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Simpson County Schools Joseph Kilburn and Shelia Baugh 2013-2014.

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Presentation on theme: "Simpson County Schools Joseph Kilburn and Shelia Baugh 2013-2014."— Presentation transcript:

1 Simpson County Schools Joseph Kilburn and Shelia Baugh

2  PBIS is not a curriculum — it is a framework to help schools identify needs, develop strategies, and evaluate practices.  Implementing positive, instructional discipline strategies and systems is the most effective way to prevent decrease or eliminate problem student behavior.  PBIS meshes naturally with many other school improvement initiatives (Leader In Me)

3  Teaching and re-teaching policies, procedures, and expectations  Consistently communicating the expectations through our actions and our words  Recognizing positive behaviors

4  Using data to evaluate procedures and supervision plans  Using data to evaluate interventions  What types of discipline data do we use to evaluate our efforts, and what can we learn from it?

5 Think about a time when a student has misbehaved in your school or class. Describe the behavior and what you believe to be the motivation behind the behavior Power Revenge Hide inadequacies Attention Display of frustration Conflict What strategies can you use to curb behavior based on each of these motivators ?

6  Universal interventions  Discipline matrix  Targeted interventions  Address the motivation behind the behavior  Intensive interventions  Address the needs of the child  Give two examples of universal interventions at the administrative level and two examples of universal interventions at the classroom level  Give two examples of targeted interventions at the administrative level, and two examples of targeted interventions at the classroom level  Give two examples of intensive interventions. What resources are available in our schools to assist teachers in accessing intensive interventions for students

7  Active Supervision in all areas where students are found  Common understanding of expectations  Consistent enforcement of expectations  Using positive language to address problem behavior

8  Use strategies to manage the flow of traffic and maintain a safe and orderly environment during transitions  Greet students by name, smile, and have positive interactions  Model the way students should interact with peers in the way you interact with peers

9  Increased student engagement  4 to 1 positive to negative interaction  Address problem behaviors in a positive way when possible  Arrange the classroom to support the activities going on  Clear goals, objectives, and instructions

10  Avoid embarrassing students  Don’t let negative emotions dictate your behavior  Practice common procedures  Student choice  Behavior momentum

11  Praising effort more than outcome and outcome more than ability  Use “you” more than “I”  Be specific  Be genuine  Praise 4 times as much as you correct

12  The most powerful tool we have to impact student behavior is adult behavior and that is directly within our control.  How do you create opportunities for students and staff to take ownership in the school?  How do you create opportunities for students to take leadership roles within the school?  How do you celebrate successes, recognize accomplishments, and reward positive behaviors?

13 “You must first seek to understand before you seek to be understood.” – Stephen Covey “Angry children are children who are very afraid. Violent children are children who are scared, angry children.” –Malcolm Smith The same part of the brain controls fear and anger. Anger is a secondary emotion that is dependent upon the presence of fear.

14 Three types of anger:  Expressive anger -want adults to know about their anger, don’t seem to care about consequences, easy to recognize, not well though out; Adults must help them express what is causing the anger and find appropriate ways to express it.

15  Passive anger -appear to be sneaky and avoiding consequences, carefully plotted. Students displaying passive anger don’t usually admit they are angry. Their anger may come out in devious & anonymous acts.  Implosive anger -students who have buried their anger under a layer of emotions; so painful they may hurt themselves or others rather than face it. Students may turn to drug abuse or eat or starve away their anger, greater risk for suicide, may be inconsistent with out-of-control emotions

16 Escalation Cycle Adult responses to student problem behavior may actually cause negative behavior to escalate. Calm stage -students follow rules, on task, exhibits socially appropriate behaviors, accept corrective feed-back, and follow directives. Trigger stage (Anxiety) - something occurs that upsets the student, often unresolved conflicts such as repeated failures, frequent corrections, interpersonal conflicts, inconsistent or infrequent positive reinforcement- look for way for quick success and immediately provide positive feedback Acceleration and Peak stages (Defensive, Acting Out Person) - student is unable to think rationally or exhibit self-control, INTERVENTION IS FOCUSED ON THE SAFETY OF THE STUDENT AND OTHERS. Disengage from the student and follow school’s crisis prevention procedures. Peak stage the student’s behavior is most severe and may include destruction of property, physical aggression or injury to self or others (may use room clear). De-escalation stage (Tension Reduction) - severe behaviors decrease, but the student may appear confused. You may see denial or disengagement from social or group activities. Recovery stage -The student prefers non- engagement activities. You may see withdrawal, sleeping, or attempts to correct the problem.

