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What word best reflects how you’re leaving the summit today?

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What word best reflects how you’re leaving the summit today?

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What would be helpful as you continue this work? (Training, collaboration, guidance, tools, community, coaching, etc.)

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What would be helpful as you continue this work? (Training, collaboration, guidance, tools, community, coaching, etc.)

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What is one hope you are holding for students most impacted by restraint and isolation — especially Black disabled students and students with IDD?

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What is one hope you are holding for students most impacted by restraint and isolation — especially Black disabled students and students with IDD?

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What systemic or practice-level barriers need collective attention? What gets in the way of eliminating restraint and isolation — and how might our statewide network help address it?

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What systemic or practice-level barriers need collective attention? What gets in the way of eliminating restraint and isolation — and how might our statewide network help address it?

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What is one concrete step — big or small — that you can take in your role to support students, families, and colleagues?

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What is one concrete step — big or small — that you can take in your role to support students, families, and colleagues?

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How did today challenge or deepen your thinking about restraint elimination, prevention, or healing-centered practice? Where did something ‘click’ for you?

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How did today challenge or deepen your thinking about restraint elimination, prevention, or healing-centered practice? Where did something ‘click’ for you?

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What moment, idea, or story from today is still sitting with you? What expanded your understanding or affirmed something you’ve been feeling?

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What moment, idea, or story from today is still sitting with you? What expanded your understanding or affirmed something you’ve been feeling?

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Download report (PDF, 2.53 MB)
Restraint or isolation use (see definitions below) is only allowed when a student's behavior shows an imminent likelihood of serious harm. These practices are known as aversive interventions. Aversive interventions are unpleasant stimuli used to change undesirable student behavior, like shock, corporal punishment, pepper spray, or depriving food.

Aversives were once routinely used against people with disabilities in institutions and followed disabled students into schools with de-institutionalization. Most aversives were banned in law, formerly in 2015, with the exception of restraint and isolation for imminent harm. Restraint and isolation have no educational or therapeutic benefit and cause serious injury and lifelong harm for both students and educational staff.

Fortunately, today we understand much more about trauma and the neuroscience of learning. Better tools and systems prevent student crisis and can eliminate isolation and prevent most school-based restraints. Our advocacy seeks to create policy that infuses classroom and school-building level supports, so that districts and educators have the tools they need to support stressed students proactively, long before crisis occurs.

It's been two years since DRW released its report with the ACLU-WA, detailing misuse of restraint and isolation in Washington public schools.

A bill that would have phased out isolation stalled in the Senate during the 2023 and 2024 Legislative Sessions, but a legislative budget proviso funded 22 school districts to eliminate isolation.

Since then, DRW, the statewide Coalition to End Isolation and Reduce Restraint (CEIRR), national partners, and the Office of Superintendent of Public Instruction (OSPI) joined forces to eliminate isolation and prevent restraint use against students in Washington's public schools.

Read more about what's been happening, below.

On January 8, 2025 the U.S. Secretary of Education, Miguel Cardona, sent this letter encouraging elimination of school-based isolation (seclusion) and reduction of restraint. See more U.S. Department of Education resources here:

U.S. ED: Students with Disabilities and the Use of Restraint

This coalition, comprised of community-based organizations, families, educators, and professional organizations work together to eliminate isolation and prevent restraint in Washington. The coalition is in the process of developing its website and will continue to support legislation and related advocacy efforts.

Currently 22 school districts are learning to embed school and district systems with tools and approaches to prevent restraint and eliminate isolation. More information can be found here:

OSPI Restraint and Isolation Page (includes data link)

Using report findings, legislators, OSPI and DRW crafted policy to implement report recommendations. House Bill 1479 was introduced at the request of OSPI in 2023, and again in 2024. The bill died both years in the Senate. A legislative budget proviso in 2024 funded OSPI to support and fund committed school districts to eliminate isolation and reduce restraint.

The U.S. Department of Justice has investigated and engaged in settlement agreements with school districts across the country, including Spokane, Washington. Settlement agreements typically eliminate the use of isolation and require the district designate someone responsible for tracking and reducing restraint.

