PAPPI stands for Parents And Profesionals for Positive Interventions

This page is for historical purposes and no longer maintained. For the latest info on PAPPI see: PAPPI

This page tracks the work of the PAPPI group to reduce the use of restraint and seclusion in schools and increase the use of positive behavioral supports.

We work via e-mail and hold a conference call once a month. Leave a note on the discussion page if you want to participate or e-mail gregsmithpm at gmail.com.

Goals[]

Facilitate the ability of parents to tell their story and be heard without retaliation.
Improve transparency about what is happening in schools and analyze data to demonstrate the use of restraint and seclusion.
Develop tools and information for school systems to help reduce the use of restraint and seclusion through positive behavioral support.
Increase the size of our group. Ensure that we have actionable tasks for new parents as they express a desire to be involved.
Improve the laws and regulations on restraint and seclusion.

Ways to volunteer[]

Whether this affects your child directly or not, you can help reduce the use of restraint and seclusion!

We have small things you can do (less than 30 minutes from a computer) and other ways you can be involved. Feel free to contact us any time

Here are ways to get started:

Join our e-mail list (contact gregsmithpm at gmail.com)
Particpate in monthly planning conference calls
Participate in a campaign (see below)
Come up with a new idea for a campaign. For example:

New Campaign Ideas[]

These are ideas proposed by group members which need definition. The first step is to break the task down in to small parts which can be done in 30 minutes or less. Once that is done, people can pick these up, do them and send an e-mail saying what they did.

Create Online Petition[]

Find online petition tools. Determine what the petition should say and who it should be directed to. Possibly starting point is this article:

http://www.huffingtonpost.com/2012/11/30/school-seclusion-restraint_n_2219091.html

Come up with a strategy to spread the word about the petition
Write the petition and submit it to the online site

Propose an update to MA laws[]

This recent ruling allows mechanical restraint with a doctor's note. Even if it is against the parents wishes.
http://www.doe.mass.edu/bsea/rulings/11-5444.pdf

Contact lawyers at Disability Law Center, Mass Advocates for Children or elsewhere. Ask them to help propose a change in the law to address thie BSEA ruling.
Create a brief talking points write up which asks State Reps and Senators to propose a change in the law.
Find a lead rep/senator to propose the legislation. Get as many consituents as possible to contact them.

Campaigns[]

Ideas for the next campaign[]

Please jot down notes, ideas, links and information here. Anything you think we might want to work on in t he fall. Thanks Greg S

Work with this group: http://stophurtingkids.com/
Join forces with this group: http://www.keepallstudentssafe.com/
Get people to contact congress re: H.R.1893: Keeping All Students Safe Act

Campaign to Protect Chapter 33 in Maine[]

In 2012, Maine updated regulations and created excellent new rules on the use of restraint and seclusion. In December 2012, some Main legislators tried to roll back the changes. Due to hard work by advocates and some lucky timing, compromise legislation was agreed upon. It looks like a very good compromise which preserves the intent of the Chapter 33 updates:
http://www.pressherald.com/news/Compromise-reached-on-student-restraint-rules.html

This campaign may be over unless new ideas are proposed. See completed campaigns below for actions taken.

From Restraint and Seclusion to Positive Behavioral Supports, One District at a Time[]

From Restraint and Seclusion to Positive Behavioral Supports, One District at a Time

The goal to look closely at one school system and make a difference there. We start by gathering data. Then we reach out to people in the community. Then we offer resources and support to help them improve practices in their schools.

Overview[]

The goal of this campaign is to focus on one district and see if we can make help them improve their practices. In particular, we want to help a school system reduce teh use of restraint and isolation and increase the use of positive behavioral supports. After we learn from this first city, we should be able to apply a similar methodology to other school systems.

The campaign will be a success when:

The regulations in the target district are improved
There is a group of parents and others in the district who are empowered to continue tracking results and working on this issue.
We have documented the process of the campaign and can replicate it in other school systems.

