1.2 Only medical procedures determined a necessity in order for the student to attend

school may occur during school hours. 1.3 The Halifax Regional School Board will maximize the safety of students with

severe medical conditions.

1.4 The Halifax Regional School Board believes parent(s)/guardian(s) are to be involved in the planning and decision making process with regards to the management of their child’s medical condition at school.

1.5 The Halifax Regional School Board will collaborate with the IWK and the Capital

Health District Health Authority to support students with severe medical conditions.

1.6 The confidentiality and dignity of students with severe medical conditions will be

respected. 2.0 POLICY FRAMEWORK

2.1 The Halifax Regional School Board is committed to ensuring the care of students with severe medical conditions is in accordance with the Nova Scotia Education Act, the following policies and guidelines:

2.1.1 C.006 Special Education Policy 2.1.2 C.009 Administration of Medication Policy 2.1.3 B.007 Life-Threatening Allergies Policy 2.1.4 Student Records Policy

CODE: C.011 PROGRAM

Severe Medical Conditions Policy Page 2 of 2 Approved:

2.1.5 Nova Scotia Education Guidelines for Supporting Students with Type 1

Diabetes (and Other Diabetes Requiring Insulin) in Schools 3.0 AUTHORIZATION

3.1 The Superintendent is authorized to develop and implement procedures in support of this policy.

CODE: C.011 PROGRAM

Severe Medical Conditions Procedures Page 1 of 7 Adopted:

SEVERE MEDICAL CONDITIONS

PROCEDURES

CONTENTS 1.0 SEVERE MEDICAL CONDITIONS (including diabetes) 2.0 DIABETES (special considerations) 3.0 POLICY REVIEW APPENDICES A. DEFINITIONS B. DIABETES HEALTH CARE PLAN C. SEIZURE HEALTH CARE PLAN D. ASTHMA HEALTH CARE PLAN E. GENERAL HEALTH CARE PLAN (For all other severe medical conditions with

the exception of Anaphylaxis; see Anaphylaxis Emergency Plan, B.007 Life-Threatening Allergies Policy)

F. TUBE FEEDING PROCEDURE PLAN G. CATHERIZATION PROCEDURE PLAN H. MEDICAL PROCEDURES TRACKING FORM 1.0 SEVERE MEDICAL CONDITIONS

1.1 Principals shall:

1.1.1 Provide the appropriate health care/procedure plan(s) to parent(s)/guardian(s) of student with severe medical conditions at registration and on an annual basis;

1.1.2 Inform all school staff, lunch supervisors and bus drivers of students who

have severe medical conditions; 1.1.3 Establish a plan to promptly inform substitutes, student teachers, and

volunteers of the students who have severe medical conditions; 1.1.4 Review the plan(s) with school staff; 1.1.5 Post pictures of students and the name of their severe medical condition in

the office; 1.1.6 Keep a copy of the student’s plan in the office and the original in the

CODE: C.011 PROGRAM


student’s cumulative record; 1.1.7 Ensure the plan(s) is made accessible to all staff working with the student

identified with a severe medical condition; 1.1.8 Arrange a meeting with the parent(s)/guardian(s) before the first day of

school or as soon as possible after the student is diagnosed with a severe medical condition;

1.1.8.1 Establish a communication plan between home and school.

1.1.9 Review the student’s plan(s) annually; 1.1.10 Provide support and allocate resources as needed;

1.1.11 Call 9-1-1 in the event of a medical emergency;

1.1.11.1 Support on-site first aid responders in their ability to respond until emergency personnel arrive on scene.

1.1.11.2 Identify the student’s Special Patient Protocol Number, if

applicable.

1.1.12 Ensure all relevant information pertaining to the student’s medical condition is sent to the new school, in the event of a student transfer.


1.2.1 Review the plan(s) for their students who have a severe medical condition; 1.2.2 Notify parents in advance of any special activities taking place such as

celebrations, sporting events and school trips;

1.2.3 Ensure Routine Practices listed below are followed when there is a potential or actual risk of being exposed to blood, body fluids, secretions or excretions (excluding sweat), mucous membranes, non-intact skin or contaminated equipment:

1.2.3.1 Wash hands with soap and water before and after performing a

medical procedure on a student, after handling actual or potentially contaminated equipment or surfaces and immediately after glove removal.

CODE: C.011 PROGRAM


1.2.3.2 Wear disposable gloves when touching blood and all body fluids, when touching mucous membranes, and broken skin. Dispose gloves after each single use.

1.2.3.3 Disinfect contaminated areas. 1.2.3.4 Dispose sharps in a puncture resistant container with a lid

(sharps container). Dispose barrier devices (i.e. gloves, items used to clean body fluids or surfaces contaminated with body fluids) in a waste container. Full containers are to be disposed of through a hazardous waste company.

1.2.3.5 Report direct exposures of blood or body fluids to the

principal. 1.2.3.6 Contact a physician in the event of a direct exposure to blood

or bodily fluids.

1.2.4 Complete an entry in the Medical Procedures Tracking Form with each procedure done during school hours.

1.3 Parent(s)/guardian(s) of students with severe medical conditions shall:

1.3.1 Notify the school of any severe medical conditions and complete the

plan(s) on an annual basis;

1.3.1.1 Only medical procedures determined a necessity in order for the student to attend school may occur during school hours.

1.3.2 Provide clear instructions to the school regarding how information

pertaining to their child’s medical condition and related care are to be communicated;

1.3.3 Provide supplies and equipment related to the care of the medical

condition and replenish as needed; 1.3.4 If an alternate plan of care is required, other than the board health care and

procedures plan, it must be authorized by a licensed health care professional;

1.3.5 Notify the school immediately if any changes occur to the plan(s); 1.3.6 Provide training to the school when required to support the needs of their

child’s medical condition while at school;

CODE: C.011 PROGRAM


1.3.7 Be encouraged to provide a MedicAlert® bracelet or other means of

medical identification for their child. 1.3.8 Provide a Special Patient Program ID Card for their child, when

applicable; 1.3.9 Complete Form A, Administration of Prescribed Medication to Students,

Administration of Medication Policy in the event a prescribed medication is required during school hours, when applicable.

1.4 Students with severe medical conditions shall:

1.4.1 Be encouraged to wear MedicAlert® identification or other means of medical identification at all times throughout the school day, when applicable;

1.4.2 Carry or have access to a Special Patient Program ID Card, when

applicable; 1.4.3 Promptly inform an adult when experiencing symptoms related to their

medical condition, as age appropriate and according to ability.

2.0 DIABETES (special considerations)

2.1 Principals shall: 2.1.1 Support the practice of testing and treating blood sugars;

2.1.1.1 If requested, provide a clean, private area for scheduled blood sugar testing and insulin administration.

2.1.1.2 Ensure a puncture resistant sharps container with a lid is

provided. 2.1.2 When noted in the Diabetes Health Care Plan, assign a staff member(s) to

be responsible for the daily monitoring of blood glucose levels, insulin pump use and/or supervision of insulin pump use, supervision of meal and snack times, and the daily communication plan with the parent(s)/guardian(s);

2.1.3 Where it is estimated that Emergency Health Services response time to the

school is more than 20 minutes, assign two staff members to administer glucagon in case of an emergency;

CODE: C.011 PROGRAM


2.1.3.1 Written consent, as provided in the Diabetes Plan(s), to administer glucagon must be obtained from the student’s parent(s)/guardian(s) on an annual basis.

2.1.3.2 Training of school staff must be completed on an annual basis,

in collaboration with parent(s)/guardian(s) and when requested health care professionals.

2.1.3.3 Requests from parent(s)/guardian(s) of students with a high

risk for hypoglycemia regarding the administration of glucagon in case of emergency where the estimated response time to the school is less than 20 minutes will be supported on an individual, as needed basis, in collaboration with a licensed health care professional(s).

2.1.4 If a student’s insulin pump site falls out or in the case of a pump failure

notify the emergency contacts as provided by the parent(s)/guardian(s) immediately;

2.1.4.1 If the student has a new infusion set and can insert

independently, provide a clean, private place to do so. 2.1.4.2 If the student has an insulin supply at school and can self-

administer, provide a clean, private place to do so, as directed by the parent(s)/guardian(s).

2.1.4.3 Inform parent(s)/guardian(s) that a pump failure longer than

two hours requires their child to be picked up at school.

2.1.5 Acknowledge that parent(s)/guardian(s) are knowledgeable with regards to the management of their child’s diabetes, including knowledge of specific symptoms, appropriate diet, and snacks;

2.1.6 Support alternate arrangements organized by the parent(s)/guardian(s) to

administer insulin by injection when the parent(s)/guardian(s) are not available.


2.2.1 Support the student to take an appropriate level of responsibility for his/her diabetes care at school as determined in collaboration with the parent(s)/guardian(s);

CODE: C.011 PROGRAM


2.2.2 Notify parent(s)/guardian(s) in advance when food is involved in class activities;

2.2.3 Ensure a second staff member witnesses the dose, when assigned to

administer an insulin bolus via an insulin pump;

2.2.3.1 An entry on Form C, Administration of Prescribed Medication Record, shall be completed with each dose of insulin administered and co-signed by the witness.

2.2.4 Support the practice of testing and treating blood sugars in the classroom

or in an alternate location if requested;

2.2.4.1 A student with a low blood sugar or feeling unwell shall be treated immediately on site.

2.2.5 When a staff member is assigned to obtain or monitor blood sugar testing,

log the blood glucose levels obtained during school hours and share with parent(s)/guardian(s) as indicated in the Diabetes Plan(s);

2.2.5.1 If a staff member obtains the blood glucose level or is required

to monitor the level being taken, an entry on Medical Procedures Tracking Form shall be completed.

2.2.6 Notify the principal immediately if the insulin pump site falls out or in the

case of a pump failure;

2.2.7 Acknowledge that hyperglycemia and hypoglycemia may temporarily affect a student’s ability to learn and perform in school.

2.3 Parent(s)/guardian(s) of a child with diabetes shall:

2.3.1 Provide and replenish the school with supplies for diabetes management at school, including the following:

2.3.1.1 Supply of fast-acting sugar (carbohydrates). 2.3.1.2 Safe container for blood sugar monitoring items, insulin

injection items and medication labelled with the student’s name.

