704
KAR 7:160. Use of physical restraint and seclusion in public schools.
RELATES TO: KRS
156.160(1)(h), 158.444(1)
STATUTORY
AUTHORITY: KRS 156.160(1)(h), 156.070, 158.444 (1)
NECESSITY,
FUNCTION, AND CONFORMITY: KRS 156.160(1)(h) and 158.444 (1) give the Kentucky
Board of Education the authority to promulgate administrative regulations
related to medical inspection, physical and health education and recreation,
and other regulations necessary or advisable for the physical welfare and
safety of the public school children. This administrative regulation
establishes the requirements for the use of physical restraint and seclusion in
districts and the notification and data reporting requirements for the use of physical
restraint and seclusion in districts and does not prohibit the lawful exercise
of law enforcement duties by sworn law enforcement officers.
Section 1. Definitions.
(1) "Aversive behavioral interventions" means a physical or sensory
intervention program intended to modify behavior that the implementer knows
would cause physical trauma, emotional trauma, or both, to a student even when
the substance or stimulus appears to be pleasant or neutral to others and may
include hitting, pinching, slapping, water spray, noxious fumes, extreme
physical exercise, loud auditory stimuli, withholding of meals, or denial of
reasonable access to toileting facilities.
(2) "Behavioral
intervention" means the implementation of strategies to address behavior
that is dangerous or inappropriate, or otherwise impedes the learning of the students.
(3) "Chemical
restraint" means the use of medication to control behavior or restrict a
student’s freedom of movement that includes over-the-counter medications used
for purposes not specified on the label but does not include medication
prescribed by a licensed medical professional and supervised by qualified and
trained individuals in accordance with professional standards.
(4) "Dangerous
behavior" means behavior that presents an imminent danger of physical harm
to self or others but does not include inappropriate behaviors such as
disrespect, noncompliance, insubordination, or out of seat behaviors.
(5) "De-escalation"
means the use of behavior management techniques intended to:
(a) Mitigate and defuse
dangerous behavior of a student; or
(b) Reduce the imminent
danger of physical harm to self or others.
(6) "Emancipated
youth" means a student under the age of eighteen (18) who is or has been
married or has by court order or otherwise been freed from the care, custody, and
control of the student’s parents.
(7) "Emergency"
means a sudden, urgent occurrence, usually unexpected but sometimes
anticipated, that requires immediate action.
(8) "Mechanical
restraint" means the use of any device or equipment to restrict a student’s
freedom of movement, but does not include:
(a) A device
implemented by trained school personnel or utilized by a student that has been
prescribed by an appropriate medical or related services professional that is
used for the specific and approved purposes for which the device was designed;
(b) An adaptive
device or mechanical support used to achieve proper body position, balance, or
alignment to allow greater freedom of mobility than would be possible without
the use of the device or mechanical support;
(c) A vehicle
safety restraint if used as intended during the transport of a student in a
moving vehicle;
(d) Restraint for
medical immobilization; or
(e) An orthopedically
prescribed device that permits a student to participate in activities without risk
of harm.
(9) "Parent" means a natural parent, a
guardian, or an individual acting as a parent in the absence of a parent or a
guardian of the student.
(10) "Physical
Restraint" means a personal restriction that immobilizes or reduces the
ability of a student to move the student’s torso, arms, legs, or head freely,
but does not include:
(a) Temporary
touching or holding of the hand, wrist, arm, shoulder, or back for the purpose
of encouraging a student to move voluntarily to a safe location;
(b) A behavioral
intervention,
such as proximity control or verbal soothing, used as a response to calm and
comfort an upset student;
(c) Less
restrictive physical contact or redirection to promote student safety; or
(d) Physical
guidance or prompting when teaching a skill or redirecting the student’s attention.
(11) "Positive
behavioral supports" means a school-wide systematic approach to embed evidence-based
practices and data-driven decision-making to:
(a) Improve school
climate and culture in order to achieve improved academic and social outcomes;
(b) Increase
learning for all students, including those with the most complex and intensive
behavior needs;
(c) Encompass a
range of systemic and individualized positive strategies to reinforce desired
behaviors;
(d) Diminish
reoccurrence of inappropriate or dangerous behaviors; and
(e) Teach
appropriate behaviors to students.
(12) "Prone
restraint" means the student is restrained in a face down position on the floor or other
surface, and physical pressure is applied to the student’s body to keep the
student in the prone position.
