The Use Of The Use Of Physical Restraint Physical Restraint

& Seclusion in & Seclusion in SchoolsSchools

Michael Mahoney, Safe & Healthy Schools Coordinator

Oregon Department of EducationOffice of Learning – Student Services

503-947-5628 michael.mahoney@state.or.us

All Born (In)99thth Annual Ed Best Annual Ed Best Practices & Cross-Practices & Cross-Disability Inclusion Disability Inclusion

ConferenceConferenceApril 5, 2014

DisclaimerDisclaimer• It is the policy of the State Board of

Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, religion, sex, marital status, sexual orientation, national origin, age or  disability in any educational programs, activities or employment. 

• The following presentation is for informational purposes only. It is not designed to provide legal advice.

HistoryHistory• 76th OREGON LEGISLATIVE ASSEMBLY, 76th OREGON LEGISLATIVE ASSEMBLY, 2011 2011 passed

House Bill 2939: http://www.leg.state.or.us/11reg/measpdf/hb2900.dir/hb2939.en.pdf

• Resulting in Provision in the Oregon Regulatory Statutes – chapter 665chapter 665, , Oregon Laws 2011Oregon Laws 2011, effective January 1, 2012.

• Enacted OARs 581-021-0550, -0553, -0556, -0559, -0563, -0566.

• 7777thth Oregon Legislative Assembly, 2013 Oregon Legislative Assembly, 2013 passed • House Bill 2585 (complaints and annual reporting):

http://landru.leg.state.or.us/13reg/measures/hb2500.dir/hb2585.en.html

• House Bill 2753 (Repeal of Sunset): http://landru.leg.state.or.us/13reg/measures/hb2700.dir/hb2753.1sa.html

• House Bill 2756 (remove “Seclusion Cells”): http://landru.leg.state.or.us/13reg/measures/hb2700.dir/hb2756.en.html

OAR 581-021-0550OAR 581-021-0550Definitions• Chemical Restraint• Mechanical

Restraint• Physical Restraint• Prone Restraint• Public Education

Program• Seclusion• Serious Bodily

Injury

Physical restraint: the restriction of a student’s movements by one or more persons holding them.

1. The behavior imposes a threat to their safety or the safety of others (imminent risk of serious bodily imminent risk of serious bodily injuryinjury), and

2. Other less restrictive methods less restrictive methods of controlling the behavior are ineffectiveineffective. ((OAR 581-021-0553OAR 581-021-0553))

Seclusion: the involuntary confinement of students in rooms:

1) AloneAlone, 2) Physically prevented from prevented from

leaving.leaving.

(7) ‘(7) ‘Seclusion cellSeclusion cell’ means a ’ means a freestanding, freestanding, self-contained unitself-contained unit that is used to: that is used to:Isolate the student from other studentsIsolate the student from other students; or; orPhysically prevent a student from leaving Physically prevent a student from leaving the unit or the unit or cause the student to believe cause the student to believe that the student is physically prevented that the student is physically prevented from leavingfrom leaving the unit. the unit.

OAR 581-021-0553OAR 581-021-0553Use of Physical Restraint & Seclusion

in Public Education Programs• Chemical, Mechanical and Prone Chemical, Mechanical and Prone

Restraint prohibited.Restraint prohibited. Physical Restraint & Seclusion

used with conditionsconditions (i.e. only for (i.e. only for as long as needed, less restrictive as long as needed, less restrictive measures not effective,measures not effective,

Physical Restraint & Seclusion may not be used for discipline or not be used for discipline or punishment.punishment.

Must be implemented by those who are trained.trained.

Requires ongoing monitoring.ongoing monitoring. Requires water and bathroom water and bathroom

breaksbreaks if occurs for more than 30 30 minutesminutes; and

Administrator must provide written written authorization for it to continueauthorization for it to continue;

ParentParent or guardian must be notified.notified.

• Time limits and rules Time limits and rules for seclusion and restraint access to bathroom or water breaks must be established after 30 minutes, along with written justification every 15 minutes after ½ hour.

