PHYSICAL RESTRAINT, TIME OUT, ISOLATED TIME
OUT PROGRESS REPORT AND REDUCTION PLAN
FOR 2023-24
June 2023
Physical Restraint, Time Out, and Isolated Time Out Progress Report and Reduction Plan
Urbana School District 116
In accordance with the requirements set forth in 105 ILCS 5/2-3.130 and Public Act 102-0339, each
school district board must create an oversight team that consists of, but is not limited to, teachers,
paraprofessionals, school service personnel, and administrators to develop district-specific plans that
include procedures to reduce and eventually eliminate the use of physical restraint, time out, and
isolated time out (RTO). The progress shall be measured by the reduction of the overall number of
incidents of those interventions and the total number of students subjected to those interventions. The
plans must include specific actions set forth in legislation and shall align with the reduction goals set
forth by the Illinois State Board of Education (ISBE). An annual progress report is required. The progress
report must include a report of school district RTO data, improvements that have been made as a result
of your RTO Reduction Plan, and any explanation as to why specific strategies were unsuccessful to
reduce RTO within your district. The corresponding RTO Reduction Plan Template includes a progress
report template. The progress report and reduction plan can be submitted together whether the
template is used or not.
Progress Report
Please review and report your district’s physical restraint, time out, and isolated time out
(RTO) data related to school year 2022-23
Overall, the number of students who were involved in RTO procedures was relatively stable
(20 is 2021-22 vs 24 in 2022-23). Of note is a significant increase in the total number of
incidents of RTO (48 in 2021-22 vs 92 in 2022-23). One student (discussed in the section
below) accounted for 48% of the total incidents in the district. Without this students data, the
number of RTO events were stable (48) between 2021-22 and 2022-23. There was no single
disability area (or lack of disability area) that represented a majority of the RTO events. The
vast majority of students (22 or 24) had an IEP and a majority of students (13 of 24) were
students of color. These factors were important in determining the district’s optional goals for
reduction for 2023-24.
How has your district’s school year 2022-23 RTO Reduction Plan supported
improvements?
Professional development has been offered to staff on therapeutic crisis intervention, crisis
intervention training, restorative practices, trauma informed practices, positive behavior and
intervention and supports, and self-regulation instruction at various times throughout the
school year. Problem solving and IEP teams conducting functional behavioral assessment and
development of behavior intervention plans support non-coercive environments. Collaboration
between our public therapeutic day school peace team/crisis counseling staff and our intensive
instructional programs strengthened the focus on the use of strategies other than RTO to
address student need and behavior.
School buildings have PBIS coaches and teams to support Tier I, II, and III social emotional
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functioning instruction and intervention at the early childhood through high school levels.
The RTO oversight team met throughout the year to review data and discuss RTO incidents
and problem solve additional support to individual teams, as needed.
District RTI trainers have attended recertification training of trainers professional development
in Peoria on updated TCI for Schools which incorporate additional strategies and techniques as
an alternative to RTO.
Individual teams met after incidents of RTO to assess the incident and think through and plan
alternate intervention techniques to reduce the need for RTO in the future. Relevant
information regarding student’s individual history (including any history of physical or sexual
abuse) and other relevant medical/mental health information was shared by team members
when developing plans and interventions for students.
The district leadership team met with district leaders and staff members to reassess when TCI
training is offered during the year and summer options are now being offered for both initial
certification and recertification.
What targeted areas for RTO reduction were not as successful (if any)? Please describe any
factors that contributed to the unexpected results from your previous RTO Reduction Plan.
A reduction in the overall number of RTO incidents was not realized for the district. The main
contributing factor was one student who accounted for 48% of the incidents for the district.
This student with significant needs was not initially eligible for special education services and,
after being found eligible, putting services in place, and the team working with an applied
behavior analyst, we dramatically reduced the need for RTO by the end of the school year.