(13) "School
personnel" means teachers, principals, administrators, counselors, social
workers, psychologists, paraprofessionals, nurses, librarians, school resource
officers, sworn law enforcement officers, and other support staff who are employed
in a school or who perform services in the school on a contractual basis.
(14) "School resource officer"
is defined in KRS 158.441(2).
(15) "Seclusion"
means the involuntary confinement of a student alone in a room or area from
which the student is prevented from leaving but does not mean classroom
timeouts, supervised in-school detentions, or out-of-school suspensions.
(16) "Student"
means any person enrolled in a preschool, school level as established in 703
KAR 5:240, Section 5, or other educational program offered by a local public
school district.
(17) "Supine
restraint" means the student is restrained in a face up position on the student’s
back on the
floor or other surface, and physical pressure is applied to the student’s body
to keep the student in the supine position.
(18) "Timeout" means
a behavior management technique that is part of an approved program, involves
the monitored separation of the student in a non-locked setting, and is
implemented for the purpose of calming.
Section 2. (1) Each
local school district shall establish policies and procedures that:
(a) Ensure school
personnel are aware of and parents are notified how to access the policies and
procedures regarding physical restraint and seclusion;
(b) Are designed
to ensure the safety of all students, school personnel, and visitors;
(c) Require school
personnel to be trained in accordance with the requirements outlined in Section
6 of this administrative regulation;
(d) Outline
procedures to be followed during and after each use of physical restraint or
seclusion, including notice to parents, documentation of the event in the
student information system, and a process for the parent or emancipated youth
to request a debriefing session;
(e) Require
notification, within twenty four (24) hours, to the Kentucky Department of
Education and local law enforcement in the event of death, substantial risk of
death, extreme physical pain, protracted and obvious disfigurement or
protracted loss or impairment of the function of a bodily member, organ, or
mental faculty resulting from the use of physical restraint or seclusion;
(f) Outline a
procedure by which parents may submit a complaint regarding the physical
restraint or seclusion of their child, which shall require the district and
school to investigate the circumstances surrounding the physical restraint or
seclusion, make written findings, and if appropriate, take corrective action;
and
(g) Outline a
procedure to regularly review data on physical restraint and seclusion usage
and revise policies as needed.
(2) Each local school
district shall revise existing policies or develop policies consistent with
this administrative regulation within ninety (90) calendar days of the
effective date of this administrative regulation.
Section 3. (1)
Physical restraint shall not be used in a public school or educational program:
(a) As punishment
or discipline;
(b) To force
compliance or to retaliate;
(c) As a
substitute for appropriate educational or behavioral support;
(d) To prevent
property damage, except as permitted under KRS Chapter 503;
(e) As a routine
school safety measure; or
(f) As a
convenience for staff.
(2) School
personnel shall not impose the following on any student at any time:
(a) Mechanical
restraint;
(b) Chemical
restraint;
(c) Aversive
behavioral interventions;
(d) Physical restraint
that is life-threatening;
(e) Prone or
supine restraint; or
(f) Physical restraint
if they know that physical restraint is contraindicated based on the student’s
disability, health care needs, or medical or psychiatric condition.
(3) Physical
restraint may only be implemented in a public school or educational program if:
(a) The student’s
behavior poses an imminent danger of physical harm to self or others and as
permitted under KRS 503.050, 503.070, and 503.110;
(b) The physical
restraint does not interfere with the student’s ability to communicate in the
student’s primary language or mode of communication, unless the student uses
sign language or an augmentative mode of communication as the student’s primary
mode of communication and the implementer determines that freedom of the
student’s hands for brief periods during the restraint appears likely to result
in physical harm to self or others;
(c) The student’s
physical and psychological well-being is monitored for the duration of the
physical restraint;
(d) Less
restrictive behavioral interventions have been ineffective in stopping the
imminent danger of physical harm to self or others, except in the case of a
clearly unavoidable emergency situation posing imminent danger of physical harm
to self or others; and
(e) School
personnel implementing the physical restraint are appropriately trained as
required by Section 6(3) of this administrative regulation, except to the
extent necessary to prevent physical harm to self or others in clearly
unavoidable emergency circumstances where other school personnel intervene and
summon trained school personnel as soon as possible.
(4) When
implementing a physical restraint, school personnel shall use only the amount
of force reasonably believed to be necessary to protect the student or others
from imminent danger of physical harm.
