1. Civil Rights Training Dover Sherborn Public Schools 2010-2011

2. Why provide online training? Annual training is mandated by Department of Elementary and Secondary Education (DESE) Annual training is mandated by Department of Elementary and Secondary Education (DESE) All employees are required to participate All employees are required to participate This training protects individuals and the system and ensures that all employees know their rights and responsibilities This training protects individuals and the system and ensures that all employees know their rights and responsibilities

3. What is non-discrimination? The Dover Sherborn Public Schools are committed to ensuring that all programs and facilities are accessible to all. The Dover Sherborn Public Schools are committed to ensuring that all programs and facilities are accessible to all. We actively seek to prevent discrimination or harassment on the basis of age, color, disability, national origin, religion, race, sexual orientation, homelessness, and any other protected class. We actively seek to prevent discrimination or harassment on the basis of age, color, disability, national origin, religion, race, sexual orientation, homelessness, and any other protected class.

4. Federal Law: Title VI Protects against discrimination based on race, color, and national origin Protects against discrimination based on race, color, and national origin Applies to students, parents, and employees Applies to students, parents, and employees Prohibits discrimination in students’ class assignments or ability tracking and protects English Language Learner (ELL) students Prohibits discrimination in students’ class assignments or ability tracking and protects English Language Learner (ELL) students Building Principals handle inquiries regarding non-discrimination policies Building Principals handle inquiries regarding non-discrimination policies

5. Federal Law: Title IX Prohibits discrimination or harassment related to gender, including sexual harassment Prohibits discrimination or harassment related to gender, including sexual harassment Refer to the system’s sexual harassment policy for specifics regarding steps taken to investigate (Policy ACAB) allegations of harassment Refer to the system’s sexual harassment policy for specifics regarding steps taken to investigate (Policy ACAB) allegations of harassment Refer all Title IX issues to your building principal/headmaster or to the Superintendent of Schools Refer all Title IX issues to your building principal/headmaster or to the Superintendent of Schools

6. Title IX: Understanding Sexual Harassment Sexual harassment creates a hostile environment due to inappropriate speech, materials, or actions Sexual harassment creates a hostile environment due to inappropriate speech, materials, or actions Sexual harassment is a form of sex discrimination and includes unwelcome sexual advances, requests for sexual favors, or other conduct, physical or verbal, of a sexual nature Sexual harassment is a form of sex discrimination and includes unwelcome sexual advances, requests for sexual favors, or other conduct, physical or verbal, of a sexual nature Sexual harassment interferes with school or work performance and creates an intimidating or offensive environment Sexual harassment interferes with school or work performance and creates an intimidating or offensive environment

7. Title IX: Understanding Sexual Harassment Examples of prohibited activities that might create a hostile work/learning environment might include: Examples of prohibited activities that might create a hostile work/learning environment might include: vulgar or explicit sexually related epithets, abusive language vulgar or explicit sexually related epithets, abusive language sexually explicit behavior or indecent exposure by students or employees sexually explicit behavior or indecent exposure by students or employees graffiti, posters, or calendars graffiti, posters, or calendars

8. Bullying (M.G.L. c. 71, § 37O ) In response to the requirements of the new bullying prevention and intervention law, M.G.L. c. 71, § 37O, all school districts, charter schools, non-public schools, approved private special education day or residential schools, and collaborative schools to develop and adopt a bullying prevention and intervention plan. In response to the requirements of the new bullying prevention and intervention law, M.G.L. c. 71, § 37O, all school districts, charter schools, non-public schools, approved private special education day or residential schools, and collaborative schools to develop and adopt a bullying prevention and intervention plan. School districts, charter schools, approved private special education day and residential schools, and collaborative schools must submit a copy of their bullying prevention and intervention plan to the Department by December 31, 2010. School districts, charter schools, approved private special education day and residential schools, and collaborative schools must submit a copy of their bullying prevention and intervention plan to the Department by December 31, 2010. Part of the new legislation requires all personnel working with school-age children to receive professional development-training on bullying. The Dover Sherborn Public Schools plans to offer in-service on bullying on November 29 th, our full PD day. Part of the new legislation requires all personnel working with school-age children to receive professional development-training on bullying. The Dover Sherborn Public Schools plans to offer in-service on bullying on November 29 th, our full PD day. In the interim, please visit http://www.doe.mass.edu/ssce/bullying/ or consult with an administrator should you be the victim of bullying or suspect that a student is the victim of bullying. In the interim, please visit http://www.doe.mass.edu/ssce/bullying/ or consult with an administrator should you be the victim of bullying or suspect that a student is the victim of bullying.http://www.doe.mass.edu/ssce/bullying/