Steps in Campaign[]

Evaluate the actions taken by people in the past and generate a list of actions
- See Northampton and Gloucester notes (in PAPPI meeting notes), Lynn DLC report, find others

Gather data on existing practics and incidence
- OCR Data
- Link to policies
- News reports and PAC list info
- FOIA to state and maybe district
- Ask school committee and/or administration for information
- Follow up on CPR

Organize local parents to work on this
- contact PAC lists
- reach out to individuals
- create group and ask PAC, district and school committee get the word out
- Looks at news reports and/or write letter to editor or find others who have written
- Look at statewide e-mail lists (e.g. MassPAC or COPAA) and comments on relevant stories to contact people

Pick points of contact to make changes (should be someone who can get through to the administration)
- Motivated schools committee members
- PAC
- Adminstration members
- Parents, independent professionals or staff

Gather resources to help school system
- Find professionals and training opportunities
- Train parents
- Ask school system to share their best practices and training

Create tracking and follow up mechanisms
- Track legal costs
- Follow reports
- document isolation rooms in schools and their use

Older ideas needing update[]

Less than 30 Minute Tasks[]

Collect data on the target disctrict e.g. from Federal site: http://ocrdata.ed.gov/ and post it.
Write overview of the data (e.g. what are the key points, how does it compare to statewide data)
Find and post links to Lewiston school system policies and special education programs.
Find e-mails and if possible names of parents who are involved in Special Education. Save them but don't post them online.
Collect contact names and e-mails addresses of people we want to influence (mostly school board members). Save them but don't post them online.
Research news and artciles on education.
Search for contacts in the provider community and at the state level who are motivated to help in Lewiston

30 - 60 minute Tasks[]

Think about the 30 minute tasks, add detail, add new ones and break them down in to smaller sub-tasks.
Update and edit the campaign objectives and purpose. Explain why this town and why we, as outsiders, should be involved there.
Write the first draft table of contents for a packet of information we can share with parents and others in Lewiston. It should express concern for the issue, identify gaps in policies and offer resources and ways to make things better

Other open areas of work[]

When the message and people to deliver it are final, reach out to the school board and administration
Leave behind a group of empowered parents and others who can continue to work in the community. Get regular updates on how it's going and support them.
Once we run a campaign like this in one city or town, we document how to do and move on to the next one.

Examples of work to change practice in school systems: Northampton MA

Completed Campaigns[]

Petition the White House to Support The Keeping All Students Safe Act[]

This campaign collected about 1000 signatures in a few weeks. The petition is now closed. Gregorio 19:10, 12 February 2013 (UTC)

This campaign aims to collect 25,000 signatures for on a We The People Petition to get the White House to supoprt the Keeping All Students Safe Act.

Please spread the word and get more people to sign via Facebook, e-mail, Twitter, etc. Please sign and spread the word about the White House petition asking President Obama to support the Keep All Students Safe Act banning the use of restraints and seclusion rooms in America's schools.

With 25,000 signatures by Feb. 11 it will get a formal White House response.

Visit the White House web site now and sign the petition at:
http://BIT.LY/kidspetition
Then post it on your Facebook page, and pass this email on to two friends.

Click here for a sample e-mail you can send to Special Education Parent Advisory Committees (PAC or SEPAC)s and other groups Please send the following e-mail to any lists or groups who can help with this petition.

Posted to SPEDWatch and Conspedpac yahoo groups 1/28/2013 by GS.

Subject line: Sign White House Petition Now to Keep All Students Safe

Please sign and spread the word about the White House petition asking President Obama to support the Keep All Students Safe Act banning the use of restraints and seclusion rooms in America's schools.

With 25,000 signatures by Feb. 11 it will get a formal White House response.

Visit the White House web site now and sign the petition at: http://BIT.LY/kidspetition Then post it on your Facebook page, and pass this email on to two friends.

A concerned parent in Mass. described a recent call she got from another local parent:

"His 7yr old son," she wrote,"is being restrained (coming home with bruises and a black eye) and reports to being in the seclusion room for the entire day. I talked to this very smart young man. He told me he wanted to die.. . . I cried when I heard from them today."

Kids in Mass. and across the country go to school each day only to be hurt by being physically restrained and locked in seclusion rooms. These children return home bruised and traumatized, and in some cases wanting to die. Still others, like Corey Foster in Yonkers, NY, have ended up dead while being restrained. And an increasing number of kids are being routed from schools into the juvenile justice system when they could be helped by the proven practices of positive behavioral interventions in the classroom.

Since 2009, Rep. George Miller (D-CA) has been trying to pass federal legislation, the "Keep All Students Safe Act, which would outlaw the use of restraints and seclusion, except in the rare emergency.

