THE CONFERENCE OF INDEPENDENT SCHOOLS OF ONTARIO

RISK MANAGEMENT

RELATED TO

OFF-SITE EXCURSIONS

Please note that the information provided should not be construed as legal advice nor should it be used as a substitute for consulting legal counsel.

CIS – a collegial forum to promote excellence in education among its member schools

www.cisontario.ca

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TABLE OF CONTENTS

GUIDING PRINCIPLES OFF-SITE EXCURSIONS...............................................3 Educational Issues....................................................................................................................... 3 Legal Issues................................................................................................................................. 4 Insurance Issues .......................................................................................................................... 4 What is at risk?............................................................................................................................ 5 Risk Tolerance ............................................................................................................................ 5 Today’s Educational Environment ............................................................................................. 6 Factors Contributing to Negligence Law Suits........................................................................... 7

GUIDING LEGAL PRINCIPLES FOR EDUCATORS...........................................8 Standard of Care ......................................................................................................................... 8 Duty of Care................................................................................................................................ 8 Law of Negligence...................................................................................................................... 8 Foreseeability.............................................................................................................................. 9 Key Points................................................................................................................................... 9 Vicarious Liability ...................................................................................................................... 9 Student’s Responsibilities......................................................................................................... 10 The Legal System in Canada .................................................................................................... 10 Common Law............................................................................................................................ 10 Statute Law ............................................................................................................................... 10 Tort Law.................................................................................................................................... 10

GUIDING QUESTIONS FOR OFF-SITE EXCURSIONS....................................12 Policy-related Questions ........................................................................................................... 13 Excursion-specific Questions.................................................................................................... 14

EXCURSION ISSUES ............................................................................................16 Supervision guidelines .............................................................................................................. 16 Excursion Leader Qualifications............................................................................................... 16 Assistant Leaders ...................................................................................................................... 17 Supervision Ratios .................................................................................................................... 17 Transportation Guidelines......................................................................................................... 17 Risk Transfer or Contracting Out ............................................................................................. 18

MODEL FOR MANAGING RISK .........................................................................19 Process for Risk Management (Excursions) ............................................................................. 20 Relationship of Excursion to School Objectives and Organizational Departments ................. 21 The Decision-making Process for off-site excursions .............................................................. 22 Identify and Assess ................................................................................................................... 24 Educate and Train ..................................................................................................................... 24 Monitor ..................................................................................................................................... 24

CONSENT FORMS, WAIVERS, LIABILITY AND INDEMNITY CLAUSES..25 Purpose...................................................................................................................................... 25 Consent Forms .......................................................................................................................... 25 Waivers ..................................................................................................................................... 25 Liability releases ....................................................................................................................... 25 Indemnity clause ....................................................................................................................... 26 Limits of forms ......................................................................................................................... 26 Medical Forms .......................................................................................................................... 26

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Trip Management Documents................................................................................................... 27 EMERGENCY AND CRISIS MANAGEMENT RESPONSE PLANS.................29

Key Principles of Emergency Response Plans ......................................................................... 29 Preparedness ............................................................................................................................. 29

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GUIDING PRINCIPLES OFF-SITE EXCURSIONS Introduction: Off-site excursions are normally linked to educational objectives and offered as a way of exposing students to new places or new activities, or locations where games, practises or events can be held. All excursions involve some degree of risk (hazard or event) for students, and liability exposures for schools. Implementation of risk management processes, policies and practises can effectively minimize exposure to risk for students. There are three guiding principles to consider when developing strategies and processes and guidelines for addressing risk in an educational context.

Educational Issues: The primary goal of a school is to educate children. It is always prudent to determine whether the educational value of the activity outweighs the risks involved; off-site excursions often involve an increased potential for risk. From an educational perspective, off-site excursions provide students with valuable experiences to learn in new environments and broaden their experience. Educational issues to be considered:

• school values and philosophy of education (Board) • ability of school (resource and personnel allocation) to develop process and

communication for approval, training/education and monitoring for trip with school personnel and students/parents (Board)

• the educational objectives of the off-site activity ( Program/Academic Department) • appropriateness of program risk (Management and Program/Academic Department) • value of experience for students (Management and Program/Academic Department) • identification of inherent risks for activity (Program/Academic Department) • ability of school to designate leadership, responsibility and controls (Management and

Program Department) • www.austega.com/education/risk/principles.htm (summary of key areas of risk

management for schools) • www.ericfacility.net/databases/ERIC_Digests/ed364985.html (risk management print

resources from Eric Digest files) • www.pinellas.K12.fl.US/HR/Risk/FieldTrip.html (example of complete set of policies

governing all field trips from Pinellas County School Board in Florida) • www.safety-council.org/news/sc/2001/sch-riskmgt.html (Canadian Safety Council

guidelines for schools) • www.santarosa.K12.fl.US/risk/section_i.htm (policy statements for excursions from the

School Board of Santa Rosa County California)

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Legal Issues: Legal principles to be considered:

• Statute Law and Acts (including Education Act) • Duty of Care • Standard of Care • Law of Negligence • Vicarious Liability • Case Law • Common Law

Legal issues need to be shared with the Board, Management and Program Departments, as well as teachers, assistant teachers, and volunteers on the excursion. Resources:

• Orbit, “Legal Issues in Education”, V32, #2, 2001 • Brown, D., 1998. “An Educators Guide to Independent Schools”, Canada Law Book Inc,

Aurora Bibliography:

• Treasury Board of Canada, Secretariat, “Guidelines on Risk Communications” (Oct. 1995)

• Vaughan, E.J. Fundamentals of Risk and Insurance (6th ed), John Wiley and Sons, 1992

Insurance Issues: Insurance principles and issues to be considered:

• policies and practises in place to avoid, control or mitigate damage to property or assets (Board and Management)

• policies and coverage for injury to school personnel or students, or others involved in the activity (Board and Management)

• are all assets documented and covered by insurance policies; are coverage policies adequate? (Board and Management with input from Program Department)

Insurance coverage is a risk management tool that may restore the financial loss related to the incident, but it does not affect the school’s image or address loss related to the school’s reputation or loss of students/staff as a result of the incident. Each school needs to consider a number of questions before developing a strategy to address the potential for risk in off-site excursions.

• What is the educational (or other) value of the excursion? • What is the nature of the activity and what are the inherent risks of the excursion to

people or property? • What is the potential for a hazard or event taking place on-route to and from the activity?

Would this event or hazard effect the participation or general well-being of students/school personnel or have an effect on property or equipment?

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• What is the possibility of an event or hazard creating an environment or situation which creates severe impact or vulnerability to participants or property/equipment and is the school prepared to develop a strategy or process ahead of time to address that situation?

• What damage would be done to the schools reputation if an incident occurred? Risk management, in the business context, is seen as the control of risks (risk control) and risk financing. Risk controls are measures (policies and practises) put in place to prevent, detect, or react to a threat and reduce the probability and/or impact. Risk financing refers to two processes: risk transfer through the use of insurance policies or subcontracted service providers, and risk retention. Risk retention is the decision of an organization to absorb the costs for risk because the value of the initiative outweighs the negative consequences for the risk. Insurance deductibles are an example of risk retention. Risk management is the on-going process of planning, organizing, leading, controlling and monitoring activities that include the possibility of risk of injury to participants. Risk management foresight is needed to assess the possibility and preventability of possible injury or harm to students, and to mitigate the damage or loss of property or school assets.

• www.ccohs.ca (Canadian Centre for Occupational Health and Safety) • www.iao.ca (Insurance Advisory Organization: provides risk management information to

risk management industry and others) • www.insurance-canada.ca/professionals.php (Insurance Institute of Canada: products

and services available) • www.urmia.org (University Risk Management and Insurance Association: resources,

articles, conferences, recommendations for risk management in all program areas as well as physical plant)

• www.legal-glossary.com/workers-compensation.html (WCB general regulations and guidelines)

What is at risk? At-risk institutional assets usually fall into the following categories: 1) people- students, all employees of the school, Board members, volunteers, clients, donors and the general public; 2) Property- buildings, facilities, equipment, materials, copyrights, trademarks; 3) Income- sales, tuition, fees, grants, gifts; 4) Goodwill- reputation, stature in the community, ability to raise funds and appeal to prospective students and their parents, staff, faculty and volunteers (Currents Magazine, 2003).

Risk Tolerance Before developing any strategy or process to address the potential risks inherent in off-site excursions, each school must first determine its own tolerance for risk: educational issues, legal issues and insurance issues will guide the school in clarifying its position. In many schools, there is broad-based input into this decision. In some cases participation from the Board, Management of the school, school personnel (teachers, residential program leaders, etc.) students and parents discuss general and specific concerns and attitudes. Parents may perceive risk in a very different

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way from school personnel. Once risk tolerance has been established, the school should review all program goals to align them to the school standard for risk tolerance. Factors to consider when determining a school’s risk tolerance:

• The schools philosophy, mission, values and management style • The strategic objectives of the school: short and long term planning initiatives and the

market and specific focus of the school • The values, experiences, competence and abilities of school employees • The system already in place (vertical and horizontal) for effective and prompt

communication, enforcement and monitoring of practises and policies • The school’s ability to review and receive input about the potential for risk

Risk tolerance is a decision made through a committee process at a school. This committee often includes representation from the Board, Management, Program Departments Heads and teachers. Input from other stakeholders such as students and parents is also recommended. Risk tolerance is an on-going process and can be adjusted based on a number of variables and outside pressures such as the following: change in provincial curriculum; student and teacher interest, experience or training of school personnel; the influence or availability of subcontracted/commercial providers; changes or clarification of professional norms or expectations for teachers/administrators; a teachers/ excursion leaders confidence or tolerance for risk; parent’s expectations of the school and its programs; lawsuits or publicity surrounding catastrophic events; changes in societal norms for the degree of risk acceptable for schools and educators; changes in insurance policies including the cost of premiums and liability coverage. A number of factors have effected the expectations for schools and educators in the last decade. As a direct result of these changes schools are now developing proactive processes to control risks for programs and activities. A description of these changes will help schools to recognize and understand the context for developing risk management plans.