9. Federal Law: Section 504 Requires that no qualified disabled person shall be discriminated against or be excluded from participation in an activity Requires that no qualified disabled person shall be discriminated against or be excluded from participation in an activity A disability is a mental or physical impairment that limits a person’s major life activity (self-care, walking, seeing, learning, breathing, speaking, working) A disability is a mental or physical impairment that limits a person’s major life activity (self-care, walking, seeing, learning, breathing, speaking, working) Reasonable accommodations/modifications must be made to provide access to programs and/or facilities Reasonable accommodations/modifications must be made to provide access to programs and/or facilities

10. Federal Law: Section 504 No discrimination against a person with a disability will be permitted in any of the programs of the Dover Sherborn Public Schools. No discrimination against a person with a disability will be permitted in any of the programs of the Dover Sherborn Public Schools. Questions about eligibility and enforcement should be directed to the building-based 504 coordinator. Questions about eligibility and enforcement should be directed to the building-based 504 coordinator.

11. Federal Law: Title II (American Disabilities Act) Prohibits discrimination against: Prohibits discrimination against: access to programs and facilities access to programs and facilities free appropriate public education for elementary and secondary students free appropriate public education for elementary and secondary students employment employment Applies to special education services, evaluations, and IEPs, as well as, student discipline Applies to special education services, evaluations, and IEPs, as well as, student discipline

12. Tips for Addressing Harassment/Discrimination Enlist parents/guardians, students, and community groups in the effort Enlist parents/guardians, students, and community groups in the effort Monitor the school climate Monitor the school climate Foster respect and appreciation for diversity Foster respect and appreciation for diversity Be sensitive to religious holidays Be sensitive to religious holidays

13. More Tips for Addressing Harassment/Discrimination Implement measures to address harassment immediately and effectively Implement measures to address harassment immediately and effectively Collaborate with law enforcement Collaborate with law enforcement Review crisis intervention plans Review crisis intervention plans Document and report all harassment incidents Document and report all harassment incidents

14. Reporting Requirements Any employee or student who believes he/she has been the victim of harassment or discrimination should report it to a building administrator, counselor, or a teacher Any employee or student who believes he/she has been the victim of harassment or discrimination should report it to a building administrator, counselor, or a teacher Active investigations will result from the report, as applicable and may result in sanctions up to termination or expulsion Active investigations will result from the report, as applicable and may result in sanctions up to termination or expulsion If the conduct violates the law, appropriate authorities will be notified If the conduct violates the law, appropriate authorities will be notified

15. Non-Discrimination Statement NONDISCRIMINATION STATEMENT AND PROCEDURES NONDISCRIMINATION STATEMENT AND PROCEDURES The Dover Sherborn Public Schools do not discriminate in admission to, access to, treatment in, or employment in its services, programs, activities, on the basis of race, color, or origin, in accordance with Title VI of the Civil Rights Act of 1964 (Title VI); on the basis of sex, in accordance with Title IX of the Education Amendments of 1972: on the basis of disability, in accordance with Section 504 of the Rehabilitation Act of 1973 (Section 504) and Titles I and II of the Americans with Disabilities Act of 1990 (ADA); or on the basis of age, in accordance with the Age Discrimination Act of 1974 (Age Discrimination Act). Furthermore, in accordance with M.G.L. c.76 s.5 Dover, Sherborn, and Dover-Sherborn Schools do not exclude or discriminate against students in admission or in obtaining its advantages, privileges, or courses of study on the basis of race, color, sex, religion, national origin, sexual orientation or homelessness. Legal References Legal References Title I of the American Disabilities Act of 1990 – prohibits discrimination, exclusion from participation, and denial of benefits on the basis of disability in the areas of employment Title II of the Americans with Disabilities Act of 1990 - prohibits discrimination, exclusion from participation, and denial of benefits on the basis of disability in the areas of educational programming and activities Title VI of the Civil Rights Act of 1964 – prohibits discrimination, exclusion from participation, and denial of benefits based on race, color, and national origin Title IX of the Education Amendments of 1972 - prohibits discrimination, exclusion from participation, and denial of benefits in educational programs based on sex Section 504 of the Rehabilitation Act of 1973 prohibits discrimination, exclusion from participation, and denial of benefits based on disability M. G. L. chapter 76 section 5 – prohibits discrimination in all public schools on the basis of race, color, sex, national origin, religion and sexual orientation McKinney-Vento Homeless Assistance Act – prohibits discrimination in all public schools on the basis of homelessness.