His powerful and emotional appeal on the floor of the US House, in which he was nearly moved to tears about what he calls the "torture" of our children, is must see. Please take a moment to watch the video:
http://www.youtube.com/watch?v=K239Glb77y4

PLEASE SIGN THIS WHITE HOUSE PETITION ASKING PRESIDENT OBAMA TO SUPPORT THE KEEP ALL STUDENTS SAFE ACT. WE NEED 25,000 SIGNATURES BEFORE FEB. 11 FOR A FORMAL WHITE HOUSE RESPONSE. PLEASE VISIT: http://BIT.LY/kidspetition

AND PLEASE POST THIS ON YOUR FACEBOOK PAGE AND EMAIL TO TWO FRIENDS. ASK THEM TO SIGN THE PETITION AND TO POST THIS ON THEIR FACEBOOK PAGE AND PASS THIS EMAIL ALONG TO TWO FRIENDS.

PLEASE VISIT THE WHITE HOUSE WEB SITE NOW AND SIGN THE PETITION: http://www.BIT.LY/kidspetition

Campaign to protect Rule 33[]

This campaign helped protect Chapter 33 in Maine (due to Deb's hard work).
The outcome and steps taken are here:

Compromise legislation was agreed upon. In short we won! It looks like a very good compromise which preserves the intent of the Chapter 33 updates:
http://www.pressherald.com/news/Compromise-reached-on-student-restraint-rules.html

Legislation has been proposed to roll back the Chapter 33 updates: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper=SP0079&item=1&snum=126

It allows for restraint or seclusion "to prevent the disruption of the educational environment"
"The rule must be amended wherever necessary to indicate that the use of seclusion or restraint is allowed to prevent significant property damage and to prevent disruption of the educational environment."

The goal is to generate 30 e-mails to Maine State Legislators to protect the new regulations on restraint known as Chapter 33. http://www.maine.gov/doe/school-safety/restraints/index.html

Maine residents, please contact your state legislator and ask them to keep Chapter 33. Find your Maine legislator here http://www.maine.gov/legis/house/townlist.htm

Sample letter to e-mail list owners[]

e-mail to groups asking them to have their members to contact their rep:

Hi [insert group name here] Team, Can you share the following e-mail with your members and others? This issue is now before the Maine Senate and will come to vote soon. It's especially important for children on the autism spectrum and other special needs. Let me know if you have any questions or need more information. Thanks, [your name]

Sample letter to lists[]

Subject: Contact The State Senators and Reps to Protect New Rules on Restraint and Seclusion

This school year, the State of Maine updated the regulations covering the use of restraint and seclusion in public schools. The updated rules, called Chapter 33 (see: http://www.maine.gov/doe/school-safety/restraints/index.html), end the use of restraint and seclusion as "therapy". They also include effective new procedures for helping children feel safe at school.

Now, a bill is in the Maine Senate (SP 79) to roll back the improvments. This bill allows restraint or seclusion "to prevent disruption of the educational environment." http://www.mainelegislature.org/legis/bills/getPDF.asp?paper=SP0079&item=1&snum=126

Please contact your state representative and senator today and ask them to protect the updated Chapter 33. Below is a sample e-mail you can use.

Contact information your reprsentative is here: http://www.maine.gov/legis/house/townlist.htm

Thanks,

[your name and group or use PAPPI as the group Parents and Professionals for Positive Interventions]

Sample e-mail to legislators[]

Dear [insert rep or senators name here]

I am writing to ask your support for the updated Chapter 33 governing on the use of physical restraint and seclusion in Maine schools. The new rules make a big difference for all kids, especially children with special needs.

Restraint and seclusion create a huge risk for injury to the child and adults involved. They also create psychological problems, including trauma, in young children. Children can learn their caregivers will place them in ‘scary’ situations and they can associate school with invasive and traumatic experiences.

Restraint and seclusion have no therapeutic benefit. When children’s behaviors don't improve, teachers may use more forceful behavior-control procedures. When such procedures become routine, the risk of abuse is dramatically heightened.

The alternative, positive behavioral intervention and support (see http://www.pbis.org/) has been proven effective in school systems around the country. PBIS improves the school environment for all children.

The updated Chapter 33 was created to help all people feel safe in Maine schools.

A new bill has been introduced in the Maine Senate (SP 79) which would roll back the improvements. It allows restraint or seclusion "to prevent disruption of the educational environment." I urge you to vote against passage of SP 79 and instead support training to fully implement Chapter 33 as updated.

