office for exceptional children
TRANSCRIPT
Office for Exceptional Children
September 17, 2021
Agenda• Welcome• Office for Exceptional Children Updates
–Positive behavior intervention supports and the use of restraint and seclusion
–Updates from the Office for Exceptional Children–Coming attractions for the 2021-22 school year
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Ohio Administrative Code 3301-35-15
Standards for the Implementation of Positive Behavior Intervention Supports and the Use of
Restraint and Seclusion
Standards for Kindergarten through Twelfth Grade
History
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Purpose of the Rule
• Safe and supportive schools• Consistent statewide policies and
procedures• Reduce the need for emergency
physical restraint and seclusion
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Components of the Rule
Positive Behavior Intervention and Supports (PBIS)
Emergency Use of Physical
Restraint and Seclusion
Added Definition
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Positive Behavior
Intervention and Supports
leadership team – may include – but not limited to:
School administrators
Teacher representatives
Staff to provide behavioral expertise
Review DefinitionStudent Personnel:
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• Teacher• Principal• Counselor• Social Worker• School Resource Officer• Teacher’s Aide
• Psychologist• Bus Driver• Related Services Providers• Nurses • District staff who interact
with students
PBIS Framework
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Each school district will implement positive behavior intervention and supports on a system-wide basis
Requirements for PBIS
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• Data-based decision making
• Evidence-based practices
• Systems• Progress monitoring
Decision-making framework with integrated elements:
Standards for PBIS
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• Student personnel receive professional development• Explicit instruction of schoolwide behavior expectations• Consistent systems of acknowledging and correcting
behavior • Teaching environments designed to eliminate triggers• Family and community involvement
Requirements for Professional Development
Provided by building or district PBIS
Leadership Team
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1 2 3In accordance with
district PBIS training plan
Occurs at least every three years
PD Topics
• Overview of PBIS• Behavioral expectations• Data collection• Implementation with fidelity• Systems of feedback for acknowledgment• Consist discipline practices
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Components of the Rule
Emergency Use of Restraint and
Seclusion
Definitions
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Physical Restraint
Contact that immobilizes or
reduces the ability to move arms, legs
body or head freely.
Seclusion
Involuntary isolation in a room
or space from which the student is prevented from
leaving.
General Rules and Prohibited Practices
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Restraint and seclusion may only be used
as a last resort.
If behavior poses immediate risk of harm.
No other safe or effective intervention is available.
Training for Crisis
Management and De-escalation Techniques
Basic font sizes
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Crisis management
Documentation and communication
Safe use of restraint and seclusion
Accommodation for age and body size
Measures to prevent restraint and seclusion
Training for Crisis
Management and De-escalation Techniques
Basic font sizes
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Debriefing practices
Face-to-face training
Simulated experience
Demonstration of proficiency
Monitoring signs of distress
Professional Development and Review for Student Personnel
• Professional development to perform the following functions: Identify factors that contribute to behavior Use preventative assessments
• Annually review the content of this rule and any local policies or procedures related to the rule.
Local Reporting
Any incident shall be: Immediately reported to the
building administration and the parent; and
Documented in a written report issued to the parent within 24 hours.
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State ReportingEach school district will annually report information about the use of restraint and seclusion to the Department.
A school district must work with Educational Service Centers and county Board of Developmental Disabilities to determine which entity reports to the Department.
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Multiple IncidentsAfter the third incident, a team will meet within 10 school days to discuss the need to conduct, review or amend a functional behavior assessment (FBA) or behavior intervention plan (BIP).
Student on IEP or 504 PlanThe team is the Individualized Education Program (IEP) or 504 Plan team including the
parent.
Student in General Education The team is the parent,
administrator, teacher of the student, a staff member involved in the incident.
Concerns and Complaints: Local Level
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Contact the teacher, counselor, school administrator or district special education director.
Parents of a child with a disability can call an Individualized Education Program (IEP) meeting.
File a written complaint with the district superintendent.
