Policies and Procedures Handbook

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Last Updated: 10/05/2011

Garrett County Board of Education
40 South Second Street
Oakland, MD 21550
(301)334-8900

STUDENT BEHAVIOR INTERVENTION

Administrative Procedure

 

    I.    Use of Exclusion

 

A.         ďExclusionĒ means the removal of a student to a supervised area for a limited period of time during which the student has an opportunity to regain

            self-control and is not receiving instruction including special education, related services, or support.

 

B.        School personnel may use exclusion to address a studentís behavior if the studentís behavior unreasonably interferes with the studentís

           learning or the learning of others; or, constitutes an emergency and exclusion is necessary to protect a student or other person from imminent,

           serious, physical harm after other less intrusive, non-physical interventions have failed or been determined inappropriate; if an exclusion

           is requested by the student; or, if an exclusion is  supported by the studentís behavior intervention plan. 

 

C.         A setting for exclusion shall:

 

            1.         Provide school personnel with the ability to see the student at all times;

                                    2.         Provide adequate lighting, ventilation, and furnishings; and

                                    3.         Be unlocked and free of barriers to prevent egress.

 

D.        School personnel shall monitor a student placed in exclusion and provide a student in exclusion with an explanation of the behavior that

            resulted in the removal, and instruction on the behavior required to return to the learning environment.

 

E.         Each period of exclusion may not exceed 30 minutes; and be appropriate to the developmental level of the student and the severity of the behavior.

 

            F.         Parents and school personnel may at any time request a meeting to address the use of exclusion and to conduct a functional behavioral assessment; and

                        develop, review, or revise a studentís behavioral intervention plan in accordance with COMAR 13A. 05.01.

 

            G.        School personnel shall consider the need to initiate a referral to a pupil services or IEP (Individualized Education Plan) team if a nondisabled student has

                        experienced excessive exclusion, to determine if the student has a disability that may require the provision of special education and related services.

 

            H.        School personnel shall refer a student to the IEP Team Chairperson to ensure the implementation of appropriate procedures when a student with a

                       disability has experienced an excessive period of exclusion that may result in a change of placement.

 

    II.    Use of Physical Restraint

           

            A.        "Physical restraint" means the use of physical force, without the use of any device or material, that restricts the free movement of all or a portion of a

                        student's body. 

 

            B.        "Physical restraint" does not include:

 

                                    1.         briefly holding a student in order to calm or comfort the student;

                                    2.         holding a student's hand or arm to escort the student safely from one area to another;

                                    3.         moving a disruptive student who is unwilling to leave the area if other methods such as counseling have been unsuccessful; or,

                                    4.         intervening in a fight in accordance with Education

                                                Article ß7-307, Annotated Code of Maryland.

 

            C.        The use of physical restraint is prohibited in Garrett County Public Schools, unless:

 

                                    1.         there is an emergency situation and physical restraint is necessary to protect a student or other person from imminent, serious, physical

                                                harm after other less intrusive,  non-physical interventions have failed or been determined inappropriate;

                                    2.         the student's behavioral intervention plan or IEP  (Individualized Education Plan) describes the specific behaviors and circumstances in

                                                which physical restraint may be used; or

                                    3.         the parents of a nondisabled student have otherwise provided written consent to the use of physical restraints while a behavior intervention

                                                plan is being developed.

 

            D.        Physical restraint shall be applied only by school personnel who are trained in the appropriate use of physical restraint.

 

            E.        Only reasonable force as is necessary to protect a student or other person from imminent, serious, physical harm will be used in applying

                       physical restraint.

 

            F.        Restraint when necessary must be used in a humane, safe and effective manner without intent to harm or create undue discomfort and be consistent with

                       known medical or psychological limitations and the studentís behavior intervention plan.

 

                                    1.         Physical restraint is removed as soon as the student is calm;

                                    2.         Physical restraint may not exceed 30 minutes.

                                    3.         School personnel may not place a student face down.

                                    4.         School personnel may not place a student in any other position that will obstruct a studentís airway or otherwise impair a studentís ability

                                                to breathe, obstruct a staff memberís view of a studentís face, restrict a studentís ability to communicate distress, or place pressure on a

                                                studentís neck or torso.

