Emergency Safety Intervention Parent Information€¦ · Emergency Safety Intervention Parent...

Emergency Safety Intervention Parent Information

If an emergency safety intervention occurs, parents are strongly encouraged to schedule

a meeting to: 1) discuss the incident and 2) discuss prevention of future use of emergency safety interventions. The district contact listed below is available to assist in

scheduling this meeting. This meeting will be scheduled no later than ten (10) school days from when the parent makes the request unless the parent cannot meet within

that time frame.

Doniphan West Schools www.usd111.org

Mike Newman, Superintendent 785-442-3286

[email protected]

Documents Included in this Packet

District Emergency Safety Intervention Policy Including dispute resolution process

Standards for the Use of Emergency Safety Interventions

A Family Guide to the Use of Emergency Safety Interventions and Parental Rights:

Seclusion and Restraint in Kansas

Local Dispute Resolution Guide for Parents

State Board Administrative Review Process

State Administrative Review Guide for Parents

State and Community Resources

District Emergency Safety Intervention Policy Including dispute resolution process

GAAF Eme rge nc y S af e ty In te rve nt i o ns (S ee GAO, J RB, J Q , an d KN) GAAF

T h e b oa r d o f e du ca t io n i s c o mmi t t ed t o l imi t i n g t h e u se o f E mer ge nc y S a fe t y In t e r ven t io n

( “E S I” ) , su ch a s s ec lu s io n a nd r e s t r a i n t , w i t h a l l s t ude n t s . Sec l us i on an d r e s t r a in t s ha l l

b e use d o n l y whe n a s t ude n t ' s c on duc t n ec es s i t a t e s t he use o f a n e me r gen c y sa f e t y

i n t e r ve n t io n a s de f in ed b e lo w . T he boa rd o f ed uc a t io n enc ou ra ges a l l e mpl o ye es t o

u t i l i ze o t he r b eha v i o ra l ma na ge me nt t o o l s , i n c lu d in g p r eve n t io n t ec hn i qu es , de -

e sca l a t i on t e ch n iq u es , an d po s i t i ve b eha v i o ra l i n t e r ve n t io n s t r a t e gi e s .

T h i s p o l i c y s ha l l be ma d e a va i l a b l e on t he d i s t r i c t web s i t e wi th l i n ks t o t he po l i c y

a va i l ab l e o n an y in d i v id ua l s ch oo l pa ges . In ad d i t i on , t h i s po l i c y sh a l l be i nc l ude d in

a t l e a s t o ne o f t h e f o l l o w i n g : e ac h s cho o l ’ s co de o f co nd uc t , s c ho o l s a f e t y p l a n , o r

s t ud en t ha nd bo o k . No t i ce o f t h e o n l in e a va i l ab i l i t y o f t h i s po l i c y sh a l l b e p r o vi de d t o

p a re n t s d u r i n g e n ro l lme n t ea ch yea r .

De f in i t i on s

“ Ca mp us p o l i c e o f f i c e r ” me an s a s ch oo l s ec ur i t y o f f i ce r de s ign a t ed b y t he bo a rd

o f ed uc a t io n o f an y sc ho o l d i s t r i c t p u r s uan t t o K .S . A. 72 –8 22 2 , an d a me nd me nt s t h e r e to .

“ Che mic a l Res t r a i n t ” me an s t he use o f me d ic a t i o n t o c on t ro l a s t ud en t ’ s v i o l e n t

p h ys i c a l be ha v io r o r r e s t r i c t a s t u de n t ’ s f r eed o m of mo ve me nt .

“ E me r ge nc y Sa fe t y In t e r ve n t io n” i s t he us e o f s e c lu s io n o r p hys i c a l r e s t r a i n t , bu t

d oe s no t i nc l ud e ph ys i ca l e sco r t o r t h e use o f t i me -o u t .

“ In c ide n t ” me a ns e ach oc cur r en ce o f t he us e o f an e mer ge nc y sa f e t y i n t e r ven t io n .

“ La w e nfo r ce me n t o f f i ce r ” an d “ po l i ce o f f i c e r ” mea n a f u l l - t i me o r pa r t - t i me

s a l a r i ed o f f i c e r o r emp l o yee o f t he s t a t e , a c ou n t y , o r a c i t y , who se du t i e s i nc l ude t he

p r e ven t io n o r de t ec t i o n o f c r i me an d the en fo r ce me n t o f

GAAF Eme rge nc y S af e ty In te rve nt i o ns GAAF -2

c r i min a l o r t r a f f i c l a w o f t h i s s t a t e o r an y Ka ns as mu n i c ip a l i t y . T h i s t e r m inc lud es a

c a mp us p o l i c e o f f i ce r .

“ Le g i t i ma te l a w e nfo r ce me n t p u rp os e me an s a goa l wi t h in t he l a wfu l a u th or i t y o f

a n o f f i ce r t h a t i s t o b e ac h i e ved t h ro u gh me t ho ds o r c on du c t c on do ne d b y t h e o f f i c e r ’ s

a pp o i n t i n g au t ho r i t y .

“ Mec ha n ica l Res t r a in t ” me ans an y d e vi c e o r ob j ec t u se d t o l i mi t a s t u de n t ’ s

mo ve me n t .

“ Pa ren t ” me ans : ( 1 ) a na t u ra l pa re n t ; ( 2 ) a n a do p t i ve p a re n t ; ( 3 ) a pe r so n ac t i n g

a s a pa r en t a s de f i ned i n K .S . A. 72 -1 0 46(d ) (2 ) , a nd a me nd me nt s

t he r e to ; ( 4 ) a l e ga l gu a rd i an ; (5 ) a n ed uca t io n a d voca t e fo r a s t u de n t wi t h an

e xc ep t i on a l i t y ; ( 6 ) a f os t e r pa ren t , un l e s s t he s t ud en t i s a c h i l d wi th a n e xce p t i ona l i t y ;

o r ( 7 ) a s t ud en t wh o h as r e ac hed t he a ge o f ma j o r i t y o r i s an ema n c i pa t ed min or .