Thank you,

[your name and address]

An additional sample letter is being written. Current draft is below: Dear Honorable Members of the Joint Committee on Education and Cultural Affairs,

I’m writing to you about my concerns in the proposed emergency resolve LD 243. I support the work recently accomplished to update Chapter 33, rules governing the use of physical restraint and seclusion. The new rules make a big difference to protect the safety and well-being of all individuals in Maine schools, especially for children with special needs. It’s important the intent of the rule is protected and any changes to the rule are made with safety in mind.

Restraint and seclusion have no therapeutic or educational benefit and are highly dangerous interventions. When children’s behaviors don't improve, teachers may use more forceful behavior-control procedures. When such procedures become routine, the risk for harm for all is dramatically heightened.

The alternative, positive behavioral intervention and support (see http://www.pbis.org/) has been proven effective in school systems around the country. PBIS improves the school environment for all teachers, children, and their families.

In regards to the specific changes as proposed LD 243, if school staff uses any kind of physical force with a student, including moving a student by force, it should be labeled a physical restraint. This action should be accountable by documenting it, staff should notify parents about it, staff should be trained to do it safely and staff should be trained to always try less intrusive, more positive interventions first.

And, I specifically oppose changing Ch 33 to allow the use of physical restraint to prevent disruption to the educational environment. If you do make this change, for safety sake, please make sure there is a clear definition that outlines a specific list for when it is allowable. It’s so important that the use of restraint and seclusion is limited to protect the safety of all individuals in Maine schools, and school staff always try less intrusive, more positive interventions first. . Thank you for your consideration. Send here:

Sen Rebecca Millett (D-Cumberland County) co-chair senrebeccamillett@gmail.com Sen Christopher Johnson (D-Lincoln County) chris@dirigo.net Sen Brian Langley (R-Hancock County) langley4legislature@myfairpoint.net Rep Bruce MacDonald (D-Boothbay) co-chair bmacdon@roadrunner.com Rep Mary Pennell Nelson (D-Falmouth) mpn3@maine.rr.com Rep Helen Rankin (D-Hiram) rankin8076@roadrunner.com Rep Matthea Elisabeth Larsen Daughtry (D-Brunswick) mattie@mattiedaughtry.com Rep Brian Hubbell (D-Bar Harbor) RepBrian.Hubbell@legislature.maine.gov Rep Victoria Kornfield (D-Bangor) RepTori.Kornfield@legislature.maine.gov Rep Peter Johnson (R-Greenville) rumridge27@gmail.com Rep Joyce Maker (R-Calais) gjmaker@gmail.com Rep Michael McClellan (R-Raymond) mmcclell@maine.rr.com Rep Matthew Pouliot (R-Augusta) mpouliot57@gmail.com Rep Madonna Soctomah (Passamaquoddy Tribe) Sipayik@midmaine.com

---

Note: this was adapted from the Issue Brief found here: http://www.challengingbehavior.org/do/resources/documents/brief_preventing.pdf

Note: top priority contacts are members of the education committee:
Sen Rebecca Millett (D-Cumberland County) co-chair
SenRebecca.Millett@legislature.maine.gov
Sen Christopher Johnson (D-Lincoln County) chris@dirigo.net
Sen Brian Langley (R-Hancock County) langley4legislature@myfairpoint.net
Rep Bruce MacDonald (D-Boothbay) co-chair bmacdon@roadrunner.com
Rep Mary Pennell Nelson (D-Falmouth) mpn3@maine.rr.com
Rep Helen Rankin (D-Hiram) rankin8076@roadrunner.com
Rep Matthea Elisabeth Larsen Daughtry (D-Brunswick) mattie@mattiedaughtry.com
Rep Brian Hubbell (D-Bar Harbor) RepBrian.Hubbell@legislature.maine.gov
Rep Victoria Kornfield (D-Bangor) RepTori.Kornfield@legislature.maine.gov
Rep Peter Johnson (R-Greenville) rumridge27@gmail.com
Rep Joyce Maker (R-Calais) gjmaker@gmail.com
Rep Michael McClellan (R-Raymond) mmcclell@maine.rr.com
Rep Matthew Pouliot (R-Augusta) mpouliot57@gmail.com
Rep Madonna Soctomah (Passamaquoddy Tribe) Sipayik@midmaine.com

Additional details on the campaign and ways you can help are here: Click here for details and updates on the campaign

Emergency Legislation Proposed by the Legislature
http://www.mainelegislature.org/legis/bills/getPDF.asp?paper=SP0079&item=1&snum=126

Groups to contact[]

