RTO Definitions
This term is used to describe a situation in which a student presents a serious and immediate risk of physical harm to themselves or others.
What is imminent danger?
An adult must receive this many hours of training annually to supervise time-out, isolated time-out, or physical restraint.
What is 8?
This must happen immediately when imminent danger has ended during a time-out or restraint.
What is the time-out or restraint must end?
This ISBE form is required to document all incidents of time-out, isolated time-out, or physical restraint.
What is Form 11-01?
This type of behavioral model is required to prioritize prevention and reduce reliance on RTO.
What is positive behavior intervention and supports?
This distinguishes time-out from a voluntary break or student-initiated regulation strategy.
What is an involuntary separation?
This person is responsible for providing RTO training, regardless of the emergency intervention program used by a district.
What is an annually certified emergency safety intervention trainer?
After this many incidents within a 30-day period, a Restraint Review Meeting is required.
What is 2 supine restraints or 3 other types of restraints, time-outs, or isolated time-outs?
Documentation of RTO episodes must be maintained in this part of a student’s record.
What is the student's temporary record?
Name two proactive systems that may be included in a district’s tiered framework of behavioral supports.
What are restorative practices and PBIS?
Identify why refusal to comply is not considered imminent danger.
What is the lacking threat of serious immediate physical harm to self or others?
This additional monitoring requirement applies when a supine restraint is used.
What is a trained licensed staff member not involved in the restraint?
A licensed professional must evaluate whether a time-out or restraint should continue after this many minutes.
What is 30 or 15 minutes?
This additional justification must be documented when an isolated time-out is used.
What is why was the adult unable to remain in the space?
This is the reason intervention strategies that avoid RTO must be embedded in board policy.
What is a systems approach to proactive and preventative practices to reduce the use of RTO?
Identify why isolated time-out is considered more restrictive than time-out, even when the duration is brief.
What is the absence of an adult in the space?
Beyond physical techniques, these topics must be included in required annual RTO training.
What are restorative practices, identifying signs of distress, crisis de-escalation techniques, positive approaches to supporting and managing behavior, and trauma-informed approaches?
This person must be notified by the end of the school day following an RTO incident.
Who is the Designated School Official (DSO)?
This documentation is required when time-out exceeds 30 minutes or restraint exceeds 15 minutes.
What is an administrator assessment and approval for the emergency safety intervention to continue?
Describe how implementing proactive behavioral systems support equity and reduce disproportionality in RTO use.
What is creating supportive conditions for learning for all students and the use of data to determine equitable learning?
Explain why RTO must be treated as a last resort rather than a routine response to dysregulation.
What are the inherent dangers to health and safety, and the deterioration of trust between students and staff?
Identify the reasons for required annual certification even for staff who have prior CPI or crisis training.
What is to ensure the appropriate and safe use of emergency safety interventions to protect the health and safety of students and staff?
The absence of this person or persons in a Restraint Review Meeting would make the meeting invalid.
What is those who participated in the emergency safety interventions?
Describe the reasons incomplete or vague documentation increases risk for districts during state complaints.
What is the inability of staff to remember details and prove the valid use of emergency safety interventions?
Articulate how tiered behavioral supports directly align with the CIBS goal of reducing restraint and time-out statewide.
What is how preventative and proactive approaches set the stage for appropriate behaviors and decreased need for students to use their intensive behaviors to communicate a need?