“ P h ys i ca l E sco r t ” me an s t h e t e mp ora r y t o uc h i n g o r ho l d in g t h e han d , wr i s t , a r m,

s ho u ld e r , o r b ac k o f a s t u den t who i s ac t i n g o u t fo r t he pu r po se o f i n du c in g t he s tud en t

t o wa l k t o a s a f e l o ca t i o n .

“ P h ys i ca l Res t r a in t ” me an s bo d i l y fo r ce use d t o su bs t a n t i a l l y l i mi t a s t u de n t ’ s

mo ve me n t , exc ep t t ha t c on sen su a l , s o l i c i t e d , o r un i n t e n t io na l co n t a c t a nd c on t ac t t o

p ro v id e co mf or t , a s s i s t an ce , o r i n s t ru c t i o n sh a l l n o t be d ee me d t o be p h ys i ca l r e s t r a in t .

“ Sc ho o l r e s our ce o f f i ce r ” mea ns a l aw enf o rc e men t o f f i c e r or po l i ce o f f i ce r

e mp lo ye d b y a l oc a l l a w e n fo r ce me n t a ge nc y who i s a s s i gn ed t o a d i s t r i c t t h ro ugh an

a g re e me n t be t ween th e l oc a l l a w en fo r ceme n t a gen c y a nd th e d i s t r i c t .

“ Sc ho o l s e cur i t y o f f i c e r ” me an s a pe r so n wh o i s e mp lo ye d b y a b oa r d o f e du ca t i on

o f an y sch oo l d i s t r i c t f o r t he p u rp os e o f a i d in g an d su pp l e men t i n g


s t a t e an d l oca l l a w en fo r ce me n t a genc i e s i n wh i ch t he sc ho o l d i s t r i c t i s l oca t ed , bu t i s

n o t a l a w en fo r ce men t o f f i ce r o r po l i ce o f f i ce r .

“ Se c lu s i o n” mea ns p l a ce me n t o f a s t u de n t i n a l o ca t i on whe re a l l o f t h e f o l l owin g

c on d i t i on s a r e me t : ( 1 ) t he s t ud en t i s p l ace d i n an e nc l os ed a r ea b y sc ho o l pe r so nn e l ; ( 2 )

t he s tu de n t i s pu rpo se f u l l y i s o l a t ed f ro m a du l t s a nd pe e r s ; a nd ( 3 ) t he s tu de n t i s

p r e ven te d f ro m l ea v in g , o r r ea so na b l y be l i e ve s t ha t he o r s he wi l l be p r e ve n te d f r o m

l e a vi n g t he e nc l ose d a r ea .

“T i me -o u t” me an s a b eh a vi o ra l i n t e r ve n t i on i n wh ic h a s t ud en t i s t e mp or a r i l y

r e mo ved f r o m a l ea rn in g ac t i v i t y wi t ho u t be in g sec l ud ed .

P ro h ib i t e d T yp e s o f Re s t r a i n t

A l l s t a f f me mb er s a r e p r oh i b i t ed f ro m enga g i n g i n t h e f o l l o win g ac t i on s wi th a l l

s t ud en t s :

Usi n g f a ce -d o wn (p ro ne ) ph ys i c a l r e s t r a in t ;

Usi n g f a ce -u p ( su p ine ) ph ys i c a l r e s t r a i n t ;

Usi n g p h ys i c a l r e s t r a i n t t ha t obs t ru c t s t h e s t ude n t ’ s a i r wa y ;

Usi n g p h ys i c a l r e s t r a i n t t ha t i mp ac t s a s t ud en t ’ s p r ima r y mo d e o f

c o mmu n ic a t i o n ;

Usi n g c he mic a l r e s t r a in t , ex cep t a s p r e s c r i bed t r e a t me n t s fo r a s t ud en t ’ s

me d ic a l o r ps yc h i a t r i c co nd i t i o n b y a pe r so n ap pr opr i a t e l y l i c en sed t o i s sue

s uc h t r ea t me n t s ; an d

U s e o f me c han ica l r e s t r a i n t , excep t :

o P ro t ec t i ve o r s t a b i l i z i n g d e vi c es r eq u i r ed b y l a w o r use d i n a cc ord ance

w i t h an o r de r f r o m a


pe r so n ap pr opr i a t e ly l i ce nse d t o i s s ue t he o rde r f o r t h e de v i ce ;

o An y de v i c e us ed b y a c e r t i f i ed l aw enf o rc e me n t o f f i ce r t o ca r r y ou t l aw

e nf o rce me n t du t i e s ; o r

o S ea tbe l t s an d o t he r s a f e t y e qu i p me n t wh en u sed t o s e cur e s t ude n t s d u r in g

t r an sp or t a t i o n .