Put names of groups we should contact in this Google Docs Spreadsheet: https://docs.google.com/spreadsheet/ccc?key=0AuuznGZd5DK3dFhURVhiV2pLR1pmdUVnWmdYdzFCdHc

Ideas on other sources of groups:

Possible source of additional groups to contact : http://www.mainecgc.org/partners.html
Find a contact for these listservs: Maine Children’s Trust, Maine Roads to Quality, and Head Start. They are used by early childhood educators so some may be in favor and others not.
Contact all the people listed here:

http://www.maine.gov/education/rulechanges/chapter33/stakeholders.html

Conflict resolution organizations: http://www.changingmaine.org/cgi/cm/categories.html?id=kFe2uQZM&mv_arg=108

Message to use when contacting people in Maine[]

Write a short, focused explanation of why the new rule is important

Possible sources to make the argument: http://www.huffingtonpost.com/jane-ellen-stevens/trauma-sensitive-schools_b_1625924.html and http://www.huffingtonpost.com/jane-ellen-stevens/traumasensitive-schools-part-two_b_1632126.html

Write an e-mail which can be shared to ask people to contact their legislator including a sample letter. Make sure to ask people to tell us if they did it for tracking purposes. Consider one version for residents of Maine and another for people outside Maine.

See also Maine Parent Federation letter on this: http://www.startingpointsforme.org/content/maines-recently-enacted-rules-restraint-and-seclusion-chapter-33

Collect links describing Rule 33. Start here: http://www.maine.gov/education/rulechanges/chapter33/index.html and here http://www.maine.gov/doe/school-safety/restraints/index.html

Other ideas[]

Choose an online petition or other tool to generate interest
Write a press release describing the impact of restraint on children in Maine and promoting the campaign to protect rule 33. Break this in to sub-tasks as needed (e.g. research impact, create protect rule 33 web page, etc).
Write a position paper or which describes how similar regulations in other states have been successful

Meeting minutes[]

Next conference call, Tentatively Thursday March 7th, 8PM contact gregsmithpm at gmail.com for details and dial in info.

Notes from call April 12th 2013[]

Greg talked about the PAPPI campaign to creating a guide for parents to engage school systems and improve practices.
Deb said schools don't admit problems and parents fear retaliation. Collaborative problem solving is very effective alternative (e.g. Ross Greene and Think Kids at MGH: http://www.thinkkids.org/). In Gloucester she raised the issue of isolation rooms at the SEPAC (SPED parents group required by MA law for each district). Many parents expressed concern. The PAC - School Committee liason raised the issue with the school committee then the superintendent. Offered Valery Hammond, Director of NAMI MA to give a NAMI basics training and Dr Ablon to do Think Kids to training. Both very responsive. We're not sure if the school system did that training. Gloucester created a new page for their IEPs which parents could sign or not to allow use of the "quiet room". Overall things seem better in Gloucester.
Deb talked about a child who was in the North Shore Education Consortium in Peabody (substantially separate multi-town SPED school). The child had a very disturbing experience there. The child was removed and is doing much better. Deb expressed concern that this is a high risk environment and would like follow up on it.
We talked briefly about CHINS reform in MA, Deb's contact with the school nurse in Gloucester and possible grant money available from DMH.

Follow up actions:

Greg to send Deb contact info of MA DPH Director of School Nurses and her work on restraint to give to Gloucester nurse.
Greg to ask contact at DMH if there is grant money for training in public schools.
Someone to find copy of new policy/signature form for Gloucester. Can also post info on work in Gloucester and update info on Northampton. Then edit it in to a form other PACs can use.
Greg to send contact info for Jennifer Honig, Lawyer with Mental Health Legal Advocacy who has offered pro-bono legal services to children who have been restrained. Deb to share that with parent of child in North Shore Collaborative.
Someone to reach out to Valery Hammond at NAMI to get info on how she engages constructively with school systems. May also talk to Dr Ablon of Think Kids.
Greg to pick another meeting time in May and continue to reach out and recruit new members for PAPPI

March 7th 2013 Meeting Notes[]

Greg, Cate and Deb met on March 7th.

- Deb updated us on the compromise legislation to update Chapter 33 in Maine. It sounds like a great compromise which protects he important changes in Chapter 33 while alleviating the concerns of teachers. The next stage in this work is to help teachers, students and families implement the new rules successfully. Deb may be invited to participate in that in the future.