Today’s Educational Environment • involves many activities including excursions before, during, and after the regular school

day • excursions are often in locations outside the school community area, and can take place

in remote or far-away settings; students and excursion leaders may not have participated in the activity before, or may not be familiar with the location or environment

• pressure to develop and maintain increased educational (and travel) opportunities for students as part of the value-added independent school experience

• increased participation in student exchange programs, Duke of Edinburgh and experiential-based programs authorized or sponsored by the school including those that take place on school breaks and in the summer

• increased proportion of new and inexperienced teachers on staff (in many subject areas) replacing more experienced teachers; experienced teachers may have more experience in a parental custodial role acting as a “prudent parent”

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• normalizing Adventure/ Outdoor Education activities previously considered dangerous (rock climbing, canoe trips etc.) and usually under the supervision of trained personnel, now may be seen as activities appropriate to less formal training or supervision when conducted after hours or as social and recreational activities

• pressure and competition for independent schools to have students demonstrate above average ability or excellence in the marketplace through sports or physical endurance activities

• schools are assuming increased parental and community responsibility and roles as part of the educational, social, recreational and residential program offered to students. Many schools provide social and recreational programs for students after hours, on weekends and on school breaks.

Factors Contributing to Negligence Law Suits • frustration of parents and desire for school accountability • high profile damage awards and media coverage of catastrophic events • increased expectations for schools and educators: more vigilant on-going assessment of

educators and their responsibilities to students • perceived “deep pockets” of schools • Canadian Charter of Rights and Freedom • Occupational Health and Safety Act(s) • on-going discussion and clarification of professional standards for educators as part of the

Ontario College of Teachers mandate • increased societal expectations that schools will manage crisis and emergencies

effectively

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GUIDING LEGAL PRINCIPLES FOR EDUCATORS Educators are required to create a school and learning environment consistent with constitutional and statutory mandates; these initiatives have become an increasingly important part of the teacher and administrators obligations. Knowing the law will allow educators to do the following: be proactive in avoiding and anticipating legal issues; be able to review legal implications of practises, policies and processes; and, create a foundation for policy setting school-wide. The Common Law in Canada states that the school authorities have a special duty directed at all students in their charge. Schools are expected to take reasonable measures to prevent risk of harm within the school environment, or on any school-sponsored or school supervised excursion.

Standard of Care Educators exercising Standard of Care must act as a reasonably careful or prudent parent; the law requires an educator’s actions to conform to what a careful parent would do in the same circumstances. Standard of Care includes the responsibility for the educator to protect students from any foreseeable risks of injury. A person using Standard of Care acts prudently with intelligence and decision-making ability commensurate with a reasonably careful parent.

Duty of Care Duty of Care is another principle guided by Canadian Common Law. Duty of Care states that every person has the responsibility to avoid acts or omissions which one can reasonably foresee as having the potential to injure another person. The law imposes a Duty of Care on a school to ensure the safety and well-being of all students in their care (Brown, 1998). The Duty of Care role is expanding because schools are now taking on more parental and community responsibilities and roles. Many schools now provide recreational, social and outdoor activities for students on the weekends and evenings. Many schools have also assumed responsibility for nutrition, medication and counselling care for students as part of their contracted activities. Note: Case Law shows that a court will look at the school’s policies and regulations, as well as other factors, to determine whether the school or educator used proper care in the supervision of students. The policies are used in court as evidence to understand what the school considered to be regular and reasonable precautions and practise.

Law of Negligence The Law of Negligence is used to assess whether the risk was foreseeable, and what measures were used to wither avoid, reduce or remove the risk. This law determines the potential liability of a school for the acts or omissions of its staff which result in harm or injury to another person (Brown, 1998). A civil lawsuit looks back at the specific incident to decide whether the school/educator should have been able to predict the probability of the hazard or event/situation, and the resulting injury or loss.

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The principles of negligence are usually considered by asking the following questions:

• did the school or educator breach his or her Duty of Care by acting, or failing to act in accordance with the required Standard of Care?

• did the school or educator breach cause the student’s injury or loss? Courts will ask the following questions if the student has been injured while in the care of the school:

• What risks were students exposed to during the excursion? • What measures could/should have been taken to avoid or reduce the risk of harm? • Did the educator (as excursion leader or participant) take the necessary steps to remove

the identified risks? • Did the educator review practises to see if improvements or changes were necessary to

the organization or itinerary of the trip? (Risk Management in Canadian Education, 2002)

Foreseeability A critical issue in determining whether a school/educator had the legal responsibility to take action is discussed as part of the court proceedings. As part of reviewing the incident the following questions will be posed:

• What did the school/ educator/excursion leader know about the risks, and what should they have known or considered?

• What evidence is there that the school/teacher took reasonable steps to reduce the risk of injury or prevent the accident?

School practises and policies are used as evidence to determine negligence. The court has the power to determine whether a particular practise is reasonable or unreasonable in the circumstances. If an educator departs from the normal or expected routines of the profession, they would have to establish that their actions were as safe as or safer than the general practise (RMCE, 2002). In the court, the custom and approved practise is usually determined by expert witnesses (Cloutier, 2003).

Key Points: • The school’s policies and practises must clearly reflect Standard of Care and Duty of

Care • Educators must comply with school policies and practises unless it can be shown that

their actions were as safe or safer than the general practise.

Vicarious Liability The principle of Vicarious Liability means that the school is legally responsible for the actions of its employees done in the course of their employment to the school. If the accident happened

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while the individual was performing his/her normal duties with the school, the school is vicariously liable for the employee’s negligence (Brown, 1998). If a teacher, Junior Master, Don, Junior Teacher etc. conducts activities that are not school sanctioned or school authorized, the teacher may be held personally liable for any damage or injury experienced by the student.

Student’s Responsibilities Students have a Common Law duty to act with reasonable care to ensure their own safety, and statutory regulations towards themselves and others. In Ontario, the Education Act states (in part) that the student shall: exercise self-discipline, accept such discipline as would be exercised by a kind, firm and judicious parent, be courteous to fellow students and obedient and courteous to teachers, and show respect for school property. In court, a student’s actions and behaviour will be seen in relation to others, and according to their functioning ability (Section 23 of Regulation 298). Below the age of 14 years, a minor is seen to have little responsibility in the event of an accident (Cloutier, 2003).

The Legal System in Canada There are a number of specific legal terms and types of laws that guide an assessment of school accountability for the management and care of students and school personnel.

Common Law: • operates on the rule of precedent, “like cases will be decided alike” • evolves reflecting society’s current norms and values

Statute Law: • may be used to make new laws or codify a common law • regulations add specifics to legislation • can be passed by federal or provincial legislators

Tort Law: • a civil wrong that can be redressed by an award of damages • accident may be intentional (assault, deceit, wilful damage etc.) or unintentional

(negligence, nuisance etc.) • Tort Law is concerned with fault-based accidents where injuries are the result of

conditions, measures or actions of another • this compensation clarifies the standard of care and societal values

“There is an implied understanding among parents and society that schools will not put students at risk. When deviating from this standard of care, consents and releases are necessary; however there is also a societal expectation that parents will not put their children at risk by consenting to their participation in a high risk activity” (Educational Law Reporter, 2003).

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Legal Resources:

• By-laws of Ontario Teachers Federation • Educational Act and Regulations • Educational Quality and Accountability Office Act, 1996 • Fridman, G.H., The Law of Contract (3rd edition), Thompson Canada Ltd, 1994 • Hilker, G., Liability Insurance Law in Canada, Vancouver: Butterworths Canada, Ltd,

1996 • Hronek, B., & Spengler, J.O., Legal Liability in Recreation and Sports. Sagamore

Publishing, 1997 • Klar, L., N. Tort Law, Thompson Canada Ltd., 1991 • Linden, Allen, Canadian Tort Law (5th Edition), Butterworths Canada Ltd., 1993 • MacKay, W. & Sutherland, L., Teachers and the Law: A Practical Guide for Educators.

Emond Montreal Publishers Ltd., 1992 • Ontario College of Teachers Act and Regulation, 1996 • Teachers Profession Act and Regulation Code of Conduct

Link to Educational Legislation Materials:

• www.adventureprograms.ca (Cloutièr, R. et al, 2000, Legal Liability and Risk Management in Adventure Tourism, Bhutak Consultants Ltd., BC)

• ehargrave@canadalawbook.com (to order any legal texts, contact this email address) • www.law.stetson.edu • www.learn.uvm.edu/legal

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GUIDING QUESTIONS FOR OFF-SITE EXCURSIONS The potential for risk (hazard or event) during an excursion can be sorted into three general categories. Keep in mind that there are many variables that will change the level of risk, and the ability to control the risk, despite the activity-focus. These variables are not limited to, but include the following: students are of an age or ability level where they could reasonably do unpredictable things; the weather, road conditions or physical environment of the activity could change suddenly creating difficult terrain or road conditions; the excursion leader(s) or a participant becomes ill suddenly and attention becomes focussed on the individual and not the group; adequate preparation in terms of supervision ratios and excursion leader qualifications are not in place; and, anticipated resources are not longer available mid-way through the activity. Level One Risk can be seen as activities (including the transportation to and from those activities) that take place on a regular basis within the school program and in a controlled environment such as a public or commercial building with on-site supervision, easy access to telephones and emergency services, and last for a duration of less than one day. These risks could include such activities as the following: trips to cultural centres, movies, and visiting other schools within the area. Level Two Risks are activities (including transportation to and from those activities) that involve some potential for risk because of the following: they require transportation for long distances; they involve an activity where equipment could easily get damaged as part of doing the activity, these activities have not been programmed before at the school and this is the initial “trial run” to determine feasibility; the activities have been conducted before but they take place in an environment that is unpredictable in terms of weather and terrain; these activities last a period of time somewhere between less than one day and three days. This type of excursion could include activities such as the following: a band, choir or drama performance trip across the province/country; sports practises or games/meets such as Alpine skiing or hockey tournaments They take place in populated areas away from the geographical region/ county of the school. Level Three Risks include all outdoor and adventure programs, as well as any school excursion that has considerable potential for injury to excursion participants. These excursions may be part of the regular school program or offered on an annual or bi-annual basis to specific students. These excursions may involve some of the following conditions: remote or difficult to access locations, or locations distant from the school; use of specialized equipment for tracking location or maintaining radio contact or unreliable telephone service; difficult access to medical services, carrying of heavy equipment and food provisions; covering of terrain that is know to be difficult, dangerous or challenging in scope or physical shape; changing supervision ratios throughout the activity so that students are left unsupervised for long periods of time; activities where individual students are left in the care of parents/guardians unknown to the school, Exchange programs, travelling scholarships etc. Activities generally perceived as high risk include the following: horseback riding, mountain biking, white-water canoeing, kayaking, scuba diving, or activities where students are left alone for more than one day (Cloutier Report, 2003). The duration of these activities is usually somewhere between 1 and 14 days; if the activity requires a long term process of hands-on experience these activities can last up to several months. In this section you will find a comprehensive series of questions that could be asked as part of the excursion -planning process. General policy questions can be answered by the Management of the school. The second set of questions are program-specific; these questions could be

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answered by an Excursion Committee or Program Department with input from Management. These questions could be reformatted as a checklist for Management, the Excursion review committee/Program Department as they integrate the risk management process.