Us e o f E me r ge nc y Sa f e t y In t e r ve n t io ns

E S I s ha l l be us ed o n ly wh en a s t ude n t p r e s en t s a r eas on ab l e and i mme d ia t e da n ge r

o f p h ys i c a l h a r m t o su ch s tu de n t o r o t he r s wi t h t h e p r e s en t ab i l i t y t o e f f ec t su ch ph ys i ca l

h a r m. Les s r e s t r i c t i ve a l t e r na t i ve s t o E S I , suc h a s p os i t i ve b eh a vi o r i n t e r ven t ions

s up po r t , s ha l l b e de eme d ina pp ro pr i a t e o r

i ne f f ec t i ve u nd e r t he c i r c u ms ta nc es b y t he sc ho o l e mp lo yee w i tn es s in g t he s t ude n t ’ s

b eh a vi o r p r io r t o t h e u se o f an y E S I . T he u se o f E S I s ha l l cea se a s s oo n a s t he i mme d ia t e

d an ge r o f ph ys i ca l ha r m c ea ses t o e x i s t . V io l en t a c t i o n t ha t i s des t ruc t i ve o f p r op e r t y

ma y n e ce s s i t a t e t he us e o f an ES I . Us e o f a n E S I f o r pu r po ses o f d i sc ip l i ne , p un i sh me n t ,

o r f o r t h e c on ven ienc e o f a s ch oo l e mpl oye e sha l l n o t me e t t h e s t an da r d o f i mme d ia t e

d an ge r o f ph ys i ca l ha r m.

E S I Re s t r i c t i o ns

A s tu de n t sh a l l n o t be s ub j ec t ed t o ES I i f t h e s t u de n t i s kn o wn t o ha ve a med ica l

c on d i t i on t ha t c ou l d p u t t he s t ud en t i n me n ta l o r ph ys i ca l dan ge r a s a r e su l t o f ES I . T he

e x i s t en ce o f suc h me d ica l c on d i t i on mu s t be i n d i ca t ed i n a wr i t t en s t a t e me n t f rom t he

s t ud en t ’ s l i c en sed hea l t h c a r e p r o v ide r , a c op y o f wh i ch h as b ee n p r o vi de d t o t h e sch oo l

a nd p l ac ed i n t he s t ud en t ’ s f i l e .


S u ch wr i t t en s t a t e me n t sh a l l i nc l ude an ex p l ana t io n o f t he s t ud en t ’ s d i a gno s i s , a

l i s t o f an y r ea so ns wh y E S I wo u ld p u t t h e s t ude n t i n me n ta l o r

p h ys i c a l da n ge r , a nd an y su gge s t e d a l t e rn a t i ves t o ES I . No t wi t hs t an d in g t he p r o v i s i ons

o f t h i s su bse c t i o n , a s t ud en t ma y be s ub j e c t e d t o E S I , i f n o t s ub j ec t i n g t he s t ud en t t o

E S I wo u l d r e s u l t i n s i gn i f i ca n t p h ys i ca l ha r m t o t h e s t ud en t o r o t he r s .

Us e o f Se c lu s io n

W he n a s t ud en t i s p l a ce d i n s ec l us i on , a s ch oo l e mpl o yee s ha l l be a b l e t o s ee and

h ea r t he s t ude n t a t a l l t i me s .

A l l s ec l us i on r oo ms e qu ip ped wi t h a l oc k i n g do or s ha l l be d es i gn ed t o en su r e t ha t

t he l oc k a u t o mat i ca l l y d i se n ga ge s wh en th e sch oo l e mp lo ye e v i e wi n g t he s t ude n t wa l ks

a wa y f r o m t he se c lu s i on ro o m, o r i n ca se o f e mer ge nc y , su ch a s f i r e o r s e ve r e wea th e r .

A sec l us i on ro o m s ha l l be a s a f e p l ac e wi th p ro por t i on a l an d s imi l a r c ha rac t e r i s t i c s

a s o th e r ro o ms whe re s t ud en t s f r e que n t . S uc h r oo m s ha l l be f r ee o f a n y c on d i t i on t h a t

c ou ld be a d an ge r t o t he s t ude n t , we l l -ve n t i l a t e d , a nd s u f f i c i e n t l y l i gh t e d .

T ra i n in g

A l l s t a f f me mb e r s s ha l l b e t r a i ne d r e ga rd i n g t h e use o f p os i t i ve beh a vi o ra l

i n t e r ve n t io n s t r a t e g i e s , d e -e sca l a t i on t ec hn iq ues , an d p re ven t io n t ec hn i qu es . S u ch

t r a in i n g sh a l l be c ons i s t e n t wi t h n a t i o na l l y r e co gn i zed t r a i n i ng p r o gr a ms on E S I . T h e

i n t e ns i t y o f t h e t r a i n i n g p r o v id ed wi l l d ep en d up on t he e mp lo ye e ’ s p os i t i on .

Ad mi n i s t r a t o r s , l i cen se d s t a f f me mb e r s , a nd o t he r s t a f f dee me d mo s t l i ke l y t o nee d t o

r e s t r a in a s t u de n t wi l l b e p ro v i ded mor e i n t ens e t r a i n in g t han s t a f f wh o d o no t wo r k

d i r e c t l y wi t h


s t ud en t s i n t he c l a s s ro o m. Di s t r i c t an d bu i ld i n g ad mi n i s t r a t i on sh a l l ma ke t he

d e t e r min a t io n o f t h e i n t e ns i t y o f t r a i n i n g r eq u i r e d b y e ach pos i t i on .

E ac h s ch oo l bu i l d i n g s ha l l ma in t a i n wr i t t en o r e l ec t ro n i c do cume n ta t i o n r e ga r d in g

t he t r a in in g t h a t wa s p ro v id ed an d a l i s t o f p a r t i c ip an t s , wh ich sh a l l be ma de a va i l a b l e

f o r i n s pe c t i o n b y t he s t a t e b oa r d o f ed uc a t i on u po n r e que s t .