DRW-ACLU report Coming into the Light

In 2023, DRW and the ACLU-WA released Coming into the Light. This report analyzed statewide data, a national literature review, legal analysis of state and federal law, monitoring results, and extensive interviews of school personnel, families, students, and adults who had experienced restraint as children in school. The report showed disparity in use for students who: are in Kindergarten through grade 5; have disabilities; are low-income; live in foster care, are homeless; are Black or multiracial.

At the same time DRW was writing its report OSPI was meeting with stakeholders and crafting a report to the legislature on students in crisis and use of restraint and isolation.

eliminate chemical restraint,

build proactive mental health and trauma-informed behavior supports for students,

increase educator training for de-escalation /tier 1 supports /alternatives to restraint isolation, and

improve data collection to reduce use and address disparity.

DRW began monitoring schools' use of restraint and isolation in 2018.

Restraint is physical intervention or force used to restrict a student's movement. There are physical restraint (restraint holds), mechanical restraint (devices such as handcuffs), and chemical (medication-based) restraints.

Isolation means restricting a student, alone within a room or any other form of enclosure, from which the student may not leave. It does not include voluntary use of a calming space or temporary removal to an unblocked area.

Source: ( RCW 28A.600.485 https://app.leg.wa.gov/rcw/default.aspx?cite=28a.600.485)

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Coming Into the Light: An Examination of Restraint and Isolation Practices in Washington Schools - Disability Rights Washington

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In 2018 DRW began monitoring the use of isolation and restraint in schools across Washington state. Seeing disparity and overuse, in 2019, DRW and the ACLU-WA began collaborating on this report. DRW conducted over 140 interviews with students, teachers, principals, parents and other school personnel, reviewed school documents, research, state laws, and did an extensive data analysis of Washington data.

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OSPI Crisis Reponse Workgroup Report 2022

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OSPI Crisis Reponse Workgroup Report 2022

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RCW 28a.600.485: Restraint of students—Use of restraint or isolation specified in individualized education programs or plans developed under section 504 of the rehabilitation act of 1973—Procedures—Summary of incidents of isolation or restraint—Publishing to website.

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Office of Superintendent of Public Instruction

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Positive Behavior Supports for Resilient & Inclusive Schools Technical Assistance Manual

