Laws and Regulations Governing Restraint and Seclusion in Connecticut Schools

 
U
n
derstandi
n
g
 
the Laws
 
and
 
Regu
l
ations
Governing
 
the use of 
R
estra
i
nt and
 
Sec
l
usi
o
n
 
in
 
Sc
h
oo
l
s:
July 20
1
9
 
CONN
E
C
TI
CU
T
 
S
T
A
T
E
D
E
P
A
R
T
M
E
N
T
 
O
F
E
DUC
A
TI
O
N
 
P
u
b
l
i
c
 
A
c
t
 
a
n
d
 
R
e
g
u
l
a
t
i
o
n
s
 
E
f
f
e
c
t
i
v
e
 
J
u
l
y
 
1
,
 
2
0
1
8
,
 
S
e
c
t
i
o
n
 
1
0
-
2
3
6
b
 
o
f
 
t
h
e
 
2
0
1
8
 
s
u
p
p
l
e
m
e
n
t
 
t
o
 
t
h
e
 
g
e
n
e
r
a
l
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t
a
t
u
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e
s
 
i
s
 
r
e
p
e
a
l
e
d
 
a
n
d
 
S
e
c
t
i
o
n
 
4
 
o
f
 
,
 
A
n
 
A
c
t
I
m
p
l
e
m
e
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i
n
g
 
t
h
e
 
R
e
c
o
m
m
e
n
d
a
t
i
o
n
s
 
o
f
 
t
h
e
 
D
e
p
a
r
t
m
e
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t
 
o
f
 
E
d
u
c
a
t
i
o
n
,
 
i
s
s
u
b
s
t
i
t
u
t
e
d
.
15-81 )AP( tcA cilbuP
 
G
e
n
e
r
a
l
l
y
,
 
P
A
 
1
8
-
5
1
 
m
a
i
n
t
a
i
n
s
 
t
h
e
 
e
x
p
a
n
d
e
d
 
p
r
o
h
i
b
i
t
i
o
n
 
o
f
 
t
h
e
 
u
s
e
 
o
f
 
r
e
s
t
r
a
i
n
t
 
a
n
d
s
e
c
l
u
s
i
o
n
 
e
x
c
e
p
t
 
i
n
 
e
m
e
r
g
e
n
c
y
 
s
i
t
u
a
t
i
o
n
s
 
t
o
:
a
l
l
 
p
u
b
l
i
c
 
s
c
h
o
o
l
 
s
t
u
d
e
n
t
s
 
G
r
a
d
e
s
 
K
-
1
2
,
 
i
n
 
a
d
d
i
t
i
o
n
 
t
o
students
 
ident
i
fied
 
as
 
requiring
 s
pe
c
ial
 
edu
c
ation
 
and
 
tho
s
e
 
students
 
in
 
the
proce
s
s
 
of
 
evaluat
i
on
 
to
 
determine
 
spe
c
ial
 
edu
c
ation
 
e
l
igib
il
ity
 
(
3
-
21).
 
P
A
 
1
8
-
5
1
 
p
r
o
v
i
d
e
s
 
a
d
d
i
t
i
o
n
a
l
 
a
n
d
 
r
e
v
i
s
e
d
 
d
e
f
i
n
i
t
i
o
n
s
 
o
f
 
t
e
r
m
s
 
a
n
d
 
p
r
o
h
i
b
i
t
i
o
n
s
,
 
w
h
i
l
e
m
a
i
n
t
a
i
n
i
n
g
 
m
o
n
i
t
o
r
i
n
g
 
r
e
q
u
i
r
e
m
e
n
t
s
 
a
n
d
 
t
h
e
 
n
e
c
e
s
s
i
t
y
 
t
o
 
h
o
l
d
 
a
 
p
l
a
n
n
i
n
g
 
a
n
d
p
l
a
c
e
m
e
n
t
 
t
e
a
m
 
(
P
P
T
)
 
m
e
e
t
i
n
g
 
f
o
r
 
i
d
e
n
t
i
f
i
e
d
 
s
p
e
c
i
a
l
 
e
d
u
c
a
t
i
o
n
 
s
t
u
d
e
n
t
s
 
o
r
 
a
m
e
e
t
i
n
g
 
f
o
r
 
g
e
n
e
r
a
l
 
e
d
u
c
a
t
i
o
n
 
s
t
u
d
e
n
t
s
.
 
P
A
 
1
8
-
5
1
 
E
f
fective
 
July
 
1,
 
2018,
 
P
A
 
1
8
-
51,
 
rev
i
ses
 
def
i
nitions
 
of
 
restraint
 
and seclusion,
clarif
i
es the
 
def
i
nition
 
of
 
an
 
escort
 
and
 
i
ntroduces
 
a
 
def
i
nition
 
for e
x
clusionary
time
 
out.
 
 
The
 
pub
l
ic
 
act
 
also
 
prohib
i
ts
 
the
 
use
 
of
 
seclusion
 
as
 
a behavior
inte
r
vention
 
in
 
the
 
indi
v
idu
a
l
i
z
ed
 
education
 
p
r
og
r
am
 
(IEP)
 
and requires
 
that
no
 
later
 
than
 
January
 
1,
 
2019,
 
distri
c
ts/programs
 
de
v
elop
 
policy related
 
to
 
the
use
 
of
 
e
x
clusionary time
 
out.
 
T
h
e
 
m
o
s
t
 
r
e
c
e
n
t
 
r
e
v
i
s
i
o
n
s
 
t
o
 
t
h
e
 
C
o
n
n
e
c
t
i
c
u
t
 
S
p
e
c
i
a
l
 
E
d
u
c
a
t
i
o
n
 
R
e
g
u
l
a
t
i
o
n
s
 
w
e
r
e
a
d
o
p
t
e
d
 
i
n
 
J
u
l
y
 
2
0
1
3
,
 
p
r
o
v
i
d
e
 
a
d
d
i
t
i
o
n
a
l
 
r
e
q
u
i
r
e
m
e
n
t
s
 
r
e
l
a
t
e
d
 
t
o
 
t
h
e
 
i
m
p
l
e
m
e
n
t
a
t
i
o
n
o
f
 
C
o
n
n
e
c
t
i
c
u
t
 
G
e
n
e
r
a
l
 
S
t
a
t
u
t
e
s
 
(
C
G
S
)
 
1
0
-
2
3
6
b
 
a
n
d
 
r
e
m
a
i
n
 
i
n
 
e
f
f
e
c
t
 
w
h
e
r
e
 
t
h
e
y
d
o
 
n
o
t
 
c
o
n
f
l
i
c
t
 
w
i
t
h
 
t
h
e
 
i
n
t
e
n
t
 
o
f
 
C
G
S
 
1
0
-
2
3
6
b
 
 
o
r
 
P
u
b
l
i
c
 
A
c
t
 
1
8
-
5
1
,
 
o
r
 
t
h
e
r
e
q
u
i
r
e
m
e
n
t
s
 
o
r
 
r
e
l
i
e
f
 
p
r
o
v
i
d
e
d
 
t
h
r
o
u
g
h
 
S
B
 
7
2
7
6
 
a
n
d
 
a
n
y
 
s
u
b
s
e
q
u
e
n
t
 
l
e
g
i
s
l
a
t
i
o
n
.
 
P
r
o
h
i
b
i
t
i
o
n
s
 
P
u
b
l
i
c
 
A
c
t
 
1
8
-
5
1
 
p
r
o
h
i
b
i
t
s
 
o
f
 
t
h
e
 
u
s
e
 
o
f
 
r
e
s
t
r
a
i
n
t
 
a
n
d
 
s
e
c
l
u
s
i
o
n
 
e
x
c
e
p
t
 
i
n
e
m
e
r
g
e
n
c
y
 
s
i
t
u
a
t
i
o
n
s
.
 
As of
 
Ju
l
y
 
1,
 
2
0
1
8
,
 
sec
l
us
i
on
 
is no
 
lo
n
g
e
r
 
p
e
rmitted
 
to be
 
us
e
d
 
as a
b
e
h
a
vi
o
r
 
i
n
terv
e
nti
o
n
 
in
 
the
 
I
E
P
.
 
T
h
i
s
 
pr
o
h
i
b
i
tion
 
re
q
u
i
re
s
 
th
a
t
 
a PPT
 
rev
i
ew
 
a
n
d r
e
vise
 
the
 
curre
n
t IEP
sh
o
u
l
d
 
th
a
t
 
IEP
 
i
d
e
n
tify
 
the
 
use
 
of “sec
l
us
i
o
n
 
as a
 
b
e
h
a
vi
o
r i
n
terv
e
nti
o
n
(
w
ith
i
n
 
the
 
e
x
isti
n
g
 
b
e
h
a
vi
o
r
 
i
n
terv
e
nti
o
n
 
p
l
an
 
[B
I
P]). 
 
I
f d
e
em
e
d
a
p
pr
o
pr
i
at
e
,
 
the
 
use
 
of e
x
cl
u
si
o
n
a
ry
 
time 
o
ut as an
 
int
e
rve
n
tion m
a
y 
b
e
co
n
si
d
e
r
e
d
 
for i
n
cl
u
si
o
n
 
in
 
t
h
e
 
BI
P
.
 
N
o
t
e
:
 
A
s
 
o
f
 
J
u
l
y
 
1
,
 
2
0
1
5
,
 
t
h
i
s
 
p
r
o
h
i
b
i
t
i
o
n
 
e
x
p
a
n
d
e
d
 
t
o
 
A
L
L
 
p
u
b
l
i
c
 
s
c
h
o
o
l
 
s
t
u
d
e
n
t
s
 
G
r
a
d
e
s
 
K
-
1
2
 
i
n
 
a
d
d
i
t
i
o
n
 
t
o
s
t
u
d
e
n
t
s
 
i
d
e
n
t
i
f
i
e
d
 
a
s
 
r
e
q
u
i
r
i
n
g
 
s
p
e
c
i
a
l
 
e
d
u
c
a
t
i
o
n
 
a
n
d
 
t
h
o
s
e
 
s
t
u
d
e
n
t
s
 
i
n
 
t
h
e
 
p
r
o
c
e
s
s
 
o
f
 
e
v
a
l
u
a
t
i
o
n
 
t
o
 
d
e
t
e
r
m
i
n
e
s
p
e
c
i
a
l
 
e
d
u
c
a
t
i
o
n
 
e
l
i
g
i
b
i
l
i
t
y
,
 
a
g
e
s
 
3
-
2
1
.
 
E
x
c
e
p
t
i
o
n
s
 
t
o
 
t
h
e
 
P
r
o
h
i
b
i
t
i
o
n
 
o
f
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
 
a
s
 
a
n
 
e
m
e
r
g
e
n
c
y
 
r
e
s
p
o
n
s
e
 
t
o
 
p
r
e
v
e
n
t
 
i
m
m
e
d
i
a
t
e
 
o
r
 
i
m
m
i
n
e
n
t
 
i
n
j
u
r
y
 
t
o
 
t
h
e
p
e
r
s
o
n
 
a
t
 
r
i
s
k
 
o
r
 
t
o
 
o
t
h
e
r
s
,
 
p
r
o
v
i
d
e
d
 
t
h
e
 
e
m
e
r
g
e
n
c
y
 
r
e
s
t
r
a
i
n
t
 
o
r
 
e
m
e
r
g
e
n
c
y
s
e
c
l
u
s
i
o
n
 
i
s
 
n
o
t
 
u
s
e
d
 
f
o
r
 
d
i
s
c
i
p
l
i
n
e
 
o
r
 
c
o
n
v
e
n
i
e
n
c
e
 
a
n
d
 
i
s
 
n
o
t
 
u
s
e
d
 
a
s
 
a
s
u
b
s
t
i
t
u
t
e
 
f
o
r
 
a
 
l
e
s
s
 
r
e
s
t
r
i
c
t
i
v
e
 
a
l
t
e
r
n
a
t
i
v
e
;
 
w
h
e
n
 
n
e
c
e
s
s
a
r
y
 
t
o
 
m
a
i
n
t
a
i
n
 
a
 
s
a
f
e
 
s
c
h
o
o
l
 
s
e
t
t
i
n
g
 
i
n
 
a
c
c
o
r
d
a
n
c
e
 
w
i
t
h
 
t
h
e
C
G
S
 
S
e
c
t
i
o
n
 
1
0
-
2
2
0
;
 
o
r
 
t
o
 
s
u
p
e
r
s
e
d
e
 
t
h
e
 
p
r
o
v
i
s
i
o
n
s
 
o
f
 
t
h
e
 
s
u
b
d
i
v
i
s
i
o
n
 
o
f
 
t
h
e
 
C
G
S
 
S
e
c
t
i
o
n
 
5
3
a
-
1
8
c
o
n
c
e
r
n
i
n
g
 
t
h
e
 
u
s
e
 
o
f
 
r
e
a
s
o
n
a
b
l
e
 
p
h
y
s
i
c
a
l
 
f
o
r
c
e
.
 
D
e
f
i
n
i
t
i
o
n
 
o
f
 
T
e
r
m
s
 
S
t
u
d
e
n
t
 
a
 
child
 
enrol
l
ed
 
in
 
G
r
ades
 
K
-
12;
 
and
 
a
 
child
 
rece
i
ving
 
spe
c
ial
 
edu
c
ation
 
and
 
related
 
serv
i
ces
 
from
 
a
 
local or
regional board
 
of
 
edu
c
ation
 
including
 
via
 
contracted
 
serv
i
ces,
 
placement
 
i
n
 
a
Conne
c
ticut
 
State
 
Department
 
of
 
Edu
c
ation
 
(CSDE)
 
approved
 
pri
v
ate
 s
pe
c
ial
education
 
p
r
og
r
am,
 
r
e
gional
 
educational se
r
vice
 
cente
r
,
 
or
 
other
 
p
r
ivate
facilit
y
,
 
ages
 
3
-
21.
 
*
 
D
o
e
s
 
n
o
t
 
i
n
c
l
u
d
e
 
a
 
c
h
i
l
d
 
r
e
c
e
i
v
i
n
g
 
s
e
r
v
i
c
e
s
 
f
r
o
m
 
U
n
i
f
i
e
d
 
S
c
h
o
o
l
 
D
i
s
t
r
i
c
t
 
2
(
D
e
p
a
r
t
m
e
n
t
 
o
f
 
C
h
i
l
d
r
e
n
 
a
n
d
 
F
a
m
i
l
i
e
s
)
 
o
r
 
t
h
e
 
D
e
p
a
r
t
m
e
n
t
 
o
f
 
M
e
n
t
a
l
 
H
e
a
l
t
h
 
a
n
d
A
d
d
i
c
t
i
o
n
 
S
e
r
v
i
c
e
s
.
 
D
e
f
i
n
i
t
i
o
n
 
o
f
 
T
e
r
m
s
(
c
ontinu
e
d)
 
P
h
y
s
i
c
a
l
 
R
e
s
t
r
a
i
n
t
Any
 
me
c
han
i
cal
 
or
 
personal
 
restriction
 
that
 
immobilizes
 
or
 
reduces
 
the
 
free
 
mo
v
ement
 
of
 
a
person's
 
arms,
 
leg
s, 
or
 
head
 
including,
 
but
 
not 
l
im
i
ted
 
to,
 
car
r
y
ing
 
or
 
forc
i
bly
 mo
v
ing a
person
 
from
 
one 
l
ocation
 
to
 
anothe
r
.
 
T
h
e
 
t
e
r
m
 
d
o
e
s
 
n
o
t
 
i
n
c
l
u
d
e
:
brief
l
y
 
holding
 
a
 
person
 
in
 
order
 
to
 
calm
 
or
 
comfort
 
the
 
person;
 
restraint
 
involvi
n
g
 
the
 
m
i
nimum
 
conta
ct
 
ne
c
essary
 
to
 s
afe
l
y
 
escort
 
a
 
person
 
from
 
one
area
 
to
 
another;
 
(i.e.,
 
temporari
l
y
 
tou
c
hing
 
or
 
holding
 
for
 
the
 
purpose
 
of
 
guiding
 
or
induc
i
ng
 
a
 
student
 
to
 
w
alk
 
to
 
another
 
locat
i
on
;
 
med
i
cal de
v
ices,
 
including,
 
but
 
not
 
lim
i
ted
 
to,
 
supports
 
pres
c
ribed
 
by
 
a
 
hea
l
th
 c
are
prov
i
der
 
to
 
achieve
 
proper
 
body
 
po
s
ition
 
or
 
balan
c
e;
 
helmets
 
or
 
other
 
p
r
otect
i
ve
 
gear
 
used
 
to
 
p
r
otect
 
a
 
pe
r
son
 
fr
om
 
injuries due
 
to
 
a
 
fal
l
; 
or
 
helmet
s,
 
m
i
tts
 
and
 
sim
i
lar
 
de
v
ices
 
used
 
to
 
prevent
 
sel
f
-
injury
 
w
hen
 
the
 
de
v
ice
 
is part
of
 
a
 
do
c
umented
 
treatment
 
plan
 
and
 
is the
 
lea
st 
restrictive
 
means
 
available
 
to
prevent
 
such
 
sel
f
-
injur
y
.
 
