1. Promoting Positive Behavior in Schools KSB Staff Training 2015-2016

2. Reason for Training On February 1, 2013, 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools was enacted. ALL Kentucky certified and non-certified school personnel are now required to have annual training in the use of positive behavioral supports and interventions. Completion of this training satisfies this requirement. Please refer to provided handouts regarding regulations. KSB employees trained in the Safe Crisis Management methodology will utilize primary, secondary, emergency safety and tertiary strategies and procedures as aligned with this program. At all times the principle of “Least Restrictive Alternative” will be used to ensure individual’s safety as the primary concern. Physical intervention must always be the last resort. It is KSB’s goal to reduce the need for emergency safety interventions through the consistent use of primary, secondary and tertiary strategies. All staff at KSB will complete the KDE PBIS training each year.

3. 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools Physical Restraint- Any action that immobilizes or reduces the ability of a student to move the student’s torso, arms, legs or head freely. Does not include temporarily 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. Physical guidance or prompting when teaching a skill or redirecting the student’s attention. Under no circumstances can a Prone (face down) or Supine (face up) position be used. Seclusion- 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.

4. 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools Physical Restraint/ Seclusion Cannot 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 (Seclusion) As a substitute for timeout

5. 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools Physical Restraint/ Seclusion Can only be used if: The student’s behavior poses an imminent danger of physical harm to self or others. The restraint doesn’t interfere with student’s primary mode of communication Physical and Psychological well being is monitored for the duration of the physical restraint (Seclusion) Visually monitored for the duration of the seclusion. Less restrictive interventions have been unsuccessful except in the case of a clearly unavoidable emergency situation posing imminent danger of physical harm to self or others. Except in an emergency situation where core team has been called, only core team trained individuals use physical restraint. (Seclusion) School personnel have been trained to use seclusion.

6. 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools Physical Restraint/ Seclusion Must only use the force reasonably believed to be necessary to protect the student or others from imminent danger of physical harm to self or others. Restraint/ Seclusion must end: As soon as 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

7. 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools Seclusion Setting must: Be free of objects and fixtures with which a student could inflict physical harm to self or others. Provide personnel with view of student at all times. Provide adequate lighting and ventilation Be reviewed by district administration to ensure guidelines and data related to its use are implemented Have unlocked and unobstructed door Have at least an annual fire and safety inspection

8. 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools All school personnel must receive annual written notification/email identifying core team members trained to implement physical restraint. * Allison Chandler * Kyle Sochia * Holly Sadowski * Jordan Cambron * Melissa Evers * Maria Jones * Sandy Blackmon * Patricia Voss * Izzy Wright Dorm Staff *Mikia Ward * Beth Walls * Jake Harmon * Kelci Risner * Stephanie McDonald * J.P. Pullens * Ashley Swafford * Lauren Milligan

9. Emergency Safety Intervention Procedure Physical Restraint Any staff ER situation call for Core Team ASAP Constant monitoring - DOCUMENT Least Restrictive Alternative – Reasonable force Core Team Continuum of Interventions prior – DOCUMENT Refer to KRS 503 and 704 KAR Seclusion Imminent danger of physical harm to self and others Interventions unsuccessful – DOCUMENT Visual Monitoring throughout Staff must be trained to use Follow-up by SCM trainers will be provided to involved staff. Tertiary procedures, such as medical assessment, mental health assessment, debriefing, documentation and incident review, are required and federally mandated.

10. Parent Notification

11. Debriefing Meeting Debriefing (within 5 days of request) The following persons shall participate: The implementer(s) of the physical restraint or seclusion At least 2 other personnel who were in the proximity of the student immediately before or during the physical restraint or seclusion The parent or emancipated student Appropriate supervisory and administrative personnel (may include ARC members, Sec. 504 members, RTI members) The session shall include: Identification of the events leading up to the physical restraint or seclusion Consideration of relevant information Planning for the prevention and reduction of the need for restraint or seclusion Consideration of a referral (if not already identified) All documentation used in the session becomes part of the student’s educational record.

