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  • Introduction

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    The Colorado’s State Board of Education has adopted the Protection of Individuals from Restraint and Seclusion Act (PPRA), which outlines the procedures to be followed: 

    • In the administration of restraint and seclusion.
    • Staff training.
    • Documentation requirements.
    • The review of the use of restraint and seclusion. 

    The Colorado Department of Education has available a self-guided, self-paced Moodle course on PPRA (Protection of Individuals From Restraint and Seclusion Act) Regulations. This course covers the Restraint and Seclusion regulations (PPRA) and will also share the changes to PPRA from House Bill 22-1376. 

     PPRA Regulations

    House Bill 22-1376

    This training is on the regulation for Restraints and Seclusion and does not replace the requirement of having staff trained in a nationally recognized crisis intervention program, such as Crisis Prevention Institute (CPI), Therapeutic Crisis Intervention (TCI), Quality Behavioral Solutions (QBS) etc.

    The course content will be covered in 12 different lessons. Following each lesson will be a check for understanding. Upon successful completion of each of the checks for understanding, participants can receive a certificate of completion for three (3) hours of continuing education credit.

    For questions related to this Moodle Course or the content please reach out to Bill Brown the Affective Needs Serious Emotional Disability Specialist with the Colorado Department of education. 

    brown_w@cde.state.co.us 

    720-603-3000


  • Course Overview

    Welcome to the on-demand Protection of Individuals from Restraint and Seclusion Act (PPRA) course. This is a self-paced, self-guided course consisting of 12 modules with 7 modules that include instructional videos. 

    Navigating the Course

    Use the Course Index pane on the left side to go between modules.

    Course Activities

    Books 

    Modules 1, 10 & 11 contain multi-section books. To access the book, click on the book title, use the "Previous" and "Next" buttons to navigate within the book. 

    Videos

    Modules 3-9 contain short videos embedded directly under the module title. To play each video, click on the image of the video or on the (triangle) on the video player. Participants are able to stop, pause, and rewind the video to meet their needs. Captions are available by clicking on the CC button "cc" closed caption icon from video player. on the video player. If a full screen video is preferred, click on the arrows pointing out in opposite directions diagonally to symbolize make full size. "full screen" icon on the video player. 

    Resource Folders

    The resource folders may contain supplemental materials referenced throughout the modules. Each resource will be uploaded as a PDF. 

    Changing the PDF size

    Clicking the "Fit to Page" button will make any PDF smaller, making the PDF the width of window, enlarging the words. Using the + or - buttons will also adjust the size of the page. 

    Questions or Difficulties

    If you have any questions or difficulties accessing the presentations, links, or resources, please email Bill Brown at brown_w@cde.state.co.us.

  • Module 1: Continuum of Interventions

    This module is going to focus on PPRA, which is referred to as the Protection for Individuals from Restraint and Seclusion Act.  During this segment we will focus on the proactive and preventative aspects of PPRA which includes the creation of a continuum of interventions.

  • Module 2: Charter Schools

    This module on PPRA (restraint and seclusion) talks about HB 22-1376 and the Charter School Institute.

    House bill 22-1376, says that the protection of Individuals from Restraint and Seclusion Act has been changed or adjusted to include the Charter School Institute. Charter schools must follow the PPRA Regulations, the same as all other school district.

    THE "PROTECTION OF INDIVIDUALS FROM RESTRAINT AND SECLUSION ACT", SECTIONS  26-20-101 TO 26-20-111, SETS FORTH THE KEY DEFINITIONS AND PROHIBITIONS ON THE USE OF RESTRAINTS

    (3)(a). On and after August 9, 2017, each school-district INSTITUTE CHARTER SCHOOL shall require any school employee or volunteer who uses any type of restraint on a student at the INSTITUTE CHARTER school district to submit a written report of the incident to the INSTITUTE CHARTER SCHOOL'S administration not later than one school day after the incident occurred.  

    (b) On and after August 9, 2017, each INSTITUTE CHARTER school district shall establish a review process, conduct the review process at least annually, and document the results of each review process in writing. Each annual review process must include a review of each incident in which restraint was used on a student during the preceding year. The purpose of each annual review process is to ensure that the INSTITUTE CHARTER school district is properly administering restraint, identifying additional training needs, minimizing and preventing the use of restraint by increasing the use of positive behavior interventions, and reducing the incidence of injury to students and staff. 

  • Module 3: PPRA Definitions

    This module on PPRA focuses on the definitions used in relation to restraint and seclusion. The following definitions will be provided: 

    • Positive physical contact
    • Physical intervention
    • Physical restraints 
    • Prone restraints
    • Chemical restraints 
    • Mechanical restraints 

    The different types of physical interventions range on a continuum from least restrictive to most restrictive. We are going to review each of the options on this continuum from least restrictive to the most restrictive.

    Watch Module 3

    This video is twelve (12) minutes long. 