While that plan was being developed, implemented, and revised, however, the student
frequently demonstrated behavior that was an imminent safety threat to self and others that
required RTO procedures to ensure their safety.
In addition, a lack of subs to release staff during the school year to attend therapeutic crisis
intervention training did result in fewer staff being trained in TCI than the district had desired.
The district has made more summer TCI training options available for 2023-24 to aid in
training and retraining more staff in this approach at a time when subs are not necessary for
staff to attend.
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List the names and titles of members of your district restraint and time out oversight team:
Ashleigh Butler, Paraprofessional/Crisis Counselor/TCI Trainer
David Finn, Special Education Teacher
Beth Gatsche - Assistant Principal Gerber School
Kelly Halcom, School Social Worker
Jennifer Hastings, Director of Student Services
Tricia Kassem - School Psychologist/TCI Trainer
Katie Madigan, Assistant Principal UECS/Elementary Special Education Facilitator
Olivia Grilo, Special Education Teacher/TCI Trainer/Alternative Programs Case Manager
Jennifer Rohn, Principal - Gerber School
Todd Taylor, Assistant Superintendent for Student Services
Zach Utley, Paraprofessional/Crisis Counselor/TCI Trainer
List dates of oversight team meetings:
September 14, 2023
November 22, 2023
May 17, 2023
June 2, 2023
2023-24 Urbana School District 116 - Goals for RTO Reduction
Data will be collected on incidents of Time Out, Isolated Time Out, and Physical Restraint collected
and reviewed after the full school year 2023-24 data is available for both regular and extended
school year programs.
● Goal 1 - Reduce the number of RTO Incidents by 10%
● Goal 2 - Reduce the number of students experiencing RTO by 10%
● Goal 3 - Reduce the number of students with Individualized Educational Programs
experiencing RTO by 25%
● Goal 4 - Reduce the number of students of color experiencing RTO by 25%
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Urbana School District 116 - 2023-24 RTO Reduction Plan
A. USD 116 plans to adopt and utilize positive behavioral interventions and support rather
than physical restraint, time-out, and isolated time out:
1. Action Item:
● In USD 116 schools, positive behavioral interventions that have been adopted
include, but are not limited to behavior de-escalation/RTI, restorative
practices, trauma informed practices, positive behavior and intervention and
supports, self-regulation instruction/training, conducting functional
behavioral assessment and development of behavior intervention plans, which
support non-coercive environments.
● Provide proactive, preventative, and tailored positive behavioral interventions
for students identified through behavioral screeners, referrals, or school
problem-solving teams.
● Implementation of positive behavioral interventions through Tier 1, 2 and 3
programming.
2. Steps to Complete Action Item:
● District administration and specialists (behavioral specialists, special
education teachers, clinical professionals, psychologists, social workers.) will
collaborate with school teams (including teachers, teacher assistants, support
staff, and building administration) for ongoing support in utilizing positive
behavioral interventions. This may include review of school behavioral data,
behavioral support expectations, recognition systems, and internal committee
monitoring.
o Timeline 2023-24 School Year
o Responsible Party: Administrators and specialists
● Provide professional development to reduce/eliminate restraint, time out, and
isolated time out.
● Examples:
o Training opportunities for select staff that focus on behavioral
and emotional regulation training, which may include
alternatives to hands-on approaches.
o Increased time allocated for training for staff that serves
students with significant behaviors and mental health
challenges to allow for more proactive interventions and
services.
● Timeline: 2023-24 School Year
● Responsible Party: Student Services and Gerber administrators and
district TCI trainers
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● Ongoing data review of RTO interventions to inform staff support, training,
and development needs based on information obtained about trends in the use
of RTO.
● Timeline: Quarterly during the 2023-24 School Year
● Responsible Party: District RTO Oversight Team
B. USD116 will identify effective ways/best practices to de-escalate situations to avoid
physical restraint, time-out, and isolated time out:
1. Action Item:
● Provide professional development and training on de-escalation techniques
such as Therapeutic Crisis Intervention and other De-escalation Training,
behavior management strategies, youth mental health first aid,
trauma-sensitive practices, implicit bias, and restorative practices.