• Continuous [visual] monitoring Continuous [visual] monitoring of the situation by staff and administrators.

• Parents or guardians Parents or guardians of students who are restrained or secluded must be notified by the end of the notified by the end of the school dayschool day, and in writing within 24 hours.

OAR 581-021-0556OAR 581-021-0556Programs’ Procedures

Regarding the Use of …• Policies and Procedures

must be in place by school district/public education program.

• Verbal or electronic notification to parent by end of day; and

• Written notification within 24 hours.

• Debriefing meeting within two days.

• Provisions if serious bodily injury or death occurs.

Written documentation of the Written documentation of the incident provided within 24 hours.incident provided within 24 hours.

School personnel must meet for a debriefing meeting within two debriefing meeting within two school daysschool days to discuss and document the incident; and

The notes from the meeting must be notes from the meeting must be shared with the parent or guardianshared with the parent or guardian.

OAR 581-021-0559OAR 581-021-0559Reporting Requirements

for the Use of …• The entity in charge entity in charge

of public education of public education program must program must complete an annual complete an annual reportreport; and

• Make the report Make the report available available to its constituents - the public, public education program, ESD and its component school districts, charter school, parents or guardians.

School districts and Education Service Districts must must prepare prepare an annual report detailing an annual report detailing the use of physical restraint the use of physical restraint and seclusion and seclusion for the for the previous school year.previous school year. Reporting at local level for Reporting at local level for

2011-12 & 2012-13;2011-12 & 2012-13; Reporting to the Reporting to the statestate

required beginning with required beginning with the the 2013-14 school year2013-14 school year, , per per OAR 581-021-0570OAR 581-021-0570

(1) Each entity that has jurisdiction over a (1) Each entity that has jurisdiction over a public education program must public education program must prepare prepare and submit to the Superintendent of and submit to the Superintendent of Public Instruction an annual report Public Instruction an annual report detailing the use of physical restraint and detailing the use of physical restraint and seclusionseclusion for the preceding school year,… for the preceding school year,…

OAR 581-021-0563OAR 581-021-0563Training of school personnel in de-escalation

techniques and physical restraint is required. Physical Restraint and Seclusion training

programs must be approved and compiled by the Oregon Department of Education; and

Must meet the standards of the Department of Human Services.

Criteria for the training include the following:1.1. Evidence-BasedEvidence-Based techniques and skills.2.2. PreventionPrevention-oriented and Safe.Safe.3. Providing De-escalation, Conflict Prevention and Crisis RespoDe-escalation, Conflict Prevention and Crisis Response

procedures.4. Consistent with the philosophy and practices of Positive Behavior Positive Behavior

Support.Support.5. Consistent with DHS DHS approved programs.

OAR 581-021-0566OAR 581-021-0566

Required Use of Approved Restraint and Seclusion Programs

• A public education program may only use a training program approved by the training program approved by the Oregon Department of EducationOregon Department of Education.

Amendments & New RulesAmendments & New Rules

• OARs 581-021-OARs 581-021-05500550, -0553, -0556, -, -0553, -0556, -05590559, -0563, , -0563, & -0566, & -0566, -0568, -0569, -0570-0568, -0569, -0570..

• New OARsNew OARs:

• OAR 581-021-0568 Standards for Seclusion OAR 581-021-0568 Standards for Seclusion RoomsRooms

• OAR 581-021-0569 Use of Seclusion Cells OAR 581-021-0569 Use of Seclusion Cells ProhibitedProhibited

• OAR 581-021-0570 Complaint proceduresOAR 581-021-0570 Complaint procedures

• Draft OARs – open for Public Comment through Draft OARs – open for Public Comment through November 2013November 2013

HB 2585HB 2585• Process to submit Complaints Process to submit Complaints regarding the use of Physical Restraint and Seclusion.• Entities with jurisdiction over a Public Education Program to submit annual report to the Superintendent of annual report to the Superintendent of

Public Instruction Public Instruction detailing the use of Physical Restraint and Seclusion.

