Caring Safe Schools Ontario

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Assessing Capacity in the School, Home, and CommunityS ta f fSystem and school leaders need to develop a clear picture of the professionalknowledge and abilities school staff bring to the task of supporting all students,particularly students with special education needs. An assessment of staff capacitywill need to consider their:✦✦knowledge about and experience with supporting students with specialeducation needs;✦✦knowledge of and experience with a range of specific strategies for buildingand maintaining a caring and safe school culture;✦✦knowledge and experience of working collaboratively with other members ofthe school team to support students with special education needs.Pa r e n t s a n d C om m u n i t y M e m be r sSystem and school leaders also need to identify knowledge and capabilities amongparents and community members that they can draw upon in developing a caringand safe school culture and supporting all students. An assessment of parents’ andcommunity members’ capacity will need to identify:✦✦community structures and resources that can complement a safe school strategy;✦✦resources and expertise that parents and community members might contributeto assist in supporting students with special education needs;✦✦existing cooperative relationships with parents and community members andpossible ways of expanding them;✦✦existing means for communicating with parents and community members andcommunication gaps that may need to be bridged.Areas of Knowledge: A Summaryn The knowledge web in Figure 9 summarizes the key information about studentsand about staff and community capacity that school and system leaders need toacquire, using a variety of assessment tools, before they can respond appropriatelyand effectively to behavioural issues.Caring and Safe Schools32
FIGURE 9. Areas of Knowledge Needed to Respond Appropriatelyto Behavioural Issues and to Create a Caring and SafeSchool Culture• Professional knowledge and skills• Leadership skills• Group skills• Relationships with students, fellow staff,parents, and community• Strengths and needs• Student educational history• Language and cultural background• Complex needs including medical, social,emotional, behaviour, sensory, andacademic• Relationship with peers and adults• Self-advocacy skillsS t a f fS t u d e n t sC o m m u n i t yKnowledgeP a r e n t s• Relevant resources and expertise• Involvement in school community andengagement with issues of school safety• Relevant programs• Knowledge about and support for studentswith special education needs• Language and cultural background• Relevant resources and expertise• Involvement in school community andengagement with issues of school safety• Knowledge about and support for studentswith special education needsUnderstanding Student Behaviour33
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Page 67: 10-016ISBN 978-1-4435-2290-8 (Print

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