2.3.1.3 Glucose monitor and strips, including calibration maintenance. 2.3.1.4 Lancet device and lancets.

CODE: C.011 PROGRAM


2.3.1.5 Insulin, insulin syringes, and associated supplies. 2.3.1.6 Glucagon kit, when deemed necessary.

2.3.2 Be responsible for the daily routine administration of insulin injections at

school if their child is unable to self-administer insulin; 2.3.3 Arrange for their child to be picked up in the event of a pump malfunction

that results in their child being without insulin for a period greater than two hours during the school day, and the child has no other means of receiving insulin.

2.4 Students with diabetes shall:

2.4.1 Manage/act on symptoms of a low blood sugar reaction, with assistance as

necessary, as age appropriate and according to ability; 2.4.2 Inform an adult promptly when experiencing symptoms of low blood

sugar, or when feeling unwell; 2.4.3 Follow a meal plan and/or only eat food approved by

parent(s)/guardian(s); 2.4.4 Participate in blood glucose testing, insulin administration and safe

disposal of sharps, as age appropriate and according to ability. 3.0 POLICY REVIEW


CODE: C.011 PROGRAM

Appendix A - Definitions Severe Medical Conditions Policy Page 1 of 3

APPENDIX A

Severe Medical Conditions

DEFINITIONS Blood glucose level: The amount of sugar in the blood. The blood glucose level is an indicator

of the body’s ability to balance insulin, food and exercise. A general blood glucose range for school aged children is 4-10 mmol/L, however, this will vary by individual, may change, and is to be determined by the diabetes team.

Bolus: A single dose of insulin by pump. Diabetes: A disease that affects the body’s ability to make energy from food, due to

an imbalance in the production and supply of insulin.

Type 1 Diabetes: the pancreas is unable to produce insulin. Type 2 Diabetes: the pancreas does not produce enough insulin, or the body does not use insulin effectively.

Excretion: Waste substances released from the blood, tissues, or organs. Examples

include urine and feces. Glucagon Kit: Consists of a vial of glucagon in the form of a powder, a 1 mL syringe of

glycerine (diluting solution), and a container that includes directions. Glucagon: A hormone produced in the pancreas. Glucagon stimulates the liver to

release glucose; as blood sugar levels decrease in the body, glucagon works to increase the concentration of sugar in the blood.

Note: The drug glucagon is a man-made version of human glucagon. It is used to increase the blood glucose level in cases of severe hypoglycemia (the person is unresponsive, unconscious, having a seizure, or unable to take oral treatment). Glucagon is administered by injection, either subcutaneously (under the skin) or intramuscularly (into a muscle).

Hyperglycemia: High blood sugar; levels vary by individual. Symptoms may include

frequent urination, blurred vision, feeling hungry, feeling thirsty, abdominal pain, nausea, and/or vomiting.

CODE: C.011 PROGRAM


Hypoglycemia: Low blood sugar; level measuring 4mmol/L or less with or without

symptoms or less than 5mmol/L with symptoms. Symptoms may include pallor, confusion, diaphoresis (sweating), mood changes, feeling shaky or trembling, and/or feeling hungry. Symptoms of severe hypoglycemia include not being able to take oral treatment, unresponsiveness, unconsciousness, and/or having a seizure.

Insulin pen: A device used to inject insulin. It is composed of an insulin cartridge, a

dial to measure the dose, and disposable pen needles. Insulin pump: A small device used to deliver a steady amount of rapid-acting insulin

(called basal rate), insulin to cover food (called bolus) or insulin to treat high blood sugar (called correction). Insulin is delivered through a plastic tube that is inserted under the skin and secured by tape. Flexible tubing connects the plastic tube to the pump.

Insulin: A hormone produced in the pancreas. Insulin stimulates cells of the body

to take up glucose (sugars from food), and allows extra sugar to be stored as energy.

Note: When the body does not produce insulin, the channels that allow glucose to move into the cells of the body remain closed. Glucose, as a result, remains unused in the body, and unable to enter the cells of the body to make energy. Blood sugar levels will rise, causing symptoms of hyperglycemia (high blood sugar).

The drug insulin is derived from humans and from animals. Insulin is administered by subcutaneous (under the skin) injection. It is injected to replace the levels in the body, and allow glucose to enter the cells.

Lancet: A piece of surgical steel encased in plastic used to puncture the skin to

obtain blood to measure blood glucose levels. Lancet Device: A spring loaded device used to pierce the lancet into the skin and retract it. Mucous membrane: Layer of tissue that lines body cavities and passages, including the mouth,

nose and eyes.

CODE: C.011 PROGRAM


Reliever Medication: A term used to describe a fast-acting or quick-relief medication. For

example, Bricanyl and Salbutamol (Ventolin) are referred to as reliever medications and may be prescribed to treat asthma symptoms in an acute situation. Both of these medications work to relieve symptoms by relaxing the bands of muscle that surround the airways.

Rescue Medication: A term used to describe a fast-acting or quick-relief medication. For

example, Buccal Midazolam is referred to as a rescue medication and may be prescribed to give during a seizure to stop and/or shorten its duration.

Secretion: Functional substance released from body cells or glands. Examples

include saliva, mucous, and bile. Severe medical conditions: Includes any disease process or disorder that affects a person’s airway,

breathing, and/or circulation, and when left untreated or improperly treated, could lead to death.

CODE: C.011 PROGRAM

APPENDIX B – Diabetes Health Care Plan Copies to CUM file and Office Page 1 of 6 Severe Medical Conditions Policy

IN PARTNERSHIP WITH Form to be filled out by parent(s)/guardian(s)

Diabetes Health Care Plan: Day-to-Day Management Procedures

Child’s Name:

DOB: Health Card No.:

Child’s Home Address: School:

School Year:

Grade:

Homeroom teacher:

Bus driver and Bus Route No.(if applicable):*for office use MedicAlert® Number: Special Patient Protocol: YES NO Location(s) of fast acting sugar in the school:*for office use

Photo

In case of emergency give glucagon: YES NO *if yes, see signed consent on file, on page 6 of plan

IDE

NT

IFIC

AT

ION

Plan effective on: (insert date) Target Blood Sugar Range: My child can check blood sugar levels independently: YES NO If no, name the person who will test the student’s blood sugar in school: *for office use

Name the person responsible for monitoring blood sugar levels (testing): *for office use

Name the person responsible for communicating blood sugar levels to parent: *for office use

Can your child recognize when he or she has a low blood sugar? YES NO Scheduled times to check blood sugar levels during school hours: 1. 2. 3. 4. 5.

BL

OO

D G

LU

CO

SE M

ON

ITO

RIN

G

Identify the method of communication the school is to use to pass on levels to the parent(s)/guardian(s):

CODE: C.011 PROGRAM


Call parent(s)/guardian(s) if: (please specify) Additional information: *Students who use a syringe or pen to administer insulin My child can self-administer insulin by injection: YES NO Monitoring required: YES NO If child cannot self-administer, name the person who will administer insulin to my child during school hours: Name the person responsible for monitoring insulin administration for this student: *for office use Scheduled insulin administration time(s) during school hours:

INSU

LIN

BY

INJE

CT

ION

My child can determine the dose of insulin to be given: YES NO If no, describe the process to be used to determine the dose of insulin to be given during school hours:

*Students who use a pump for insulin administration My child can calculate and administer the correct dose independently: YES NO If no, name the person at school who will use the pump for insulin administration: Name the person responsible for monitoring the student using the pump: *for office use Scheduled times to bolus insulin on the pump during school hours: The person who will provide insulin pump education to school personnel: Parent/Guardian Other Please specify: Name the people trained to use the student’s insulin pump at school: *for office use State how to suspend the insulin pump:

INSU

LIN

BY

PU

MP

If the site falls out, the following steps are to be taken in the order written:

1. Call emergency contacts in the order provided. A new infusion set should be inserted as soon as possible.

2. If student has a new infusion set and can insert independently, provide a private place to do so.

3. If unable to reach any of the emergency contacts, and a new infusion set is not available to be inserted or the student is unable to insert it themselves, follow the actions stated on the emergency plan, based on the student’s symptoms.

CODE: C.011 PROGRAM


My child can eat recess and lunch foods at regular school times: YES NO If no, please specify: My child requires a snack prior to bus dismissal: YES NO *Note: snack is to be provided by parent(s)/guardian(s) My child requires a snack at (please specify): *Note: snack is to be provided by parent(s)/guardian(s) My child can count carbohydrates: YES NO N/A If no, describe the process to be used to calculate carbohydrates during school hours, if applicable:

FOO

D M

AN

AG

EM

EN

T

My child requires supervision during meal times to ensure meal completion: YES NO

GL

UC

AG

ON

HRSB Glucagon Procedural Statement:

Where it is estimated that Emergency Health Services response time to the school is greater than 20 minutes and/or when the

student with Type 1 diabetes is determined to be at high risk for severe hypoglycemia, two staff members will be assigned and trained to administer glucagon in the case of an emergency.

In the case of an emergency I agree ________________________________________ (student’s name) is to receive a

glucagon injection by trained school staff: YES NO

If yes, state the dose to be given: Name the people who will provide glucagon training to school staff (if applicable): Parent/Guardian: and Health Care Professional (please specify):

School personnel trained to administer glucagon, if applicable: *for office use

1.

2.

GL

UC

AG

ON

AD

MIN

IST

RA

TIO

N

Identify location of glucagon kit in school, if applicable: *for office use

CODE: C.011 PROGRAM



Diabetes Health Care Plan: Emergency Procedures for Hypoglycemia (Low Blood Sugar)

Hypoglycemia: Blood sugar 4mmol/l or less with or without symptoms or less than 5mmol/L with symptoms. A person with hypoglycemia (low blood sugar) could have ANY of these signs or symptoms.

Please check those that typically apply to your child below: Please note: My child can typically recognize when he or she has a low blood sugar: YES NO

SYM

PTO

MS

MILD TO MODERATE HYPOGLYCEMIA:

Hungry Sweating Feel shaky, trembling

Pallor Confused Mood changes

Other (please specify): ________________________

SEVERE HYPOGLYCEMIA:

Unable to take oral treatment Unresponsive Unconscious Having a seizure

AC

TIO

N

Steps In Order: NOTE: Students should never leave the classroom alone with a low blood sugar. It is recommended to treat low blood sugars in the classroom. 1. Instruct student to test blood sugar with glucometer if able. Supervise this action. Blood sugar may need to be obtained by support person. 2. If blood sugar is 4 mmol/L or less with or without symptoms or less than 5mmol/L with symptoms, treat immediately with (please specify): 3. If blood sugar is above 4 mmol/L and student feels unwell, stay with student and notify parent/guardian for further instructions. 4. Repeat blood sugar test 10-15 minutes from treatment time. 5. If blood sugar is less than 4 mmol/L with or without symptoms or less than 5mmol/L with symptoms re-treat as outlined in #2, until blood sugar is greater than 4 mmol/L. 6. If blood sugar is greater than 4mmol/L and meal or snack time is more than 1 hour away, give a snack immediately. 7. If meal or snack time is less than 1 hour away, the student may have their meal or snack at the scheduled time. 8. Call parent(s)/guardian(s) as directed in the diabetes health care plan.