District Complaint Process
Written procedures for parents to initiative
an investigation
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1 2 3Additional options for complaints to other
public agencies
Annual notice informing parents of
the policies
Each district will have
Complaint Process State Level
A parent may file a complaint with the Department for
• Training and professional development for crisis-management and de-escalation
• Policies and procedures about restraint and seclusion• Monitoring and reporting• Multiple incidents without required intervention
Resourceswww.education.ohio.govSearch Keyword: PBIS• PBIS Professional Development
Requirements and Guidance
Search Keyword: Restraint• Model Policy for PBIS and Restraint and
Seclusion• What Parents Need to Know • Crisis Prevention and De-escalation
Training Requirements• Model Debriefing Form • Complaint Process
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Updates and Coming Attractions• Department and Office Updates• Rules• Indicators• State Systemic Improvement Plan• OCALICONLINE
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Department• Paolo Demaria
• John Richard
• Stephanie Siddens
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Office for Exceptional ChildrenJo Hannah Ward
Director
Monica Drvota Associate Director
Heidi KleinmanDispute
Resolution
Andrea FaulknerUrban Support Team
Supports and Monitoring
Joseph PetrarcaAssociate Director
Kara WaldronData Team
Sarah BuoniDiverse
Learners
Maria LohrGifted
Sarah JamesResource
Management
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Rules
Indicators• Broad stakeholder input• State Advisory Panel for Exceptional Children• OASPA’s role: 10.5.2021, 8:30-12:[email protected]
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• Indicator 6 Preschool Educational Environments• Indicator 7 Preschool Outcomes• Indicator 12 Early Childhood Transition from Part C to Part B
Are young children with disabilities entering kindergarten
ready to learn?
• Indicator 3 Assessment Participation & Performance• Alternate Assessment Participation• Indicator 4 Suspension/Expulsion• Indicator 5 School-age Educational Environments
Are children with disabilities achieving at high levels?
• Indicator 1 Graduation• Federal Graduation Rate• Indicator 2 Dropout• Indicator 13 Secondary Transition• Indicator 14 Postsecondary Outcomes
Are youth with disabilities prepared for life, work and postsecondary education?
• Indicator 8 Facilitated Parent Involvement• Indicator 11 Initial Evaluation Timelines• Indicator 15 Timely Correction of Noncompliance Findings• Indicator 20 Timely and Accurate Data
Does the district implement IDEA to improve services and results for children with disabilities?
• Disproportionality: Identification for Special Education (Indicators 9 & 10)• Disproportionality: Placement of Students with Disabilities• Disproportionality: Discipline of Students with Disabilities
Are children receiving equitable services and supports?
Number of Districts Receiving Ratings
RatingNumber of Districts
Overall Rating
2020 2021*Meets Requirements 640 886
Needs Assistance 292 98
Needs Intervention 95 0
Needs Substantial Intervention 0 0*Preliminary counts; subject to change after appeals period
62%
28%
9%0%
90%
10%0% 0%
MeetsRequirements
Needs Assistance Needs Intervention Needs SubstantialIntervention
2020 2021*
Percentage of Districts Receiving Ratings
*Preliminary counts; subject to change after appeals period
Ohio’s 2021 Determination• Ohio maintained its 100%
score on compliance indicators for the 5th
straight year
• Ohio’s dropout rate and graduation rate for students with disabilities received scores of zero
Needs Assistance
How does Ohio
compare to other
states?38%
62%
00%
20%
40%
60%
80%
100%
MeetsRequirements
(23)
NeedsAssistance (37)
NeedsIntervention
(0)
Ohio’s 2021 Special Education Determination
Needs Assistance, Year 2
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Class of 2019
Ohio’s 2021 Special Education Determination
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State Systemic Improvement
Plan• Post Secondary experiences• Aligned partnerships• Early warning systems – use of
data!• Higher education, State Dept.
of Ed, Regional supports, – District, Building and
teacher-based capacity and utilization
Key Activities
• Early Warning System in Ohio District Data Exchange
• Early Warning Intervention and Monitoring System aligned to Ohio Improvement Process
• Adolescent literacy and mathematics instruction
• Evidence-based predictors and practices for improving post-school outcomes of students with disabilities
• Currently mandated policies 41
Proposed TimelineFall 2022 2023 2024 2025 June 2026
Cohort 18 schools8 SSTs Cohort 28 schools8 SSTs Cohort 1 SSTs 8 new schoolsCohort 2 SSTs 8 new schools
ODE, SST and ESCs offer universal and targeted PD & TA on how to use early warning data and other project topics
Alignment
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• Set expectations for schools and districts to increase the number and percent of students with disabilities who achieve standard diplomas
Each Child Means Each Child
• Objective 6 Postsecondary Transition• 11 Districts will participate in a pilot of
the Early Warning System (Statewide Longitudinal Data System Grant Outcome 3)
11 District Plan
Other Upcoming
and Exciting News
• Guiding Coalition
• Gifted/Gifted Advisory Council
• Back to School Resources
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OCALICONLINE• November 16-19th, 2021
• Virtualhttps://conference.ocali.org/register
• Six Shifts to Improve Special Education and Other Interventions: Nate Levenson
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@OHEducation
Share your learning community with us!
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#MyOhioClassroom
Celebrate educators!#OhioLovesTeachers