ESI Prevention: Focusing on Your Data

1. ESI Prevention:Focusing on Your Data Collecting and Analyzing ESI data to Guide Decision Making

2. Training Topics • Emergency Safety Intervention Data Collection and Reporting Requirements • Data Analysis Procedures and Examples for Districts • Seclusion • Restraint • Data and charts—examples for Buildings • Data Analysis at the Individual Student Level

3. DECISION MAKINGLet the data guide you… • How do you collect ESI data? • How do you report ESI data? • How do you analyze ESI data? • How do you use your ESI data to let you know what is needed for professional development? • How do you use your ESI and other data to inform you about systems changes needed?

4. Collecting the Data • Written documentation of an emergency safety intervention incident must include: • the events leading up to the incident • student behaviors necessitating the emergency safety intervention • steps taken to transition the student back into the educational setting • the date and time the incident occurred • the type of emergency safety intervention used • the duration of the emergency safety intervention • the school personnel who used or supervised the emergency safety intervention

5. ESI Documentation Form

6. ESI Documentation Form

7. ESI Documentation Requirements All documentation shall be provided to the building principal, who shall be responsible for providing copies of such documentation to the superintendent on at least a biannual basis. At least once per school year, each building principal shall review the documentation of ESI incidents with appropriate staff members to consider the appropriateness of the use of ESI in those instances.

8. Data Collection and Review of All Instances of ESI • Districts shall establish a procedure for the collection, maintenance, and periodic review of the use of ESI at each school. • Districts shall develop a system to collect and maintain documentation for each use of an ESI.

9. Recording and Reporting the Data

10. Beyond the Requirements:Analyzing ESI Data • Under what conditions was ESI used? What specific procedure was implemented? • How long was the ESI used? • Who was involved in the situation? • What happened after ESI was terminated? • How was debriefing conducted (e.g., by whom, when, where) and what were the outcomes? • What preventive strategies were/could be put in place?

11. Questions to Help Analyze Building and District Data about Seclusion • How many total incidents of seclusion occurred? • For the district example, 32 total incidents • With how many students has seclusion been used? • For the district example, 14 students • What percentage of your total enrollment is this? • For the district example, there are a total of 1300 students enrolled, so this would be about 1% of all students • What are the demographic characteristics of the students with whom seclusion has been used? • See the charts on the following slides.

12. Example Ethnicity Data for Seclusion

13. Example Type of Student Plan Data for Seclusion

14. Questions to Help Analyze Building and District Data about Seclusion • With how many students has seclusion been used more than once? • 12 of the 14 students had repeat incidents of seclusion • Only 2 of the 14 students had a single incident of seclusion • When does seclusion occur most often? • Month • September: 13 incidents • October: 6 incidents • November: 5 incidents • December: 8 incidents before close of reporting period • Day • Time • 8 am to 11 am: 6 incidents • 11 am to 1 pm: 13 incidents • 1 pm to 3:30 pm: 6 incidents

15. Questions to Help Analyze Building and District Data about Seclusion • Where does seclusion occur most often? • For the district example: • Resource room 10/32 incidents • Lunch room 9/32 incidents • Classroom 5/32 incidents • Hallway 4/32 incidents • Music room 2/32 incidents • Bus 1/32 incidents

16. Location of Incidents of Seclusion

17. Questions to Help Analyze Building and District Data about Restraint • How many total incidents of restraint occurred? • For district example, 21 total incidents • With how many students has restraint been used? • For district example, 12 students • What percentage of your total enrollment is this? • For district example, 1300 total enrollment, 0.9% of students • What are the demographic characteristics of the students with whom restraint has been used? • See the charts on the following slides.

18. Ethnicity for Example Restraint Data

19. Type of Student Plan for Example Restraint Data

20. Questions to Help Analyze Building and District Data about Restraint • With how many students has restraint been used more than once? • 12 students were involved in restraint • 5 of the 12 students had repeat incidents of restraint • 7 of the 12 students had a single incident of restraint • When does restraint occur most often? • Month • September: 9 incidents • October: 4 incidents • November: 5 incidents • December: 3 incidents • Day • Time • 8 am to 11 am: 6 incidents • 11 am to 1 pm: 13 incidents • 1 pm to 3:30 pm: 6 incidents

21. Questions to Help Analyze Building and District Data about Restraint • Where does restraint occur most often? • For the district example: • Resource room 11/21 incidents • Classroom 5/21 incidents • Hallway 3/21 incidents • Music room 1/21 incidents • Lunch room 1/21 incidents

22. Location of Incidents of Restraint

23. Analyze Your Seclusion Data • What is the average length of time an incident of seclusion lasted? • For the example district, the median length of time was for an incident of seclusion was 18 minutes across all grade levels. • What was the range for seclusion? • For the example district, the range for seclusion was 3 to 42 minutes across all grade levels.

