Jt. Jerome School District No. 261

STUDENTS 3345

Use of Restraint and Seclusion for Students

It is the priority of Jerome School District No. 261 to promote a safe learning environment for all students and

staff. The board recognizes that there may be emergency situations where it becomes necessary for a staff

member to physically restrain or place a student in seclusion when the student’s behavior poses an imminent risk

of serious physical harm to self or others. The purpose of this policy is to ensure that all students and staff are safe

in school, and that any student who may have a behavior crisis is free from the inappropriate use of physical

restraint or seclusion.

The Board does not condone the use of restraint or seclusion when responding to student behavior and prohibits

the use of corporal punishment and unreasonable use of physical force against a student as forms of discipline or

methods of classroom governance. The Board recognizes, however, that it may be necessary to use reasonable and appropriate physical restraint and/or seclusion when it is the least restrictive intervention and when the student’s behavior poses imminent danger of serious physical harm to self or others. The Board supports school-wide programs and services that promote positive student behavior to improve overall school safety and create an

environment that is conducive to learning, while also minimizing the need for the use of physical restraint and

seclusion and ensuring that they are only used as a last resort in an emergency.

DEFINITIONS

“Aversive technique” means physical, emotional, or mental distress as a method of redirecting or controlling

behavior.

“Chemical Restraint” means using drugs or medication to control behavior; not including those prescribed by and

administered in accordance with the directions of a qualified health professional.

“Crisis intervention” means implementation of a predetermined strategy to mitigate immediate harm to students

or staff in a behavioral crisis.

“Corporal punishment” means knowingly and purposely inflicting physical pain on a student as a disciplinary

measure.

“De-escalate” means utilizing strategically employed verbal or non-verbal interventions to reduce the intensity of

threatening behavior before a crisis situation occurs.

“Emergency” means a situation in which a student’s conduct creates a reasonable belief in another person that the

student’s conduct has placed the student or a third person in imminent danger of serious physical harm. An

emergency requires an immediate intervention.

“Functional behavioral assessment (FBA)” means the evaluation process of gathering information that can be used

to hypothesize about the function of student behavior to develop a behavior intervention plan (BIP) for those

students demonstrating, or at risk for demonstrating, challenging behavior.

“Imminent” means likely to happen right away or within a matter of minutes.

“Mechanical Restraint” means the use of any device or equipment to restrict a student’s freedom of movement.

This term does not include devices implemented by trained school personnel, or utilized by a student that have

been prescribed by an appropriate medical or related services professional and are used for the specific and

approved purposes for which such devices were designed, such as:

a. Adaptive devices or mechanical supports used to achieve proper body position, balance, or

alignment to allow greater freedom of mobility than would be possible without the use of such

devices or mechanical supports

b. Vehicle safety restraints when used as intended during the transport of a student in a moving

vehicle

c. Restraints for medical immobilization; or

d. Orthopedically prescribed devices that permit a student to participate in activities without risk of

harm.

“Physical escort” means a temporary touching or holding of the hand, wrist, arm, shoulder, or back for the purpose

of inducing a student who is acting out to walk to a safe location. In addition, physical restraint does not include

behavioral interventions used as a response to calm and comfort (e.g., proximity control, verbal soothing) an upset

student.

“Physical Restraint” means personal restriction that immobilizes or reduces the ability of a student to move his or

her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort.

“Life-threatening physical restraint” 1) restricts airflow to a student’s lungs, whether by compressing the student’s

chest or otherwise, or 2) immobilizes or reduces a prone student’s ability to freely move his or her arms, legs, or

head. The use of prone (i.e., lying face down) physical restraints should be avoided.

“Positive behavioral interventions and supports” means application of a broad range of systematic and

individualized strategies for achieving important social and learning outcomes, while preventing challenging

behaviors by making them irrelevant, inefficient, and ineffective.

“Seclusion” means the involuntary confinement of a student alone in a room or area from which the student is

physically prevented from leaving. It does not include a timeout, which is a behavior management technique that

is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is

implemented for the purpose of calming.