  • Module 4: Basis for the use of Restraints

    This Module will explore the use of restraints. Restraints should only be used in an emergency with extreme caution after the failure of less restrictive alternatives (such as positive behavior supports, verbal and non-verbal de-escalation, and environmental modifications). Or, after making a determination that such alternatives would be inappropriate or ineffective under the circumstances.

    An Emergency Situation means a situation in which there is probable imminent threat of bodily injury to self or others, with the present ability to affect such bodily injury. Emergency includes situations in which the student creates such a threat by abusing or destroying property.

    Watch Module 4

    This video is 8 minutes long. 

  • Module 5: Seclusion

    This module will focus on Seclusion. 

    “Seclusion” means the placement of a student alone in a room from which egress is involuntarily prevented.  While in seclusion relief periods from seclusion shall be provided for reasonable access to toilet facilities. “Seclusion” does not mean the placement of a student in residential services in his or her room for the night.

    “Seclusion” does not mean Time-out. “Time-out” is the removal of a student from potentially rewarding people or situations.

    Watch Module 5

    This video is nine (9) minutes long.

  • Module 6: Duties related to use of Restraints

    This module reviews the duties related to the use of Restraints and Seclusion. 

    Watch Module 6 

    This video is four (4) minutes. 

  • Module 7: Training Requirements

    This module focuses on staff training requirements needed for the application of restraint and seclusion.

    PPRA (Protection of Individuals from Restraint Act) states that all public educational programs shall ensure that staff utilizing restraint in schools or facilities are trained.

    Watch Module 7

    This video is two (2) minutes long. 

  • Module 8: Documentation and Notification

    This module on PPRA (Protection of Individual from Restraint and Seclusion Act) focuses on the documentation requirements and parent notification requirements.

    The regulations identify when it is anticipated that the use of restraints and or seclusion may be used.  School staff must notify the parents/guardians and, if appropriate, the student regarding:

    • restraint procedures (including types of restraints) that might be used,
    • specific circumstances in which restraint might be used,
    • staff involved.

    Watch Module 8

    This video is three (3) minutes. 

  • Module 9: Review of Restraints

    This module on PPRA reviews the regulation for the review of the use of restraints and seclusion.

    Each public education agency shall ensure that a review process is established and conducted for each incident of restraint used. The purpose of this review shall be to ascertain that appropriate procedures were followed and to minimize future use of restraint.

    Watch Module 9

    This video is four (4) minutes long. 

  • Module 10: PPRA Complaint Process

    This module on restraint and seclusion focuses on the complaint process and applicable procedures. As part of House Bill 22-1376, the Department of Education has been granted enforcement authority over the restraint investigation decision process. This Enforcement Authority must follow the same procedures outlined for state complaints, under the Federal Individuals with Disability Education Act, as amended in the department's state level Complaint Procedures.

  • Module 11: Trauma and Restraints

    This module on restraint and seclusion reviews promising research, related to Trauma-informed Care and how Trauma-informed Care reduces the use of restraints, seclusion, and timeouts.

  • Module 12: Key changes

    This module is going to review the major Changes to PPRA from HB 22-1376.

    The Major change that HB 22-1376 makes to PPRA includes:

    • IF A PHYSICAL RESTRAINT IS MORE THAN ONE MINUTE BUT LESS THAN FIVE MINUTES, THE NOTIFICATION REQUIREMENT IS A WRITTEN NOTICE TO THE PARENT ON THE DAY OF THE RESTRAINT. THE WRITTEN NOTICE MUST INCLUDE THE DATE, THE NAME OF THE STUDENT, AND THE NUMBER OF RESTRAINTS THAT DAY THAT LASTED BETWEEN ONE AND FIVE MINUTES. 

    • "Physical restraint" means the use of bodily, physical force to involuntarily limit an individual's freedom of movement FOR MORE THAN ONE MINUTE; except that "physical restraint" does not include the holding of a child by one adult for the purposes of calming or comforting the child. 

    • "Restraint" means any method or device used to involuntarily limit freedom of movement, including bodily physical force, mechanical devices, or chemicals. RESTRAINT MUST NOT BE USED AS A FORM OF DISCIPLINE OR TO GAIN COMPLIANCE FROM A STUDENT. IF PROPERTY DAMAGE MIGHT BE INVOLVED, RESTRAINT MAY ONLY BE USED WHEN THE DESTRUCTION OF PROPERTY COULD POSSIBLY RESULT IN BODILY HARM TO THE INDIVIDUAL OR ANOTHER PERSON. "Restraint" includes chemical restraint, mechanical restraint, and physical restraint. "Restraint" does not include:  
      • c) The holding of an individual for less than fire-minutes ONE MINUTE by a staff person for protection of the individual or other persons; except that nothing in this subsection (6)(c) may be interpreted to permit the holding of a public-school student in a prone position, except as described