Policy-related Questions Does the school have appropriate insurance for the trip (coverage and limits)? Is there an emergency response and crisis management plan in place that includes reliable telephone access from the excursion supervisor to other key on-site school personnel? Has this plan been communicated to teachers, parents, volunteers and administrators involved in the supervision of the program area? Has there been a committee of school personnel (teachers and others where appropriate) to review the excursion activity, identify and assess the inherent risks? Do the educational (or other) benefits of the excursion outweigh any potential safety risks? How much supervision is required? Do the supervisors require specific training, qualifications or certification? Do all supervisors (including volunteers) have appropriate first aid training? Is there a clear understanding within the school organization that saying “no” to some activities is a sound decision? Has the review committee developed strategies to control or address foreseeable risks, and implemented any training/ education program for participants based on the risk identification and assessment? Does the school need to provide special rules or instructions for the excursion? Have these rules or instructions been clearly communicated verbally and in writing to students, parents, trip supervisors and administrators (where appropriate)? Do the teachers supervising the excursion have the appropriate certification and qualifications to match the activity? Is the supervision ratio student: teacher adequate for the activity based on school-wide standards? Has there been PD time and resources put aside to provide the appropriate training? Is there a plan in place for monitoring the progress of the field trip, and for feedback at the conclusion of the trip? Do trip leaders understand that they have the authority to modify or avoid the activity/ transportation route if a hazard or event creates foreseeable risk to participants? Is there a code of conduct and permission form for the trip? Are these documents reviewed by students and their parents, and collected at a central location at the school?

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Does the code of conduct for students include a clear description of behaviour and expectations, as well as the consequences for failing to adhere to the code? Can a student opt out of the excursion without losing marks or reputation among classmates or with the teacher? Are there any specific activities that the school should consider hiring professional guides or leaders to supervise? Is there an alternate assignment needed for students who remain at school instead of going on the trip? What supervision arrangements have been made for those students? What preparations will be necessary to prepare students for the excursion? Is there an alternate plan if conditions are seen as unsafe at the time of the activity? If the transportation or supervision of the activity has been contracted out to a third party, does the third party have the appropriate insurance, credentials, experience and expertise to conduct the activity with students of this age group and experience? Are school personnel adequately represented during the transportation phase and activity portions of the excursion? Is there a designated trip leader? Who will be responsible for on-trip decision-making and coordination or resources? At the end of the excursion, will a review be conducted and corrective measures identified for future excursions?

Excursion-specific Questions Have the identified risks for the activity been described and outlined in the Informed Consent/Permission form? Have students and their parents signed this form, and has it been returned to the school? Is the activity appropriate for the age, physical and mental abilities (competencies and capacities) of the students? Do some students have medical or social/emotional considerations that should be taken into account before allowing them to participate in the excursion? Is the group size appropriate for the activity? What is the nature and condition of equipment that will be used during the excursion? Do trip leaders have a complete list of parent phone numbers and student medical information (health cards, allergy lists etc.) and a first aid kit? Is this information stored in a central location for easy access during the excursion?

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What is the method of transportation to and from the activity? Are the transportation vehicles adequately insured? Do all drivers have valid driver’s licenses for the type of vehicles they are using? Additional considerations should be made if the excursion includes adventure activities, overnight, wilderness or out-of-area trips. Many schools make information sessions a mandatory part of the parent/student consent process when the excursion activity includes a high degree of foreseeable risk. Schools are cautioned not to develop a false sense of security about a potentially dangerous activities or location/environments just because there have been no previous accidents. Questions for activities that include a higher degree of potential risk for participants: Have parent/student information sessions included a clear explanation (verbally and in writing) of the following:

• description of all activities and their associated risks • identification of supervisors and supervision to student ratio • identification of others (students/volunteers) who will be on the trip • review of the expected code of conduct for students, and the consequences for breaching

the code • description of the training the trip supervisors have had including first aid training • review of identification documents, medical and baggage insurance, accident insurance

coverage and medical policies, equipment required, expectations for medical care while on trip

Note: Someone on the trip should be familiar with the trip location and activities. If no one is familiar with the location area, a pre-visit by one of the organizers is recommended. This list is not all-encompassing and is intended to assist in initiating planning. LINK to resources:

• www.csus.edu/riskmanagement/Field%20Trips/Field%20Trip%20Risk%20Management.htm (field trip guideline questions from California State University)

• www.safety-council.org/info/child/schooltrips.html (Canada Safety Council guidelines for field trips)

• www.sfsu.edu/~riskmgmt/gl/3field.html (academic field trip guidelines for faculty and FAQs from San Francisco State University)

• http://voyage.dfait-maeci.gc.ca/destinations/menu.html (travel advisory website) • www.workingatmcmaster.ca/med/pdf/RM0801.pdf (field trip due diligence check list

used at McMaster University p.10) • www.youthsafeoutdoors.ca (Youth Safe Outdoors field trip guide with all guidelines and

waivers – complete document available for purchase on-line, developed for Alberta Schools by Glenda Hanna)

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EXCURSION ISSUES

Supervision guidelines: Excursion leaders should be fully qualified for the activities they lead. In the case of Outdoor Education or Adventure activities, teachers find themselves leading the same activities as fully qualified corporate guides, courts will likely expect that these teachers have the same standards or qualifications as those guides.

Excursion Leader Qualifications: Each school must determine the standard of care for an adult supervisor on any school-sponsored or school-authorized excursion. Teachers must possess adequate qualifications or expertise before leading any activity. Qualifications may include the following: relevant post-secondary education, hands-on experience, industry certification. “The more demanding and dangerous the activity, the greater should be the trip leaders qualifications” (Educational Law, 2003). LINK to Provincial guidelines for Independent Schools:

• www.edu.gov.on.ca (Ministry of Education and Training list of private schools and policy documents)

• www.edu.gov.on.ca/eng/general/elemsec/privsch/index.html (Private elementary and secondary schools in Ontario)

• www.oct.ca (Ontario College of Teachers) Look for:

• Teachers’ qualifications, Ontario regulations 184197, ss. 12,13 • Private Schools’ Manual: Information for Inspected Private Schools (Ministry of

Education and Training, 1997) There are currently no definitive qualifications requirements for Outdoor Education teachers in Canada, other than the current teacher certification. However, other organizations conducting activities in the outdoors, such as Outward Bound and Ontario Region Canoeing Association (ORCA) have certification requirements that specialize in specific terrain and activities. For activities involving foreseeable risks, schools can access information about recommended leader qualifications from a number of internet sites. LINK to:

• www.mast.mb.ca/Risk_Management/ (guidelines for leaders from Manitoba Association of School Trustees

• www.wayne.uakron.edu/fieldtrippolicy.htm (Wayne College 1999) Trip leader qualifications for any activity should be guided by the following criteria: the nature and type of activity, terrain requirements (environment where activity will take place), age and ability of participants, assessment of inherent risks in the activity.

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Assistant Leaders Assistant Leaders (teachers or other school personnel) and volunteers including chaperones should receive some instruction about the excursion and all related activities. If these individuals will be leading their own sub-group of students, or working independently with individual students, they should receive skill or leadership instructions including a review of the acceptable standard of care for students, and the Emergency Response Plan.

Supervision Ratios The Ontario Ministry of Education has recommended ratios for field trips and classroom sizes; however the ratio of adult to students for off-site excursions is left up to the discretion of the school. Schools should consider adult: student ratios in terms of foreseeable risks for the activity keeping in mind the age and experience of the student, and their ability to comply with instruction and directions. The Cloutier report (2003) for Strathcona-Tweedsmuir School recommended a staff: student ratio of 1:6 for out tripping activities (one trip leader for 6 students), with an overall group size of 12 in case of emergency. Appropriate supervision of students during the course of any activity is part of the requirements of Standard of Care. The absence of supervision becomes part of a concern for negligence where it can be shown that the presence of a teacher could have prevented an injury or accident. Sports activities contain inherent and widely understood risks. Some schools ask parents to sign a written form to show support for the child’s participation in a sport such as football. A medical certificate stating that the student is fit to participate is also required. Many schools require parents to sign a medical form at the beginning of each school year indicating that the student is fit to participate in all aspects of the school program. If an activity involves a risk of injury to the student, and this risk is generally not known to the parents, a consent to participate document is recommended.