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In 2023, the Washington State Legislature established a requirement for the Office of Superintendent of Public Instruction (OSPI) to develop a technical assistance manual to support districts in reducing restraint and isolation in schools. The Positive Behavior Supports for Resilient & Inclusive Schools: Guidance for Reducing Exclusionary Discipline, Restraint, and Isolation through Student-Centered Practices manual was developed in close partnership with demonstration sites, whose expertise and on-the-ground experience informed its strategies and tools. The manual is a practical, research-based guide designed to help schools create safer, more supportive learning environments. It offers actionable strategies, tools, and real-world examples to help educators reduce the use of restraint and eliminate isolation practices while promoting positive behavior and student well-being. Districts interested in seeing these practices in action can request a Demonstration Site visit through the University of Washington’s Haring Center for Inclusive Education website. The manual also helps districts build lasting systems for improvement, including professional development resources, ways to track progress, and guidance for creating a culture of safety and inclusion. By using this manual, schools can support the social, emotional, and academic growth of every student. Who Should Use This Manual? The Positive Behavior Supports for Resilient & Inclusive Schools manual is designed for anyone working to create safe and supportive school environments. District leaders can use it to guide system-wide planning and policy development, while principals and school administrators can apply its strategies to strengthen school-level practices. Teachers, counselors, and support staff will find practical tools to use in classrooms and daily interactions with students. Families and community partners may also reference the manual to better understand approaches that prioritize student well-being and equity. Explore the Manual by Section The Positive Behavior Supports for Resilient & Inclusive Schools manual will be released soon and you can review each of the different sections in the overviews below. Section 1: Understanding Positive and Trauma-Informed Behavior Support Section 1 (pp. 11-21) provides guidance on the fundamentals of student-centered behavior support practice. Content includes key principles of behavior in which effective trauma-informed behavior support is anchored, important concepts (e.g., school climate, student belonging) that influence the effectiveness of behavior support in a school or district, and basic concepts involved in the development of positive behavioral supports. The section also features specific information about approaching behavior support from a lens of equity and avoiding implicit bias. Section 2: School and District Systems that Support Social, Emotional, and Behavioral Well-Being (pp. 22-40) focuses on improving positive behavior support at the school and district level. It describes a variety of interconnected school and district systems and how they can fit together in a multi-tiered system of supports (MTSS) to support student and staff well-being. Specific school and district systems, as well as their relationship to student behavior and safety, are discussed in brief with intentional connections to additional resources. Section 3: Classroom Practices for Safe and Inclusive Learning (pp. 41-50) describes practices for improving positive behavior support at the classroom level. Content addresses how social emotional learning (SEL) can fit into teaching of social, emotional, and behavioral health (SEBH) skills, how teachers can partner with parents to cultivate an inclusive classroom that supports all students to learn skills for success, and how to design a classroom in which most interfering behaviors are prevented by setting the stage for healthy behavior instead. Specific practices associated with effective classroom management that foster a climate of belonging and safety are included. Section 4: Effective Support for Students with Extensive Behavior Learning Needs (pp. 50-66) addresses individual behavior support for students who engage in significant interfering behavior, including teaming processes to engage in meaningful and student-centered data collection, problem solving, and cycles of intervention and review. Content also includes best practices and requirements for conducting a functional behavioral assessment (FBA), using the results of the FBA to develop an effective and high-quality behavioral intervention plan (BIP), and making data-based decisions to ensure the student’s supports are effective. Section 5: Considerations for Students with Disabilities (pp. 67-91) describes best practices and requirements for providing behavior support, in alignment with the legal right to a free appropriate public education, to students who are eligible for services under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act. Content includes considerations for behavioral supports in an Individualized Education Program (IEP) or 504 Plan, a summary of discipline protections for students with disabilities, and key takeaways from federal investigations into district misuse of restraint and isolation with students with disabilities. Section 6: Crisis Prevention and De-Escalation (pp. 91-109) focuses on effective behavioral crisis prevention and support processes that reduce the harmful and ineffective practices of restraint and isolation. Guidance includes legal requirements and processes in restraint and isolation use, recommendations for safe de-escalation and reduction of certain preventable harms associated with restraint and isolation, and collaborative practices amongst all members of the school team and family to serve the student safely and supportively. Implementation Tools & Resources Stay tuned for more resources! Related Guidance and Reports Guidance Engrossed Substitute Senate Bill 5167 Restraint & Isolation Data Reporting Guidance Per RCW 28A.600.485, reporting restraint and isolation data to OSPI is required U.S. Department of Education’s Seclusions and Restraint Statutes, Regulations, Policies and Guidance Reports Crisis Response Workgroup Legislative Report (2022) ACLU/Disability Rights Washington Report: Coming Into the Light: An Examination of Restraint and Isolation Practices in Washington Schools (2023) Additional Information OSPI’s Restraint & Isolation Reducing Restraint & Eliminating Isolation Project OSPI’s Inclusionary Practices Inclusionary Practices Technical Assistance Network (IPTN) To request a Demonstration Site visit, please visit the University of Washington’s Haring Center

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What's staying with me is a shared story in a breakout room from one of our members who had the courage to share how restraints and isolation felt like first hand and the psychological trauma it causes many years down the road!

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Here are registration links for clock hours: Collaborative and Proactive Solutions Training: Moving from Power to Problem Solving  https://www.pdenroller.org/catalog/event/165393

Collaborative and Proactive Solutions:  True Crisis Prevention

https://www.pdenroller.org/catalog/event/178164

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Office of Superintendent of Public Instruction

