Seclusion, Isolation & Restraint Policy Training

1. Seclusion, Isolation & Restraint Policy Training LSR7 Board Policy JGGA Slides will automatically advance after 1 minute, or you may click a slide to advance manually.

2. Purpose of the Policy 1. Promote safety and prevent harm to students, school personnel and visitors in the school district. 2. Foster a climate of dignity and respect in the use of discipline and behavior management techniques. 3. Provide school personnel with clear guidelines about the use of seclusion, isolation and restraint in response to emergency situations. 4. Provide parents/guardians information about state guidelines and district policies related to the use of discipline, behavior management, behavior interventions and responses to emergency situations. 5. Promote the use of non-aversive behavioral interventions, including positive behavioral support techniques.

3. Facts about District Policy The state of Missouri required each district to adopt a policy regarding the training and use of seclusion, isolation and restraint by July, 2011. Seclusion, isolation, and restraint have garnered national attention in recent years. A number of children have been fatally injured while in restraint. In most cases, this was due to compression of the chest area which caused asphyxiation. This policy applies to ALL district personnel.

4. Definition and Use of SECLUSION Definition: The confinement of a student alone in an enclosed space from which the student is physically prevented from leaving by locking hardware. Use of Seclusion: Seclusion is not used in our district EXCEPT in an emergency situation while awaiting law enforcement officers as provided for in state law. If seclusion is used, a plan must be in place to prevent the need for future use of seclusion. Instances of seclusion would be very rare in our district as we have limited spaces that are equipped with locking hardware.

5. Definition and Use of ISOLATION Definition:The confinement of a student ALONE in an ENCLOSED space without locking hardware. Isolation does not include supervised in-school suspension or detention as used in disciplinary consequences in accordance with the district’s student discipline code. Use of Isolation: Isolation shall only be used: In an emergency situation (e.g., student unexpectedly runs toward street) OR When less restrictive measures have not effectively de-escalated the situation and the school has a plan for how to respond in such situations (e.g., student is struggling behaviorally and data is being taken in order for formal plan to be developed or while awaiting alternative placement) OR With parental approval as specified in a student’s IEP, Section 504 plan, or other agreed upon plan to address behavior

6. Use of ISOLATION (continued) The total time in Isolation is to be reasonably calculated based on the age of the student and the circumstances and is not to exceed 40 minutes without a reassessment of the situation and consultation with parents/guardians or administrative staff, unless otherwise specified in an IEP, Section 504 plan, or other parentally agreed upon plan. If isolation is used, the student must be monitored by district personnel who are in close proximity and able to see and hear the student at all times. Monitoring shall be face to face or through the use of monitoring technology equipment. As part of a previous due process decision, the Autism/Behavior Specialist who covers your building shall be notified (via email or phone) after 20 minutes of Isolation.

7. Things to consider when using ISOLATION If a student requires a behavioral intervention, in most circumstances it would be best practice to supervise the student in the same room. If a person is there to supervise, this would NOT be considered isolation. If you choose to use isolation, the need for the use of this intervention must be justified and documented. The use of isolation would likely be an extremely rare occurrence. If isolation is used, a plan must be in place to prevent the need for future use of isolation.

8. Definition of PHYSICAL RESTRAINT Definition:The use of person-to-person physical contact to restrict the free movement of all or a portion of a student’s body. It does not include briefly holding a student without undue force for instructional or other purposes, briefly holding a student to calm the student, taking a student’s hand to transport him or her for safety purposes, physical escort, or intervening in a fight, or carrying a small child when developmentally appropriate to do so. Definition of Physical Escort: The temporary touching or holding of the hand, wrist, arm, shoulder, or back for the purposes of inducing a student who is acting out or eloping to walk to a safe location.

9. Use of PHYSICAL RESTRAINT Physical Restraint shall only be used: In an emergency situation OR When less restrictive measures have not effectively de-escalated the situation and the school has a plan for how to respond in such situations OR With parental approval as specified in a student’s IEP, Section 504 plan, or other agreed upon plan to address behavior

10. Use of PHYSICAL RESTRAINT (con't) Physical Restraint will: Only be used as long as necessary to resolve the actual risk of danger or harm that warranted the use of physical restraint. Be no greater than the degree of force necessary to protect the student or other persons from imminent bodily injury or to protect property. Not place pressure or weight on the chest, lungs, sternum, diaphragm, back, neck, or throat that restricts breathing. Only be done by district persons trained in the proper use of physical restraint.

