1. PHYSICAL RESTRAINT AND SECLUSION Morgan County Schools

2. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Relates to KRS: 156.160 (1) (h), 158.444 (1) STATUATORY AUTHORITY: KRS 156.160 (1) (H) 156.070, 158.444 (1) NECSSITY, FUNCTION, AND CONFORMITY: KRS 156.160 (1) (h) and 158.444 (1) give the Kentucky Board of Education the authority to promulgate administrative regulations related to medical inspection, physical and health education and recreation and other regulations necessary or advisable for the physical welfare and safety of the public school children. This administrative regulation established the requirements for the use of physical restraint and seclusion in districts and the notification and data reporting requirements for the use of physical restraint and seclusion in districts and does not prohibit the lawful exercise of law enforcement duties by sworn law enforcement offices

3. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions Aversive behavioral interventions means a physical or sensory intervention program intended to modify behavior that the implementer knows would cause physical trauma, emotional trauma, or both, to a student even when the substance or stimulus appears to be pleasant or neutral to others and may include hitting, pinching, slapping, water spray, noxious fumes, extreme physical exercise, loud auditory stimuli, withholding of meals, or denial of reasonable access to toileting facilities. Behavioral interventions means the implementation of strategies to address behavior that is dangerous or inappropriate, or otherwise impedes the learning of the students.

4. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions Chemical restraint means the use of medication to control behavior or restrict a student’s freedom of movement that includes over-the- counter medications used for the purposes not specified on the label but does not include medication prescribed by a licensed medical professional and supervised by qualified and trained individuals in accordance with professional standards. Dangerous behavior means behavior that presents an imminent danger of physical harm to self or other but does not include inappropriate behaviors such as disrespect, noncompliance, insubordination, or out of seat behaviors.

5.  Section 1 Definitions De-escalation means the use of behavior management techniques intended to Mitigate and defuse dangerous behavior of a student; or Reduce the imminent danger of physical harm to self or others. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions Emancipated youth means a student under the age of eighteen (18) who is or has been married or has by court order otherwise been freed from the care, custody, and control of the student’s parents.

6.  Section 1 Definitions Emergency means a sudden, urgent occurrence, usually unexpected but sometimes anticipated, that requires immediate action. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions Mechanical restraint means the use of any device or equipment to restrict a student’s freedom of movement, but does not include: a device implemented by trained school personnel or utilized by a student that has been prescribed by an appropriate medical or related service professional that is used for the specific and approved purposes for which the device was designed;

7. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions (mechanical restraint continued) An adaptive device or mechanical support used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of the device or mechanical support; A vehicle safety restraint if used as intended during the transport of a student in a moving vehicle; Restraint for medical immobilization; or An orthopedically prescribed device that permits a student to participate in activities without risk of harm

8. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions Parent means a natural parent, a guardian, or an individual acting as a parent in the absence of a parent or a guardian of the student. Physical Restraint means a personal restriction that immobilizes or reduces the ability of a student to move the student’s torso, arms, legs, or head freely, but does not include: Temporary touching or holding of the hand, wrist, arm, shoulder, or back for the purpose of encouraging a student to move voluntarily to a safe location; a behavioral intervention, such as proximity control or verbal soothing, used as a response to calm and comfort an upset student; Less restrictive physical contact or redirection to promote student safety or Physical guidance or prompting when teaching a skill or redirecting the students attention

9. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions Positive Behavioral Supports mean a school-wide systematic approach to embed evidence-based practices and data-driven decision-making to: Improve school climate and culture in order to achieve improved academic and social outcomes Increase learning for all students, including those with the most complex and intensive behavior needs; Encompass a range of systemic and individualized positive strategies to reinforce desired behaviors; Diminish reoccurrence of inappropriate or dangerous behaviors; and Teach appropriate behaviors to students

10. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions Prone Restraint means the student is restrained in a face down position on the floor or other surface, and physical pressure is applied to the student’s body to keep the student in the prone position School personnel means teachers, principals, administrators, counselors, social workers, psychologist, paraprofessionals, nurses, librarians, school resource officers, sworn law enforcement officers, and other support staff who are employed in a school or who perform services in the school on a contractual basis.

11. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION;/ IN PUBLIC SCHOOLS  Section 1 Definitions School resource officer is defined in KRS 158.441 (2) Seclusion means 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 Student means any person enrolled in a preschool, school level as established in 703 KAR 5:240, Section 5, or other educational program offered by a local public school district

12. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 1 Definitions Supine restraint means the student is restrained in a face up position on the student’s back on the floor or other surface, and physical pressure is applied to the student’s body to keep the student in the supine position Timeout means a behavior management technique that is part of an approved program, involved the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.

13. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 2 (1) Each local school district shall establish policies and procedures that: Ensure school personnel are aware of and parents are notified how to access the policies and procedures regarding physical restraint and seclusion Are designed to ensure the safety of all students, school personnel, and visitors; Require school personnel to be trained in accordance with the requirements outlined in section 6 of the regulation;

14. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section2 Outline procedures to 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, and a process for the parent or emancipated youth to request a debriefing session; Require notification, within twenty four (24) hours, to the Kentucky Department of Education and local law enforcement in the vent of death, substantial risk of death, extreme physical pain, protracted and obvious disfigurement or protracted los or impairment of the function of a bodily member, organ or mental faculty resulting from the use of physical restraint or seclusion;

15. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 2 Outline a procedure by which parents may submit a complaint regarding the physical restraint or seclusion of their child, which shall require the district and school to investigate the circumstances surrounding the physical restraint or seclusion, make written findings, and if appropriate, take corrective action; and Outline a procedure to regularly review data on physical restraint and seclusion usage and revise policies as needed. Each local school district shall revise existing policies or develop policies consistent with this administrative regulation within ninety (90) calendar days of the effective date of this administrative regulation.

16. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 3 (1) Physical restraint shall not be used in a public school or educational program; As 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; or As a convenience for staff.

17. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 3 (2) 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; or Physical restraint if they know that physical restraint is contraindicated based on the student’s disability, health care needs, or medical or psychiatric condition.

18. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 3 (3) Physical restraint may only be implemented in a public school or educational program of:  The student’s behavior poses an imminent danger of physical harm to self or others and is permitted under KRS 503.050, 503.070, and 503.110  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 during the restraint appears likely to result in physical harm to self or others;

19. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 3 (3) The student’s physical and psychological well-being 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; and School personnel implementing the physical restraint are appropriately trained as required by Section 6 (3) of the 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

20. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 3 (4) When 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  Section 3 (5) The use of physical restraint shall end as soon as: The students 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.

21. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 4 (1) Seclusion shall not be used in a public school or educational program: 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; or As a substitute for timeout.

22. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 4 (2) Seclusion may only be implemented in a public school or educational program if: 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 of physical harm to self or others; and School personnel implementing the seclusion are appropriately trained to use seclusion.

23. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 4 (3) The use of seclusion shall end as soon as; The students 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..  Section 4 (4) A setting used for seclusion shall: Be free of objects and fixtures with which a student could inflict physical harm to self or others; Provide school personnel a view of the student at all times; Be reviewed by district administration to ensure programmatic implementation of guidelines and data related to its use; Have an unlocked and unobstructed door; and Have at least an annual fire and safety inspection.

24. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 5 (1) All physical restraints and seclusions shall be documented by a written record of each use of seclusion or physical restraint and be maintained in the student’s education record. Each record of a use of physical restraint or seclusion shall be informed by an interview with the student and shall include: The student’s name A description of the physical restraint or seclusion and the student behavior that resulted in the physical restraint or seclusion; the date of the physical restraint or seclusion and school personnel involved; The beginning and ending times of the physical restraint or seclusion;

25. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 5 (1) Continued A description of any events leading up to the use of physical restraint or seclusion including possible factors contributing to the dangerous behavior; A description of the student’s behavior during physical restraint or seclusion; A description of 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; A description of any behavioral interventions used immediately prior to the implementation of physical restraint or seclusion;

26. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 5 (1) continued A description of any injuries to students, school personnel, or others; A description as to how the student’s behavior posed an imminent danger of physical harm to self or others; The date the parent was notified; A description of the effectiveness of physical restraint or seclusion in de- escalating the situation; A description of the school personnel response to the dangerous behavior; A description of the planned positive behavioral interventions which shall be used to reduce the future need for physical restraint or seclusion of the student; and For any student not identified as eligible for services under either Section 504 of the Rehabilitation ACT or the IDEA documentation of a referral under either law or documentation of the basis for declining to refer the student.

27. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 5 (2) If the student is not an emancipated youth, the parent of the student shall be notified of the physical restraint and 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 that time, a written communication shall be mailed to the parent via U.S. mail.  Section 5 (3) The principal of the school shall be notified of the seclusion or physical restraint as soon as possible, but no later than the end of the school day on which it occurred.  Section 5 (4) The physical restraint or seclusion record as outlined in subsection (1) shall be completed by the end of the next school day following the use of seclusion or physical restraint.

28. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 5 (5) If the parent or emancipated youth requests a debriefing session under Section 2 (1) (d) of the regulation, a debriefing session shall be held after the imposition of physical restraint or seclusion upon a student.  Section 5 (6) The following persons shall participate in the debriefing session: The implementer of the physical restraint or seclusion; 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; The parent of an unemancipated student; The student, if the parent requests or if the student is an emancipated youth; and appropriate supervisory and administrative school personnel, which may include appropriate admissions and release committee members, section 504 team member, or response to intervention team members.

29. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 5 (7) The debriefing session shall occur as soon as practicable, but not later than five (5) school days following the request of the parent or the emancipated youth, unless delayed by written mutual agreement of the parent or emancipated youth and the school.  Section 5 (8) The debriefing session shall include: identification of the events leading up to the seclusion or physical restraint; Consideration of relevant information in the student’s records and information from teachers, parents, other school district professionals, and the student.

30. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 5 (8) continued Planning for the prevention and reduction of the need for seclusion or physical restraint, with consideration of recommended appropriate positive behavioral supports and interventions to assist school personnel responsible for implementing the student’s IEP, or Section 504 plan, or response to intervention plan, if applicable, and consideration of whether positive behavioral supports and interventions were implemented with fidelity; and For any student not identified as eligible for services under Section 504 or IDEA, consideration of a referral under wither law and documentation of the referral or documentation of the basis for declining to refer the student.

31. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 5 (9) All documentation utilized in the debriefing session shall become part of the student’s education record.  Section 6 (1)(a) All school personnel shall be trained in state administrative regulations and school district policies and procedures regarding physical restraint and seclusion. All school personnel shall be trained annually to use an array of positive behavioral supports and interventions to: Increase appropriate student behaviors; Decrease inappropriate or dangerous student behaviors; and Respond to dangerous behavior.

32. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 6 1 (c) This training may be delivered utilizing web-based applications. This training shall include appropriate procedures for preventing the need for physical restraint/seclusion, including positive behaviors supports and interventions; state administrative regulations and school district policies and procedures regarding physical restraint and seclusions; Proper use of positive reinforcement The continuum of use for alternative behavioral interventions; Crisis preventions; De-escalation strategies for responding to inappropriate or dangerous behavior, including verbal de-escalation, and relationship building; and Proper use of seclusion as established in section 4 of regulation, including instruction on monitoring physical signs of distress and obtaining medical assistance if necessary,

33. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Sections 6 (2) All school personnel shall receive annual written or electronic communication from the district identifying core team members in the school setting who have been trained to implement physical restraint.  Section 6 (3) A core team of selected school personnel shall be designated to respond to dangerous behavior and to implement physical restraint of students. The core team, except school resource officers and other sworn law enforcement officers, shall received additional yearly training in the following areas: Preventing the use of physical restraint Description/identification of dangerous behaviors that may indicate the need for physical restraint and methods for evaluation the risk of harm in individual situations, in order to determine whether the use of physical restraint is safe and warranted

34. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 6 (3) continued Simulated experience of administering and receiving physical restraint and instruction regarding the effect on the person physically restrained, including instruction on monitoring physical signs of distress and obtaining medical assistance; Instruction regarding documentation and notification requirements and investigation of injuries; and Demonstration by core team members of proficiency in the prevention and use of physical restraint.