• OAR 581-021-0559OAR 581-021-0559• (a) The total number total number of incidents involving physical restraintphysical restraint;

• (b) The total number of incidents involving seclusionseclusion;

• (c) The total number of seclusions in a locked roomseclusions in a locked room;

• (d) The total number of students placed in physical restudents placed in physical restraint;

• (e) The total number of students placed in seclusionstudents placed in seclusion;

• (f) The total number of seclusion rooms total number of seclusion rooms available; and a descriptiodescription, including the including the location oflocation ofthose rooms, designated solely for seclusionthose rooms, designated solely for seclusion;

• (g) The total number of incidents that resulted in injuries or deatotal number of incidents that resulted in injuries or death to students or personnel as a result of the use of physical restraint or seclusion;

• (h) The number of students who were placed in physical restraint or seclusion more students who were placed in physical restraint or seclusion more than 10than 10timestimes in the course of a school year and an explanation of what steps have been taken by the public education program to decrease the use of physical restraint and seclusion for each student;

• (i) The number of incidents in which the personnel of the public education programpersonnel of the public education programadministering physical restraint or seclusion were not trainednot trained; and

• (j) The demographic characteristics of all studendemographic characteristics of all students upon whom physical restraint or seclusionwas imposed, including race, ethnicity, gender, disability status, migrant status, Englishproficiency, and status as economically disadvantaged, unless the demographic information would reveal personally identifiable information about an individual student.

HB 2585 HB 2585 continuedcontinued• (3) Minimum standards for any rooms used by a

public education program for seclusion of a student. o The StandardsStandards must:

• (a) Take into account the health and safety of students health and safety of students and personnel of the public education program and and personnel of the public education program and the respect and dignity of studentsthe respect and dignity of students; and

• (b) Include consideration of the size, safety features, consideration of the size, safety features, lighting and ventilation of the rooms.lighting and ventilation of the rooms.

• SECTION 3. The minimum standards adopted by the State Board of Education for rooms used by a public education program for seclusion of a student, as provided by section 2 (3) of this 2013 Act, first apply first apply to the 2014-2015 school yearto the 2014-2015 school year. The State Board of Education may not apply or enforce standards related to rooms used for seclusion until on or after July 1, 2014.

Amendments: chapter 665, Oregon Laws Amendments: chapter 665, Oregon Laws

2011 2011

• HB 2585HB 2585• ComplaintsComplaints process & Annual reporting; Annual reporting;

Seclusion Room Standards. Effective 2014-15 Seclusion Room Standards. Effective 2014-15 school year.school year.

• HB 2753HB 2753• Repeals SunsetRepeals Sunset of Physical Restraint & Seclusion

statutes (section 7, June 2017).• Maintains Section 1-6, chapter 665, Oregon Laws 2011

• HB 2756HB 2756• ProhibitsProhibits public education programs from purchasing,

building, possessing, or using Seclusion CellsSeclusion Cells.• Directs removal of seclusion cells from removal of seclusion cells from

classrooms classrooms by July 1, 2013July 1, 2013.• Directs removal of seclusion cells from school removal of seclusion cells from school

premisespremises by September 1, 2013September 1, 2013.• Allows current seclusion rooms that are not that are not

seclusion cells seclusion cells and do not meet all the specific standards, and as long as the size restrictions are safe (i.e. – adjacent walls 7 feet apart), can be used through June 30, 2014. Must meet all standards by July 1, 2014July 1, 2014.

Seclusion CellSeclusion Cell

Seclusion rooms; OAR 581-021-Seclusion rooms; OAR 581-021-

05680568• (a) Any wall that is part of the room used for seclusion must be part of the structural integrity of the must be part of the structural integrity of the

roomroom (not free standing cells or portable units attached to the existing wall or floor), and must must be no less than 64 square feet; the distance be no less than 64 square feet; the distance between adjacent walls must be no less than 7 feet across.between adjacent walls must be no less than 7 feet across.