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The Washington State Legislature directs OSPI to monitor and publish rates of restraint and isolation in K-12 public schools. In addition to providing this school safety-related data collection, we offer supports to schools and districts to address the legislature’s goal of eliminating the use of these practices in nonemergency situations. Washington state law does not allow the use of restraint and isolation on K-12 students during school-sponsored instruction and activities, unless necessary to stop behaviors that will cause serious harm. OSPI recognizes the importance of keeping students and staff safe from physical and emotional harm. We therefore encourage districts and schools to build systems that support students in distress and prevent crises before they occur. To support this work, we have collected free training opportunities, relevant laws, and resources recommended by advocates and educators. Reducing Restraint & Eliminating Isolation (RREI) Project During the 2023 Legislative Session, the Washington State Legislature considered House Bill 1479, a measure that would prohibit isolation and significantly restrict restraints in public schools. While the bill did not pass, OSPI was provided with designated state funding to begin actualizing the goals of the Legislature to eliminate student isolation and track and reduce the use of restraint. This statewide initiative has been in progress since July 2023. Find information about Demonstration and Pilot Sites on the RREI Project webpage. Training (Professional Development) OSPI offers pre-recorded professional development on pdEnroller. In addition, paraeducators can access free statewide standards-based training through PESB’s Paraeducator Certificate Program on Professional Learning US (PLUS). Pre-Recorded Trainings Available Now Collaborative & Proactive Solutions Training: Moving from Power to Problem Solving with Dr. Ross Greene 3 clock hours (1.5 Equity / 1.5 Special Education) Collaborative & Proactive Solutions: True Crisis Prevention with Dr. Ross Greene 9 clock hours (5 Equity / 4 Special Education) Current Law The following provisions apply to all students, including those who have an individualized education program (IEP), or plan developed under Section 504. Use of restraint or isolation is permitted only when reasonably necessary to control spontaneous behavior that poses an imminent likelihood of serious harm. Districts must annually submit data for incidents of restraint and isolation to OSPI, and OSPI must publish this data to its website (available in the Data & Reporting Requirements section at the bottom of this page). Adults using restraint and/or isolation with a student receiving special education services must be trained and certified in the use of trauma-informed crisis intervention. (Source: WAC 392- 172A-02110) Definitions Restraint: Physical intervention or force used to control a student (including the use of a restraint device) to restrict a student’s freedom of movement. Isolation: Restricting the student alone within a room or any other form of enclosure, from which the student may not leave. Imminent: Being likely to happen at any moment, rather than farther away in the future. Likelihood of serious harm: A substantial risk that physical harm will be inflicted by a person upon themselves or another. Sources: RCW 28A.600.485 and RCW 71.05.020 Here are some examples of behaviors that very likely do not pose a significant risk of serious harm and therefore would need to be addressed without the use of restraint or isolation: Not following school staff directions Refusal to go to class or complete schoolwork Refusal to sit down or use an assigned seat Using profane, offensive, or otherwise disrespectful language Ripping decorations or artwork off the wall Prohibited Practices It is the policy of Washington state to protect children from assault and abuse. Therefore, the following practices are prohibited: Prone (lying face-down) restraints, Supine (lying face-up) restraints, Wall restraints, Any other act that restricts a student’s breathing, Corporal punishment, Any act that causes bodily harm beyond temporary marks. Source: RCW 9A.16.100, RCW 28A.150.300, and WAC 392-172A-02076 Full Legal Definitions “Isolation” means restricting the student alone within a room or any other form of enclosure, from which the student may not leave. It does not include a student’s voluntary use of a quiet space for self-calming, or temporary removal of a student from his or her regular instructional area to an unlocked area for purposes of carrying out an appropriate positive behavior intervention plan. “Restraint” means physical intervention or force used to control a student, including the use of a restraint device to restrict a student’s freedom of movement. It does not include appropriate use of a prescribed medical, orthopedic, or therapeutic device when used as intended, such as to achieve proper body position, balance, or alignment, or to permit a student to safely participate in activities. “Restraint device” means a device used to assist in controlling a student, including but not limited to metal handcuffs, plastic ties, ankle restraints, leather cuffs, other hospital-type restraints, pepper spray, tasers, or batons. Restraint device does not mean a seat harness used to safely transport students. This section shall not be construed as encouraging the use of these devices. Source: RCW 28A.600.485 “Likelihood of serious harm” means: (1) A substantial risk that: (a) Physical harm will be inflicted by a person upon his or her own person, as evidenced by threats or attempts to die by suicide, or inflict physical harm on oneself; (b) Physical harm will be inflicted by a person upon another, as evidenced by behavior that has caused such harm or that places another