35. 704 KAR 7:160 USE OF PHYSICAL RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS  Section 7 The following data shall be reported by the district in the student information system related to incidents of physical restraint and seclusion; Aggregate numbers of uses of physical restraint; Aggregate numbers of students placed in physical restraint; Aggregate numbers of uses of seclusion; Aggregate number of students placed in seclusion Aggregate number of instances of 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 to students related to physical restraint and seclusion; Aggregate number of instances of 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 to school personnel related to physical restraint and seclusion; and 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.

36. DISTRICT POLICES AND PROCEDURES  The use of physical restraint or seclusion by school personnel is subject to 704 KAR 007:160. However, nothing in the policy prohibits the exercise of law enforcement duties by a sworn law enforcement officer.  School personnel is permitted to use physical restraint when a student’s behavior poses an imminent danger of physical harm to self or others in clearly unavoidable emergency circumstances. In such situations, staff who have not had core team training may physically restrain students, but shall summon core trained school personnel as soon as possible.

37. DISTRICT POLICIES AND PROCEDURES  In the situation that physical restraint is used (either by core or non core personnel) the student SHALL be monitored for physical and psychological well being for the duration of the restraint.  Personnel shall use only the amount of force reasonably believed necessary to protect the student or others from imminent danger or physical harm.

38. DISTRICT POLICIES AND PROCEDURES  School personnel who have undergone core team training may use Physical Restraint after less restrictive behavioral interventions did not work: In nonemergency circumstances when a students behavior poses an imminent danger of physical harm to self or others As provided in KRS 503.050 (including when personnel believe physical restraint is necessary to protect themselves against the use of imminent use of unlawful physical force) As provided in KRS 503.070 (including when personnel believe physical restraint is necessary to protect a third person against the use of imminent use of unlawful physical force)

39. DISTRICT POLICIES AND PROCEDURES  Core Trained personnel can use Physical Restraint (continued) To prevent property damage as provided in KRS Chapter 503 (including when personnel believe physical restraint is immediately necessary to prevent intentional or wanton property destruction, theft, or a felony involving the use of force); and As provided in KRS 503.110 (including when personnel believe physical restraint is necessary to maintain reasonable discipline in a school, class, or other group, and the force used is not designed to cause or known to create a substantial risk of causing death, serious physical injury, disfigurement, extreme pain, or extreme mental distress.)

40. DISTRICT POLICIES AND PROCEDURES  Seclusion may be implemented only if the student’s behavior poses an imminent danger of physical harm to self or others; less restrictive interventions have been ineffective in stopping the imminent danger of physical harm; the student is monitored visually for the duration of the seclusion; and staff are appropriately trained to use seclusion.

41. DISTRICT POLICIES AND PROCEDURES  School personnel and parents shall be made aware of how to access the policy and related procedures. The District’s policy and procedures is in the code of acceptable behavior and discipline. It can also be found on the districts website.  ALL school personnel shall be trained annually to use an array of positive behavioral supports and interventions and as further required by 704 KAR 007:160.

42. DISTRICT POLICIES AND PROCEDURES  A core team of selected school personnel designated to respond to dangerous behavior and to implement physical restraint of students shall received additional yearly training in the areas required by 704 KAR 007:160. (exception: Core team members who are school resource officers or other sworn law enforcement officers are not required to undergo this training.)