No t i f i c a t i o n an d Docu me nt a t i on

T h e p r i nc i pa l o r de s ign e e sh a l l n o t i f y t h e p a re n t t h e s a me da y a s an i nc i de n t . T he

s a me -d a y n o t i f i ca t i on r e qu i r e me n t o f t h i s su bs ec t i on sh a l l be d ee me d s a t i s f i ed i f t he

s ch oo l a t t e mpt s a t l ea s t t wo me t ho ds o f co n t ac t i n g t he pa re n t . A pa r en t ma y d es i gna t e a

p r e f e r r e d me t ho d o f c on t ac t t o r ec e i ve t h e s a me -d a y n o t i f i ca t i on . Al s o , a p a re n t ma y

a g re e , i n wr i t i n g , t o r ece i ve o n l y on e sa me -d a y n o t i f i ca t i on f ro m t he sc ho o l fo r mu l t i p l e

i nc i den t s oc cur r in g on t he sa me da y .

Do cu me nt a t i o n o f t he E S I use d s ha l l b e c o mpl e t e d a nd p r o vid ed t o t he s t ude n t ’ s

p are n t s n o l a t e r t han t he sc ho o l da y f o l l o win g t he d a y o f t he i n c id en t . Su ch wr i t t en

d oc u me nta t i on s ha l l i nc l ud e : ( A) T he eve n t s l ead in g u p t o t he i nc i de n t ; ( B) s t u de n t

b eh a vi o r s t h a t nec es s i t a t e d t he E S I ; ( C) s t ep s t a ke n t o t r an s i t i on t h e s t ud en t b ack i n to

t he e du ca t i on a l s e t t i ng ; ( D) t he da t e a nd t ime the i n c id en t occ ur r ed , t h e t ype o f E S I us ed ,

t he du r a t i o n o f t h e E S I , a n d t h e sc ho o l p e r s on ne l who us ed o r s upe r vi se d t h e E SI ; ( E)

s pa ce o r a n a dd i t i ona l f o r m f o r pa r en t s t o p ro v i de f e ed bac k o r c o mme n t s t o t he s ch oo l

r e ga rd i n g t h e i nc iden t ; (F ) a s t a t e me n t t ha t i n vi t e s a nd s t r on g ly e nc ou ra ges


p a r e n t s t o s che du le a me e t in g t o d i s cu ss t he i nc i de n t a nd ho w to p r e ven t fu t u re i nc i den t s ;

a nd ( G) e ma i l a nd pho ne i n f o r ma t io n fo r t h e p a re n t t o c on t ac t t h e s ch oo l t o s ch ed u le t he

E S I me e t i n g . Sc ho o l s ma y g r ou p in c iden t s t o ge t he r wh en do cu me nt i n g t he i t e ms i n

s ub pa r a gr ap hs ( A) , (B ) an d ( C) i f t h e t r i gge r i n g i s s ue n ece s s i t a t i n g t he E S Is i s t h e s a me .

T h e p a re n t sh a l l be p ro v id ed t h e f o l l owin g in f o r ma t io n a f t e r t he f i r s t an d each

s ub se que n t i n c id en t d u r i n g e ach s ch oo l ye a r : ( 1 ) a c op y o f t h i s po l i c y whi ch i n d i c a t e s

wh en ES I c an b e used ; ( 2 ) a f l ye r o n t he p a re n t ’ s r i gh t s ; ( 3 ) i n fo r ma t i on o n t he p a r en t ’ s

r i gh t t o f i l e a co mp la i n t t h ro u gh th e l oc a l d i sp u t e r e s o lu t i o n p ro ces s (wh ic h i s s e t f o r th

i n t h i s p o l i c y) a nd t he co mp la in t p r oc es s o f t h e s t a t e boa rd o f ed uca t io n ; an d (4 )

i n fo r ma t i on t ha t wi l l a s s i s t t h e p a re n t i n na v i ga t i n g t he c omp l a i n t p r oc es s , i nc l ud i n g

c on tac t i n fo r ma t i on f o r Fa mi l i e s T o ge t he r a nd t h e Di sab i l i t y R i gh t s Ce n te r o f Kan sa s .

Up on t he f i r s t occ ur r en ce o f an i nc i de n t o f E S I , t h e fo r e go i n g i n fo r ma t i on s ha l l be

p ro v id ed i n p r in t ed f o r m o r , up on t he pa ren t ’ s wr i t t en r eq ue s t , b y e ma i l . Up on the

o cc ur r e nc e o f a s e con d o r s ub seq ue n t i n c i de n t , t h e pa r en t s ha l l b e p r o vi de d wi t h a fu l l

a nd d i r ec t we bs i t e add res s co n t a i n in g su ch i n fo r ma t i on .

L a w E nfo rce me n t , Sch o o l Re so urc e , a nd Ca mp u s Se cur i t y Of f i ce r s

Ca mp us po l i ce o f f i ce r s a nd s ch oo l r e sou rce o f f i ce r s sha l l b e e xe mpt f ro m t he

r eq u i r e me n t s o f t h i s p o l i c y wh en en ga ge d in an ac t i v i t y t ha t ha s a l e g i t i ma te l a w

e nf o rce me n t p u rp os e . S ch oo l s e cur i t y o f f i c e r s sh a l l no t b e e xemp t f r o m t he r eq u i r eme n t s

o f t h i s p o l i c y .


I f a s ch oo l i s a ware t ha t a l a w enf o rc e men t o f f i ce r o r s c ho o l r e so urc e o f f i ce r h as

u se d sec lus io n , p h ys i c a l r e s t r a i n t , o r me ch an ica l r e s t r a in t on a s t ude n t , t he s ch oo l sh a l l

n o t i f y t he pa re n t t he s a me da y us i n g t he pa ren t ’ s p r e f e r r ed me th o d o f c on t ac t . A sch o o l

s ha l l no t be r eq u i r ed t o p r o vi de wr i t t e n do cu me nt a t i o n t o a p a r en t , a s s e t f o r t h a bo ve ,

r e ga rd i n g l a w e nfo rce me n t us e o f an e merge n c y sa f e t y i n t e r ven t i on , o r r e po r t t o t h e s t a t e

d ep a r t me n t o f ed uc a t i on an y l a w enf o rc eme n t us e o f an e merge n c y sa f e t y i n t e r ven t io n .