L
i
f
e
 
T
h
r
e
a
t
e
n
i
n
g
 
P
h
y
s
i
c
a
l
 
R
e
s
t
r
a
i
n
t
Any
 
ph
y
sical restraint
 
or
 
hold
 
of
 
a
 
person
 
that:
restricts
 
the
 
flow
 
of
 
air
 
into
 
a
 
person
s lung
s, 
w
hether
 
by
 
che
st 
compression
or
 
any
 
other
 
mean
s;
 
or
 
immobilizes
 
or
 
reduces
 
the
 
free
 
mo
v
ement
 
of
 
a
 
person
s
 
arms,
 
legs or
 
head
w
h
i
l
e
 
t
h
e
 
p
e
r
s
o
n
 
i
s
 
i
n
 
t
h
e
 
p
r
o
n
e
 
p
o
s
i
t
i
o
n
 
T
h
i
s
 
s
e
c
t
i
o
n
 
s
h
a
l
l
 
n
o
t
 
b
e
 
c
o
n
s
t
r
u
e
d
 
a
s
 
l
i
m
i
t
i
n
g
 
a
n
y
 
d
e
f
e
n
s
e
 
t
o
 
c
r
i
m
i
n
a
l
 
p
r
o
s
e
c
u
t
i
o
n
 
f
o
r
 
t
h
e
 
u
s
e
 
o
f
d
e
a
d
l
y
 
p
h
y
s
i
c
a
l
 
f
o
r
c
e
 
t
h
a
t
 
m
a
y
 
b
e
 
a
v
a
i
l
a
b
l
e
 
u
n
d
e
r
 
t
h
e
 
C
G
S
 
S
e
c
t
i
o
n
s
 
5
3
a
-
1
8
 
t
o
 
5
3
a
-
2
2
,
 
i
n
c
l
u
s
i
v
e
.
 
P
s
y
c
h
o
p
h
a
r
m
a
c
o
l
o
g
i
c
a
l
 
a
g
e
n
t
A
n
y
 
m
e
d
i
c
a
t
i
o
n
 
t
h
a
t
 
a
f
f
e
c
t
s
 
t
h
e
 
c
e
n
t
r
a
l
 
n
e
r
v
o
u
s
 
s
y
s
t
e
m
,
 
i
n
f
l
u
e
n
c
i
n
g
 
t
h
i
n
k
i
n
g
,
e
m
o
t
i
o
n
 
o
r
 
b
e
h
a
v
i
o
r
.
 
D
e
f
i
n
i
t
i
o
n
 
o
f
 
T
e
r
m
s
(
c
ontinu
e
d)
 
S
e
c
l
u
s
i
o
n
The
 
conf
i
nement
 
of
 
a
 
person
 
in
 
a
 
room,
 
from
 
w
hich the
 
student
 
is
 
ph
y
sically
 
prevented
 
from
 
l
 
eav
 
i
 
ng. 
 
“Sec
 
l
 
us
 
i
 
on”
 
does
 
not
 
i
 
nc
 
l
 
ude
 
an excl
 
us
 
i
 
onary
 
ti
 
me
 
out.
 
T
h
e
 
t
e
r
m
 
d
o
e
s
 
n
o
t
 
i
n
c
l
u
d
e
:
any
 
conf
i
nement
 
of
 
a
 
person
 
at
 
ris
k
 
in
 
w
hich
 
the
 
person
 
is ph
y
sically able
 
to
 
lea
v
e
the
 
area
 
of
 
conf
i
nement
 
including,
 
but
 
not
 
lim
i
ted
 
to,
 
i
n
-
school suspen
s
ion
 
and
 t
i
m
e
-
out.
 
E
x
c
l
u
s
i
o
n
a
r
y
 
T
i
m
e
 
O
u
t
A
 
tempora
r
y
,
 
cont
i
nuou
s
ly
 
mon
i
tored
 
separation
 
of
 
a
 
student
 
from
 
an
 
ongo
i
ng
 
activity in
a
 
non
-
locked
 s
etting,
 
for
 
the
 
purpose
 
of
 
calm
i
ng
 
such
 
student
 
or
 
dee
s
calating
 
such
student
s beha
v
io
r
.
 
 
An
 
e
x
clusionary time
 
out
 
be
c
omes
 
a
 
repo
r
tab
l
e
 
“se
c
lusion”
 if 
or
w
hen
 
the
 
student
 
is ph
y
sically or
 
other
w
ise
 
prohib
i
ted
 
from
 
lea
v
ing
 
the
 
spa
c
e.
 
D
e
f
i
n
i
t
i
o
n
 
o
f
 
T
e
r
m
s
(
c
ontinu
e
d)
 
S
u
m
m
a
r
y
 
o
f
 
R
e
q
u
i
r
e
m
e
n
t
s
 
o
f
 
P
A
 
1
8
-
5
1
 
a
n
d
 
S
t
a
t
e
 
R
e
g
u
l
a
t
i
o
n
s
 
T
h
e
 
u
s
e
 
o
f
 
e
m
e
r
g
e
n
c
y
 
r
e
s
t
r
a
i
n
t
 
a
n
d
 
e
m
e
r
g
e
n
c
y
 
s
e
c
l
u
s
i
o
n
 
i
s
 
r
e
s
t
r
i
c
t
e
d
 
t
o
e
m
e
r
g
e
n
c
y
 
s
i
t
u
a
t
i
o
n
s
 
i
n
 
w
h
i
c
h
 
t
h
e
r
e
 
i
s
 
i
m
m
i
n
e
n
t
 
r
i
s
k
 
o
f
 
i
n
j
u
r
y
 
b
y
 
a
 
s
t
u
d
e
n
t
 
t
o
s
e
l
f
 
o
r
 
o
t
h
e
r
s
.
 
A
n
y
 
s
c
h
o
o
l
 
e
m
p
l
o
y
e
e
 
w
h
o
 
p
l
a
c
e
s
 
a
 
s
t
u
d
e
n
t
 
i
n
 
a
n
 
e
m
e
r
g
e
n
c
y
 
r
e
s
t
r
a
i
n
t
 
o
r
 
a
n
e
m
e
r
g
e
n
c
y
 
s
e
c
l
u
s
i
o
n
 
m
u
s
t
 
h
a
v
e
 
r
e
c
e
i
v
e
d
 
t
r
a
i
n
i
n
g
 
r
e
l
a
t
e
d
 
t
o
 
t
h
e
 
p
r
o
p
e
r
 
m
e
a
n
s
o
f
 
c
o
n
d
u
c
t
i
n
g
 
a
 
r
e
s
t
r
a
i
n
t
 
o
r
 
a
 
s
e
c
l
u
s
i
o
n
.
 
E
m
e
r
g
e
n
c
y
 
r
e
s
t
r
a
i
n
t
 
a
n
d
 
e
m
e
r
g
e
n
c
y
 
s
e
c
l
u
s
i
o
n
 
a
r
e
 
r
e
s
p
o
n
s
e
s
 
t
o
 
s
i
t
u
a
t
i
o
n
s
 
i
n
w
h
i
c
h
 
t
h
e
r
e
 
i
s
 
i
m
m
i
n
e
n
t
 
r
i
s
k
 
o
f
 
i
n
j
u
r
y
 
b
y
 
a
 
s
t
u
d
e
n
t
 
t
o
 
s
e
l
f
 
o
r
 
o
t
h
e
r
s
 
(
e
m
e
r
g
e
n
c
y
)
.
 
 
T
h
e
u
s
e
 
o
f
 
t
h
e
s
e
 
e
m
e
r
g
e
n
c
y
 
r
e
s
p
o
n
s
e
s
 
a
r
e
 
n
o
t
 
p
l
a
n
n
e
d
 
i
n
t
e
r
v
e
n
t
i
o
n
s
 
a
n
d
 
a
r
e
n
o
t
 
i
n
c
l
u
d
e
d
 
i
n
 
a
n
 
I
E
P
 
d
e
v
e
l
o
p
e
d
 
f
o
r
 
a
 
s
t
u
d
e
n
t
 
i
d
e
n
t
i
f
i
e
d
 
a
s
 
a
 
s
p
e
c
i
a
l
 
e
d
u
c
a
t
i
o
n
s
t
u
d
e
n
t
.
 
W
h
a
t
 
C
o
n
s
t
i
t
u
t
e
s
 
a
n
 
E
m
e
r
g
e
n
c
y
?
 
A
n
 
e
m
e
r
g
e
n
c
y
 
i
s
 
a
 
s
i
t
u
a
t
i
o
n
 
t
h
a
t
 
p
o
s
e
s
 
r
i
s
k
 
o
f
 
i
m
m
e
d
i
a
t
e
 
o
r
 
i
m
m
i
n
e
n
t
 
i
n
j
u
r
y
t
o
 
s
e
l
f
 
o
r
 
o
t
h
e
r
s
,
 
w
h
i
c
h
 
t
y
p
i
c
a
l
l
y
 
w
a
r
r
a
n
t
s
 
a
n
 
u
n
p
l
a
n
n
e
d
 
r
e
s
p
o
n
s
e
.
 
E
m
e
r
g
e
n
c
y
 
S
i
t
u
a
t
i
o
n
s
:
ph
y
sical
 
aggression
 
to
w
ards
 
others
 
(students
 
or
 
sta
f
f);
 
and
self
 
injurious
 
beha
v
io
r
.
 
N
o
n
-
E
m
e
r
g
e
n
c
y
 
S
i
t
u
a
t
i
o
n
s
:
 
appropriate
l
y
 
do
c
umented
 
in
 
a
 
d
i
stri
ct
s/schoo
l
s po
l
i
c
i
es
 
and
 
procedures
 
handboo
k,
 
imminent
 
i
njury
 
to
 
self
 
or
 
others,
 
can
 
be
 
arti
c
ulated.
C
o
n
s
e
n
t
 
f
o
r
 
t
h
e
 
u
s
e
 
o
f
 
e
m
e
r
g
e
n
c
y
 
r
e
s
t
r
a
i
n
t
 
o
r
 
e
m
e
r
g
e
n
c
y
 
s
e
c
l
u
s
i
o
n
 
i
s
 
n
o
t
 
r
e
q
u
i
r
e
d
.
 
W
h
e
r
e
 
c
a
n
 
s
e
c
l
u
s
i
o
n
 
t
a
k
e
 
p
l
a
c
e
?
 
S
e
c
l
u
s
i
o
n
 
i
s
 
n
o
t
 
a
 
p
l
a
c
e
.
 
 
S
e
c
l
u
s
i
o
n
 
i
s
 
t
h
e
 
a
c
t
 
o
f
 
c
o
n
f
i
n
i
n
g
 
a
 
s
t
u
d
e
n
t
 
i
n
 
a
r
o
o
m
 
f
r
o
m
 
w
h
i
c
h
 
t
h
e
 
s
t
u
d
e
n
t
 
i
s
 
p
h
y
s
i
c
a
l
l
y
 
p
r
e
v
e
n
t
e
d
 
f
r
o
m
 
l
e
a
v
i
n
g
.
 
 
S
e
c
l
u
s
i
o
n
d
o
e
s
 
n
o
t
 
i
n
c
l
u
d
e
 
a
n
 
e
x
c
l
u
s
i
o
n
a
r
y
 
t
i
m
e
 
o
u
t
.
 
A
l
though an
 
area
 
or
 
room
 
can
 
be
 
assigned
 
for
 
the
 
purpose
 
of
 
seclusion,
 
a
seclusion
 
can
 
be
 c
ondu
c
ted
 
i
n
 
a
 c
lassroom,
 
hall
w
a
y
,
 
o
f
fice,
 
etc.,
 
recognizing
 
the
def
i
ning
 
criteria
 
as
 
the
 
fact
 
that
 
the
 
student
 
is not
 
allo
w
ed
 
to
 
lea
v
e
 
the
 
room,
spa
c
e,
 
or
 
area.
 
R
o
o
m
s
 
U
s
e
d
 
f
o
r
 
S
e
c
l
u
s
i
o
n
 
Rooms
 
used
 
for
 
sec
l
us
i
on
 
must:
Be
 
of
 
a
 
size
 
that
 
is appropriate
 
to
 
the
 c
hronological
 
and
 
de
v
elopmental age,
size,
 
and
 
beha
v
ior
 
of
 
the
 
student
 
at
 
ris
k.
 
Have
 
a
 
ce
i
ling
 
height
 
that
 
is
 
comparable
 
to
 
the
 
cei
l
ing
 
height
 
of
 
the
 
other
 
r
o
oms
in
 
the
 
building
 
in
 
w
hich
 it 
is
 
located.
 
Be
 
equipped
 
w
ith
 
heat
i
ng,
 
cooling,
 
vent
i
lation,
 
and
 
l
ight
i
ng
 
s
y
stems
 
that
 
are
comparab
l
e
 
to
 
the
 
s
y
stems
 
that
 
are
 
in
 
u
s
e
 
in
 
the
 
other
 
rooms
 
of
 
the
 
building
 
in
w
hi
c
h
 it 
i
s
 
located.
 
Be
 
free
 
of
 
any
 
object
 
that
 
po
s
es
 
a
 
danger
 
to
 
the
 
student
 
at
 
ris
k
 
w
ho
 
is being
placed
 
in
 
the
 
room.
 
Confo
r
m
 
to
 
appl
i
cable
 
bui
l
ding
 
code
 
r
equirements.
 
R
o
o
m
s
 
U
s
e
d
 
f
o
r
 
S
e
c
l
u
s
i
o
n
(
c
o
n
t
i
n
u
e
d
)
 
If
 
the
 
door
 
or
 
doors
 
to
 
a
 
room
 
used
 
for
 
seclusion
 
are
 
to
 
be
 
locked,
 
latched,
 
or
other
w
ise
 
secured,
 
a
 
mod
i
fication
 
from
 
the
 
O
f
fice
 
of
 
the
 
State
 
Fire
 
Marshal
 
mu
st
be
 s
ecured
 
prior
 
to
 
the
 
installation
 
of
 
a
 
locking
 
me
c
han
i
sm.
 
 
If
 
a
 
door
 
locking
me
c
han
i
sm
 
i
s used,
 
the
 
student
 
at
 
ris
k 
mu
st
 
be
 
con
s
tant
l
y 
mon
i
tored
not
w
ithstand
i
ng
 
any
 
other
 
prov
i
sions of
 
the
 
C
G
S
 
or
 
the
 
Regu
l
ations
 
of
Conne
c
ticut
 
State
 
Agencies to
 
the
 
contrar
y
.
 
 
The
 
locking
 me
c
han
i
sm 
to
 
be
 
used
mu
st
 
be
 
a
 
de
v
ice
 
that
 
w
ill
 be
 
readi
l
y relea
s
ed
 
by
 
sta
f
f
 
as
 
soon
 
as
 
po
s
sible, but
 
in
no
 
case,
 
longer
 
than
 
w
ithin
 t
w
o
 
m
i
nutes
 
of
 
the
 
on
s
et
 
of
 
an
 
emergen
c
y
 
and
 
i
s
conne
c
ted
 
to
 
the
 
fire
 
alarm
 
s
y
stem
 
so
 
that
 
the
 
locking
 
me
c
han
i
sm 
is
 
relea
s
ed
automatically 
w
hen
 
a
 
fire
 
alarm
 
is sounded.
 
The
 
door
 
to
 
a
 
room
 
used
 
for
 
seclusion
 
mu
st
 
ha
v
e
 
an
 
unbrea
k
able
 
ob
s
ervat
i
on
w
indow
 
located
 
i
n
 
a
 
w
all
 
or
 
door
 
to
 
permit
 
frequent
 
visual
 
mon
i
toring
 
of
 
the
person
 
at
 
ris
k
 
and
 
any
 
prov
i
der
 
or
 
assistant
 
i
n
 
such
 
room.
 
Be
 
equ
i
pped
 
w
ith
 
a
 
w
indow
 
or
 
other
 
fi
x
ture
 
allo
w
ing
 
such
 
student
 
a
 
clear
 l
i
ne
 
of
sight
 
be
y
ond
 
the
 
area
 
of
 
seclusion.
 
N
o
t
e
:
 
T
h
e
 
r
e
q
u
i
r
e
m
e
n
t
 
f
o
r
 
a
n
 
u
n
b
r
e
a
k
a
b
l
e
 
o
b
s
e
r
v
a
t
i
o
n
 
w
i
n
d
o
w
 
a
l
l
o
w
i
n
g
 
f
o
r
 
c
l
e
a
r
 
l
i
n
e
 
o
f
 
s
i
g
h
t
 
b
e
y
o
n
d
 
t
h
e
a
r
e
a
 
o
f
 
s
e
c
l
u
s
i
o
n
 
d
o
e
s
 
n
o
t
 
a
p
p
l
y
 
i
f
 
i
t
 
i
s
 
n
e
c
e
s
s
a
r
y
 
t
o
 
c
l
e
a
r
 
a
n
d
 
u
s
e
 
a
 
c
l
a
s
s
r
o
o
m
 
o
r
 
o
t
h
e
r
 
r
o
o
m
 
o
r
s
p
a
c
e
 
i
n
 
t
h
e
 
s
c
h
o
o
l
 
b
u
i
l
d
i
n
g
 
a
s
 
a
 
s
e
c
l
u
s
i
o
n
 
r
o
o
m
 
f
o
r
 
a
 
p
e
r
s
o
n
 
a
t
 
r
i
s
k
.
 