24. Analyze Your Seclusion Data • Which staff members are most often involved with seclusion? • For the example district: • general education teacher: 9/32 incidents • special education teacher: 16/32 incidents • special education para: 14/32 incidents • administrator: 5/32 incidents • other : 2/32 incidents (specials teacher) 1/32 incidents (bus driver) 3/32 incidents (lunch room supervisor)

25. Staff Members Participating in Incidents of Seclusion

26. Analyze Your Restraint Data • What is the average length of time an incident of restraint lasted? • For the example district, the median length of time for seclusion was 4.5 minutes across all grade levels. • What was the range for restraint? • For the example district, the range for restraint was 1 to 11 minutes across all grade levels.

27. Analyze Your Restraint Data • Which staff members are most often involved with restraint? • For the example district: • general education teacher: 5/21 incidents • special education teacher: 14/21 incidents • special education para: 11/21 incidents • administrator: 3/21 incidents • other: 2/21 incidents (specials teacher)

28. Staff Members Participating in Incidents of Restraint

29. Analyze Your Own District Data–Summary • Do an analysis across buildings of • who, what patterns, where, when, how many, how long, etc. • demographic characteristics • debriefing practices • antecedent and consequent conditions • preventive strategies • needed professional development • If there is a difference between the data you want and the data you have, what will you do?

30. Analyzing Building Data You do want to analyze building data by looking at the same issues as for district data. Building data lets you begin to transition from analyzing group data to focusing on the individual student.

31. Building DataNumber of Seclusion Incidents by Student

32. Building DataNumber of Seclusion Incidents by Staff

33. Building DataAverage Minutes per Seclusion by Student

34. Analyzing Data at the Individual Student Level – What to do? ESI usage can be an indication of an individual student or adult crisis. It can also indicate a crisis within a behavioral, educational, or organizational system. When we see ESI being used with any degree of regularity or frequency with one student, we need to understand why that is occurring. The data need to help us answer that question. If they do not, we may not be collecting the correct data or we may need to seek additional technical assistance.

35. Example of Individual StudentESI Data

36. Example of Individual StudentESI Data

37. Example of Individual StudentESI Data

38. Questions the data need to address: Who Who was the student?  Who was the supervising adult in whose presence the behavior leading to the ESI occurred? Who were the individuals that carried out the practice ESI?

39. Questions the data need to address: What What happened that led up to the need for an ESI? What strategies were supposed to be in place that were intended to minimize ESI occurrence? Were these strategies followed as indicated?

40. Questions the data need to address: Where Where did the ESI occur? (time may not identify this in instances of block scheduling, unscheduled bathroom breaks, trips to the office, etc.) – This should identify a specific place (e.g., homeroom, hallway, band room, principal’s office, etc.)

41. Questions the data need to address: When When did the incident start? Some times this is as simple as the actual time on the clock. Other times, the actual ESI may have occurred in a chain of events (e.g., first being sent out of the class, second being sent to a buddy room, third the actual ESI). In instances where there is a pattern leading up to an ESI, it may be necessary to collect more than simply the actual ESI start time.

42. Questions the data need to address: How How will these data be represented in a way that allows for broader pictures of what is occurring to become apparent? The data need to be able to be graphed in such a way that one can graph according to the previous ‘W’ categories. How often (and by who) will these data be reviewed to influence professional development decisions?

43. How does your district collect Individual Student data? Look at Emergency Safety Intervention information for Individual students Look at other behavior data for those students, like daily point sheets, office discipline referrals, etc. Graph your data For each student, think about the function of the behavior that led to the need for an ESI Use your data analysis to improve student behavior support plans

44. Contact Information • The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 SW Jackson, Suite 102, Topeka, KS 66612, (785) 296-3201 • Laura Jurgensen at KSDE ljurgensen@ksde.org 785-296-5522 • This and other resources can be found on the KSDE TASN website, at www.ksdetasn.org