16. Process for Filing a Complaint Inquiries concerning the application of Title VI, Title IX/Chapter 622 and Section 504 in the Dover-Sherborn Public Schools may be referred to the building coordinators (headmaster/principal). All inquiries concerning the protection and rights afforded to persons in the other protected categories (color, religion, sexual orientation) may be referred to the above coordinator or to the Assistant Superintendent of Schools at the following address: Inquiries concerning the application of Title VI, Title IX/Chapter 622 and Section 504 in the Dover-Sherborn Public Schools may be referred to the building coordinators (headmaster/principal). All inquiries concerning the protection and rights afforded to persons in the other protected categories (color, religion, sexual orientation) may be referred to the above coordinator or to the Assistant Superintendent of Schools at the following address: 157 Farm Street, Dover MA 02030, 508-785-0036. Inquiries concerning the applicability of the aforementioned federal laws and regulations to the Dover-Sherborn Public Schools may also be referred to the U. S. Department of Education, Office of Civil Rights (OCR), J.W. McCormack POCH, Boston, MA 02109-4557, 617-223-9662, TTY 617-223-9695. Concerns relating to the implementation of the Massachusetts equal educational opportunity law (M. G. L. c. 76 s.5) may be directed to the Massachusetts Department of Education, Program Quality Assurance, 350 Main Street, Malden, MA 02148, 781-338-3700. Inquiries concerning the applicability of the aforementioned federal laws and regulations to the Dover-Sherborn Public Schools may also be referred to the U. S. Department of Education, Office of Civil Rights (OCR), J.W. McCormack POCH, Boston, MA 02109-4557, 617-223-9662, TTY 617-223-9695. Concerns relating to the implementation of the Massachusetts equal educational opportunity law (M. G. L. c. 76 s.5) may be directed to the Massachusetts Department of Education, Program Quality Assurance, 350 Main Street, Malden, MA 02148, 781-338-3700. In lieu of filing a complaint with the Dover Sherborn Public Schools, a complaint may be filed directly with the OCR within 180 days of the alleged discrimination or harassment. In addition, a complaint may be filed with OCR within 60 days of receiving notice of final disposition of the complaint by the Dover- Sherborn Public Schools, or in certain instances, within 60 days of receiving a final decision from the Bureau of Special Appeal (BSEA). Please note that a complaint filed with OCR is limited to issues of discrimination and harassment. OCR has no jurisdiction over compliance with state and federal special education laws. In lieu of filing a complaint with the Dover Sherborn Public Schools, a complaint may be filed directly with the OCR within 180 days of the alleged discrimination or harassment. In addition, a complaint may be filed with OCR within 60 days of receiving notice of final disposition of the complaint by the Dover- Sherborn Public Schools, or in certain instances, within 60 days of receiving a final decision from the Bureau of Special Appeal (BSEA). Please note that a complaint filed with OCR is limited to issues of discrimination and harassment. OCR has no jurisdiction over compliance with state and federal special education laws.

