PARTS OF THIS PRESENTATION WERE DEVELOPED BY THE KENTUCKY CENTER OF INSTRUCTIONAL DISCIPLINE (KYCID) School-wide Positive Behavioral Interventions and Supports and 704 KAR 7:160

Use of Physical Restraint and Seclusion in Public Schools  The regulation establishes requirements for use of physical restraint and seclusion in districts designed to promote safety of students, personnel and visitors.  The regulation establishes notification and data reporting requirements for the use of physical restraint and seclusion in districts  The regulation does not prohibit the lawful exercise of law enforcement officers.

KAR Requirements Cont.  Districts shall establish policies and procedures that: ensure school personnel are aware of and parents are notified on how to access the policies and procedures regarding physical restraint and seclusion.  All school personnel shall be trained annually to use PBIS strategies to include de-escalation strategies and crisis prevention.  A core team of personnel from each school will receive additional training (SCM) to respond to dangerous behavior and to implement physical restraint.

Definitions Physical restraint – a personal restriction that immobilizes or reduces the ability of a student to move the student’s torso, arms, legs, or head freely. Seclusion – involuntary confinement of a student alone in a room or area from which the student is prevented from leaving but does not mean classroom timeouts, supervised in-school detentions, or out-of- school suspensions..

When not to use Restraint and/or Seclusion Physical restraint shall not be used in a public school or educational program  As a punishment or discipline  To force compliance or to retaliate  As a substitute for appropriate educational or behavioral support  To prevent property damage, except as permitted under KRS Chapter 503  As a routine school safety measure or  As a convenience for staff  As a substitute for time-out

Cont. School personnel should not impose the following on an y student at any time  Mechanical restraint  Chemical restraint  Aversive behavioral interventions  Physical restraint that is life threatening  Prone or supine restraint  A physical restraint if they know that physical restraint is contraindicated based on the student’s disability, health care needs, or medical or psychiatric condition.

When can Restraint and/or Seclusion be used? Physical Restraint may only be implemented in a public school or educational program:  By all school personnel if the student’s behavior poses an imminent danger of physical harm to self or other. This does not include property destruction; or  The physical restraint does not interfere with the student’s ability to communicate unless the student uses sign language or an augmentative mode of communication and the implementer determines that freedom of the student’s hands for brief periods during the restraint may likely result in physical harm to self or others.

Cont. The student’s physical and psychological well-being are monitored during the physical restraint Less restrictive behavioral interventions have been ineffective in stopping the imminent danger of physical harm to self or others. The student is visually monitored for the duration of the seclusion. Less restrictive interventions have been ineffective in stopping the imminent danger of physical harm to self or others. School personnel implementing the seclusion are appropriately trained to use seclusion.

When to stop The physical restraint and/or seclusion should end as soon as :  Student’s behavior no longer poses imminent danger of physical harm to self or others or  A medical condition occurs putting the student at risk of harm

Seclusion Settings A setting used for seclusion should: Be free of objects and fixtures with which a student could inflict physical harm to self/others Provide school personnel a view of the student at all times Provide adequate lighting and ventilation; Have an unlocked and unobstructed door; and Have at least an annual fire and safety inspection

Documentation If the student is not an emancipated youth, the parent of the student shall be notified of the physical restraint and/or seclusion verbally or through electronic communication, if available to the parent, as soon as possible within twenty-four hours of the incident. If the parent cannot be reached within twenty-four hours, a written communication shall be mailed to the parent via U.S. mail. The principal and DoSE should be notified of the seclusion/physical restraint as soon as possible, but no later than the end of the school day on which it occurred

Cont. The physical restraint or seclusion record form, using district form, should be completed by the end of the next day following the day of the restraint/seclusion. If the parent/emancipated youth requests a debriefing session, a debriefing session shall be held after the incident of physical restraint/seclusion. The following persons should participate in the debriefing session  The implementer of the physical restraint/seclusion  At least two other school personnel who were in the proximity of the student immediately before or during the physical restraint/seclusion  The parent and/or emancipated youth  Supervisory and administrative school personnel which may include ARC members, 504 Team members, RTI team members,etc.

Cont. For any student not identified as eligible for Section 504 or IEP, consider RTI and possible referral. All documentation becomes part of the student’s educational record. Districts are required to report number of physical restraints and seclusion, any instances of substantial risk of death, extreme physical pain, disfigurement related to the physical restraint and number of instance when the school resource officer or law enforcement officer is involved in physical restraint or seclusion of a student.

Crisis Interventions -Physical restraint/seclusion is used when a student’s behavior poses imminent danger of physical harm to self or others in emergency circumstances. -In these situations, all school personnel may physically restrain students. -Core trained staff shall be summoned ASAP. -During any restraint, student is monitored for physical and psychological well being for the duration. -Staff shall only use reasonable force to protect student from danger of physical harm.