Steps In Order: 1. Place student on their side in the recovery position. 2. Have someone call 911. 3. Stay with the student until EHS arrives. 4. If there is a signed consent to give glucagon, give at this time. *Communicate time and dose of glucagon given to EHS. 5. Call parent(s)/guardian(s)/emergency contacts.

CODE: C.011 PROGRAM



Diabetes Health Care Plan: Emergency Procedures for Hyperglycemia

(High Blood Sugar)

Hyperglycemia: High blood sugar. Levels vary by individual. Symptoms below are those typical of hyperglycemia. Note: Hyperglycemia is not always a result of extra food or poor diabetes management.

SYM

PTO

MS

Frequent urination Blurred Vision Hungry Thirsty Nausea Vomiting Abdominal pain Other:

AC

TIO

N

Steps In Order:

1. Instruct student to test blood sugar with glucometer if able. Supervise this action. Blood sugar may need to be

obtained by support person.

2. Call parent(s)/guardian(s) if blood sugar level is greater than or equal to:______________

3. If the student is feeling well, and the blood sugar level is below __________, no immediate treatment is required.

Allow to resume activity as normal.

Allow student to eat usual meal or snack.

Allow student to access the washroom as necessary; the student will be thirsty and need to urinate frequently.

4. Notify parent(s)/guardian(s) immediately if student is feeling unwell, is experiencing severe abdominal pain, is

feeling nauseous, or is vomiting. It is recommended the parent(s)/guardian(s) pick up the student from school if

the student feels unwell and has a high blood sugar.

Please prioritize 1, 2, 3 in the order calls are to be placed.

Name Relationship Home Phone Number

Work Phone Number Cell Phone Number

1.

2.

EM

ER

GE

NC

Y

CO

NT

AC

TS

3.

CODE: C.011 PROGRAM


CO

NSE

NT

Parent/Guardian Authorization Re: Consent to Release Information

I authorize and hereby consent for school staff to use and/or share information found on this form for purposes related to the

education, health and safety of me/my child. This may include:

1. Display of the student’s photograph in hard copy or electronic format so that staff, volunteers, and school visitors will be aware of the student’s medical condition.

2. Communication with bus operators. 3. Any other circumstances that may be necessary to protect the health and safety of the student.

Parent/Guardian Signature: __________________________________________________________

Print Name:______________________________________Date:_________________________________

Parent/Guardian Authorization Re: Consent to Transfer to Hospital

I authorize and herby consent for me/my child to be transported to a hospital if required, based on the judgement of school

staff. I hereby permit a staff member to accompany my child during transport. Please note: The school principal or

designate shall decide if an ambulance is to be called.

Parent/Guardian Signature: _________________________________________________________

Print Name: ______________________________________Date: _______________________________

Parent/Guardian Authorization Re: Consent for Treatment

I am aware that school staff are not medical professionals and perform all aspects of the plan to the best of their ability and

in good faith. I agree with the responses outlined in Diabetes Health Care Plan, including the administration of glucagon if

indicated.

Parent/Guardian Signature:__________________________________________________________

Print Name: ______________________________________ Date: ________________________________

Note: It is the parent(s)’/guardian(s)’ responsibility to notify the principal if there is a need to change the Health Care Plan throughout the school year. This authorization may be cancelled upon receipt of written notification to the principal.

Authorizations:

Parent/Guardian Signature: ________________________________________________ Date: _________________________ Parent/Guardian Name (Print): ____________________________________________________________________________ Health Care Professional Signature: __________________________________________ Date: _________________________ Health Care Professional Name (Print): _____________________________________________________________________ Principal Signature: _______________________________________________________ Date: _________________________ Principal Name (Print): __________________________________________________________________________________

CODE: C.011 PROGRAM

APPENDIX C – Seizure Health Care Plan Copies to: CUM file and Office Page 1 of 3 Severe Medical Conditions

IN PARTNERSHIP WITH

Form to be filled out by parent(s)/guardian(s)

Seizure Health Care Plan: Management and Emergency Procedures

Child’s Name:



School Year:

Grade:

Teacher:

Bus driver and Bus No. (if applicable): *for office use Medical Diagnosis: Special Patient Protocol: YES NO MedicAlert® Number:

Place Photo Here

Rescue Medication Ordered: YES NO *if yes, provide instructions for administration Call the parent(s)/guardian(s) if : (please specify) Does your child have any warning signs before a seizure occurs? YES NO *if yes, please describe Describe your child’s feelings/mood/behaviour after a seizure occurs: Additional information: School staff trained in this student’s emergency procedures: *for office use

1.

2.

IDE

NT

IFIC

AT

ION

Plan effective on: (insert date)

CODE: C.011 PROGRAM


Seizure: Sudden, abnormal electrical discharge in the brain that results in an alteration in behaviour and/or consciousness.

Please check symptoms below that typically occur with your child’s seizure. This list is NOT inclusive, and may vary with each seizure.

SYM

PTO

MS

Sudden cry or moan Cyanosis (skin color turns blue) Choking or gurgling Stiffness (tonic) Rhythmic muscle jerks (clonic) Loss of bladder or bowel control Bite tongue or cheek Fall with no warning Shallow or temporary cessation of respirations

Other: __________________________________

AC

TIO

N

Steps in Order (for a severe seizure and/or loss of consciousness with a seizure):

1. Turn student on side or abdomen.

2. Protect student from injury.

3. Provide reassurance.

4. Do not place anything in student’s mouth.

5. Do not restrain student.

6. If rescue medication is ordered, give as directed.

7. Call 9-1-1 for a seizure lasting more than 5 minutes, or as directed by parent, physician or special patient protocol: please specify:

8. Call parent(s)/guardian(s). 9. Make the student comfortable. Provide blankets and comfort items as applicable.

*Do not give food or drink until student is recovered. Student may sleep minutes-hours after seizure.

AD

DIT

ION

AL

IN

FO.

Additional information for the school when your child has a less severe seizure. Include what the seizure typically looks like and the action(s) the school staff should take.

CODE: C.011 PROGRAM



Name Relationship Home Phone No. Work Phone No. Cell Phone No.

1.

2.

3.

CO

NSE

NT

Parent/Guardian Authorization Re: Consent to Release Information I authorize and hereby consent for school staff to use and/or share information found on this form for purposes related to the education, health and safety of my child. This may include:


2. Communication with bus operators.

3. Any other circumstances that may be necessary to protect the health and safety of the student.

Parent/Guardian Signature: ____________________________________________________________ Print Name:______________________________________Date:___________________________________ Parent/Guardian Authorization Re: Consent to Transfer to Hospital I authorize and herby consent for my child to be transported to a hospital if required, based on the judgement of school staff. I hereby permit a staff member to accompany my child during transport. Please note: The school principal or designate shall decide if an ambulance is to be called. Parent/Guardian Signature: ____________________________________________________________ Print Name: ______________________________________Date: __________________________________ Parent/Guardian Authorization Re: Consent for Treatment I am aware that school staff are not medical professionals and perform all aspects of the plan to the best of their ability and in good faith. I agree with the responses outlined in the Health Care Plan. Parent/Guardian Signature:_________________________________________________________________ Print Name: ______________________________________ Date: ___________________________________

Note: It is the parent(s)’/guardian(s)’ responsibility to notify the principal if there is a need to change the Health Care Plan throughout the school year. This authorization may be cancelled upon receipt of written notification to the principal.

Authorizations:

Parent/Guardian Signature: ________________________________________________ Date: _________________________ Parent/Guardian Name (Print): ____________________________________________________________________________ Health Care Professional Signature: ____________________________________________ Date: _________________________ Health Care Professional Name (Print): ________________________________________________________________________ Principal Signature: ________________________________________________________ Date: _________________________ Principal Name (Print): ___________________________________________________________________________________

CODE: C.011 PROGRAM

APPENDIX D – Asthma Health Care Plan Copies to: CUM file and Office Page 1 of 5 Severe Medical Conditions Policy

IN PARTNERSHIP WITH

Form to be filled out by parent(s)/guardian(s) Asthma Health Care Plan: Management and Emergency Procedures

Child’s Name: DOB: Health Card No.:


School Year:

Grade: Classroom Teacher:

Bus driver and Bus No. (if applicable) *for office use Special Patient Protocol: YES NO MedicAlert® Number (if applicable): Time of year your child’s asthma is most active:

Spring Fall Year round Summer Winter

Child’s Photo

Please check asthma triggers for your child:

Animal allergy Exercise Pollen Other (please specify): Cold Mold Scents

Please check the prescribed reliever medication (medicine used during a flare-up):

Ventolin Bricanyl Other (please specify):

Please check the device to be used with the reliever medication:

Spacer with a facemask Spacer with a mouthpiece Aerosol compressor Diskus Turbuhaler

Location of reliever medication in the school: * for office use:

IDE

NT

IFIC

AT

ION

Please describe strategies that help your child stay calm in the event of an asthma flare-up:

CODE: C.011 PROGRAM


Additional Information:

Trained school staff in this student’s asthma care:*for office use. 1. 2. 3.


Definition of asthma:

A chronic lung condition where inflammation of the airways causes a cough, wheeze, chest tightness or shortness of breath.

