POLICY ON POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORT, AND RESTRAINT AND SECLUSION
As of December 14, all community schools are required to implement Restraint and Seclusion Rules.
Every effort should be made to prevent the need for the use of restraint and for the use of seclusion. The use of a non-aversive effective behavioral system such as Positive Behavioral Intervention and Supports (PBIS) shall be used to create a learning environment that promotes the use of evidence-based behavioral interventions, thus enhancing academic and social behavioral outcomes for all students.
Restraint or seclusion shall not occur, except when there is an immediate risk of physical harm to the student or others, and shall occur only in a manner that protects the safety of all children and adults at school. Every use of restraint or seclusion shall be documented and reported in accordance with the requirements set forth below.
City Day Community School will publish and implement written policies to govern the use of emergency safety interventions (physical restraint and seclusion). City Day Community School will make its written policies on the use of emergency safety interventions available to parents annually, and post the policy on its website.
POSITIVE BEHAVOR INTERVENTION AND SUPPORTS
PBIS is a systematic approach to embed evidence-based practices and data driven decision making to improve school climate and culture in order to achieve improved academic and social outcomes. PBIS encompasses a wide range of systemic and individualized positive strategies to reinforce desired behaviors, diminish reoccurrences of challenging behaviors and teach appropriate behavior to students.
Components of a system of Positive Behavior Intervention and Supports include:
1. Trained school staff to identify conditions, such as:
a. Where, and under what condition, with whom and why specific
inappropriate behavior may occur.
b. Preventative assessments should include:
i. A review of existing data,
ii. Interviews with parents, family members and students and
iii. Examination of previous and existing behavioral intervention
c. With the analysis of these data, City Day shall develop and implement
preventative behavioral interventions and teach appropriate behavior.
i. Modify the environmental factors that escalate the inappropriate
ii. Support the attainment of appropriate behavior.
iii. Use verbal de-escalation to defuse potentially violent dangerous
2. City Day Community School will establish a system that will support students’ efforts to manage their own behavior; implement instructing techniques in how to self-manage behavior, decrease the development of new problem behaviors; prevent worsening of existing problem behaviors; redesign learning/teaching environments to eliminate triggers and maintainers of problem behaviors. The system should include family involvement as an integral part of the system.
A. City Day Community School will implement a policy that specifically indicates that the use of prone restraint, physical restraint that obstructs the airway of a student, or any physical restraint that impacts a student’s primary mode of communication is prohibited.
B. Physical restraint may be used only when there is an immediate risk of physical harm to the student or others and no other safe and effective intervention is possible, and only in a manner that is age and developmentally appropriate. School personnel may use physical restraint only in accordance with local policy and the requirements of this policy.
C. If City Day Community School uses physical restraint, staff must:
1. Be appropriately-trained to protect the care, welfare, dignity and safety of
2. Continually observe the student in restraint for indications of physical or
mental distress and seek immediate medial assistance if there is a concern;
3. Use verbal strategies and research based de-escalation techniques in an
effort to help the student regain control;
4. Remove the student from physical restraint immediately when the
immediate risk of physical harm to self or others has dissipated;
5. Conduct a de-briefing including all involved staff to evaluate the trigger for
the incident, staff response, and methods to address the student’s behavior
6. Complete all required reports and document staff’s observations of the
D. If a student repeatedly engages in dangerous behavior that leads to instances of restraint and/or seclusion, the school district shall conduct a functional behavioral assessment to identify the student’s needs and more effective ways of addressing those needs. If necessary, this functional behavioral assessment should be followed by a behavioral intervention plan that incorporates appropriate positive behavioral interventions.
A. Seclusion may be used only when there is an immediate risk of physical harm to
the student or others and not other safe and effective intervention is possible. Seclusion shall never be used as a punishment or to force compliance. Seclusion should only be used in a manner that is age and developmentally appropriate. School personnel may use seclusion only in accordance with local policy and the requirements of this policy.
B. Seclusion is a last resort safety intervention that provides an opportunity for the student to regain self-control.
C. A room or are used for seclusion must:
1. Provide for adequate space, lighting, ventilation, clear visibility and the
safety of the student; and
2. not be locked.
REQUIRED DATA AND REPORTING
Each use of seclusion or restraint shall be documented in writing and reported to the building administration immediately; reported to the parent immediately; and documented in a written report. A copy of the written report shall be made available to the parent or guardian within 24 hours, and the school shall maintain a copy of the report in the student’s file. These reports are educational records subject to the Family Educational Right to Privacy Act, and a school district is prohibited from releasing any personally identifiable information to anyone other than the parent, in accordance with the requirements of that Act.
Every school district shall report information concerning its use of restraint and seclusion annually to the Ohio Department of Education as requested by the Ohio Department of Education.
MONITORING AND COMPLAINT PROCESSES
Periodic review of this policy shall be the responsibility of the Ohio Department of Education. City Day Community School shall make its records concerning restraint and seclusion available to staff from the Ohio Department of Education.
AVAILABILITY OF IDEA COMPLAINT PROCESS TO STUDENTS WITH DISABILITIES
The parent of a student with a disability may choose to file a complain with the Ohio Department of Education, Office for Exceptional Children, in accordance with the complain procedures available concerning students with disabilities.
(All Board meetings are held at City Day in the Board room located on the first floor, starting promtply at 6pm)
All are welcome and we encourage parents and guardians to attend.
Finance Committee Meetings
(All Finance Committee Meetings are held at City Day in the Board room located on the first floor, starting promtply at 6pm)
All are welcome and we encourage parents and guardians to attend.