Civil Rights Civil Rights TrainingTraining

Dover Sherborn Public Dover Sherborn Public Schools Schools

2010-20112010-2011

Why provide online training?Why provide online training?

Annual training is mandated by Department Annual training is mandated by Department of Elementary and Secondary Education of Elementary and Secondary Education (DESE)(DESE)

All employees are required to participateAll employees are required to participate This training protects individuals and the This training protects individuals and the

system and ensures that all employees know system and ensures that all employees know their rights and responsibilitiestheir rights and responsibilities

What is non-discrimination?What is non-discrimination?

The Dover Sherborn Public Schools are The Dover Sherborn Public Schools are committed to ensuring that all programs and committed to ensuring that all programs and facilities are accessible to all.facilities are accessible to all.

We actively seek to prevent discrimination or We actively seek to prevent discrimination or harassment on the basis of age, color, harassment on the basis of age, color, disability, national origin, religion, race, disability, national origin, religion, race, sexual orientation, homelessness, and any sexual orientation, homelessness, and any other protected class.other protected class.

Federal Law: Title VIFederal Law: Title VI Protects against discrimination based on race, Protects against discrimination based on race,

color, and national origincolor, and national origin Applies to students, parents, and employeesApplies to students, parents, and employees Prohibits discrimination in students’ class Prohibits discrimination in students’ class

assignments or ability tracking and protects assignments or ability tracking and protects English Language Learner (ELL) studentsEnglish Language Learner (ELL) students

Building Principals handle inquiries regarding Building Principals handle inquiries regarding non-discrimination policiesnon-discrimination policies

Federal Law: Title IXFederal Law: Title IX

Prohibits discrimination or harassment related to Prohibits discrimination or harassment related to gender, including sexual harassmentgender, including sexual harassment

Refer to the system’s sexual harassment policy for Refer to the system’s sexual harassment policy for specifics regarding steps taken to investigate (Policy specifics regarding steps taken to investigate (Policy ACAB) allegations of harassmentACAB) allegations of harassment

Refer all Title IX issues to your building Refer all Title IX issues to your building principal/headmaster or to the Superintendent of principal/headmaster or to the Superintendent of SchoolsSchools

Title IX: Understanding Sexual HarassmentTitle IX: Understanding Sexual Harassment

Sexual harassment creates a hostile environment due Sexual harassment creates a hostile environment due to inappropriate speech, materials, or actionsto inappropriate speech, materials, or actions

Sexual harassment is a form of sex discrimination and Sexual harassment is a form of sex discrimination and includes unwelcome sexual advances, requests for includes unwelcome sexual advances, requests for sexual favors, or other conduct, physical or verbal, of sexual favors, or other conduct, physical or verbal, of a sexual naturea sexual nature

Sexual harassment interferes with school or work Sexual harassment interferes with school or work performance and creates an intimidating or offensive performance and creates an intimidating or offensive environmentenvironment

Title IX: Understanding Sexual HarassmentTitle IX: Understanding Sexual Harassment

Examples of prohibited activities that might Examples of prohibited activities that might create a hostile work/learning environment create a hostile work/learning environment might include:might include: vulgar or explicit sexually related epithets, abusive vulgar or explicit sexually related epithets, abusive

languagelanguage sexually explicit behavior or indecent exposure by sexually explicit behavior or indecent exposure by

students or employeesstudents or employees graffiti, posters, or calendarsgraffiti, posters, or calendars

Bullying (M.G.L. c. 71, § Bullying (M.G.L. c. 71, § 37O )37O )

In response to the requirements of the new bullying In response to the requirements of the new bullying prevention and intervention law, M.G.L. c. 71, § 37O , all prevention and intervention law, M.G.L. c. 71, § 37O , all school districts, charter schools, non-public schools, approved school districts, charter schools, non-public schools, approved private special education day or residential schools, and private special education day or residential schools, and collaborative schools to develop and adopt a bullying collaborative schools to develop and adopt a bullying prevention and intervention plan.prevention and intervention plan.