2. Steps to Complete Action Item:
● Develop/Implement consistent training methods/materials and schedule for
training on the above techniques.
o Timeline: 2023-24 School Year
o Responsible Parties: District Administrators and Professional
Development Department
● Ongoing professional development/training, support, and collaboration will
occur as well as planning for onboarding for new hires.
o Timeline 2023-24 School Year
o Responsible Parties: District Administrators and Professional
Development Department
C. USD116 will utilize crisis intervention techniques as an alternative to physical restraint,
time-out, and isolated time out:
1. Action Item:
● Provide professional development and training on Therapeutic Crisis
Intervention.
● Identify crisis intervention responders and roles for staff in each building.
2. Steps to Complete Action Item:
● Develop/Implement consistent training methods/materials and schedule for
trainings.
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o Timeline 2023-24 School Year
o Responsible Parties: District Administrators, Gerber Administrators
and District TCI trainers
● Ongoing professional development/training, support, and collaboration will
occur as well as planning for onboarding for new hires.
o Timeline 2023-24 School Year
o Responsible Parties: District Administrators, Gerber Administrators
and District TCI trainers
D. USD 116 will utilize debriefing meetings to reassess what occurred and why it occurred
and to think through ways to prevent use of intervention the next time:
1. Action Item:
● Conduct debriefing meetings to assess what occurred, why it occurred,
and to think through ways to prevent use of the intervention the next time.
● Proactive regular team meetings to plan for students as well as utilization
of the Individual Student Plan for any student that meets the criteria.
2. Steps to Complete Action Item:
● Ensure staff are aware of and utilize debriefing procedures.
o Timeline 2023-24 School Year
o Responsible Parties: District RTO Oversight team, District
Administrators, Gerber Administrators and District TCI trainers
● Document debriefing efforts.
o Timeline 2023-24 School Year
o Responsible Parties: School teams with members determined
appropriate for individual situations
● Ensure debriefing consistent with the requirements for reviewing and
analyzing time out and restraint during extended instances or repeated
instances of their use.
o Timeline 2023-24 School Year
o Responsible Parties: District RTO Oversight team, District
Administrators, Gerber Administrators and District TCI trainers
E. USD116 will implement procedures to ensure that appropriate school personnel are fully
informed of the student’s history, including any history of physical or sexual abuse, and
other relevant medical mental health information. Such disclosures of student
information must be consistent with federal and state laws and rules governing student
confidentiality and privacy rights.
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1. Action Item:
● Develop/implement procedures for ensuring that appropriate school personnel
are fully informed of the student’s history, including any history of physical or
sexual abuse, and other relevant medical mental health information.
2. Steps to Complete Action Item:
● Share relevant information with appropriate school personnel at the
beginning of the school year to the extent that it impacts behavior
management, de-escalation, crisis management, etc.
o Timeline start of 2023-24 School Year and throughout the year, as
appropriate
o Responsible Parties: Case managers and building administrators
● When creating any individual student plans, teams will ensure that
appropriate school personnel are fully informed of the student's history,
including any history of physical or sexual abuse, and other relevant medical
and mental health information.
o Timeline start of 2023-24 School Year and throughout the year, as
appropriate
o Responsible Parties: Social Workers, Case managers and building
administrators
● When utilizing proactive regular team problem-solving meetings, special
education meetings, or other meetings to plan for students, include relevant
information about the student’s history, including any history of physical or
sexual abuse, and other relevant medical mental health information with
appropriate school staff regarding the use of restraint and time out.
o Timeline start of 2023-24 School Year and throughout the year, as
appropriate
o Responsible Parties: Case managers, psychologists, social workers,
and building administrators as appropriate to an individual student’s
plan and situation.
