Emergency Safety Regulations (and)Positive Behavior Supports

E.S.I.Seclusion and Restraint

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

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.

Seclusion All three criteria must be met for it to be

seclusion1. Student is placed in enclosed

area by school personnel2. The student is purposefully

isolated from adults and peers3. Student is prevented from

leaving or reasonably believes he will be prevented from leaving.

Restraint Restraint can be

chemical,mechanical, or physical.

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.

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.

Physical Physical restraint means bodily force

used to substantially limit a student’s movement.

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

Does KSDE Promote ESI? KSDE does not promote 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 )

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.

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 )

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

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.

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

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.

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.

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.

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.

So what do we do instead?

Positive Behavior SupportsHere are seven very effective ‘secrets’ that dramatically improve instruction; these ‘secrets’ are present with ALL great teachers.

Positive Behavior Supports1. Provide Active Supervision2. Exercise Proximity3. Be Attentive to Pacing4. Use Praise Appropriately5. Provide Opportunities to Respond6. Provide Instructive Feedback7. Incorporate Choice

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”.

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

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.

Proximity Examples 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

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.

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

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).

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 ….

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).

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!!

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.

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

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.

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)

Know Your Students Interest Surveys Look at previous performance Talk to students Observe Listen

Build a relationship with your students!

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

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

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

Questions?

Thank you!High Plains Education Cooperative

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