Office for Exceptional Children

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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EmailPBIS: [email protected]

Restraint and Seclusion: [email protected]

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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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