17. Grievance Procedures Grievance Procedures for Discrimination Violations Grievance Procedures for Discrimination Violations Any student or school employee who feels that he or she has been discriminated against because of race, color, national origin, sex, religion, disability, sexual orientation, age or homelessness with regard to admission to, access to, treatment in, or employment in its services, programs and activities should utilize the following procedure to register a grievance with the Dover Sherborn Public Schools: Students or employees should submit any allegation of discrimination in writing to their building headmaster/principal for consideration. The nature of the complaint should be specified in detail. Students or employees should submit any allegation of discrimination in writing to their building headmaster/principal for consideration. The nature of the complaint should be specified in detail. The headmaster/principal or his/her designee will investigate the allegations and respond to the complaint in writing within fifteen (15) school days of the receipt of the written complaint. The headmaster/principal or his/her designee will investigate the allegations and respond to the complaint in writing within fifteen (15) school days of the receipt of the written complaint. If the matter is not resolved, the complainant may appeal in writing to the Grievance Coordinator, Assistant Superintendent of Schools. The Coordinator will meet with the complainant and respond within fifteen (15) days of receipt of the written complaint. If the matter is not resolved, the complainant may appeal in writing to the Grievance Coordinator, Assistant Superintendent of Schools. The Coordinator will meet with the complainant and respond within fifteen (15) days of receipt of the written complaint. If at the end of ten (10) school days following the written response from the Grievance Coordinator the matter remains unresolved, the complainant has the right to appeal to the Superintendent of Schools in writing. If at the end of ten (10) school days following the written response from the Grievance Coordinator the matter remains unresolved, the complainant has the right to appeal to the Superintendent of Schools in writing. The Superintendent will investigate the complaint and respond in writing to the complainant within fifteen (15) school days after having received the complaint. The Superintendent will investigate the complaint and respond in writing to the complainant within fifteen (15) school days after having received the complaint. If the matter remains unresolved, the complainant may appeal in writing to the appropriate school committee within ten (10) school days of the receipt of the Superintendent’s response. The school committee will meet within fifteen (15) days to review and consider the matter. The committee will respond to the complainant in writing within five (15) school days following the meeting. If the matter remains unresolved, the complainant may appeal in writing to the appropriate school committee within ten (10) school days of the receipt of the Superintendent’s response. The school committee will meet within fifteen (15) days to review and consider the matter. The committee will respond to the complainant in writing within five (15) school days following the meeting. Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level should be considered a maximum, and every effort should be made to expedite the process. Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level should be considered a maximum, and every effort should be made to expedite the process.

18. Care and Protection of Children Under 18 (51A Report) School personnel are mandated reporters legally obligated to contact the Massachusetts Department of Children and Families (DCF) School personnel are mandated reporters legally obligated to contact the Massachusetts Department of Children and Families (DCF) If school personnel have reasonable cause to suspect physical or emotional abuse or substantial risk of harm/neglect they must follow DCF 51A reporting requirements If school personnel have reasonable cause to suspect physical or emotional abuse or substantial risk of harm/neglect they must follow DCF 51A reporting requirements Please consult with school principals/headmasters, school nurses, or the Assistant Superintendent for assistance if abuse or neglect is suspected Please consult with school principals/headmasters, school nurses, or the Assistant Superintendent for assistance if abuse or neglect is suspected

19. Annual Provision of Collective Bargaining Agreement Between School Committees and the Teachers Union The Dover Sherborn Public Schools are required to make the current Collective Bargaining Agreement Between the School Committees and the Teachers Union available. Accordingly, and in compliance with this regulation, the current Collective Bargaining Agreement can be found on the publications and downloads section of the superintendent’s link on the DS website at: http://www.doversherborn.org/index.cfm/page/Publi cations-and-Downloads-/pid/10575. The Dover Sherborn Public Schools are required to make the current Collective Bargaining Agreement Between the School Committees and the Teachers Union available. Accordingly, and in compliance with this regulation, the current Collective Bargaining Agreement can be found on the publications and downloads section of the superintendent’s link on the DS website at: http://www.doversherborn.org/index.cfm/page/Publi cations-and-Downloads-/pid/10575.