person or persons in reasonable fear of sustaining such harm; or (c) Physical harm will be inflicted by a person upon the property of others, as evidenced by behavior that has caused substantial loss or damage to the property of others; or (2) The person has threatened the physical safety of another and has a history of one or more violent acts. Source: WAC 392-172A-01109 The following actions are presumed unreasonable when used to correct or restrain a child: (1) Throwing, kicking, burning, or cutting a child; (2) striking a child with a closed fist; (3) shaking a child under age three; (4) interfering with a child’s breathing; (5) threatening a child with a deadly weapon; or (6) doing any other act that is likely to cause and which does cause bodily harm greater than transient pain or minor temporary marks. The age, size, and condition of the child and the location of the injury shall be considered when determining whether the bodily harm is reasonable or moderate. This list is illustrative of unreasonable actions and is not intended to be exclusive. Source: RCW 9A.16.100 Restraint and Isolation Legislative Workgroup ESSB 5693 Sec. 501(3)(h)(i) provided a directive to create an advisory workgroup to address student restraint and isolation in Washington state. The workgroup was facilitated by the University of Washington SMART Center and guided largely by the lived experiences of self-advocates, families, and educators. They met nine times from August – December 2022, during which four categories of recommendations were developed: Eliminate isolation and chemical restraint from schools; Improve access to proactive and effective mental health supports, and trauma-informed behavior supports; Review the full Crisis Response Workgroup Legislative Report Increase educator training of de-escalation practices; Improve data collection and reporting. Workgroup-Recommended Crisis Programs The workgroup recommended that schools and districts adopt a trauma-informed crisis intervention program that does not provide training in the use of prone restraint. The following providers offer programs that align with this recommendation: Crisis Consultant Group - Crisis Prevention & Intervention Training Crisis Prevention Institute - Nonviolent Crisis Intervention Mandt System - Technical Level Safety-Care (QBS) Ukeru Systems To reduce restraint and isolation, the workgroup found that ongoing educator training of proactive crisis prevention and de-escalation practices is also necessary. The following providers offer proactive, preventative, and non-physical (hands-off) methods for addressing disruptive behaviors: Crisis Prevention Institute - Reframing Behavior; Verbal Intervention Lives in the Balance - Collaborative & Proactive Solutions Tier 1 Supports In addition to selecting a high-quality crisis prevention and intervention program, the workgroup found the following classroom practices to be effective for reducing the need for crisis procedures (see below). Defining, teaching, and reinforcing predictable and positive school/classroom expectations and routines using trauma informed lens (PBIS/ISF Tier 1 practices) Building, repairing, and actively evaluating relationships Teaching and practicing self-regulation strategies for adults Direct instruction in self-regulation/Social Emotional Learning skills for students Implementing universal design for learning Proactive behavior management Culturally responsive teaching practices that promote a culture of dignity for all students Consistent access for student’s identified accommodations and communication supports Tier 2 Supports Reducing staff/student ratios Self-regulation strategy choices for student De-escalation strategies (verbal and non-verbal) Brief functional behavioral assessment (FBA)/behavior intervention plan (BIP Timely access to mental health supports via small groups and family supports Tier 3 Support Function based escalation review process FBA/BIP Timely access to individualized mental health supports as needed Data & Reporting Requirements Statewide Data 2023-24 Restraint and Isolation Data 2022-23 Restraint and Isolation Data 2021-22 Restraint and Isolation Data 2020-21 Restraint and Isolation Data 2019-20 Restraint and Isolation Data 2018-19 Restraint and Isolation Data 2017-18 Restraint and Isolation Data Reporting Requirements & Follow-Up Since 2015, Washington state law requires that all use of restraint and isolation be documented and reported to the district, to the student’s parent/guardian, to OSPI, and to the public. Data collection around incidents of restraint or isolation is neither a special education nor a discipline collection, but rather a school safety-related collection. To support schools and districts, we have summarized requirements and collected the relevant legal text. Staff Members: Written Report If school or district staff use restraint or isolation with a student, they need to tell the school’s principal (or their deputy) as soon as possible. Within two (2) business days, the staff member also needs to submit a written report to the district office. This must include: Date and time of the restraint or isolation Name and job title of the staff member(s) involved Description of the actions and circumstances that led to the restraint or isolation Type of restraint or isolation How long the restraint or isolation lasted Whether or not the student was injured Whether or not the staff member was injured What medical care was provided (if the staff or student was injured) Recommendations for student and staff member supports and resources, to avoid similar events in the future. Legal language can be found below in Section 5 of RCW 28A.600.485] Schools: Parent Notification and Follow-Up Discussions Parent Notification If school or district staff use restraint or isolation with a student, the school needs to tell