F or p u rp os es o f t h i s s ub sec t i o n , mec ha n ica l r e s t r a in t i n c lu de s , bu t i s n o t l i mi t e d t o , t he

u se o f han dc uf f s .

Do cu me nt a t i o n o f E SI In c id en t s

E x cep t a s s pec i f i e d a bo ve wi th r e ga rd t o l a w en fo r ce me n t o r s c ho o l r e s ource

o f f i c e r us e o f eme r ge nc y sa f e t y i n t e r ve n t io ns , eac h b u i ld i n g s ha l l ma i n t a in

d oc u me nta t i on an y t ime E S I i s u s ed wi th a s t u de n t . S uc h d ocu me nt a t i on mu s t i nc lu de

a l l o f t he f o l l owin g :

Dat e an d t i me o f t h e E S I ,

T ype o f ES I ,

L e n gt h o f t i me th e ES I wa s us ed ,

S c ho o l pe r so nn e l who pa r t i c ip a t e d i n o r su pe r vi sed t he E S I ,

W het he r t he s tu de n t h ad an i n d i v i du a l i zed ed uc a t io n p ro gra m a t t h e t i me o f t he

i nc i den t ,

W het he r t h e s t ud en t ha d a s ec t i on 5 04 p l a n a t t h e t i me o f t he i nc i de n t , a nd

wh e th e r t he s tu de n t ha d a b eha v i o r i n t e r ven t io n p l a n a t t h e t i me o f t he i n c id en t .


A l l su ch d oc u men ta t i on sh a l l be p r o v ided t o t he bu i ld i n g p r in c i pa l , wh o sh a l l be

r e sp on s ib l e fo r p r o vi d in g co p ie s o f s uc h d oc u men ta t i on t o t h e su pe r in t en de n t o r t he

s up e r i n t e nde n t ’ s de s i gn ee o n a t l ea s t a b i a n nua l ba s i s . At l ea s t o nc e p e r s c ho o l ye a r ,

e ac h bu i l d i n g p r inc ipa l o r de s i gnee s ha l l r e v i e w th e d o cu me nt a t i on o f ES I i nc i de n t s w i th

a pp ro pr i a t e s t a f f memb e r s t o c ons ide r t he ap pro pr i a t en es s o f t he u se o f E S I i n t h os e

i ns t a nc es .

Re por t i n g Da ta

D i s t r i c t a d min i s t r a t i o n sh a l l r e por t E S I da t a t o t h e s t a t e de pa r t me n t o f e du ca t i on

a s r eq u i r ed .

P a r en t R i gh t t o Me e t i n g o n E S I Use

Af t e r eac h i nc i de n t , a p a re n t ma y r e qu es t a me e t in g wi th t h e s ch o o l t o d i s cu ss and

d eb r i e f t he i nc i den t . A pa re n t ma y r eq ue s t s uch me e t i n g ve r ba l l y , i n wr i t i n g , o r b y

e l ec t ro n i c mea ns . A s ch oo l s ha l l ho l d a me e t in g r e qu es t e d un de r t h i s s ub sec t i o n w i t h in

1 0 s ch oo l da ys o f t he p a re n t ’ s r eq ue s t . T he f oc us o f a n y s uc h me e t in g s ha l l be t o d i s cu ss

p ro ac t i ve wa ys t o p r e ve n t t he n ee d f o r eme r ge nc y sa f e t y i n t e r ve n t i on s a nd t o r ed uce

i nc i den t s i n t h e fu t u re .

F o r a s t ude n t wi t h a n IE P o r a Se c t i on 50 4 p l a n , s uc h s t ud en t ’ s IE P t ea m o r S ec t i on

5 0 4 p l an t e a m s ha l l d i s c us s t he i nc i de n t a nd c ons ide r t he need t o c on du c t a fu nc t io na l

b eh a vi o ra l a s ses s men t , de ve l op a be ha vi o r i n t e r ven t io n p l an , o r a me nd t he beh a v io r

i n t e r ve n t io n p l an i f a l r ea d y in e x i s t en ce .

GAAF Eme rge nc y S af e ty In te rve nt i o ns GAAF -1 0

F or a s t ude n t wi th a s ec t i on 5 04 p l an , such s t ud en t ’ s s ec t i o n 50 4 p l a n t ea m sh a l l

d i sc us s an d c ons ide r t he n ee d fo r a s pec i a l e du ca t i on e va lu a t i on . Fo r s t u de n t s wh o h a ve

a n i nd i v id ua l i ze d e du ca t i on p r o gra m a nd a r e p l a ce d i n a p r i va t e s ch oo l b y a pa r en t , a

me e t in g ca l l ed un de r t h i s su bs ec t i on sh a l l i nc l ud e t he pa r en t an d t he p r i va t e s ch oo l , wh o

s ha l l c on s id e r whe t he r t he pa ren t s ho u l d r e que s t an i n d i v id ua l i ze d ed uca t io n p rogr a m

t e a m me e t i n g . I f t h e p a re n t r eq ue s t s an i nd i v i du a l i zed ed uca t io n p ro gr a m t e a m me e t i n g ,

t he p r i va t e s c ho o l sha l l he l p f ac i l i t a t e suc h me e t i n g .