S
e
c
t
i
o
n
 
4
 
o
f
 
P
A
 
1
8
-
5
1
 
p
r
o
v
i
d
e
s
 
a
 
d
e
f
i
n
i
t
i
o
n
 
o
f
 
a
n
 
e
x
c
l
u
s
i
o
n
a
r
y
 
t
i
m
e
 
o
u
t
.
 
E
x
c
l
u
s
i
o
n
a
r
y
 
t
i
m
e
 
o
u
t
 
m
e
a
n
s
 
a
 
t
e
m
p
o
r
a
r
y
,
 
c
o
n
t
i
n
u
o
u
s
l
y
 
m
o
n
i
t
o
r
e
d
 
s
e
p
a
r
a
t
i
o
n
 
o
f
 
a
s
t
u
d
e
n
t
 
f
r
o
m
 
a
n
 
o
n
g
o
i
n
g
 
a
c
t
i
v
i
t
y
 
i
n
 
a
 
n
o
n
-
l
o
c
k
e
d
 
s
e
t
t
i
n
g
,
 
f
o
r
 
t
h
e
 
p
u
r
p
o
s
e
 
o
f
 
c
a
l
m
i
n
g
 
s
u
c
h
s
t
u
d
e
n
t
 
o
r
 
d
e
e
s
c
a
l
a
t
i
n
g
 
s
u
c
h
 
s
t
u
d
e
n
t
s
 
b
e
h
a
v
i
o
r
.
 
Characteri
s
tics
 
of
 
an
 
E
x
clusionary
 
T
ime
 
O
ut:
Mo
st
 
restrictive
 
level of
 
time
 
out.
The
 
student
 
cannot
 
ob
s
erve
 
the
 
ongo
i
ng
 
activities.
Student
 
is under
 
con
s
tant
 
superv
i
sion
 
of
 
a
 
qua
l
ified
 
sta
f
f
 
person.
May
 
be
 
engaged
 
in
 
d
e
-
escalation
 
e
x
erc
i
ses
 
or
 
rest
i
tution
 
procedures.
 
E
x
c
l
u
s
i
o
n
a
r
y
 
T
i
m
e
 
O
u
t
 
W
h
a
t
 
D
i
f
f
e
r
e
n
t
i
a
t
e
s
 
a
n
 
E
x
c
l
u
s
i
o
n
a
r
y
 
T
i
m
e
 
O
u
t
f
r
o
m
 
a
 
S
e
c
l
u
s
i
o
n
 
?
 
S
e
c
l
u
s
i
o
n
 
m
e
a
n
s
 
t
h
e
 
c
o
n
f
i
n
e
m
e
n
t
 
o
f
 
a
 
p
e
r
s
o
n
 
i
n
 
a
 
r
o
o
m
,
 
f
r
o
m
 
w
h
i
c
h
 
t
h
e
 
s
t
u
d
e
n
t
 
i
s
p
h
y
s
i
c
a
l
l
y
 
p
r
e
v
e
n
t
e
d
 
f
r
o
m
 
l
e
a
v
i
n
g
.
 
 
S
e
c
l
u
s
i
o
n
 
d
o
e
s
 
n
o
t
 
i
n
c
l
u
d
e
 
a
n
 
e
x
c
l
u
s
i
o
n
a
r
y
 
t
i
m
e
 
o
u
t
 
E
x
c
l
u
s
i
o
n
a
r
y
 
T
i
m
e
 
O
u
t
 
m
e
a
n
s
 
a
 
t
e
m
p
o
r
a
r
y
,
 
c
o
n
t
i
n
u
o
u
s
l
y
 
m
o
n
i
t
o
r
e
d
 
s
e
p
a
r
a
t
i
o
n
 
o
f
 
a
s
t
u
d
e
n
t
 
f
r
o
m
 
a
n
 
o
n
g
o
i
n
g
 
a
c
t
i
v
i
t
y
 
i
n
 
a
 
n
o
n
-
l
o
c
k
e
d
 
s
e
t
t
i
n
g
,
 
f
o
r
 
t
h
e
 
p
u
r
p
o
s
e
 
o
f
 
c
a
l
m
i
n
g
 
s
u
c
h
 
s
 
tudent
 
or deesc
 
alati
 
ng
 
s
 
uch
 
s
 
tudent
s behavi
 
o
r
.
 
“Seclusion”
 
prohib
i
ts
 
the
 
student
 
from
 
lea
v
ing
 
the
 
spa
c
e.
 
 
“E
x
clusionary time
 
out”
 
imp
l
ies
that
 
a
 
student
 
can
 
l
ea
v
e
 
the
 
area
 
at
 
w
ill.
 
A
n
y
 
s
t
u
d
e
n
t
 
w
h
o
 
i
s
 
i
n
v
o
l
u
n
t
a
r
i
l
y
 
p
l
a
c
e
d
 
i
n
 
s
e
c
l
u
s
i
o
n
 
s
h
a
l
l
 
b
e
 
f
r
e
q
u
e
n
t
l
y
 
m
o
n
i
t
o
r
e
d
 
b
y
 
a
s
c
h
o
o
l
 
e
m
p
l
o
y
e
e
.
 
 
E
x
c
l
u
s
i
o
n
a
r
y
 
t
i
m
e
 
o
u
t
 
r
e
m
o
v
e
s
 
t
h
e
 
s
t
u
d
e
n
t
 
f
r
o
m
 
a
l
l
 
p
r
o
b
a
b
l
e
r
e
i
n
f
o
r
c
e
s
 
b
y
 
b
e
i
n
g
 
p
l
a
c
e
d
 
i
n
 
a
 
d
i
f
f
e
r
e
n
t
 
r
o
o
m
 
w
h
e
r
e
 
t
h
e
 
s
t
u
d
e
n
t
 
i
s
 
u
n
d
e
r
 
t
h
e
c
o
n
s
t
a
n
t
 
s
u
p
e
r
v
i
s
i
o
n
 
o
f
 
a
 
q
u
a
l
i
f
i
e
d
 
s
t
a
f
f
 
o
r
 
m
a
y
 
b
e
 
e
n
g
a
g
e
d
 
i
n
 
d
e
-
e
s
c
a
l
a
t
i
o
n
e
x
e
r
c
i
s
e
s
 
o
r
 
r
e
s
t
i
t
u
t
i
o
n
 
p
r
o
c
e
d
u
r
e
s
 
w
i
t
h
 
a
 
s
t
a
f
f
 
m
e
m
b
e
r
.
 
Exc
l
usionary time
 
out
 
is
 
characteri
z
ed
 
by
 
the
 
removal
 
of
 
the
 
student
 
from
 
all
 
probable
reinforcers
 
by
 
being
 
placed
 
i
n
 
a
 
di
f
ferent
 
room
 
w
here
 
the
 
student
 
is under
 
the
 
con
s
tant
superv
i
sion
 
of
 
a
 
qua
l
ified
 
sta
f
f
 
or
 
may
 
be
 
engaged
 
i
n
 
d
e
-
escalation
 
exe
r
cises
 
or
rest
i
tution
 
procedures
 
w
ith
 
a
 
sta
f
f
 
membe
r
.
 
The
 
use
 
of
 
“time
 
out,”
 
espe
c
ially
 
“e
x
clusionary
 
time
 
out,”
 
shou
l
d
 
be
 c
losely
 
mon
i
tored
 
by
child
 
study
 
team
s,
 
grade
 
level team
s,
 
or
 
PP
T
s to
 
en
s
ure
 
that
 
“time
 
out”
 
as
 
an
 
i
ntervention
is not
 
overused
 
or
 
imp
l
emented
 
inappropriate
l
y
.
 
If,
 
upon
 
examinat
i
on
 
of
 
the
 
data,
 
it 
is determined
 
that
 
the
 
use
 
of
 
“time
 
out,”
 
including
“e
x
clusionary
 
time
 
out”
 
as
 
an
 
intervention
 
for
 
an
 
i
ndividual
 
student is not
 
e
f
fective
 
in
reduc
i
ng
 
the
 
inappropriate
 
beha
v
ior
 
and
 
does
 
not
 
en
c
ourage
 
learning
 
of
 
new
 
and
appropriate
 
beha
v
io
r
,
 
the
 
team
 
shou
l
d
 
con
s
ider
 
looking
 
closely
 
at
 
the
 
fun
c
tion
 
of
 
the
student
s behavior us
i
ng
 
an
 
F
BA
 
and
 
deve
l
oping
 
alternati
v
e
 
intervention
(
s).
 
As
 
w
ith
 
any
 
other
 
beha
v
ior
 
inter
v
ent
i
on
 
that
 
is de
s
igned
 
to
 
reduce
 
a
 
targeted
 
beha
v
ior
and teach
 
a
 
repla
c
ement
 
behavio
r
,
 
the
 
use
 
of
 
“time
 
out”
 
w
ith
 
an
 
individual
 
student
 
should
be
 
do
c
umented
 
and
 
clearly
 
def
i
ned.
 
 
Do
c
umentation
 
shou
l
d
 
include
 
the
 
nature
 
or
 
t
y
pe
 
of
the
 
“time
 
out,”
 
the
 
du
r
ation,
 
the
 
locat
i
on,
 
and
 
any
 
other
 
p
r
ocedures
 
or
 
condit
i
ons
ne
c
essary
 
to
 
achieve
 
the
 
de
s
ired
 
out
c
ome.
 
 
Su
c
h
 
informat
i
on
 
can
 
be
 
do
c
umented
in
 
a
 
BIP
 
that
 
is
 
informed
 
by
 
an
 
FBA.
 
E
x
c
l
u
s
i
o
n
a
r
y
 
T
i
m
e
 
O
u
t
 
An
 
F
BA
 
is a 
p
ro
b
l
e
m
 
so
l
vi
n
g
 
pr
o
cess 
o
f
 
g
a
th
e
ri
n
g
 
a
n
d 
a
n
a
l
y
zi
n
g
 
d
a
ta
 
in
 
an
e
f
fort
 
to
 
d
e
termi
n
e
 
w
h
a
t
 
fu
n
ction
 
an
 
e
x
h
i
b
i
ted
 
a
n
d tar
g
et
e
d
 
b
e
h
a
vi
o
r
 
may
be
 
servi
n
g
 
for a ch
i
l
d
. 
 
T
y
p
i
ca
l
l
y
,
 
the
 
b
e
h
a
vi
o
r
 
b
e
i
n
g
 
rev
i
e
w
ed
 
is co
n
si
d
er
e
d
to be
 
int
e
rferi
n
g
 
w
ith
 
the
 
s
t
u
d
e
n
t
s
 
l
e
ar
n
i
n
g. 
 
A
 
com
p
re
h
e
n
sive
 
FBA
p
r
o
c
e
ss
 
is t
h
e
 
f
ounda
ti
o
n
 
o
n
 
w
h
ich
 
a
 
BIP
 
is cr
e
a
te
d
.
 
W
h
a
t
 
i
s
 
a
n
 
F
B
A
?
 
F
B
A
 
B
A
S
I
C
S
:
 
D
e
t
e
r
m
i
n
i
n
g
 
t
h
e
 
w
h
y
 
B
e
h
i
n
d
 
a
 
S
t
u
d
e
n
t
s
 
B
e
h
a
v
i
o
r
 
10
 
Common
 
E
l
ements
 
of
 
Mo
st
 
FBAs
 
1
.
 
S
t
u
d
e
n
t
s
 
I
d
e
n
t
i
f
y
i
n
g
 
I
n
f
o
r
m
a
t
i
o
n
 
2.
T
a
r
g
e
t
 
B
e
h
a
v
i
o
r
 
(
c
l
e
a
r
l
y
 
d
e
f
i
n
e
d
)
 
i
n
c
l
u
d
e
s
 
b
e
h
a
v
i
o
r
(
s
)
 
t
h
a
t
 
t
h
e
 
P
P
T
 
h
a
s
 
i
d
e
n
t
i
f
i
e
d
 
t
o
r
e
d
u
c
e
 
o
r
 
e
x
t
i
n
g
u
i
s
h
.
 
 
I
n
c
l
u
d
e
 
i
n
f
o
r
m
a
t
i
o
n
 
r
e
g
a
r
d
i
n
g
 
t
h
e
 
s
e
t
t
i
n
g
,
 
f
r
e
q
u
e
n
c
y
,
 
i
n
t
e
n
s
i
t
y
a
n
d
 
d
u
r
a
t
i
o
n
.
 
3.
A
n
t
e
c
e
d
e
n
t
(
s
)
 
i
n
c
l
u
d
e
s
 
p
r
e
c
e
d
i
n
g
 
e
v
e
n
t
s
,
 
c
o
n
d
i
t
i
o
n
s
 
o
r
 
p
e
r
c
e
i
v
e
d
 
c
a
u
s
e
s
/
t
r
i
g
g
e
r
s
of
 
t
h
e
 
t
a
r
g
et
 
beha
v
i
o
r
.
 
4.
C
o
n
c
u
r
r
e
n
t
 
E
v
e
n
t
(
s
)
 
i
n
c
l
u
d
e
s
 
e
v
e
n
t
s
 
o
r
 
c
o
n
d
i
t
i
o
n
s
 
t
h
a
t
 
e
x
i
s
t
e
d
 
s
i
m
u
l
t
a
n
e
o
u
s
l
y
 
w
i
t
h
t
h
e
 
e
x
e
c
u
t
i
o
n
 
o
f
 
t
h
e
 
t
a
r
g
e
t
 
b
e
h
a
v
i
o
r
.
 
5.
C
o
n
s
e
q
u
e
n
c
e
(
s
)
 
i
n
c
l
u
d
e
s
 
r
e
s
u
l
t
a
n
t
 
e
v
e
n
t
s
 
o
r
 
c
o
n
d
i
t
i
o
n
s
 
o
f
 
t
h
e
 
t
a
r
g
e
t
 
b
e
h
a
v
i
o
r
.
 
6.
O
b
s
e
r
v
a
t
i
o
n
(
s
)
 
i
n
c
l
u
d
e
s
 
a
n
t
e
c
e
d
e
n
t
,
 
b
e
h
a
v
i
o
r
,
 
a
n
d
 
c
o
n
s
e
q
u
e
n
c
e
 
(
A
B
C
)
 
m
e
t
h
o
d
 
o
f
r
e
c
o
r
d
i
n
g
;
 
c
a
n
 
b
e
 
u
s
e
d
 
a
n
d
 
d
i
s
c
u
s
s
e
d
 
i
n
 
t
h
e
 
o
b
s
e
r
v
a
t
i
o
n
.
 
7.
I
n
t
e
r
v
i
e
w
(
s
)
 
i
n
c
l
u
d
e
 
q
u
e
s
t
i
o
n
s
 
d
e
s
i
g
n
e
d
 
t
o
 
c
o
l
l
e
c
t
 
b
e
h
a
v
i
o
r
a
l
 
d
a
t
a
 
f
r
o
m
 
s
e
v
e
r
a
l
poi
n
ts
 
of
 v
i
e
w
 
and
 
in
 
m
o
re t
h
an
 
one
 
setti
n
g
 
(
i
.
e
.,
 
par
e
nt
 
i
n
t
e
r
v
i
e
w
s, st
u
dent
 
i
n
t
e
r
v
i
e
w
s,
and
 
t
e
acher
/
admi
n
ist
r
a
t
or
 
i
n
t
e
r
v
i
e
w
s).
 
F
B
A
 
B
A
S
I
C
S
:
 
D
e
t
e
r
m
i
n
i
n
g
 
t
h
e
 
w
h
y
 
B
e
h
i
n
d
 
a
 
S
t
u
d
e
n
t
s
 
B
e
h
a
v
i
o
r
(
c
ontinu
e
d)
 
8.
S
t
u
d
e
n
t
 
R
e
c
o
r
d
s
 
i
n
c
l
u
d
e
 
a
 
r
e
v
i
e
w
 
o
f
 
r
e
l
e
v
a
n
t
 
d
a
t
a
 
f
r
o
m
 
v
a
r
i
e
d
 
s
o
u
r
c
e
s
.
 