(5) The use of physical
restraint shall end as soon as:
(a) The student’s
behavior no longer poses an imminent danger of physical harm to self or others;
or
(b) A medical
condition occurs putting the student at risk of harm.
Section 4. (1) Seclusion
shall not be used in a public school or educational program:
(a) As punishment
or discipline;
(b) To force
compliance or to retaliate;
(c) As a
substitute for appropriate educational or behavioral support;
(d) To prevent
property damage in the absence of imminent danger of physical harm to self or
others;
(e) As a routine
school safety measure;
(f) As a
convenience for staff; or
(g) As a substitute
for timeout.
(2) Seclusion may only be
implemented in a public school or educational program if:
(a) The student’s
behavior poses an imminent danger of physical harm to self or others;
(b) The student is
visually monitored for the duration of the seclusion;
(c) Less
restrictive interventions have been ineffective in stopping the imminent danger
of physical harm to self or others; and
(d) School personnel
implementing the seclusion are appropriately trained to use seclusion.
(3) The use of
seclusion shall end as soon as:
(a) The student’s
behavior no longer poses an imminent danger of physical harm to self or others;
or
(b) A medical
condition occurs putting the student at risk of harm.
(4) A setting used
for seclusion shall:
(a) Be free of
objects and fixtures with which a student could inflict physical harm to self
or others;
(b) Provide school
personnel a view of the student at all times;
(c) Provide
adequate lighting and ventilation;
(d) Be reviewed by
district administration to ensure programmatic implementation of guidelines and
data related to its use;
(e) Have an
unlocked and unobstructed door; and
(f) Have at least an
annual fire and safety inspection.
Section 5. (1) All
physical restraints and seclusions shall be documented by a written record of
each use of seclusion or physical restraint and be maintained in the student’s
education record. Each record of a use of physical restraint or seclusion shall
be informed by an interview with the student and shall include:
(a) The student’s
name;
(b) A description
of the use of physical restraint or seclusion and the student behavior that
resulted in the physical restraint or seclusion;
(c) The date of
the physical restraint or seclusion and school personnel involved;
(d) The beginning
and ending times of the physical restraint or seclusion;
(e) A description
of any events leading up to the use of physical restraint or seclusion
including possible factors contributing to the dangerous behavior;
(f) A description
of the student’s behavior during physical restraint or seclusion;
(g) A description
of techniques used in physically restraining or secluding the student and any
other interactions between the student and school personnel during the use of
physical restraint or seclusion;
(h) A description
of any behavioral interventions used immediately prior to the implementation of
physical restraint or seclusion;
(i) A description
of any injuries to students, school personnel, or others;
(j) A description
as to how the student’s behavior posed an imminent danger of physical harm to
self or others;
(k) The date the
parent was notified;
(l) A description
of the effectiveness of physical restraint or seclusion in de-escalating the situation;
(m) A description
of the school personnel response to the dangerous behavior;
(n) A description
of the planned positive behavioral interventions which shall be used to reduce
the future need for physical restraint or seclusion of the student; and
(o) For any
student not identified as eligible for services under either Section 504 of the
Rehabilitation Act or the Individuals with Disabilities Education Act, documentation
of a referral under either law or documentation of the basis for declining to
refer the student.
(2) If the student
is not an emancipated youth, the parent of the student shall be notified of the
physical restraint and seclusion verbally or through electronic communication,
if available to the parent, as soon as possible within twenty-four (24) hours
of the incident. If the parent cannot be reached within twenty-four (24) hours,
a written communication shall be mailed to the parent via U.S. mail.
(3) The principal
of the school shall be notified of the seclusion or physical restraint as soon
as possible, but no later than the end of the school day on which it occurred.
(4) The physical
restraint or seclusion record as outlined in subsection (1) of this section
shall be completed by the end of the next school day following the use of
seclusion or physical restraint.
(5) If the parent
or emancipated youth requests a debriefing session under Section 2(1)(d) of
this administrative regulation, a debriefing session shall be held after the
imposition of physical restraint or seclusion upon a student.
(6) The following
persons shall participate in the debriefing session:
(a) The
implementer of the physical restraint or seclusion;
(b) At least two
(2) of any other school personnel who were in the proximity of the student
immediately before or during the physical restraint or seclusion;
(c) The parent of
an unemancipated student;
(d) The student,
if the parent requests or if the student is an emancipated youth; and
(e) Appropriate
supervisory and administrative school personnel, which may include appropriate
Admissions and Release Committee members, Section 504 team members, or response
to intervention team members.
