3. American Association of School Administrators There is no reason to prevent school officials from discussing the possible use of restraint or seclusion in a behavioral plan or IEP. Limits what can go in an IEP and it bans mechanical restraints-will mean students who have a history of explosive outbursts will be increasingly placed in more restrictive settings. Relentlessly negative toward the good work of teachers and administrators across the country-it assumes implicit bad motives and behavior for educators.

5. Resources

7. Arizona Senate Bill 1197

8. Director of Special Education Assistant Superintendent Parent of a child with a disability Institute for Human Development, NAU Special Education Teacher General Education Teacher Director ESS, ADE Psychologist Parent Information Network Specialist, ADE ADE Staff Support

9. Best practices for managing the behavior and discipline of students with disabilities Create a positive school climate Direct teaching of clear expectations Consistent and fair application of rules Identify and manage areas for conflict Training staff in methods of positive behavior support Reduce school incidents requiring more punitive reactions

10. Disciplinary actions which should be prohibited. Restrict the use of crisis management techniques of restraint and/or seclusion to cases of imminent danger to student or to other persons. NOT FOR DISCIPLINE!!!!

11. Training for School Personnel Proactive behavior management strategies Crisis de-escalation Non-injurious crisis intervention Development and implementation of behavior intervention plans

12. Notice requirements to parents and school administrators Report every instance to: ‐ Parents ‐ School Administration ‐ Central Office Administration ‐ LEA’s Governing Board Use data ‐ Appropriate modifications to policy ‐ Training ‐ Practice

13. Create a positive school climate through direct teaching of clear expectations for student behavior, consistent and fair application of rules, identifying and managing areas for conflict and training staff in methods of positive behavior supports for all students to result in the reduction of school incidents requiring more punitive reactions.

14. Provide educational and behavioral assessments and interventions (such as functional behavioral assessments and behavior plans), as well as mental/emotional health supports (such as counseling and social skills training) to all children who need them.

15. Train all staff in the use of positive behavior supports for student behavior and in preventive techniques for addressing challenging student behavior. Train all school staff in de-escalation techniques. If school policies allow for the use of seclusion and/or restraint during crisis management, train relevant school staff in the same use of the permitted strategies. Allow only personnel who maintain approval as a trainer by the training program to conduct such training.

16. Report every instance where crisis management actions have been used (regardless of the location) to the school and central office administration; and to the LEA’s governing board. Use the data to make appropriate modification to policy, training, and practice.

17. Strategies such as restraint and seclusion should be used only for crisis management, not as recurring behavior interventions. Prohibit the use of corporal punishment, mechanical restraints and physical restraints that restrict the student’s ability to breathe and communicate (such as prone restraints).

18. Positive School Practices and Climate Implement positive, evidence-based, safe, and timely plans and procedures ‐ Proactive ‐ Comprehensive ‐ Data-driven Parents are well informed ‐ Ready access to plan ‐ Able to provide input

19. Tiered Intervention (RTI) Positive school climate Provide small group direct instruction regularly Provide a range of individualized interventions ‐ FBA must identify triggers and responses ‐ BIP should be developed from FBA

20. Crisis Management Recommendations Seclusion ‐ Definitions ‐ Policies and procedures ‐ Prohibitions ‐ Training ‐

21. Physical and Mechanical Restraints ‐ Definitions ‐ Policies and procedures ‐ Prohibitions ‐ Training

22. Corporal punishment is prohibited

23. As required by the statute, this report was distributed to all school districts and charter schools in the state along with information regarding the requirement that each governing board conduct a public meeting to review and consider the adoption, modification or rejection of the recommendations of the task force by June 30, 2010.

32. If restraint or seclusion are used, they do not impede the student’s ability to breath or communicate, (i.e., prone restraint). If restraint or seclusion are used, they are not out of proportion to the danger, age or physical condition of the student, If restraint or seclusion are used, parents are informed the same day of the incident,

36. Know what the bill states and what recommendations are proposed Read and know what board policies district has in place-match the current bill with the district’ policies.

37. Get involved with PBIS in your district or campus. Follow the State PBIS Advisory Council Recommendations and Practices. Look to see what your reporting mechanisms are for your district and are you keeping data. Check to see if your school or district is putting any processes in place to keep kids safe.

38. Make sure your building uses Positive Behavior Intervention Supports (PBIS).

39. Thank You