 
C
o
m
m
o
n
s
o
u
r
c
e
s
 
o
f
 
d
a
t
a
 
c
o
l
l
e
c
t
e
d
 
a
r
e
 
r
e
c
o
r
d
s
 
o
f
 
a
t
t
e
n
d
a
n
c
e
,
 
d
i
s
c
i
p
l
i
n
e
,
 
a
c
a
d
e
m
i
c
 
p
e
r
f
o
r
m
a
n
c
e
,
p
r
i
o
r
 
a
s
s
e
s
s
m
e
n
t
s
,
 
a
n
d
 
h
e
a
l
t
h
.
 
9.
I
n
f
l
u
e
n
c
i
n
g
 
F
a
c
t
o
r
s
 
i
n
c
l
u
d
e
 
a
 
r
e
v
i
e
w
 
o
f
 
f
a
c
t
o
r
s
,
 
t
h
a
t
 
h
a
v
e
 
t
h
e
 
p
o
t
e
n
t
i
a
l
 
t
o
 
i
m
p
a
c
t
 
t
h
e
s
t
u
d
e
n
t
s
 
b
e
h
a
v
i
o
r
 
s
u
c
h
 
a
s
 
p
h
y
s
i
o
l
o
g
i
c
a
l
,
 
e
n
v
i
r
o
n
m
e
n
t
a
l
,
 
p
s
y
c
h
o
l
o
g
i
c
a
l
/
e
m
o
t
i
o
n
a
l
f
a
c
t
o
r
s
,
 
f
a
c
t
o
r
s
 
r
e
l
a
t
e
d
 
t
o
 
f
a
m
i
l
y
,
 
f
r
i
e
n
d
s
 
o
r
 
s
i
g
n
i
f
i
c
a
n
t
 
o
t
h
e
r
s
,
 
f
a
c
t
o
r
s
 
r
e
l
a
t
e
d
 
t
o
 
c
u
r
r
i
c
u
l
a
,
f
a
c
t
o
r
s
 
r
e
l
a
t
e
d
 
t
o
 
i
n
s
t
r
u
c
t
i
o
n
,
 
a
n
d
 
a
 
r
e
s
p
o
n
s
e
 
t
o
 
p
r
i
o
r
 
e
v
e
n
t
s
.
 
10.
H
y
p
o
t
h
e
s
i
s
/
F
u
n
c
t
i
o
n
 
o
f
 
B
e
h
a
v
i
o
r
(
s
)
 
i
n
c
l
u
d
e
s
 
a
 
s
y
n
t
h
e
s
i
s
 
o
f
 
d
a
t
a
 
g
a
t
h
e
r
e
d
 
t
o
o
f
f
e
r
 
a
 
h
y
p
o
t
h
e
s
i
s
 
r
e
g
a
r
d
i
n
g
 
w
h
a
t
 
f
u
n
c
t
i
o
n
 
t
h
e
 
t
a
r
g
e
t
 
b
e
h
a
v
i
o
r
(
s
)
 
s
e
r
v
e
s
 
f
o
r
 
t
h
e
s
t
u
d
e
n
t
.
 
 
T
h
i
s
 
i
s
 
e
s
s
e
n
t
i
a
l
l
y
 
l
o
o
k
i
n
g
 
a
t
 
t
h
e
 
w
h
y
 
o
r
 
r
o
o
t
 
c
a
u
s
e
 
o
f
 
a
 
b
e
h
a
v
i
o
r
.
 
A
 
BIP
 
con
s
iders
 
the
 
data
 
gathered
 
through
 
an
 
i
ndividual
s
 
FBA
 
and
 
emp
l
o
y
s
 
that
data
 
to
 
create
 
a
 
plan
 
of
 
action
 
to
w
ard
 
chang
i
ng
 
and
 
improving
 
that
 
individual
s
beha
v
io
r
.
 
 
The
 
BIP
 
is
 
do
c
umented
 
as
 
a
 
means
 
to
 
address
 
interfering
 
beha
v
iors
on
 
page
 
10
 
(Spec
i
al Cons
i
deration
s
)
 
of
 
the
 
IEP
 
and
 
is attached
 
for
 
refe
r
ence.
 
W
h
a
t
 
i
s
 
a
 
B
I
P
?
 
Nine
 Common
 
E
l
ements
 
of
 
Mo
st
 
BIPs:
 
1.
S
t
u
d
e
n
t
s
 
I
d
e
n
t
i
f
y
i
n
g
 
I
n
f
o
r
m
a
t
i
o
n
.
 
2.
T
a
r
g
e
t
 
B
e
h
a
v
i
o
r
(
s
)
/
G
o
a
l
(
s
)
 
i
n
c
l
u
d
e
s
 
b
e
h
a
v
i
o
r
(
s
)
 
f
o
r
 
w
h
i
c
h
 
t
h
e
 
B
I
P
 
i
s
 
t
a
r
g
e
t
e
d
 
t
o
c
h
a
n
g
e
 
a
n
d
 
i
m
p
r
o
v
e
.
 
3.
F
u
n
c
t
i
o
n
 
o
f
 
B
e
h
a
v
i
o
r
 
d
e
s
c
r
i
b
e
s
 
t
h
e
 
h
y
p
o
t
h
e
s
i
s
 
r
e
g
a
r
d
i
n
g
 
t
h
e
 
f
u
n
c
t
i
o
n
 
o
f
 
t
a
r
g
e
t
b
e
h
a
v
i
o
r
 
a
n
d
 
t
h
e
 
p
u
r
p
o
s
e
 
i
t
 
s
e
r
v
e
s
 
f
o
r
 
t
h
e
 
s
t
u
d
e
n
t
.
 
4.
D
e
s
i
r
e
d
 
R
e
p
l
a
c
e
m
e
n
t
 
B
e
h
a
v
i
o
r
(
s
)
 
i
n
c
l
u
d
e
s
 
m
o
r
e
 
a
c
c
e
p
t
a
b
l
e
 
b
e
h
a
v
i
o
r
(
s
)
p
l
a
n
n
e
d
 
t
o
 
r
e
p
l
a
c
e
 
t
h
e
 
t
a
r
g
e
t
 
b
e
h
a
v
i
o
r
(
s
)
 
t
h
r
o
u
g
h
 
t
h
e
 
B
I
P
.
 
5.
I
n
t
e
r
v
e
n
t
i
o
n
 
S
t
r
a
t
e
g
i
e
s
 
i
n
c
l
u
d
e
s
 
s
p
e
c
i
f
i
c
 
i
n
t
e
r
v
e
n
t
i
o
n
s
 
a
n
d
 
s
t
r
a
t
e
g
i
e
s
 
t
o
 
b
e
implemented
 
in
 
add
r
es
s
ing
 
the
 
ta
r
get
 
behavio
r
(s)/
g
oal(s)
 
and
 
must
 
inc
l
ude:
a
n
t
e
c
e
d
e
n
t
 
s
t
r
a
t
e
g
i
e
s
 
t
o
 
p
r
e
v
e
n
t
 
t
h
e
 
p
r
o
b
l
e
m
 
b
e
h
a
v
i
o
r
 
(
i
n
c
l
u
d
i
n
g
m
o
d
i
f
i
c
a
t
i
o
n
s
 
t
o
 
t
h
e
 
t
r
i
g
g
e
r
i
n
g
 
a
n
t
e
c
e
d
e
n
t
 
a
n
d
 
p
r
o
m
p
t
s
 
f
o
r
 
a
p
p
r
o
p
r
i
a
t
e
b
e
h
a
v
i
o
r
s
)
;
i
n
s
t
r
u
c
t
i
o
n
a
l
 
s
t
r
a
t
e
g
i
e
s
 
(
t
o
 
t
e
a
c
h
 
t
h
e
 
r
e
p
l
a
c
e
m
e
n
t
 
b
e
h
a
v
i
o
r
 
a
n
d
 
s
h
a
p
e
t
o
w
a
r
d
 
d
e
s
i
r
e
d
 
b
e
h
a
v
i
o
r
)
;
 
a
n
d
c
o
n
s
e
q
u
e
n
c
e
 
s
t
r
a
t
e
g
i
e
s
 
(
t
o
 
i
n
c
r
e
a
s
e
 
f
u
n
c
t
i
o
n
-
b
a
s
e
d
 
r
e
i
n
f
o
r
c
e
m
e
n
t
 
f
o
r
 
t
h
e
r
e
p
l
a
c
e
m
e
n
t
 
b
e
h
a
v
i
o
r
,
 
i
n
c
r
e
a
s
e
 
o
t
h
e
r
 
r
e
i
n
f
o
r
c
e
m
e
n
t
 
f
o
r
 
t
h
e
 
d
e
s
i
r
e
d
b
e
h
a
v
i
o
r
,
 
a
n
d
 
p
r
e
v
e
n
t
 
r
e
i
n
f
o
r
c
e
m
e
n
t
 
o
f
 
t
h
e
 
p
r
o
b
l
e
m
 
b
e
h
a
v
i
o
r
)
.
 
B
I
P
 
B
A
S
I
C
S
:
 
D
e
t
e
r
m
i
n
i
n
g
 
I
n
t
e
r
v
e
n
t
i
o
n
s
 
6.
E
n
v
i
r
o
n
m
e
n
t
a
l
 
C
h
a
n
g
e
s
 
i
n
c
l
u
d
e
 
a
n
y
 
c
h
a
n
g
e
s
 
t
o
 
t
h
e
 
s
e
t
t
i
n
g
 
o
r
 
e
n
v
i
r
o
n
m
e
n
t
ne
c
essary
 
to
 
e
f
fectively imp
l
ement
 
the
 
strategies
 
and
 
intervention
s.
 
7.
P
e
r
s
o
n
(
s
)
 
R
e
s
p
o
n
s
i
b
l
e
 
i
n
c
l
u
d
e
s
 
i
n
f
o
r
m
a
t
i
o
n
 
r
e
g
a
r
d
i
n
g
 
t
h
e
 
i
n
d
i
v
i
d
u
a
l
s
d
e
s
i
g
n
a
t
e
d
 
t
o
 
i
m
p
l
e
m
e
n
t
 
i
n
t
e
r
v
e
n
t
i
o
n
 
s
t
r
a
t
e
g
i
e
s
 
a
n
d
/
o
r
 
d
e
s
i
g
n
a
t
e
d
 
f
o
r
 
o
v
e
r
s
i
g
h
t
o
f
 
s
p
e
c
i
f
i
c
 
p
o
r
t
i
o
n
s
 
o
f
 
t
h
e
 
B
I
P
.
 
8.
T
i
m
e
l
i
n
e
s
/
R
e
v
i
e
w
 
D
a
t
e
s
 
i
n
c
l
u
d
e
 
s
e
g
m
e
n
t
s
 
o
f
 
t
i
m
e
 
d
u
r
i
n
g
 
w
h
i
c
h
 
s
p
e
c
i
f
i
c
 
 
p
o
r
t
i
o
n
s
o
f
 
t
h
e
 
B
I
P
 
a
r
e
 
t
o
 
b
e
 
a
d
d
r
e
s
s
e
d
,
 
a
s
 
w
e
l
l
 
a
s
 
s
p
e
c
i
f
i
c
 
d
a
t
e
s
 
b
y
 
w
h
i
c
h
 
s
p
e
c
i
f
i
c
 
p
o
r
t
i
o
n
s
o
f
 
t
h
e
 
B
I
P
 
a
r
e
 
t
o
 
b
e
 
r
e
v
i
e
w
e
d
 
a
n
d
 
r
e
v
i
s
e
d
 
i
f
 
n
e
c
e
s
s
a
r
y
,
 
b
a
s
e
d
 
o
n
 
s
t
u
d
e
n
t
 
p
r
o
g
r
e
s
s
.
 
9.
M
o
n
i
t
o
r
i
n
g
 
P
r
o
g
r
e
s
s
/
E
v
a
l
u
a
t
i
o
n
 
M
e
t
h
o
d
s
 
i
n
c
l
u
d
e
 
a
 
d
e
s
c
r
i
p
t
i
o
n
 
o
f
 
h
o
w
 
 
p
r
o
g
r
e
s
s
t
o
w
a
r
d
 
a
c
h
i
e
v
i
n
g
 
d
e
s
i
r
e
d
 
o
u
t
c
o
m
e
s
 
w
i
l
l
 
b
e
 
m
o
n
i
t
o
r
e
d
 
a
n
d
 
e
v
a
l
u
a
t
e
d
.
 
N
o
t
e
:
 
S
e
c
l
u
s
i
o
n
 
c
a
n
 
n
o
 
l
o
n
g
e
r
 
b
e
 
w
r
i
t
t
e
n
 
i
n
t
o
 
a
 
B
I
P
 
a
s
 
a
 
b
e
h
a
v
i
o
r
i
n
t
e
r
v
e
n
t
i
o
n
.
 
B
I
P
 
B
A
S
I
C
S
:
 
D
e
t
e
r
m
i
n
i
n
g
 
I
n
t
e
r
v
e
n
t
i
o
n
s
(
c
ontinu
e
d)
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
 
P
a
r
e
n
t
a
l
 
N
o
t
i
f
i
c
a
t
i
o
n
 
o
f
 
t
h
e
 
L
a
w
s
 
R
e
l
a
t
i
n
g
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
S
e
c
l
u
s
i
o
n
 
i
n
 
t
h
e
 
P
u
b
l
i
c
 
S
c
h
o
o
l
s
 
E
a
c
h
 
l
o
c
a
l
 
o
r
 
r
e
g
i
o
n
a
l
 
b
o
a
r
d
 
o
f
 
e
d
u
c
a
t
i
o
n
 
m
u
s
t
 
n
o
t
i
f
y
 
a
 
p
a
r
e
n
t
 
o
r
 
g
u
a
r
d
i
a
n
 
o
f
 
a
s
t
u
d
e
n
t
 
w
h
o
 
i
s
 
p
l
a
c
e
d
 
i
n
 
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
n
o
t
 
l
a
t
e
r
 
t
h
a
n
 
2
4
 
h
o
u
r
s
a
f
t
e
r
 
t
h
e
 
s
t
u
d
e
n
t
 
w
a
s
 
p
l
a
c
e
d
 
i
n
 
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
a
n
d
 
m
u
s
t
 
m
a
k
e
 
a
r
e
a
s
o
n
a
b
l
e
 
e
f
f
o
r
t
 
t
o
 
p
r
o
v
i
d
e
 
s
u
c
h
 
n
o
t
i
f
i
c
a
t
i
o
n
 
i
m
m
e
d
i
a
t
e
l
y
 
a
f
t
e
r
 
s
u
c
h
 
p
h
y
s
i
c
a
l
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
i
s
 
i
n
i
t
i
a
t
e
d
.
 
 
S
u
c
h
 
n
o
t
i
f
i
c
a
t
i
o
n
 
m
u
s
t
 
b
e
 
m
a
d
e
 
b
y
 
p
h
o
n
e
,
 
e
-
m
a
i
l
,
o
r
 
o
t
h
e
r
 
m
e
t
h
o
d
,
 
w
h
i
c
h
 
m
a
y
 
i
n
c
l
u
d
e
 
b
u
t
 
i
s
 
n
o
t
 
l
i
m
i
t
e
d
 
t
o
,
 
s
e
n
d
i
n
g
 
a
 
n
o
t
e
 
h
o
m
e
 
w
i
t
h
t
h
e
 
c
h
i
l
d
.
 
T
h
e
 
p
a
r
e
n
t
 
o
f
 
s
u
c
h
 
c
h
i
l
d
,
 
r
e
g
a
r
d
l
e
s
s
 
o
f
 
w
h
e
t
h
e
r
 
h
e
 
o
r
 
s
h
e
 
r
e
c
e
i
v
e
d
 
s
u
c
h
 
n
o
t
i
f
i
c
a
t
i
o
n
,
m
u
s
t
 
b
e
 
s
e
n
t
 
a
 
c
o
p
y
 
o
f
 
t
h
e
 
i
n
c
i
d
e
n
t
 
r
e
p
o
r
t
 
n
o
 
l
a
t
e
r
 
t
h
a
n
 
t
w
o
 
b
u
s
i
n
e
s
s
 
d
a
y
s
a
f
t
e
r
 
t
h
e
 
e
m
e
r
g
e
n
c
y
 
u
s
e
 
o
f
 
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
.
 