PROHIBITED PRACTICES

The following are prohibited under all circumstances, including emergency situations:

1. The use of restraint and seclusion, and corporal punishment, as a form of discipline, punishment, or as a method

of managing classroom behavior.

2. The use of chemical restraints (i.e., drugs or medication) to control behavior or restrict freedom of movement

unless it is (1) prescribed by a qualified health professional, and (2) administered as prescribed by the qualified

health professional.

3. School employees may not use a life-threatening physical restraint on a student.

4. The use of physical restraint or seclusion procedures when a known psychiatric, medical or physical condition of

the student would make physical restraint or seclusion dangerous for that student. For example, seclusion is

inappropriate for students who are severely self-injurious or suicidal.

APPROPRIATE USE OF PHYSICAL RESTRAINT OR SECLUSION

Restraint or seclusion will only be implemented in situations where a student’s behavior poses imminent danger of

serious bodily harm to self or others, and not as a routine strategy to address classroom management or

inappropriate behavior. School staff will implement positive behavioral interventions and supports, functional

behavioral assessments and related behavior and crisis plans, and utilize constructive methods to de-escalate

potentially dangerous situations.

Staff members are authorized to restrain a student or place a student in seclusion when an emergency, exists, or

when a student’s individualized education program (IEP), behavioral intervention plan (BIP), or crisis plan describes

the specific behaviors and circumstances in which restraint and seclusion may be used as a response to imminent

danger of serious physical harm to self or others.

The following applies to the use of physical restraint or seclusion:

1. Staff members will take reasonable efforts to prevent the need for the use of physical restraint or seclusion by

implementing positive behavioral interventions and supports.

2. Staff members will only use physical restraint or seclusion in situations where (1) the student’s behavior poses

imminent danger of serious bodily harm to self or others, and (2) efforts at de-escalation or interventions are

ineffective.

3. Staff members will utilize the least restrictive technique necessary to end the threat of imminent danger of

serious bodily harm.

4. Any behavioral intervention used by staff members must be consistent with the child’s rights to dignity and to

be free from abuse.

5. Staff members will carefully and continuously visually monitor the student when physical restraint or seclusion is

used to ensure the appropriateness of its use and the safety of the student and others.

6. Staff members will immediately terminate the use of physical restraint or seclusion as soon as it is determined

the student is no longer in imminent danger of serious bodily harm to self or others, or if the student is observed

to be in severe distress.

7. Staff members will document in writing each incident requiring physical restraint or incident immediately and no

later than 24 hours after the event.

8. All staff members directly assigned to students or classrooms who demonstrate aggressive or dangerous

behaviors will receive training in crisis management, de-escalation techniques, classroom behavior management,

functional behavior assessment, behavior intervention planning, and when appropriate, the safe use of physical

restraint and seclusion. Only trained personnel will employ these interventions whenever possible.

9. Staff members will review and revise behavioral strategies as appropriate to address the underlying cause of the

dangerous behavior and to prevent the repeated use of physical restraint or seclusion for managing the dangerous

behavior.

10. Parents will be notified verbally regarding physical restraint or seclusion as soon as possible and no later than

24 hours following the restraint or seclusion. (See “Notice to Parent/Guardian” section).

NOTICE TO ADMINISTRATOR

Staff members must notify the building principal and, if appropriate, special education director, immediately when

a student is physically restrained or placed in seclusion.

OBSERVATION OF STUDENT

Seclusion will not be used unless a staff member can continuously monitor the student for visual and auditory

signs of physiological distress and can communicate with the student. A staff member will maintain continuous,

direct visual and auditory contact with the student throughout the duration of any physical restraint or seclusion

to ensure the appropriateness of its use and the safety of the student and others.

Students will be permitted to use the restroom upon request and will be escorted to and from the restroom.

Students will also be provided with water on request. Students will not be denied access to meals. If the student’s

level of escalation prevents the student from participating in planned mealtimes, the student will be permitted

access to meals immediately as soon as the risk of serious physical danger to self or others has passed. See Time

and Duration section below for information on allowable length of seclusion.

Monitoring will be conducted by a staff member who has received the required training to ensure the safety of the

student and that procedures are appropriately implemented and documented.

