1. Seclusion, Isolation, and Restraint Policy Review This training is based on the HSD Board Policy JGGA 1

2. This Training applies to staff working in the Hazelwood School District O Employed by SSD or HSD O Assigned to programs on or off District premises. O Including School Resource Officers or employed off duty police officers. O Excluding police attempting to prevent a criminal act or responding to a criminal act. 2

3. This training also applies to the following O Contractors performing services on behalf of HSD or SSD. O Volunteering for HSD or SSD. O Including student teachers, MU fellows, interns. 3

4. Training Requirements O Training must occur on an annual basis. O Training includes: O Policy requirements O Regulations O Continuum of prevention techniques O Environmental management techniques O Continuum of de-escalation techniques 4

5. Upon completion of this training you will… O Be aware of Policy JGGA, and procedures for seclusion, isolation and restraint. O Know where to locate the policy. O Identify when seclusion, isolation, restraint is allowed and prohibited. O Know the reporting requirements. O Know continuum of prevention techniques. O Know the consequences for not following Board Policy and regulations. 5

6. Hazelwood School District recognizes… Each student is unique. Each situation is different. These standard operating procedures will be employed by all District staff in cases which crisis intervention is needed to protect the safety and welfare of students, staff and others in the school setting and to maintain a safe and orderly environment for learning. 6

7. Legal Perspective O State Legislature 160.261, 160.263. O All districts are required to have a Seclusion Restraint Policy (JGGA). O Applies to all students O Includes General Education, 504 Accommodation Plans, and Individualized Education Plans. 7

8. Purpose of HSD Policy JGGA  Through the adoption of this policy, the Board of Education expects to: 1. Promote safety and prevent harm to students, school personnel and visitors in the school district. 2. Foster a climate of dignity and respect in the use of discipline and behavior-management techniques. 3. Provide school personnel with clear guidelines about the use of seclusion, isolation and restraint in response to emergency situations. 4. Provide parents/guardians with information about state guidelines and district policies related to the use of discipline, behavior management, behavior interventions and responses to emergency situations. 5. Promote the use of positive behavior support techniques and non-aversive behavioral interventions. 8

9. HSD Board Policy JGGA and Procedures O Policy JGGA is the District’s policy on seclusion, isolation and restraint. O It can be found on the HSD website for future reference. O Violation of Board policy may lead to disciplinary action including and up to termination. 9

10. Continuum of Interventions O A continuum of interventions are recommended for any student with behavioral concerns that significantly impact their access to the educational curriculum. O It is best practice for staff to provide universal supports throughout the school environment. O If additional intervention is needed in a crisis situation, steps must be taken starting with the least restrictive technique. 10

11. Universal Supports For Example: 11 O Rules are posted, referenced and observed by students O Students have frequent and equal opportunities to respond O Staff are attentive to students frustration levels O Students have access to a break/safe area

12. Sensory Supports 12 Class O Develop supports by a team (classroom/bus/cafeteria) to help manage environment O Classroom is free from unnecessary distractions O Staff need to know supports O Routines in place to access and use supports O Visual supports are available to students: O Schedule O Rules O Routines Student O Supports are developed and written by a team to meet specific student needs O Student is allowed to give himself /herself sensory input O Sensory supports are identified and given without contingencies: O Squeezing a sensory ball O Twiddle item O Ball chair O Grasp on pencil

13. Non-Physical Interaction O Verbal de-escalation: Use voice tone and volume, rate of speech, appropriate language. O Non-verbal de-escalation: Use proximity or personal space, body language, facial expressions, or gestures. O Preventative Strategies: Prevent escalation by listening, universals including sensory supports, environmental management, encouraging, problem- solving, redirecting, teaching social skills. O If a crisis situation calls for additional intervention, Crisis Intervention Techniques should be followed. O The steps are ordered by their level of restrictiveness: From Non-physical Interactions to Physical Interactions 13

14. Physical Interactions O Physical intervention includes physical restraint, isolation, and seclusion. O If a crisis situation calls for additional intervention, Crisis Intervention Techniques should be followed. O Effective practice would be based on student’s individual behavior plan. Non- physical Interactions to Physical Interactions. O Maintain safety of students and staff by using personal safety techniques. 14