Transportation Guidelines When a school provides transportation for school activities and excursions, the school owes a Duty of Care to students to make sure they travel safely. If the school owns the vehicles used to provide transportation the school has full responsibility to ensure the safety of students and vehicles, this includes responsibility for the competence of the driver of the vehicle. If the school contracts out for the transportation of students, the school must ensure that the transportation company has the necessary experience, expertise, personnel and insurance coverage. If students are picked up and/or dropped off in a location other than the school premises, the expectation for Duty of Care is that all pick-up and drop-off points are in safe locations, and students are properly supervised. If transportation is provided by school personnel or volunteers, drivers must have a valid driver’s licence in good standing, and possess the appropriate insurance for transporting students. Many schools require the parent/guardian of the student to sign a statement in the consent form for the

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activity stating that they agree to let their son/daughter be a passenger in the (driver’s name) car. The law requires drivers to have a Class E license to drive school owned vehicles used for transporting students. Link to resources:

• www.acacamps.org/knowledge/risk/index.htm (new Federal regulations and safety issues regarding passenger vans from “The Campline” May 2001)

• www.education.tas.gov.au/admin/ffps/policies/riskmanagement/RMToolkit.doc (Department of Education: Australia process checklist for risk pages 20-27)

• www.mast.mb.ca/Risk_Management/ (example of transportation forms) • www.nais.org/govt/resources.cfm (legal questions and answers relating to student travel

and transportation for field trips) • www.pinellas.K12.fl.US/HR/Risk/Fieldtrip.html (sports and school activities

transportation guide)

Risk Transfer or Contracting Out Many school activities involve independent operators from outside the school, such as the Young Driver Program and excursions to ski resorts. In situations like these, the planning, instruction, and supervision of the activity is outside the direct control of school organizers. In terms of risk management and liability the school/trip leader would need to consider the following questions:

• Does the independent operator have the necessary expertise (skills and knowledge), experience (with the activity and activity site), communication skills (for students and school personnel) and certification (for specific skills and activity) required to provide appropriate supervision and leadership for the age and ability of the students on this excursion? Can they provide driving records, evidence of driver training certification, and vehicle maintenance records?

• How many times has this independent operator been in the location/environment used

for this activity? Do they have local knowledge of the site?

• Is the independent operator appropriately insured against liability? Are the coverage limits satisfactory? Can the independent operator provide a certificate of insurance as proof of liability insurance? Do they have an indemnity clause that covers the cost of law suits, search and rescue operations and lost equipment?

It is recommended that the school write a contract with the independent operator after consulting with their own insurance provider. Links to resources: Cloutier, R. (2000) Legal Liability and Risk Management in Adventure Tourism, Bhutak Consultants, BC (examples of contracting out and insurance recommendations: this resource can be ordered on-line at: www.adventureprograms.ca ) www.youthsafeoutdoors.ca (this resource package includes specific recommendations for contracting out services: the table of contents can be viewed on-line at this address and purchased from the site)

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MODEL FOR MANAGING RISK Education, and the principle of learning new ideas and skills is based on the idea that one must take risks to develop new understandings. Teachers and schools have long enjoyed the flexibility to be spontaneous, original and challenge students with activities outside the classroom. Educators are concerned that a risk management process will arrive as a top-down set of controls which reduce or eliminate critical educational experiences for students. Expensive lawsuits, insurance claims, and increased concerns about liability have created an environment where schools have reviewed their own potential for loss, and decided to reduce or eliminate excursions with inherent risks. Adopting a process for identifying, assessing, and managing risks may be seen as a major shift in a school’s culture and organization. Schools can anticipate a period of change which will include the following elements: 1) Senior Management and Board commitment; 2) use of a common language for processes related to risk management; 3) establishment of a transparent process for on-going risk management; 4) communication of information related to identifying risk, training and educating supervisors and allocating resources for on-going training and education, this includes a shared understanding of the school’s Standard of Care for students; 5) increased responsibility and expectations for an inclusive risk management process and system which includes the establishment of an on-going process for identifying and monitoring risks within the organization. The value of a risk management process is that it will do the following:

• promote and sustain awareness of risk at the school for school personnel • identify previously unrecognized risks and control inconsistencies and gaps • develop continuity between program activities, and department activities, and realign all

program goals with school objectives • allow the Board, Management and teachers at the school to understand and integrate the

definitions of Standard and Duty of care at the school • provide a sustainable model for program development over time • protect the safety of students and staff, and the school’s reputation

A school risk management system is a process put in place to assess and control foreseeable risks such as physical injury, or financial risks associated with damage or loss of school assets. The system has two parts: 1) it must be understood as a process; and, 2) it requires a variety of people for it to be effective. Schools are now looking for an approach to risk management, including requirements for excursions, that includes formal processes to manage risk. The Management of the school should have a consistent policy for excursions (field trips) that is aligned with the organization’s tolerance for risk. Within the management of the school, all requests for field trips should be channelled through a process for review and approval. A risk management system is a process that formalizes reporting relationships and authorizes protocols, and also gives educators the training and ability to address issues and solve problems. Ideally, planning off-site excursions is a cooperative activity involving the teacher, students,

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parents and the program department head. The school may wish to consider delegating a specific individual to review all documents (including insurance, employee contracts, and parent/student agreements) for off-site excursions to make sure they are complete. This person can perform a check and balance system for the school to make sure all documentation is complete in compliance with school guidelines and expectations.

Table 1a: Shared Responsibility and Shared Accountability for Excursions

Process for Risk Management (Excursions) 1. Establish risk tolerance for the school 2. Align risk tolerance with program goals 3. Train all school employees with the idea that risk management is a shared responsibility and

shared accountability 4. For each excursion, recognize that associated risks must be identified, assessed, and

addressed before students and staff complete the preparation for the trip. 5. Determine best infrastructure for risk management at the school. This infrastructure must

include clear and simple processes for identifying, training/educating participants and monitoring risks related to activities sponsored or authorized by the school.

6. Establish a regular review process for monitoring and reassessing risks through department meetings, before school begins each academic year, and at the conclusion of each academic year.

Staff

Volunteers

Parents and guardians

Students

Teachers all program

areas

Management/ Administration

Board

Internal School

Environment Managing

risks

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Relationship of Excursion to School Objectives and Organizational Departments

Link to resources:

• www.education.tas.gov.au/admin/ffps/policies/riskmanagement/RMToolkit.doc (Department of Education: Australia Analysis matrix, pages 5, 6, 17, 18, 19)

• www.murdoch.edu.au/admin/policies/risk.html (risk definition and classification system to measure likelihood and impact of identified risks developed by Murdoch University, Australia: pages 7, 8, 11, 12)

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The Decision-making Process for off-site excursions includes the following: 1) Initial Stage

• educational objectives of excursion experience and related objectives • value of experience for students • availability of personnel and resources including equipment • awareness of relevant legislation, professional guidelines, insurance and legal issues

2) Risk Identification and Assessment:

• identification of potential risks, and assess their significance to the school if loss occurs 3) Risk Response and Control Activities:

• identification of training and education needs for participants • development of information, resource and communication packages for participants; this

includes any paperwork such as consent/permission forms, waivers, indemnity clauses where appropriate

• emergency response plans including communication of those plans to stakeholders • monitoring plan during excursion and feedback process after excursion

Link to resources:

• www.riskinstitute.org (Provides risk management fact sheets, reports, publications, training; scroll down to home page for specific interests)

• www.esao.on.ca/Newsletterrefreshpage.htm (newsletter from the Educational Safety Resource Association of Ontario)

• www.safer-schools.com (Provincial organization who will do a risk management assessment of the physical plant, and/or have speakers come to your school)

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The management of risk is a three step on-going process: identifying, training and educating participants, and providing on-going monitoring and assessment of risks. The application for excursions is specific and prescriptive.

Table 1b: Process for Excursion Review Committee or Program Department

2) Train/Educate: Provide training and certification etc. for

participants. Develop appropriate risk descriptive documentation for activity

including consent forms etc. Hold participant/parent information sessions.

3) Monitor: Establish system for on-going

communication between activity-site and key school personnel during activity, and system for feedback

after activity. This includes an emergency

response and crisis management.

1) Identify activity: Consider educational

(other) objectives, identify all potential risks

related to activity and determine strategy for

controlling risks.

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Identify and Assess: • Review, clarify and understand key areas for risk. Begin by reviewing the objectives for

the excursion, qualifications and experience of teachers and students, destination (location), transportation requirements, environmental factors, and type of equipment. Determine the conditions and variables at play that could effect the safety and health of the participants, and assess the significance these risks could have on the school.

• Identify the personnel who will need to be trained to address any safety/ health or emergency guidelines.

• Identify risk issues and concerns that will require outside consultation and prioritize those issues and concerns. The investigation includes an assessment of capital items, staffing, and the possibility of redeveloping processes that are no longer appropriate.

Educate and Train: • Using the information provided in the identification phase of the risk management

process, develop appropriate education/training to address those areas of concern. Training may include administrators, teachers and students. Some concerns may be addressed through education on the process for handling emergencies, and protocols in case of foreseeable hazards, events or activities.

• Training may include formal sessions required to prepare for risks. This training may include: first aid training, crisis response to specific incidents, protocols for emergency response linking off-site staff with key school personnel.

• Training includes clear and regular description of protocols to deal with issues. These protocols include what to do in case of any emergency. The purpose of training is to increase competence and the ability to make informed judgments in the face of uncertainty.

Monitor: This is an often neglected area of risk management, or is left to one or two individuals. Monitoring is the process of continuing to identify, assess, educate, and train staff and students (where appropriate) and provides the necessary continuity and assurance that the school is proactive and reactive to risk. The monitoring phase of risk management must be integrated into the school-wide system as a permanent and integral part of the process. After each excursion, a review process should be conducted to assess all excursion-related activities. Any identified areas of concern should be documented. Link to resourses:

• Curtis, R. 1996, Outdoor Action Guide to Outdoor Safety Management • www.parkscanada.gc.ca (Parks Canada Visitor Risk Management Handbook) • www.princeton.edu/sites/TreasurersOffice/RiskManagement/ (health, insurance and

student guidelines, “Choose a Topic” option covering all excursion recommendations)

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CONSENT FORMS, WAIVERS, LIABILITY AND INDEMNITY CLAUSES

Purpose: Formal documents such as consent forms and waivers draw attention to the school’s expectations of the activity including a description of the activity and potential risks. This documentation is evidence that the parent and student are aware of the nature of the activity and the foreseeable risks. The disclosure of risks allows the parent and student to be part of the process for accepting or declining the risks. These documents reflect a process of “due diligence” on the part of the school.