F o r a s t u de n t wi th ou t an IE P o r S ec t i on 50 4 p l a n , t he s ch o o l s t a f f an d t he pa ren t

s ha l l d i s cu ss t he i nc i de n t an d c on s id e r t h e a ppr op r i a t ene s s o f a r e f e r r a l f o r a s pec i a l

e du ca t i on e va lu a t i on , t he nee d f o r a f un c t i on a l b eh a vi o ra l a s ses s me n t , o r t h e n ee d fo r a

b eh a vi o r i n t e r ven t i on p l a n . An y su ch mee t i n g sh a l l i nc lu de t he s t ud en t ’ s pa r en t , a s ch oo l

a d min i s t r a to r f o r t h e s c ho o l t h e s tu de n t a t t en ds , on e o f t h e s tu de n t ’ s t eac he r s , a s c hoo l

e mp lo ye e i n vo l ve d i n t he i nc i de n t , an d a n y o th e r s c ho o l e mp lo yee s de s i gna t ed by t he

s ch oo l a d min i s t r a to r a s ap pro pr i a t e fo r s uc h me e t i n g .

T h e s tu de n t wh o i s t he s ub j ec t o f su ch me e t in gs s ha l l be i nv i t e d t o a t t en d t he

me e t in g a t t h e d i s c r e t i o n o f t h e pa r en t . T he t i me f o r ca l l i ng s uc h a mee t i n g may b e

e x t e nd ed b e yon d t he 1 0 -d a y l i mi t i f t he pa ren t o f t he s t ud en t i s u na b l e t o a t t en d wi t h in

t ha t t i me pe r i od . No t h in g i n t h i s s ec t i o n s ha l l b e c on s t ru ed t o p ro h i b i t t he de ve l opme n t

a nd i mpl e men ta t i on o f a fu nc t i on a l b eh a vi o r a s se s s me n t o r a be ha v io r i n t e r ven t io n p l a n

f o r an y

s t ud en t i f s uc h s tu den t wou l d be ne f i t f r om s u ch me asu res .


L o ca l D i sp u t e Re so lu t i o n Pr oce s s

I f a pa r en t be l i e ves t ha t a n e mer ge nc y sa f e t y i n t e r ven t i on has bee n us ed on t he

p are n t ’ s c h i l d i n v i o l a t i o n o f s t a t e l a w o r b oa rd po l i c y , t he pa re n t ma y f i l e a c o mp la in t

a s spe c i f i ed b e lo w .

T h e bo a r d o f e du ca t io n e nc our a ges p a re n t s t o a t t e mpt t o r e so l ve i s s ues r e l a t i n g t o

t he u se o f ES I i n f o rma l l y wi th t he b u i l d i n g p r in c ip a l an d /o r t he s upe r in t en de n t be fo re

f i l i n g a f o r ma l co mp la in t wi t h t he b oa r d . On ce a n i n fo r ma l co mp la in t i s r e ce i ved , t he

a d min i s t r a to r ha nd l in g s uc h co mp la in t s ha l l i n ves t i ga t e s uc h ma t t e r , a s d ee med

a pp ro pr i a t e b y t h e admi n i s t r a to r . In t he eve n t t ha t t h e co mp la in t i s r e s o l ved i n f o r ma l l y ,

t he a d min i s t r a t o r mu s t p r o vi de a wr i t t e n r e por t o f t he i n f o r ma l r e so lu t i on t o t he

s up e r i n t e nde n t an d t h e pa r en t s a nd r e t a in a co p y o f t h e r epo r t a t t he s ch oo l . T he

s up e r i n t e nde n t wi l l sh a re t h e i n fo r ma l r e so lu t i on wi th t h e boa rd o f e du ca t i on an d p ro v i de

a c op y to t h e s t a t e de pa r t men t o f ed uca t io n .

I f t he i s su es a r e no t r e so l ve d i n f o r ma l l y w i th t he b u i l d in g p r i nc i pa l a nd /o r t he

s up e r i n t e nde n t , t he p a re n t s ma y s ub mi t a f o r ma l wr i t t e n co mp la in t t o t h e bo a r d o f

e du ca t i on b y p r o v id i n g a c op y o f t he co mp la in t t o t he c l e rk o f t h e bo a rd a nd th e

s up e r i n t e nde n t w i th in t h i r t y ( 30 ) da ys a f t e r t he p a re n t i s i n f o rme d o f t h e i nc i de n t .

Up on r e ce i p t o f a fo r ma l wr i t t e n c o mp la in t , t h e bo a rd p res i den t sha l l a s s i gn a n

i n ves t i ga t o r t o r e v i ew t he c o mpl a in t a nd r ep or t f i n d in gs t o t he b oa r d a s a who l e . S u ch

i n ves t i ga t o r ma y b e a bo a rd me mb e r , a s c ho o l a d mi n i s t r a to r s e l e c t e d b y t h e b oa rd , o r a

b oa rd a t t o rn e y . Su ch i n ves t i ga t o r sh a l l be i n fo r me d

o f t he o b l i ga t i on t o ma i n t a in c onf i de n t i a l i t y o f s t ud en t r e co r ds a nd s ha l l r e po r t


t he f i nd i n gs o f f ac t an d r eco mme n d e d co r r e c t i ve a c t i o n , i f an y , t o t h e b oa r d i n exe cu t i ve

s e s s io n .

An y s uc h i n ves t i ga t i o n mu s t be co mp le t ed wi th in t h i r t y ( 30 ) da ys o f r ec e ip t o f t h e

f o r ma l wr i t t en co mp la i n t b y t he b oa r d c l e r k an d s up e r i n t e nde n t . On o r b e fo r e t he 3 0 t h

d a y a f t e r r ece ip t o f t h e wr i t t en c o mpl a in t , t he bo a rd sh a l l ad op t wr i t t en f i n d i n gs o f f ac t

a nd , i f n ece s s a r y , a pp ro pr i a t e co r r ec t i ve a c t i o n . A co p y o f t he wr i t t en f i n d in gs o f f ac t

a nd a n y c o r r e c t i ve ac t i on a do p te d b y t h e bo a r d s ha l l on l y be p ro v i de d t o t he p a re n t s , t he

s ch oo l , an d t h e s t a t e d ep a r t me n t o f e du ca t i on a nd s ha l l be ma i l e d t o t h e pa ren t s an d t h e

s t a t e d ep a r t me n t w i th in 3 0 da ys o f t he boa rd ’ s r ece ip t o f t he fo r ma l c o mpl a in t .

