1. Emergency Safety Interventions
Presented by:
Linda Aldridge, Ed.D.
Joan Robbins, Ph.D.
Facilitator Notes
Intended Audience:
All staff, licensed and classified, who have experienced the initial all staff presentation and who will benefit from on-going professional development.
Presentation time:
15 minutes
Set Up:
Adults should be seated in small groups, three to six per group
A scenario is embedded; allow one minute discussion time for this scenario.
Do not extend thinking time. Remember, rapid pace.
Evaluation:
Quiz at end through Infinitec or to be downloaded and used on-site
Talking Points Explanation:
Power Point notes include key talking points that will be discussed in voice overs. Listen to participant discussion. Make sure talking points are emphasized, especially if talking points did not emerge in participant discussion.
Kansas State Department of Education | Landon State Office Building
900 SW Jackson St., Suite 102, Topeka, KS | |

2. Seclusion & Restraint In Preschool
ESI:
Seclusion & Restraint
In Preschool
Facilitator Notes
Intended Audience:
All staff, licensed and classified, who have experienced the initial all staff presentation and who will benefit from on-going professional development.
Presentation time:
15 minutes
Set Up:
Adults should be seated in small groups, three to six per group
A scenario is embedded; allow one minute discussion time for this scenario.
Do not extend thinking time. Remember, rapid pace.
Evaluation:
Quiz at end through Infinitec or to be downloaded and used on-site
Talking Points Explanation:
Power Point notes include key talking points that will be discussed in voice overs. Listen to participant discussion. Make sure talking points are emphasized, especially if talking points did not emerge in participant discussion.
Kansas State Department of Education | Landon State Office Building
900 SW Jackson St., Suite 102, Topeka, KS | |

3. Presenters: Linda Aldridge, Ed.D. Joan Robbins, Ph.D.

4. Attention, please. This is important. Talking Points:
Facilitator should set the tone. Remind participants that they all have at least a basic understanding of ESI statutes and that this presentation was developed to deepen their understanding.
It is critical to know relevant law and district policy.
It is critical to plan for prompt, coordinated, supportive action necessary to maintain or restore a safe school environment.
Knowledge level will be assessed with a quiz.
This is important.

5. Emergency Safety Interventions
Seclusion
Restraint
Talking Points:
Facilitator - Pause for one or two minutes of small group discussion. Give the following directions: Please take one minute to discuss what the terms “seclusion” and “restraint” mean.
Facilitator: When the discussion is completed, please remind the staff of the following:
Prevention is the key! We want to prevent use of seclusion/restraint
Safety – students and staff
Avoid disruption of critical relationship between student and staff
Implement preventive, effective teaching interactions

6. Definition - Seclusion
Purposefully placed
Isolated from adults and peers
Egress is not permitted, or the student reasonably believes she is not allowed to leave
Talking Points:
Not to be used for convenience, consequence, or a punishment.
Must be evaluated from the perspective of the student. If the adult TOLD or INSTRUCTED the child to go to seclusion, then the child was ”placed.”
Even if the door is left open, or there is no door, if the child reasonably believes he/she must stay, consider it seclusion.
If an adult remains in the room with the student only to prevent the student from leaving, consider it seclusion.

7. Definition – Physical Restraint
Bodily force used to substantially limit a student’s movement
Talking Points:
Based upon statutory language.
Remember, mechanical, prone, and chemical restraint – specifically prohibited.
Hugs are not a restraint

8. When is seclusion/restraint allowed?
Reasonable and immediate danger of physical harm
Present ability to affect such harm
Cease as soon as immediate danger ceases to exist
Violent action that is destructive of property
Talking Points
Key words are “immediate” and “present ability.” Consider the “reasonable person test”- Would a reasonable person consider the situation an emergency?
Size and age of child, comparative physical status of adult, nature of danger, access to resources, etc. ALL impact the individual’s judgement at the time of the incident.
Property damage can be a basis for utilizing ESIs, BUT consider:
District policy
Nature of “damage”
Is protection of property worth possible injury or trauma to student and/or adult?

9. Required Professional Development
Staff who are likely to be involved in an ESI must receive training
Nationally recognized programs
Include prevention techniques
Techniques for Early Childhood students may need some adjustment for the size of the students.
Language must be adjusted to the level of the child.
Recognition that small children are LEARNING self-regulation and some of their “behaviors” reflect their developmental level. (Think tantrum!)
Talking Points:
Nationally recognized training program: CPI, MANDT, etc.
Staff training must be designed to meet the needs of personnel as appropriate to their duties and potential need for emergency safety interventions.
Shall include prevention techniques, de-escalation techniques, and positive behavioral intervention strategies.
Be aware that some seclusion and restraint techniques are different for our youngest students.
ESIs can be traumatizing, particularly for children who may have been abused in the past or have other issues.

