Emergency Safety Regulations (and)

1. Emergency Safety Regulations (and) Positive Behavior Supports

2. E.S.I. Seclusion and Restraint

3. E.S.I. • Applies to ALL students • Regulations took effect, April 19th 2013 • Regulations establish definitions and requirements for the use of E.S.I.s

4. E.S.I. Definition • “emergency safety intervention” is the use of seclusion or physical restraint when a student presents an immediate danger to self or others. • Violent action that is destructive of property may necessitate the use of an ESI.

5. Seclusion • All three criteria must be met for it to be seclusion 1. Student is placed in enclosed area by school personnel 2. The student is purposefully isolated from adults and peers 3. Student is prevented from leaving or reasonably believes he will be prevented from leaving.

6. Restraint • Restraint can be chemical, mechanical, or physical.

7. Chemical • Chemical restraint means the use of medication to control a student’s violent physical behavior or restrict a student’s freedom of movement. It is prohibited, except as prescribed treatments for a student’s medical or psychiatric condition by a person appropriately licensed to issue these treatments.

8. Mechanical • Mechanical restraint means any device or object used to limit a student’s movement. It is prohibited unless ordered by a person appropriately licensed to issue the order for the device, for a specific student.

9. Physical • Physical restraint means bodily force used to substantially limit a student’s movement.

10. Prohibition of Certain Types of Restraint • Types of restraint prohibited by the regulations: • Prone (face-down) • Supine (face-up) • Physical restraint that obstructs the airway of a student • Physical restraint that impacts a student’s primary mode of communication • Chemical restraint, except as prescribed treatments for a student’s medical or psychiatric condition by a person appropriately licensed to issue these treatments • Mechanical restraint, except those protective or stabilizing devices ordered by a person appropriately licensed to issue the order for the device or devices required by law

11. Does KSDE Promote ESI? • KSDE does notpromote the use of ESI with any student. • Every effort should be made to prevent the need for the use of restraint and for the use of seclusion. (U.S. Department of Education, Restraint and Seclusion: Resource Document, Washington, D.C., 2012 )

12. Focus is on Prevention • KSDE focuses on prevention. • Any use of ESI must be reported under the Regulations. • ESI reporting is required for any student.

13. ESI is not discipline • Restraint or seclusion should never be used as punishment or discipline (e.g., placing in seclusion for out-of-seat behavior), as a means of coercion or retaliation, or as a convenience. (Principle 6, U.S. Department of Education, Restraint and Seclusion: Resource Document, Washington, D.C., 2012 )

14. District Responsibilities • Adopt written policies and procedures governing the use of ESI • Must be available on school website, and included in the code of conduct, school safety plan, or a combination of both. • Provide annual notice to parents of ESI policies

15. District Responsibilities-cont. • Provide training to all school personnel • Training must address prevention techniques, de-escalation techniques, and positive behavioral intervention strategies; • Training must be designed to meet the needs of personnel as appropriate to their duties and potential need to use an ESI; and • Schools and programs must maintain documentation on training provided and those who attended.

16. District Responsibilities-cont. • Parents must be notified in writing within two days if an ESI has been used with their child. • Any time an ESI is used with a child it must be documented • Date and time of the intervention • Type of intervention (seclusion or restraint) • Length of time (in minutes) the intervention was used • Names of school personnel who participated in or supervised the intervention

17. District Responsibilities-cont. • Data Collection and Review of All Instances of ESI • Districts must establish a procedure for the collection, maintenance, and periodic review of the use of ESI at each school. • Districts must develop a system to collect and maintain documentation for each use of an ESI. • Information maintained by the school on the use of ESI must be compiled and submitted, at least biannually, to the district superintendent or district designee. • Districts must develop policies that establish local dispute resolution processes.

18. Reporting use of ESI • Districts shall report all incidents of ESI to KSDE by the date and in the form specified by KSDE. • Note: The documentation of any school’s or any district’s use of ESI must be provided to KSDE upon written request from KSDE.

19. Take Away Point: If you are using ESI you should… • Document it. • Notify parents. • Learn from it. • Seek training on how to implement tiers of prevention and intervention.

20. A KSDE Priority… • We are charged with making every effort to reduce and, in time, eliminate the need for ESIs through the use of preventive strategies and supports for all students.

21. So what do we do instead? Positive Behavior Supports Here are seven very effective ‘secrets’ that dramatically improve instruction; these ‘secrets’ are present with ALL great teachers.