(7) The debriefing
session shall occur as soon as practicable, but not later than five (5) school
days following the request of the parent or the emancipated youth, unless
delayed by written mutual agreement of the parent or emancipated youth and the
school.
(8) The debriefing
session shall include:
(a) Identification
of the events leading up to the seclusion or physical restraint;
(b) Consideration
of relevant information in the student’s records and information from teachers,
parents, other school district professionals, and the student;
(c) Planning for
the prevention and reduction of the need for seclusion or physical restraint,
with consideration of recommended appropriate positive behavioral supports and interventions
to assist school personnel responsible for implementing the student’s IEP, or
Section 504 plan, or response to intervention plan, if applicable, and consideration
of whether positive behavioral supports and interventions were implemented with
fidelity; and
(d) For any
student not identified as eligible for services under either Section 504 of the
Rehabilitation Act or the Individuals with Disabilities Education Act, consideration
of a referral under either law and documentation of the referral or documentation
of the basis for declining to refer the student.
(9) All
documentation utilized in the debriefing session shall become part of the
student’s education record.
Section 6. (1)(a) All
school personnel shall be trained in state administrative regulations and
school district policies and procedures regarding physical restraint and
seclusion.
(b) All school personnel
shall be trained annually to use an array of positive behavioral supports and interventions
to:
1. Increase appropriate
student behaviors;
2. Decrease inappropriate
or dangerous student behaviors; and
3. Respond to
dangerous behavior.
(c) This training
may be delivered utilizing web-based applications.
(d) This training
shall include:
1. Appropriate
procedures for preventing the need for physical restraint and seclusion,
including positive behavioral supports and interventions;
2. State administrative
regulations and school district policies and procedures regarding physical
restraint and seclusion;
3. Proper use of
positive reinforcement;
4. The continuum
of use for alternative behavioral interventions;
5. Crisis
prevention;
6. De-escalation strategies
for responding to inappropriate or dangerous behavior, including verbal
de-escalation, and relationship building; and
7. Proper use of
seclusion as established in Section 4 of this administrative regulation,
including instruction on monitoring physical signs of distress and obtaining
medical assistance if necessary.
(2) All school
personnel shall receive annual written or electronic communication from the district
identifying core team members in the school setting who have been trained to implement
physical restraint.
(3) A core team of selected school personnel shall be
designated to respond to dangerous behavior and to implement physical restraint
of students. The core team, except school resource officers and other sworn law
enforcement officers, shall receive additional yearly training in the following
areas:
(a) Appropriate procedures for preventing the use of
physical restraint except as permitted by this administrative regulation;
(b) A description and
identification of dangerous behaviors that may indicate the need for physical
restraint and methods for evaluating the risk of harm in individual situations,
in order to determine whether the use of physical restraint is safe and warranted;
(c) Simulated experience of administering and receiving
physical restraint, and instruction regarding the effect on the person physically
restrained, including instruction on monitoring physical signs of distress and
obtaining medical assistance;
(d) Instruction regarding documentation and notification
requirements and investigation of injuries; and
(e) Demonstration by core team members of proficiency in the
prevention and use of physical restraint.
Section 7. The
following data shall be reported by the district in the student information
system related to incidents of physical restraint and seclusion:
(1) Aggregate
number of uses of physical restraint;
(2) Aggregate
number of students placed in physical restraint;
(3) Aggregate
number of uses of seclusion;
(4) Aggregate
number of students placed in seclusion;
(5) Aggregate
number of instances of substantial risk of death, extreme physical pain,
protracted and obvious disfigurement or protracted loss or impairment of the
function of a bodily member, organ, or mental faculty to students related to
physical restraint and seclusion;
(6) Aggregate
number of instances of substantial risk of death, extreme physical pain,
protracted and obvious disfigurement or protracted loss or impairment of the
function of a bodily member, organ, or mental faculty to school personnel
related to physical restraint and seclusion; and
(7) Aggregate
number of instances in which a school resource officer or other sworn law
enforcement officer is involved in the physical restraint or seclusion of a
student.
(39 Ky.R. 678; 1207; 1400; eff. 2-1-2013.)