43. DISTRICT POLICIES AND PROCEDURES  The Superintendent/designee shall develop procedures to be followed during and after each use of physical restraint or seclusion to include the following: Documentation of the event in the student information system; Notice to parents; and A process for the parent or emancipated youth to request a debriefing session.

44. DISTRICT POLICIES AND PROCEDURES  The Principal of the school shall be notified as soon as possible when seclusion or physical restraint is used, but no later than the end of the school day on which it occurs.  Following each incident of physical restraint and seclusion of a student and if the student is not an emancipated youth, the parent of the student shall be notified within twenty-four hours of the incident. If the parent cannot be reached during that time frame, a written communication shall be mailed via U.S. mail.

45. DISTRICT POLICIES AND PROCEDURES  If 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 results from use of physical restraint or seclusion, the Superintendent/designee shall notify the Kentucky Department of Education and law enforcement within twenty-four (24) hours.

46. DISTRICT POLICIES AND PROCEDURES  If the parent or emancipated student requests a debriefing session following use or parental notification of the use of physical restraint or seclusion, individuals who are to participate shall be those specified by state regulation.  A requested debriefing session shall occur as soon as practicable, but no later than five (5) school days following receipt of the request from the parent or emancipated youth, unless a meeting is delayed by written mutual agreement of the parent/emancipated student and the school.

47. DISTRICT POLICIES AND PROCEDURES  The debriefing session shall address elements specified by the state regulation, and all documentation used during the session shall become part of the student’s education record.  Parents may submit a complaint regarding the physical restraint or seclusion of their child using the Board’s grievance policy and procedures. On receipt of a complaint, the District and school shall investigate the circumstances surrounding the physical restraint or seclusion, make written findings, and, where appropriate take corrective action.

48. DISTRICT POLICIES AND PROCEDURES  The superintendent/designee shall review and respond to any statement received from a student’s licensed physician that the student is not to be subjected to physical restraint.  All incidents involving physical restraint or seclusion shall be documented by a written record of each use by the end of the next school day, and the documentation shall be maintained in the student’s education record. In addition, each entry shall be informed by and interview with the student and include information required by 704 KAR 007:160

49. DISTRICT POLICIES AND PROCEDURES  Specified data related to incidents of physical restraint and seclusion shall be reported in the state student information system  At the end of each school year, the Superintendent/designee shall review data on District use of physical restraint and seclusion to identify any recommendations to be made to the Board for policy and procedure revisions.

50. POSITIVE BEHAVIOR SUPPORTS AND INTERVENTIONS  Benefits of Positive Behavior Intervention Systems Benefits of Positive Behavior Intervention Systems  Review of video: Teachers can save the amount of time equivalent to two teachers, if they are able to reduce time spending on discipline issues. A school wide system of positive behavior interventions and supports can reduce the number of office referrals, reduce the number of suspensions, improve the school climate and allow staff to put resources toward students with greater needs. Increase in responding to positive behavior=increase in responsible student behavior Pendleton Co. High School reduced discipline referrals by 1,000 Universal system of positive behavioral interventions and supports help to prevent problem behavior from occurring.

51. POSITIVE BEHAVIOR SUPPORTS AND INTERVENTIONS  Promoting Positive Behavior in Schools Promoting Positive Behavior in Schools  Things to know: Removing students from the regular classroom IS NOT an evidence- based component of a positive behavior system All students benefit from a school wide focus on a positive and Instructional behavior support system. A schools positive behavior leadership team should have representatives from all school staff including certified and classified employees. You will still have problem behavior in a well implemented school wide PBS, however those problem behaviors will be minimized.

52. POSITIVE BEHAVIORS SUPPORTS AND INTERVENTIONS  Roles of Adults Roles of Adults  Promoting Positive Behavior in Schools Promoting Positive Behavior in Schools  Adults have responsibility in deciding the value of their interactions with students  It is the adults responsibility to reinforce appropriate student behavior 4 times more than responding to problem behavior  Students need a CONSISTENT schedule. This allows the student to know ahead of time expectations.  Procedures are taught and practiced  Based on data some students may need targeted interventions and supports. These should be intense.