the parent/guardian verbally, within twenty-four (24) hours. Within five (5) business days, the school also needs to tell the parent/guardian in writing and provide the written report in their preferred language (see “Staff Members: Written Report” above). [Legal language can be found below in Section 6 of RCW 28A.600.485] Follow-Up Discussions After the use of restraint or isolation, the school needs to follow up with the student and their parent/guardian to discuss: The behavior that led to the restraint or isolation How appropriate this response was to the behavior The school also needs to follow up with the staff member(s) involved to discuss: Whether or not appropriate procedures were followed correctly What support or training the staff member(s) need to avoid similar events in the future. [Legal language can be found below in Section 4 of RCW 28A.600.485] Districts: Reporting and Submitting Data Reporting Data Every year, districts need to report data to OSPI summarizing the written reports of restraint and isolation (see “Staff Members: Written Report” above). For each school, the district will report: Total number of restraints and isolations Number of students restrained or isolated Number of student injuries Number of staff injuries Each type of restraint and isolation used For detailed information on reporting restraint and isolation data in CEDARS, please see the Restraint & Isolation Data Reporting Guidance. Submitting Data District staff enter restraint and isolation data into the district’s student information system (SIS). This is then submitted to OSPI through CEDARS. OSPI pulls prior-year restraint and isolation data for public reporting on November 1. Any adjustment to last year’s restraint and isolation data needs to be submitted through CEDARS prior to this date. If a school district has zero incidents of restraint or isolation to report, then they will submit zero (0) records in CEDARS File S. Updating or Correcting Data If a district needs to make updates or corrections to submitted restraint and isolation data, changes are first made in the district’s SIS and then resubmitted to CEDARS. To access submitted restraint and isolation data, district staff should follow the steps below: Access CEDARS in EDS Navigate to Reports > Records Loaded. Select the most recent school year Select File S – Restraint and Isolation. [Legal language can be found below in Section 7(a) of RCW 28A.600.485] OSPI: Publishing Data Within three (3) months of receiving yearly restraint and isolation data from each district, OSPI needs to publish it to this website. This data helps guide state work to provide resources for schools and districts, with the goal of reducing or eliminating the use of these practices. [Legal language can be found below in Section 7(b) of RCW 28A.600.485 Legal Language from the Revised Code of Washington (RCW 28A.600.485) (4) Following the release of a student from the use of restraint or isolation, the school must implement follow-up procedures. These procedures must include: (a) Reviewing the incident with the student and the parent or guardian to address the behavior that precipitated the restraint or isolation and the appropriateness of the response; and (b) reviewing the incident with the staff member who administered the restraint or isolation to discuss whether proper procedures were followed and what training or support the staff member needs to help the student avoid similar incidents. (5) Any school employee, resource officer, or school security officer who uses isolation or restraint on a student during school-sponsored instruction or activities must inform the building administrator or building administrator’s designee as soon as possible, and within two business days submit a written report of the incident to the district office. The written report must include, at a minimum, the following information: The date and time of the incident; The name and job title of the individual who administered the restraint or isolation; A description of the activity that led to the restraint or isolation; The type of restraint or isolation used on the student, including the duration; (6) The principal or principal’s designee must make a reasonable effort to verbally inform the student’s parent or guardian within twenty-four hours of the incident, and must send written notification as soon as practical but postmarked no later than five business days after the restraint or isolation occurred. If the school or school district customarily provides the parent or guardian with school-related information in a language other than English, the written report under this section must be provided to the parent or guardian in that language. (7)(a) Beginning January 1, 2016, and by January 1st annually, each school district shall summarize the written reports received under subsection (5) of this section and submit the summaries to the office of the superintendent of public instruction. For each school, the school district shall include the number of individual incidents of restraint and isolation, the number of students involved in the incidents, the number of injuries to students and staff, and the types of restraint or isolation used. (7)(b) No later than ninety days after receipt, the office of the superintendent of public instruction shall publish to its website the data received by the districts. The office of the superintendent of public instruction may use this data to investigate the training, practices, and other efforts used by schools and districts to reduce the use of restraint and isolation. Whether the student or staff was physically injured during the restraint or isolation incident and any medical care provided; and Any recommendations for changing the nature or amount of resources available to the student and staff members in order to avoid similar incidents.