20. Overview of Physical Restraint Guidelines and Crisis Prevention and Intervention

21. Crisis Prevention and Intervention The purpose of 603 CMR 46.00: (Physical Restraint Regulations) is to ensure that every student participating in a Massachusetts public education program is free from the unreasonable use of physical restraint The purpose of 603 CMR 46.00: (Physical Restraint Regulations) is to ensure that every student participating in a Massachusetts public education program is free from the unreasonable use of physical restraint Physical restraint shall be used only in emergency situations, after other less intrusive alternatives have failed or been deemed inappropriate, and with extreme caution Physical restraint shall be used only in emergency situations, after other less intrusive alternatives have failed or been deemed inappropriate, and with extreme caution

22. Two goals when utilizing physical restraint: n To administer a physical restraint only when needed to protect a student and/or a member of the school community from imminent, serious, physical harm; and n To prevent or minimize any harm to the student as a result of the use of physical restraint Applies to school events and activities sponsored by public education programs

23. Explanation of Terms Physical restraint: The use of bodily force to limit a student's freedom of movement Physical restraint: The use of bodily force to limit a student's freedom of movement Physical escort: Touching or holding a student without the use of force for the purpose of directing the student Physical escort: Touching or holding a student without the use of force for the purpose of directing the student Extended restraint: A physical restraint the duration of which is more than twenty (20) minutes. Extended restraints increase the risk of injury and, therefore, require additional written documentation Extended restraint: A physical restraint the duration of which is more than twenty (20) minutes. Extended restraints increase the risk of injury and, therefore, require additional written documentation

24. Mechanical Restraint: The use of a physical device to restrict the movement of a student or the movement or normal function of a portion of his or her body Mechanical Restraint: The use of a physical device to restrict the movement of a student or the movement or normal function of a portion of his or her body Seclusion Restraint: Physically confining a student alone in a room or limited space without access to school staff Seclusion Restraint: Physically confining a student alone in a room or limited space without access to school staff Non-Seclusion Restraint: Staff member remains accessible to the student Non-Seclusion Restraint: Staff member remains accessible to the student Chemical restraint: The administration of medication for the purpose of restraint Chemical restraint: The administration of medication for the purpose of restraint Explanation of Terms (continued)

25. The use of chemical or mechanical restraint is prohibited unless explicitly authorized by a physician and approved in writing by the parent/guardian The use of chemical or mechanical restraint is prohibited unless explicitly authorized by a physician and approved in writing by the parent/guardian *The use of seclusion restraint is prohibited in public education programs *The use of seclusion restraint is prohibited in public education programs

26. When Physical Restraint May Be Used n When non-physical interventions would not be effective; and n The student's behavior poses a threat of imminent, serious, physical harm to self and/or others n When the restraint is pursuant to a student’s IEP or written plan developed in accordance with state and federal law and approved by the school and parent(s)/guardian(s) n When the restraint is limited to the use of such reasonable force as is necessary to protect a student or another member of the school community from assault or imminent, serious, physical harm

27. When Physical Restraint May Not Be Used Physical restraint is prohibited in the following circumstances: As a means of punishment As a means of punishment As a response to property destruction As a response to property destruction Disruption of school order or a school assembly Disruption of school order or a school assembly Student's refusal to comply with a school rule or staff directive Student's refusal to comply with a school rule or staff directive Verbal threats that do not constitute a threat of imminent, serious, physical harm Verbal threats that do not constitute a threat of imminent, serious, physical harm

28. Proper Administration of Physical Restraint Trained personnel should administer physical restraint Trained personnel should administer physical restraint Training requirements contained in 603 CMR 46.00 shall not preclude a teacher, employee, or agent of a public education program from using reasonable force to protect students, other persons or themselves from assault or imminent, serious, physical harm Training requirements contained in 603 CMR 46.00 shall not preclude a teacher, employee, or agent of a public education program from using reasonable force to protect students, other persons or themselves from assault or imminent, serious, physical harm The physical restraint shall be witnessed by another adult who does not participate in the restraint, whenever possible The physical restraint shall be witnessed by another adult who does not participate in the restraint, whenever possible

29. Use only the amount of force necessary to protect the student or others from physical injury Use only the amount of force necessary to protect the student or others from physical injury Use the safest method available and appropriate to the situation Use the safest method available and appropriate to the situation Discontinue a restraint as soon as possible. Over twenty (20) minutes is considered an "extended restraint” Discontinue a restraint as soon as possible. Over twenty (20) minutes is considered an "extended restraint” Floor or prone restraints shall be prohibited unless the staff member administering the restraint has received in-depth training Floor or prone restraints shall be prohibited unless the staff member administering the restraint has received in-depth training