T
i
m
e
 
N
e
e
d
e
d
 
f
o
r
 
R
e
s
t
r
a
i
n
t
 
o
r
 
S
e
c
l
u
s
i
o
n
 
The
 
period
 
of
 
time
 
for
 
restraint
 
or
 
seclusion:
shall
 
be
 
limited
 
to
 
that
 
time
 
nece
s
sa
r
y to
 
al
l
ow 
the
 
pe
r
son
 
at
 
risk to
 
compose
him
 
or
 
herse
l
f
 
and
 
return
 
to
 
the
 
edu
c
ational
 
en
v
ironment;
 
and
if 
any
 
instan
c
e
 
of
 
ph
y
sical restraint
 
or
 
seclusion
 
of
 
a
 
student
 
other
w
ise
permissible
 
under
 
sub
s
ection
 
(b)
 
or
 
(d)
 
of
 
this
 
section
 
e
x
ceeds
 
15
 
m
i
nute
s:
(1)
a
n
 
a
d
m
i
n
i
s
t
r
a
t
o
r
,
 
a
s
 
d
e
f
i
n
e
d
 
i
n
 
t
h
e
 
C
G
S
 
S
e
c
t
i
o
n
 
1
0
-
1
4
4
e
 
o
r
 
s
u
c
h
a
d
m
i
n
i
s
t
r
a
t
o
r
'
s
 
d
e
s
i
g
n
e
e
,
 
(
2
)
 
a
 
s
c
h
o
o
l
 
h
e
a
l
t
h
 
o
r
 
m
e
n
t
a
l
 
h
e
a
l
t
h
p
e
r
s
o
n
n
e
l
,
 
a
s
 
d
e
f
i
n
e
d
 
i
n
 
t
h
e
 
C
G
S
 
s
u
b
s
e
c
t
i
o
n
 
(
a
)
 
S
e
c
t
i
o
n
 
1
0
-
2
1
2
b
,
 
o
r
 
(
3
)
 
a
b
o
a
r
d
 
c
e
r
t
i
f
i
e
d
 
b
e
h
a
v
i
o
r
a
l
 
a
n
a
l
y
s
t
,
 
w
h
o
 
h
a
s
 
r
e
c
e
i
v
e
d
 
t
r
a
i
n
i
n
g
 
i
n
 
t
h
e
 
u
s
e
o
f
 
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
 
a
n
d
 
s
e
c
l
u
s
i
o
n
,
 
s
h
a
l
l
 
d
e
t
e
r
m
i
n
e
 
w
h
e
t
h
e
r
 
c
o
n
t
i
n
u
e
d
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
i
s
 
n
e
c
e
s
s
a
r
y
 
t
o
 
p
r
e
v
e
n
t
 
i
m
m
e
d
i
a
t
e
 
o
r
i
m
m
i
n
e
n
t
 
i
n
j
u
r
y
 
t
o
 
t
h
e
 
s
t
u
d
e
n
t
 
o
r
 
t
o
 
o
t
h
e
r
s
.
 
 
U
p
o
n
 
a
 
d
e
t
e
r
m
i
n
a
t
i
o
n
 
t
h
a
t
 
s
u
c
h
c
o
n
t
i
n
u
e
d
 
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
i
s
 
n
e
c
e
s
s
a
r
y
,
 
s
u
c
h
 
i
n
d
i
v
i
d
u
a
l
 
m
u
s
t
m
a
k
e
 
a
 
n
e
w
 
d
e
t
e
r
m
i
n
a
t
i
o
n
 
e
v
e
r
y
 
3
0
 
m
i
n
u
t
e
s
 
t
h
e
r
e
a
f
t
e
r
 
r
e
g
a
r
d
i
n
g
 
w
h
e
t
h
e
r
s
u
c
h
 
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
i
s
 
n
e
c
e
s
s
a
r
y
 
t
o
 
p
r
e
v
e
n
t
 
i
m
m
e
d
i
a
t
e
 
o
r
i
m
m
i
n
e
n
t
 
i
n
j
u
r
y
 
t
o
 
t
h
e
 
s
t
u
d
e
n
t
 
o
r
 
t
o
 
o
t
h
e
r
s
.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
W
h
o
 
m
a
y
 
U
t
i
l
i
z
e
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
?
 
A
 
s
t
u
d
e
n
t
 
m
a
y
 
b
e
 
p
h
y
s
i
c
a
l
l
y
 
r
e
s
t
r
a
i
n
e
d
 
o
r
 
r
e
m
o
v
e
d
 
t
o
 
s
e
c
l
u
s
i
o
n
 
o
n
l
y
 
b
y
 
a
 
s
c
h
o
o
l
e
m
p
l
o
y
e
e
 
w
h
o
 
h
a
s
 
r
e
c
e
i
v
e
d
 
t
r
a
i
n
i
n
g
 
i
n
 
p
h
y
s
i
c
a
l
 
m
a
n
a
g
e
m
e
n
t
,
 
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
,
 
a
n
d
s
e
c
l
u
s
i
o
n
 
p
r
o
c
e
d
u
r
e
s
.
 
Su
c
h
 
train
i
ng
 
mu
st
 
include
 
but
 
not
 
be
 
l
im
i
ted
 
to:
verbal
 
defu
s
ing
 
or
 
d
e
-
escalation;
prevention
 s
trategies;
t
y
pes
 
of
 
ph
y
sical
 
restraint;
the
 
di
f
ferences
 
bet
w
een
 
lif
e
-
threatening
 
ph
y
sical
 
restraint
 
and
 
other
 
var
y
ing
levels
 
of
 
ph
y
sical
 
restraint;
the
 
di
f
ferences
 
bet
w
een
 
permissible
 
ph
y
sical
 
restraint
 
and
 
pa
i
n
 
comp
l
ian
c
e
techn
i
ques;
mon
i
toring
 
to
 
prevent
 
harm
 
to
 
a
 
person
 
ph
y
sically
 
restrained
 
or
 
in
 
seclusion;
and
recording
 
and
 
reporting
 
procedures
 
on
 
the
 
use
 
of
 
restraints
 
and
 s
eclusion.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
R
e
q
u
i
r
e
d
 
P
r
o
f
e
s
s
i
o
n
a
l
 
D
e
v
e
l
o
p
m
e
n
t
 
P
l
a
n
 
a
n
d
 
T
r
a
i
n
i
n
g
s
 
E
f
f
e
c
t
i
v
e
 
J
u
l
y
 
1
,
 
2
0
1
7
,
 
S
u
b
s
t
i
t
u
t
e
 
B
i
l
l
 
7
2
7
6
,
 
p
r
o
v
i
d
e
d
 
m
a
n
d
a
t
e
d
 
r
e
l
i
e
f
 
f
o
r
d
i
s
t
r
i
c
t
s
 
(
S
e
c
t
i
o
n
 
5
)
 
a
n
d
 
r
e
d
u
c
e
d
 
t
h
e
 
n
u
m
b
e
r
 
o
f
 
s
c
h
o
o
l
 
d
i
s
t
r
i
c
t
 
e
m
p
l
o
y
e
e
s
w
h
o
 
m
u
s
t
 
r
e
c
e
i
v
e
 
t
r
a
i
n
i
n
g
 
a
n
d
 
p
r
o
f
e
s
s
i
o
n
a
l
 
d
e
v
e
l
o
p
m
e
n
t
 
i
n
 
t
h
e
 
p
h
y
s
i
c
a
l
r
e
s
t
r
a
i
n
t
 
a
n
d
 
s
e
c
l
u
s
i
o
n
 
o
f
 
c
h
i
l
d
r
e
n
,
 
e
l
i
m
i
n
a
t
i
n
g
 
t
h
e
 
r
e
q
u
i
r
e
m
e
n
t
 
t
h
a
t
 
A
L
L
s
c
h
o
o
l
 
p
r
o
f
e
s
s
i
o
n
a
l
s
,
 
p
a
r
a
p
r
o
f
e
s
s
i
o
n
a
l
s
,
 
a
n
d
 
a
d
m
i
n
i
s
t
r
a
t
o
r
s
 
b
e
 
t
r
a
i
n
e
d
 
i
n
 
t
h
e
p
r
o
p
e
r
 
m
e
a
n
s
/
t
e
c
h
n
i
q
u
e
s
 
o
f
 
s
t
u
d
e
n
t
 
r
e
s
t
r
a
i
n
t
 
a
n
d
 
s
e
c
l
u
s
i
o
n
.
 
C
u
r
r
e
n
t
 
l
e
g
i
s
l
a
t
i
o
n
 
r
e
q
u
i
r
e
s
 
t
h
a
t
 
a
n
 
i
d
e
n
t
i
f
i
e
d
 
c
r
i
s
i
s
 
i
n
t
e
r
v
e
n
t
i
o
n
 
t
e
a
m
,
 
i
n
 
e
a
c
h
s
c
h
o
o
l
 
b
u
i
l
d
i
n
g
,
 
i
n
 
e
a
c
h
 
d
i
s
t
r
i
c
t
,
 
b
e
 
t
r
a
i
n
e
d
 
i
n
 
t
h
e
 
p
r
e
v
e
n
t
i
o
n
 
o
f
 
t
h
e
 
u
s
e
 
o
f
 
r
e
s
t
r
a
i
n
t
a
n
d
 
s
e
c
l
u
s
i
o
n
 
a
n
d
 
h
o
w
 
t
o
 
a
p
p
r
o
p
r
i
a
t
e
l
y
 
i
n
t
e
r
v
e
n
e
 
w
h
e
n
 
n
e
c
e
s
s
a
r
y
.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
C
r
i
s
i
s
 
I
n
t
e
r
v
e
n
t
i
o
n
 
T
e
a
m
 
I
d
e
n
t
i
f
i
c
a
t
i
o
n
 
o
f
 
a
 
C
r
i
s
i
s
 
I
n
t
e
r
v
e
n
t
i
o
n
 
T
e
a
m
Not
 
l
a
t
e
r
 
t
h
an
 
July
 
1,
 
2017,
 
and
 
each
 
school
 y
ear
 
t
h
er
e
afte
r
,
 
each
 
l
o
cal
 
or
 
r
e
gi
o
nal
 
board of
education
 
shall
 
r
e
qui
r
e
 
each
 
school
 
in
 
t
h
e
 
di
s
t
r
i
c
t
 
to
 
i
d
entify
 
a
 
cr
i
sis
 
i
n
t
e
r
v
ention
 
t
e
am.
 
W
h
o
 
c
a
n
 
b
e
 
i
d
e
n
t
i
f
i
e
d
 
a
s
 
a
 
C
r
i
s
i
s
 
I
n
t
e
r
v
e
n
t
i
o
n
 
T
e
a
m
 
M
e
m
b
e
r
?
A
 
m
e
m
b
e
r
 
o
f
 
t
h
e
 
c
r
i
s
i
s
 
i
n
t
e
r
v
e
n
t
i
o
n
 
t
e
a
m
 
i
s
 
d
e
f
i
n
e
d
 
a
s
 
a
n
y
 
t
e
a
c
h
e
r
,
 
a
d
m
i
n
i
s
t
r
a
t
o
r
,
 
a
n
d
p
a
r
a
p
r
o
f
e
s
s
i
o
n
a
l
,
 
w
h
o
:
(1)
Has
 d
i
r
ect
 
cont
a
ct
 
w
ith 
s
t
u
dent
s
.
(2)
T
he
 
pr
i
nci
p
al
 
desi
g
nat
e
s
 
to
 
r
e
cei
v
e
 
t
r
ai
n
i
n
g,
 
r
e
gar
d
i
n
g
 
ph
y
si
c
al
 
r
e
st
r
ai
n
t
and
 
secl
u
si
o
n
 
of
 
st
u
dent
s
.
 
W
h
a
t
 
i
s
 
t
h
e
 
R
o
l
e
 
o
f
 
t
h
e
 
C
r
i
s
i
s
 
I
n
t
e
r
v
e
n
t
i
o
n
 
T
e
a
m
?
T
eams
 
shall
 
r
e
spond
 
to
 
any
 
inci
d
ent
 
in
 
w
hi
c
h the
 
use
 
of
 
ph
y
si
c
al
 
r
e
st
r
ai
n
t
 
or
 
secl
u
si
o
n
 
may
 
b
e
necessary
 
as
 
an
 
e
m
ergency
 
inter
v
ention
 
to
 
pre
v
ent
 
i
m
m
ediate
 
or
 
i
m
m
inent
 
inju
r
y
 
to
 
a
 
student
or
 
to
 
ot
h
er
s
. 
 
Each
 
member
 
of
 
t
h
e
 
cr
i
sis
 
i
n
t
e
r
v
ention
 
t
e
am
 
shall
 
be
 
cer
t
ifi
e
d/
r
e
ce
r
ti
f
i
e
d
 
in
 
the
use
 
of
 
ph
y
si
c
al
 
r
e
st
r
ai
n
t
 
and
 
secl
u
si
o
n
 
as
 
r
e
qui
r
ed
 
t
h
r
o
ugh
 
t
h
e
 
t
r
ai
n
i
n
g
 
pr
o
gr
a
m
det
e
rmined
 
and
 
pr
o
v
i
d
ed 
b
y
 
the
 
di
s
t
r
i
c
t.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
(
c
ontinu
e
d)
R
e
q
u
i
r
e
d
 
T
r
a
i
n
i
n
g
 
a
n
d
 
P
r
o
f
e
s
s
i
o
n
a
l
 
D
e
v
e
l
o
p
m
e
n
t
T
r
a
i
n
i
n
g
 
f
o
r
 
a
 
C
r
i
s
i
s
 
I
n
t
e
r
v
e
n
t
i
o
n
 
T
e
a
m
 
m
u
s
t
 
i
n
c
l
u
d
e
:
An
 
o
v
e
r
v
i
e
w
 
of
 
the r
e
le
v
a
n
t
 
la
w
s
 
a
n
d
 
r
e
g
u
lations
 
r
e
g
a
r
d
i
n
g
 
the use
 
of
 
p
h
y
si
c
al
 
r
e
straint
a
n
d seclu
s
ion
 
on
 
s
tud
e
nt
s
.
D
e-e
sc
a
lation
 
str
a
te
g
ies 
an
d
 
p
r
e
v
en
ti
o
n
 
o
f
 
the
 
use
 
o
f
 
r
e
str
a
int
 
an
d
 
s
e
clusio
n
.
T
he
 
p
r
o
p
er
 
mea
n
s
 
of
 
p
h
y
si
c
ally
 
r
e
straini
n
g
 
or
 
secluding
 
a 
s
tud
e
nt,
 
includin
g
,
 
b
u
t
 
n
o
t
limited to:
(i)
v
a
r
io
u
s
 
t
y
p
e
s
 
of
 
p
h
y
si
c
al
 
r
e
straint
 
a
n
d
 
seclu
s
io
n
;
(ii)
t
he
 
di
f
fer
e
nces
 
b
e
t
w
een
 
li
f
e th
r
e
a
tening
 
p
h
y
si
c
al
 
r
e
straint
 
a
n
d
 
oth
e
r
 
v
a
r
y
i
n
g
le
v
e
ls
 
o
f
 ph
y
sic
a
l
 
r
e
str
a
int;
(iii)
the di
f
fer
e
nces
 
b
e
t
w
een
 
p
e
rmi
s
sible
 
p
h
y
si
c
al
 
r
e
straint
 
a
n
d
 
p
a
in
complia
n
ce te
c
h
n
iq
u
es;
 
a
n
d
(iv)
monito
r
ing
 
metho
d
s
 
to
 
p
r
e
v
e
n
t
 
h
a
rm
 
to
 
a 
s
tud
e
nt
 
w
ho
 
is
 
p
h
y
si
c
ally
r
e
strain
e
d
 
or
 
in 
s
eclu
s
io
n
.
T
h
i
s
 
t
r
a
i
n
i
n
g
 
m
u
s
t
 
b
e
 
u
p
d
a
t
e
d
 
a
n
n
u
a
l
l
y
 
a
s
 
d
e
t
e
r
m
i
n
e
d
 
b
y
 
t
h
e
 
p
r
o
g
r
a
m
 
o
f
 
t
r
a
i
n
i
n
g
u
t
i
l
i
z
e
d
 
i
n
 
e
a
c
h
 
d
i
s
t
r
i
c
t
.
R
e
c
o
m
m
e
n
d
e
d
 
B
e
s
t
 
P
r
a
c
t
i
c
e
:
 
T
r
a
i
n
i
n
g
 
f
o
r
 
a
l
l
 
s
t
a
f
f
 
(
p
r
o
f
e
s
s
i
o
n
a
l
s
,
 
p
a
r
a
p
r
o
f
e
s
s
i
o
n
a
l
s
,
 
a
n
d
a
d
m
i
n
i
s
t
r
a
t
o
r
s
)
 
s
h
o
u
l
d
 
i
n
c
l
u
d
e
,
 
b
u
t
 
n
o
t
 
l
i
m
i
t
e
d
 
t
o
:
An
 
o
v
er
v
iew
 
of
 
the
 
r
ele
v
a
n
t
 
la
w
s and
 
r
e
g
ulations
 
r
e
g
arding
 
the
 
use
 
of
 
p
h
y
s
i
cal
 
r
est
r
aint
 
a
n
d
seclusion
 
on
 
st
u
dents
 
should
 
be
 
pro
v
id
e
d
 
at le
a
st
 
annu
a
l
l
y
 
to
 a
ll
 
pro
f
essi
ona
ls,
 
paraprof
e
ssio
n
a
ls
 
and
ad
m
inistr
a
t
o
rs.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
 
O
n
 
o
r
 
a
f
t
e
r
 
J
u
l
y
 
1
,
 
2
0
1
5
,
 
a
n
d
 
a
n
n
u
a
l
l
y
 
t
h
e
r
e
a
f
t
e
r
,
 
t
h
e
 
C
S
D
E
 
w
i
l
l
 
m
a
k
e
 
a
v
a
i
l
a
b
l
e
a
n
 
o
v
e
r
v
i
e
w
 
o
f
 
t
h
e
 
r
e
q
u
i
r
e
m
e
n
t
s
 
r
e
g
a
r
d
i
n
g
 
t
h
e
 
u
s
e
 
o
f
 
r
e
s
t
r
a
i
n
t
 
a
n
d
 
s
e
c
l
u
s
i
o
n
 
t
o
 
b
e
p
r
o
v
i
d
e
d
 
b
y
 
e
a
c
h
 
d
i
s
t
r
i
c
t
 
t
o
 
a
l
l
 
m
e
m
b
e
r
s
 
o
f
 
t
h
e
 
C
r
i
s
i
s
 
I
n
t
e
r
v
e
n
t
i
o
n
 
T
e
a
m
.
 
