Transcript Emergency Safety Intervention

Emergency Safety
Intervention
Emergency Safety Intervention
 Emergency: Immediate danger
 Safety: Immediate danger of student
harming self or others
 Intervention: Restraint or seclusion
should only be used for limited periods of
time an should cease immediately when
the immediate danger of harm to self or
others has dissipated.
Emergency Safety Intervention
 The use of seclusion or physical restraint
when a student presents an immediate
danger to self or others. Violent action
that is destructive to property may
necessitate the use of ESI.
Prohibited Restraints
 Certain restraints are prohibited
Face down-prone physical restraints
Face up-supine-pr
Physical Restraints that obstructs airway
Physical Restraints that impacts students’
primary mode of communication
Restraining hands of student who sign
Gagging a student
Covering student mouth with tape
Chemical restraints
Use of mechanical restraints (with exceptions-SRO)
Special definitions apply:
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Definitions can be found in K.A.R.91-32-1
 Seclusion-requires 3 conditions:
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Student placed in enclosed area by school staff
Student purposefully isolated from adults and peers
Student is prevented from leaving or reasonably believes prevented
from leaving, the enclosed area
Chemical Restraint-use of medication to control student’s violent
behavior
 Mechanical Restraint-any device or object used to limit a student’s
movement
 Physical Restraint-bodily force used to substantially limit student’s
movement
 Physical Escort-temporary touching or holding of student’s hand, wrist,
arm, back or shoulder to induce student to walk to safe location. This is
not considered restraint.
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Is “time-out” considered
seclusion?
 Not when used as defined in K.A.R. 91-42-1
 “Time-out” means a behavioral intervention in which a student is
temporarily removed from a learning activity without being
confined.
MUST HAVE POLICY
 Includes all areas required by
regulations
 Policy must be available on the district
website with links on all individual school
pages AND one of the following:
Each schools code of conduct
School safety plan
Student handbook
MUST HAVE TRAINING
 All staff must be trained to varying degrees depending on
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their positions
All staff must be trained regarding the use of PBS
strategies, de-escalation techniques, and prevention
techniques.
Training must be “consistent wit nationally recognized
training programs on the use of ESI.”
Each school building must keep documentation of the
training that was provided and the list of participants.
CPI-at least 2 individuals in each building trained
(principal, assistant principal, lead teacher)Recommended by KASB
MUST KEEP
DOCUMENTATION
 Each building must maintain documentation of
the following any time ESI is used.
Date and time of intervention
Duration
Location
Type of ESI used: Seclusion/Restraint
Persons involved
Description
MUST NOTIFY PARENT
 Written documentation within 2 school
days
MUST REVIEW
DOCUMENTATION
 Each building principal must review all
ESI documentation at least once per
year with appropriate staff members to
consider appropriateness of the use of
ESI
REPORTING TO KSDE
REQUIRED
 All districts are required to report all
instance of ESI in format prescribed by
KSDE and at times prescribed by KSDE.
 KSDE focuses on PREVENTION.
 KSDE does NOT promote the use of ESI
with any student.
 ESI is NOT an acceptable alternative to
prevention.
LOCAL DISPUTE
RESOLUTION PROCESS
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Try informal resolution first-still have to provide
report of informal resolution to board of
education, superintendent, and KSDE
Parents can file written complaint with clerk
Board investigates complaint and makes
determination
Must be done within 30 days
Board must send copy or report to KSDE, school
and parents
APPLIES TO ALL STUDENTS
 ESI regulations do not apply to just
special education students-now apply to
regular education students as well
 NO EXCEPTION FOR ALTERCATIONS
 This applies to extra curricular events
 This applies to Pre-K
 This applies to school sponsored before
or after school programs
Restraint & Seclusion: Key
Concepts
 Department of Education firmly believes
that one case of inappropriate use of
restraint or seclusion—is one case too
many
Restraint & Seclusion: Key
Concepts
 •Purpose
 •Clearance
 •Safety
 •No evidence of effectiveness
Restraint & Seclusion: Key
Concepts
 Prevention
 •Imminent danger
 •All Children
 •Not Punishment
 •Document
 •No Harm or restriction of breathing
Restraint & Seclusion: Key
Concepts
 Underlying Cause
 •Effective Alternatives
 •Mechanical-Drug-Medication
 •Dignity: Free from abuse
 •Review: Multiple uses
Restraint & Seclusion: Key
Concepts
 •Training: Alternatives and imminent
harm
 •Visual monitoring
 •Parents: Informed of policies
 •Parents: Notification
Restraint & Seclusion: Key
Concepts
 •Regular review of policies
 •Documentation and use of data
First Follower: Lessons Learned from
Dancing Guy
If you embrace Reducing
R&S you won’t be lone
nut, But Rather a
Courageous follower
Larry Wexler