30. Safety Requirements n Restraint should not prevent the student from breathing or speaking n Continuously monitor the physical status of the student such as skin color and respiration n Release hold immediately if there are any signs of physiological distress n Release hold when the student is no longer at risk of causing imminent physical harm to him or herself or others

31. Special Circumstances Be aware of any medical or psychological limitations, as well as behavior intervention plans for individual students, including students with disabilities Be aware of any medical or psychological limitations, as well as behavior intervention plans for individual students, including students with disabilities For students who require frequent restraint due to a high risk of frequent, dangerous behaviors, school staff may seek and obtain the parent or guardian’s consent to waive reporting requirements unless the restraint results in injury or constitutes an extended restraint For students who require frequent restraint due to a high risk of frequent, dangerous behaviors, school staff may seek and obtain the parent or guardian’s consent to waive reporting requirements unless the restraint results in injury or constitutes an extended restraint

32. Follow-up Procedures Review the incident with the student in order to address the behavior that precipitated the restraint and to teach appropriate replacement techniques Review the incident with the student in order to address the behavior that precipitated the restraint and to teach appropriate replacement techniques Review the incident with the staff to discuss restraint procedures and any changes necessary for future crisis intervention Review the incident with the staff to discuss restraint procedures and any changes necessary for future crisis intervention Discuss if any follow-up is appropriate for students who witnessed the incident Discuss if any follow-up is appropriate for students who witnessed the incident

33. Reporting Requirements Physical restraint that results in any injury to a student or staff member Physical restraint that results in any injury to a student or staff member Physical restraint of a duration longer than five minutes Physical restraint of a duration longer than five minutes Utilize the Restraint Report Form available from your principal/headmaster or the central office. The form is also available on the publications/downloads section of the human resources link on the DS website at http://www.doversherborn.org/index.cfm/page/Publicatio ns-and-Downloads-/pid/10574 Utilize the Restraint Report Form available from your principal/headmaster or the central office. The form is also available on the publications/downloads section of the human resources link on the DS website at http://www.doversherborn.org/index.cfm/page/Publicatio ns-and-Downloads-/pid/10574

34. Informing School Administration Verbally inform the designated administrator of the restraint as soon as possible, and provide a written report by the next school working day Verbally inform the designated administrator of the restraint as soon as possible, and provide a written report by the next school working day The administrator must maintain an ongoing record of all reported instances of physical restraint The administrator must maintain an ongoing record of all reported instances of physical restraint

35. Informing Parents/Guardians Verbally inform the student's parents/guardians of the restraint as soon as possible Verbally inform the student's parents/guardians of the restraint as soon as possible Provide a written report postmarked no later than three school working days following the use of restraint Provide a written report postmarked no later than three school working days following the use of restraint

36. Report to the Department of Elementary and Secondary Education A report should be filed when a restraint has resulted in a serious injury to a student or staff member or the restraint lasted longer than twenty (20) minutes (extended restraint) A report should be filed when a restraint has resulted in a serious injury to a student or staff member or the restraint lasted longer than twenty (20) minutes (extended restraint) Provide a copy of the written report to the Department of Elementary and Secondary Education within five (5) school working days of the administration of the restraint Provide a copy of the written report to the Department of Elementary and Secondary Education within five (5) school working days of the administration of the restraint A copy of the record of physical restraints maintained by the administrator for the thirty day (30) period prior to the reported restraint A copy of the record of physical restraints maintained by the administrator for the thirty day (30) period prior to the reported restraint

37. CPI Non-Violent Crisis Intervention® CPI, developed by the Crisis Prevention Institute, Inc., is the training program utilized by the Dover Sherborn Public Schools for which annual training-certification and recertification is offered during professional development time to interested personnel CPI, developed by the Crisis Prevention Institute, Inc., is the training program utilized by the Dover Sherborn Public Schools for which annual training-certification and recertification is offered during professional development time to interested personnel Nonviolent Crisis Intervention program is a safe, non-harmful behavior management system designed to help human service providers provide for the best possible care, welfare, safety and security of disruptive, assaultive, and out-of-control persons even during the most violent moment Nonviolent Crisis Intervention program is a safe, non-harmful behavior management system designed to help human service providers provide for the best possible care, welfare, safety and security of disruptive, assaultive, and out-of-control persons even during the most violent moment