SECLUSION AREA

If seclusion is to be employed by the district, each school building must designate a clean and safe seclusion area

intended for confining a student without causing or allowing the student to harm him- or herself or others. The

seclusion area will be of reasonable size; adequately lighted, ventilated, and heated/cooled; free from any objects

or potential hazards that unreasonably expose the student or others to harm; permit direct, continuous visual and

auditory monitoring of the student; must not be locked; and must comply with state and federal fire safety

requirements. A push lock may be used with consistent monitoring but may not prevent the student from exiting

the area should an emergency arise.

A staff member will visually inspect the seclusion area before and after each use to determine whether the area is

clean and safe and address any concerns by cleaning the area and/or reporting the concerns to maintenance staff.

TIME AND DURATION

Seclusion and/or restraint of a student shall immediately be terminated when it is decided that the student is no

longer an immediate danger to him/herself or to any other third person and/or if it is determined that the student

is exhibiting extreme distress and/or at such time that appropriate administrative personnel have taken possession

of the child and/or upon such time that the parent/legal guardian of the child has retaken possession of the child.

If an emergency seclusion lasts longer than thirty (30) minutes, the following are required: additional support (e.g.,

change of staff, introducing a nurse or specialist, or obtaining additional expertise) and documentation to explain

the extension beyond the time limit.

REINTEGRATION INTO THE CLASSROOM

Staff members will follow the steps outlined in the student’s Crisis Plan to determine when the student is ready to

be reintegrated into the classroom or activities. If no Crisis Plan is in place, staff members (at least two staff

members) may make an independent judgment about when the student is ready to rejoin classmates or other

activities. Reintegration may occur quickly, or may be very gradual, but will depend on the circumstances and the

emotional state and readiness of the student to return to the normal situation.

INCIDENT REPORTING

Immediately after the student has restored emotional and behavioral control following the use of physical

restraint or seclusion, a staff member not involved with the incident will visually examine the student to ascertain

if any injury has been sustained during the physical restraint or seclusion.

The staff member(s) involved with the incident will complete a written incident report immediately and no later

than 24 hours after the event. The building principal or designee will place a copy of the report in the student’s

education file and the building principal shall notify the Superintendent or designee of the event, providing the

Special Education Director with a copy of the report of events.

Each staff member involved in an incident will engage in a debriefing session within two (2) days of the incident to

determine what could have been done to prevent the need for the use of physical restraint or seclusion for this

student specifically and for other students in similar situations.

Incident Report Requirements

The following information will be included in the incident report created after each instance of physical restraint or

the use of seclusion:

1. Information about the student (i.e., name, grade, etc.).

2. If the student has a disability (IDEA or Section 504), and the type of disability.

3. The date and start and end times of the restraint or seclusion.

4. The location of the incident.

5. A description of the incident.

6. Possible events that triggered the dangerous behavior that led to restraint or seclusion.

7. Prevention, redirection, or pre-correction strategies that were used during the incident.

8. A description of the dangerous behavior that resulted in the implementation of physical restraint or

seclusion.

9. A description of the restraint or seclusion strategies that were used during the incident and a log of the

student’s behavior during physical restraint or seclusion.

10. A description of any injuries or physical damage that occurred during the incident.

11. How the student was monitored during and after the incident.

12. A description of behaviors displayed demonstrating the student’s ability to return to the educational

environment.

13. The staff member(s) who participated in the implementation, monitoring, and supervision of physical

restraint or seclusion and whether the person(s) had training related to restraint or seclusion.

14. The extent to which the staff member(s) adhered to state and district procedural implementation

guidelines.

15. The follow-up that will occur to review or develop the student’s positive behavioral interventions and

supports in order to avoid the use of restraint or seclusion in the future.

16. The date and time the parent/guardian was notified.

FREQUENT USE OF RESTRAINT OR SECLUSION

Schools must follow these procedures in cases where a student is placed in physical restraint or seclusion four (4)

or more times in 20 school days.