- We talked about ways to work with school systems to move from Restraint and Seclusion to Positive Behavioral Supports. Cate described her experience in Northampton. Greg described his work and the challenges in Newton. We discussed ways to make change, especially institutional change. A few example are, create a guide for parents of children who have been restrained, engage with the state during the every six year SPED Comprehensive Program Review, work with the PACs and School Committee on new policies and legal strategies.

Follow up items:

Cate to send documentation on her work in Northampton
Greg to collect policy update ideas and start to build a web site for that
Greg to contact CPR to ask the state to look carefully at practices in Newton during the review this April

January 17 2013 meeting notes[]

Greg, Deb, Cate and Sue met via conference call. Next call Thursday 2/7 at 8PM Notes below. Additions, edits or comments welcome.

We did intros. Noted that people write letters but don't always feel connected to a group or movement. Also noted that a big challlenge is getting schools to implement positive supports.

Greg asked that we keep thinking about small things people can so we can start recruiting more widely. Suggested pairing people activate them instead of posting "to do" actions on a web site.

We discussed the chapter 33 work. Deb will know very soon when a bill to modify Chapter 33 is docketed . We came up with the idea to contact people in Maine via interested groups and e-mails lists and ask them to write or call their Maine legislators. We will create a message and gather e-mail lists and groups to contact. See action items below. We also discussed writing a position paper on what happened in MA and doing media work to get positive articles in the Maine press. We didn't come up with specific actions on those last two ideas.
We talked about how to promote the petition for Keeping All Students Safe
We talked about the goals of the group, noted that we need to find ways to promote PBIS and noted that the group purpopse is not very clear on the web site: http://wiki.laptop.org/go/PAPPI

Action items: Rule 33

Deb will find out the date of the next vote or action in legislature
Deb will write a message we can give people as a sample to contact their reps. Possible template here http://wiki.laptop.org/go/Sample_Maine_e-mail
Cate will collect groups to contact and post them in a Google Docs: https://docs.google.com/spreadsheet/ccc?key=0AuuznGZd5DK3dFhURVhiV2pLR1pmdUVnWmdYdzFCdHc#gid=0 or here http://wiki.laptop.org/go/PAPPI#Campaign_to_Protect_Rule_33_in_Maine (nice job Cate getting that underway so quickly!!)
Sue will write a testimonial letter that Deb can use
Greg will create a landing page to send people to if they want more info before contacting their legislator

Petition for Keeping Students Safe

Greg will get back to Bill about how to enable more people to spread the word about the peitition. Then contact the group with actions they can do on that.

Other

Greg will updated the web site to make the goals stand out more and Sue will comment on the changes

Agenda for next meeting

5 minutes - Intros
20 minutes - Status fo Chapter 33 work, action items and next steps
10 minutes - Petition work status, action items and next steps
20 minutes discuss how to promote PBIS (maybe using fromm R/S to PBIS campaign idea or something else. See: http://wiki.laptop.org/go/PAPPI#From_R-S_to_PBIS.2C_One_District_at_a_Time
5 minutes agenda for next meeting

December 7th 2012 meeting notes[]

Update on recent work:

PAPPI (Parents And Professionals for Positive Interventions) is the name for now. Greg noted he is working with Newton, MA to get details on the design of the rooms in his district. Deb campaigning to protect the laws in Maine as there is some push back from legislators and unions. Deb will be very tied up with thiis work and the holidays for the next 4 weeks. Deb will think of things she can ask people to do to help. She will send that list to Greg who will try to find people to help.

Discuss communication strategy (facebook group, e-mail list etc.)
- We plan four levels of communication and engagement:

Private Facebook group. Deb will create a new private Facebook page after the holidays.
This list of people for regular e-mails and meeting info
The web site http://wiki.laptop.org/go/PAPPI (everyone should look at that page and make a small edit anywhere on it to show you can access it)
An e-mail list for people who want to be kept in the loop but will only participate occasionally. tbd exactly how we set this up

Discuss status and to do list for first campaign

The To Do list for the first campaign is here: http://wiki.laptop.org/go/PAPPI#To_Do_List We talked about focusing on a different city where know parents already. Greg is reaching out to help pick a new city. In the mean time we talked about how to do the first task (Collect data on Lewiston from Federal site: http://ocrdata.ed.gov/ and post it.). Cara will start working on that and ask Deb for advice as she gets in to it.

Set agenda for next meeting with a goal of sending recruiting e-mails in January

Agenda is: 10 minutes - Update on recent work and introductions
20 minutes - review of communication channels
20 minutes - Review of work on first campaign. Try to get a few more things on the To Do list done.
10 minutes - set agenda and time for next meeting

Anyone who has 30 minutes free to work on this, pick something from the To Do list. If it's not clear what to do, send me an e-mail and I will give some direction.