38. Crisis Development Model Staff attitudes and behavior affect student attitudes and behavior (vise versa) Behavior Appropriate Reaction 1.Anxiety 1. Supportive 2.Defensive 2. Directive 3.Acting Out 3. Nonviolent Physical Crisis Intervention 4.Tension Reduction 4. Therapeutic Rapport Staying in control when you encounter an acting-out person and utilizing the appropriate staff response can help to prevent the escalation of the behavior Staying in control when you encounter an acting-out person and utilizing the appropriate staff response can help to prevent the escalation of the behavior

39. Anxiety: A noticeable increase or change in behavior Supportive: Empathic, nonjudgmental approach, attempting to alleviate anxiety Defensive: Beginning stages to loss of rationality; Internal structures are beginning to break down Directive: Staff takes control of a potentially escalating situation by setting limits

40. Acting Out: Total loss of physical and emotional control Nonviolent physical crisis intervention: * Safe, non harmful restraint technique to safely control an acting out person until they can regain control * Used as a last resort When the individual presents a danger of imminent, serious, physical harm to self or others

41. Tension reduction: Subsiding of energy, decrease in both physical and emotional energy, and the individual eventually regains rationality Therapeutic rapport: Attempt to reestablish communication with the individual; Set up teaching and prevention

42. Nonverbal Behavior A large portion of the message that we communicate is nonverbal A large portion of the message that we communicate is nonverbal Awareness of nonverbal communication increases the chances of deescalating a potential acting-out person Awareness of nonverbal communication increases the chances of deescalating a potential acting-out person Proxemics (personal space) Proxemics (personal space) Affects the anxiety level of an individual when personal space is invaded Affects the anxiety level of an individual when personal space is invaded Kinesics (body language) Kinesics (body language) Hand gestures, facial expressions, posture and body movement Hand gestures, facial expressions, posture and body movement

43. At least one leg length from the person Reasons for using stance: Personal safety Personal safety Less challenging, less threatening Less challenging, less threatening Respect and honor space Respect and honor space The CPI Supportive Stance

44. Paraverbals Not what we say, it is how we say it 38% paraverbal55% nonverbal 7% verbal Tone: Inflection of voice Tone: Inflection of voice Volume: How loud or soft Volume: How loud or soft Cadence:Rate and rhythm at which we speak Cadence:Rate and rhythm at which we speak

45. Types of Physical Restraints Children’s Control Position: Children’s Control Position: Designed to be used with children Team Control Position: Team Control Position: Used to manage individuals who have become dangerous to self or others Transport Position: Transport Position: Position will assist in safely moving an individual who is beginning to regain control

46. Team Approach Assess the situation Assess the situation Develop a plan Develop a plan Leader should direct/cue Team Leader should direct/cue Team Communicate with acting-out person Communicate with acting-out person Documentation and debrief Documentation and debrief

47. Auxiliary Team Member Duties (CARE) C heck for signs of distress, environmental safety hazards C heck for signs of distress, environmental safety hazards A ddress safe use of any physical techniques, remove any safety hazards, follow directions of Team leader to A ddress safe use of any physical techniques, remove any safety hazards, follow directions of Team leader to de-escalate behavior R ecognize when more help is needed, when to change strategies R ecognize when more help is needed, when to change strategies E ngage in support for Team communication with the acting out person if assigned the role E ngage in support for Team communication with the acting out person if assigned the role

48. Building CPI Procedures Identify Building Team who received in-depth CPI training and function as school-wide resource to assist in proper administration of physical restraint Identify Building Team who received in-depth CPI training and function as school-wide resource to assist in proper administration of physical restraint Be aware of building code word(s) pertaining to crises Be aware of building code word(s) pertaining to crises Follow the protocol developed by the Team to be utilized during a crisis situation Follow the protocol developed by the Team to be utilized during a crisis situation

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