● When debriefing the use of restraint or time out, include relevant information
about the student’s history, including any history of physical or sexual abuse,
and other relevant medical mental health information with appropriate school
staff.
o Timeline start of 2023-24 School Year and throughout the year, as
appropriate
o Responsible Parties: Case managers, psychologists, social workers,
and other debriefing team members, as appropriate to individual
student plan and situation.
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Note: Disclosures of sensitive student information must be consistent with federal and
state laws governing student confidentiality and privacy rights. “Appropriate school
personnel” include school staff with a legitimate educational interest in the student
information.
F. USD 116 will identify steps to develop individualized student plans as required by Public
Act 102-0339. Plans should be separate and apart from a student IEP or 504 plan.
1. Action Item:
● Develop, implement and determine procedures for reviewing individual
student plans.
2. Steps to Complete Action Item:
● Set Criteria for developing an individualized plan
▪ Initial Criteria: students that have experienced 5 or more instances
of restraint, time out, or isolated time out (RTO) in a 30-day
period. The District ITO Oversight teams will review data during
quarterly meetings and adjust the criteria, as appropriate.
▪ Timeline start of 2023-24 School Year and reviewed quarterly
throughout the year, as appropriate
▪ Responsible Parties: District RTO Oversight team
● Identify relevant and appropriate individuals for creating the plans
▪ Timeline: Spring, 2023
▪ Responsible Parties: District RTO Oversight team
● Review and analyze individual student data related to RTO and current BIP.
▪ Timeline: Start of 2023-24 school Year
▪ Responsible Parties: Members of the student’s IEP, 504, or
Individual problem-solving team, as appropriate to the student’s
specific situation.
● Document specific steps the team will take to reduce their use of these
restrictive interventions.
o Timeline: Start of 2023-24 school Year
o Responsible Parties: Members of the student’s IEP, 504, or Individual
problem-solving team, as appropriate to the student’s specific situation.
● Ensure that appropriate school personnel are fully informed of the student's
history, including any history of physical or sexual abuse, and other relevant
medical and mental health information.
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o Timeline: As individual plans are developed and implemented during the
2023-24 school year
o Responsible Parties: Social Workers, Case managers, and building
administrators.
● Ongoing support, training, and collaboration will occur with the serving team
as they work to implement the plan and review its effectiveness.
o Timeline: As individual plans are developed and implemented during the
2023-24 school year
o Responsible Parties: members of the individual student’s team
G. USD 116 will make information regarding the plan available to parents for review.
1. Action Item:
● Identify the method of communication for how the District will notify parents
and guardians that the plan is available for review:
● Information will be posted on the USD116 Website
● A meeting describing the plan will be presented, recorded, and made
available on the district website at a parent advisory meeting conducted in
during the 2023-24 school year.
2. Steps to Complete Action Item:
● Through the methods of communication listed above, the District will notify
parents and guardians that the plan is available for review.
o The RTO Plan will be posted on the USD116 Website
o The RTO Plan will be reviewed, recorded, and made available on the
district website at a parent advisory meeting conducted during the
2023-24 school year.
o Timeline: 2023-24 school year
o Responsible Parties: District Student Services Administrators, District
RTO Oversight Team members, and Director of Marketing and
Communication
H. USD116 will modify the process (as necessary) to satisfy the aforementioned goals.
1. Action Item:
● Members of the District RTO Oversight team will review data at least
quarterly to ensure the district is making progress towards goals and
procedures that are in line with all laws, recommendations, and directives.
2. Steps to Complete Action Item:
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● Establish oversight committee goals/timelines.
o Timeline: Spring/Fall 2023
o Responsible Parties: District RTO Oversight Team
● Engage in student data review related to RTO interventions to better
understand use, trends, and student and staff development needs.
o Timeline: Quarterly during 2023-24 School Year
o Responsible Parties: District RTO Team
● Review documentation for compliance auditing.
o Timeline: When compliance auditing information is available from
ISBE
o Responsible Parties: District RTO Oversight Team
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