Cont. Core trained staff may also restrain:  in nonemergency situations when behavior poses imminent danger or physical harm to self or others  to protect themselves  to protect a third person  to prevent property damage  to maintain reasonable discipline

Safe Crisis Management In Barren Co., Core team at each school is trained annually in Safe Crisis Management (SCM) and will follow the guidelines set forth within said program for appropriate holds, carries, etc. to use when it is necessary to restrain a student. Trainers/Persons to Contact:  Chele Gillon, Counselor, BCMS  Molly Caswell, NJE ECE Teacher  John Bradshaw, EE ECE Teacher

POSITIVE BEHAVIOR AND INSTRUCTIONAL SUPPORTS (PBIS) How to avoid Restraint/Seclusion:

Purpose of Positive behavioral Interventions and Supports Aims to build effective environments in which positive behavior is more effective than problem behavior Is a collaborative, data-based approach to developing effective interventions for problem behavior Emphasizes the use of preventative teaching and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes Meets requirements set forth in 704 KAR 7:160

Levels of PBIS Implementation Tier I Universal – processes and procedures intended for all students and staff in all non- classroom settings  Classroom - processes and procedures that reflect universal expectations for student behavior coupled with pre-planned strategies applied within classrooms Tier 2/Secondary – processes and procedures designed to address behavioral issues of students at- risk for serious behavioral challenges Tier 3/Tertiary – processes and procedures designed to meet the needs of students with the most serious academic/behavioral/emotional challenges

Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

Elements of School-wide PBIS Common approach to discipline Establish a team/get faculty buy-in Establish a data-based decision-making system Establish school-wide expectations for behavior Develop and teach lessons plans Implement a rewards/acknowledgement system Develop a systematic approach to addressing misbehavior Monitor, evaluate, and modify

Establish School-Wide Expectations for Behavior Few in number Positively stated, global expectations Example  Be Respectful  Be Responsible  Be a Team Player Taught at the beginning of the school year Re-taught after major break and anytime data indicates a need

Implement a Rewards/Acknowledgement System All staff participate, all students can access Examples-tickets, punch cards, coupons, “buck,” etc. Be ready to begin reinforcing the expectations on the first day of school! Always pair verbal praise with the presentation of a token

Primary Strategies Program Organization Relationship Building Structured Environment

Program Organization Admin. Responsibilities: staffing, resources, supervision, training Personnel Responsibilities Team Work Needs based programming (Maslow)

Structured Environment Consistency and Routines: define and teach, between classes, structure of the day Transitions: plan transition time to eliminate idle time, place to place, activity to activity, then execute effectively.

Relationship Building Effective Communication: attune, encourage, genuine interest, acknowledge, active listening Empathetic Connections: meet and greet, positive affect, be friendly, listen, teach acceptable behavior Within the Environment: be consistent, restructure when necessary, provide routines, engage students

Try Not To: Be sarcastic (different from humor) Warn/Threaten Argue/Interrupt Antagonize Judge Use closed communication Use why and you messages Use active, passive or counter aggression

Specifically, think about: Ratio of Interactions Supervision Opportunities to Respond Choices

Ratio of Interactions Ratio of interaction – making an intentional effort to interact with every student more frequently when the student is behaving appropriately than when he or she is misbehaving. 4 to 1 Ratio should be the goal Sprick, Randy (1998) CHAMPS;

1. MOVING 2. SCANNING 3. INTERACTING FREQUENTLY What is Active Supervision? Monitoring procedure that uses 3 components DePry & Sugai, 2002

Moving effectively Active Supervision: How? Constant – Make presence known and obvious – Proximity to all students – More frequent proximity to noncompliant students Randomized Targets Problem Areas

Scanning Effectively Active Supervision: How? All students observed on a regular basis Make eye contact with students in more distant locations of the room Look and listen for signs of a problem

Interacting Frequently Active Supervision: How? Positive contacts – Friendly, helpful, open demeanor – Proactive, non-contingent – High rate of delivery Positive reinforcement – Immediate and contingent on behavior – Delivered at high rates and consistently

Interacting Frequently Active Supervision: How? Corrective response – Non-argumentative, noncritical – Specific to behavior – Systematic = correct, model, practice, reinforce Deliver consequence – Neutral, businesslike demeanor – Fair, non-arbitrary

An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke, & McKale 2006) A teacher behavior that prompts or solicits a student response (Simonsen et al., 2008)  Reading aloud  Writing answers to a problem  Verbally answering a question  Responding to a teacher’s cue Opportunities to Respond

Why Provide Multiple OTR? Behavioral Outcomes Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behavior Is an efficient use of instructional time Heward, 1994

Rate of OTR New Material: – 4 – 6 student responses per minute with 80% accuracy Practice Work: – 9 – 12 student responses per minute with 90% accuracy CEC, 1987; Gunter, Hummel, & Venn, 1998

Why Provide Choice? “Providing opportunities for students to make choices has been demonstrated to be an effective intervention in preventing problem behavior and increasing engagement.” Kern & Clemens, 2007

Why Provide Choice? Feasible and easy intervention to implement Effective for students in general or special education Does not require significant modification to existing instruction Kern & State, 2009

Steps for Using Choice in the Classroom 1)Create a menu of choices you would be willing to provide to students 2)Look through your choice menu before planning each lesson 3)Decide what types of choice are appropriate for the lesson and where they fit best in the lesson 4)Provide choices as planned while teaching the lesson 5)Solicit student feedback and input

Secondary Strategies: Ways to Respond to Behaviors of Concern ~Non-verbal Intervention *planned ignoring *proximity prompt *touch prompt *signals ~Para Verbal Intervention *tone *volume *rate ~Active Listening *”I messages” *body language: head nod, eye contact, open posture

Cont. Verbal Intervention: encouragement-indicate concern, clear language, divert focus, offer choices discussion-paraphrase, reflect feelings, summarize direction-direct appeal, redirect, limit setting, consequence reminder, positive problem-solving When dealing with Individuals with Developmental Delays or Cognitive Deficits : Visual supports Choices Engagement Immediate gratification Sensory strategies distraction Praise

In The End Remember---  It is best to be proactive..  Vs. having to respond to disruptive behavior.  Know your students and their triggers  Use the strategies ahead of time, not after the fact!