Emergency Safety Intervention

 Emergency: Immediate danger  Safety: Immediate danger of student harming self or others  Intervention: Restraint or seclusion should only be used for limited periods of time an should cease immediately when the immediate danger of harm to self or others has dissipated.

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

Prohibited Restraints  Certain restraints are prohibited Face down-prone physical restraints Face up-supine-pr Physical Restraints that obstructs airway Physical Restraints that impacts students’ primary mode of communication Restraining hands of student who sign Gagging a student Covering student mouth with tape Chemical restraints Use of mechanical restraints (with exceptions-SRO)

Special definitions apply:  Definitions can be found in K.A.R  Seclusion-requires 3 conditions: Student placed in enclosed area by school staff Student purposefully isolated from adults and peers Student is prevented from leaving or reasonably believes prevented from leaving, the enclosed area  Chemical Restraint-use of medication to control student’s violent behavior  Mechanical Restraint-any device or object used to limit a student’s movement  Physical Restraint-bodily force used to substantially limit student’s movement  Physical Escort-temporary touching or holding of student’s hand, wrist, arm, back or shoulder to induce student to walk to safe location. This is not considered restraint.

Is “time-out” considered seclusion?  Not when used as defined in K.A.R  “Time-out” means a behavioral intervention in which a student is temporarily removed from a learning activity without being confined.

MUST HAVE POLICY  Includes all areas required by regulations  Policy must be available on the district website with links on all individual school pages AND one of the following: Each schools code of conduct School safety plan Student handbook

MUST HAVE TRAINING  All staff must be trained to varying degrees depending on their positions  All staff must be trained regarding the use of PBS strategies, de-escalation techniques, and prevention techniques.  Training must be “consistent wit nationally recognized training programs on the use of ESI.”  Each school building must keep documentation of the training that was provided and the list of participants.  CPI-at least 2 individuals in each building trained (principal, assistant principal, lead teacher)- Recommended by KASB

MUST KEEP DOCUMENTATION  Each building must maintain documentation of the following any time ESI is used. Date and time of intervention Duration Location Type of ESI used: Seclusion/Restraint Persons involved Description

MUST NOTIFY PARENT  Written documentation within 2 school days

MUST REVIEW DOCUMENTATION  Each building principal must review all ESI documentation at least once per year with appropriate staff members to consider appropriateness of the use of ESI

REPORTING TO KSDE REQUIRED  All districts are required to report all instance of ESI in format prescribed by KSDE and at times prescribed by KSDE.  KSDE focuses on PREVENTION.  KSDE does NOT promote the use of ESI with any student.  ESI is NOT an acceptable alternative to prevention.

LOCAL DISPUTE RESOLUTION PROCESS Try informal resolution first-still have to provide report of informal resolution to board of education, superintendent, and KSDE Parents can file written complaint with clerk Board investigates complaint and makes determination Must be done within 30 days Board must send copy or report to KSDE, school and parents

APPLIES TO ALL STUDENTS  ESI regulations do not apply to just special education students-now apply to regular education students as well  NO EXCEPTION FOR ALTERCATIONS  This applies to extra curricular events  This applies to Pre-K  This applies to school sponsored before or after school programs

Restraint & Seclusion: Key Concepts  Department of Education firmly believes that one case of inappropriate use of restraint or seclusion—is one case too many

Restraint & Seclusion: Key Concepts  Purpose  Clearance  Safety  No evidence of effectiveness

Restraint & Seclusion: Key Concepts  Prevention  Imminent danger  All Children  Not Punishment  Document  No Harm or restriction of breathing

Restraint & Seclusion: Key Concepts  Underlying Cause  Effective Alternatives  Mechanical-Drug-Medication  Dignity: Free from abuse  Review: Multiple uses

Restraint & Seclusion: Key Concepts  Training: Alternatives and imminent harm  Visual monitoring  Parents: Informed of policies  Parents: Notification

Restraint & Seclusion: Key Concepts  Regular review of policies  Documentation and use of data

First Follower: Lessons Learned from Dancing Guy

If you embrace Reducing R&S you won’t be lone nut, But Rather a Courageous follower Larry Wexler