I f d e s i r e d , a p a re n t ma y f i l e a c o mp la in t u nd e r t h e s t a t e b oa rd o f e du ca t i on

a d min i s t r a t i ve r e v i ew p r oce s s wi th in t h i r t y (3 0 ) da ys f r o m th e da t e a f i n a l de c i s i on i s

i s su ed p ur s ua n t t o t he l oca l d i s pu t e r e so lu t i o n p r oce s s .

Ap pr o ve d : 2 /8 /1 6 ; 9 / 12 / 16

K AS B Rec o mme n da t io n – 6 / 13 ; 12 / 13 ; 6 /15

Standards for the use of Emergency Safety Interventions

Emergency safety interventions law sets forth standards for the use of restraint and seclusion to ensure that all Kansas students and staff have a safe learning environment. The standards found in the emergency safety intervention statutes and regulations are required to be followed in all Kansas public school districts and accredited private schools.

An emergency safety intervention is the use of seclusion or physical restraint. The use of an emergency safety intervention shall cease as soon as the immediate danger of physical harm

and violent action ceases to exist.

Before using an emergency safety intervention, a school employee witnessing the student’s behavior must have determined that less restrictive alternatives to emergency safety interventions, such as positive behavior interventions support, were inappropriate or ineffective under the circumstances.

An emergency safety intervention shall be used only when a student presents a reasonable

and immediate danger of physical harm to such student or others with the present ability to effect such physical harm. Violent action that is destructive of property may necessitate the

use of an emergency safety intervention if there is a reasonable and immediate danger of physical harm. An emergency safety intervention may not be used for purposes of discipline,

punishment, or for the convenience of a school employee.

Physical restraint means bodily force used to substantially limit a student’s movement. Physical restraint is NOT:

Consensual, solicited or unintentional contact and contact to provide comfort, assistance or instruction;

physical escort; prescribed treatments for a student’s medical or psychiatric condition by a person

appropriately licensed to issue these treatments;

protective or stabilizing devices either ordered by an appropriately licensed professional or required by law;

any device used by a law enforcement officer in carrying out law enforcement duties; and

seatbelts and any other safety equipment when used to secure students during transportation.

Prohibited types of restraints:

Prone, or face-down, physical restraint;

supine, or face-up, physical restraint;

any physical restraint that obstructs the airway of a student;

any physical restraint that impacts a student’s primary mode of communication; chemical restraint (‘‘chemical restraint’’ means the use of medication to

control a student’s violent physical behavior or restrict a student’s freedom of movement.); and

mechanical restraint (‘‘mechanical restraint’’ means any device or object used to limit a student’s movement).

Seclusion means placement of a student in a location where:

The student is placed in an enclosed area by school personnel;

the student is purposefully isolated from adults and peers; and the student is prevented from leaving, or the student reasonably believes

that such student will be prevented from leaving, the enclosed area.

An emergency safety intervention may not be used with a student if the student is

known to have a medical condition that could put the student in mental or physical

danger as a result of the use of an emergency safety intervention unless not using an

emergency safety intervention would result in significant physical harm to the student

or others. The medical condition must be indicated in a written statement from the

student’s licensed health care provider, and a copy of which shall be provided to the

school and placed in the student’s file.

When a student is placed in seclusion, a school employee shall be able to see and

hear the student at all times.

If a seclusion room has a locking door it must be designed to ensure that the lock

automatically disengages when the school employee viewing the student walks away

from the seclusion room, or in cases of emergency, such as fire or severe weather.

A seclusion room must be a safe place. The room must have good ventilation and lighting, and be free of any condition that could be a danger to the student. The room must also be similar to other rooms where students frequent.

Seclusion is not time-out, which is a behavioral intervention in which a student is temporarily removed from a learning activity without being confined.

Local Dispute Resolution Guide for Parents

Emergency safety intervention incident

occurs; parent notified

You receive documentation and feel

emergency safety intervention was used

appropriately.

You feel the use of emergency safety intervention did not follow

the district's emergency safety intervention policy or emergency

safety intervention law.

You are strongly encouraged and invited to schedule a meeting, using the contact information in this document, to discuss the incident and how to

prevent future use of emergency safety

interventions.

If this is effective, the building administrator should provide written

documentation of the issues to the superintendent.

You may file a written complaint with your local board of education within 30 days of being informed of the use of

emergency safety intervention.

If the local board does not issue a written decision,

you may proceed to the state board administrative

review process.

Upon receiving a complaint, the local board will desginate

an individual to oversee an investigation, maintaining

confidentiality

The local board must mail the written findings of fact. a final decision, and any corrective

action within 30 days of receiving the complaint.

Upon receiving the local board's written decision, you

may determine that your concern was not resolved.

You may proceed to the state board administrative review

process.

Upon receiving the local board's written decision, you may determine the

findings are sufficient and consider your concern

resolved.

State Board Administrative Review Process Refer to K.A.R. 91-42-5 for complete information. The following provides a summary of the regulations regarding an administrative review initiated with the Kansas State Board of Education (State Board).

