1. Emergency Safety Interventions
Presented by:
Linda Aldridge, Ed.D.
Joan Robbins, Ph.D.
Facilitator Notes
Intended Audience:
All staff, licensed and classified, who have experienced the initial all staff presentation and who will benefit from on-going professional development.
Presentation time:
15 minutes
Set Up:
Adults should be seated in small groups, three to six per group
A scenario is embedded; allow one minute discussion time for this scenario.
Do not extend thinking time. Remember, rapid pace.
Evaluation:
Quiz at end through Infinitec or to be downloaded and used on-site
Talking Points Explanation:
Power Point notes include key talking points that will be discussed in voice overs. Listen to participant discussion. Make sure talking points are emphasized, especially if talking points did not emerge in participant discussion.
Kansas State Department of Education | Landon State Office Building
900 SW Jackson St., Suite 102, Topeka, KS | |

2. Training for School & District Administrators
ESI:
Training for School & District Administrators
Facilitator Notes
Intended Audience:
All staff, licensed and classified, who have experienced the initial all staff presentation and who will benefit from on-going professional development.
Presentation time:
15 minutes
Set Up:
Adults should be seated in small groups, three to six per group
A scenario is embedded; allow one minute discussion time for this scenario.
Do not extend thinking time. Remember, rapid pace.
Evaluation:
Quiz at end through Infinitec or to be downloaded and used on-site
Talking Points Explanation:
Power Point notes include key talking points that will be discussed in voice overs. Listen to participant discussion. Make sure talking points are emphasized, especially if talking points did not emerge in participant discussion.
Kansas State Department of Education | Landon State Office Building
900 SW Jackson St., Suite 102, Topeka, KS | |

3. Presenters: Linda Aldridge, Ed.D. Joan Robbins, Ph.D.

4. Attention, please. Talking Points - Facilitator
Facilitator should set the tone. Remind participants that they all have at least a basic understanding of ESI statutes and that this presentation was developed to deepen their understanding.
It is critical to know relevant law and district policy.
It is critical to plan for prompt, coordinated, supportive action necessary to maintain or restore a safe school environment.
Knowledge level will be assessed with a quiz.
Talking Points:
Reporting ESI data is an important responsibility of a school or district administrator.
Due dates for submission must be met.
Administrators must know which students to report to the state. Some of these reporting requirements can be confusing.
One of the most important responsibility’s for administrators is to report ESI incidents to parents properly.
Administrators must also understand that, even if an incident does not rise to the level of an ESI, it may still be appropriate to contact parents to avoid the appearance of withholding information from parents.
This is especially important for non-verbal or other students who have significant cognitive disabilities and may not be able to describe events to parents.
Administrators must also understand their obligations to provide appropriate professional development to their staff members. TASN provides various trainings for staff (beginning training, advanced training, scenarios for discussion, etc.)
This is important.

5. Emergency Safety Interventions
Seclusion
Restraint
Talking Points:
Emergency Safety Interventions are the use of seclusion and/or restraint.
The purpose of this training is to discuss administrative reporting and training responsibilities.
Administrators viewing this training must already be familiar with the definitions of seclusion and restraint. If unfamiliar with the definitions, please view the other training videos that discuss these concepts in more depth.
Administrators are responsible for ensuring all staff has at least a basic level of knowledge about ESI and providing some staff with more intensive training when there is a high likelihood that they may be involved with an ESI.
Be sure you are familiar with: 1) District policy 2) State ESI Law and 3) KSDE ESI Guidance Document

6. Three Broad Areas of Responsibilities for Administrators
Communication with Parents
State Reporting
Training for Staff
Talking Points:
Communication with parents –
Specific requirements for reporting ESIs to parents and for making information about ESI available to all parents.
Parents must be notified the same day that an ESI occurs (phone, , in person, etc.).
If you are unable to contact the parents on your first attempt, you must make a second attempt in a different manner for this requirement to be met.
A written report must be furnished to parents by the next school day following the incident.
Prompt communication with parents is the best way to build trust and get parent input that may assist in preventing another ESI.
Even if an incident does not rise to the level of an ESI, we strongly recommend contacting the parent. We build trust with families when we communicate openly about what occurs at school.
State Reporting-
ESIs are reported twice per year to KSDE, once each semester. Watch for s from KSDE detailing the timeframes for each submission of ESI data.
ESIs are reported by the student’s RESPONSIBLE building which may be different from the building that the student attends. It is possible that a building will report data for a student who has never attended school their home school. Think about students who are attending specialized programs in buildings other than their responsible building.
Training for Staff –
All staff must have some level of ESI training.
Think about groups – some staff have very little chance of ever being involved with an ESI, others may sometimes be involved, while others have a strong likelihood of experiencing an ESI with a student. These groups have different training needs. TASN has trainings that are appropriate for all groups; however, those staff members who are highly likely to experience an ESI will also need in-depth training through a nationally recognized program (CPI, MANDT, etc.)