School districts, charter schools, approved private special School districts, charter schools, approved private special education day and residential schools, and collaborative education day and residential schools, and collaborative schools must submit a copy of their bullying prevention and schools must submit a copy of their bullying prevention and intervention plan to the Department by December 31, 2010. intervention plan to the Department by December 31, 2010.

Part of the new legislation requires all personnel working with Part of the new legislation requires all personnel working with school-age children to receive professional development-school-age children to receive professional development-training on bullying. The Dover Sherborn Public Schools plans training on bullying. The Dover Sherborn Public Schools plans to offer in-service on bullying on November 29to offer in-service on bullying on November 29thth, our full PD , our full PD day.day.

In the interim, please visit In the interim, please visit http://www.doe.mass.edu/ssce/bullying/http://www.doe.mass.edu/ssce/bullying/ or consult with an or consult with an administrator should you be the victim of bullying or suspect administrator should you be the victim of bullying or suspect that a student is the victim of bullying.that a student is the victim of bullying.

Reporting RequirementsReporting Requirements

Any employee or student who believes he/she has Any employee or student who believes he/she has been the victim of harassment or discrimination been the victim of harassment or discrimination should report it to a building administrator, should report it to a building administrator, counselor, or a teachercounselor, or a teacher

Active investigations will result from the report, as Active investigations will result from the report, as applicable and may result in sanctions up to applicable and may result in sanctions up to termination or expulsiontermination or expulsion

If the conduct violates the law, appropriate If the conduct violates the law, appropriate authorities will be notifiedauthorities will be notified

Federal Law: Section 504Federal Law: Section 504

Requires that no qualified disabled person shall be Requires that no qualified disabled person shall be discriminated against or be excluded from discriminated against or be excluded from participation in an activityparticipation in an activity

A disability is a mental or physical impairment that A disability is a mental or physical impairment that limits a person’s major life activity (self-care, limits a person’s major life activity (self-care, walking, seeing, learning, breathing, speaking, walking, seeing, learning, breathing, speaking, working)working)

Reasonable accommodations/modifications must Reasonable accommodations/modifications must be made to provide access to programs and/or be made to provide access to programs and/or facilitiesfacilities

Federal Law: Section 504Federal Law: Section 504

No discrimination against a person with a No discrimination against a person with a disability will be permitted in any of the disability will be permitted in any of the programs of the Dover Sherborn Public programs of the Dover Sherborn Public Schools.Schools.

Questions about eligibility and Questions about eligibility and enforcement should be directed to the enforcement should be directed to the building-based 504 coordinator.building-based 504 coordinator.

Federal Law: Title II Federal Law: Title II (American Disabilities Act)(American Disabilities Act)

Prohibits discrimination against:Prohibits discrimination against: access to programs and facilitiesaccess to programs and facilities free appropriate public education for free appropriate public education for

elementary and secondary studentselementary and secondary students employmentemployment

Applies to special education services, Applies to special education services, evaluations, and IEPs, as well as, student evaluations, and IEPs, as well as, student disciplinediscipline

Tips for Addressing Tips for Addressing Harassment/DiscriminationHarassment/Discrimination

Enlist parents/guardians, students, and Enlist parents/guardians, students, and community groups in the effortcommunity groups in the effort

Monitor the school climateMonitor the school climate Foster respect and appreciation for Foster respect and appreciation for

diversitydiversity Be sensitive to religious holidaysBe sensitive to religious holidays

More Tips for Addressing More Tips for Addressing Harassment/DiscriminationHarassment/Discrimination

Implement measures to address harassment Implement measures to address harassment immediately and effectivelyimmediately and effectively

Collaborate with law enforcementCollaborate with law enforcement Review crisis intervention plansReview crisis intervention plans Document and report all harassment Document and report all harassment

incidentsincidents

Care and Protection of Children Under 18 Care and Protection of Children Under 18 (51A Report)(51A Report)

School personnel are mandated reporters legally School personnel are mandated reporters legally obligated to contact the Massachusetts obligated to contact the Massachusetts Department of Children and Families (DCF)Department of Children and Families (DCF)