• (b) The room must not be isolated from school staff must not be isolated from school staff of the facility;

• (c) Doors must be unlocked or equipped with immediate-release locking mechanismsmust be unlocked or equipped with immediate-release locking mechanisms;

• (d) The door must open outward and contain a port of shatterproof glass or plastic through which the door must open outward and contain a port of shatterproof glass or plastic through which the entire room may be entire room may be viewed from outsideviewed from outside; half doors are acceptable half doors are acceptable options as well where direct visual direct visual monitoring monitoring can occur.

• (e) The room must contain no protruding, exposed, or sharp objectsmust contain no protruding, exposed, or sharp objects;

• (f) The room must contain no free standing furnituremust contain no free standing furniture.

• (g) Windows must be transparent for both staff and the student to see in/outWindows must be transparent for both staff and the student to see in/out, and made of unbreakable unbreakable or shatterproof or shatterproof glass or plastic. Non-shatterproof glass must be protected by adequate climb-adequate climb-proof screeningproof screening;

• (h) There must be no exposed pipes or electrical wiring in the roommust be no exposed pipes or electrical wiring in the room. Electrical outlets must be Electrical outlets must be permanently capped or permanently capped or coveredcovered with a metal shield secured by tamper-proof screws. The room must contain lights must contain lights which must be recessed or covered with screening, safety glass or unbreakable plastic. Any cover, cap or shield must be secured by tamper-proof screws;secured by tamper-proof screws;

• (i) The room must meet State Fire Marshal fire, safety, and health standardsroom must meet State Fire Marshal fire, safety, and health standards. If sprinklers are installed, they must be recessed and/or covered with a cage. If pop-down type, sprinklers must have breakaway strength of less than 80 pounds. In lieu of sprinklers, combined smoke and heat detector must be used with similar protective design or installation;

• (j) The room must be ventilated; heating and cooling vents must be ventilated; heating and cooling vents must be secure and out of reach;

• (k) The room must be designed and equipped in a manner that would not allow a child to climb up a wallmust be designed and equipped in a manner that would not allow a child to climb up a wall ;

• (l) Walls, floor and ceiling must be solidly and smoothly constructedWalls, floor and ceiling must be solidly and smoothly constructed, to be cleaned easily, and have no no rough or jagged rough or jagged portionsportions; and

• (m) Seclusion cells are prohibited Seclusion cells are prohibited as provided in OAR 581-021-0569.

OAR 581-021-0569 Use of Seclusion Cells OAR 581-021-0569 Use of Seclusion Cells

ProhibitedProhibited

•A public education program public education program may notmay not:•(a) Purchase, build or otherwise take Purchase, build or otherwise take possession possession of a seclusion cellof a seclusion cell; or•(b) Use a seclusion cellUse a seclusion cell.•(2) No later than July 1, 2013July 1, 2013, a public education program …all seclusion cells are removed from all seclusion cells are removed from the classroomsthe classrooms….•(3) No later than September 1, 2013September 1, 2013, all seclusion•cells are removed from the premisesremoved from the premises….•(4) ….prohibited use of seclusion cells prohibited use of seclusion cells under this rule is effectiveeffective and applicable beginning on or after April 5, 2013April 5, 2013..

OAR 581-021-0570 Complaint proceduresOAR 581-021-0570 Complaint procedures• ….may submit to the Superintendent of Public may submit to the Superintendent of Public

Instruction a written, signed complaint alleging that a Instruction a written, signed complaint alleging that a public education program is violating or has violated a public education program is violating or has violated a provision provision of ORS (OARs 581-021-0550 to 581-021-0570.

• (1) The complaint…, prior to submitting the complaint to the superintendent, …attempted to seek a remedy… the attempted to seek a remedy… the complaint from the board…overseeing the entity that complaint from the board…overseeing the entity that has jurisdiction over the public education programhas jurisdiction over the public education program…submitted:

• (a) First filing the complaint with the public education entityFirst filing the complaint with the public education entity; and

• (b) Attempting to follow any complaint procedures that follow any complaint procedures that the entity has adoptedthe entity has adopted, including those adopted by school districts pursuant to ORS 327.1030 and OAR 581-022-1941.

