Idaho House Bill 281 – School Training Requirements
All public and charter schools within Idaho are now required to provide professional development regarding positive behavior supports, de-escalation techniques, and classroom behavior management to all staff directly working with students. Additional trainings regarding crisis management, de-escalation, restraints, and behavior assessments/intervention plans are required for staff working directly with students that are particularly aggressive or dangerous.
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How to Implement Safety-Care?
1. Register for a Safety-Care Trainer class or call us to request a closed session for your organization. We regularly conduct classes in all 50 states and Canada.
2. Complete your class to become a certified Safety-Care Trainer for your organization. We bring you to fluency using an errorless teaching methodology.
3. You train and certify your staff in Safety-Care’s effective techniques.
4. Our Master Trainers are available by phone, email, or video to help your organization with any questions or concerns while using or implementing Safety-Care.
Legal Requirements
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Summary: State of Idaho House Bill No. 281 All public and charter schools within Idaho are now required to provide professional development regarding positive behavior supports, de-escalation techniques, and classroom behavior management to all staff directly working with students. Additional trainings regarding crisis management, de-escalation, restraints, and behavior assessments/intervention plans are required for staff working directly with students that are particularly aggressive or dangerous. How Safety-Care aligns: Numerous school districts throughout the United States and Canada rely upon QBS and our Safety-Care training to provide their staff members with the training they need to help maintain a safe and healthy learning environment. Safety-Care provides a comprehensive, supportive approach to incident prevention, de-escalation, and management. District staff will learn practical strategies for helping students that use evidence-based practices consistent with PBIS (Positive Behavior Interventions and Supports) and ABA (Applied Behavior Analysis). |
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All public and charter school staff directly assigned to students or classrooms shall receive annual professional development training regarding: How Safety-Care aligns: Safety-Care as a training program can be tailored to meet the needs of multiply organizations and professions. All Safety-Care offerings are trauma-informed and utilize PBIS and ABA to ensure that all trainees are equipped with the appropriate responses to challenging behaviors. • Positive behavior supports How Safety-Care aligns: Safety-Care is uniquely designed to provide trainees with the skills to assess potential crises, how de-escalate these situations, and how to respond if the situation is elevated. Our trainings are trauma-informed and focus on modifying behavior to prevent dangerous outcomes. Safety-Care is focused on encouraging positive behavior prior to the use of any other intervention strategy. Our approach stems from the use of Positive Behavior Intervention and Supports (PBIS) that can prevent and manage challenge behavior. • De-escalation techniques How Safety-Care aligns: Safety-Care certified individuals are trained to use our Help, Prompt, and Wait strategies as early intervention procedures that effectively de-escalate potential crisis situations before any physical management is necessary. Safety-Care is also based on Applied Behavior Analysis practices and regularly updated with the most current research. This ensures that your staff is fully trained in a system that is focused on de-escalation and is fully trauma-informed. • Classroom behavior management How Safety-Care aligns: Safety-Care is designed around Positive Behavior Intervention and Supports (PBIS). This allows trainees in Safety-Care to build their classroom management style around a system that encourages positive interactions and a safe environment. |
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All staff directly serving students or classrooms with students who demonstrate aggressive or dangerous behaviors shall also receive annual professional development training in: • Crisis management How Safety-Care aligns: Safety-Care certified individuals are trained to use our Help, Prompt, and Wait strategies as early intervention procedures that effectively de-escalate potential crisis situations before any physical management is necessary. Safety-Care is also based on Applied Behavior Analysis practices and regularly updated with the most current research. This ensures that your staff is fully trained in a system that is focused on de-escalation and is fully trauma-informed. • The correct use of restraints and seclusion when required How Safety-Care aligns: Safety-Care utilizes unique physical management techniques that ensure that the least amount of restraint is used and focuses on the safety of all participants. These restraints range from physical prompts to vacate a situation to stationary holds designed with he safety of the restrained and restrained. • Implementation of functional behavior assessment, behavior intervention plans, and crisis plans How Safety-Care aligns: Safety-Care is based upon the application of Positive Behavior Interventions and Supports and is frequently updated with the most current research. This ensures that your staff will be fully equipped with the most up to date methods in promoting positive behavior, interventions, and crisis management. |
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The state department of education shall prepare resources, guidance, and training modules to support schools in adhering to the provisions of this section: • Classroom behavior management How Safety-Care aligns: Safety-Care is designed around Positive Behavior Intervention and Supports (PBIS). This allows trainees in Safety-Care to build their classroom management style around a system that encourages positive interactions and a safe environment. Schools must have a restraint and seclusion policy which applies to all students and includes: • Definitions of physical restraint, mechanical restraint, chemical restraint, and seclusion How Safety-Care aligns: Safety-Care stresses that restraint is only to be used as a last resort and that when it is used, the least restrictive method must be utilized. Safety-Care trainees learn multiple methods of physical management ranging from simple prompts to physical holds. Most importantly, these methods are designed to be as safe and non-restrictive as possible for all participants. • Reporting requirements for documenting and informing parents, administrators, and federal agencies of each instance of restraint or seclusion How Safety-Care aligns: Following an incident, a debriefing process allows staff to discuss what happened and what has been learned so that new interventions can be developed to better prevent similar incidents in the future. This debriefing procedure allows staff to participate productively in follow-up meetings. • Requirements for periodic review of instances of restraint or seclusion and of practices related to such by school district boards of trustees and directors of public charter schools How Safety-Care aligns: Safety-Care offers access to Trainer Connect. Trainer Connect can be used to document instances of restraint and be used as a recording tool for these incidents. Additionally, Safety-Care is updated often to be in line with the most current research regarding positive behavior reinforcements, restraints, and de-escalation. |
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Restraint and seclusion shall not be used as forms of discipline or methods of classroom governance. Chemical restraint shall not be used for any purpose. Physical restraint, mechanical restraint, or seclusion may be deployed only in circumstances where a pupil’s conduct has placed himself, employees, or any other individual in imminent danger of serious bodily harm. How Safety-Care aligns: Safety-Care does not authorize the use of chemical restraints. Safety-Care strictly prohibits the use of all interventions that cause physical pain, involve toxic substances, deny basic needs, or subjects individuals to abuse. Safety-Care ensures that staff are trained to use appropriate and humane interventions that respect the dignity of individuals. Seclusion means the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. This term does not include a timeout that is a behavior management technique that is a part of an approved program involves the monitored separation of the student in a nonlocked setting and is implemented for the purpose of calming. |
Why Safety-Care?
Benefits & Differentiators
In addition to Safety-Care being highly cost-effective, you get:
Skills to effectively prevent, minimize, & manage behavioral challenges with dignity, safety, & the possibility of change
Decreases in staff and patient injuries and reduction in restraint & seclusion time
Instructional procedures based on decades of evidence-based research & compatible with ABA, PBIS & reinforcement-based environments
Customizable program for your setting, staff & clientele, with a strong focus on preventative via non-intrusive, replacement behaviors
Extremely rigorous standards grounded in errorless teaching methodology
Small, intimate class sizes backed by unlimited support & resources
Interested in learning more?
How Is Safety-Care So Effective?
A Genuine Focus on Implementing & Managing Positive Behavioral Skills
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Proactive, environmental management recommendations
Understanding of evocative effects of staff behavior
In-depth analysis of antecedents and proactive antecedent interventions
Evidence-based reinforcement procedures
Required competency in de-escalation skills
Humane, non-invasive touch and QBS Check™ strategies
Evidence-based teaching procedures
Applicable to a wide array of settings, conditions & challenging behavior