If school personnel have reasonable cause to If school personnel have reasonable cause to suspect physical or emotional abuse or suspect physical or emotional abuse or substantial risk of harm/neglect they must substantial risk of harm/neglect they must follow DCF 51A reporting requirementsfollow DCF 51A reporting requirements

Please consult with school Please consult with school principals/headmasters, school nurses, or the principals/headmasters, school nurses, or the Assistant Superintendent for assistance if abuse Assistant Superintendent for assistance if abuse or neglect is suspectedor neglect is suspected

Overview of Physical Overview of Physical Restraint Guidelines and Restraint Guidelines and

Crisis Prevention and Crisis Prevention and InterventionIntervention

Crisis Prevention and InterventionCrisis Prevention and Intervention The purpose of 603 CMR 46.00: (Physical Restraint The purpose of 603 CMR 46.00: (Physical Restraint

Regulations) is to ensure that every student Regulations) is to ensure that every student participating in a Massachusetts public education participating in a Massachusetts public education program is free from the unreasonable use of physical program is free from the unreasonable use of physical restraintrestraint

Physical restraint shall be used only in emergency Physical restraint shall be used only in emergency situations, after other less intrusive alternatives have situations, after other less intrusive alternatives have failed or been deemed inappropriate, and with failed or been deemed inappropriate, and with extreme cautionextreme caution

Two goals when utilizing physical restraint:Two goals when utilizing physical restraint:

To administer a physical restraint only when To administer a physical restraint only when needed to protect a student and/or a member of needed to protect a student and/or a member of the school community from imminent, serious, the school community from imminent, serious, physical harm; andphysical harm; and

To prevent or minimize any harm to the student To prevent or minimize any harm to the student as a result of the use of physical restraintas a result of the use of physical restraint

Applies to school events and activitiesApplies to school events and activities

sponsored by public education programssponsored by public education programs

Explanation of TermsExplanation of Terms

Physical restraint: The use of bodily force to limit Physical restraint: The use of bodily force to limit a student's freedom of movementa student's freedom of movement

Physical escort: Touching or holding a student Physical escort: Touching or holding a student without the use of force for the purpose of without the use of force for the purpose of directing the studentdirecting the student

Extended restraint: A physical restraint the Extended restraint: A physical restraint the duration of which is more than twenty (20) duration of which is more than twenty (20) minutes. Extended restraints increase the risk of minutes. Extended restraints increase the risk of injury and, therefore, require additional written injury and, therefore, require additional written documentationdocumentation

Mechanical Restraint: The use of a physical Mechanical Restraint: The use of a physical device to restrict the movement of a student device to restrict the movement of a student or the movement or normal function of a or the movement or normal function of a portion of his or her bodyportion of his or her body

Seclusion Restraint: Physically confining a Seclusion Restraint: Physically confining a student alone in a room or limited space student alone in a room or limited space without access to school staff without access to school staff

Non-Seclusion Restraint: Staff member Non-Seclusion Restraint: Staff member remains accessible to the studentremains accessible to the student

Chemical restraint: The administration of Chemical restraint: The administration of medication for the purpose of restraintmedication for the purpose of restraint

Explanation of Terms (continued)Explanation of Terms (continued)

The use of chemical or mechanical restraint is The use of chemical or mechanical restraint is prohibited unless explicitly authorized by a prohibited unless explicitly authorized by a physician and approved in writing by the physician and approved in writing by the parent/guardian parent/guardian

*The use of seclusion restraint is prohibited in *The use of seclusion restraint is prohibited in public education programspublic education programs

When Physical Restraint May Be UsedWhen Physical Restraint May Be Used

When non-physical interventions would not be When non-physical interventions would not be effective; andeffective; and

The student's behavior poses a threat of imminent, The student's behavior poses a threat of imminent, serious, physical harm to self and/or othersserious, physical harm to self and/or others

When the restraint is pursuant to a student’s IEP or When the restraint is pursuant to a student’s IEP or written plan developed in accordance with state and written plan developed in accordance with state and federal law and approved by the school and federal law and approved by the school and parent(s)/guardian(s)parent(s)/guardian(s)