10. Special Consideration for Young Children
Young children need our support and affection. Hugs are not restraint.
Comforting a distressed child by hugging them is not a restraint.
Little children are easy to lift and move to another location if they refuse to move when asked.
Moving a child without their consent is A RESTRAINT.
Talking points:
Preschool classrooms are active settings with lots of movement. Young children are still learning to control their emotions and behavior.
Seclusion and restraint are EMERGENCY interventions. It can be tempting to simply move a small child who is not complying with requests; however, these are restraints that must be reported even if an emergency did not exist.
If student behavior is predictable (has happened previously) PLAN for provision of supports that prevent dangerous situations from arising, or that can assist in de-escalation prior to emergence of dangerous behaviors.

11. Test your understanding
A monthly fire drill starts as planned. A preschool girl is very sensitive to loud noises and begins to cry.
A para moves closer to the child to reassure her. As she does, she notes the child is obviously distressed. The little girl raises her arms up to be picked up and comforted.
The para picks up the child and moves her as far from the alarm as possible while keeping her in a safe area. The child willingly leaves with the para and puts her head on the para’s shoulder as she calms.
Is this a restraint?
Should the parents be notified?
Facilitator: Please stop the PowerPoint and allow 1-2 minutes for participants to read and discuss the situation.
Talking Points:
This is not a restraint. A written report to parents or a report to KSDE is not required,
BUT the parent should be informed about the situation and a plan should be developed to prepare the child for future drills and ways that the child can manage the sensory issues that cause her distress.

12. Test your understanding, Part 2
Same situation except the para directs the child to move to a nearby empty classroom.
The child willingly complies, but then begins to run around the room, screaming.
The para stands in the doorway to prevent the child from leaving, even though the door is open.
Is this seclusion?
Should the parents be notified?
Facilitator: Please stop the PowerPoint and allow 1-2 minutes for participants to read and discuss the situation.
Talking Points:
Yes, this is a seclusion.
All reporting requirements apply to this situation, which is a seclusion even though the adult is with the child and the door is closed. Look at the intent of the para which is to prevent the child from leaving.
Again, a plan should be developed to prepare the child for drills so that her sensory issues are minimized.

13. Thoughts from Linda and Joan…
Adults tend to pick up and move younger children simply because they are smaller and are easier to restrain.
Small children may be injured and/or traumatized by ESIs.
Preschool rooms are full of toys and manipulatives. A preschooler who is acting out by dumping out toy boxes or other behaviors should not be restrained simply because they are making a mess.
Parental notification – Be honest. Invite parent to participate in plan development when a seclusion or restraint is used.
Talking Points:
For many parents, sending a preschool student to a public school creates some anxiety.
Having their child secluded or restrained at a young age may heighten their anxiety and create an atmosphere of distrust.
Communicate frequently and be sensitive to parents’ fears.

14. INVITE TRUST Talking Points: INVITE trust.
Failure to notify parents results in distrust, appearance of cover-up, reasonable parental fear that important information is withheld.
Even if a situation does not involve a full-blown seclusion or restraint, parents have a right to know what is going on with their children. And they shouldn’t hear about it from the neighbor kid down the street.
INVITE TRUST

15. A quick quiz What have you learned?
To be written and included on the Infinitec site for PD points. Will also be available as a download to be used on-site.

16. If you see something that might be seclusion or restraint…
If you see something that might be seclusion or restraint… Report the situation. Know your district policy.
Talking Points:
New staff in an early childhood setting may not immediately understand the restrictions around the use of ESIs.
Preschools often have higher levels of ESIs because of the size and age of the children. Many go unreported because staff may not consider incidents of picking up a young child and moving them against their will as ESIs.
Make sure that appropriate training is given to all staff and that the training is appropriate for the population they serve.
Neither the Kansas State Department of Education nor the Kansas State Board of Education encourage or recommend the use of emergency safety interventions; every effort must be made to prevent use of such interventions. However, if an ESI is used, strict reporting requirements must be followed.

17. Myron Melton, Education Program Consultant
Kansas State Department of Education
900 SW Jackson St.
Suite 102
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies:  KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785)