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Today challenged me to deepen my thinking about restraint elimination by understanding the data behind the trauma caused by this topic. Totally heartbreaking and unwarranted! Practicing acts of unconditional positive regard work much, much better.

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One small step I can take to support students at my school who have experienced these issues is to provide them with unconditional positive regard our when I encounter them in the hallways at our school. Just a simple act of kindness from an adult can go a long way to let them know that they are seen and valued.

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You can find more resources and information about Lives in the Balance here: https://livesinthebalance.org

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One component of our public awareness efforts is our award-winning documentary, The Kids We Lose. This feature-length film exposes the futility and brutality of how our most vulnerable kids are still being treated, makes a clear connection between that treatment and the school-to-prison pipeline, and offers a glimpse of a future without detentions, suspensions, expulsions, paddling, restraint, seclusion, and police referrals.

The Kids We Lose has already won many accolades, including Best Documentary at the 2018 New Hampshire Film Festival, the 2019 Whistleblower Summit and Film Festival in Washington, DC, the 2019 Women's Film Festival in Philadelphia, and the 2019 Los Angeles Women's International Film Festival. The film has also screened on Maine Public Television and Vermont Public Television.

To view the 90-minute film in its entirety, click here.

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One component of our public awareness efforts is our award-winning documentary, The Kids We Lose. This feature-length film exposes the futility and brutality of how our most vulnerable kids are still being treated, makes a clear connection between that treatment and the school-to-prison pipeline, and offers a glimpse of a future without detentions, suspensions, expulsions, paddling, restraint, seclusion, and police referrals.

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A systemic barrier I believe needs strong collective attention is more relevant training for staff who are used to "the traditional" ways of addressing restraint and seclusion. Show them the data and long term impacts their actions have on the students being restrained.

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A hope I have for students most impacted by restraint and isolation is that they encounter staff they can identify with who will understand them and are able to recognize the student's triggers in order to provide help prior to an episode...hopefully eliminating restraint and isolation.

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What would be helpful to continue this work is to have weekly trainings/meetings with all stakeholders present in order to celebrate successes and address areas of need in positive and constructive ways. Parents, students and staff who work with the students to build strong partnerships.

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Sanguine

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Reducing Restraint and Eliminating Isolation Demo Sites

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Reducing Restraint and Eliminating Isolation Demo Sites

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UW Haring Center Demonstration Sites - Inclusionary Practices Project Demonstration Sites

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Demonstration Site Schools and Districts - UW Haring Center Demonstration Sites

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Click on one of the districts below to see the demo site schools and their highlighted inclusive practices. The interactive map shows the reach of demonstration sites across Washington. Visitors can request a visit here. Auburn District Info Dick Scobee Elementary School Highlighting: Culturally Responsive Pedagogy, SEL-centered Practices, Culture of Care and Belonging, Co-teaching and

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Frameworks Strategic Framing for Communications Resource

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Frameworks Strategic Framing for Communications Resource

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This guide is designed to equip school leaders and advocates with communication strategies to promote classroom climates that fully and fairly include students with disabilities.

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Lot's of great resources to explore and use.

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Free Professional Learning Series: A Brain-Based Approach to Supporting Children with​ Vulnerable Nervous Systems and Big, Baffling Behaviors

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Free Professional Learning Series: A Brain-Based Approach to Supporting Children with​ Vulnerable Nervous Systems and Big, Baffling Behaviors

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In February and March of 2024, Roots of Inclusion hosted a series of webinars with Robyn Gobbel focused on supporting children who have experienced trauma, struggle with regulation, or have otherwise vulnerable nervous systems.  This on-demand learning series is based on those webinars.

Behaviors that result from vulnerable nervous systems are often big and baffling. Children with vulnerable nervous systems need support with co-regulation, connection, and felt-safety. This on-demand learning series will help participants to:
·      Build an understanding of behavior through a neurobiological approach
·      Develop tools for examining behavior and identifying how best to respond
·      Identify strategies to address behavior based in dysregulation
·      Decrease the likelihood of baffling behaviors

Learn from this easy-to-understand model of addressing baffling behaviors based on Robyn Gobbel’s owl, watchdog, and possum brain, and fill your behavior toolbox with tools that really work so you can stop playing behavior whack-a-mole.