11. Use of PHYSICAL RESTRAINT (con't) District personnel who use physical restraint shall only use restraint methods in which they have received district-approved training. Further, district personnel who use physical restraint may only do so in the presence of at least one additional adult who is in the line of sight unless no other adult is immediately available due to an unforeseeable emergency situation.

12. PHYSICAL RESTRAINT (con't) Things to consider in using PHYSICAL RESTRAINT: Physical restraint should never be used as a form of punishment or for the convenience of district personnel. If a restraint is used, a plan must be in place to prevent the need for future use of restraint. Non-compliance, disrespect, and defiance ARE NOT reasons to use restraint.

13. Definition and Use of MECHANICAL RESTRAINT Definition:A device or physical object that the student cannot easily remove that restricts a student’s freedom of movement or normal access to a portion of his or her body. The term does not include assistive technology. Use of Mechanical Restraint: Shall only be used as specified in a student’s IEP or Section 504 plan with two exceptions: Vehicle safety restraints shall be used according to state and federal regulations. Mechanical restraints employed by law enforcement officers in school settings should be used in accordance with appropriate professional standards and applicable policies.

14. Definition ofCHEMICAL RESTRAINT Definition:Administration of a drug or medication to manage a student’s behavior that is not a standard treatment and dosage for the student’s medical condition. Chemical Restraints shall never be used by district personnel.

15. Emergency SituationFollow-ups • Meeting no later than 2 days following incident • Shall include all staff involved • MUST include discussion of: • Events that led to emergency • Why de-escalation was not effective • Traumatic reactions by any party • What could have been done differently • Evaluation of the process

16. Parent/Guardian Notification of Emergency Situation • Verbally or electronically • No later than end of the day of the incident unless unreasonable or impossible and then by noon of the next day • Written report • Within 5 days • Date, time, location, duration, description • Events leading to incident • Nature and extent of student injury • District contact person • Prevention plan

17. Required District Records Required district reports should include the following information: • When • Reason • Duration • District personnel involved • Injuries if any • Name and age of student • Disciplinary actions

18. “The Form” • Combines required notice to parents/guardians and district records • Complete EVERY time seclusion, isolation or restraint is used • Found on the all schools drive in the Crisis Prevention folder • If seclusion is used (not included on form to prevent isolation being coded as seclusion) write on the top of the form • E-mail to Kaye Otten, District Crisis Prevention Trainer and Behavior Specialist

19. Positive Behavior Support • “The Superintendent or designee isresponsible for implementing theDISTRICTWIDE use ofappropriate positive behaviorsupports designed to support oralter behavior in ALL students." • Just as safety laws prevent and reduce accidents and preventative medicine prevent and reduces illness, positive behavior support prevents and reduces behavioral problems

20. PREVENTION TECHNIQUES • Develop positive rapport with students. Relationship is a key factor in working with a child to prevent behavioral acting out. • Give choices, offer the student a “weighted choice” (pair the positive choice with a positive consequence and the negative choice with the negative consequence). • Allow for processing time – use silence (at least 15-30 seconds for a child to make a decision). • Be aware of your own body language, voice tone, volume, and rate of speech. Also be aware of your surroundings and those around you when redirecting/correcting student behavior! • Don’t take it personally! • Remember the power of reinforcement! *

21. ENVIRONMENTAL MANAGEMENT TECHNIQUES • Remove the student’s audience whenever possible • Survey your environment to create awareness and to address any possible safety issues • A student who “acts out” may require a quiet space to recover. Is there a quiet space nearby your classroom? Is the space compatible with appropriate supervision? *

22. DE-ESCALATION TECHNIQUES If a student is: • Experiencing anxiety – be supportive • Showing defiance/refusal – be calmly directive, set clear, reasonable, enforceable limits Remember – anxiety does not equal defiance and refusal! • Acting out physically and is dangerous – call for a CPI trained staff member and/or the SRO • Showing signs of beginning to relax/calm down – re-establish your positive relationship, provide support, follow through with consequences BUT wait until the student is completely calm! *

23. REMEMBER: • Your goal with any intervention is to assist the student in reaching independence with the particular skill being taught. • Behavioral interventions are not used to punish, but to teach. • Seclusion, isolation, and restraint are emergency safety measures. • Most incidents of restraint and isolation can be avoided with the use of other de-escalation methods. *