                                    5.         School personnel may not straddle a studentís torso.

 

    III.    Use of Mechanical Restraint

 

            A.        "Mechanical restraint" means any device or material attached or adjacent to the student's body that restricts freedom of movement or normal access to any

                        portion of the student's body and that the student cannot easily remove.

 

            B.        "Mechanical restraint" does not include a protective or stabilizing device.

 

            C.        The use of mechanical restraint is prohibited in Garrett County Public Schools.

 

            D.        School personnel are not prohibited from using a protective or stabilizing device as prescribed by a health professional; or for a student with a disability, in

                       accordance with the student's IEP or behavior intervention plan.

 

    IV.    Documentation of the Use of Restraint

 

            A.        Each time a student is in a restraint, school personnel shall use Physical Restraint Form to document the following:

 

                                    1.         other less intrusive interventions that have failed or been determined inappropriate;

                                    2.         the precipitating event immediately preceding the behavior that prompted the use of restraint;

                                    3.         the behavior that prompted the use of a restraint;

                                    4          the names of the school personnel who observed the behavior that prompted the use of restraint;

                                    5.         the names and signatures of the staff members implementing and monitoring the use of restraint;

                                    6.         the type of restraint;

                                    7.         the length of time in restraint;

                                    8.         the student's behavior and reaction during the restraint; and

                                    9.         the name and signature of the administrator informed of the use of restraint.

 

            B.        This documentation will be maintained in the student's educational record and available for inspection by the student's parent or legal guardian.

 

            C.        Parents will be provided with oral or written notification each time restraint is used, within 24 hours, unless otherwise provided for in  a student's behavior

                        intervention plan or IEP. 

 

    V.    The Use of Seclusion

 

            A.        "Seclusion" means the confinement of a student alone in a room from which the student is physically prevented from leaving.

 

            B.        The use of seclusion is prohibited in Garrett County Public Schools unless:

 

                                    1.         there is an emergency situation and seclusion is necessary to protect a student or another person after other less intrusive interventions

                                                have failed or been determined to be inappropriate;

                                    2.         the student's IEP or behavioral intervention plan describes the specific behaviors and circumstances in which seclusion may be used; or

                                    3.         the parents of a non-disabled student have otherwise provided written consent for the use of seclusion while a behavior intervention plan

                                                is being developed.

 

            C.        At a minimum, a room used for seclusion will be free of objects and fixtures with which a student could self-inflict bodily harm, provide school personnel an

                       adequate view of the student from an adjacent area, and provide adequate lighting and ventilation.

 

            D.        School personnel will view a student placed in seclusion at all times and provide a student placed in seclusion with an explanation of the behavior that

                        resulted in the removal and instructions on the behavior required to return to the learning environment.

 

            E.         Seclusion shall be applied only by school personnel who are trained in the appropriate use of seclusion.

 

            F.         A seclusion event may not exceed 30 minutes.

 

            G.        A seclusion event shall be appropriate to the studentís developmental level and severity of the behavior.

 

            H.        A seclusion event may not restrict the studentís ability to communicate distress.

 

    VI.    Documentation of Seclusion

 

            A.        Each time a student is placed in seclusion, school personnel shall use Student Seclusion Form to document the following:

                       

                                    1.         other less intrusive interventions that have failed or been determined inappropriate;

                                    2.         the precipitating event immediately preceding the behavior that prompted the use of seclusion;

                                    3.         the behavior that prompted the use of seclusion;

                                    4.         the names and signatures of the staff members implementing and monitoring the seclusion;

                                    5.         justification for initiating the use of seclusion;

                                    6.         the length of time in seclusion;

                                    7.         the student's behavior and reaction during the seclusion; and

                                    8.         the name and signature of the administrator informed of the use of seclusion.

 

            B.        This documentation shall be maintained in the student's educational record and available for inspection by the student's parent or legal guardian.

 

 

            C.        Unless otherwise provided for in the student's behavior intervention plan, or IEP, each time seclusion is used, school personnel shall provide the student's

                        parent with verbal notification or send written notice within 24 hours.