When the restraint is limited to the use of such When the restraint is limited to the use of such reasonable force as is necessary to protect a student or reasonable force as is necessary to protect a student or another member of the school community from assault another member of the school community from assault or imminent, serious, physical harmor imminent, serious, physical harm

When Physical Restraint When Physical Restraint May NotMay Not Be Used Be Used

Physical restraint is prohibited in the following Physical restraint is prohibited in the following circumstances:circumstances:

As a means of punishmentAs a means of punishment As a response to property destructionAs a response to property destruction Disruption of school order or a school assemblyDisruption of school order or a school assembly Student's refusal to comply with a school rule or staff Student's refusal to comply with a school rule or staff

directivedirective Verbal threats that do not constitute a threat of Verbal threats that do not constitute a threat of

imminent, serious, physical harmimminent, serious, physical harm

Proper Administration of Proper Administration of Physical RestraintPhysical Restraint

Trained personnel should administer physical Trained personnel should administer physical restraintrestraint

Training requirements contained in 603 CMR Training requirements contained in 603 CMR 46.00 shall not preclude a teacher, employee, or 46.00 shall not preclude a teacher, employee, or agent of a public education program from using agent of a public education program from using reasonable force to protect students, other persons reasonable force to protect students, other persons or themselves from assault or imminent, serious, or themselves from assault or imminent, serious, physical harmphysical harm

The physical restraint shall be witnessed by The physical restraint shall be witnessed by another adult who does not participate in the another adult who does not participate in the restraint, whenever possiblerestraint, whenever possible

Use only the amount of force necessary to protect Use only the amount of force necessary to protect the student or others from physical injurythe student or others from physical injury

Use the safest method available and appropriate to Use the safest method available and appropriate to the situationthe situation

Discontinue a restraint as soon as possible. Over Discontinue a restraint as soon as possible. Over twenty (20) minutes is considered an "extended twenty (20) minutes is considered an "extended restraint”restraint”

Floor or prone restraints shall be prohibitedFloor or prone restraints shall be prohibited unless unless the staff member administering the restraint has the staff member administering the restraint has received in-depth trainingreceived in-depth training

Safety RequirementsSafety Requirements

Restraint should not prevent the student from Restraint should not prevent the student from breathing or speaking breathing or speaking

Continuously monitor the physical status of the Continuously monitor the physical status of the student such as skin color and respirationstudent such as skin color and respiration

Release hold immediately if there are any signs Release hold immediately if there are any signs of physiological distress of physiological distress

Release hold when the student is no longer at Release hold when the student is no longer at risk of causing imminent physical harm to him risk of causing imminent physical harm to him or herself or othersor herself or others

Special CircumstancesSpecial Circumstances

Be aware of any medical or psychological Be aware of any medical or psychological limitations, as well as behavior intervention limitations, as well as behavior intervention plans for individual students, including plans for individual students, including students with disabilities students with disabilities

For students who require frequent restraint For students who require frequent restraint due to a high risk of frequent, dangerous due to a high risk of frequent, dangerous behaviors, school staff may seek and obtain behaviors, school staff may seek and obtain the parent or guardian’s consent to waive the parent or guardian’s consent to waive reporting requirements unless the restraint reporting requirements unless the restraint results in injury or constitutes an extended results in injury or constitutes an extended restraintrestraint

Follow-up ProceduresFollow-up Procedures

Review the incident with the student in order to Review the incident with the student in order to address the behavior that precipitated the restraint address the behavior that precipitated the restraint and to teach appropriate replacement techniquesand to teach appropriate replacement techniques

Review the incident with the staff to discuss Review the incident with the staff to discuss restraint procedures and any changes necessary for restraint procedures and any changes necessary for future crisis intervention future crisis intervention

Discuss if any follow-up is appropriate for Discuss if any follow-up is appropriate for students who witnessed the incidentstudents who witnessed the incident

Reporting RequirementsReporting Requirements

Physical restraint that results in any injury to a Physical restraint that results in any injury to a student or staff memberstudent or staff member