53. POSITIVE BEHAVIORS AND INTERVENTIONS  Physical Arrangement- Expectations are posted Transitions are smooth Students see teacher, teacher sees students at ALL times Teacher Proximity- Move around the classroom. Stay near areas where problem behaviors occur. Behavior Momentum Non-compliance/choices

54. POSITIVE BEHAVIORS SUPPORTS AND INTERVENTIONS  Behavior Management-Positive Teaching Practices- Providing clearly specified goals and objectives: Prompts and reminders throughout lesson Explicit directions Explaining, modeling, and demonstrating all content  Engaging students throughout lessons through: Opportunities for students to respond during instruction Encouraging both group and individual responses Providing guided practice From PBS learning media Positive Behavior Supports Module 3

55. POSITIVE BEHAVIOR SUPPORTS AND INTERVENTIONS  Providing high levels of feedback: Specific praise Correction An effective way to teach behavior expectations is to model or demonstrate what is expected in specific circumstances:  Verbal prompts along with physical demonstration: For example, with younger students, you might use one of these examples: “Watch me, notice how I use a quiet, inside voice when I say this — ‘excuse me’.” “Right now I’m thinking that I need to do something smart because I’m feeling mad — so watch me take a deep breath and walk away.”  Natural models: This means calling attention to appropriate behavior. For example: “Did you notice how Billy held that door open for Ben? That was very responsible.” “Remember how we talked about ignoring loud noises? Look at Andrea right now — that’s great because she’s focused on her work and doing great.” From PBS Learning Media Positive Behavior Supports Module 3

56. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS  Behavior Managment-Prompts and cues-  Verbal Prompts: Make clear statements that act as reminders Deliver in contexts where failure is likely Use the slightest prompt necessary to facilitate success: “Remember to raise your hand.”  Pre-Correction: Teacher asks a clear question that acts as reminder Student is required to respond Teacher then praises or corrects the student’s response: Teacher: “What will you do if you need my help?” Student: “Raise my hand.” Teacher: “Exactly, good for you!” From PBS learning Media Positive Behavior Supports Module 3

57. POSITIVE BEHAVIOR SUPPORTS AND INTERVENTIONS  Teachers need to provide a warning first before providing a consequence for problem behavior. Students need to know prior to the behavior of possible consequences. No surprises (this may increase the behavior)  Providing students with choices increases the likelihood of the student making positive behavior decisions.  “Punishing students for problem behaviors without a proactive support system is associated with increases in aggression, vandalism, truancy, and dropping out.

58. POSITIVE BEHAVIOR SUPPORTS AND INTERVENTIONS Why Are These Kids So Angry? –  "Angry children are children who are very afraid. Violent children are children who are scared, angry children." —Malcolm Smith  “Students displaying passive anger don’t usually admit they are angry. They may be in control of their emotions and behavior. Their anger may come out in devious and anonymous acts.”  Expressive Anger-Student wants others to know their angry. Consequences are not important. The adult needs to help the student learn different ways to express anger.  Students who manifest implosive anger have buried their anger under a layer of emotions. The anger is often so painful that they may hurt themselves or others rather than face it. These students may turn to drug abuse, or eat or starve the anger away. These students are at a greater risk for suicide. The student may be inconsistent — their behavior is dictated by out-of-control emotions.