B
e
s
t
p
r
a
c
t
i
c
e
 
d
i
c
t
a
t
e
s
 
t
h
a
t
 
s
u
c
h
 
a
n
 
o
v
e
r
v
i
e
w
 
b
e
 
p
r
o
v
i
d
e
d
 
f
o
r
 
a
l
l
 
s
c
h
o
o
l
 
p
r
o
f
e
s
s
i
o
n
a
l
s
,
p
a
r
a
p
r
o
f
e
s
s
i
o
n
a
l
 
s
t
a
f
f
 
m
e
m
b
e
r
s
,
 
a
n
d
 
a
d
m
i
n
i
s
t
r
a
t
o
r
s
.
 
B
e
g
i
n
n
i
n
g
 
J
u
l
y
 
1
,
 
2
0
1
7
,
 
e
a
c
h
 
b
o
a
r
d
 
o
f
 
e
d
u
c
a
t
i
o
n
 
m
u
s
t
 
c
r
e
a
t
e
 
a
 
p
l
a
n
 
t
o
 
p
r
o
v
i
d
e
i
n
i
t
i
a
l
 
a
n
d
 
a
p
p
r
o
p
r
i
a
t
e
 
o
n
g
o
i
n
g
 
t
r
a
i
n
i
n
g
 
i
n
 
t
h
e
 
p
r
e
v
e
n
t
i
o
n
 
a
n
d
 
d
e
-
e
s
c
a
l
a
t
i
o
n
 
o
f
i
n
c
i
d
e
n
t
s
 
r
e
q
u
i
r
i
n
g
 
r
e
s
t
r
a
i
n
t
 
a
n
d
 
s
e
c
l
u
s
i
o
n
,
 
a
s
 
w
e
l
l
 
a
s
,
 
t
h
e
 
p
r
o
p
e
r
 
m
e
a
n
s
 
o
f
p
h
y
s
i
c
a
l
l
y
 
r
e
s
t
r
a
i
n
i
n
g
 
o
r
 
s
e
c
l
u
d
i
n
g
 
s
t
u
d
e
n
t
s
,
 
t
o
 
a
n
 
i
d
e
n
t
i
f
i
e
d
 
c
r
i
s
i
s
 
i
n
t
e
r
v
e
n
t
i
o
n
 
t
e
a
m
a
s
s
i
g
n
e
d
 
b
y
 
t
h
e
 
p
r
i
n
c
i
p
a
l
 
i
n
 
e
a
c
h
 
b
u
i
l
d
i
n
g
.
 
 
D
i
s
t
r
i
c
t
 
l
e
v
e
l
 
t
r
a
i
n
i
n
g
 
a
n
d
 
p
r
e
v
e
n
t
i
o
n
p
l
a
n
s
 
m
u
s
t
 
b
e
 
i
m
p
l
e
m
e
n
t
e
d
 
b
y
 
J
u
l
y
 
2
0
1
8
,
 
(
S
B
 
7
2
7
6
)
.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
P
o
l
i
c
y
 
R
e
g
a
r
d
i
n
g
 
t
h
e
 
u
s
e
 
o
f
 
a
n
 
E
x
c
l
u
s
i
o
n
a
r
y
 
T
i
m
e
 
O
u
t
 
N
o
t
 
l
a
t
e
r
 
t
h
a
n
 
J
a
n
u
a
r
y
 
1
,
 
2
0
1
9
,
 
e
a
c
h
 
l
o
c
a
l
 
o
r
 
r
e
g
i
o
n
a
l
 
b
o
a
r
d
 
o
f
 
e
d
u
c
a
t
i
o
n
 
s
h
a
l
l
e
s
t
a
b
l
i
s
h
 
a
 
p
o
l
i
c
y
 
r
e
g
a
r
d
i
n
g
 
t
h
e
 
u
s
e
 
o
f
 
a
n
 
e
x
c
l
u
s
i
o
n
a
r
y
 
t
i
m
e
 
o
u
t
.
 
Su
c
h
 
po
l
icy
 
shall
 
include,
 
but
 
need
 
not
 
be
 
lim
i
ted
 
to,
 
a
 
requirement
 
that:
(1)
Ex
clus
i
ona
r
y time
 
outs
 
a
r
e
 
not
 
to
 
be
 
used
 
as
 
a
 
fo
r
m
 
of
 
di
s
cipline.
(2)
At
 
lea
st
 
one
 
school 
emp
l
o
y
ee
 
remains
 
w
ith
 
the
 s
tudent
 
or
 
be
 
i
mmediate
l
y available
 
to
the
 
student
 
such
 
that
 
the
 
student
 
and
 s
chool 
emp
l
o
y
ee
 
are
 
able
 
to
 
communicate
verbal
l
y
,
 
throughout
 
the
 
e
x
clusionary time
 
out.
(3)
The
 
space
 
u
s
ed
 
for
 
an
 
exc
l
usionary time
 
out
 
is clean,
 s
afe,
 
sanitar
y
,
 
and
 
appropriate
for
 
the
 
pu
r
pose
 
of
 
calming
 
such
 s
tudent
 
or
 
dees
c
alat
i
ng
 
such student
'
s
 
behavio
r
.
(4)
The
 
e
x
clusionary time
 
out
 
period
 
terminates
 
as
 
soon
 
as
 
po
s
sible.
(5)
If
 
such
 
student
 
is a
 
child
 
requiring
 s
pe
c
ial
 
edu
c
ation,
 
as
 
def
i
ned
 
i
n
 
Section
 
1
0
-
76a,
 
or
 
a
child
 
being
 
e
v
aluated
 
for
 
spe
c
ial
 
edu
c
ation,
 
pursuant
 
to
 
Se
c
tion
 
1
0
-
76d,
 
and
 
a
w
aiting
 
a
determinat
i
on,
 
and
 
the
 
interventions or
 
strategies
 
are
 
un
s
uccessful in
 
addressing
 s
uch
student
'
s
 
p
r
oblemat
i
c
 
behavio
r
, 
su
c
h
 
student's
 
PPT
 
sha
l
l
 
convene
 
as
 
soon
 
as
 
is
pract
i
cable
 
to
 
determine
 
alternati
v
e
 
interventions or
 
strategies.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
(
c
ontinu
e
d)
W
h
e
n
 
t
o
 
C
o
n
v
e
n
e
 
a
 
M
e
e
t
i
n
g
 
f
o
r
 
G
e
n
e
r
a
l
 
E
d
u
c
a
t
i
o
n
 
S
t
u
d
e
n
t
s
W
h
e
n
 
d
o
 
y
o
u
 
n
e
e
d
 
t
o
 
c
o
n
v
e
n
e
 
a
 
m
e
e
t
i
n
g
 
f
o
r
 
g
e
n
e
r
a
l
 
e
d
u
c
a
t
i
o
n
 
s
t
u
d
e
n
t
s
?
 
G
e
n
e
r
a
l
 
E
d
u
c
a
t
i
o
n
 
S
t
u
d
e
n
t
s
 
(
K
-
1
2
)
W
h
en
 
p
h
y
si
c
al r
e
st
r
ai
n
t
 
or
 
secl
u
si
o
n
 
is
 
used
 
on
 
a
 
st
u
dent
 
f
o
ur
 
or
 
more
 
times
 
w
ithin
 2
0
school
 
da
y
s,
 
a
 
meeting
 
must
 
be
 
con
v
ened
 
w
hi
c
h incl
u
des:
an
 
admi
n
i
s
t
r
at
o
r;
one
 
or
 
more
 
of
 
such
 
st
u
dent's
 
t
e
acher
s
;
a
 
par
e
nt
 
or
 
guar
d
i
a
n
 
of
 
such
 
st
u
dent,
 
and
 
if
 
an
y
,
 
a m
e
nt
a
l
 
health
 
pr
o
f
e
ssi
o
nal
 
(
a
s
defined
 
in
 
t
h
e
 
C
G
S
 
S
ection
 
1
0
-76t
)
,
 
f
o
r
 
t
h
e
 
pur
p
ose
 
of:
o
conducting
 
or
 
r
e
v
i
s
i
n
g a
 
beha
v
i
o
r
a
l assessment
 
of
 
t
h
e
 
st
u
dent;
o
cr
e
ating
 
or
 
r
e
v
i
s
i
n
g 
a
ny
 
a
pplicable
 
B
IP;
 
and
o
det
e
rmi
n
i
n
g
 w
het
h
er
 
such
 
st
u
dent
 
may
 
require
 
speci
a
l
 
education
 
pur
s
uant
 
to
t
h
e
 
C
G
S
 
S
ection
 
1
0
-76
f
f.
 
T
h
e
 
s
c
h
o
o
l
 
l
e
v
e
l
 
d
a
t
a
 
t
e
a
m
 
s
h
o
u
l
d
 
r
e
v
i
e
w
 
t
h
e
 
n
u
m
b
e
r
 
o
f
 
o
c
c
u
r
r
e
n
c
e
s
 
f
o
r
 
t
h
e
 
u
s
e
 
o
f
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
o
n
 
a
n
 
i
n
d
i
v
i
d
u
a
l
 
s
t
u
d
e
n
t
 
o
n
 
a
 
m
o
n
t
h
l
y
 
b
a
s
i
s
 
t
o
 
e
n
s
u
r
e
 
t
h
a
t
 
t
h
e
a
p
p
r
o
p
r
i
a
t
e
 
m
e
e
t
i
n
g
 
h
a
s
 
b
e
e
n
 
c
o
n
v
e
n
e
d
 
f
o
l
l
o
w
i
n
g
 
t
h
e
 
f
o
u
r
t
h
 
o
c
c
u
r
r
e
n
c
e
 
o
f
 
r
e
s
t
r
a
i
n
t
o
r
 
s
e
c
l
u
s
i
o
n
 
i
n
 
a
 
2
0
-
d
a
y
 
p
e
r
i
o
d
.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
W
h
e
n
 
t
o
 
C
o
n
v
e
n
e
 
a
 
M
e
e
t
i
n
g
 
f
o
r
 
I
d
e
n
t
i
f
i
e
d
 
S
p
e
c
i
a
l
 
E
d
u
c
a
t
i
o
n
S
t
u
d
e
n
t
s
 
o
r
 
T
h
o
s
e
 
B
e
i
n
g
 
E
v
a
l
u
a
t
e
d
 
f
o
r
 
E
l
i
g
i
b
i
l
i
t
y
 
(
a
g
e
s
 
3
-
2
1
)
 
W
h
e
n
 
p
h
y
s
i
c
a
l
 
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
i
s
 
u
s
e
d
 
o
n
 
a
 
s
t
u
d
e
n
t
 
r
e
q
u
i
r
i
n
g
 
s
p
e
c
i
a
l
e
d
u
c
a
t
i
o
n
 
o
r
 
a
 
s
t
u
d
e
n
t
 
b
e
i
n
g
 
e
v
a
l
u
a
t
e
d
 
f
o
r
 
e
l
i
g
i
b
i
l
i
t
y
 
f
o
r
 
s
p
e
c
i
a
l
 
e
d
u
c
a
t
i
o
n
(
a
g
e
s
 
3
-
2
1
)
 
f
o
u
r
 
o
r
 
m
o
r
e
 
t
i
m
e
s
 
w
i
t
h
i
n
 
2
0
 
s
c
h
o
o
l
 
d
a
y
s
,
 
a
 
P
P
T
 
m
e
e
t
i
n
g
 
m
u
s
t
 
b
e
c
o
n
v
e
n
e
d
 
f
o
r
 
t
h
e
 
p
u
r
p
o
s
e
 
o
f
:
condu
c
ting
 
or
 
rev
i
sing
 
a
 
fun
c
tional beha
v
ioral assessment
 
of
 
the
 
student;
a
n
d
;
 
creating or
 
rev
i
sing
 
any
 
app
l
icable
 
BI
P
, 
including
 
but
 
not
 
lim
i
ted
 
to,
 
such
student's
 
IE
P
.
 
N
o
t
e
:
 
T
h
e
 
s
c
h
o
o
l
 
l
e
v
e
l
 
d
a
t
a
 
t
e
a
m
 
o
r
 
m
e
m
b
e
r
s
 
o
f
 
t
h
e
 
P
P
T
 
s
h
o
u
l
d
 
r
e
v
i
e
w
 
t
h
e
 
n
u
m
b
e
r
o
f
 
o
c
c
u
r
r
e
n
c
e
s
 
f
o
r
 
t
h
e
 
u
s
e
 
o
f
 
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
o
n
 
a
 
m
o
n
t
h
l
y
 
b
a
s
i
s
 
t
o
 
e
n
s
u
r
e
 
t
h
a
t
t
h
e
 
a
p
p
r
o
p
r
i
a
t
e
 
P
P
T
 
m
e
e
t
i
n
g
 
h
a
s
 
b
e
e
n
 
c
o
n
v
e
n
e
d
 
f
o
l
l
o
w
i
n
g
 
t
h
e
 
f
o
u
r
t
h
 
o
c
c
u
r
r
e
n
c
e
 
o
f
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
i
n
 
a
 
2
0
-
d
a
y
 
p
e
r
i
o
d
.
 
R
e
p
o
r
t
i
n
g
 
R
e
q
u
i
r
e
m
e
n
t
s
 
f
o
r
 
a
l
l
 
S
t
u
d
e
n
t
s
 
-
 
 
G
e
n
e
r
a
l
 
a
n
d
 
S
p
e
c
i
a
l
 
E
d
u
c
a
t
i
o
n
 
Ea
c
h
 
local
 
or
 
regional
 
board
 
of
 
edu
c
ation
 
and
 
ea
c
h
 
institution
 
or
 
facility
 
operating
under cont
r
act
 
w
ith
 
a
 
lo
c
al
 
or
 
r
e
gional boa
r
d
 
of
 
education
 
must:
record
 
ea
c
h
 
instan
c
e
 
of
 
the
 
use
 
of
 
ph
y
sical
 
restraint
 
or
 
seclusion
 
on
 
a
student;
 
spe
c
ify the
 
nature
 
of
 
the
 
emergen
c
y
 
that
 
ne
c
essitated
 
the
 
use
 
of
 
such
ph
y
sical
 
restraint
 
or
 
seclusion;
 
and
 
i
n
c
l
u
d
e
 
s
u
c
h
 
i
n
f
o
r
m
a
t
i
o
n
 
i
n
 
a
n
 
a
n
n
u
a
l
 
c
o
m
p
i
l
a
t
i
o
n
 
o
n
 
t
h
e
 
u
s
e
 
o
f
 
s
u
c
h
r
e
s
t
r
a
i
n
t
 
a
n
d
 
s
e
c
l
u
s
i
o
n
 
o
n
 
s
t
u
d
e
n
t
s
.
 