Physical restraint of a duration longer than five Physical restraint of a duration longer than five minutesminutes

Utilize the Restraint Report Form available from Utilize the Restraint Report Form available from your principal/headmaster or the central officeyour principal/headmaster or the central office

Informing School AdministrationInforming School Administration

Verbally inform the designated administrator of Verbally inform the designated administrator of the restraint as soon as possible, and provide a the restraint as soon as possible, and provide a written report by the next school working daywritten report by the next school working day

The administrator must maintain an ongoing The administrator must maintain an ongoing record of all reported instances of physical record of all reported instances of physical restraintrestraint

Informing Parents/GuardiansInforming Parents/Guardians

Verbally inform the student's parents/guardians of Verbally inform the student's parents/guardians of the restraint as soon as possiblethe restraint as soon as possible

Provide a written report postmarked no later than Provide a written report postmarked no later than three school working days following the use of three school working days following the use of restraintrestraint

Report to the Department of Elementary and Report to the Department of Elementary and Secondary EducationSecondary Education

A report should be filed when a restraint has A report should be filed when a restraint has resulted in a serious injury to a student or staff resulted in a serious injury to a student or staff member or the restraint lasted longer than twenty member or the restraint lasted longer than twenty (20) minutes (extended restraint)(20) minutes (extended restraint)

Provide a copy of the written report to the Provide a copy of the written report to the Department of Elementary and Secondary Department of Elementary and Secondary Education within five (5) school working days of Education within five (5) school working days of the administration of the restraintthe administration of the restraint

A copy of the record of physical restraints A copy of the record of physical restraints maintained by the administrator for the thirty day maintained by the administrator for the thirty day (30) period prior to the reported restraint(30) period prior to the reported restraint

CPI Non-Violent Crisis Intervention®CPI Non-Violent Crisis Intervention®

CPI, developed by the Crisis Prevention Institute, CPI, developed by the Crisis Prevention Institute, Inc., is the training program utilized by the Inc., is the training program utilized by the Dover Sherborn Public Schools for which annual Dover Sherborn Public Schools for which annual training-certification and recertification is training-certification and recertification is offered during professional development time to offered during professional development time to interested personnelinterested personnel

Nonviolent Crisis InterventionNonviolent Crisis Intervention program is a safe, program is a safe, non-harmful behavior management system non-harmful behavior management system designed to help human service providers designed to help human service providers provide for the best possible provide for the best possible care, welfare, safety care, welfare, safety and securityand security of disruptive, assaultive, and out-of- of disruptive, assaultive, and out-of-control persons even during the most violent control persons even during the most violent momentmoment

Crisis Development ModelCrisis Development Model

Staff attitudes and behavior affect student attitudes and Staff attitudes and behavior affect student attitudes and behavior (vise versa)behavior (vise versa)

BehaviorBehavior Appropriate ReactionAppropriate Reaction1.1. Anxiety Anxiety 1. Supportive1. Supportive2.2. Defensive Defensive 2. Directive2. Directive3.3. Acting Out Acting Out 3. Nonviolent Physical Crisis 3. Nonviolent Physical Crisis

Intervention Intervention 4.Tension Reduction 4.Tension Reduction 4. Therapeutic Rapport4. Therapeutic Rapport

Staying in control when you encounter an acting-out Staying in control when you encounter an acting-out person and utilizing the appropriate staff response can help person and utilizing the appropriate staff response can help to prevent the escalation of the behaviorto prevent the escalation of the behavior

Anxiety:Anxiety: A noticeable increase or change in A noticeable increase or change in behaviorbehavior

Supportive:Supportive: Empathic, nonjudgmental approach, Empathic, nonjudgmental approach,

attempting to alleviate anxietyattempting to alleviate anxiety

Defensive:Defensive: Beginning stages to loss of rationality; Beginning stages to loss of rationality;

Internal Internal structures are beginning to break structures are beginning to break downdown

Directive:Directive: Staff takes control of a potentially Staff takes control of a potentially

escalating escalating situation by setting limitssituation by setting limits

Acting Out:Acting Out: Total loss of physical and emotional controlTotal loss of physical and emotional control

