The relationship between the classroom teacher

and the student is an integral component of student achievement and success in school.

This Administrative Instruction establishes protocol and assigns responsibilities for a continuum of behavioral interventions.

This is important to maintain a positive school environment conducive to learning.

Employ a full range of effective classroom management strategies designed to:

◦ promote student achievement and success in the

classroom ◦ promote a safe and orderly classroom

environment

A continuum of strategies should be considered. These include: ◦ positive behavioral interventions ◦ de-escalation strategies ◦ instructional strategies ◦ and environmental supports Students have the right to be treated with dignity and to be free from abuse.

Should always be considered and applied.

Designed to encourage learning while maintaining order necessary for student and staff safety.

Should receive training, as required, on appropriate usage of alternatives to restraint and seclusion.

Required training is determined by the building level administrator.

DoDEA endorsed crisis intervention training will be provided to: ◦ Support services personnel

(School psychologists, counselors, and nurses)

◦ Special education personnel (Teachers in the Emotionally Impaired (EI) and their paraprofessionals; teachers of the Learning Impaired Moderate Severe (LIMS) and their paraprofessionals) ◦ Administration

(at least one building level administrator in each school) ◦ Other identified staff members

(who work closely with students with emotional and/or behavioral needs, for instance, teachers who teach preschool)

When a student’s disruptive behavior requires intervention, the teacher may want to set up a conference to discuss the disruptive behavior and explore instructional and behavioral strategies. The following should participate: ◦ School administrator ◦ Counselor ◦ School psychologist ◦ Classroom teacher ◦ Student ◦ Other specialists, as needed

For a student with special education services or Section 504 accommodation plan, the Case Study Committee (CSC) and/or Section 504 Accommodation Team may need to be convened.

What is Exclusion? Exclusion is the temporary removal, for disciplinary

reasons, of a student, from the class or current setting.

Conditions for Exclusion When a student’s ongoing behavior seriously

disrupts the instructional program to the detriment of other students, exclusion from the classroom is an option.

▶ Time out

▶ Detention

▶ Alternative in-school placement

▶ In-school suspension

In cases of very severe behaviors that lead to disruptions, a student may be given a short or long term suspension or removed from the school.

The school is responsible for facilitating a resolution to the student’s behavioral concerns.

If needed, the principal will facilitate a meeting between the teacher, the student’s parent(s), and, if applicable, other specialists.

If agreement on mutually satisfying steps is NOT reached, the principal, after consulting with the classroom teacher, may schedule another meeting to include community members and other district employees deemed appropriate.

After consulting with the teacher, the principal determines when the student will return to class.

If the student receives education services through an IEP, the following apply: ◦ Standards pursuant to federal laws pertaining to

special education ◦ DoD Instruction 1342.12, “Provision of Early

Intervention & Special Education Services to Eligible DoD Dependents”, June 17, 2015

◦ DoDEA Regulation 2051.1, “Disciplinary Rules and Procedures”, March 23, 2013

If the student is eligible for a Section 504 plan, the district follows laws pertaining to students with disabilities.

DoDEA Administrative Instruction 2500.14,

“Nondiscrimination and 504 Accommodation on the Basis of Disability in DoDEA Conducted Education Programs and Activities,” April 29, 2009.

Seclusion and restraint should only be used if: ◦ Positive, less restrictive alternatives have been tried ◦ Done in a humane and effective manner ◦ No intent to harm and/or create discomfort ◦ Consistent with the student’s known psychological

constraints and limitations and with the student’s BIP or IEP ◦ During a brief period of time, not to exceed thirty minutes

to de-escalate the situation ◦ Consistent with DoDEA endorsed crisis intervention training ◦ Consistent with the student’s developmental level ◦ Does not constitute corporal punishment ◦ Does not involve chemical restraint

Chemical Restraint is the use of medication or a substance not prescribed by a physician given for the purpose of controlling the student’s behavior or to restrict a student’s ability to move or react.

Mechanical restraint, which restricts a student’s freedom of movement, is prohibited.

In accordance with the student’s IEP or BIP,

medically prescribed protective or stabilizing devices is permitted in the following situations: o Ensuring the safe positioning of the student o Enhancing functional skills o Correcting or compensating for orthopedic impairments o Preventing self-injurious behavior o as prescribed by a health professional or

Physical restraint usually involves physical force such as a hold.

The use of physical restraint or seclusion is a safety measure of last resort and every reasonable effort should be made to prevent the need for its use.

The student’s BIP describes the specific targeted behavior and specific circumstances under which physical restraint or seclusion may be used and the specific methods of physical restraint or seclusion to be employed.

Restraint is discontinued when the threat is dissipated or when limits in the student’s BIP are exceeded

Restraint should be administrated by a trained staff member who has been trained in the use of physical holds and who have attempted to de-escalate a student’s behavior so that the student is no longer an immediate threat to him or herself and others.

A physical hold can be used when: ◦ consistent with approved training ◦ hold is witnessed by at least one other person

(if possible) ◦ used only for safety, not for purposes of discipline or

punishment, a means of coercion or retaliation, or as a convenience

Any type of restraint or seclusion must be documented.

The school nurse will examine the child to ensure the child was not physically injured after any incident of restraint or seclusion.

After any restraint or seclusion incident, the involved staff member should immediately contact an administrator who notifies the child’s parent or guardian within 24 hours of the incident.

Multiple usages of restraint and seclusion triggers a review of strategies that address the student’s dangerous behaviors.

This includes, if applicable, the student’s BIP and/or IEP and/or Section 504 plan.

If a student, who has been restrained, has not been identified as having a disability the school will refer the student to the Student Support Team.

If restraint is used on a student with a disability, or suspected as having a disability, the school should convene the 504 accommodation team and/or the special education case study committee: ◦ to determine if the child needs to be evaluated or ◦ to review and/or revise an existing 504

Accommodation Plan or existing IEP.

The team the child is referred to should consider: ◦ Revising or developing positive behavioral interventions

where appropriate which emphasize the use of positive behavioral interventions and supports to address behavior that impedes learning

◦ When restraint might be needed and the type of restraint

◦ Existing health, physical, and psychological information provided on file and by parents

◦ Observations by teachers and related service providers ◦ Student’s current placement ◦ The need for a Functional Behavioral Assessment (FBA)

In-school supports: ◦ SST ◦ CSC ◦ School Psychologist ◦ School Counselor ◦ Building Administrator ◦ School Nurse

Please bring any questions and/or concerns to the attention of your building level administrator who will provide supports and answers for you.