Board of Trustees Advisory Committee Report on Intervention Rooms

Frank Selvaggio

Executive Director Student Support Services

November 19, 2013

Committee Members • John Mayer (Board of Trustees) • Joe Gabica (Director of Planning & Design) • Diedre Hammon (Center for Self Determination) • Chris Ripke (People First of Nevada) • Scottie Fye (People First of Nevada) • Brianna Hammon (People First of Nevada) • Steven Schumacher (People First of Nevada)

• Suzanne Anthony (Special Education) • Jeana Curtis (Principal, NVHS) • Joye Williams (Assistant Principal,

Depoali MS) • Shanna Southam (Parent) • April Carrol (Special Education) • Sara Almo (Legal Counsel) • Frank Selvaggio (Special Education) • Leslee Banks (Special Education)

Strategy • The committee toured 50 schools that

were identified by the committee and parents as having a type of intervention room.

• Met as committee and reported findings. • Four schools were identified as needing

immediate attention and were “re-visited”, with recommendations for improvement.

Elementary School Findings • Intervention rooms were built in 13

elementary classrooms. • Doors have been removed in all of these

rooms unless transitioned to storage space.

Beasley

Taylor

Picollo

Elementary School Findings cont. • Two elementary schools (Winnemucca &

Diedrichsen) have larger intervention rooms that appeared “institutional” in nature and demonstrated a diminished awareness of the visual, tactile, sensory and physical needs of children.

• Work orders have been placed to paint walls, improve lighting and install carpet to address these concerns.

Winnemucca

Elementary School Findings cont.

• A number of schools created “calming” spaces by developing cubicles within the classrooms. These spaces were not closed in.

• At some schools spaces were used that may not have the proper permitting. Capital Projects staff is reviewing proper permits and allowable use of space.

Middle School Findings • Billinghurst, Mendive, Shaw, Cold Springs,

and Depoali have small 6 foot by 8 foot rooms with doors, without locks, windows, a desk and a chair.

• Rooms are in administrative offices. • When students are in rooms supervision

by staff occurs.

Billinghurst

Middle School Findings cont. • Rooms are used for a variety of reasons

(e.g. testing, de-escalation, homework completion and in-house suspension).

• When in-house suspension occurs parents are notified with the choice of sending student home or remaining at school.

Middle School Findings cont. • Clayton, Swope, Pine, Incline, Vaughn,

O’Brien, Sparks, Traner, Dilworth do not have intervention rooms.

• These schools use conference rooms that are open and supervised, or a classroom with study carrels to separate students if needed.

High School Findings The following high schools were visited: • Hug • North Valleys • Reed • Reno • Spanish Springs • Wooster

High School Findings cont. • No reports of any use of intervention

rooms. • North Valleys, Spanish Springs and Reed

have two rooms that are temporarily used for students when WCSD School Police are involved.

High School Findings cont. • Sparks, Galena, McQueen, Damonte Ranch

and Incline reported no use of any type of intervention room.

• In-house suspension classrooms, monitored by a teacher, existed in all schools as an alternative to sending students home when a major offense occurred.

High School Findings cont.

• Positive Behavior Intervention Supports (PBIS) are active in all schools.

• Implementation of PBIS varied across sites.

Recommendations • Turn intervention rooms embedded in

classrooms into storage space. • Make all rooms or spaces used for students to

voluntarily deescalate inviting and warm places where students are able to have a choice on entering or leaving.

• Ensure all intervention rooms have a Positive Behavior Intervention Support matrix and lessons are provided to students for in-house suspension that addresses behavior in question.

Recommendations • Develop a video that is mandatory for all

administrators and special education staff which emphasizes laws concerning intervention rooms and restraints.

• Hire additional Board Certified Behavior Analysts to work with more difficult cases.

Recommendations • Provide support and training to schools

that are not using Positive Behavior Intervention strategies as their primary means for dealing with problem behaviors.

• Work with middle schools to ensure when students are occupying intervention rooms for in-house suspension supervision is always present.

Thank You and Questions?