15. Let’s take a closer look at Crisis Intervention Strategies O Physical restraint, isolation, or seclusion may NOT be used as a punitive form of discipline, as a threat to control the student or to coerce compliant behavior. O District approved restraints, applied as taught in NCI training should never impede breathing to the individual in the restraint. O Prone restraints are prohibited. O A prone restraint is defined as a specific crisis intervention strategy that utilizes force by placing or keeping an individual’s body face down upon a surface and physically applying pressure to the body. 15

16. These images are for illustration purposes only for staff trained and certified in the use of restraints 16 Prohibited Restraints Approved Restraints

17. Physical Restraint O Physical restraint is the use of person-to-person physical contact to restrict the free movement of all or a portion of a student’s body for 1 minute or more O Physical restraint may be used ONLY when all the following conditions are met: O A student presents an imminent danger to himself/herself or others. O The staff member applying the physical restraint is properly trained in a District-approved crisis intervention program in its safe application; and O The District possesses no medical contra-indication as provided in a statement from the student’s physician to the use of physical restraint. 17

18. Restraint Procedures O Staff using restraint must be trained by certified trainers in District- recognized crisis intervention systems. Staff must be trained in NCI® training. The District has 17 certified NCI trainers who will provide training and refresher courses. O During any restraint procedure the student MUST be continuously monitored by an individual not involved in the restraint. O The District’s documentation forms MUST be completed before the end of the day by the staff member who initiated the restraint. O Parent must be notified immediately but no later than the end of the day. 18

19. When to Use Isolation O Isolation is defined as an enclosed space without a mechanical lock separating them from other students and instruction. O Isolation is not: O Blocking a student from leaving instruction. O Blocking a student for self-defense. 19

20. Reporting Restraints, Isolations and Seclusions 20 O Seclusion and Restraint form must be completed before the end of the day by the staff member who initiated the restraint. O School Nurse must examine the student. O Parents must be notified immediately or no later than the end of day. O Form must be sent to your administrator and the assistant superintendent for student services.

21. When to Use Isolation O Isolation may be used ONLY when all the following conditions are met: O A student presents an imminent danger to himself/herself or others; O In an emergency situation; O Parental approval as stated in IEP or 504 Plan; and O Less restrictive measures have not been effective. 21

22. When to Use Seclusion 22 O The definition of Seclusion: O the confinement of a student alone in an enclosed space from which the student is physically prevented from leaving by locking hardware. The student is not under visual observation at all times. O Seclusion may be used ONLY when all the following conditions are met: O A student presents an imminent danger to himself/herself or others. O In an emergency situation, waiting for law enforcement to arrive.

23. Questions to Answer 1) During a crisis situation, it is always best to first physically restrain the student and then try a non-physical interaction technique. True or False Answer: FALSE In all but the most immediately physically threatening situations, less restrictive techniques must be exhausted before applying physical restraint. Non-physical interactions are less restrictive than physical restraint. 23

24. Questions? 2) Ms. Book has a student with behavioral concerns. This student often has violent outbursts. What should Ms. Book do? Select the best answer a) Ms. Book should research crisis intervention techniques, so she can implement crisis intervention if needed. b) Ms. Book should conduct a functional behavior assessment from which she develops a positive behavior support plan. This plan will include an appropriate crisis intervention plan. c) Ms. Book should utilize the prone restraint technique whenever the student has a violent outburst. d) All of the above. Answer: B is the best choice. Prone restraint should never be used, and although Ms. Book should research crisis intervention techniques, she needs to do more than just research. She needs to include a crisis intervention plan in the student’s positive behavior support plan after conducting a Functional Behavioral Assessment. 24

25. Questions? 3) Ms. Read has a student in a crisis situation. She walks up to the student and speaks calmly, softly and slowly to him. The student de-escalates. What crisis intervention technique did Ms. Read use? a) Preventative strategies b) Non-verbal de-escalation techniques c) Verbal de-escalation techniques d) Personal safety techniques Answer: C is the best answer. Verbal de-escalation techniques involve the use of voice tone and volume, rate of speech and the use of appropriate language to de- escalate a student. 25

26. Questions? 4) After a staff member restrains a student, he/she should notify the student’s parent/guardian within 48 hours of the event. True or False Answer: False A district staff person must notify the parent/guardian via telephone and/or writing of the circumstances regarding the incident immediately. In extenuating circumstances, the parent/guardian may be notified no later than the end of the day. If a parent/guardian cannot be located all contacted attempts are to be documented. 26

27. Questions? 5) Any staff member who applies physical restraint must be properly trained by certified trainers in a District- approved crisis intervention program. True or False Answer: True 27