7. Communication with Parents
Ensure that basic information about Emergency Safety Interventions is readily available on each school’s website as well as the district’s website.
Put a link to ESI information on the opening page of the district’s website as well as on each school’s website.
The link must be easily located on the page.
The information must be current.
Talking Points:
Schools and districts have the responsibility provide easily accessible information about ESI to their families.
This information must be easily located on the school/district’s website(s), preferably on the home page.
Visit the TASN website for samples of these documents.

8. Who Should Do the Reporting?
Reporting to Parents
Same day contact by teachers or principals to advise parents that an ESI occurred (may be verbal or written)
Written report by teachers or principals is required by the next school day following an ESI
Talking Points:
Clarify reporting duty with staff members. Ensure that each member knows the building’s procedures following an ESI, including contact with parents and submitting data to KSDE.
Some principals choose to delegate these responsibilities; however final responsibility rests with the principal.
Some parents may become distressed or upset that an ESI occurred. Depending on the student, the parent(s), or the uniqueness of a situation, the appropriate contact person may vary; however, discussion should occur to determine who the appropriate person is in each building.
Review the ESI documentation requirements. Visit the TASN website for samples of the required documents:
Remember, parent must be notified on the same day that an ESI occurred (or at least two attempts by two different means) and written notification must be provided on the next school day.

9. Who Should Do the Reporting?
Reporting to KSDE
All incidents of ESI that occur in the district, including center-based programs
All incidents that occur in contracted settings for district students, such as in special day schools located inside and outside of the district
Knowledge of responsible building v. attendance building
Talking Points:
Consider the following when making this decision:
Who is the person in your setting who would have access to all the information above? If all students in the district are attending their responsible buildings, it may work for each principal to report their own data.
If there are many students who are placed by the district in specialized programs in and/or outside of the district, such as a specialized day treatment programs, it may be hard for a principal to know that they are the responsible building for a student they may have never seen.
Develop a plan in your district for the responsible reporting person(s) and how student information will be made available for the person(s) doing the reporting. Sometimes it is more effective to have a single responsible person who has a firm understanding of the reporting requirements.

10. Thoughts from Linda and Joan…
Learn the reporting requirements
Understand your responsibility to train staff
Commit to open communication with families about the use of ESIs as well as situations that may not rise to the level of an ESI but are still concerning.
Talking Points:
Administrators must know the reporting requirements and provide training for their staff.
ESI regulations and statutes were enacted to keep students and staff safe and to ensure that parents know when ESIs occur.
The most complaints received by the state are about situations in which parents feel like information was withheld from the parent.
Build trust. Notify parents about situations of concern even when they do not rise to the level of an ESI.

11. Thoughts from Linda and Joan…
Debrief with staff after an ESI to better understand what occurred and to reflect on how ESIs can be avoided in the future.
Review the Behavior Plan to ensure it was followed.
Stay informed about students from your building who attend specialized programs in another setting.
Talking Points:
Best practice for ESIs always revolves around prevention.
Learn from situations where an ESI has been used to prevent future ESIs.
Review and revise BIPs when necessary.
If your district has students in programs outside of the district, stay informed about the use of ESIs in those settings. Work with them to prevent future ESIs with your students.

12. Thoughts from Linda and Joan…
Insist that Behavior Plans are followed.
If a staff member struggles with students who are in crisis, provide training and support, with clear directions for compliance with the IEP.
Recognize that some staff members may escalate a student unintentionally (or intentionally.)
Talking Points:
Debrief with staff following an ESI. Provide support to staff members who are often emotional after an ESI occurs.
When ESIs occur, ensure that staff is following BIPs as written. If needed, revise the BIPs.
Staff members who do not follow the BIP may escalate a student.

13. Thoughts from Linda and Joan…
The principal sets the tone for the building.
Some children will learn appropriate behavior easily; others need instruction and support. The principal needs to model that belief and help staff members who feel that children with challenging behaviors do not belong in public schools.
Talking Points:
The importance of the principal cannot be overstated.
Students who are still learning to control their emotions and behavior can be challenging.
Model acceptance and patience.
All means all; students with disabilities have the right to a free appropriate public education.

14. INVITE TRUST Talking Point
INVITE trust. Failure to notify parents results in distrust, appearance of cover-up, reasonable parental fear that important information is withheld.
INVITE TRUST

15. A quick quiz What have you learned? Talking Points:
To be written and included on the Infinitec site for PD points. Will also be available as a download to be used on-site.

16. If you see something that might be seclusion or restraint…
If you see something that might be seclusion or restraint… Report the situation. Know your district policy.
Talking points:
Building and district administrators must know the reporting requirements following ESIs.
Provide training to your staff and ensure they also know building and district policies for reporting.
Neither the Kansas State Department of Education nor the Kansas State Board of Education encourage or recommend the use of emergency safety interventions; every effort must be made to prevent use of such interventions. However, if an ESI is used, strict reporting requirements must be followed.

17. Myron Melton, Education Program Consultant
Kansas State Department of Education
900 SW Jackson St.
Suite 102
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies:  KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785)