Consent Forms: A school should obtain a written consent form from a students’ parent/guardian permitting the student to participate in any unusual or potentially dangerous activity sponsored or authorized by the school. A consent form clearly describes the activity and transportation to and from the activity and seeks to secure permission for voluntary informed consent for student participation. The consent form also describes the risks related to the activity. No negative sanctions such as loss of grades, or loss of student credibility or reputation should result if the parent does not wish to sign the consent form. Consent forms also include the schools code of conduct for students on the excursion, and the consequences for failure to follow the school’s requirements. A school can develop a standard consent form and then tailor the form to include specific circumstances. Limits: A consent form does not automatically release the school or its employees from liability in case of any injury or accident. This form serves as evidence showing that the parent and student were aware of the risks in the activity and voluntarily agreed to participate, and that the school and its personnel met the required standard of care in the information sharing process.

Waivers: Waivers are a number of forms executed as a single document; they normally include assumption of risk, waiver of claims, release of liability, and indemnification. Waivers include the naming of the concerned parties (school and parent), definitions of legal terms, description of activities of trip and inherent risks of activities, acknowledgement and assumption of risks and release of liability. Any waivers should be pursued in consultation with a lawyer. If the school decides to have the parent/guardian sign a waiver, there are a number of specific conditions that must be in place to ensure credibility.

Liability releases: Liability releases provide information (specific and general) about the foreseeable risks associated with the activity. The students and their parents/guardians are asked to accept the foreseeable risks, and release the school from liability if there is any injury or accident experience in the course of the excursion.

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Indemnity clause: This is a contract between the school and the parent/guardian of the student involved in the activity. The parent/guardian is asked to take financial responsibility for any costs incurred through claims, actions or suits initiated by the student, parent/guardian or their representative against the school. The costs could include the following: equipment damage or loss, search and rescue operations, any injury the student causes to him/herself or others, medical evacuation, and legal fees.

Limits of forms: Consent forms and waivers are used as evidence in court, but they have limited value. As a general principle of law, a parent/guardian can not waive their child’s legal right to sue the school of personnel for negligence. If a student is injured while participating in a school sponsored or school authorized activity, the student may sue the school and its teachers for negligence. In Canada, even when a student signs the forms, it is understood that minors can not make binding contracts or agreements. “Voluntary assumption of risk is no longer a valid legal defense in Canada- for either adults or minors- cases involving minors must be defended based on the business of not being negligent’ (Cloutier, 2000, page 59). Releases, waivers, indemnity agreements and consent forms are developed to ensure that students and their parents/guardians are informed about all aspects of the trip including foreseeable risks associated with the program. These documents are seen as educational as well as legal documents that outline the responsibility of the student during the activity.

Medical Forms: Parents are usually required to submit general medical forms to schools health centre or admissions office. An additional medical questionnaire is required for any field trips involving adventure sports, or activities with a higher than normal range of inherent risk. The questions should be completed by a physician, and designed to assess the student’s medical condition, document medical coverage, and list emergency contacts. This information is part of the emergency planning and trip preparedness. Link to resources:

• Cloutier, R. (2000) Legal Liability and Risk Management in Adventure Tourism, Bhutak Consultants, BC (a guide to the use of waivers and indemnity clauses and examples of both agreements, pages 56-73). This text can be ordered on-line at: www.adventureprograms.ca

• www.csus.edu/riskmanagement/Field%20trips/Student%20fld%20trip%20rls.pdf (example of student warning, waiver, assumption of risk and release of liability from California State University)

• www.mast.mb.ca/Risk_Management (examples of forms: volunteer driver, permission form, release and indemnification form for educational trips developed for Manitoba schools)

• www.seattleschools.org/area/finance/risk/fldtrp.xm (example of consent forms used in Seattle School Board)

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• www.sfsu.edu/~riskmgmt/gl/3field.html (example of field trip waiver forms, web links, and related references)

• www.workingatmcmaster.ca/med/pdf/RM0801.pdf (example of assumption of risk, waiver, indemnification from McMaster University, page 11)

• www.workingatmcmaster.ca/med/pdf/RM0801.pdf (example of health status form from McMaster University, page 12)

• www.youthsafeoutdoors.ca (examples of all relevant forms in current field trip manual available for purchase, developed for Alberta schools by Glenda Hanna)

Developing and organizing trip management documents is a necessary part of the excursion planning process, and a critical phase in the risk management process.

Trip Management Documents School (Management responsibility):

• risk management process or system (school-based document) • insurance coverage • legal statutes, laws, • school policies and practises • emergency response plan including resource allocation, roles of administrators, media

response • faculty handbook (professional guidelines and expectations)

These documents show the macro-management of school objectives. Excursion Documents (Excursion Review Committee or Program Department):

• educational (or other) objectives for the excursion • trip plan (itinerary) • risk assessment and risk controls that have been put in place including contingency plan • emergency response plan including telephone contact numbers during course of activity

linking activity site with key school personnel These documents show authorization for trip, continuity and contingency plans in case of emergency. Staff Training (Management and Excursion Review Committee/Program Department shared responsibility)

• staff manual related to subject/program area • policies and procedures (may be trip-specific operating standards for the activity) • professional guidelines for supervision • reports and forms needed for activity • record of safety training including use of equipment • trip plan and itinerary • contingency plan and emergency response plan

These documents ensure training and resources for the excursion.

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Student and Parent Materials (Excursion Review Committee/Program Department responsibility with input from Management):

• educational materials including description of activities, equipment use and itinerary, permission and consent forms

• description of risk and assumption of risk (if appropriate) • medical information including social/emotional information if appropriate • legal releases and indemnifications if appropriate

These documents communicate critical information and clearly articulate risks and risk controls in place for the trip. A copy of all documents related to the excursion should be centrally located for future reference, and as part of the monitoring stage of the risk management process.

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EMERGENCY AND CRISIS MANAGEMENT RESPONSE PLANS Emergency Response Plans are now considered part of any risk management system at a school. There are a number of effective models for plans offered by schools boards, independent schools, and commercial operators. The key principles of all emergency response plans are the safety and well-being of students and staff. The purpose of an Emergency Response Plan is to provide immediate effective and appropriate school response to an accident or emergency. The plan involves a set of pre-selected actions that guides the response. School response to the emergency should move from reaction to relative control. The school’s emergency response plan must be an active living process that is reviewed periodically over the course of the school year.

Key Principles of Emergency Response Plans: • Communication: alert critical services and personnel, notify stakeholders, manage

information

• Decision-making: delegate responsibility, dispatch and deploy strategies, services and information

• Coordination: provide consistency of approach and continuity of information and

resources to meet current and foreseeable needs

Preparedness: • Designating a Core Team, and a Support Team to manage emergency response. Each

member of the team should have a role and specialty area within the larger team focus. The Core Team is in charge of the following: responding to and delegating all critical responsibilities, providing on-going planning during the length of the response, overseeing the operations system to address emergency and other needs, logistics of response operation, and financial allocation of resources, record-keeping and expenses.

• Planning for possible “hotspots” through scenarios and the development of strategies. These scenarios should be reviewed periodically as a committee to identify problems of new issues.

• Informing all school employees about emergency processes and response. Developing accurate phone lists and notification systems, and circulating these numbers and systems to all members of staff.

• Developing working relationships with key community services such as the police, fire, search and rescue, poison control center, hospital etc. It is recommended that the school emergency response plan include a procedure for all emergency services including mapping out evacuation routes, and first aid instruction.

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LINK to resources (models for emergency/crisis management)

• www.crisisprevention.com (International Association of Non-Violent Crisis Intervention) • www.crisisprevention.com (Crisis Prevention Institute) • www.icisf.org (International Critical Incident Stress Foundation) • www.meetings-conventions.com (Emergency and Risk Management Checklist [$5]) • www.nasp.com (National Association of School Psychologists/USA) • www.safer-schools.com (Schoenfelt and Associates) • www.sopriswest.com (created by Sopris West Educational Services, “Code Blue, Code

Red”, a guide to handle emergency response) • www.try-nova.org (National Organization of Victim Assistance)

Please note that the information provided should not be construed as legal advice nor should it be used as a substitute for consulting legal counsel.

POLICY RECOMMENDATIONS

• All field trips should begin and end on campus. Exceptions can be made to thispolicy only if the student’s parents request a specific drop-off location, and thislocation is considered safe by both the parent and the school, and supervised by anadult operating under the general guidelines of Duty of Care.

• A list of all participants going on the excursion must be left in a number ofspecific locations: the main office of the school, with the Head of School, andwith the School official in charge of monitoring the excursion.

• A list of all persons participating in a field trip should be left in several keylocations including the following: the program/activity office, at the mainswitchboard, and with the Head of School. Detailed itinerary must include timeleaving, anticipated stops, a list of all activities and locations, returning time,accommodation addresses and phone numbers, names of trip participants, cellphone contact numbers, medical information and health (insurance) information.

• Students and their parents should be advised about any hazardous, strenuous, orextraordinary activity anticipated during a field trip.

• All designated vehicle drivers much obtain appropriate authorization from theschool before transporting students on field trips. (See the volunteer driverguidelines in the attachment document).

• First aid kits (including epi pens), and cell phones for excursion leaders must beavailable on all field trips and checked prior to departure.

• All field trips must go through a school approval process which includesrepresentation from an administrator associated with the proposed field tripactivity.

• All field trips must be monitored under the supervision of a School administrator.

• Where possible, transportation for field trips should be contracted to a third partyservice provider.

• If a trip involves male and female students, the appropriate number of chaperonesmust be available and both sexes must be represented as chaperones.

• Excursion forms (consent and permission forms, insurance coverage, medicalforms etc.) must be left on file before a student can participate on an excursion.