 
N
o
t
e
:
 
A
 
c
o
m
p
i
l
a
t
i
o
n
 
o
f
 
t
h
e
 
u
s
e
 
o
f
r
e
s
t
r
a
i
n
t
 
o
r
 
s
e
c
l
u
s
i
o
n
 
w
i
t
h
 
g
e
n
e
r
a
l
 
e
d
u
c
a
t
i
o
n
 
s
t
u
d
e
n
t
s
 
s
h
o
u
l
d
 
b
e
 
m
a
i
n
t
a
i
n
e
d
s
e
p
a
r
a
t
e
l
y
 
b
y
 
t
h
e
 
d
i
s
t
r
i
c
t
.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
S
t
a
t
e
 
R
e
p
o
r
t
i
n
g
 
 
C
G
S
 
1
0
-
2
3
6
b
,
 
r
e
q
u
i
r
e
s
 
t
h
e
 
C
S
D
E
 
t
o
 
c
o
l
l
e
c
t
 
d
a
t
a
 
f
r
o
m
 
e
a
c
h
 
l
o
c
a
l
 
o
r
 
r
e
g
i
o
n
a
l
 
b
o
a
r
d
 
o
f
e
d
u
c
a
t
i
o
n
 
a
n
d
 
e
a
c
h
 
i
n
s
t
i
t
u
t
i
o
n
 
o
r
 
f
a
c
i
l
i
t
y
 
o
p
e
r
a
t
i
n
g
 
u
n
d
e
r
 
c
o
n
t
r
a
c
t
 
w
i
t
h
 
a
 
l
o
c
a
l
 
o
r
 
r
e
g
i
o
n
a
l
b
o
a
r
d
 
o
f
 
e
d
u
c
a
t
i
o
n
.
T
h
e
 
r
e
q
u
i
r
e
d
 
d
a
t
a
 
i
n
c
l
u
d
e
s
 
(
f
o
r
 
s
t
u
d
e
n
t
s
 
a
t
 
r
i
s
k
 
o
r
 
i
d
e
n
t
i
f
i
e
d
 
a
s
 
s
p
e
c
i
a
l
 
e
d
u
c
a
t
i
o
n
o
n
l
y
)
:
all instan
c
es of
 
the
 
emergen
c
y
 
use
 
of
 
restraint
 
and
 
seclusion;
the
 
status
 
of
 
the
 
student
 
(spe
c
ial
 
edu
c
ation
 
e
l
igible
 
or
 
in
 
the
 
refe
r
ral
 
proce
s
s;
the
 
nature
 
of
 
the
 
emergen
c
y
 
that
 
ne
c
essitated
 
its
 
use;
 
and
all instan
c
es of
 
ph
y
sical injury
 
as
 
a
 
result
 
of
 
restraint
 
or
 
seclusion
 
including
 
serious
injuries
 
(defined
 
as
 
requiring
 
attent
i
on
 
be
y
ond
 
ba
s
ic first
 
aid).
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
(
c
ontinu
e
d)
 
A
n
n
u
a
l
 
C
o
m
p
i
l
a
t
i
o
n
/
R
e
p
o
r
t
F
o
r
 
s
t
u
d
e
n
t
s
 
a
t
 
r
i
s
k
 
o
r
 
i
d
e
n
t
i
f
i
e
d
 
a
s
 
S
p
e
c
i
a
l
 
E
d
u
c
a
t
i
o
n
 
o
n
l
y
 
Ea
c
h
 
d
i
stri
ct
s
 
annual
 
comp
i
lation
 
is subm
i
tted
 
to
 
the
 
CSDE
 through
 
the
 
restraint
 
and
sec
l
us
i
on
 
onl
i
ne
 
data
 
submi
s
sion.
 
 
T
h
e
 
pu
r
pose
 
of
 
this
 
subm
i
ssion
 
is
 
to
 
p
r
ov
i
de
 
an
annual
 
summary
 
repo
r
t
 
to
 
the
 
joint
 s
tand
i
ng
 
committees
 
of
 
the
 
G
eneral
 
A
s
semb
l
y
 
for
inclusion
 
in
 
the
 
annual
 
repo
r
t
 
card.
 
The
 
annual
 
repo
r
t
 
(l
i
m
i
ted
 
to
 
spe
c
ial
 
edu
c
ation
 s
tudent
s
)
 
w
ill
 prov
i
de
 
a
 
state
w
ide
snapshot
 
summarizing:
the
 
frequency
 
of
 
use
 
of
 
ph
y
sical
 
restraint
 
or
 
seclusion
 
on
 
student
s;
the
 
duration
 
of
 
a
 
restra
i
nt
 
or
 
seclusion;
the
 
nature
 
of
 
the
 
emergen
c
y
 
-
 
ris
k to
 
self
 
or
 
ris
k
 
to
 
others.
 
Su
c
h
 
report
 
mu
st
 
be
 
subm
i
tted
 
to
 
the
 
G
eneral
 
A
s
semb
l
y by
 
the
 
Bureau
 
of
 
Spe
c
ial
Edu
c
ation
 
no
 
later
 
than
 
January
 
1
5
th 
 
of
 
ea
c
h
 
y
ea
r
.
 
R
e
p
o
r
t
s
 
o
f
 
I
n
j
u
r
y
 
 
I
n
s
t
a
n
c
e
s
 
o
f
 
i
n
j
u
r
y
 
(
s
e
r
i
o
u
s
 
a
n
d
 
n
o
n
-
s
e
r
i
o
u
s
)
 
a
s
s
o
c
i
a
t
e
d
 
w
i
t
h
 
t
h
e
 
u
s
e
 
o
f
 
r
e
s
t
r
a
i
n
t
 
o
r
s
e
c
l
u
s
i
o
n
,
 
m
u
s
t
 
b
e
 
r
e
p
o
r
t
e
d
 
t
o
 
t
h
e
 
C
S
D
E
 
w
i
t
h
i
n
 
t
w
o
 
b
u
s
i
n
e
s
s
 
d
a
y
s
 
v
i
a
 
t
h
e
 
o
n
l
i
n
e
 
d
a
t
a
s
u
b
m
i
s
s
i
o
n
.
 
S
u
b
m
i
s
s
i
o
n
 
o
f
 
a
 
p
a
p
e
r
 
R
e
p
o
r
t
 
o
f
 
I
n
j
u
r
y
 
t
o
 
t
h
e
 
B
S
E
 
i
s
 
n
o
 
l
o
n
g
e
r
r
e
q
u
i
r
e
d
 
a
s
 
o
f
 
J
u
l
y
 
2
0
1
9
.
 
(
N
e
w
)
 
R
e
p
o
r
t
s
 
o
f
 
s
e
r
i
o
u
s
 
i
n
j
u
r
i
e
s
 
a
r
e
,
 
p
e
r
 
s
t
a
t
u
t
e
,
 
f
o
r
w
a
r
d
e
d
 
 
t
o
 
t
h
e
 
O
f
f
i
c
e
 
o
f
 
D
i
s
a
b
i
l
i
t
y
R
i
g
h
t
s
,
 
I
n
c
.
 
b
y
 
t
h
e
 
B
u
r
e
a
u
 
o
f
 
S
p
e
c
i
a
l
 
E
d
u
c
a
t
i
o
n
.
 
S
e
r
i
o
u
s
 
I
n
j
u
r
y
 
i
s
 
a
n
 
i
n
j
u
r
y
 
t
h
a
t
 
r
e
q
u
i
r
e
s
 
m
e
d
i
c
a
l
 
a
t
t
e
n
t
i
o
n
 
b
e
y
o
n
d
 
t
h
a
t
 
w
h
i
c
h
 
w
o
u
l
d
 
b
e
i
n
c
l
u
d
e
d
 
i
n
 
t
h
e
 
c
a
t
e
g
o
r
y
 
o
f
 
r
o
u
t
i
n
e
 
f
i
r
s
t
 
a
i
d
.
 
 
E
x
a
m
p
l
e
s
 
o
f
 
s
u
c
h
 
m
e
d
i
c
a
l
 
a
t
t
e
n
t
i
o
n
i
n
c
l
u
d
e
 
a
n
 
e
m
e
r
g
e
n
c
y
 
d
e
p
a
r
t
m
e
n
t
 
v
i
s
i
t
,
 
a
n
 
e
m
e
r
g
e
n
c
y
 
m
e
d
i
c
a
l
 
t
e
c
h
n
i
c
i
a
n
 
c
a
l
l
,
 
s
u
t
u
r
e
s
,
d
i
a
g
n
o
s
t
i
c
 
x
-
r
a
y
s
 
t
o
 
d
e
t
e
r
m
i
n
e
 
f
r
a
c
t
u
r
e
s
,
 
p
l
a
c
e
m
e
n
t
 
i
n
 
c
a
s
t
s
,
 
e
t
c
.
 
N
o
n
-
s
e
r
i
o
u
s
 
I
n
j
u
r
y
 
i
n
c
l
u
d
e
s
 
r
e
d
 
m
a
r
k
s
,
 
b
r
u
i
s
e
s
 
o
r
 
s
c
r
a
p
e
s
 
t
h
a
t
 
r
e
q
u
i
r
e
 
a
 
B
a
n
d
-
A
i
d
 
o
r
a
p
p
l
i
c
a
t
i
o
n
 
o
f
 
b
a
s
i
c
 
f
i
r
s
t
 
a
i
d
.
 
O
t
h
e
r
 
R
e
q
u
i
r
e
m
e
n
t
s
 
R
e
l
a
t
e
d
 
t
o
 
t
h
e
 
u
s
e
 
o
f
 
R
e
s
t
r
a
i
n
t
 
a
n
d
 
S
e
c
l
u
s
i
o
n
 
A
d
d
i
t
i
o
n
a
l
 
R
e
s
o
u
r
c
e
s
 
Incident Report
 
of
 
Ph
y
sical
 
Restraint
Incident Report
 
of
 
Se
c
lusion
Funct
i
onal Behavioral
 
A
s
sessment Model
 
Fo
r
m
 
(
F
BA)
Behavior
 
Intervention
 
P
l
an
 
Model
 
Fo
r
m
 
(BIP)
G
uidan
c
e Related to
 
Recent Leg
i
slation
 
Regarding Re
s
traint
 
and
 
Se
c
lusion
 
in S
c
hoo
l
s
Parental Notification
 
of
 
the
 
La
w
s
 
Relating
 
to
 
the
 
use of
 
Seclus
i
on
 
and
 
Restraint
 
in
Pub
l
ic
 
S
c
hoo
l
s
Spe
c
ial
 
Edu
c
ation
 
Data
 
App
l
ication
 
and Co
l
lection
 
(SEDAC):
 
Restraint
 
and Seclusion
Users Guide
 
(
r
evised
 
July 201
9
)
 
Colleen
 
M.
 
Ha
y
les
Education
 
Con
s
ultant
Conne
c
ticut
 
S
t
ate
 
Depa
r
t
m
ent
 
of
 
Education
Bureau
 
of
 
Special
 
Education
860-713-
6
922
c
o
lleen.hayles
@
c
t
.g
o
v
Slide Note
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Connecticut State Department of Education's July 2019 guidelines outline Public Act 18-51, which prohibits the use of restraint and seclusion in schools, except in emergency situations. The act maintains prohibitions for all public school students Grades K-12, including those requiring special education services. It revises definitions, clarifies intervention methods, and emphasizes the importance of individualized planning and placement team meetings. Exceptions to the prohibition allow restraint and seclusion in emergencies to prevent injury.


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  1. CONNECTICUT STATE DEPARTMENT OF EDUCATION Understanding the Laws and Regulations Governing the use of Restraint and Seclusion in Schools: July 2019

  2. PublicAct and Regulations Effective July 1, 2018, Section 10-236b of the 2018 supplement to the general statutes is repealed and Section 4 of Public Act (PA) 18-51, AnAct Implementing the Recommendations of the Department of Education, is substituted. Generally, PA18-51 maintains the expanded prohibition of the use of restraint and seclusion except in emergency situations to: all public school students Grades K-12, in addition to students identified as requiring special education and those students in the process of evaluation to determine special education eligibility (3-21). PA18-51 provides additional and revised definitions of terms and prohibitions, while maintaining monitoring requirements and the necessity to hold a planning and placement team (PPT) meeting for identified special education students or a meeting for general education students.

  3. PA18-51 Effective July 1, 2018, PA18-51, revises definitions of restraint and seclusion, clarifies the definition of an escort and introduces a definition for exclusionary time out. The public act also prohibits the use of seclusion as a behavior intervention in the individualized education program (IEP) and requires that no later than January 1, 2019, districts/programs develop policy related to the use of exclusionary time out. The most recent revisions to the Connecticut Special Education Regulations were adopted in July 2013, provide additional requirements related to the implementation of Connecticut General Statutes (CGS) 10-236b and remain in effect where they do not conflict with the intent of CGS 10-236b or Public Act 18-51, or the requirements or relief provided through SB 7276 and any subsequent legislation.

  4. Prohibitions Public Act 18-51 prohibits of the use of restraint and seclusion except in emergency situations. As of July 1, 2018, seclusion is no longer permitted to be used as a behavior intervention in the IEP . This prohibition requires that a PPT review and revise the current IEP should that IEP identify the use of seclusion as a behavior intervention (within the existing behavior intervention plan [BIP]). If deemed appropriate, the use of exclusionary time out as an intervention may be considered for inclusion in the BIP . Note: As of July 1, 2015, this prohibition expanded to ALL public school students Grades K-12 in addition to students identified as requiring special education and those students in the process of evaluation to determine special education eligibility, ages 3-21.

  5. Exceptions to the Prohibition of the use of Restraint and Seclusion as an emergency response to prevent immediate or imminent injury to the person at risk or to others, provided the emergency restraint or emergency seclusion is not used for discipline or convenience and is not used as a substitute for a less restrictive alternative; when necessary to maintain a safe school setting in accordance with the CGS Section 10-220; or to supersede the provisions of the subdivision of the CGS Section 53a-18 concerning the use of reasonable physical force.

  6. Definition of Terms Student a child enrolled in Grades K-12; and a child receiving special education and related services from a local or regional board of education including via contracted services, placement in a Connecticut State Department of Education (CSDE) approved private special education program, regional educational service center, or other private facility, ages 3-21. *Doesnotinclude a child receiving services from Unified School District 2 (Department of Children and Families) or the Department of Mental Health and Addiction Services.

  7. Definition of Terms (continued) Physical Restraint Any mechanical or personal restriction that immobilizes or reduces the free movement of a person's arms, legs, or head including, but not limited to, carrying or forcibly moving a person from one location to another. The term does not include: briefly holding a person in order to calm or comfort the person; restraint involving the minimum contact necessary to safely escort a person from one area to another; (i.e., temporarily touching or holding for the purpose of guiding or inducing a student to walk to another location; medical devices, including, but not limited to, supports prescribed by a health care provider to achieve proper body position or balance; helmets or other protective gear used to protect a person from injuries due to a fall; or helmets, mitts and similar devices used to prevent self-injury when the device is part of a documented treatment plan and is the least restrictive means available to prevent such self-injury.

  8. Definition of Terms (continued) Life Threatening Physical Restraint Any physical restraint or hold of a person that: restricts the flow of air into a person s lungs, whether by chest compression or any other means; or immobilizes or reduces the free movement of a person s arms, legs or head while the person is in the prone position This section shall not be construed as limiting any defense to criminal prosecution for the use of deadly physical force that may be available under the CGS Sections 53a-18 to 53a-22, inclusive. Psychopharmacological agent Any medication that affects the central nervous system, influencing thinking, emotion or behavior.

  9. Definition of Terms (continued) Seclusion The confinement of a person in a room, from which the student is physically prevented from leaving. Seclusion does not include an exclusionary time out. The term does not include: any confinement of a person at risk in which the person is physically able to leave the area of confinement including, but not limited to, in-school suspension and time- out. Exclusionary Time Out Atemporary, continuously monitored separation of a student from an ongoing activity in a non-locked setting, for the purpose of calming such student or deescalating such student s behavior. An exclusionary time out becomes a reportable seclusion if or when the student is physically or otherwise prohibited from leaving the space.

  10. Summary of Requirements of PA 18-51 and State Regulations The use of emergency restraint and emergency seclusion is restricted to emergency situations in which there is imminent risk of injury by a student to self or others. Any school employee who places a student in an emergency restraint or an emergency seclusion must have received training related to the proper means of conducting a restraint or a seclusion. Emergency restraint and emergency seclusion are responses to situations in which there is imminent risk of injury by a student to self or others (emergency). The use of these emergency responses are not planned interventions and are not included in an IEP developed for a student identified as a special education student.

  11. What Constitutes an Emergency? An emergency is a situation that poses risk of immediate or imminent injury to self or others, which typically warrants an unplanned response . Emergency Situations: physical aggression towards others (students or staff); and self injurious behavior. Non-Emergency Situations: throwing objects (not directed) leaving an area tipping chairs destruction of property (if it does not impose an immediate/imminent danger to others roaming/running around the classroom Inappropriate verbalization/swearing refusals The use of emergency restraint or emergency seclusion should not be identified in the IEP. Emergency use of restraint and emergency use of seclusion are more appropriately documented in a district s/school s policies and procedures handbook, where protocol for a response to a situation that poses risk of immediate or imminent injury to self or others, can be articulated. Consent for the use of emergency restraint or emergency seclusion is not required.

  12. Where can seclusion take place? Seclusion is not a place. Seclusion is the act of confining a student in a room from which the student is physically prevented from leaving. Seclusion does not include an exclusionary time out. Although an area or room can be assigned for the purpose of seclusion, a seclusion can be conducted in a classroom, hallway, office, etc., recognizing the defining criteria as the fact that the student is not allowed to leave the room, space, or area.

  13. Rooms Used for Seclusion Rooms used for seclusion must: Be of a size that is appropriate to the chronological and developmental age, size, and behavior of the student at risk. Have a ceiling height that is comparable to the ceiling height of the other rooms in the building in which it is located. Be equipped with heating, cooling, ventilation, and lighting systems that are comparable to the systems that are in use in the other rooms of the building in which it is located. Be free of any object that poses a danger to the student at risk who is being placed in the room. Conform to applicable building code requirements.

