Staff Training PowerPoint

 To define Emergency Safety Interventions – seclusion and restraint.  To identify if an ESI has occurred.  To identify the requirements of the ESI regulations.  To identify resources to promote a culture of prevention.

 All school personnel should be aware of the requirements of the regulations and be informed about:  prevention techniques,  de-escalation techniques,  and positive behavioral intervention strategies, at a basic level.

 Each district must have a policy. ◦ KASB has prepared a policy for adoption by each board  Policy will address staff training requirements and required documentation  Each district must have a local dispute resolution policy: ◦ Parents can request an informal solution to a complaint-Findings reported to KSDE. ◦ Parents can file written complaint with clerk of the Board and superintendent ◦ Board investigates complaint & adopts a report of findings (and corrections, if needed) within 30 days of receipt of complaint ◦ Board report is made available to parents, school and state board of education  Policies must be available on district website with links on all individual school pages AND one of the following: ◦ Each school’s code of conduct ◦ School safety plan ◦ Student handbook

 The use of seclusion or physical restraint when a student presents an immediate danger to self or others.  Violent action that is destructive of property may necessitate the use of an ESI.

 Emergency Safety Intervention (ESI) ◦ Emergency  Immediate danger ◦ Safety  Student harming self or others ◦ Intervention  Restraint or seclusion should only be used for limited periods of time and should cease immediately when the immediate danger of harm to self or others has dissipated

Seclusion is not a place, it is a process...  Identifiable when three criteria are met: 1. The student is placed in an enclosed area by adults. 2. The student is purposefully isolated from adults and peers. 3. The student is prevented from leaving, or reasonably believes that the student will be prevented from leaving the enclosed area.

 Chemical: Prohibited ◦ The use of medication to control a student’s violent p hysical behavior or restrict a student’s freedom of mo vement.  Mechanical: Prohibited (Unless**) - Must Be Reported ◦ The use of any device or object used to limit a student’s movement. ◦ **Must be ordered by an appropriately licensed professional for that particular student, for that particular purpose.  Physical: Must Be Reported ◦ The use of bodily force used to substantially limit a student’s movement.

 Face-down (prone) physical restraint  Face-up (supine) physical restraint  Physical restraint that obstructs airway  Physical restraint that impacts student’s primary mode of communication ◦ Restraining hands of student who signs ◦ Gagging a student ◦ Covering student mouth with tape

 Time Out-means a behavioral intervention in which a student is temporarily removed from a learning area without being confined.  Physical Escort-means the temporary touching or holding the wrist, arm, shoulder, or back of a student who is acting out for the purpose of inducing the student to walk to a safe location.  Can Time out and Physical Escort be Used?

 It is not recommended for the use of an ESI to be included in an IEP or BIP. Seclusion and restraint should be used in emergency situations only.  An ESI should not be a planned intervention for a specific student under foreseeable circumstances.  An ESI is not an acceptable alternative to prevention. If you are planning for it, it means you can see it coming. If you can see it coming, every effort should be made for prevention.  However, if an IEP team decides to include the use of an ESI in an IEP or BIP the IEP must be followed as well as the regulations.  Even if the IEP team includes the use of an ESI in an IEP or BIP with the intent that the ESI be used for a therapeutic purpose this does not exempt the school and the district from following the regulations.

 NOT discipline: ◦ Restraint or seclusion should never be used as punishment or discipline (e.g., placing in seclusion for out-of-seat behavior), as a means of coercion or retaliation, or as a convenience.  NOT part of behavior plan: ◦ Should not be included as a planned intervention for a specific student under foreseeable circumstances.  NOT an acceptable alternative to prevention  If you are planning for it, it means you can see it coming. If you can see it coming, every effort should be made for prevention.

 Grandma Test  YouTube Test  OCR Test

 KSDE focuses on prevention.  Any use of ESI must be reported under the regulations.  ESI reporting is required for any student.

 Be calm and professional  Have a respectful tone and appropriate volume  Use non-threatening body language  Be respectful of student’s personal space  Redirect, set limits, and give choices  When student has regained control, be supportive and ask questions

 Reporting and documentation will be required for all students: ◦ General Educational AND Special Education:  Student ID #  Date of the incident  Type and duration of the use of an Emergency Safety Intervention in minutes  School personnel who participated in or supervised the intervention  Any use of ESI must be reported: ◦ First: To School Administration  Copies of all documentation must be provided to superintendent on at least biannual basis. ◦ Then: To Parents or Guardians within 2 school days ◦ Also: To KSDE via KAN-DIS**:  **Current Procedure…Subject to Change: Schools should report the use of ESI on all students quarterly even if there are zero (0) incidents to report.

 Document it on adopted forms.  Notify parents: Principal or Designee  Reflect as a team: ◦ Consider scheduling future trainings as needed for “most” and “few” staff to support a culture of prevention and ensure staff are equipped with basic de-escalation and prevention strategies.

1. Complete documentation using the ESI Documentation Form. 2. Provide original to the building principal. 3. Principal or designee informs parents of ESI within (2) school days. 4. Principal provides building ESI documentation to superintendent on at least a biannual basis. 5. At least once per year building principal reviews documentation with appropriate staff members

 The intention of the regulation is to educate school personnel about the dangers of using an ESI with a student.  The use of an ESI should never be taken lightly and always be the last step taken.  There is no prohibition on the use of seclusion and physical restraint.  If an ESI is used with a student, school personnel must follow the documentation and reporting process set out in the regulations and in our district’s policies and procedures.

 In cases where a student has a history of dangerous behavior for which restraint or seclusion was considered or used, a school should have a plan for: ◦ (1) teaching and supporting more appropriate behavior. ◦ (2) determining positive methods to prevent behavioral escalations that have previously resulted in the use of restraint or seclusion.

 District policies must include school personnel training consistent with nationally recognized training programs on the use of ESIs.  Training must address: ◦ Prevention techniques ◦ De-escalation techniques ◦ Positive behavioral intervention strategies  Training must meet the needs of all, some, and few personnel as appropriate to their duties and potential need to use an ESI.  Schools and programs must maintain documentation on training provided and those who attended.

 Using an ESI is reactive: ◦ It is only used when a student places themselves or others at risk of immediate harm.  ESI is outside a tiered intervention system: ◦ Not a planned intervention for Tier 2 or Tier 3  Any student can have a safety emergency: ◦ ESI applies to ALL students  If an ESI occurs: ◦ Document it:  See KASB / KSDE examples ◦ Notify parents:  See KASB example ◦ Reflect as a team:  Consider scheduling training for your “most” and “few” staff

 We are charged with making every effort to reduce and, in time, eliminate the need for ESIs through the use of preventive strategies and supports for all students.