17  Modeling empathy- “May I help you?”  Appropriately intervene early  Manipulate the environmental factors  Identify replacement behaviors that can be taught Non-verbal strategies  Acknowledge the student’s feelings  Remove the student from behavioral triggers  Avoid getting into a power struggle with the students “If you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.” -Colvin

18 The process used to calm an agitated student by using communication, listening and body language. When a student becomes agitated you can use Empathic Listening : -Provide the student with your undivided attention -Maintain eye contact with the student -Focus on the feelings & engage the student in positive self-talk -Avoid power struggles with students -Give choices- (pencil or marker, front or back of room, now or ISI)

19 Look at your voice:  Lower your volume of voice when talking to the student  Tone - use a calm and reassuring voice that is non-judgmental  Cadence - talk at a slower speed of speech  Monitor your body language (non-verbal communication)-avoid gestures that appear judgmental or non-supportive

20  All certified and non-certified school personnel shall be trained annually to use an array of positive behavioral supports and interventions to accomplish the following: -Increase appropriate student behaviors -Decrease inappropriate or dangerous behaviors -Respond to dangerous behavior  The regulation establishes requirements for the use of physical restraint & seclusion & notification and reporting requirements

21  The new Policies and Procedures for Seclusion and Restraint can be accessed on our website with all board policies and procedures.  All parents can also access our website to access the policies and procedures. Also, a copy of the Policy and Procedures will be sent home with students at the first of school.  Our district now has procedures that must be followed during and after EACH USE of physical restraint or seclusion, including notice to parents, documentation of the event in the student information system (I.C.) and a process for the parent or emancipated youth to request a debriefing session.

22  Requires notification within 24 hours to the Kentucky Department of Education and local law enforcement in the event of death, substantial risk of death, extreme physical pain, protracted and obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ or mental faculty resulting from the use of physical restraint or seclusion  Outlines procedure by which parents can submit a complaint where by the district is required to investigate the circumstances surrounding the physical restraint or seclusion, make written findings, and if appropriate, take corrective action  Outlines a procedure to regularly review data on physical restraint & seclusion usage & revise policies as needed

23 If the student is not an emancipated youth, the parent of the student shall be notified of the physical restraint or seclusion verbally or through electronic communication, if available to the parent, as soon as possible within twenty-four (24) hours of the incident. If the parent cannot be reached within twenty-four (24) hours, a written communication shall be mailed to the parent via US mail. The principal of the school shall be notified of the seclusion/physical restraint as soon as possible, but no later than the end of the school day on which it occurred.

24  If the parent/emancipated youth requests a debriefing session, a debriefing session shall be held after the imposition of physical restraint/seclusion.  The following persons shall participate in the debriefing session: (a) The implementer of the physical restraint or seclusion; (b) At least two (2) of any other school personnel who were in the proximity of the student immediately before or during the physical restraint or seclusion; (c) The parent of an non-emancipated student; or emancipated student; (d) Student, if the parent requests (e) Administrative personnel, which may include appropriate ARC members, Section 504 team members or RTI team members  Debriefing session shall occur as soon as practicable, but not later than five (5) school days following the request of the parent/emancipated youth, unless delayed by written mutual agreement of the parent/emancipated youth and the school.

25  The debriefing session shall include:  Identification of the events leading up to seclusion/restrain;  Consideration of relevant information in the student’s records and information from teachers, parents, other school district personnel and the student;  Planning for the prevention & reduction of the need for seclusion/restraint, with the consideration of recommended appropriate positive behavioral supports & interventions to assist school personnel responsible for implementing the student’s IEP, or Section 504 plan or RTI plan, if applicable ;  Consideration of whether positive behavioral supports/interventions were implemented with fidelity; and  For any student not identified a eligible for services under either Section 504 or IDEA, consideration of a referral or documentation of the basis for declining to refer the student  All documentation utilized in the debriefing session shall become part of the student’s educational record.

26  Each school is required to have a core team of selected school personnel that are designated to respond to dangerous behavior and to implement physical restraint if needed.  Each school has a group of people that have been trained annually and pass a certification. Simpson County Schools uses CPI.  The training includes:  Appropriate procedures for preventing the use of physical restraint except as permitted by 704 KAR 1:760  A description & identification of dangerous behaviors that may indicate the need for physical restraint & methods for evaluating the risk of harm in individual situations, to determine whether the use of physical restraint is safe & warranted.