 

    VII.    Referral to Pupil Services or IEP Team

 

            A.        If restraint or seclusion is used for a student who has not been identified as a student with a disability, the student shall immediately be referred to the

                       school's pupil services team or an IEP team.

 

            B.        If restraint or seclusion is used for a student with a disability, and the student's IEP or behavior intervention plan does not include the use of restraint or

                       seclusion, the IEP team shall meet within 10 business days of the incident to consider:

 

                                    1.         the need for a functional behavioral assessment;

                                    2.         developing appropriate behavioral interventions; and

                                    3.         implementing a behavioral intervention plan.

 

            C.        If restraint or seclusion is used for a student with a disability, and the IEP or behavior intervention plan includes the use of restraint or seclusion, the

                       student's IEP or behavior intervention plan shall specify how often the IEP team will meet to review or revise, as appropriate, the student's IEP or behavior

                       intervention plan.

 

            D.        When an IEP team meets to review or revise a studentís IEP or behavior intervention plan, the IEP team shall consider:

 

                                    1.         Existing health, physical, psychological, and psychosocial information;

                                    2.         Information provided by the parent;

                                    3.         Observation provided by the teacher and related service providers;                     

                                    4.         The studentís current placement.

 

            E.         The Garrett County Public Schools shall provide the parent of the student with written notice in accordance with COMAR 13.A.05.01.12A when an IEP

                        team proposes or refuses to initiate or change the studentís IEP or behavior intervention plan that includes the use of restraint or seclusion.

 

            F.         A parent may request mediation or a due process hearing in accordance with COMAR 13A.05.01.15B if the parent disagrees with the IEP team decision

                        to propose or refuse to initiate or change:

 

                                    1.        The studentís IEP;

                                    2.        The studentís behavior intervention plan to use restraint or seclusion; or;

                                    3.        The studentís placement.   

                       

    VIII.     Professional Development

 

            A.        Each principal will designate school personnel who will receive professional development on these procedures and their appropriate implementation.

 

                                    1.         At the beginning of each school year principals shall notify the Office of Pupil Services of the person authorized to serve as their school-

                                                wide resource to assist in ensuring proper administration of exclusion, restraint and seclusion.

                                    2.         School-wide resource personnel shall receive training in current professionally accepted practices and standards regarding:

 

                                                a.         Positive behavior interventions strategies and supports, [including methods for identifying and defusing potentially dangerous

                                                             behavior];

                                                b.         Functional behavior assessment and behavior intervention planning; 

                                                c.         Exclusion;

                                                d.         Restraint and alternatives to restraint;

                                                e.         Seclusion

                                                f.          Symptoms of physical distress and positional asphyxia.

                       

                                    3.         The professional development described in this section includes a written examination and physical demonstration of proficiency in the

                                                described skills and competencies.

 

    IX.       Monitoring and Compliance

 

            A.        The Office of Special Education and the Office of Pupil Services will be responsible for monitoring the use of exclusion, restraint and seclusion.

 

                                    1.         School-wide resource personnel shall review and collect data quarterly pertaining to exclusion, physical restraint, and seclusion and

                                                forward it to the Office of Pupil Services.

                                    2.         Data will be collected by number, by student and by behavior that precipitated the use of exclusion, physical restraint, or seclusion.

                       

            B.        The Office of Special Education and the Office of Pupil Services will be responsible for receiving and investigating complaints regarding exclusion,

                        restraint and seclusion practices.

 

                                    1.         In cases whereby a student or parent of a student feels there has been a violation or a misinterpretation of this policy or procedure, the

                                                grievance process outlined in the Student Handbook, Rights, Responsibilities and Discipline will be utilized.

                                    2.         The Garrett County Board of Education shall, upon request, submit any information regarding any matter related to exclusion, restrain, or

                                                seclusion practices to the Maryland State Department of Education.

 

 

COMAR 13A.08.04        Student Behavior Interventions

 


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Pupil Services 445.1 JK
Adopted 10/5/04

Revised 07/19/2010, 8/9/2011