1. Supporting Student Behavior: Standards for the Emergency Use of Seclusion and Restraint Awareness Training Kent Intermediate School District

2. Part One Introduction

3. State Board of Education Policy on Seclusion and Restraint  On December 12, 2006 the State Board of Education adopted “Supporting Student Behavior: Standard for the Emergency Use of Seclusion and Restraint”.

4. Context for the Policy  Referent group created by Superintendent of Public Instruction – May 2004.  Group included parents, advocates, educators, policy makers & service providers.  Group charge: Develop standards for the use of seclusion and restraint; Recommend substantive strategic directives; and Recommend implementation to State Board of Education

5. Legal Context of the Policy  Policy is not meant to conflict with or limit corporal punishment statute.  Policy is not law.

6. State Board of Education Policy on Positive Behavior Support Each school district in Michigan will implement a system of school-wide positive behavior support (PBS) strategies. (Adopted September 12, 2006)

7. Impact of School-wide PBS on Seclusion and Restraint  Implementation of a school-wide system will ensure that seclusion and restraint are used only as a last resort method. Encourages learning by building relationships; Teaches skills/rules/expectations; Identifies replacement behaviors that interfere with learning; Makes problem behavior less effective; Makes desired behavior more functional and adaptive.

8. Continuum of School-wide PBS

9. Training on Policy  Awareness Training- Needed for broad educational community including pre- service and substitute teachers.  Comprehensive Training- Needed for key personnel identified by district to ensure trained personnel are available for emergency response.

10. Part Two Standards for Seclusion and Restraint

11. Definitions  Seclusion Last resort emergency safety intervention Gives opportunity to regain control Student is confined in room or other space & prevented from leaving Continuous adult observation required  Restraint Emergency intervention Gives opportunity to regain control Direct physical contact that prevents or significantly restricts the student’s movement

12. Justification for Use  Seclusion: Must be used only under emergency situations and if essential Emergency situations include behavior that:  Poses imminent risk to the safety of the individual student  Poses imminent risk to the safety of others  Restraint: Must be used only under emergency situations and if essential Emergency situations include behavior that:  Poses imminent risk to the safety of the individual student  Poses imminent risk to the safety of others  Fits the corporal punishment statute

13. Corporal Punishment  Deliberate infliction of physical pain by hitting, paddling, spanking, slapping, or any other physical force as a means of discipline.  Person employed by, engaged as a volunteer or contractor may use reasonable physical force as necessary to maintain order and control in a school or school related setting for the purpose of providing an environment that is conducive to safety and learning.

14. Limitations  Seclusion not to be used for: Staff convenience Discipline or punishment As a substitute for less restrictive interventions As a substitute for training in CPI and PBS  Restraint not to be used for: Staff convenience Discipline or punishment As a substitute for less restrictive interventions As a substitute for training in CPI and PBS

15. Prohibited Practices  Seclusion: Corporal punishment Depriving basic needs Child abuse Seclusion of preschool children Intentional application of a noxious substance or physical stimuli resulting in physical pain or extreme discomfort  Restraint: Corporal punishment Depriving basic needs Child abuse Mechanical and chemical restraint Intentional application of a noxious substance or physical stimuli resulting in physical pain or extreme discomfort Prone restraint

16. Use of Physical Force under the Corporal Punishment Statute  In maintaining order and control, a person may use physical force upon a student: To restrain or remove a pupil whose behavior is interfering with the orderly exercise and performance of school functions if the pupil has refused to comply For self-defense or defense of another To prevent a student from inflicting harm on self To quell a disturbance that threatens physical injury To obtain possession of a weapon or other dangerous object To protect property

17. Procedures for Use  Seclusion and Safety: Use trained key personnel Watch for physical distress Medical assistance if needed Continuously observe Document observations  Restraint and Safety: Use trained key personnel Watch for physical distress Seek medical assistance if needed Continuously observe Document observations

18.  Seclusion:  Proportionate and sensitive to student’s: Severity of behavior Developmental and chronological ages Size Physical, medical and psychiatric condition Gender Personal history, including history of physical or sexual abuse  Restraint:  Proportionate and sensitive to student’s: Severity of behavior Developmental and chronological ages Size Physical, medical and psychiatric condition Gender Personal history, including history of physical or sexual abuse Procedures for Use (continued)

19. Duration  Seclusion: No longer than needed to allow student to regain control Elementary = no more than 15 minutes Middle / High School= no more than 20 minutes If more time is needed, add support staff and document to explain time extension  Restraint: No longer than needed to allow student to regain control, but generally no longer than 10 minutes If more time is needed, add support staff and document to explain time extension

20. Debriefing  Seclusion: Followed by debriefing with the parent and student to explore  Triggers  Whether behavior will occur again  What, if any, follow-up is needed  Restraint: Followed by debriefing with the parent and student to explore  Triggers  Whether behavior will occur again  What, if any, follow-up is needed

21. Emergency Intervention Plan (EIP) for Seclusion  Trigger = a pattern of behavior requiring the use of seclusion occurs or is reasonably anticipated  Documented steps for EIP: Detail the emergency plan Ask if a known medical condition contraindicates seclusion List possible alternative, pros and cons of each Periodic review Trained personnel

22.  Trigger = a pattern of behavior requiring the use of restraint  Documented steps for EIP: Detail the emergency plan Ask if a known medical condition contraindicates restraint Conduct peer review by knowledgeable staff Emergency Intervention Plan (EIP) for Restraint

23. EIP for Restraint (continued) Gain informed consent based upon an explanation of:  Emergency restraint  Possible discomforts and risks  Possible alternative strategies, pros and cons of each  Answers to questions  Freedom to withdraw consent Periodic review Trained personnel Tell / show student circumstances when restraint would occur

24. Documentation and Reporting  Seclusion: Document each use of seclusion and reason for use Document in writing and report immediately to building administrator Verbally report to parent/guardian immediately or ASAP Provide written report to parent within 24 hours  Restraint: Document each use of seclusion and reason for use Document in writing and report immediately to building administrator Verbally report to parent/guardian immediately or ASAP Provide written report to parent within 24 hours

25. Data Collection System  Seclusion data must include: Frequency Relationship to suspension, expulsion and drop-out rates ID of appropriately trained key personnel and levels of education, training and knowledge A schedule for reporting and analyzing data by MDE (to be determined)  Restraint data must include: Frequency Relationship to suspension, expulsion and drop-out rates ID of appropriately trained key personnel and levels of education, training and knowledge A schedule for reporting and analyzing data by MDE (to be determined)

26. Questions and Answers