SYM

PTO

MS

Please check your child’s asthma symptoms:

Cough Shortness of breath Other (please specify): Wheeze Chest tightness

NO

TIF

ICA

TIO

N

Please specify if and how you would like to be notified when your child experiences asthma symptoms during school:

CODE: C.011 PROGRAM


FLA

RE

-UP

Recognizing a Flare-Up of Asthma Symptoms • Faster breathing • Persistent cough • Wheezing (a high pitched musical sound when breathing) • Complaint of chest feeling tight • Shortness of breath at rest or when talking (can only say 3-5 words between breaths) • The skin is “sucked in” with each breath at the neck and/or around the collar bone • Cough, wheeze or chest tightness during or following exercise • Other symptoms you may notice during a flare-up specific to my child (please list):

AC

TIO

N

Steps in Order:

1. Have the student sit down to rest. DO NOT lay the student down.

2. Speak calmly and do not panic. Keep the student calm using techniques specified by the parent(s)/guardian(s).

3. Administer a dose of the reliever medicine. Name the medicine and the dose:

4. Tell the student to take slow, deep breaths.

5. Monitor the student for 5-10 minutes.

IF SYMPTOMS IMPROVE AND THE STUDENT REPORTS RELIEF OF SYMPTOMS ALLOW THE STUDENT TO RESUME ACTIVITY AS TOLERATED AND NOTIFY THE PARENT(S)/GUARDIAN(S) IF REQUIRED (see notification section)

IF SYMPTOMS REMAIN THE SAME OR WORSEN FOLLOW STEPS 6-7

6. Administer a second dose of the reliever medication. Name the medication and dose:

7. Monitor the student for 5-10 minutes.

IF SYMPTOMS IMPROVE AND THE STUDENT REPORTS RELIEF OF SYMPTOMS ALLOW THE STUDENT TO RESUME ACTIVITY AS TOLERATED AND NOTIFY THE PARENT(S)/GUARDIAN(S) IF REQUIRED (see notification section)

IF SYMPTOMS REMAIN THE SAME OR WORSE, CALL 9-1-1 (unless otherwise indicated in the notification section) AND FOLLOW STEPS 8-10

8. Administer the prescribed reliever medication as often as needed until EHS and/or the parent(s)/guardian(s) arrives.

9. Stay with the student until EHS and/or the parent(s)/guardian(s) arrives.

10. Call the parent(s)/guardian(s) if not previously notified.

CODE: C.011 PROGRAM


If exercise triggers your child’s asthma, please describe the appropriate action for recess or gym activities:

Please prioritize 1, 2, 3 in the order calls are to be placed. Name Relationship Home Phone No. Work Phone No. Cell Phone No.

1.

2.

EM

ER

GE

NC

Y

CO

NT

AC

TS

3.

CO

NSE

NT


1. Display of the student’s photograph in hard copy or electronic format so that staff, volunteers, and school visitors

will be aware of the student’s medical condition.



Parent/Guardian Signature: ________________________________________________________________ Print Name:______________________________________Date:______________________________________ Parent/Guardian Authorization Re: Consent to Transfer to Hospital I authorize and herby consent for my child to be transported to a hospital if required, based on the judgement of school staff. I hereby permit a staff member to accompany my child during transport. Please note: The school principal or designate shall decide if an ambulance is to be called. Parent/Guardian Signature: ________________________________________________________________ Print Name: ______________________________________Date: _____________________________________ Parent/Guardian Authorization Re: Consent for Treatment I am aware that school staff are not medical professionals and perform all aspects of the Health Care Plan to the best of their ability and in good faith. I agree with the responses outlined in the Health Care Plan. Parent/Guardian Signature: ________________________________________________________________ Print Name: ______________________________________ Date: ______________________________________ Note: It is the parent’s/guardian’s responsibility to notify the principal if there is a need to change the Health Care Plan throughout the school year. This authorization may be cancelled upon receipt of written notification to the principal.

CODE: C.011 PROGRAM


Authorizations:

Parent/Guardian Signature: _______________________________________________ Date: _________________________ Parent/Guardian Name (Print): ___________________________________________________________________________ Health Care Professional Signature: ___________________________________________ Date: ______________________ Health Care Professional Name (Print): ___________________________________________________________ ________ Principal Signature: _____________________________________________________ Date: _________________________ Principal Name (Print): _________________________________________________________________________________

CODE: C.011 PROGRAM

APPENDIX E – General Health Care Plan Copies to: CUM file and Office Page 1 of 3 Severe Medical Conditions Policy

IN PARTNERSHIP WITH

Form to be filled out by parent(s)/guardian(s) General Health Care Plan: Management and Emergency Procedures

Child’s Name:



School Year:

Grade:

Homeroom Teacher:

Bus driver and Bus No. (if applicable): *for office use Medical Diagnosis: Special Patient Protocol: YES NO Wears MedicAlert®: YES NO MedicAlert® Number (if applicable):

Place Photo Here

Please describe any special needs that will require attention during school hours, or that may require emergency medical attention: Medical devices (internal or external), if applicable: List any important rules affecting health and safety that should be followed by your child during school hours (example: activity restrictions): Describe any medication(s) or medical procedure(s) that may be necessary in an emergency: List any suggestions helpful for behaviour management (if applicable):

IDE

NT

IFIC

AT

ION

Additional information:

APPENDIX G

CODE: C.011 PROGRAM


Call parent(s)/guardian(s) if: (please specify)


Trained School Staff in this Student’s Health Care Regimen: *for office use 1. 2. 3. Person responsible for teaching school staff: Parent(s)/Guardian(s) Other (please specify):

Describe typical symptoms, warning signs, and/or concerns that may indicate your child is experiencing difficulty or that may indicate an emergency situation.

Describe the course of action in the spaces provided for each scenario listed.

SYM

PTO

MS,

WA

RN

ING

SIG

NS

AN

D/O

R C

ON

CE

RN

S

First Scenario

Second Scenario Third Scenario

AC

TIO

N

Steps in Order:

Steps in Order:

Steps in Order:

CODE: C.011 PROGRAM


CO

NSE

NT





Parent/Guardian Signature: ______________________________________________________________ Print Name:______________________________________Date:__________________________________ Parent/Guardian Authorization Re: Consent to Transfer to Hospital I authorize and herby consent for my child to be transported to a hospital if required, based on the judgement of school staff. I hereby permit a staff member to accompany my child during transport. Please note: The school principal or designate shall decide if an ambulance is to be called. Parent/Guardian Signature: _______________________________________________________________ Print Name: ______________________________________Date: _________________________________ Parent/Guardian Authorization Re: Consent for Treatment I am aware that school staff are not medical professionals and perform all aspects of the plan to the best of their ability and in good faith. I agree with the responses outlined in the Health Care Plan. Parent(s)/Guardian(s) Signature:________________________________________________________________ Print Name: ______________________________________ Date: __________________________________ Note: It is the parent(s)’/guardian(s)’ responsibility to notify the principal if there is a need to change the Health Care Plan throughout the school year. This authorization may be cancelled upon receipt of written notification to the principal.

Authorizations:

Parent/Guardian Signature: ___________________________________________________ Date: _________________________ Parent/Guardian Name (Print): _______________________________________________________________________________ Health Care Professional Signature: _____________________________________________ Date: _________________________ Health Care Professional Name (Print): ________________________________________________________________________ Principal Signature: __________________________________________________________ Date: _________________________ Principal Name (Print): _____________________________________________________________________________________

CODE: C.011 PROGRAM

APPENDIX F – Tube Feeding Procedure Plan Copies to: CUM file and Office Page 1 of 3 Severe Medical Conditions Policy

IN PARTNERSHIP WITH

Form to be filled out by parent(s)/guardian(s)

Tube Feeding Procedure Plan Child’s Name:



School Year:

Grade:

Homeroom Teacher:

Bus driver and Bus No. (if applicable) *for office use Special Patient Protocol: YES NO MedicAlert® Number: Can take food by mouth: YES NO Formula used: Location where formula is stored at school: Length of time formula may be kept in fridge once opened:

Place Photo Here

Amount of water to be used to flush the tube: Additional Information: School staff trained on this student’s tube feed regimen: *for office use 1. 2.

IDE

NT

IFIC

AT

ION

Plan effective on: (insert date) *Students who require bolus feeds during school hours (a specific volume delivered at specific times throughout the day) Describe how to give the feed:

Tube feeding time(s) during school hours

Volume of formula Length of time to give the feed over

1.

2.

3.

BO

LU

S FE

ED

S

If child is to receive feeds by mouth, please state times, requirements, techniques and/or precautions:

CODE: C.011 PROGRAM


Describe cleaning and storage regimen for feeding equipment in school: *Students who require continuous feeds during school hours Describe how to give the feed: Rate on pump: Time(s) to rinse the feeding bag and re-prime the tubing during school hours: 1.

2.

CO

NT

INO

US

Describe cleaning and storage regimen for feeding equipment in school:

Gastrostomy Feeding Tube (GT): A tube that passes through the abdomen (belly wall) into the stomach. Jejunostomy Feeding Tube (JT): A tube that passes through the abdomen (belly wall) into the small bowel. *Feeding tubes are used to provide continuous or intermittent nourishment for children unable to eat at all,

or not enough to meet their nutritional needs.

CO

NC

ER

NS

Student begins to vomit or have diarrhea while feeding.

Student has gas or feels bloated while feeding.

The formula stops dripping well.

The feeding tube becomes dislodged.

*THIS IS AN EMERGENCY SITUATION

AC

TIO

N

Steps in Order: 1. Stop the feed. 2. Clamp the tubing. 3. Check the rate and amount of feed left to be administered. 4. Call the parent(s)/guardian(s) if there are discrepancies or the student does not stop vomiting.

Note: If the feed is going too fast, especially in the jejunum, it may cause vomiting, diarrhea, cramps, sweating and/or fainting.

Steps in Order:

1. Stop the feed. 2. Clamp the tubing. 3. Disconnect the feed, keeping both ends clean. 4. Elevate the end of the GT. 5. Open the end of the tube to allow air to escape (this is called “venting”). 6. Re-connect tubing to the student when symptoms are relieved. Unclamp tubing and re-start the feed as ordered by the parent.

Steps in Order:

1. Check to see if the tube is kinked. 2. Reposition the tubing. 3. If problem persists, clamp the tubing. 4. Disconnect the tube from the student, keeping both ends clean and flush with water as directed to clear any blockage. 5. Re-prime the tubing with the formula, unclamp the tubing and re-start the feed as ordered by the parent(s)/guardian(s).

Steps in Order:

1. Place a clean folded towel over the stoma (opening in the skin). 2. Call the parent(s)/guardian(s). 3. If the parent(s)/guardian(s) cannot be reached, take the following action:

CODE: C.011 PROGRAM



Name Relationship Home Phone No. Work Phone No. Cell Phone No. 1.

2.

EM

ER

GE

NC

Y

CO

NT

AC

TS

3.

