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Www.ksdetasn.org Emergency Safety Intervention Part 3: Analyze Your ESI Data Collecting and analyzing ESI data to guide professional development David.

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Presentation on theme: "Www.ksdetasn.org Emergency Safety Intervention Part 3: Analyze Your ESI Data Collecting and analyzing ESI data to guide professional development David."— Presentation transcript:

1 Emergency Safety Intervention Part 3: Analyze Your ESI Data Collecting and analyzing ESI data to guide professional development David Eichler Deb McVey Kelcey Schmitz

2 Data Collection and Review of All Instances of ESI Districts shall establish a procedure for the collection, maintenance, and periodic review of the use of ESI at each school. Districts shall develop a system to collect and maintain documentation for each use of an ESI.

3 Required ESI Documentation Date of the intervention Time of day of the intervention Type of intervention (seclusion or restraint) Length of time the intervention was used School personnel who participated in or supervised the intervention.

4 ESI Documentation Requirements All such documentation shall be provided to the building principal, who shall be responsible for providing copies of such documentation to the superintendent on at least a biannual basis. At least once per school year, each building principal shall review the documentation of ESI incidents with appropriate staff members to consider the appropriateness of the use of ESI in those instances.

5 Questions to Help Analyze Building and District Data about Seclusion How many total incidents of seclusion occurred? – For the district example, 32 total incidents With how many students has seclusion been used? – For the district example, 14 students What percentage of your total enrollment is this? – For the district example, there are a total of 1300 students enrolled, so this would be about 1% of all students

6 Questions to Help Analyze Building and District Data about Seclusion With how many students has seclusion been used more than once? – 12 of the 14 students had repeat incidents of seclusion – Only 2 of the 14 students had a single incident of seclusion When does seclusion occur most often? – Month September: 13 incidents October: 6 incidents November: 5 incidents December: 8 incidents – Day – Time 8 am to 11 am: 6 incidents 11 am to 1 pm: 13 incidents 1 pm to 3:30 pm: 6 incidents

7 Questions to Help Analyze Building and District Data about Seclusion Where does seclusion occur most often? For the district example: – Resource room 10/32 incidents – Lunch room 9/32 incidents – Classroom 5/32 incidents – Hallway 4/32 incidents – Music room 2/32 incidents – Bus 1/32 incidents

8 Location of Incidents of Seclusion

9 Questions to Help Analyze Building and District Data about Restraint How many total incidents of restraint occurred? – For district example, 21 total incidents With how many students has restraint been used? – For district example, 12 students What percentage of your total enrollment is this? – For district example, 1300 total enrollment, 0.9% of students

10 Questions to Help Analyze Building and District Data about Restraint With how many students has restraint been used more than once? – 12 students were involved in restraint – 5 of the 12 students had repeat incidents of restraint – 7 of the 12 students had a single incident of restraint When does restraint occur most often? – Month September: 9 incidents October: 4 incidents November: 5 incidents December: 3 incidents – Day – Time 8 am to 11 am: 6 incidents 11 am to 1 pm: 13 incidents 1 pm to 3:30 pm: 6 incidents

11 Questions to Help Analyze Building and District Data about Restraint Where does restraint occur most often? For the district example: – Resource room 11/21 incidents – Classroom 5/21 incidents – Hallway 3/21 incidents – Music room 1/21 incidents – Lunch room 1/21 incidents

12 Location of Incidents of Restraint

13 Analyze Your Seclusion Data What is the average length of time an incident of seclusion lasted? – For the example district, the median length of time was for an incident of seclusion was 18 minutes across all grade levels. What was the range for seclusion? – For the example district, the range for seclusion was 3 to 42 minutes across all grade levels.

14 Analyze Your Seclusion Data Which staff members are most often involved with seclusion? For the example district: – general education teacher: 9/32 incidents – special education teacher: 16/32 incidents – special education para: 14/32 incidents – administrator: 5/32 incidents – other : 2/32 incidents (specials teacher) 1/32 incidents (bus driver) 3/32 incidents (lunch room supervisor)

15 Staff Members Participating in Incidents of Seclusion

16 Analyze Your Restraint Data What is the average length of time an incident of restraint lasted? – For the example district, the median length of time for seclusion was 4.5 minutes across all grade levels. What was the range for restraint? – For the example district, the range for restraint was 1 to 11 minutes across all grade levels.

17 Analyze Your Restraint Data Which staff members are most often involved with restraint? For the example district: – general education teacher: 5/21 incidents – special education teacher: 14/21 incidents – special education para: 11/21 incidents – administrator: 3/21 incidents – other: 2/21 incidents (specials teacher)

18 Staff Members Participating in Incidents of Restraint

19 What does the state data show? Data from the school year (voluntary not mandated reporting) for Seclusion: – State Total Minutes of Seclusion: 72,199 – State Total Incidents of Seclusion: 7,716 – Mean number of incidents per district: about 117 – Range of Minutes of Seclusion: 1 to 359 – Median Length of Seclusion: 5 minutes

20 What does the state data show? Data from the school year (voluntary not mandated reporting) for Restraint: – State Total Minutes of Restraint: 13,809 – State Total Incidents of Restraint: 4,195 – Mean Number of Incidents per district: about 60 – Range of Minutes of Restraint: 1 to 120 – Median Length of Restraint: 2 minutes

21 Going Deeper to Analyze Systemic Data What are the demographic characteristics of the students with whom seclusion has been used?

22 Demographics for Example Seclusion Data

23 Going Deeper to Analyze Systemic Data What are the demographic characteristics of the students with whom restraint has been used?

24 Demographics for Example Restraint Data

25 Analyze Your Own Data – Summary Analysis of who, what, where, when, how many, etc. demographic characteristics debriefing practices antecedent and consequent conditions preventive strategies needed professional development If there is a difference between the data you want and the data you have, what will you do?

26 Analyzing Data at the Individual Student Level – What to do? ESI usage can be an indication of student or adult crisis; behavioral, educational, or organizational. When we see ESI being used with any degree of regularity or frequency with a student, we need to understand why that is occurring. The data need to help us answer that question. If they do not, we may not be collecting the correct data or we may need to seek additional technical assistance.

27 Questions the data need to address: Who Who was the student? Who was the supervising adult in whose presence the behavior leading to the ESI occurred? Who were the individuals that carried out the practice ESI?

28 Questions the data need to address: What What happened that led up to the need for an ESI? What strategies were supposed to be in place that were intended to minimize ESI occurrence? Were these strategies followed as indicated?

29 Questions the data need to address: Where Where did the ESI occur? (time may not identify this in instances of block scheduling, unscheduled bathroom breaks, trips to the office, etc.) – This should identify a specific place (e.g., homeroom, hallway, band room, principal’s office, etc.)

30 Questions the data need to address: When When did the incident start? Some times this is as simple as the actual time on the clock. Other times, the actual ESI may have occurred in a chain of events (e.g., first being sent out of the class, second being sent to a buddy room, third the actual ESI). In instances where there is a pattern leading up to an ESI, it may be necessary to collect more than simply the actual ESI start time.

31 Questions the data need to address: How How will these data be represented in a way that allows for broader pictures of what is occurring to become apparent? The data need to be able to be graphed in such a way that one can graph according to the previous ‘W’ categories. How often (and by who) will these data be reviewed to influence professional development decisions?

32 One example for data collection Right now we will go over a sample Excel spreadsheet that provides a way to look at the data as described, previously. This is only a sample – each district should modify it to suit their own needs. Notice what data are recorded per ESI incident and the different graphs that are created. What questions do you find yourself wondering about when you look at the graphs?


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