• A faculty supervisor/excursion leader must accompany each school excursion andassume responsibility for all students on the trip. The faculty supervisor is alsoresponsible for managing the emergency/contingency plan.

• A code of conduct, describing appropriate behaviour, expectations, and behaviourshould be made available to students as part of the excursion preparation. Studentswho demonstrate an unwillingness to cooperate with school expectations should notbe allowed to participate on the excursion.

• Student safety is a primary and continuous responsibility of each school employee.Practical steps to safeguard student safety and well- being are a critical part ofprogram planning.

• Program areas must develop excursion plans to follow requirements: 1) Thedemands of the trip are within the normal capacity of the age/development level ofthe students (fitness level, skills, experience, and competence); 2) Participation isvoluntary: no disciplinary school sanctions will be applied if the student/parent optout of the trip due to safety concerns; 3) The cost per student is manageable, and nostudent is excluded due to financial constraints; and, 4) Non-participants are givenmeaningful alternate activities.

• All excursions are initiated and promoted with educational/social/recreational goalsand objectives in line with the school’s mission statement and strategic plan.

• Consent for mode of transportation has been obtained from the parent if a school bus orcommercial carrier is not available (see attachment document).

Guidelines for Forms

These forms can provide a helpful template for off-site excursion planning.Guidelines for permission/ consent and Code of Conduct forms can be foundin the main document on the page titled “Forms.”

The templates found in this Appendix will need to be adapted to suit the individualsafety concerns of CIS schools, and unique instructional situations. The prudent andinformed judgement of administrators, educators, service- providers and volunteersremains the most critical part of determining safe practise for students. LakefieldCollege is not responsible for the interpretation, implementation or adaptation ofthese templates.

EXCURSION PLANNING CHECKLIST

� Appropriate school process followed to initiate/review proposal for excursion andactivity.

� Review of school objectives, educational (academic) or other (co-curricular, extracurricular) objectives.

� Review of excursion including the following: age/grade of students; preparationand follow up for excursion; duration of excursion and feasibility within theschool calendar; itinerary and activities suitable for school program and students.

� Assessment of route and transportation needs, confirmation of appropriatetransportation including insurance information.

� Preparation for trip (development of necessary skills, knowledge, experience).

� Information about excursion communicated (verbally and in writing) toparent/guardian, students, and school personnel.

� Parent consents and other appropriate forms (medical, acknowledgement of risketc.) collected and stored centrally (this includes student’s Code of Conduct).

� Collection of relevant and current health, medical and insurance information forall participants.

� Financial and budget needs communicated, suitable arrangements in place.

� Supervision plan developed to match group, activities, and sites.

� Overnight accommodation arrangements made that conform to school standardsfor excursions.

� Appropriate choice of excursion leader and supervisors/chaperones.

� Safety plan and emergency plan in place to deal with crisis situations includinginjured/lost/stranded participant(s).

� Contact names and phone numbers for all excursion locations.

� List of documents carried during excursion.

� Availability of equipment, contracted personnel/services.

� List of documents that will be completed before excursion departure and stored incentral location (consent forms, code of conduct, waivers, etc.).

CONFIDENTIAL MEDICAL HISTORY

STUDENT INFORMATION

Name:

Street:

City:

Province: Postal Code:

Home Telephone: ( )

E-mail Address:

€ Male € Female Birthdate:(m/d/y)

Age: Height Weight

EMERGENCY CONTACT:

Person to be notified in case of illness or injury:

1) Name: ______

Home Telephone: ( )

Business Telephone: ( )

Relationship:

2) Name: ______

Home Telephone: ( )

Business Telephone: ( )

Relationship:

Family Physician

Telephone: ( )

Street:

City: Prov: Post. Code:

Medication(s) taken (name, reason, dosage, potential side effects/treatment) of such:

Medical conditions that may affect participation in the activity (recent illness or injury, chronic

conditions, phobias, etc.). Specify the condition(s) and requirements for program modification or

specific activities your child should not participate in:

Other Health/Medical/Dietary Concerns:

ACKNOWLEDGEMENT AND ASSUMPTION OF RISK FORM (Student)

I understand that during my participation in I may be exposed tosituations and environmental conditions where the stresses and hazards may be greater ordifferent than those I normally encounter. I understand too, that although School has taken precautions to provide proper organization, supervision, instruction, andequipment for this expedition/excursion, circumstances may arise which are notforeseeable for which are beyond the control of the School. I acknowledge that theSchool cannot guarantee absolute safety. I also understand that I am, in part, responsiblefor my own safety and I agree to comply with the instructions and directions of theSchool staff members during the expedition.

I fully comprehend and willingly assume the responsibilities and risks, including, but notlimited to, any risks, which are not foreseeable as part of participating in this expedition/excursion, as outlined in the orientation information and as explained to me by theinstructor(s) or School staff members.

I have also accepted responsibility to verify that I do not have any physical orpsychological problems that would impair my ability to participate in thisexpedition/excursion or would create undue risk to others or myself who may dependupon me during the expedition/ excursion. In this regard, I have completed theConfidential Medical History form and I acknowledge that the School will rely uponstatements as to my medical condition contained therein and herein.

* I HAVE READ THIS FORM AND I UNDERSTAND AND ACKNOWLEDGETHAT IT IS A CONDITION TO BEING ACCEPTED ON THE ______________EXPEDITION/ EXCURSION THAT I AGREE TO THE ABOVE STATEDTERMS OF THIS FORM.

* Student’s Name (please print) Student’s Signature Date

I (we) consent to the participation by the above-named student in the . I(we) make the acknowledgements, assume the risks and responsibilities and release School, in accordance with this Acknowledgement and Assumption of Risk, forand on behalf of myself (ourselves) and the above-named student.

Parent/ Guardian (please print) Signature of Parent/Guardian Date

OFF-SITE ACTIVITY CONSENT AND ACKNOWLEDGEMENT OF RISK (Parent)

SCHOOL: STUDENT NAME:

PROGRAM: ACTIVITY:

TEACHER-IN-CHARGE:

POTENTIAL HAZARDS OF THIS ACTIVITY

CONSENT AND ACKNOWLEDGMENT OF RISK

Transportation arrangements:

I accept this mode of transportation for this activity. € yes € no

I permit my son/daughter to use an alternate means of transportation.Describe:

I freely and voluntarily agree to assume the potential risks/hazards of this excursion andunderstand that my son/daughter may suffer personal injury as a result of anunforeseeable event during the course of the activities.

My child has been informed that he/she must follow the Code of Conduct expectationsand direction or instruction from the School’s designated service providers for theduration of the excursion.

If my son/daughter does not abide by the rules and regulations, the School has the right toexclude my child from further participation. I have read the school Code of Conduct andam aware of the arrangements for removing my child from the excursion.

I acknowledge my responsibility to provide accurate and current medical/healthinformation to the School and advise school authorities of any condition which mayaffect my child’s participation in the excursion activities.

I consent to let the school, (through its employees or service provider) secure medicaladvice and services that they deem necessary for my child’s safety, well-being, andhealth. I will be financially responsible for these services and/or consultations.

has my permission to participate in this activity.

Name (please print) Parent/ Guardian Signature Date

OFF-SITE ACTIVITY CONSENT AND ACKNOWLEDGEMENT OF RISK (Volunteer)

SCHOOL: STUDENT NAME:

PROGRAM: ACTIVITY:

TEACHER-IN-CHARGE:

SCHOOL EXPECTATIONS FOR VOLUNTEERS- Volunteers are a valued part of the supervision team for excursions. Volunteers are

expected to:- Review and follow school policies and guidelines.- Exhibit proactive behaviour and act as a careful and prudent parent.- Follow the excursion schedule and activities.- Support and follow the School’s code of conduct.- Review the excursion itinerary and know their specific duties, roles, and

responsibilities prior to departure.- Report any inappropriate conduct to the teacher-in-charge.- Dress appropriately for the excursion activities.

POTENTIAL HAZARDS OF THIS ACTIVITY

CONSENT AND ACKNOWLEDGMENT OF RISK

Description of Transportation:

I accept this mode of transportation for this activity. € yes € noI will provide my own transportation. € yes € no

I freely and voluntarily agree to assume the potential risks/hazards of this excursion andunderstand that I may suffer personal injury as a result of an unforeseeable event duringthe course of the activities and my participation as a volunteer.

I agree to follow the rules, regulations, and school policies associated with this excursionand cooperate with direction or instruction provided by the school and its designatedservice provider.

I understand that it is my responsibility to advise the school of any medical/healthconcerns or issues that may affect my participation in the excursion activities.

I agree to let the school or its designate pursue medical/health advice and services as theyconsider necessary for my safety, well-being, or health. I will be financially responsiblefor these services and/or consultations.

Name (please print) Signature Date

Medical Information

Volunteer Name: Medical Insurance:

Allergies: Health Card Number:

Carries epi pen: € yes € no

Medical conditions that may affect participation in activity. Please specify conditionsand activities you should not participate in:

Medication taken:

Other Health/Dietary Concerns:

Emergency Contacts: 1. Name: Phone Number:

2. Name: Phone Number:

PRIVATE VEHICLE/VOLUNTEER DRIVER GUIDELINES

The drive must be able to provide the following:

� an up-to-date driver’s license for the vehicle

� information confirming a safe driving record over a long period of time (5 years)

� possession of up-to-date third party liability insurance ($2 million personalliability and personal indemnity)

� proof of current insurance policy/coverage for the vehicle

The driver must agree to the following:

• enforce seatbelt use

• confirm that the vehicle is in good condition and good working order

• agree to report any driving suspensions/convictions, license/insurance changes and/oraccidents

• follow the Highway Traffic Act

• be the only driver of the vehicle while providing service on a school-sponsored orschool-sanctioned excursion

• inform his/her insurance agent of the intent to drive students/school supervisors aspart of the excursion

Note: Parent consent must be secured for students to ride in a private vehicle. Mostschools discourage the use of student drivers.