27  Simulated experience in administering and receiving physical restraint, & instruction regarding the effect on the person physically restrained, including instruction on monitoring physical signs of distress & obtaining medical assistance  Instruction regarding documentation & notification requirements & investigation of injuries  Demonstration by core team members of proficiency in the prevention and use of physical restraint

28  704 KAR 7:160 defines seclusion as the involuntary confinement of a student alone in a room or area from which the student is prevented from leaving but does not mean classroom timeouts, supervised in-school detentions, or out-of-school suspensions.  Seclusion may only be implemented in a public school or educational program under the following conditions:  The student’s behavior poses an imminent danger of physical harm to self or others.  The student is visually monitored for the duration of the seclusion  Less restrictive interventions have been ineffective in stopping the imminent danger or physical harm to self or others  School personnel implementing the seclusion are appropriately trained to use seclusion  Simpson County Schools do not currently have any seclusion rooms within the district!

29  Seclusion shall NOT be used:  As punishment or discipline  To force compliance or to retaliate  As a substitute for appropriate educational or behavioral support  To prevent property damage in the absence of imminent danger of physical harm to self or others  As a routine school safety measure  As a convenience for staff  As a substitute for time out As defined by 704 KAR 7:160 “Timeout” means a behavior management technique that is part of an approved program that involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.

30  The use of seclusion shall end as soon as:  The student’s behavior no longer poses an imminent danger of physical harm to self or others or  A medical condition occurs putting the student at risk of harm A setting for seclusion shall:  Be free of objects and fixtures with which a student could inflict physical harm to self or others or  Provide school personnel a view of the student at all times  Provide adequate lighting and ventilation  Have an unlocked and unobstructed door  Have at least an annual fire and safety inspection  Be reviewed by district administration to ensure programmatic implementation of guidelines and data related to its use

31  Physical restraint shall not be used:  As a punishment or discipline  To force compliance or to retaliate  As a substitute for appropriate educational or behavioral support  To prevent property damage, except as permitted under KRS Chapter 503  As a routine school safety measure  As a convenience for staff

32  School Personnel Shall Not Impose the Following On Any Student at Any Time:  Mechanical Restraint  Chemical Restraint  Aversive behavioral interventions  Physical restraint that is life threatening  Prone or supine restraint  Physical restraint if they know that physical restraint is contraindicated based on the student’s disability, health care needs, or medical or psychiatric condition

33  Physical Restraint May Only be Implemented in a Public School or Educational Program when:  The student’s behavior poses an imminent danger of physical harm to self or others as permitted under: KRS , KRS and KRS The physical restraint does not interfere with the student’s ability to communicate in the student’s primary language or mode of communication, unless the student uses sign language or an augmentative mode of communication as the student’s primary mode of communication and the implementer determines that freedom of the student’s hands for brief periods of time during the restraint appears likely to result in physical harm to self or others.

34  The student’s physical and psychological wellbeing is monitored for the duration of the physical restraint.  Less restrictive behavioral interventions have been ineffective in stopping the imminent danger of physical harm to self or others, except in the case of a clearly unavoidable emergency situation posing imminent danger of physical harm to self or others.  School personnel implementing the physical restraint are appropriately trained as required by Section 6(3) (Core Team Training) of this regulation, except to the extent necessary to prevent physical harm to self or others in clearly unavoidable emergency circumstances where other school personnel intervene and summon trained school personnel as soon as possible.  Implementing a physical restraint, school personnel shall use only the amount of force reasonably believed to be necessary to protect the student or others from imminent danger of physical harm.

35  The use of physical restraint shall end as soon as the following conditions occur:  The student’s behavior no longer poses an imminent danger of physical harm to self or others.  A medical condition occurs putting the student at risk of harm

36  Warning Signs of Student Emotional Distress  Uncontrollable crying or screaming  Extreme withdrawal  Irrational statements  Urination, defecation, or vomiting Warning Signs of Serious Physical Injury  Complaints of pain  Bleeding  Complaints of severe pain with obvious reddening, swelling or abrasions  Signs of broken or dislocated joints/bones Warning Signs of Asphyxia  Panting, shallow breaths, or hyperventilation  Unconsciousness or unresponsiveness to regular verbal checks  Darkening of skin around mouth or nose, and in hands or fingernails

37  THE FOLLOWING INFORMATION MUST BE REPORTED by the district in the Kentucky Student Information System:  Aggregate number of uses of physical restraint.  Aggregate number of students placed in physical restraint.  Aggregate number of uses of seclusion  Aggregate number of students placed in seclusion  Aggregate number of instances of substantial risk of death, extreme physical pain, protracted & obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ, or mental faculty to students related to physical restraint or seclusion.  Aggregate number of instances of risk of death, extreme physical pain, protracted & obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ, or mental faculty to students related to physical restraint or seclusion.  Aggregate number of instances in which a school resource officer or other sworn law enforcement officer is involved in the physical restraint or seclusion of a student.