22. Positive Behavior Supports Provide Active Supervision Exercise Proximity Be Attentive to Pacing Use Praise Appropriately Provide Opportunities to Respond Provide Instructive Feedback Incorporate Choice

23. Provide Active Supervision • Includes scanning, escorting, and interacting with students. • Use in conjunction with pre-correction (verbal reminders or modeling of appropriate behaviors delivered prior to occurrence of problem behavior). • Consider: Instruction time in the classroom, major transitions, and recess or special times. • For example, “Students, remember that we keep our hands to ourselves and walk quietly to lunch”.

24. Active Supervision Examples • Be present in hallways before/after school • Interact with students at recess, in hallways • Visually scan, move about • Review expectations before going to the library, assembly etc. • Talk out loud to model appropriate behaviors

25. Exercise Proximity • Moving closer to the student who is off task, or appears to have difficulty staying focused can be effective means to engage in appropriate behavior rather than non desired one. • When used appropriately, proximity can be a quick, efficient way to remind a student to stay on task.

26. ProximityExamples • Move about the room while students work independently • Touch a child on the shoulder • Provide an incentive for being on task • Provide praise for being on task • Tap on desk or redirect student back to task • Move disruptive students closer to you • Ask the student if they need help

27. Be Attentive to Pacing • Moving through a classroom with appropriate momentum facilitates student involvement. (Englert 1984; Miller 2009). • Generally, lessons which are quickly paced help students stay on task.

28. Pacing Examples • Limit downtime • Provide differentiated instruction • Always consider a contingency plan in case lesson plans don’t work out • Make instruction interactive and engaging • Check for understanding and reteach as necessary

29. Use Praise Appropriately • The vast majority of students value teacher recognition and appreciate teacher feedback that acknowledges their hard work and compliance. • Praise should also be specific and provided in response to a particular action. • Praise is a highly effective strategy for shaping student behavior, and can positively affect both academic and social behavior (Sutherland 2000).

30. Praise Examples • Catch them being good • Use their first name • Praise effort not always skill or product • It takes 5 positives to undo 1 negative • Praise close approximations of desired behaviors • Use abundantly • You get more flies with honey ….

31. Provide Opportunities to Respond • Providing students with a high number of opportunities to answer or actively respond to academic requests promotes good behavior in students with even the most resistant behavior problems. • Responses can be verbal, written, a signal, or choral. (Studies have shown that OTR increase engagement, improve academic outcomes, and decrease disruptive behavior. Sutherland, Alder, & Gunter, 2003).

32. Opportunities to Respond Examples • Thumbs up, thumbs down • White boards • Poll everywhere • Think, pair, share • Turn to your neighbor • Games • Make it fun • Clickers, buzzers • Project based learning • Tiered assignments • Engage them!!

33. Provide Instructive Feedback • A technique designed to provide more efficient learning for students by providing information about student responses. • Teachers capitalize on interactions with students after they respond to directives or questions to present new or additional information, or emphasize already learned concepts. • The goal of instructive feedback is to teach more in the same amount of time.

34. Instructive Feedback Examples • Quick turn around time on grading • Use rubrics for evaluating work • Use prior knowledge to activate new learning • Check understanding and individualize instruction to meet needs • Use prompts and pre-correction

35. Incorporate Choice • Allowing students to choose increases response opportunities and allows them to be active in the lesson. • Allowing students to choose can help activate students with control needs. • Allowing students to choose gives them ownership of their own learning.

36. Incorporating Choice Examples • Tiered learning • Project based learning • First, then … • Tell me, show me, involve me • Be flexible and open • Find different ways students can demonstrate to you what they know (oral instead of written answers)

37. Know Your Students • Interest Surveys • Look at previous performance • Talk to students • Observe • Listen • Build a relationship with your students!

38. For more significant behavior concerns …. • Behavior contracts • Incentive systems • Visual schedules / supports • Cool down times / quiet spaces • Social stories • Scheduled routines • Plans for transitions • Roleplaying appropriate behaviors • Specific behavior curriculums

39. Positive Behavior Support Outcomes • Raises test scores • Creates safer schools • Creates a more positive climate for staff and students • Increases instructional time • Decreases classroom disruptions, office referrals, suspensions

40. For more information: • www.ksdetasn.org • www.pbis.org • www.kipbs.org • www.highplainsed.com

41. Questions? Thank you! High Plains Education Cooperative

42. Positive Behavior Supports:1. Provide Active Supervision2. Exercise Proximity3. Be Attentive to Pacing4. Use Praise Appropriately5. Provide Opportunities to Respond6. Provide Instructive Feedback7. Incorporate Choice