OFF-SITE INCIDENT REPORT FORM

INCIDENT DATA

Location of incident (closest town or geographic landmark):

Date (year/month/day/time):

Total number in group (includes students, teachers, others):

Total number injured/lost/stranded:

Was weather a factor in response?: € yes € no

Type of response:

Search: € yes € no

Rescue or First Aid: € yes € no

Incident description (who, what, where):

Causes/contributing factors that led to incident:

STUDENT/PARTICIPANT DATA

Student age range to years. Number of males , females

Student #1 Student #2 Student #3 Student #4AgeGenderNature of InjuryBody parts mostaffectedMedical Care soughtTransportationarranged tohospital/home etc.Was the incident managed with external assistance? € yes € no

Describe the search/rescue/first aid process used including any emergency serviceassistance:

Were participants involved in any debriefing processes? Please describe.

Lakefield College School Risk Management Committee

Guidelines for Excursion Planning DRAFT

This document is a reference guide outlining common safety practises and a risk management strategy for

educators leading off-site excursions. This document will need to be adapted to suit the individual safety

concerns of CIS schools, and unique instructional situations. The prudent and informed judgement of

administrators, educators, service- providers and volunteers remains the most critical part of determining

safe practise for students. Lakefield College is not responsible for the interpretation, implementation or

adaptation of these guidelines.

This reference guide includes general and specific recommendations for managing student safety. For a

more in-depth description of risk management processes and practise see the foundation document

entitled “Risk Management for Excursions, ” available on the CIS website.

Table of Contents

Lakefield College School Risk Management Committee

Guidelines for Excursion Planning

LCS Risk Management Objectives/ Expectations/ Definitions

Guiding Principles

Key Definitions

Recommendations for Excursions

Supervision

Forms

Emergency Planning

LCS Risk Management Objectives/ Expectations/ Definitions

A quality education for students includes regular opportunities to participate in a wide variety of activities,

experiences and learning environments. Lakefield College programs that support self-directed learning,

learning-by-doing, and authentic experience involve measured risk and situations where safety issues must

be considered as part of the planning, execution and follow-up process.

In a risk management context, risk refers to loss through physical or psychological trauma, and/or loss of

physical assets such as equipment or facilities. Risk management is a systematic approach to preventing or

reducing the school’s exposure to loss. All excursions involve some degree of risk (hazard or event) for

participants, and liability exposures for the school. Implementation of risk management processes, policies

and practises can effectively minimize exposure to risk for students and trip participants.

The management of safety for students is part of the school culture, decision-making process, and

organizational practises. The managing of student safety is a team approach; it requires participation and

dialogue between administrators, educators and students and their parents. Decision-making processes,

training and preparedness will reduce the potential for unsafe situations, and prepare staff and students to

respond should an incident occur.

Normal risk management planning involves the following principles:1) Identification and review of

reasons/objectives for the excursion; 2) Assessment of the level of risk suitable for the specific program/trip;

3) Identification of potential hazards inherent in the program activities, and student developmental

level/skill/competence while on the excursion; 4) Evaluation of hazards; 5) Decisions made about hazards,

appropriate control of inherent hazards applied and prepared for; and, 6) Emergency/ Crisis response plan

developed and communicated to all stakeholders.

Guiding Principles

There are three general guiding principles which must be considered as part of the decision-making process

for excursions.

• School Objectives: focus on direction of program

What is the value of this experience within the school context, mission and strategic focus of the school?

• Legal Issues: focus on liability and negligence concerns

Do all excursion supervisors/chaperones understand the requirements of Standard of Care, Duty of Care

and the Law of Negligence, and the implications of these responsibilities on trip planning, trip

management, and crisis response?

• Insurance Issues: focus on avoiding and/or reducing risk within the context of the school’s program

Have systematic and proactive steps been taken at the school to identify, and assess risk in situations

(physical and human loss), and preparation been made to eliminate, reduce or mitigate unsafe

situations?

Key Definitions: These definitions provide a basic understanding of educator’s responsibilities. For a more complete review

of educational, legal and insurance guidelines see “Risk Management for Excursions.”

Standard of Care: Educators exercising Standard of Care must act as a reasonably careful or prudent

parent; the law requires an educator’s actions to conform to what a careful parent would do in the same

circumstances. Standard of Care includes the responsibility to protect students from a foreseeable risk of

injury. An educator using Standard of Care acts prudently with intelligence and decision-making ability

equal to that of a reasonably careful parent.

General Guidelines for Standard of Care:

• Nature of the supervision of students (adult to student ratio appropriate for activity, quality of

supervision)

• Nature of the activity being promoted (appropriate to program/ school goals, level of inherent risk

normally associated with the activity)

• Age, skill, experience, competence and preparedness of student in relation to the activity

• Age, condition and appropriateness of equipment and transportation used in relation to students of

this age, skill and competence levels

General Guidelines for questions a court will ask if a student has been injured while in the care of the

school:

• What risks were students exposed to during the excursion?

• What measures could/should have been taken to avoid or reduce the risk of harm?

• Did the excursion leader/educator/chaperone or participant take the necessary steps to remove the

identified risks?

• Did the school/educator review practises to see if improvements or changes were necessary to the

organization or itinerary of the excursion?

(Risk Management in Canadian Education, 2002)

Duty of Care: Duty of Care states that every person has the responsibility to avoid acts or omissions which

one can reasonably foresee as having the potential to injure another person. A school’s Duty of Care is to

ensure the safety and well-being of all students enrolled in their program.

Law of Negligence: This law is used to assess whether the risk was foreseeable, and what measures were

taken to avoid, reduce or remove the risk. A civil lawsuit looks back on the specific incident to decide

whether the school/educator should have been able to predict the probability of the hazard or

event/situation, and the resulting injury or loss.

Note : Schools can not guarantee safety: no individual can predict every possible risk in the activities,

interactions of students, and the environment. However, schools are directed to preserve quality of life

for trip participants by preparing, planning and executing programs with safety in mind.

Student Responsibilities: Students have a Common Law duty to act with reasonable care to ensure their

own safety, and statutory regulations towards themselves and others. In Ontario, the Education Act states

(in part) that the student shall: exercise self-discipline, accept such discipline as would be exercised by a

kind, firm and judicious parent, be courteous to fellow students and obedient and courteous to teachers,

show respect for school property. In court, a student’s actions and behaviour will be seen in relation to

others, and according to their functioning ability (section 23 of Regulation 298). Below the age of 14 years, a

minor is seen to have little responsibility in the event of an accident (Cloutier, 2003).

Recommendations for Excursions Trip Leader qualifications: Program/curriculum areas should determine qualifications and previous

experience necessary for trip leaders, assistant leaders, and volunteers. The training and experience

required of the excursion leaders should be guided by the nature and level of skill required by the activity,

and the complexity of the terrain/environmental conditions. Ministry of Education and Outdoor

Association web sites can be used to research guidelines/skill prerequisites for certain moderate risk

activities.

Qualifications for excursion leaders should be based on the following: previous training and experience

with the age and skill level of students going on the trip; competence in dealing and supervising students at

this age/skill/experience level; experience and training suitable for the terrain/environment conditions.

Instruction: Rules and routines must be communicated to participants before the excursion takes place.

Rules with safety applications must be enforced at all times: this includes traffic and road safety regulations,

trail signs, and building use and facility guidelines. The anticipated risks associated with the activity should

be communicated to parents, and all excursion participants verbally and in writing where appropriate.

Lessons should be planned in respect to student’s skill and progress: less capable students will require

additional support or direction from adult supervisors. Academic assessment should not involve activities

that are deemed as psychologically or physically threatening to hesitant students. Keep in mind careful

integration for students who missed previous relevant skill development, or come in late to the activity. Do

not ask substitute teachers or student teachers to supervise excursion activities in unfamiliar environments

with students who are unfamiliar to them.

Modify activities if the weather conditions/environmental conditions change or become unpredictable:

temperature changes, wind chill or rapid temperature change, sun exposure, biting insects, evidence of

toxic plants and other hazards. All physical activities involving moderate –to- vigorous exertion should be

accompanied by warm-up and cool- down sessions.

Route: Excursion planning involves choosing an appropriate route to the activity and mode of

transportation to and from the site: student safety is a primary concern when deciding on transportation.

Where possible, the route should be tested to check for safety issues and estimate travel times. It is prudent

to check the Environmental Canada website or another reliable source for weather and driving conditions.

Delay or cancel any trip if travel warnings are in effect.

Equipment: A complete school first aid kit (with active epi-pen), and a cell-phone should be carried on any

excursion and must be checked prior to departure. Students and adults should be wearing suitable clothing

for the excursion and activity: where appropriate, extra clothing (in case of hypothermia), water, snacks and

insect repellent should be available.

For overnight trips or prolonged activities, student clothing should be checked before departure. All

equipment should be checked prior to departure to ensure that it is in good working order. Equipment-to-

student ratios should be developed by the trip leader and supervisors, and checked prior to departure.

Excursion leaders should be easily identifiable (e.g. wearing school vest) and carry a whistle for emergency

group control.

Transportation: An activity vehicle, sub-contracted bus or coach should be used for all excursions.

Teachers, volunteers or parents should not be providing transportation for school-sponsored excursions:

the school may decide to make exceptions to this recommendation based on specific insurance and legal

considerations.

Sub-contracted bus operators must have appropriate up-to-date insurance coverage (3rd party vehicle

liability) and a track record of safe operation and maintenance of vehicles. On any off-site excursion, the

school supervisors are responsible for maintaining discipline and guiding student behaviour while in transit

to and from the activity, and during the activity itself.

Students must follow bus regulations and safety guidelines including keeping hands, heads etc. away from

the open windows on the bus at all times. Where possible, excursion supervisors should sit at emergency

doors and windows. Head counts should be done before departing from any rest stop or stop over.

Site Investigation: The excursion leader or designate is responsible for checking the activity site to ensure

appropriateness and potential for hazard or safety concerns. A site investigation can identify terrain,

potential hazards, environmental conditions, and possible safety routes. If site investigation is not possible,

reliable information from local sources, conservation authorities, current maps and guidebooks must be

pursued.

