Texas Behavior Support Initiative: Module 1 1 Module 1: Legislative Issues

Texas Behavior Support Initiative: Module 11

Module 1: Legislative Issues


Module 1: Agenda

• Why Are We Here?• Why Positive Behavior Support?• State Legal Requirements• Federal Legal Requirements• State of the Nation• State of the State• Texas Behavior Support Initiative


Senate Bill 1196

• States it is the policy of this state to treat all students with respect and dignity

• Prohibits use of locked seclusionary time-out in Texas Public Schools effective September 1, 2001

• Applies to charter schools


Senate Bill 1196

• Defines seclusion, restraint and time-out

• Allows use of locked time-out in defined emergency situations

• Requires commissioner to adopt rules for use of restraint and time-out by August 1, 2002


Seclusion

A behavior management technique in which a student is confined in a locked box, locked closet, or locked room that:– Is designed solely to seclude a person;

and– Contains less than 50 square feet of

space– TEC 37.0021(b)


Commissioner’s RuleTAC §89.1053

• Develops new rules related to the use of restraint and time-out

• Defines emergency situation


USE• Used only in an emergency

– Physical harm– Property destruction

• Requires documentation and notification

• Reported in PEIMS 2003-04

Restraint


TRAINING• Provided for core team on each campus

(administrator or designee, and any general/special ed. personnel likely to use restraint)

• Includes prevention/ de-escalation techniques and alternatives

• Deadline—4/1/03

Restraint


USE• Used in conjunction with array of positive

behavior intervention strategies• Included in IEP/BIP if recurrent• Required documentation to assess

effectiveness

Time-Out


TRAINING• Provided for general/special personnel

who implement time-out according to IEP• Include in scope of positive behavior

interventions • Deadline—4/1/03

Time-Out


Did you know?

• Academic and social failures are related...students with problem behaviors often suffer from academic and social deficits

• Academic deficits are among the most powerful predictors of social failure and problem behavior


The relationship between behavior and learning must not only be considered but

acted upon… IDEA Amendments, 1997


Life long challenges equal a poor prognosis for success…

Startling Statistics for Students with Disabilities:

• 27% drop out rate for students with learning disabilities

• 50% drop out rate for students with emotional disturbance

• 70% arrest rate within three years of leaving school for students with academic and social failures


Prediction Leads to Problem Solutions…We Must be Able to:

• Understand the reasons for failure if we are to effectively develop prevention and intervention strategies that lead to success

• Determine how to use resources to create successful programs


Positive Behavior Support is…

Systemic and individualized strategies based on an extensive body of research-based practices

Prevention based approach for all students

Focus on teaching academic, social and behavioral expectations

Emphasis on culturally appropriate practices


Are we in this alone? What’s the National PBS Picture?


PBS: National Perspective

Hawaii

British Columbia

Virgin Islands


Foundation for PBS

1997 20021998 2001

IDEA ‘97

Critical Issues Paper

No Child Left

Behind

TBSIPersonnel Needs Survey

TX Behavior Network

23rd Report to CongressBright

Futures for Exceptional

Learners

Minority Students in Special and

Gifted Education

Senate Bill 1196


Can you imagine ….?

• Your dentist practicing without a license

• Your surgeon operating without appropriate skills

• Your lawyer routinely being expected to violate professional ethics…..


Why Do we expect

educators to work without adequate knowledge, tools and supports to face the daily challenges of their jobs…..


The Texas Behavior Support Initiative is . . .

• Knowledge and skills on the use of positive behavior supports for students with disabilities

• Schoolwide, classroom and individual systems of support

• Data collection tools to inform decision-making for program improvement


TBSI Training Modules

Module I: Legislative Overview

Module 2: Positive Behavior Supports –

Schoolwide/Classroom Interventions

Module 3: Positive Behavior Supports –

Individual Interventions


TBSI Training ModulesModule 4: Time-Out

Module 5: Severe Behavior - Prevention and

De-Escalation Techniques

Module 6: Action Planning

Module 7: Physical Restraint – District/Campus Selects Provider(s)


TBSI Training Requirements

• Campus level core team training must occur by April 1, 2003

• Core teams should include:– Campus administrator or designee– General or special education personnel

likely to use restraint or use time-out– Other personnel selected

district/campus



Campus level training after April 1, 2003– Personnel not previously trained and

meeting one of the following criteria must be trained within 30 school days:• Time-out based on student IEP• Restraint used in an emergency

situation



Required Modules

Training Circumstance

1 2 3 4 5 6 7ESC/District Level Training Team (TOT)

X X X X X X X*

Campus Core Team X X X X X X X

30-Day Time-Out X X X X

30-Day Restraint X X X X X

*required if that individual is a provider of the physical restraint training


Statewide Evaluation

=


Evaluation Trail…

Collected after

training

Sent to ESC Forwarded

to Region IV

ESC


Big Ideas!

• Commissioner’s Rule §89.1053. Procedures for the Use of Restraint and Time-Out

• IDEA ’97• Effective Services for Students with

Emotional or Behavioral Disorders• Positive Behavioral Supports• Texas Behavior Support Initiative


…the relationship between behavior and learning must not only be considered but

acted upon….IDEA, 1997

Documents

Texas Behavior Support Initiative: Module 1 1 Module 1: Legislative Issues