Pullman schools say state grants and new training reduced use of restraint, isolation in special education programs

Pullman School District officials told the board they have launched a multi-part effort — funded in part through an Office of Superintendent of Public Instruction (OSPI) initiative — to reduce student restraint and eliminate isolation in special-education settings.

An assistant director for special services said the district received an initial $30,000 last spring to pilot training and supports and then an additional $50,000 this fall. The state later added a further $23,000. The district is using the money to create scheduled debrief time for targeted staff and to contract with True Measure Collaborative, a Seattle-area vendor that provides coaching, observations and behavior-management training.

"We initially received funding last spring. We received about $30,000 last spring," the assistant director said, adding that the district then received "an additional $50,000" this fall and later another $23,000. He described use of funds to provide an "additional 90 minutes a week" for 20 staff members to meet for debriefs and to support training in antecedent management and de-escalation.

District staff explained that the focus on post-incident debriefs is intended to improve prevention by strengthening staff capacity and translating incident reviews into practice changes. They said OSPI is running a statewide project and that Pullman was invited to participate after a review of incident data.

A board member noted the change in data. The assistant director and a colleague said the district now records very few incidents: "I think we've had three [this year], and that's all, and none of it's isolation," a presenter said, describing the reduction as a shift in mindset plus additional supports and data tracking.

The district also outlined staffing in special education: roughly 20 teachers, five school psychologists, five speech-language pathologists, one occupational therapist and about 32 paraeducators, with services ranging from early learning through age 22. Leadership said targeted training and regular team debriefs are part of a continuum of supports intended to reduce physical interventions.

The board asked whether the grant-funded 90-minute debrief time could be sustained if the funding ends; the assistant director said the district's aim is to build staff skills and routines so debriefing can be integrated into the school day in smaller blocks if grant support is not available.

Next steps described by presenters include continuing monthly coaching with the vendor, additional classroom and program observations, and monitoring of restraint/isolation data to measure ongoing effect. The board did not take formal action on this report but acknowledged the improvement and asked for continued updates.