CO

NSE

NT





Parent/Guardian Signature: ________________________________________________________________ Print Name:______________________________________Date:_______________________________________ Parent/Guardian Authorization Re: Consent to Transfer to Hospital I authorize and herby consent for my child to be transported to a hospital if required, based on the judgement of school staff. I hereby permit a staff member to accompany my child during transport. Please note: The school principal or designate shall decide if an ambulance is to be called. Parent/Guardian Signature: _________________________________________________________________ Print Name: ______________________________________Date: _____________________________________ Parent/Guardian Authorization Re: Consent for Treatment I am aware that school staff are not medical professionals and perform all aspects of the plan to the best of their ability and in good faith. I agree with the responses outlined in the Procedure Plan. Parent/Guardian Signature: __________________________________________________________________ Print Name: ______________________________________ Date: ______________________________________ Note: It is the parent’s/guardian’s responsibility to notify the principal if there is a need to change the Procedure Plan throughout the school year. This authorization may be cancelled upon receipt of written notification to the principal.

Authorizations:

Parent/Guardian Signature: _________________________________________________________ Date: _________________________ Parent/Guardian Name (Print): _____________________________________________________________________________________ Health Care Professional Signature: ___________________________________________________ Date: _________________________ Health Care Professional Name (Print): ______________________________________________________________________________ Principal Signature: _______________________________________________________________ Date: _________________________ Principal Name (Print): ___________________________________________________________________________________________

CODE: C.011 PROGRAM

APPENDIX G – Catheterization Procedure Plan Copies to: CUM file and Office Page 1 of 4 Severe Medical Conditions Policy

IN PARTNERSHIP WITH

Form to be filled out by parent(s)/guardian(s) Catheterization Procedure Plan

Child’s Name: DOB: Health Card No.:

Diagnosis: Child’s Home Address: School:

School Year:

Grade:

Homeroom Teacher:

Bus driver and Bus No. (if applicable) *for office use Special Patient Protocol: YES NO MedicAlert® Number (if applicable): List time(s) the child requires catheterization during school hours: Child can self-catheterize without supervision Child can self-catheterize but requires supervision Child requires a school staff member perform the catheterization(s)

Place Photo Here

Child requires catheterization through: the urethra a stoma Supplies required:

1. Soap and water or antiseptic hand wash for the staff member

2. Gloves

3. Cleansing items for the child: wipes or washcloth, soap and water

4. Catheter please specify size

5. Lubricant

6. Container to train the urine if not on the toilet

7. Diaper or pad if required

8. Other (please specify if necessary):

Describe the cleaning and storage regimen for catheterization supplies in school: Additional Information: School staff trained on this student’s catheterization regimen: *for office use 1. 2.

IDE

NT

IFIC

AT

ION


CODE: C.011 PROGRAM


Clean Intermittent Catheterization Definition: The temporary placement of a tube (catheter) into the bladder to remove urine from the body. It is used for medical conditions the cause inadequate bladder emptying.

*Students who require clean intermittent catheterization through the urethra

Steps to Clean Intermittent Catheterization 1. Wash hands and put on gloves

2. Wash the perineal area

Note: to cleanse, wipe three times: left side, right side, middle

3. Lubricate the first two inches of the catheter

4. Insert the catheter (see below)

5. Drain the urine

6. Withdraw the catheter slowly

7. Wash the catheter and hands together with soap and water

8. Rinse the catheter

9. Allow the catheter to air dry

10. Store the catheter in a Zip-lock bag

11. Store the catheter in a dry place

CA

TH

ET

ER

IZA

TIO

N V

IA U

RE

TH

RA

Please describe the process of inserting the catheter in your child’s urethra: *Students who require clean intermittent catheterization through a stoma

CA

TH

ET

ER

IZA

TIO

N V

IA S

TO

MA

Steps to Catheterizing through a Stoma 1. Wash hands and put on gloves

2. Clean the stoma site

3. Lubricate the first two inches of the catheter

4. Insert the catheter in the stoma (see below)

5. Drain the urine

6. Withdraw the catheter slowly

7. Wash the catheter and hands together with soap and water

8. Rinse the catheter

9. Allow the catheter to air dry

10. Store the catheter in a Zip-lock bag

11. Store the catheter in a dry place

CODE: C.011 PROGRAM


Please describe the process of inserting the catheter in your child’s stoma:

SYM

PTO

MS Please check symptoms that would require a staff person to notify parent(s)/guardian(s). If another action is preferred, please

indicate.

Unusual pain in back or belly Fever Blood in the urine

Foul smelling urine Nausea and/or vomiting Other:

Describe typical symptoms, warning signs, and/or concerns that may indicate your child is experiencing difficulty or that may indicate an emergency situation.

Describe the course of action in the spaces provided for each scenario listed.

CO

NC

ER

NS

First Scenario:

Second Scenario: Third Scenario:

AC

TIO

N

Steps in Order: .

Steps in Order: Steps in Order:

CODE: C.011 PROGRAM



Name Relationship Home Phone No. Work Phone No. Cell Phone No. 1.

2.

EM

ER

GE

NC

Y

CO

NT

AC

TS

3.

CO

NSE

NT





Parent/Guardian Signature: ________________________________________________________________ Print Name:______________________________________Date:_______________________________________ Parent/Guardian Authorization Re: Consent to Transfer to Hospital I authorize and herby consent for my child to be transported to a hospital if required, based on the judgement of school staff. I hereby permit a staff member to accompany my child during transport. Please note: The school principal or designate shall decide if an ambulance is to be called. Parent/Guardian Signature: _________________________________________________________________ Print Name: ______________________________________Date: _____________________________________ Parent/Guardian Authorization Re: Consent for Treatment I am aware that school staff are not medical professionals and perform all aspects of the plan to the best of their ability and in good faith. I agree with the responses outlined in the Procedure Plan. Parent/Guardian Signature: __________________________________________________________________ Print Name:______________________________________ Date: ______________________________________ Note: It is the parent’s/guardian’s responsibility to notify the principal if there is a need to change the Procedure Plan throughout the school year. This authorization may be cancelled upon receipt of written notification to the principal.

Authorizations: Parent/Guardian Signature: __________________________________________________________ Date: _________________________ Parent/Guardian Name (Print): ______________________________________________________________________________________ Health Care Professional Signature: ___________________________________________________ Date: _________________________ Health Care Professional Name (Print): ______________________________________________________________________________ Principal Signature: _______________________________________________________________ Date: _________________________ Principal Name (Print): ___________________________________________________________________________________________

CODE: C.011 PROGRAM

APPENDIX H - Medical Procedures Tracking Form Copies to: CUM file and Office Page 1 of 1 Severe Medical Conditions Policy

MEDICAL PROCEDURES TRACKING FORM TO BE COMPLETED DAILY BY SCHOOL PERSONNEL

Student Name ______________________________________ Medical procedures to be performed/monitored by: Name _____________________ Signature ___________________ Initials __________ Name _____________________ Signature __________________ Initials __________ Name _____________________ Signature _________________ Initials __________ Parent(s) / Guardian(s) names, home and emergency telephone numbers: Name ________________________________________________________________________________ Home _________________________ Emergency ________________________ Name ________________________________________________________________________________ Home ________________________ Emergency ________________________

Date Time Medical Procedures Performed/Monitored by:

Comments

Public: X Report No.: 11-05-1303 Private: Date: May 27, 2011

HALIFAX REGIONAL SCHOOL BOARD Supports for African Nova Scotian Students

PURPOSE: To inform the Board of the ongoing supports for African Nova Scotian

students. BACKGROUND: In 2010, the Governing Board requested staff to assemble

information about supports (programs, procedures and initiatives) that specifically support African Nova Scotia students. Staff reviewed “Expanding from Equity Supports to Leadership and Results”, the Minister of Education’s Response to “Reality Check” to address the recommendations specific to Halifax Regional School Board.

CONTENT: Staff representing Board Services, School Administration,

Program and Human Resources participated as members of the committee formed to examine programs and services within the board dedicated to African Nova Scotian students. The committee began by researching best practices in jurisdictions with a similar focus on closing the achievement gap for marginalized students. Representatives from the committee received training on equity coaching for school leaders that led to the establishment of an African Nova Scotian Coach pilot initiative.

The committee framed its response on the current supports to African Nova Scotian students using the recommendations in the Minister’s report in the following areas: governance, staffing, accountability and professional development. Staff will use this information to further plan the work they do and to monitor the success of African Nova Scotia students.

COST: N/A FUNDING: N/A TIMELINES: See Appendix A APPENDICES: Appendix A: Halifax Regional School Board’s Supports for African

Nova Scotian Students RECOMMENDATIONS: That the Board receive this report for information.

COMMUNICATIONS: Audience Responsibility Timeline Deputy Minister Superintendent May 2011 Director, African Canadian Services Director, Program May 2011HRSB Principals Director, School Administration May 2011Black Educators’ Association Superintendent May 2011African Nova Scotian Advisory Committee Coordinator, Diversity Management May 2011Advisory Committee on Creating Equitable Learning Outcomes

Director, Program May 2011

From: Carole Olsen, Superintendent at [email protected] or

464-2000 x 2312 To: Senior Staff May 16, 2011 Halifax Regional School Board May 27, 2011

mailto:[email protected]

APPENDIX A

Halifax Regional School Board’s Supports for African Nova Scotian Students

May 2011

1

The Halifax Regional School Board (HRSB) staff reviewed “Expanding from Equity Supports to Leadership and Results”, the Minister of Education’s Response to “Reality Check”. These recommendations were used to prepare the list of supports specific to African Nova Scotian students in the following areas of work: governance, staffing, accountability and professional development. As a board we continue to improve efforts to enhance the achievement and education experience of African Nova Scotian students. Our efforts are centered in the belief that ongoing equitable initiatives will enable our board to continue to realize overall improvement in student achievement.

GOVERNANCE ● Recommendation #34 Principals and Race Relations, Cross Cultural Understanding and Human Right Coordinators review structures and processes for addressing issues of institutional racism and place more focus on dealing with the racism faced by African Nova Scotia students. HRSB Staff Response: By hiring an increased number of employees of African decent, the board can rely upon their experience and knowledge to inform board policies, practices and procedures. Staff can provide awareness of cultural differences and strategies to address issues of inequity. Further, the Diversity Management Committee completed an Employment System Review; a process designed to remove systemic barriers for all employees and applicants, in particular members of designated groups, including African Nova Scotians. The Diversity Management Committee also competed a bias evaluation of all HRSB polices. Guided by the Diversity Management Policy and interviewing and hiring best practices, the Human Resources Department initiated a pilot of Hiring Best Practices at Central Office and seven schools in 2008-2009. In 2009-2010, Hiring Best Practices was implemented at all schools following a 2-day training session for all principals in the board. Schools were expected to implement the best practice guidelines effective May 2010. ● Recommendation #35 Principals allocate adequate institutional time for the preparation of Race Relations, Cross Cultural Understanding and Human Right teacher representatives for their responsibilities in regard to race, culture and human rights.