• (2) The organization or individual filing the complaint and the Superintendent shall shall follow the appeal proceduresfollow the appeal procedures specified specified in OAR 581-022-1940.

Recent Decision regarding Seclusion in 9Recent Decision regarding Seclusion in 9thth

CircuitCircuit

• August 30, 2013August 30, 2013: : Court held...Court held...use of isolation room/safe room use of isolation room/safe room on an on an autistic student violated his constitutional rightsautistic student violated his constitutional rights && teacher and school district were not entitled to qualified teacher and school district were not entitled to qualified immunity.immunity.

• 44thth Amendment Amendment – “to be free from unreasonable searches and to be free from unreasonable searches and seizures”….”students do not shed their constitutional rights seizures”….”students do not shed their constitutional rights at the schoolhouse door” & “student’s right to be free from at the schoolhouse door” & “student’s right to be free from excessive force excessive force was clearly established since 1990.”was clearly established since 1990.”

• 1414thth Amendmen Amendment – Student’s Student’s right to due processright to due process; “…student “…student locked in the room until he defecated & was made to clean up locked in the room until he defecated & was made to clean up his own feces as punishment.”his own feces as punishment.”

• School District Liability: “…School District Liability: “…district failed to district failed to train and train and supervise supervise the teacher’s use of ‘aversive therapy’…the teacher’s use of ‘aversive therapy’…the district the district knew of and permitted the teachers’ use of the knew of and permitted the teachers’ use of the isolation isolation room/safe room room/safe room over time, and therefore, ratified her over time, and therefore, ratified her conduct….amounting to the conduct….amounting to the ‘deliberate indifference’ standard ‘deliberate indifference’ standard and thus, the district being the ‘moving force’ behind the and thus, the district being the ‘moving force’ behind the constitutional violations.”constitutional violations.”

• “…“…Schools have a clear duty to protect its students from Schools have a clear duty to protect its students from reasonably anticipated dangers.”reasonably anticipated dangers.”

• http://www.copaa.org/news/139901/Use-of-Seclusion-Room-Violates-Constitutional-Rights.htm#.UkWkDEtx12U.gmail

IDEA ImplicationsIDEA ImplicationsComplaint Investigation 09-054-013

• Violations of the IDEA due to use of restraint and seclusion• Change of Placement and Least Restrictive Environment

Allegations were substantiated by the State• The student was not allowed to participate with any peers

during recess for about three months• The student was moved from a general education

classroom to a separate room away from all peers for about two months.

• Removing student from classroom so often was inconsistent with the Behavior Intervention Plan

• The frequent Removals from class denied the student of FAPE.

(*Remember – Restraint & Seclusion Statute applies to all (*Remember – Restraint & Seclusion Statute applies to all students)students)

Complaint Procedures - Complaint Procedures - 581-022-581-022-

19411941• (1) …school district must establish a process…prompt resolution of a

complaint by a person who resides in the district or by any parent or guardian of a student who attends school in the school district…. process must be in writing and state clearly who…within school district has the responsibility for responding to the complaint.

• (2) …school district's complaint procedure must specify the time period during which the complaint will be addressed and a final decision issued…. the procedure must establish the time period for each step as well as overall time period for completing...

• (3) …school district's complaint procedure…distinguish between…complaints that may be appealed under OAR 581-022-1940 & -1941 and other complaints.

• (4) …school district's complaint procedure may include mediation or other alternative dispute resolution processes.

• (5) The procedure for hearing and acting on complaints that may be appealed, under OAR 581-022-1940 & -1941, must include the following:

• (a) A point at which the decision is final;• (b) A provision for the complainant receiving written notice that the

district's decision may be appealed to the State Superintendent of Public Instruction under OAR 581-022-1940 & -1941; and

• (c) A written decision that clearly establishes the legal basis for the decision, findings of fact and conclusions of law.