Nonviolent physical crisis intervention:Nonviolent physical crisis intervention:* Safe, non harmful restraint technique to safely * Safe, non harmful restraint technique to safely control an acting out person until they can regain control an acting out person until they can regain controlcontrol

* * Used as a last resortUsed as a last resortWhen the individual presents a danger of imminent, serious, physical When the individual presents a danger of imminent, serious, physical harm to self or othersharm to self or others

Tension reduction:Tension reduction: Subsiding of energy, decrease in both physical Subsiding of energy, decrease in both physical and emotional energy, and the individual and emotional energy, and the individual

eventually eventually regains rationalityregains rationality

Therapeutic rapport:Therapeutic rapport:Attempt to reestablish communication with the Attempt to reestablish communication with the individual; Set up teaching and preventionindividual; Set up teaching and prevention

Nonverbal BehaviorNonverbal Behavior

A large portion of the message that we A large portion of the message that we communicate is nonverbal communicate is nonverbal

Awareness of nonverbal communication increases Awareness of nonverbal communication increases the chances of deescalating a potential acting-out the chances of deescalating a potential acting-out personperson

Proxemics (personal space)Proxemics (personal space) Affects the anxiety level of an individual when Affects the anxiety level of an individual when

personal space is invadedpersonal space is invaded Kinesics (body language) Kinesics (body language)

Hand gestures, facial expressions, postureHand gestures, facial expressions, postureand body movementand body movement

At least one leg length from the personAt least one leg length from the person

Reasons for using stance:Reasons for using stance: Personal safetyPersonal safety Less challenging, less threateningLess challenging, less threatening Respect and honor spaceRespect and honor space

The CPI Supportive StanceThe CPI Supportive Stance

ParaverbalsParaverbals

Not what we say, it is Not what we say, it is howhow we say it we say it

38% paraverbal38% paraverbal 55% nonverbal55% nonverbal7% verbal7% verbal

Tone: Tone: Inflection of voiceInflection of voice Volume:Volume: How loud or softHow loud or soft Cadence:Cadence: Rate and rhythm at which we Rate and rhythm at which we

speakspeak

Types of Physical RestraintsTypes of Physical Restraints

Children’s Control Position:Children’s Control Position:

Designed to be used with childrenDesigned to be used with children Team Control Position:Team Control Position:

Used to manage individuals who have become Used to manage individuals who have become dangerous to self or othersdangerous to self or others

Transport Position:Transport Position:

Position will assist in safely moving an Position will assist in safely moving an individual who is beginning to regain controlindividual who is beginning to regain control

Team ApproachTeam Approach

Assess the situation Assess the situation

Develop a planDevelop a plan

Leader should direct/cue TeamLeader should direct/cue Team

Communicate with acting-out personCommunicate with acting-out person

Documentation and debrief Documentation and debrief

Auxiliary Team Member Duties (CARE)Auxiliary Team Member Duties (CARE)

CCheck for signs of distress, environmental safety heck for signs of distress, environmental safety hazardshazards

AAddress safe use of any physical techniques, ddress safe use of any physical techniques, remove any safety hazards, follow directions of remove any safety hazards, follow directions of Team leader to Team leader to de-escalate behaviorde-escalate behavior

RRecognize when more help is needed, when to ecognize when more help is needed, when to change strategieschange strategies

EEngage in support for Team communication with ngage in support for Team communication with the acting out person if assigned the rolethe acting out person if assigned the role

Building CPI ProceduresBuilding CPI Procedures

Identify Building Team who received in-depth CPI Identify Building Team who received in-depth CPI training and function as school-wide resource to training and function as school-wide resource to assist in proper administration of physical restraintassist in proper administration of physical restraint

Be aware of building code word(s) pertaining to Be aware of building code word(s) pertaining to crisescrises

Follow the protocol developed by the Team to be Follow the protocol developed by the Team to be utilized during a crisis situationutilized during a crisis situation

Thank You!Thank You!

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