November 16 2012 Meeting[]

Deb and Greg talked on 11/16 Next meeting Friday December 7th at 2PM. Notes: We discussed goals briefly. The only change was to add the words restraint and seclusion and positive behavioral supports to goals 2 and 3. - We brainstormed our first campaign to address goals 2,3,4, and 5

Possible title (I made this up after the call so comments welcome):
From restraint and seclusion to positive behavioral support, one school district at a time Steps in the campaign:

Collect data from Federal site: http://ocrdata.ed.gov/ and other sources to identify school systems with higher than normal incidence (Deb already identified Lewiston, ME as the first one to work on).
Gather the data, post it on a web site and add context and explanation (e.g. what is the norm, how far out is this system and anything else which explains what it means and why it's important.
Research the policies (e.g. JKAA) and other info on that school system
Find ways to influence the school board and administration to address the issue
1. Get the contact info for the school board
2. Find affected parents in the target community.
3. Find professionals near by or otherwise motivated to help
4. Identify elected representatives who can help
5. Identify state level administrators who can help
Create a packet of information and message for the school board (aka school committee in MA)
1. It should express concern for the issue, identify gaps in policies and offer resources and ways to make things better
When the message and people to deliver it are final reach out to the school board and administration
Leave behind a group of empowered parents and others who can continue to work in the community. Get regular updates on how it's going and support them.

Once we run a campaign like this in one city or town, we document how to do and move on to the next one.

Second campaign idea: Implementing laws and regulations in states that don't have them - Identify states that don't have any relevant laws or regulations - Collect examples of incidents and post that - Create a packet of information which shows how to create new laws or regulations based on the work done in Maine - Find groups in the target states and share the packet with them

This one needs more definition but it addresses the goal 6 of improving laws and regulations.

Other subjects: - Deb mentioned that she has or may create a private facebook group to encourage discussion.

Action items:

Deb to suggest some new names for the group (name should signify: open, grassroots, compassionate, motivated to make change)
Deb to write down the steps needed to take data off the OCR web site (aka step one in the campaign).
Once new name is agreed on, Greg to move wiki page to that place.
Greg to update web page
Greg to set agenda for next meeting (focused on how we recruit more people and what we will ask them to do once they express interest)

October 26 2012 meeting[]

Introductions and brief review of recent work

Discussed our perspectives and goals. Greg talked about Mass initiative and work to create parents group. Deb talked about her work on the regulations in Maine. Bill talked about his experience and sense that this is a growing movement and he has heard from many people fromm all over the country. He thinks the next phase will be addressng issues of retaliation. We all noted that it's a systemic problem and will need a long term concerted effort to address it..

Adding people to the group

We agreed that anyone who wants to participate can send Greg an e-mail. If they want vto ohelpp advocate with ut, Greg will then add them to the cc and invite them to the next meeting.
Note, people who were not on the call, please confirm to me that you are OK with that

Goals discussion. we came up with these goals not in priority order:
- Faciliate the ability of parents to tell their story and be heard without retaliation
- Improve transparency about what is happening in schools and analyze data to demonstrate the use of restraint and seclusion.
- Develop tools and information for school systems to help reduce the use of restraint and seclusion through positive behavioral support.
- Increase the size of our group. Ensure that we have actionable tasks for new parents as they express a desire to be involved.
- Improve the laws and regulations on restraint.

Agenda for next meeting:
- 20 minutes - Introductions and review of recent work
- 5 minutes - A quick read through to approve the goals.
- 5 minutes - Discuss any logistical issues or ideas (e.g. should we move this to an e-mail list, is the wiki good, too many e-mails or just right?)
- 20 minutes - Brainstrom objectives and campaigns to work on. Each should contribute to one of the goals above.
- 10 minutes - Set agenda for next meeting.