May 2011

2

HRSB Staff Response: The board provides annual professional development and resource materials to school-based RCH and Sexual Harassment Volunteer Liaisons specific to their experience in the role. Principals can make arrangements in scheduling to facilitate meetings regarding RCH incidents or complaints. Currently, the Coordinator – Diversity Management and the Facilitator – RCH Program Advisor along with the principal are available to support the RCH and Sexual Harassment Volunteer Liaisons. Professional development is scheduled for new principals in the fall of 2011 on the roles and responsibilities of the RCH and Sexual Harassment Liaisons in the school. The Leadership Development Program has a component on RCH as part of its training which includes identifying and addressing school and employee incidents and providing inclusive instructional strategies that can be utilized by the RCH and Sexual Harassment Liaisons when providing support to students in their schools. ● Recommendation #36 Principals provide, wherever feasible, both private space and scheduled time for Race Relations, Cross Cultural Understanding and Human Right Coordinators to address needs and/or challenges specific to African Nova Scotian students. HRSB Staff Response: Principals make arrangements in scheduling and for the provision of a private space to facilitate meetings involving RCH incidents.

STAFFING ● Recommendation #4 School boards increase the number of African Nova Scotian Student Support Workers (SSW) where appropriate, in consultation with the Race Relations, Cross-Cultural Understanding and Human Rights Coordinator, and that SSWs be integrated into the life of schools to enable them to directly impact the educational experience of the African Nova Scotian learner. The number of African Nova Scotian Support Workers has been increased by 2 FTEs. The 2 FTEs were funded through the Board budget in May 2010. Additionally, HRSB hired a Mi’kmaq Student Support Worker four years ago who provides support to four schools. ● Recommendation #5 School boards elevate the position of Coordinator of Race Relations, Cross Cultural Understanding and Human Rights, or its equivalent, to enable co-coordinators to


May 2011

3

influence more directly the implementation of Race Relations, Cross Cultural Understanding and Human Right policy and procedures at school sites. HRSB Staff Response: HRSB employs several staff members who directly influence the implementation of the board’s RCH in Learning Policy and the Department of Education’s Racial Equity Policy.

The Facilitator – RCH Program Advisor reports to the Director – Program and is responsible for attending provincial meetings and overseeing the implementation of the HRSB’s RCH in Learning Policy and the Department of Education’s Racial Equity Policy.

The Facilitator – African Nova Scotian Student Support reports to the Director – Program. The Facilitator provides professional development to 18 student support workers (17 African Nova Scotian student support workers and 1 Mi’kmaq student support worker) and provides support to families of African Nova Scotian students.

The Consultant – Diversity Management reports to the Coordinator – Diversity Management and is responsible for providing training to students on cultural competence and human rights. The Consultant is also responsible for researching and assisting with the implementation of equity building strategies.

The Director – Program and the Coordinator – Diversity Management are members of the senior staff team and have directive influence in the development and implementation of board policies and procedures.

• Recommendation #25 School boards intensify efforts to recruit more AFRICAN NOVA SCOTIAN teachers. HRSB Staff Response: The HRSB agrees that all parties have role in intensifying efforts to recruit more African Nova Scotia teachers. The HRSB currently has a provision in the collective agreement which allows African Nova Scotia teachers and other equity candidates to obtain a 100% term contract much sooner that the vast majority of teachers. The primary challenge appears to be the small number of African Nova Scotian teachers graduating from Maritime universities with a Bachelor of Education Degree. All parties, including school boards, have a role in increasing the number of African Nova Scotian students applying for and graduating from teaching programs. • Recommendation #30 School boards negotiate with unions where necessary to align the salaries of Student Support Workers (SSW) with their responsibilities. Research tends to support that SSW salaries should be adjusted upward. HRSB Staff Response: The HRSB is currently bargaining with CUPE, Local 5047 which represents the African Nova Scotian Student Support Workers. While the Minister has accepted recommendation #30, the


May 2011

4

Department of Education has asked for more time to study the matter to compare responsibilities, qualifications and wages of the Student Support Workers across the Province. The Department of Education would prefer to adjust wages in a consistent manner among all school boards. The HRSB will await direction from the Department of Education on this matter and, if there are any adjustments recommended for this employee group, it would appear that they can only be implemented in the next round of negotiations.

ACCOUNTABILITY • Recommendation #1 The Department of Education (DOE) facilitate school boards in collecting quantitative data on the academic performance of, and opportunities to learn, that are provided to African Nova Scotian students. HRSB Staff Response: The Halifax Regional School Board will comply with the direction from the Department of Education on the collection of data related to African Nova Scotian students. • Recommendation #2 School boards and the DOE review the individual Program Plan of every African Nova Scotian student and make changes in placement where deemed necessary. HRSB Staff Response: Schools are expected to review the Individual Programming Plans (IPPs) for all students twice annually. At those meetings, parents will be asked to self-identify to assist in collecting relevant data on African Nova Scotian students. • Recommendation #33 Race Relations, Cross Cultural Understanding and Human Right coordinators begin to gather race-specific data regarding African Nova Scotian students in terms of the input they receive from the programs developed to serve their special needs or from programs directed to all students. The Halifax Regional School Board received funding from the African Canadian Services Division to provide support to African Nova Scotian students in the areas of literacy and numeracy. Thirteen schools (4-Elementary, 8-Junior High and 1-Senior High) participated in the African Nova Scotian Math/Literacy Student Project. A total of 260 African Nova Scotian students were enrolled in the project this year (Elementary-97, Primary to Grade 9-35, Junior High- 97 and Senior High-31).


May 2011

5

• Recommendation #38 Teachers engage in action-based research so that they become more focused on the impact of their instruction. HRSB Staff Response: The Halifax Regional School Board employs a process called “Planning for Improvement” where teachers, individually and collectively, reflect on their practices using data with the goal of improving achievement for all students.

PROFESSIONAL DEVELOPMENT • Recommendation #12 The ACSD provide professional development for teachers of English 12: African Heritage and African Canadian Studies 11, with a focus on the development of the capacity of teachers to address racism and feelings of isolation of lone African Nova Scotian students in their classes. HRSB Staff Response: Teachers will be released when the African Canadian Services Division provides professional development on these two courses. The HRSB is a willing partner in providing professional development to increase cultural competence. • Recommendation #21 Best practices be shared and that new initiatives in professional development take into account the development of the capacity of teachers to address racism and feelings of isolation of lone African Nova Scotian students. HRSB Staff Response: Sessions on Race Relations, Cross Cultural Understanding and Human Rights (discrimination) are provided by Program and Diversity Management staff to increase teachers’ awareness of cultural differences and strategies to address issues of inequity in their classrooms. Professional development sessions were held for all elementary teachers and principals on equitable and inclusive classroom and school practice. A total of 44 school substitute release professional development days were utilized by 5 schools related to best practices on culturally responsive methods of instruction and assessment practices.


May 2011

6

Two full day professional development sessions on culturally responsive and Afrocentric pedagogy related to instructional practice and student learning were attended by new teachers enrolled in the New Teacher Support Program Cohort. • Recommendation #32 The Race Relations, Cross Cultural Understanding and Human Right Division in each board continue to provide professional development for SSWs to equip them to respond to their wide range of responsibilities. HRSB Staff Response: The Facilitator – African Nova Scotian Student Support provides regular/annual professional development for Student Support Workers (SSWs). For example, during the fall of 2010, SSWs participated in the following:

- An Overview of the Nova Scotia Human Rights Act: Their Perspective on Discrimination & Harassment in the Workplace and Support in Developing Understanding Necessary to Develop Effective Dispute Resolution Processes in the Workplace (internal-all SSWs);

- Multicultural Association of Nova Scotia: Creating Bridges—Multiculturalism and

Diversity in the 21st Century (external-part of the SSWs group attended);

- Graham Creighton Africentric Conference: To demonstrate an understanding of the types of conditions that are essential for culturally responsive teaching and to demonstrate an understanding of the importance of incorporating African themes into the curriculum etc. (internal-all SSWs);

- Crisis & Trauma Resource Institute: Substance Abuse and Youth—Creating

Opportunities for Change (external-part of the SSWs group attended);

- CTRI: Violence Threat Assessment—Planning and Response (external-part of the SSWs group attended);

- CTRI: Mental Illness and Addictions (external-part of the SSWs group attended); and

- Achieve Training Centre: Conflict Resolution Skills-Dealing with Difficult People (external-

part of the SSWs group attended); and

- Achieve Training Centre: Assertive Communication (external-part of the SSWs group attended).


May 2011

7

• Recommendation #37 More administrative attention be paid to the everyday classroom routines and activities, e.g., principals do a walkthrough with a focus on teacher preparedness in instruction and high-level interaction between educators and African Nova Scotian students. HRSB Staff Response The focus for professional development for principals and vice-principals in the 2010-2011 school year was “Closing the Achievement Gap for All Students”. Dr. Edwin Javius, CEO of EDEquity, facilitated two full-day sessions to administrators on equity and cultural competence to increase teacher awareness of issues related to the education of African Nova Scotian students. This topic has been threaded through all professional development this year. • Recommendation #40 Teachers receive support on embedding Africentric content into a rigorous curricular framework focused on assisting students in developing numeracy and literacy. HRSB Staff Response: The Halifax Regional School Board has provided funds for one African Nova Scotian Coach. The coach has been hired to work with three schools (Nelson Whynder, Ross Road and Harbour View) to assist teachers and administration with improving the education experience for all African Nova Scotian students, including but not limited to, math and literacy. Professional development sessions for teachers and administrators were provided in the three schools and included programming within an Afrocentric framework and teaching strategies to engage African Nova Scotian students.

CURRICULUM • Recommendation #19 English 12: African Heritage and African Canadian Studies 11 courses continue to be developed and made available to more schools. HRSB Staff Response: The Halifax Regional School Board provides opportunities for teachers with expertise in this area to work with staff at the Department of Education in the development and revision of African Nova Scotian courses. Thirteen of the fifteen high schools in the Halifax Regional School Board offer African Canadian Studies 11.