59.  Prevention and De-escalation Strategies-Calm Stage Student is cooperative during this stage. This is the time to teach expectations social skills, etc.  Prevention and De-escalation Strategies-Trigger Stage- Video At the trigger stage, something occurs that upsets the student. The trigger stage often includes several unresolved conflicts, such as repeated failures, frequent corrections, interpersonal conflicts, and inconsistent or infrequent positive reinforcement. INTERVENTION IN THIS PHASE IS FOCUSED ON PREVENTION AND RE-DIRECTION. When planning your response, consider the function of the behavior: Does the student want to gain something, or avoid something? Remove or modify the context of the situation as much as possible, and think of how you can prepare the student for quick success and immediately provide positive reinforcement. POSITIVE BEHAVIORS SUPPORTS AND INTERVENTIONS  Prevention and De-escalation Strategies- Agitation Stage Video During the agitation stage, the student’s behavior becomes unfocused. The student is off-task, perhaps withdrawing socially, talking with others, and/or out of his or her seat. INTERVENTION AT THIS POINT IS FOCUSED ON REDUCING ANXIETY. Again, consider the function of the problem behavior and make any environmental changes you can. Provide the student with choices — consider giving a non- academic task. Find quick opportunities to provide positive feedback. From PBS Learning Media Positive Behavior Supports Module 4

60. POSITIVE BEHAVIORS SUPPORTS AND INTERVENTIONS Prevention and De-escalation Strategies-Acceleration/Peak Stages  During the acceleration stage, the student’s behavior becomes more focused, provocative, and may be threatening. When this stage is reached, the escalation cycle will likely run its course — the student is unable to think rationally or to exhibit self-control.  Behavior is at a high intensity at this point, and INTERVENTION IS FOCUSED ON THE SAFETY OF THE STUDENT AND OTHERS. You should disengage from the student — avoid continuing to correct or give directions, be calm and respectful, and detach. During this phase, follow your school’s crisis prevention procedures.  At the peak stage, the student’s behavior is most severe and may include destruction of property, physical aggression, or injury to self or others. At this stage, you should focus on safety and following a crisis plan. Video without narration Video with Narration From PBS Learning Media Positive Behavior Supports Module 4

61. POSITIVE BEHAVIOR SUPPORTS AND INTERVENTIONS Avoiding Escalating Behaviors  Keys to avoid escalating behaviors:  Appropriately intervene early.  Manipulate the environmental factors.  Identify replacement behaviors that can be taught.  The following non-verbal strategies may be used to de-escalate acting-out behavior:  Acknowledge the student’s feelings.  Remove the student from behavioral triggers.  Avoid getting into a power struggle with the student.  Verbal de-escalation is the process used to calm an agitated student by using communication, listening, and body language. When a student becomes agitated:  Provide the student with your undivided attention.  Maintain eye contact with the student.  Focus on feelings and engage the student in positive self-talk.  Monitor your body language — avoid gestures that appear judgmental or non-supportive.  Avoid power struggles with students From PBS Learning Media Positive Behavior Supports Module 4

62. POSITIVE SUPPORTS AND INTERVENTIONS  Removing a student from the room does not prevent problem behavior. So, minimize and prevent the need to isolate students  Core team responds to dangerous behavior- All Staff uses positive behaviors intervention and supports to promote positive behaviors from students

63. POSITIVE BEHAVIORS SUPPORTS AND INTERVENTIONS Warning Signs of Student Emotional Distress  Uncontrollable crying or screaming  Extreme withdrawal  Irrational statements  Urination, defecation, or vomiting From PBS Learning Media Positive Behavior Supports Module 4

64. POSITIVE BEHAVIORS SUPPORTS AND INTERVENTIONS 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 From PBS Learning Media Positive Behavior Supports Module 4

65. INFORMATION FROM THIS POWERPOINT WAS ADAPTED FROM: 704 KAR 7:160 MORGAN COUNTY SCHOOLS POLICIES AND PROCEDURES 09.2212 09.2212 AP.21 PBS LEARNING MEDIA PROMOTING POSITIVE BEHAVIOR IN SCHOOLS

66. DOCUMENTATION OF COMPLETION  https://docs.google.com/forms/d/e/1FAIpQLSdiPaMtNnEy9W k97AmcAl_DUTefzSuGAQt- AtjLlH7Ix1owSQ/viewform?c=0&w=1 https://docs.google.com/forms/d/e/1FAIpQLSdiPaMtNnEy9W k97AmcAl_DUTefzSuGAQt- AtjLlH7Ix1owSQ/viewform?c=0&w=1