Volunteers: Volunteers should be chosen based on the following guidelines:1) skills and experience related

to the activity and to the age/developmental level of the student participants; 2) fitness level appropriate to

the activity and duration of the excursion; and, 3) knowledge of the school and the program objectives.

Volunteers should be briefed on their responsibilities, and receive communication about the following: the

objectives of the excursion, volunteer duties and expectations, student groupings, safety concerns and

emergency plans. Where appropriate, volunteers can be involved in excursion planning and debriefing.

Student Code of Conduct: Students and parents must be informed of all expectations for an excursion.

Where appropriate, have students (and their parents) sign a school Code of Conduct form at the beginning

of each year, or depending on the circumstances, in the planning stage of the excursion. The Code of

Conduct should include specific consequences for failure to abide by the Code: explain what arrangements

will be made for a student if they are asked to leave the excursion activity. The use of alcohol or drugs on a

school-sponsored or school-sanctioned excursion is strictly forbidden. Describe in writing the

accountability for students if they are in possession or consuming drugs or alcohol on a school excursion.

Only students who are prepared to accept school supervision, and willingly follow excursion expectations

should be permitted on school trips. Any student participating in an off-site excursion should be expected

to do the following: 1) Complete all pre-excursion requirements (skill development, equipment, clothing

and medication readiness, return of signed forms); 2) Dress appropriately for the weather, environment and

activity; 3) Follow the student Code of Conduct; 4) Cooperate fully with staff and volunteers and be

accountable to the teacher-in-charge; and, 5) Act responsibly before, during and after the activity.

Parent Information : If an excursion involves moderate risk or an overnight stay or longer, a parent meeting

could be held to communicate important information and allow for a question period. Written information

about excursions involving activities outside the day-to-day program activities should be communicated to

parents. Informed consent, medical forms, and waivers (where appropriate) are required on any trip where

the inherent potential for risk or hazard has been identified through the excursion review process. Parents

must be given an excursion itinerary including locations and departure/arrival times for participants, and

contact names/ phone numbers of excursion supervisors.

Excursion Checklist: All off-site excursions must go through an approval process in order to be considered

school-sanctioned or school-sponsored. Curriculum Leaders or Department-area administrators need to

set up a process for program-based excursions; the Director of Athletics reviews athletic trips, the Assistant

Head: School Life monitors all excursions based on residential/day student House initiatives. The school

official (approving the excursions, or setting up a process to review all excursions), must feel confident that

the excursion leader’s experience and skill is appropriate for the activity and the age/developmental level of

the students going on the trip.

Excursion Information: teachers should be prepared to generate the following information:

q Objectives and outline of the excursion activities: relevance to the school program

q Grade level and number of students involved, names of students

q Itinerary for excursion: dates, times and location(s) of activity

q Route for excursion: transportation arrangements

q Teacher-in-charge, names of excursion supervisors and volunteers

q Cell phone numbers, emergency phone numbers, contact phone numbers at specific locations

q Supervision arrangements (student: staff ratios, number of volunteers). Overnight supervision and

accommodation arrangements _ if part of excursion

q Information for parents/students, informed consent and acknowledgement of risk (where

appropriate), signed forms in central location

q Notification of pre-trip meeting for students/parents

q Student’s medical/health/insurance information

q Safety plan: procedures for handling key potential risks of excursion/activities and participants;

Emergency plan to deal with ill/stranded participant, contingency plan in case of emergency

q Documents to be carried during excursion

q Other information specific to the excursion

Supervision

• Trip leaders must have appropriate first aid training to supervise an excursion. The level of

certification (or training) will depend on the activities of the excursion, the developmental/physical

needs of the students, and the inherent risks identified for the activities.

• Appropriate adult-to-student supervision ratios should be based on the following criteria: 1) The

number of students, age, maturity, previous experience and competence of the students related to the

activity; 2) The duration of the activity/task, and the presence of hazards; and, 3) The environmental

conditions present during the activity.

• The use of a buddy system for students under the age of 14 years is recommended, or for any

activity/excursion where there are risks inherent in the environment affecting the safety or well-being

of students. Trip leaders should carry a whistle for emergency communication to the group, and wear

an article of clothing that is easy to identify for quick student recognition.

• Trip supervisors must accompany students to the activity site, and remain in that location regardless

of direct instruction responsibilities. The trip supervisors have responsibility for students who are not

able to fully participate in the activity.

Group Size and Supervision Ratios

• Group size depends on the nature of the activity, the age and competency of the students, and the

conditions of the terrain or environment where the activity takes place. Group size can be determined

ahead of time by considering student maturity and competence, activity-related tasks, environment,

teacher/leader capacity and other factors.

• Large groups should always be divided into smaller working units. Small group size should not exceed

12 students.

• There is no precise formula for calculating the exact number of supervisors for excursion activities.

Where safety concerns and hazards are considered to be minimal, and students are over 14 years of

age, a ratio of 1:18 is appropriate; a ratio of 1:10 may be recommended for moderate risks; and a ratio

of 1:6 is desirable for a higher risk activity. Where anticipated risks are extreme (severe weather,

uncontrollable students etc.) staff are advised to cancel the trip, or reduce the risk factors before

determining group size.

Overnight Supervision

• When overnight supervision (use of hotel, motel, hostel etc.) is required as part of an excursion, it is

advisable to pre-visit or review all accommodation and contact the manager of the premises to ask

questions before confirming a booking.

• Arrangements should be made to address the following: supervision of students/rooms throughout

the evening, students with special needs, emergency situations, and medical concerns.

• A review of the accommodation with all participants should include: routines, rules and regulations

associated with overnight accommodation and overnight school trips, curfews and conduct

expectations, fire exits and precautions, contact staff and their room numbers, and telephone

extensions.

• Female and male accommodation should be separate including the use of bathroom facilities:

separate female and male sleeping quarters are required for both students and adults. Arrangements

must be made for same-gender supervision for same-gender groups. At least one male and one female

supervisor would be needed for excursions involving male and female students.

• The supervisor’s rooms should be in very close proximity to student rooms: do not allow a student to

share a room with an adult supervisor.

• The trip leader should avoid booking rooms any rooms with connecting doors into adjacent rooms,

and arrange for restricted student access to pay-per-view movies and long distance telephone calls.

Forms

A biological parent, a parent the child lives with, or a custodial parent or guardian has the authority to sign a

permission form. A court order denying custody, or recording special arrangements for the guardianship of

the student should be highlighted at the school to make sure the proper signature is sought for any

excursion.

Lakefield College provides a single parent permission form at the beginning of the school year; this form

allows for the student’s participation in normal school activities such as physical education classes and

games/activities, co-curricular events, residential recreational activities, and outdoor education classes.

(This type of permission form needs to be updated annually to include a general listing of the anticipated

types of trips).

New permission forms should be developed when there are major deviations from the planned program,

when trips involve an overnight stay, or for any activities outside of the normal day-to-day program. Any

activity outside the normal classroom/residential routine, or engagement in any activity associated with a

higher level of potential for risk (safety concerns) must be supported by parent consent. Permission forms

and waivers generally have no effect where a school official is found to have acted without the appropriate

Standard of Care, Duty of Care, or has been negligent.

Permission or consent forms should include the following:

• The objectives (nature and purpose) of the excursion

• A description of the unusual factors, or inherent risks associated with the excursion (transportation,

activity, duration of activity etc.)

• The location, dates and times of the excursion

• Supervision guidelines, names/roles of the excursion supervisors

• Other relevant information (sub-contracted facilities, personnel, equipment or financial costs

associated with the excursion etc.)

Code of Conduct Forms should include the following:

• The school expectations for behaviour on a school-sponsored or school-sanctioned excursion

including the school’s drug and alcohol policy

• The consequences for students should they fail to meet school expectations for behaviour. The

process for returning the student to their parent’s care must also be included in the code of conduct

information

• Student and parent signatures acknowledging that they agree and support the school’s expectations

for behaviour, and have read the process for removing the student from the school excursion

A number of forms have been made available in the Appendix attachment accompanying this document.

These forms include the following: Excursion Proposal Form, Excursion Planning Checklist, Off-site Activity

Consent, Confidential Medical History, Off-site Consent of Volunteer, Acknowledgement and Assumption

of Risk, Off-site Incident Report, Private/ Volunteer Driver Guidelines, Emergency procedures.

Emergency Planning

Emergency Planning is part of the excursion risk management process. The following recommendations

will allow the excursion leader to meet the basic requirements for excursion planning:

• Phone numbers and contact names: Create a list that includes the following: Parent/guardian phone

numbers and emergency contacts, excursion supervisor’s home phone numbers, and cell phone

numbers; School official phone numbers/cell numbers. Inform school officials (including the Health

Centre) that they may be called in case of emergency while the excursion is in progress. Be sure to

have a complete list of phone numbers where school officials may be located during the excursion.

Excursion leaders must carry a working cell-phone (or communication device such as a radio

transmitter etc.) capable of contacting the school or individuals needed in case of emergency.

• Inform school officials of the time, dates, locations and contact phone numbers for the excursion.

Leave copies of the excursion itinerary, trip contact numbers in several agreed-on locations such as

the following: the main office, the Head of School, the school administrator in charge of monitoring

the trip from home-base.

• Develop a plan of action in case of an emergency en-route or during the activity. Locate areas where

police services, medical attention and emergency services would be available. Communicate the

emergency plan to all trip participants. Designate an excursion supervisor (other than the excursion

leader) who will accompany an ill/injured/ other (behaviour) student if they need to leave the group.

• Excursion Leaders must have first aid training: the leader will be responsible for managing a crisis

situation until emergency assistance arrives.

• The Excursion Leader must have a back-up plan for managing related financial costs quickly and

efficiently during an emergency situation.

• Prepare an information card/sheet for students with the cell phone numbers of excursion supervisors,

times and locations of activities and other appropriate information related to the excursion. This sheet

is part of the information students bring with them on the excursion.