Q & As – Q & As – Laws, OARs, New Bills Laws, OARs, New Bills

Best Practices, Best Practices, proposed Federal proposed Federal

billsbills

• Provides ‘Meaningful Protection’ ‘Meaningful Protection’ [1/29]

• Defines ‘Seclusion’; student cannot exit Defines ‘Seclusion’; student cannot exit • (locked or blocked) [1/32]

• When ‘Less Intrusive Methods ‘Less Intrusive Methods Ineffective’ Ineffective’ [1/16], and

• Only until the ‘Emergency Ends’ until the ‘Emergency Ends’ [1/14]

• Prohibits Mechanical, Prone & Chemical Prohibits Mechanical, Prone & Chemical RestraintRestraint • [1/15 & 1/10]

• Notify the Parents Same Day Notify the Parents Same Day of Incident [1/12]

• DataData Collection [1/13]

Best Practices Best Practices continuedcontinued

• Statute/Rules apply to All Children.apply to All Children.

• Debriefing Debriefing – analyze, cause, triggers, plan, positive interventions.

• TrainingTraining Required Required [1/21]

• Evidence-Based Practices• De-Escalation Training• Positive Behavior Supports• Prevention• Conflict Resolution

15 Principles - USDE15 Principles - USDE1.1.Prevent the UsePrevent the Use of Restraint & Seclusion

(De-Escalation training)De-Escalation training)

2.2.Never use Mechanical restraintNever use Mechanical restraint, nor use , nor use Drugs or MedicationsDrugs or Medications

3.3.OnlyOnly where Student Poses Imminent Danger Student Poses Imminent Danger of Serious Physical Harm to Self or Othersof Serious Physical Harm to Self or Others, and other Interventions Ineffectiveother Interventions Ineffective, and should be discontinued when Imminent Danger Dissipates.

4.4.PoliciesPolicies restricting use for All ChildrenAll Children.

5.5.Students’ RightsStudents’ Rights to be treated with DignityDignity

Principles Principles continuedcontinued

6.6.NeverNever used as used as Punishment, Discipline, Punishment, Discipline, Coercion, Retaliation, ConvenienceCoercion, Retaliation, Convenience

7.7.NeverNever used in used in Manner that Restricts Manner that Restricts Breathing Breathing (Prone Restraint)

8.8.Repeated Use Repeated Use - - Triggers ReviewTriggers Review, Revise Revise PlanPlan, Implement Implement Positive Behavioral Positive Behavioral StrategiesStrategies

9.9.StrategiesStrategies address address Underlying Cause Underlying Cause or FunctionFunction/Purpose of Behavior

10.Teachers/School Personnel Trained Trained RegularlyRegularly

Principles Principles continuedcontinued

11. Every incident Carefully and Continuously Carefully and Continuously Visually MonitoredVisually Monitored

12. ParentsParents should be should be Informed Informed of Policies & applicable Laws

13. Parents Notified Parents Notified as soon as possible each incident

14. Policies ReviewPolicies Reviewed ed regularly & UpdatedUpdated as appropriate

15. Policies requiring Documentation in WritingDocumentation in Writing and for Data Collection Data Collection (Debriefing)(Debriefing)

• Oregon is aligned with Federal Proposals, Oregon is aligned with Federal Proposals, Best Practices, and the 15 Principles.Best Practices, and the 15 Principles.

Q & As: Best Q & As: Best PracticesPractices

Alternatives to Alternatives to

Restraint/SeclusionRestraint/Seclusion• Key pointsKey points::

· Identify triggers Identify triggers for students' aggression.

· Teach students Teach students replacement replacement behaviors and behaviors and address skills address skills deficits deficits to reduce need for restraint/seclusion.

· Encourage educators to use eye use eye contact, personal contact, personal details to connect details to connect with students.with students.