12. Documentation

13. Documentation Compliance Notify Director of Special Education (DoSE) as soon as possible. Text – 270-668-2330. DoSE will notify principal (before the end of the day). Principal must be notified of the Restraint or Seclusion as soon as possible but no later than the end of the school day on which it occurs. Any staff involved in any emergency physical intervention is required to individually document the incident on the approved form. Fill out the form; ideally before you leave for the day. Make sure you use times throughout. Email report to DoSE to put into Infinite Campus as soon as possible. DoSE will notify parent (email, telephone, in person or by letter). Parent must be contacted within 24 hours. DoSE will fill out the Parent letter to file/ send. In the event of injuries, staff will complete the school’s injury documentation no later than the end of the school day on which it occurs. The original signed report should be given to the DoSE by the end of the next school day and will then be placed in the student’s permanent folder. A record of the ESPI is also to be recorded on IC by the DoSE.

14. Documentation Compliance for the Dorm Notify Dr. Burger, as soon as possible. Dr. Burger will notify the DoSE. DoSE will notify principal (before the end of the day). Principal must be notified of the Restraint or Seclusion as soon as possible but no later than the end of the school day on which it occurs. Any staff involved in any emergency physical intervention is required to individually document the incident on the approved form. Fill out the form; ideally before the end of your shift. Make sure you use times throughout. Email to Dr. Burger and Shift supervisors. Dr. Burger will email to the DoSE to put into Infinite Campus. DoSE will notify parent (email, telephone, in person or by letter). Parent must be contacted within 24 hours. DoSE will fill out the Parent letter to file/ send. In the event of injuries, staff will complete the school’s injury documentation no later than the end of the school day on which it occurs. The original signed report should be given to Dr. Burger. Dr. Burger will submit the signed hard copy to the DoSE to be filed in the student’s permanent record. A record of the ESPI is also to be recorded on IC by the DoSE.

15. Dorm Staff Coverage During an Emergency Safety Intervention Flowchart under construction

16. The most effective way to prevent, decrease or eliminate problem student behavior is to implement positive, instructional discipline strategies and systems in our schools. Benefits of Positive Behavioral Supports and Interventions KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

17. School-wide Positive Behavior Systems Teaching and reinforcing appropriate behavior so that everyone, the adults and the students, are engaging in instruction and prevention Following consistent plans when responding to problem behavior Using data to guide decision making Reinforces students for following the behavior expectations KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

18. Multi-Tiered Behavior System A multi-tiered positive behavior support system has the following characteristics: Addresses the social and emotional needs of all students Predicts potential behavior problems Creates plans to avoid potential behavior problems Establishes clear and consistent expectations Establishes clear and consistent consequences Focuses on intervention planning and prevention Creates a positive learning climate Teaches and regularly reinforces expectations of students KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

19. www.pbis.org

20. Preventing Problem Behavior Routines and arrangements are adult behaviors that will increase the likelihood of student success, such as avoiding having consistent procedures and prompts, engaging students, actively supervising all areas, and having consistent consequences. Specific examples of adult routines and arrangements are: Standing in the doorway during transitions as much as possible Providing positive prompts before releasing students from class (reminders of appropriate behaviors in the hallway) Keeping doors to the stairways open Acknowledging students following the rules (verbal praise and encouragement) Consistently correcting students who behave inappropriately KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

21. Preventing Problem Behavior In order to increase the likelihood of student success, you should always have more routines and arrangements for adults than you have expectations for students. Changing adult behavior is the best way to change student behavior. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

22. Preventing Problem Behavior 1. Be consistent but flexibility is necessary 2. Effectively execute transitions 3. Make environmental adaptations 4. Restructure when necessary 5. Participate in daily activities 6. Engage students in developmentally appropriate activity planning 7. Utilize peer support (not peer-pressure) 8. Provide satisfying routines 9. Use rules (non-negotiable) that promote growth “If 10 was good for Moses it’s good enough for us!” JKM Training, Inc.