News, Links and other resources[]

Maine News[]

Rule 33 in Maine improves the regulations on restraint and seclusion. See: http://www.maine.gov/sos/cec/rules/05/071/071c033.doc
See a side by side comparison of the new and old rules here: http://www.maine.gov/education/rulechanges/chapter33/comparison.pdf

Articles which motivated Maine to update regulations[]

Children held down: Families questions use of therapeutic restraints in Maine public schools
More parents report student restraints; Maine Dept. of Education downplays concerns
'I thought I was the only one': 3 kids, 3 years, nearly 100 school restraints
Scarborough School Board considers changes to restraint, privacy policies
Maine Dept. of Education warns schools about use of 'dangerous restraints'

Recent news from organizations asking for changes to Rule 33[]

Article describing push back from education administrators to the new rule:
http://www.kjonline.com/news/Maine-teachers-union-reports-dozens-of-student-on-teacher-assaults.html

Articles on the teachers union raising concerns about the new rule:
http://bangordailynews.com/2012/11/26/education/mea-dozens-of-educators-assaulted-in-wake-of-changes-to-restraint-rules/
http://www.pressherald.com/news/Maine-teachers-union-reports-dozens-of-student-on-teacher-assaults.html?searchterm=restraint+%26+seclusion
http://www.mpbn.net/Home/tabid/36/ctl/ViewItem/mid/3478/ItemId/24859/Default.aspx

National News[]

ABC News Investigative Report:

Thousands of autistic and disabled schoolchildren have been injured and dozens have died after being restrained by poorly trained teachers and school aides who tried to subdue them using at times unduly harsh techniques, an ABC News investigation has found.

With no agreed upon national standards for how teachers can restrain an unruly child, school officials around the country have been employing a wide array of methods that range from sitting on children, to handcuffing them, even jolting them with an electric shock at one specialized school. Some have locked children in padded rooms for hours at a time.

One Kentucky teacher's aide is alleged to have stuffed 9-year-old Christopher Baker, who is autistic and was swinging a chair around him, into a draw-string duffle bag.

See: http://abcnews.go.com/blogs/headlines/2012/11/abc-news-investigation-moms-fight-back-against-harsh-methods-to-restrain-students-with-special-needs/

Links, documentation, ideas and comments[]

Work done in Northapmton onthis subject is here:

Northampton MA

The videos in the "A Safe Environment and Fair Discipline" category are great views. http://idreamaschool.org/

Training on positive behavior support http://www.pbis.org/common/pbisresources/publications/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf

Recent ruling by BSEA in MA allowing Mechanical Restraint based on a school doctor seeing a short video:
http://www.doe.mass.edu/bsea/decisions/11-5444a.doc

Media coverage generated by Op Ed in New York Times:
http://terrifyingdiscipline.weebly.com/index.html

Motivational article http://www.copaa.org/public-policy/standing-in-our-own-shoes/

Federal resource document:
http://www2.ed.gov/policy/seclusion/restraints-and-seclusion-resources.pdf

Online training for influencing people:
http://www.partnersinpolicymaking.com/makingyourcase/

Documents collected in Maine initiative to update regulations:
http://www.maine.gov/education/rulechanges/chapter33/resources.html

Another concerning r/s article
http://www.sunjournal.com/news/franklin/2012/10/25/rsu-9-staff-facing-challenges-under-new-rule/1271392

Dissertation on how best to train teachers on reducing the use of restraint and seclusion.
http://wiki.laptop.org/images/f/f4/PREVENTION_AND_REDUCTION_OF_RESTRAINT_AND_SECLUSION_IN_PUBLIC_SCHOOLS-_A_COMPREHENSIVE_APPROACH_Nancy_I._Macias-Smith_Doctoral_Project_2012.pdf

A guide book for training teachers on how gto avoiod the use of restraint and seclusion.
http://wiki.laptop.org/images/2/28/FINAL_GUIDEBOOK_Nancy_I_Macias-Smith_04_11_2012_REV_SL_JL_BL_NMS_v2-1-.docx

Article about a positive approach http://www.disabilityscoop.com/2012/10/17/schools-gains-positive-behavior/16670/ SWPBIS success story http://www.toledoblade.com/Education/2012/10/30/Positive-behavior-strategy-seeks-to-lessen-discipline-gap.html

Issues in Ohio that is similar to the push back in Maine: http://www.dispatch.com/content/stories/local/2012/11/04/state-plan-a-burden-schoolssay.html

Positive interventions being used in Ohio: http://www.toledoblade.com/Education/2012/10/30/Positive-behavior-strategy-seeks-to-lessen-discipline-gap.html

Video of meetings on use of seclusion rooms in Middletown CT http://www.youtube.com/watch?v=xqjXovtV6gs&feature=share&list=UUWUxNqPcAFk91nQTLPEKAHQ http://www.youtube.com/watch?v=Dt8MS3xlT_w&feature=channel&list=UL