38 PATH: Student Information | General | Restraint and Seclusion tab  Status Date: Date will default to the date record is created  Status Time: Time will default to the time record is created  Resolution ID: Enter the resolution ID that was assigned when the resolution was entered and saved on the student’s behavior record  Resolution Code: Select the appropriate State Code used as resolution; SSP7: Restraint or SSP8: Seclusion  Parent Notified: Select Yes or No to indicate if the parent was notified of the resolution  Date Parent Notified: Enter the date the parent was notified of the resolution  Method of Notification: Select from the drop list the method in which the parent was notified of the resolution Windy Newton

39  Describe Events Lead to Resolution: Enter a description of any events leading up to the use of restraint or seclusion including possible factors contributing to the dangerous behavior  Use Continuation textbox if additional space is needed  Interventions Immediately Prior: Select any behavioral interventions used immediately prior to implementation of restraint or seclusion, check all that apply Present options Provide Space Involve student in plan Relaxation activities Verbal redirection “I” messages Positive direction and limits Positive correction Problem solving Other, specify Windy Newton

40 Describe behavior pose danger/harm: Enter a description as to how the student’s behavior posed an imminent danger of physical harm to self or others Use Continuation textbox if additional space is needed Behavior during resolution: Enter a description of student’s behavior during restraint or seclusion Use Continuation textbox if additional space is needed Windy Newton

41 Technique Used: Select techniques used in physically restraining or secluding the student and any other interactions between the student and school personnel during the use of physical restraint or seclusion, check all that apply Windy Newton

42  Injuries to student: Select from drop list injuries to the student related to restraint or seclusion, if no injuries select None  Injuries to School Personnel: Select from drop list injuries to school personnel related to restraint or seclusion, if no injuries select None Death Substantial Risk of Death Extreme Physical Pain Protracted and obvious disfigurement Protracted loss or impairment of the function of a bodily member, organ or mental faculty None  Injuries to Others: Describe any injuries to others involved in event  Describe Injuries: Describe injuries to students, school personnel or others from this event related to restraint or seclusion Use Continuation textbox if additional space is needed Windy Newton

43  Effective de-escalating: Describe the effectiveness of restraint or seclusion in de-escalating the situation Use Continuation textbox if additional space is needed  Describe response to behavior: Describe the school personnel response to the dangerous behavior Use Continuation textbox if additional space is needed  Planned positive intervention: Describe the planned positive behavioral interventions which shall be used to reduce the future need for restraint or seclusion of the student Use Continuation textbox if additional space is needed Windy Newton

44  Student identified Section 504: Select Yes or No indicating if student has previously been identified under Section 504  Student referred Section 504: Select Yes or No indicating if student has been referred under Section 504  Basis for declining to refer 504: If student has not been previously identified and has not been referred to Section 504, describe basis for declining to refer the student  Student identified IDEA: Select Yes or No indicating if student has previously been identified under Disabilities Education Act (IDEA)  Student referred IDEA: Select Yes or No indicating if student has been referred under Disabilities Education Act (IDEA)  Basis for declining to refer IDEA: If student has not been previously identified and has not been referred to Disabilities Education Act (IDEA), describe basis for declining to refer the student Windy Newton

45  Debriefing Session Requested: Indicate Yes or No if the parent or the emancipated youth requested a debriefing session  Date of Request: If session requested, enter the date requested  Date of Debriefing Session: If session occurs, enter the date of the debriefing session; session shall occur as soon as practicable, but not later than (5) school days following the request of the parent  Parent/Guardian: Enter name(s) of Parent/Guardians attending the debriefing session, if applicable  Student: Enter the name of the student attending the debriefing session, if applicable  Other, specify: Enter other representative, with title, attending the debriefing session, if applicable Windy Newton

46 School Personnel Attending: Indicate and enter the names of school personnel attending the debriefing session; the following persons shall participate in the debriefing session:  Implementer of the restraint or seclusion  At least two other school personnel who were in the proximity of the student immediately before or during the restraint or seclusion  Appropriate supervisor and administrative school personnel, which may include appropriate Admissions and Release Committee members, Section 504 team or response to intervention team members Windy Newton

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