23. Positive Reinforcement All instruction requires feedback to be effective. Acknowledge student success with specific positive reinforcement as often as possible. Ways to properly use reinforcement include: Verbal praise: “Thanks,” “I’m impressed” Non-verbal praise: thumbs-up, head-nod, smile, high- five Public acknowledgement: awards, displays of student work Privileges: things that already exist as part of the curriculum (first in line, pick of computers) Token systems, class wide reinforcement KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

24. Building Positive Relationships Acknowledge appropriate behavior displayed by students Speak privately to the student exhibiting problem behavior Identify the problem without emotion Present options Ask the student to improve their behavior for their benefit (not yours) Acknowledge their compliance KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

25. Promoting Positive Growth & Behavior meet & greet model appropriately show affection utilize humor positive acknowledgement be friendly recognize milestones be aware of events effectively listen share mealtimes recognize normal behavior teach acceptable behavior positively correct behavior differential reinforcement 80% of interactions are negative Approx. 15 positive comments to counteract 1 negative (SpEd) (5:1 Regular Education) Ignore inconsequential behavior Relationship building – Use empathetic connections JKM Training, Inc.

26. Behavior Management Strategies Provide Choices Behavior Momentum KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

27. Behavior Management Strategies 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.” KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

28. Behavior Management Strategies Non-Verbal de-escalation Acknowledge the student’s feelings. Remove the student from behavioral triggers. Avoid getting into a power struggle with the student. Planned ignoring Proximity Prompt Signals (e.g. eye contact, body language, etc.) KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

29. Behavior Management Strategies 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. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

30. Behavior Management Strategies Para verbal de-escalation Purposeful control of tone, rate of speech and volume to clarify or emphasize meaning. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

32. Intervention/De-escalation Continuum CALM - THE FOCUS IS ON PREVENTION. This is the time to teach expectations, social skills, and, as appropriate, relaxation techniques. Students can set personal goals for their behavior, and you should be providing a lot of positive reinforcement. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

33. Intervention/De-escalation Continuum Trigger - something occurs that upsets the student 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. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

34. Intervention/De-escalation Continuum Agitation - 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. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

35. Intervention/De-escalation Continuum Acceleration- 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. 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. Consider a room clear. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

36. Intervention/De-escalation Continuum PEAK- 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. Students are no longer thinking clearly at this point. During this phase, follow your school’s crisis prevention procedures. Room should be cleared. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

37. Monitoring Physical Signs of Distress 1.Circulatory  Extremities cold to the touch  Blue tinge to nail beds & area around mouth  Flushed or ashen face 2.Gastrointestinal  Vomiting  Constipation  Diarrhea 3.Respiratory  Rapid shallow breathing  Panting or grunting  Blue tinge to nail beds & area around mouth  Absence of breathing  Nasal flaring 4.Muscular – Skeletal  Joint swelling  Bruising  Redness  Pain 5.Neurological  Confusion/disorientation  Seizure  Vomiting  Difficulty breathing  Unconsciousness  Unequal pupil size  Headaches JKM Training, Inc.

38. Intervention/De-escalation Continuum De-escalation/Recovery- Exhaustion, alone time is sought. Acceptable behavior is reestablished. Student may request to be left alone. Do not engage with student in this case, but maintain visual proximity. KDE. (2013) Promoting Positive Behavior Supports in Schools. KET.

39. Questions? allison.chandler@ksb.kyschools.us Director of Special Education JKM Certified Trainer kyle.sochia@ksb.kyschools.us JKM Certified trainer mikia.ward@ksb.kyschools.us JKM Certified trainer

40. Resources CEC Policy on Restraint and Seclusion 704 KAR 7.160.pdf KRS Chapter 503 Department of Education Restraints and Seclusion Resource Document Department of Education Restraints and Seclusion Resource Document Digital restraint and seclusion document and parent letter Adverse behavior Parent Report (Non SCM incident) Staff Debriefing Incident Review