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Free Recorded Webinar:  Shifting Practice to Improve Outcomes for Students Whose Behavior is Misunderstood

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Free Recorded Webinar:  Shifting Practice to Improve Outcomes for Students Whose Behavior is Misunderstood

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Building a deeper understanding of the impacts of stress and trauma on individuals helps us to understand their behavior differently. When we can better identify how our words and actions can lead to better student outcomes, including increased learning, achievement, and a reduction in punitive approaches, classrooms become spaces where everyone belongs.

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with Guest Speaker Guy Stephens Founder & Executive Director of Alliance Against Seclusion and ​Restraint (AASR)

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Approach challenging students the way you want to be treated

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See the child’s perspective, not adults perception. Listening to the child is huge. It’s HUGE.

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The impact of restraint and isolation is not solely on the individual, but the family and community as well. The ripple effect is continuous throughout every area of those individuals’ lives. Those practices also change the way they view themselves for the rest of their lives, even with intensive intervention and therapies.

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Students get the education and supports they need and deserve.

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To be a leader in my district in making small actionable shifts

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Overwhelmed but hopeful

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Providing training at the school level not just for certificated staff, but for classified staff as well. Especially since classified staff are the ones that are typically paired with students that have a need for 1:1's.

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Good antecedent strategy PD/training for staff at all levels

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Good antecedent strategy PD/training for staff at all levels

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Need examples of how this works with students who don't have access to reliable communication.  (They're the ones, at least in our area, who are most often isolated or restrained due to "behaviors.") It's still not clear how the collaborative solutions would work with them.

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Need examples of how this works with students who don't have access to reliable communication.  (They're the ones, at least in our area, who are most often isolated or restrained due to "behaviors.") It's still not clear how the collaborative solutions would work with them.

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Dr. Greene's books - Lost at School is good for educators and Explosive Child is good for families.  

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Dr. Greene's books - Lost at School is good for educators and Explosive Child is good for families.  

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Don't be late, be aware- Thanks Dr. Greene

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Don't be late, be aware- Thanks Dr. Greene

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SETC - Special Education Technology Center

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Youtube Facebook Copyright © 2021 - Special Education Technology Center (SETC). (SETC) is founded by theOffice of Superintendent of Public Instructions (OSPI) , Special Education Division and administered by Central Washington University (CWU) , Black Hall 125 Ellensburg, Washington. CWU is an EEO/AA/Title IX Institution.

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I can't remember exactly what it was - one to go fast, many to go...far? Anyway, the point was coalition building. I need to focus on that.

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I can't remember exactly what it was - one to go fast, many to go...far? Anyway, the point was coalition building. I need to focus on that.

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Home - Coalition to End Isolation and Reduce Restraint

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Home - Coalition to End Isolation and Reduce Restraint

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End isolation in our schools and continue to reduce use of restraint. It makes schools unsafe for students and staff and causes significant psychological harm.

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Connect with Superintendents Association regarding legislation--their response will be important to this moving forward. We heard today from districts doing community wide work on changes practices and it's important to have that voice in what might come next.

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support/training to work with students who are nonverbal. Making sure they are able to stabilize, so they can communicate. Making sure they have access to therapy as needed to support communication

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Become a team- all voices heard and plans made based on student needs for success at home and school. 

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Become a team- all voices heard and plans made based on student needs for success at home and school. 

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I noted the comment during the panel about calling parents to support with de-escalation in the moment when prevention is not successful.  The calmest year for me at work was when my child was actively being restrained and isolated at school. I didn’t know it then and am thankful that I was subsequently able to work part-time so I could be available when needed. The broader community could support parents of children with challenges with taking family leave and/or finding part-time employment.

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What's staying with me are the stories from the families and children who have been affected by these practices. It saddens me that it has caused even more trauma that has led to long-lasting detrimental effects on their lives.

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This was the best training I have been at for awhile.

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This was the best training I have been at for awhile.

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With a new superintendant, I hope there is an opportunity to get more into the business of true crisis prevention from Seattle Schools. Where are the folks developing the strategy the connect with him? How can I help?

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Make sure that educators understand that the purpose of reporting restraint and isolation is not to blame the educator or call attention to them but should be used as a tool to bring in more support to help the team and/or school.