  14. Rooms Used for Seclusion (continued) If the door or doors to a room used for seclusion are to be locked, latched, or otherwise secured, a modification from the Office of the State Fire Marshal must be secured prior to the installation of a locking mechanism. If a door locking mechanism is used, the student at risk must be constantly monitored notwithstanding any other provisions of the CGS or the Regulations of Connecticut StateAgencies to the contrary. The locking mechanism to be used must be a device that will be readily released by staff as soon as possible, but in no case, longer than within two minutes of the onset of an emergency and is connected to the fire alarm system so that the locking mechanism is released automatically when a fire alarm is sounded. The door to a room used for seclusion must have an unbreakable observation window located in a wall or door to permit frequent visual monitoring of the person at risk and any provider or assistant in such room. Be equipped with a window or other fixture allowing such student a clear line of sight beyond the area of seclusion. Note: The requirement for an unbreakable observation window allowing for clear line of sight beyond the area of seclusion does not apply if it is necessary to clear and use a classroom or other room or space in the school building as a seclusion room for a person at risk.

  15. Exclusionary Time Out Section 4 of PA18-51 provides a definition of an exclusionary time out. Exclusionary time out means a temporary, continuously monitored separation of a student from an ongoing activity in a non-locked setting, for the purpose of calming such student or deescalating such student s behavior. Characteristics of an Exclusionary Time Out: Most restrictive level of time out. The student cannot observe the ongoing activities. Student is under constant supervision of a qualified staff person. May be engaged in de-escalation exercises or restitution procedures.

  16. What Differentiates an Exclusionary Time Out from a Seclusion ? Seclusion means the confinement of a person in a room, from which the student is physically prevented from leaving. Seclusion does not include an exclusionary time out Exclusionary Time Out means a temporary, continuously monitored separation of a student from an ongoing activity in a non-locked setting, for the purpose of calming such student or deescalating such student s behavior. Seclusion prohibits the student from leaving the space. Exclusionary time out implies that a student can leave the area at will. Any student who is involuntarily placed in seclusion shall be frequently monitored by a school employee. Exclusionary time out removes the student from all probable reinforces by being placed in a different room where the student is under the constant supervision of a qualified staff or may be engaged in de-escalation exercises or restitution procedures with a staff member.

  17. Exclusionary Time Out Exclusionary time out is characterized by the removal of the student from all probable reinforcers by being placed in a different room where the student is under the constant supervision of a qualified staff or may be engaged in de-escalation exercises or restitution procedures with a staff member. The use of time out, especially exclusionary time out, should be closely monitored by child study teams, grade level teams, or PPT s to ensure that time out as an intervention is not overused or implemented inappropriately. If, upon examination of the data, it is determined that the use of time out, including exclusionary time out as an intervention for an individual student is not effective in reducing the inappropriate behavior and does not encourage learning of new and appropriate behavior, the team should consider looking closely at the function of the student s behavior using an FBAand developing alternative intervention(s). As with any other behavior intervention that is designed to reduce a targeted behavior and teach a replacement behavior, the use of time out with an individual student should be documented and clearly defined. Documentation should include the nature or type of the time out, the duration, the location, and any other procedures or conditions necessary to achieve the desired outcome. Such information can be documented in a BIP that is informed by an FBA.

  18. What is an FBA? An FBAis a problem solving process of gathering and analyzing data in an effort to determine what function an exhibited and targeted behavior may be serving for a child. Typically, the behavior being reviewed is considered to be interfering with the student s learning. Acomprehensive FBA process is the foundation on which a BIP is created.

  19. FBA BASICS: Determining the whyBehind a Students Behavior 10 Common Elements of Most FBAs 1. Student s Identifying Information 2. Target Behavior (clearly defined) includes behavior(s) that the PPT has identified to reduce or extinguish. Include information regarding the setting, frequency, intensity and duration. 3. Antecedent(s) includes preceding events, conditions or perceived causes/triggers of the target behavior. 4. Concurrent Event(s) includes events or conditions that existed simultaneously with the execution of the target behavior. 5. Consequence(s) includes resultant events or conditions of the target behavior. 6. Observation(s) includes antecedent, behavior, and consequence (ABC) method of recording; can be used and discussed in the observation. 7. Interview(s) include questions designed to collect behavioral data from several points of view and in more than one setting (i.e., parent interviews, student interviews, and teacher/administrator interviews).

  20. FBABASICS: Determining the whyBehind a Students Behavior (continued) 8. Student Records include a review of relevant data from varied sources. Common sources of data collected are records of attendance, discipline, academic performance, prior assessments, and health. 9. Influencing Factors include a review of factors, that have the potential to impact the student s behavior such as physiological, environmental, psychological/emotional factors, factors related to family, friends or significant others, factors related to curricula, factors related to instruction, and a response to prior events. 10.Hypothesis/Function of Behavior(s) includes a synthesis of data gathered to offer a hypothesis regarding what function the target behavior(s) serves for the student. This is essentially looking at the why or root cause of a behavior.

  21. What is a BIP? ABIP considers the data gathered through an individual s FBAand employs that data to create a plan of action toward changing and improving that individual s behavior. The BIP is documented as a means to address interfering behaviors on page 10 (Special Considerations) of the IEP and is attached for reference.

  22. BIP BASICS: Determining Interventions Nine Common Elements of Most BIPs: 1. Student s Identifying Information. 2. Target Behavior(s)/Goal(s) includes behavior(s) for which the BIP is targeted to change and improve. 3. Function of Behavior describes the hypothesis regarding the function of target behavior and the purpose it serves for the student. 4. Desired Replacement Behavior(s) includes more acceptable behavior(s) planned to replace the target behavior(s) through the BIP . 5. Intervention Strategies includes specific interventions and strategies to be implemented in addressing the target behavior(s)/goal(s) and must include: antecedent strategies to prevent the problem behavior (including modifications to the triggering antecedent and prompts for appropriate behaviors); instructional strategies (to teach the replacement behavior and shape toward desired behavior); and consequence strategies (to increase function-based reinforcement for the replacement behavior, increase other reinforcement for the desired behavior, and prevent reinforcement of the problem behavior).

  23. BIP BASICS: Determining Interventions (continued) 6. Environmental Changes include any changes to the setting or environment necessary to effectively implement the strategies and interventions. 7. Person(s) Responsible includes information regarding the individuals designated to implement intervention strategies and/or designated for oversight of specific portions of the BIP . 8. Timelines/Review Dates include segments of time during which specific portions of the BIP are to be addressed, as well as specific dates by which specific portions of the BIP are to be reviewed and revised if necessary, based on student progress. 9. Monitoring Progress/Evaluation Methods include a description of how progress toward achieving desired outcomes will be monitored and evaluated. Note: Seclusion can no longer be written into a BIP as a behavior intervention.

  24. Other Requirements Related to the use of Restraint and Seclusion Parental Notification of the Laws Relating to the use of Restraint and Seclusion in the Public Schools Each local or regional board of education must notify a parent or guardian of a student who is placed in physical restraint or seclusion not later than 24 hours after the student was placed in physical restraint or seclusion and must make a reasonable effort to provide such notification immediately after such physical restraint or seclusion is initiated. Such notification must be made by phone, e-mail, or other method, which may include but is not limited to, sending a note home with the child. The parent of such child, regardless of whether he or she received such notification, must be sent a copy of the incident report no later than two business days after the emergency use of physical restraint or seclusion.

  25. Other Requirements Related to the use of Restraint and Seclusion (continued) Time Needed for Restraint or Seclusion The period of time for restraint or seclusion: shall be limited to that time necessary to allow the person at risk to compose him or herself and return to the educational environment; and if any instance of physical restraint or seclusion of a student otherwise permissible under subsection (b) or (d) of this section exceeds 15 minutes: (1)an administrator, as defined in the CGS Section 10-144e or such administrator's designee, (2) a school health or mental health personnel, as defined in the CGS subsection (a) Section 10-212b, or (3) a board certified behavioral analyst, who has received training in the use of physical restraint and seclusion, shall determine whether continued physical restraint or seclusion is necessary to prevent immediate or imminent injury to the student or to others. Upon a determination that such continued physical restraint or seclusion is necessary, such individual must make a new determination every 30 minutes thereafter regarding whether such physical restraint or seclusion is necessary to prevent immediate or imminent injury to the student or to others.

  26. Other Requirements Related to the use of Restraint and Seclusion (continued) Who may Utilize Restraint and Seclusion? Astudent may be physically restrained or removed to seclusion only by a school employee who has received training in physical management, physical restraint, and seclusion procedures. Such training must include but not be limited to: verbal defusing or de-escalation; prevention strategies; types of physical restraint; the differences between life-threatening physical restraint and other varying levels of physical restraint; the differences between permissible physical restraint and pain compliance techniques; monitoring to prevent harm to a person physically restrained or in seclusion; and recording and reporting procedures on the use of restraints and seclusion.

  27. Other Requirements Related to the use of Restraint and Seclusion (continued) Required Professional Development Plan and Trainings Effective July 1, 2017, Substitute Bill 7276, provided mandated relief for districts (Section 5) and reduced the number of school district employees who must receive training and professional development in the physical restraint and seclusion of children, eliminating the requirement that ALL school professionals, paraprofessionals, and administrators be trained in the proper means/techniques of student restraint and seclusion. Current legislation requires that an identified crisis intervention team, in each school building, in each district, be trained in the prevention of the use of restraint and seclusion and how to appropriately intervene when necessary.

  28. Other Requirements Related to the use of Restraint and Seclusion (continued) Crisis Intervention Team Identification of a Crisis Intervention Team Not later than July 1, 2017, and each school year thereafter, each local or regional board of education shall require each school in the district to identify a crisis intervention team. Who can be identified as a Crisis Intervention Team Member? Amember of the crisis intervention team is defined as any teacher, administrator, and paraprofessional, who: (1)Has direct contact with students. (2)The principal designates to receive training, regarding physical restraint and seclusion of students. What is the Role of the Crisis Intervention Team? T eams shall respond to any incident in which the use of physical restraint or seclusion may be necessary as an emergency intervention to prevent immediate or imminent injury to a student or to others. Each member of the crisis intervention team shall be certified/recertified in the use of physical restraint and seclusion as required through the training program determined and provided by the district.

  29. Other Requirements Related to the use of Restraint and Seclusion (continued) Required Training and Professional Development Training for a Crisis Intervention Team must include: An overview of the relevant laws and regulations regarding the use of physical restraint and seclusion on students. De-escalation strategies and prevention of the use of restraint and seclusion. The proper means of physically restraining or secluding a student, including, but not limited to: (i) various types of physical restraint and seclusion; (ii) the differences between life threatening physical restraint and other varying levels of physical restraint; (iii) the differences between permissible physical restraint and pain compliance techniques; and (iv) monitoring methods to prevent harm to a student who is physically restrained or in seclusion. This training must be updated annually as determined by the program of training utilized in each district. Recommended Best Practice: Training for all staff (professionals, paraprofessionals, and administrators) should include, but not limited to: An overview of the relevant laws and regulations regarding the use of physical restraint and seclusion on students should be provided at least annually to all professionals, paraprofessionals and administrators.

  30. Other Requirements Related to the use of Restraint and Seclusion (continued) On or after July 1, 2015, and annually thereafter, the CSDE will make available an overview of the requirements regarding the use of restraint and seclusion to be provided by each district to all members of the Crisis Intervention T eam. Best practice dictates that such an overview be provided for all school professionals, paraprofessional staff members, and administrators. Beginning July 1, 2017, each board of education must create a plan to provide initial and appropriate ongoing training in the prevention and de-escalation of incidents requiring restraint and seclusion, as well as, the proper means of physically restraining or secluding students, to an identified crisis intervention team assigned by the principal in each building. District level training and prevention plans must be implemented by July 2018, (SB 7276).

  31. Other Requirements Related to the use of Restraint and Seclusion (continued) Policy Regarding the use of an Exclusionary Time Out Not later than January 1, 2019, each local or regional board of education shall establish a policy regarding the use of an exclusionary time out. Such policy shall include, but need not be limited to, a requirement that: (1) Exclusionary time outs are not to be used as a form of discipline. (2) At least one school employee remains with the student or be immediately available to the student such that the student and school employee are able to communicate verbally, throughout the exclusionary time out. (3) The space used for an exclusionary time out is clean, safe, sanitary, and appropriate for the purpose of calming such student or deescalating such student's behavior. (4) The exclusionary time out period terminates as soon as possible. (5) If such student is a child requiring special education, as defined in Section 10-76a, or a child being evaluated for special education, pursuant to Section 10-76d, and awaiting a determination, and the interventions or strategies are unsuccessful in addressing such student's problematic behavior, such student's PPT shall convene as soon as is practicable to determine alternative interventions or strategies.

  32. Other Requirements Related to the use of Restraint and Seclusion (continued) When to Convene a Meeting for General Education Students When do you need to convene a meeting for general education students? General Education Students (K-12) When physical restraint or seclusion is used on a student four or more times within 20 school days, a meeting must be convened which includes: an administrator; one or more of such student's teachers; a parent or guardian of such student, and if any, a mental health professional (as defined in the CGS Section 10-76t), for the purpose of: o conducting or revising a behavioral assessment of the student; o creating or revising any applicable BIP; and o determining whether such student may require special education pursuant to the CGS Section 10-76ff. The school level data team should review the number of occurrences for the use of restraint or seclusion on an individual student on a monthly basis to ensure that the appropriate meeting has been convened following the fourth occurrence of restraint or seclusion in a 20-day period.

  33. Other Requirements Related to the use of Restraint and Seclusion (continued) When to Convene a Meeting for Identified Special Education Students or Those Being Evaluated for Eligibility (ages 3-21) When physical restraint or seclusion is used on a student requiring special education or a student being evaluated for eligibility for special education (ages 3-21) four or more times within 20 school days, a PPT meeting must be convened for the purpose of: conducting or revising a functional behavioral assessment of the student; and; creating or revising any applicable BIP , including but not limited to, such student's IEP . Note: The school level data team or members of the PPT should review the number of occurrences for the use of restraint or seclusion on a monthly basis to ensure that the appropriate PPT meeting has been convened following the fourth occurrence of restraint or seclusion in a 20-day period.

  34. Other Requirements Related to the use of Restraint and Seclusion (continued) Reporting Requirements for all Students - General and Special Education Each local or regional board of education and each institution or facility operating under contract with a local or regional board of education must: record each instance of the use of physical restraint or seclusion on a student; specify the nature of the emergency that necessitated the use of such physical restraint or seclusion; and include such information in an annual compilation on the use of such restraint and seclusion on students. Note: Acompilation of the use of restraint or seclusion with general education students should be maintained separately by the district.

  35. Other Requirements Related to the use of Restraint and Seclusion (continued) State Reporting CGS 10-236b, requires the CSDE to collect data from each local or regional board of education and each institution or facility operating under contract with a local or regional board of education. The required data includes (for students at risk or identified as special education only): all instances of the emergency use of restraint and seclusion; the status of the student (special education eligible or in the referral process; the nature of the emergency that necessitated its use; and all instances of physical injury as a result of restraint or seclusion including serious injuries (defined as requiring attention beyond basic first aid).

  36. Other Requirements Related to the use of Restraint and Seclusion (continued) Annual Compilation/Report For students at risk or identified as Special Education only Each district s annual compilation is submitted to the CSDE through the restraint and seclusion online data submission. The purpose of this submission is to provide an annual summary report to the joint standing committees of the GeneralAssembly for inclusion in the annual report card. The annual report (limited to special education students) will provide a statewide snapshot summarizing: the frequency of use of physical restraint or seclusion on students; the duration of a restraint or seclusion; the nature of the emergency - risk to self or risk to others. Such report must be submitted to the GeneralAssembly by the Bureau of Special Education no later than January 15th of each year.

  37. Other Requirements Related to the use of Restraint and Seclusion Reports of Injury Instances of injury (serious and non-serious) associated with the use of restraint or seclusion, must be reported to the CSDE within two business days via the online data submission. Submission of a paper Report of Injury to the BSE is no longer required as of July 2019. (New) Reports of serious injuries are, per statute, forwarded to the Office of Disability Rights, Inc. by the Bureau of Special Education. Serious Injury is an injury that requires medical attention beyond that which would be included in the category of routine first aid. Examples of such medical attention include an emergency department visit, an emergency medical technician call, sutures, diagnostic x-rays to determine fractures, placement in casts, etc. Non-serious Injury includes red marks, bruises or scrapes that require a Band-Aid or application of basic first aid.

  38. Additional Resources Incident Report of Physical Restraint Incident Report of Seclusion Functional Behavioral Assessment Model Form (FBA) Behavior Intervention Plan Model Form (BIP) Guidance Related to Recent Legislation Regarding Restraint and Seclusion in Schools Parental Notification of the Laws Relating to the use of Seclusion and Restraint in Public Schools Special Education Data Application and Collection (SEDAC): Restraint and Seclusion Users Guide (revised July 2019)

  39. Colleen M. Hayles Education Consultant Connecticut State Department of Education Bureau of Special Education 860-713-6922 colleen.hayles@ct.gov

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