If a parent believes an emergency safety intervention was used in violation of K.S.A. 2016 Supp. 72‐89d01 through -89d09 or K.A.R. 91-42-1 through -7 and the parent filed a written complaint with their local board of education, then this parent may request an administrative review of the local board’s decision from the State Board.

o The request for administrative review must include the following information: Name of the student and contact information; Names and contact information for all involved parties (teachers, aides,

administrators, and district staff), to the extent known; A detailed statement of the reason for requesting an administrative

review; Any supporting facts and documentation; and A copy of the complaint filed with the local board, the local board’s final

decision (if issued). The written request for administrative review must be typed or legibly

written and signed by the parent. Relevant documents must be attached or, if unavailable, the documents

must be referenced in the request for administrative review. Written consent to disclose any personally identifiable information from

the student’s education records necessary to conduct an investigation

The request for administrative review must be filed with the Commissioner of Education within 30 days of the local board issuing its final decision OR within 60 days from the date the parent filed a complaint with the local board, if the local board did not issue a final decision. You may mail this request to the Kansas State Department of Education, Landon State Office Building, 900 SW Jackson Street, Office of General Counsel, Room 102, Topeka, Kansas 66612. KSDE has provided a form for you to use, if you wish, and you can find it on the Emergency Safety Interventions page of the KSDE website, www.ksde.org/Default.aspx?tabid=524.

A Hearing Officer will be designated by the State Board. The Hearing Officer must send a copy of the request for administrative review to the local board.

http://www.ksde.org/Default.aspx?tabid=524

The Hearing Officer will consider the local board’s final decision and may initiate an investigation that could include:

o A discussion with the parent, during which additional information may be gathered;

o Contact with the local board or other district staff to allow the local board to respond to the request with information supporting its final decision; and

o An on-site investigation by Kansas State Department of Education staff.

If new information is discovered that was not made available to both the parent and the local board during the dispute resolution process, the Hearing Officer may send the issue back to the local board.

o If sent back to the local board, the Hearing Officer’s case will be closed and the local board has 30 days to issue a written amended final decision.

o If the parent feels the local board’s amended final decision does not adequately address the issue, the parent may file a new request for administrative review with the commissioner by following the above process for requesting administrative review. This must be done within 30 days of the local board issuing its amended final decision. If the local board does not issue an amended final decision within 30 days, then the parent has 30 days from the date the Hearing Officer sent the issue back to the local board to file a request for administrative review with the commissioner.

Within 60 days of receiving the request for administrative review, the Hearing Officer will, in writing, inform the parents, school administrator, district superintendent, local board clerk, and the state board of the results of the review. This time frame may be extended for good cause upon approval of the commissioner.

The results of the administrative review will contain findings of fact, conclusions of law, and any suggested corrective actions. The Hearing Officer’s determination will include one of the following:

o The local board appropriately resolved the complaint. o The local board should re-evaluate the complaint with suggested findings of fact. o The Hearing Officer’s suggested corrective active is necessary to ensure that

local board policies meet legal requirements.

State Administrative Review Guide for Parents

You filed a complaint with the local board and you are not satisfied with the final decision about

the use of an emergency safety intervention (ESI).

File a request for administrative review with the Kansas State Board of Education. You must do this within 30 days of the local board's final decision or, if the local board failed to issue a final decision, within 60 days of the date you

filed a complaint with the local board.

The Kansas State Board of Education will designate a Hearing Officer to conduct a review

of the local board's final decision.

Investigation results will be provided to the parents, school administrator, district

superintendent, local board, and state board within 60 days of the commissioner's receipt of

the request for administrative review.

A request for an administrative review may include, but is not limited to, the

following allegations:

An emergency safety intervention was used with your child when your child did not present a reasonable and immediate danger of physical harm to themselves or others with the present ability to effect such physical harm.

The district used a form of banned restraint including prone, supine, physical restraint that obstructs the airway of your child, physical restraint that impacts your child’s primary mode of communication, chemical or mechanical restraint that does not meet an exception.

Less restrictive alternatives to emergency safety intervention were not deemed inappropriate or ineffective before emergency safety intervention was used.

The use of emergency safety intervention with your child did not stop as soon as the immediate danger of physical harm stopped.

emergency safety intervention was used with your child for discipline, punishment, or convenience.

Emergency safety intervention was used with your child and you have provided school staff with documentation from your child’s licensed health care provider that seclusion could put your child in mental or physical danger.

Seclusion was used with your child and school staff could not see and hear your child at all times.

Your child was put in a seclusion room with a locking door that does not automatically disengage when school staff walk away or in an emergency.

Your child was put in a seclusion room that was unsafe, not well-ventilated, or not sufficiently lighted.

Written request must include:

Name and contact information of student that emergency safety intervention was used with

Name and contact information for all people involved

Statement describing the basis for the review with all supporting facts and documentation

The local board’s final decision, if one was issued

Type or legibly write the complaint and sign it

Written consent to disclose any personally identifiable information

You may use the form on the KSDE website, www.ksde.org/Default.aspx?tabid=524.

The Hearing Officer may initiate a separate investigation that may include:

A discussion with the parent;

Contacting the local board or other staff involved; and

An on-site investigation.

If the Hearing Officer finds new information, they may send the issue back to the local board. If you are not satisfied with the local board’s amended decision the right to request administrative review begins again.

Mail this request to the Emergency Safety Intervention Administrative Review Request,

Kansas State Department of Education, Office of General

Counsel, 900 SW Jackson Street, Room 102, Topeka, Kansas

66612



State and Community Resources

General Emergency Safety Intervention Information: www.ksdetasn.org www.ksde.org/Default.aspx?tabid=524 Emergency Safety Intervention Questions: Laura Jurgensen Kansas State Department of Education [email protected] 785-296-5522 Parent Training and Information Center: Families Together http://familiestogetherinc.org/ 888-815-6364 Protection and Advocacy System: Disability Rights Center of Kansas http://www.drckansas.org/ 877-776-1541 or 785-273-9661

http://www.ksdetasn.org/


mailto:[email protected]

http://familiestogetherinc.org/

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