May 2011

8

English 12: African Heritage is offered in six high schools: Eastern Shore, Cole Harbour District High, Charles P Allen High, Dartmouth High, JL Ilsley High and Citadel High.

STUDENT AND COMMUNITY ENGAGEMENT • Recommendation #27 Administrators and other school officials become familiar with the parenting workshops to ensure that they are able to work in partnership with empowered parents. HRSB Staff Response: Similarly to recommendation 28 below, the information sessions with principals provided by the BEA will outline all available services to students and parents. • Recommendation #28 School administrators, teachers and families establish links between schools and the Cultural and Academic Enrichment Program. HRSB Staff Response: The Black Educators Association (BEA) has met with Senior Staff of the board to begin a dialogue on how both organizations can work together to support African Nova Scotian students and their families. The Cultural and Academic Enrichment Coordinator (CAEP) will be sharing information about CAEP and the Black Educators Association’s scholarship/bursary applications with the Student Support Workers at their professional development session Friday, May 13 at the Black Cultural Centre. The School Administration Department has also met with BEA staff to plan for information sessions for principals on the partnership between the board and the BEA and to review services that are available to students through the CAEP program.

PROGRAM REVIEW: ROLES AND RESPONSIBILITIES • Recommendation #31 School administrators review the level of integration of the SSW in the systems and structures of schools to ensure that the worker’s role is clear, that the worker is able to influence the culture of the school as a whole, and that the worker can interact proactively with African Nova Scotian students and their families. HRSB Staff Response: Two focus groups of principals were facilitated by School Administration in the fall of 2010 and information was collected regarding the role of the Student Support Worker in schools. This


May 2011

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data will be used to provide professional development to both the student support workers and the principals to improve service to African Nova Scotian students and their families.

jmcgillicuddy(\\atlantis\users) H:\Staff Reports - Street Assignment\Staff Reports\Street Assignments – June 1-2011 Page 1

Public ⌧ Report No. 11-06-1308 Private Date: June 1, 2011

HALIFAX REGIONAL SCHOOL BOARD

New Residential Development and Assignment of Streets to Schools

PURPOSE: To provide information to the Board regarding the assignment of new streets to schools within the Halifax Regional School Board (HRSB).

BACKGROUND: The Halifax Regional Municipality has notified the Board of acceptance of

primary and/or secondary services for several new streets in HRM. Development on these streets has begun and at this time potential students have not been assigned to a school. There will be a potential impact on enrolment of various schools.

Primary and or secondary services have been accepted within some areas of

Bedford South/West subdivision and the Ravines area. Staff will present a separate report (Report # 11-06-1309) outlining the potential impact of development on the neighbourhood schools.

Upon notification of acceptance of services, the assigned neighbourhood schools

are determined by utilizing the Baragar Mapping System. In order to determine if there is capacity to accommodate new students, a number of factors are considered including: current enrolment, the potential number of students from the development, and the projected enrolment over the next years.

It should be noted that residential development may begin on some roads prior to

the Municipality accepting services and therefore, prior to the Board being notified. The HRM Regional Subdivision By-law provides a developer an opportunity to enter into a subdivision agreement with the Municipality. The subdivision agreement may allow the developer to begin construction before the acceptance of primary and secondary services. The developer will provide the Municipality with a performance security in the amount of 110% of the approved estimated costs for the installation of the primary and secondary services, to guarantee their installation. If the developer provides this security, building permits may be issued.

The intent of this report is to provide the Board information on the following

matters: • identification of schools that may be experiencing overcrowding as a result of development pressure; • the methodology that staff have applied in determining available

capacity within the neighbourhood schools; and • projected enrolments and potential impact on enrolment resulting from

development.

CONTENT: Student Population Impact of the Developments The charts below outline the schools (by Family of Schools) affected by the current developments and the potential students that may result from the developments beginning in the 2011- 12 school year. The potential increase of students is determined by using ratios of:

• 60 students/100 units who are in grades primary through twelve in residential single units;

• 45 students/100 units who are in grades primary through twelve in townhouse units or semi-detached units; and

• 11.25 students/100 units who are in grades primary through twelve in multiple unit dwellings.

Auburn Drive Family of Schools

Development # and Type of Lots

Potential Students

Total Potential Students

Schools Affected

Capacity to Accommodate New Students

Auburn Heights – Phase 1B

13 Residential single units

8 5 PR-6 2 GR 7-9 1 GR 10-12 8 Total

Joseph Giles ES, & Graham Creighton JH, & Auburn Drive HS

Yes

Charles P Allen Family of School


Potential Students


Schools Affected


Lands of Ramar Developments – Southwood Road, Greenhill Road & Deepwood Drive

9 Residential single units

5 7PR-6 3 GR 7-9 2GR 10-12 12 Total

Hammonds Plains ES, & Madeline Symonds Middle, & CP Allen HS

1Hammonds Plains ES is at design capacity. Madeline Symonds Middle School is at or near capacity and the existing C.P Allen HS is at or above capacity. The potential student increase from this development is minimal.

Lands of Ramar Developments – Leeward Avenue & Crosswell Court

11 Residential Single Units

7


1 Design Capacity refers to the pupil count (P-6=25, 7-12=30) per classroom space. Speciality instructional areas are not considered as classroom spaces. Classroom populations can exceed 25 students in grades 4-6. The replacement school (design capacity 1200 and a functional capacity of 1600) for CPA is scheduled to open in September 2012.

Cole Harbour District High Family of Schools


Potential Students


Schools Affected


Lands of Halifax International Airport Hotel Incorporated

28 Semi detached dwelling units

12 17 PR-6 6 GR 7-9 5 GR 10-12 28 Total

Tallahassee Community (P-4), Oceanview Elementary (P-4), Seaside Elementary (4-6), Eastern Passage Education Centre (7-9) Cole Harbour Dist. HS

2Cole Harbour District High is at design capacity. However, this development would have minimal impact on the school’s enrolment. The projected enrolment for this school is anticipated to decline in the next few years. Tallahassee Community, Oceanview Elementary, Seaside Elementary, and Eastern Passage Education Centre have available capacity.

Lands of Silco Contracting Limited – Ridding Road

27 Residential Single Units

16

J.L. Ilsley High Family of Schools


Potential Students


Schools Affected


Lands of Banc Properties Limited – Kelly Street, Brewer Court, Halef Court, and Osborne Street

80 semi detached dwelling units 2 residential single units

38 23 PR-6 8 GR 7-9 7 GR 10-12 38 Total

Chebucto Heights ES Cunard JH J.L Ilsley HS

Yes


2 Design Capacity refers to the pupil count (P-6=25, 7-12=30) per classroom space. Speciality instructional areas are not considered as classroom spaces. Classroom populations can exceed 25 students in grades 4-6. The design capacity of Cole Harbour is 900 and the functional capacity is 1020. Student enrolment has been declining over the past few years and this trend is anticipated to continue with a projected enrolment of 743 is 2018.

Lockview High Family of Schools


Potential Students


Schools Affected


St. Andrews Village – Phase 9 Glencairn Avenue

15 residential single units

9 12 PR-6 4 GR 7-9 4 GR 9-12 20 Total

Ash Lee Jefferson ES Georges P. Vanier JH Lockview HS

Lockview is over design capacity. The student impact is minimal from this development. Georges P. Vanier has capacity.

Lands of Parkdale Developments Ltd - Kinloch – Phase 6C1- Celebration Drive


11

Oakfield Estates Limited – Coyote Ridge


5 3 PR-6 1 GR 7-9 1 GR 10-12 5 Total

Olfield ES Georges P Vanier JH Lockview HS

Lockview is over design capacity; however, the potential impact from this development is limited.

Oaken Hills – Phase 1C – Abilene Avenue and Calderwood Drive


8 5 PR-6 2 GR 7-9 1 GR 10-12 8 Total

Ash Lee Jefferson ES George P. Vanier JH Lockview HS

Lockview is over design capacity; however, the potential impact from this development is limited.

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2011 Page 4

Millwood High Family of Schools


Potential Students


Schools Affected


Newridge Subdivision – Phase 4A – Lylewood Drive, Birch Hill Court and Rosemary Drive


9 18 PR-6 6 GR 7-9 6 GR 10-12 30 Total

Harry R Hamilton ES Sackville Heights JH Millwood HS

Yes

Newridge Subdivision – Phase 4B – Birch Hill Court and Maroon Drive


9

Lakecrest Acres Subdivision – Phase 9 – Lands of Fenerty Developments Ltd Lakecrest Drive, Rhodora Drive, Kernwood Drive, and Bramblewood Court


12

Sunset Ridge – Phase 1 – Lands of Armco Capital Inc. Sackville Drive, Beaconsfield Way, and Avebury Court

22 residential single units 44 semi detached units

33 20 PR-6 7 GR 7-9 6 GR 10-12 33 Total

Sackville Height ES Sackville Heights JH Millwood HS

Yes

Twin Brooks – Phase 3A – Gallery Crescent, and Plugmark Court


11 17 PR-6 6 GR 7-9 5 GR 7-9 28 Total

Millwood ES Sackville Heights JH Millwood HS

Millwood ES is at capacity; however, there are portables on site which can accommodate the anticipated growth. Sackville Heights JH and Millwood HS have capacity available.

Twin Brooks – Phase 3B – Gallery Crescent and Caddie Drive


17

Prince Andrew High Family of Schools


Potential Students


Schools Affected


Portland Hills Subdivision – Phase 7B – Pebblecreek Crescent


13 8 PR-6 3 GR 7-9 2 GR 10-12 13 Total

Portland Estates ES Ellenvale JH Prince Andrew HS

Yes


2011 Page 5


Within the urban area (Halifax Peninsula, Dartmouth, and Cole Harbour), there is

enrolment pressure in the Cole Harbour High Family of Schools. The design capacity of Cole Harbour High School is 900 with a student enrolment of 978 as of September 30, 2010. Student enrolment has been declining for a number of years and this trend is anticipated to continue:

• In 2006 student enrolment was 1155; • In 2010 student enrolment had declined to 978; • Projected enrolment in 2018 is 743

Staff tabled a Facility Master Plan in March 2011 which included the following

recommendation for Cole Habour District High: • Addition and alteration to enhance program delivery and aging

infrastructure. The proposed funding timeline is for funding to be released in 2012 with construction beginning in 2013.