1. Determine the AntecedentAntecedent• Time of day; Day of the week;

Certain subjects; Certain activities or work tasks; Boredom -- too much downtime or MHMH; Transitions; Certain smells; Certain people being near or absent

2.2. Replace Challenging BehaviorReplace Challenging Behavior• TeachTeach the new behav the new behavior.; Problem-

Solve Collaboratively; Imprint the new behavior by modelingmodeling it it ; & PracticePractice new behavior & skills – what it looks, sounds & feels likewhat it looks, sounds & feels like; Praise new behavior – specific specific praise*praise*

3. ConsequenceConsequence Modification:How are you going to act/behave act/behave differentlydifferently?

Connecting with Connecting with StudentsStudents

• Check In/Check Out (CICO)Check In/Check Out (CICO): First thing in the AM and last thing in the PM.

• Use Eye Contact Eye Contact appropriately & be appropriately & be aware of body aware of body language, verbal, language, verbal, and voice tone. voice tone.

• Comment about something personal & positiveComment about something personal & positive, what you like about the student; i.e. “Nice shirt”, “Great haircut.”

• Use Positive GreetingsUse Positive Greetings; i.e. – “Great to see you today.”• Use a form of touch; i.e. – high five, fist bumphigh five, fist bump….• Use Specific PraiseSpecific Praise: i.e. – “Great job sitting in your chair

and raising your hand to answer a question,” “Thank you for not interrupting and waiting your turn, Way to go!”, “Excellent job on your seat work today: you finished all the problems.”

• [[SW Positive Discipline Strategies SW Positive Discipline Strategies (per HB 2192)]. (per HB 2192)]. • PBISPBIS• Collaborative Problem Solving Collaborative Problem Solving (CPS); (CPS); Restorative Restorative

Justice Practices Justice Practices (RJP)(RJP)

Small GroupsSmall Groups• What are some ways

that you de-escalate de-escalate situations and prevent situations and prevent the need to use physical restraint and seclusion with students?

• What specific methodologies methodologies do you use or promote to positively engage positively engage students and staff and students and staff and address disciplineaddress discipline?

Food for ThoughtFood for Thought• ““I’ve come to the frightening conclusion that I I’ve come to the frightening conclusion that I

am the decisive element in my environment.  It am the decisive element in my environment.  It is my personal approach that creates the is my personal approach that creates the climate.  It is my daily mood that makes the climate.  It is my daily mood that makes the weather.  I possess tremendous power to make weather.  I possess tremendous power to make someone’s life miserable or joyous.  I can be a someone’s life miserable or joyous.  I can be a tool of torture or an instrument of inspiration.  I tool of torture or an instrument of inspiration.  I can humiliate or humor, hurt or heal.can humiliate or humor, hurt or heal.  In all In all situations, it is my response that decides situations, it is my response that decides whether a crisis will be escalated or de-whether a crisis will be escalated or de-escalated and a person humanized or escalated and a person humanized or dehumanized.”dehumanized.”    -Dr. Haim Ginott

ResourcesResources• https://olis.leg.state.or.us/liz/2013R1/Measures/Text/HB2585/Enrolled• https://olis.leg.state.or.us/liz/2013R1/Measures/Text/HB2753/Enrolled• https://olis.leg.state.or.us/liz/2013R1/Measures/Text/HB2756/Enrolled• https://olis.leg.state.or.us/liz/2013R1/Measures/Text/HB2192/

Enrolled• http://www.ode.state.or.us/home/• Jessica Butler (2012). How safe is the schoolhouse?: An analysis

of State seclusion and restraint laws and policies. jessica@jnba.net

• U.S. Department of Education (2012). Restraint and seclusion. Resource Document: Washington, D.C.

• Riffle, L. (2012). Special Education Connection: LRP Publications. • http://www.copaa.org/news/139901/Use-of-Seclusion-Room-

Violates-Constitutional-Rights.htm#.UkWkDEtx12U.gmail

For the Good of the For the Good of the OrderOrder

• Final thoughts, comments, questions?

• Thanks for coming!