In cases where such a student requires, may require, or is being evaluated for special education services or a 504

plan, the student's planning and placement team must meet to (1) conduct or revise the student's functional

behavioral assessment and (2) create or revise any applicable behavioral intervention plan, including the student's

IEP or 504.

For all other students, a school administrator, at least one of the student's teachers, the student's parent, or

guardian, and, if any, a mental health professional must meet to (1) conduct or revise the student's behavioral

assessment, (2) create or revise any applicable behavioral intervention plan, and (3) determine if the student may

require special education services.

NOTICE TO PARENT/GUARDIAN

The building principal or designee will verbally notify the parent/guardian of a student requiring physical restraint

or seclusion as soon as possible and no later than 24 hours following the incident.

Verbal notice will include a brief summary of the incident and contact information for the staff member who will

provide additional information. The delivery of the notice will be documented by the district.

Verbal notice will be provided via telephone or in person. In the event a staff member is unable to speak directly to

the parent via telephone, a message will be left on the individual’s voicemail, if available. If unable to reach the

parent via telephone or leave a message on voicemail, the staff member will send an e-mail to the parent, if the e-

mail address is known.

Parents/guardians will receive written, annual notice about the district’s policies and procedures for restraint and

seclusion. Parents/guardians will be notified within thirty (30) days of any changes to such policies and procedures.

All student handbooks in our schools will contain a statement regarding the use of restraint and seclusion

consistent with this policy and outline reporting procedures.

CRISIS INTERVENTION TRAINING

The district will provide all staff directly assigned to students or classrooms with annual professional development

training regarding positive behavior supports, de-escalation techniques, and classroom behavior management.

This training will be recurrent and will be provided to new staff during orientation.

All staff directly serving students or classrooms with students who demonstrate aggressive or dangerous behaviors

will receive annual professional development training in crisis management, de-escalation techniques, the correct

use of restraints and seclusion when required, and the implementation of functional behavior assessment,

behavior intervention plans, and crisis plans. This training will be recurrent and will be provided to new staff

during orientation.

It is a goal that all new employees are trained in the area of student restraint and seclusion during their first week

of employment. However, this may not be able to occur due to realities of the operation of a school district. If an

employee has not yet undergone training and a situation necessitating student restraint or seclusion occurs, and

another properly trained employee of the District is present at the event, the properly trained employee shall take

the lead in addressing the student crisis.

MONITORING AND REPORTING

The superintendent or designee will oversee the use of physical restraint and seclusion procedures and ensure

compliance with this policy in the district. The superintendent or designee will comply with all state and federal

requirements for reporting incidents of physical restraint or seclusion.

The building principal or designee will oversee the use of physical restraint and seclusion procedures and ensure

compliance with this policy within the school.

ANNUAL POLICY REVIEW

The district will, not less than annually, review this policy and related procedures to determine the efficacy of the

policy and procedures; whether modification of the policy or procedures is necessary; and whether selected school

staff should receive additional training on positive behavior intervention and supports, or the proper use of

restraint, seclusion, and other aversive techniques. The review must include a review of the documentation and

reporting of incidents involving physical restraint and seclusion.

In conducting this annual review, the district shall also review the reports of all events of seclusion or restraint that

occurred with the district’s students in the past school year. This review will include an analysis as to whether or

not the district’s personnel are following the terms of this policy, whether additional training activities are

necessary, or if there is any weakness in the implementation of this policy that can be strengthened.

Annually, the superintendent designee shall submit to the Board a report containing all the following

disaggregated data:

a. The total number of incidents of seclusion during the previous school year.

b. The total number of students (i.e. students with and without disabilities) who were involved in

incidents of seclusion during the previous school year;

c. The number of students with disabilities who were involved in incidents of seclusion during the

previous school year;

d. The number of incidents of physical restraint during the previous school year;

e. The total number of students (i.e. students with and without disabilities) who were involved in

incidents of physical restraint during the previous school year; and

f. The number of students with disabilities who were involved in incidents of physical restraint

during the previous school year.

Legal Reference: I.C. 33-1224 Title 33: Education; Chapter 12: Teachers; Powers and Duties of

Teachers

Policy History:

Adopted on: 12/20/2011

Revised on: 04/23/2024