Within the suburban area, there is enrolment pressure in the Lockview High (Fall River and Enfield) Family of Schools. In the Lockview Family, it is anticipated the enrolment will remain relatively steady through 2018. HRM Development Services have indicated there are growth management measures within this area that are intended to control future growth.

It should be noted these findings are based on current data as well as information provided by HRM Planning and Development Services. As these findings are based on projections, there is no guarantee that development will proceed in this form. Should any of these schools not be able to accommodate increased enrolments, the Halifax Regional School Board reserves the right to place the students in another school within the Board.

COST: N/A FUNDING: N/A TIMELINE: The placement of students would be effective immediately. APPENDICES: Appendix 1: Capacity of Schools Affected by the Developments RECOMMENDATIONS: It is recommended that the Board receive this report for information. COMMUNICATIONS:

AUDIENCE RESPONSIBLE TIMELINE Community via the web

Doug Hadley Following the Board meeting

School Administration

Jill McGillicuddy Following the Board meeting

Halifax Regional Municipality



From: For further information please contact Charles Clattenburg, Director,

Operations or Jill McGillicuddy, Planner, 464-2000 Ext. 2277 or email [email protected].

To: Senior Staff June 13, 2011

Board Meeting June 22, 2011


Appendix 1 Capacity of Schools Affected by the Developments Auburn Drive High Family of Schools

School Capacity Range

Enrolment Sept 2009

Efficiency 2009/10

Registered Enrolment Sept 2010

Efficiency 2010/11

Joseph Giles ES 375-429 291 68% - 78% 277 65%- 74% Graham Creighton JH 540-630 386 61% - 71% 348 55%-64% Auburn Drive HS 960-1140 1109 97%-116% 1022 90%-106%

Cole Harbour District High Family of Schools


Enrolment Sept 2009

Efficiency 2009/10


Efficiency 2010/11

Tallahassee Community 500-596 420 70% - 84% 437 73% - 88% Oceanview ES 450-510 304 60% - 68% 302 59% - 67% Seaside ES 375-429 355 83% - 95% 334 78%-89% Eastern Passage Education Centre

660-720 437 61%-66% 448 62%-68%

Cole Harbour Dist. HS 900-1050 1041 99%-116% 978 93%-108%

J.L. Ilsley High Family of Schools


Enrolment Sept 2009

Efficiency 2009/10


Efficiency 2010/11

Chebucto Heights ES 475-497 271 55%-57% 270 54%-57%

Cunard JH (7-9)

330-390 198 51%-60% 193 49%-58%

J.L. Ilsley HS (10-12)

1050-1225 785 64%-75% 787 64%-75%

Lockview High Family of Schools


Enrolment Sept 2009

Efficiency 2009/10


Efficiency 2010/11

Ash Lee Jefferson ES (PR-6)

550-576 637 110%-116% 502 87%-91%

Oldfield Cons. ES (PR-6)

150-168 132 79%-88% 130 77%-87%

Georges P. Vanier JH (7-8)

630-690 420 61%-67% 413 60%-66%

Lockview HS (9-12)

1110-1295 1289 99%-116% 1241 96%-112%


2011 Page 8

Millwood High Family of Schools


Enrolment Sept 2009

Efficiency 2009/10


Efficiency 2010/11

Harry R Hamilton ES (PR-6)

500-522 485 93%-97% 491 94%-98%

Millwood ES (PR-6) 400-418 447 107%-112% 434 104%-108%

Sackville Heights ES (PR-6)

375-393 317 81%-84% 300 76%-80%

Sackville Heights JH (7-9)

750-875 585 67%-78% 597 68%-80%

Millwood HS (10-12)

690-805 618 77%-89% 622 77%-90%

Prince Andrew High Family of Schools


Enrolment Sept 2009

Efficiency 2008/09


Efficiency 2009/10

Portland Estates ES (PR-6)

400-459 370 80%-92% 368 80%-92%

Ellenvale JH (7-9)

450-525 428 82%-95% 430 82%-96%

Prince Andrew HS (10-12)

1260-1470 1069 73%-85% 1078 73%-86%


jmcgillicuddy(\\atlantis\users) H:\Staff Reports - Street Assignment\Staff Reports \CP Allen High Family – Street Assignments - June 22-2011 Page 1

Public ⌧ Report No. 11-06-1309 Private Date: June 1, 2011

HALIFAX REGIONAL SCHOOL BOARD

Assignment of Streets Located in Bedford South/West/Ravines to Schools

PURPOSE: To provide information to the Board regarding the assignment of new streets in Bedford South/West and the Hemlock Ravines to schools within the Halifax Regional School Board (HRSB).

BACKGROUND: The Halifax Regional Municipality has notified the Board of acceptance of

primary and/or secondary services for new streets located in the CP Allen and Halifax West Family of Schools catchment areas (Appendix 1). Development on these streets has begun and at this time potential students have not been assigned to a school.

Upon notification of acceptance of services, the assigned neighbourhood schools

are determined by utilizing the Baragar Mapping System. In order to determine if there is capacity to accommodate new students, a number of factors are considered including: current enrolment, the potential number of students from the development, and the projected enrolment over the next years.

The intent of this report is to provide the Board information on the following

matters: • identification of schools that may be experiencing overcrowding

resulting from development pressure; • the methodology that staff have applied in determining available

capacity within the neighbourhood schools; and • projected enrolments and potential impact on enrolment resulting from

development.

CONTENT: Student Population Impact of the Developments The charts below outline the schools affected by the current developments and the potential students that may result from the developments beginning in the 2011-12 school year. The potential increase of students is determined by using ratios of:

• 60 students/100 units who are in grades primary through twelve in residential single units;

• 45 students/100 units who are in grades primary through twelve in townhouse units or semi-detached units; and

• 11.25 students/100 units who are in grades primary through twelve in multiple unit dwellings

Charles P. Allen Family of Schools


Potential Students


Schools Affected


West Bedford – Phase 2 Capstone Crescent, Hollyhock Way, and Lasalle Court


53 32 PR-6 10 GR 7-9 11 GR 10-12 53 Total

Bedford South C.P Allen HS

Bedford South is at capacity. C.P Allen is at or near capacity.

West Bedford – Phase 3A – Gary Martin Drive

30 residential town house units

14 8 PR -6 3 GR 7-9 3 GR 10-12 14 Total

Bedford South CP Allen HS


Bedford South – Phase 9A – Windridge Lane


15 9 PR-6 3 GR 7-9 2 GR 10-12 15 Total



Bedford South – Phase 9B- Sedgewick Place


21 13 PR-6 4 GR 7-9 4 GR 10-12 21 Total


Bedford South is at capacity. C.P Allen HS is at or near capacity.

Bedford South – Phase 10B – Larry Uteck Boulevard, Nine Mile Drive, and Starboard Drive

142 residential multiple units

16 10 PR-6 3 GR 7-9 3 GR 10-12 16 Total



Bedford South – Phase 11A – William Borrett Terrace


16 10 PR-6 3 GR 7-9 3 GR 10-12 16 Total



Currently, Bedford South School is above capacity with portables on site. The portables are not fully utilized. Development is continuing within the Bedford South/West area with further construction anticipated. It is projected that the enrolment of Bedford South School will continue to increase. The above table outlines the streets on which the Municipality has accepted primary/secondary services. Upon acceptance of these streets, the Municipality is responsible for services such as garbage collection and street maintenance. Also, occupancy permits may be issued for structures provided a final inspection has been completed and passed.



Although, the developer is entitled to apply for building permits on the above referenced lots, HRM Development Services have indicated that building permits have been issued for 77 residential single unit dwellings, 12 semi-detached dwellings, and 1 four unit townhouse dwelling. The potential increase of students for the 2011-12 school year in Bedford South is 42 students. Existing streets that have been accepted by the Municipality, including the streets as outlined above, would be included in the catchment area and the students would be directed to Bedford South School. Subsequently, a staff report will be prepared for the Boards consideration regarding a potential boundary review for the Bedford South/West and Hemlock Ravines area. The potentially impacted schools may include:

• Bedford South • Basinview Drive Community • Kingwood Elementary • Hammonds Plains Consolidated Elementary • Grosvenor – Wentworth Park Elementary • Rockingham Elementary

This report and recommendation will be forwarded to the Board for decision and potential initiation of the boundary review.

It should be noted that residential development may begin on some roads prior to the Municipality accepting services and therefore, prior to the Board being notified. The HRM Regional Subdivision By-law and the HRM Council approved Development Agreement provides a developer an opportunity to enter into a subdivision agreement with the Municipality. The subdivision agreement may allow the developer to begin construction before the acceptance of primary and secondary services. The developer will provide the Municipality with a performance security in the amount of 110% -120% of the approved estimated costs for the installation of the primary and secondary services, to guarantee their installation. If the developer provides this security, building permits may be issued. Currently, this option would have a limited impact as many of the streets within the approved development area have been constructed and the Municipality has accepted them.

. It should be noted these findings are based on current data as well as information provided by HRM Planning and Development Services. As these findings are based on projections, there is no guarantee that development will proceed in this form. Should any of these schools not be able to accommodate increased enrolments, the Halifax Regional School Board reserves the right to place the students in another school within the Board.

COST: N/A FUNDING: N/A TIMELINE: The placement of students would be effective immediately. APPENDICES: Appendix 1: Catchment Areas Appendix 2: Capacity of Affected Schools


RECOMMENDATIONS: It is recommended that the Board receive this report for information. COMMUNICATIONS:

AUDIENCE RESPONSIBLE TIMELINE Community via the web

Doug Hadley Following the Board meeting

School Administration


Halifax Regional Municipality


From: For further information please contact Charles Clattenburg, Director,

Operations or Jill McGillicuddy, Planner, 464-2000 Ext. 2277 or email [email protected].

To: Senior Staff June 13, 2011

Board Meeting June 22, 2011


Appendix 1 Existing Boundary for Bedford South and Grosvenor Wentworth Schools


Source: Halifax Regional School Board and Baragar Demographics

Appendix 2 Capacity of Schools Affected by the Developments C.P Allen Family of Schools


Enrolment Sept 2009

Efficiency 2009/10


Efficiency 2010/11

Bedford South ES & JH (PR-9)

540-620 610 98%-113% 662 107%-123%

C.P. Allen HS (10-12)

1050-1225 1185 97%- 113% 1218 99%-113


22-jun-11

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