Education and Workforce Development

Day 1

Rules Governing Restraint & Seclusion

General Overview of restraint and Seclusion

• Schools should provide a safe, healthy, and supportive learning environment for all students.
• Virginia has regulations to help protect students and maintain school safety.
• These regulations apply to all public elementary and secondary schools in Virginia.�

• Schools are not required to use restraint or seclusion.
• If a school chooses to use restraint or seclusion, it must follow Virginia law and regulations.

What Is Restraint?

• Restraint means limiting a student’s movement. There are three types:

1. Physical restraint – Using physical contact to limit a student’s movement.�2. Mechanical restraint – Using equipment or devices to restrict movement (prohibited in Virginia public schools).�

3.Pharmacological restraint – Using medication to control behavior (prohibited in Virginia public schools).�

What Is Physical Restraint?�

• Physical restraint means:�- Restricting a student’s movement so they cannot move freely.�- It should only be used when allowed under Virginia regulations.

• Physical restraint does NOT include:�

- Briefly holding a student to calm or comfort them.�- Holding a student’s hand or arm to safely guide them.�- Reasonable, minor physical contact used to maintain safety or order.

Key Takeaways:

• Student safety is always the top priority.
• Mechanical and pharmacological restraints are not allowed in Virginia public schools.
• School staff should use the least restrictive and safest approach whenever possible.
• If an action does not meet Virginia’s definition of restraint, staff may use reasonable professional judgment to keep students safe.

What Is Seclusion?

• Seclusion means placing a student alone in a room or area where they are not allowed to leave.
• It is an involuntary action, meaning the student does not choose to be there.

�What Is NOT Considered Seclusion?��

• The following are not considered seclusion:

�- Time-out�- In-school suspension�- Detention�

- Student-requested breaks in another area or room

- A short break to help a student regain self-control if the student is free to leave

- Removing a student from the classroom for disruptive behavior�

Requirements for a Seclusion Room

• If a school uses seclusion, the room must:

- Be safe and free of objects that could cause injury.

- Have enough space, lighting, heating, cooling, and ventilation.�- Have windows designed to reduce the risk of injury.�

- Allow staff to always see the entire room (through windows or mirrors).

• Ensure the student is continuously monitored during seclusion.
• Follow school policies on the appropriate use and length of seclusion, based on the student’s age and developmental needs.�

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When Can Seclusion or Physical Restraint Be Used?�

• Seclusion or physical restraint should only be used:
• When other interventions have not worked or would not be effective.
• To prevent a student from causing serious physical harm to themselves or others.
• To stop or control a serious disturbance that could result in injury.�

• To remove a student from a dangerous situation.
• To protect students, staff, or others from harm.
• Stop a situation where there is an immediate safety risk.

Protect students and staff from dangerous situations.

• Remove dangerous items, such as:
• Controlled substances or drug-related items in a student’s possession.
• Weapons or dangerous objects that could harm someone.

Key Takeaways:

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• Seclusion should be used only as a last resort.
• Student safety, dignity, and continuous supervision must always be maintained.
• Schools must follow Virginia regulations whenever seclusion is used.

When Should Restraint or Seclusion Stop?�

• Physical restraint or seclusion must end as soon as the immediate safety risk is gone.
• These methods should only be used for the shortest time necessary to maintain safety.�

Important Safety Reminder:

• Property damage alone is not a reason to use restraint or seclusion.
• Restraint or seclusion should only be used if the situation creates a risk of serious physical harm or injury to the student or others.�

Required Policies and Procedures for School Divisions

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• School policies and procedures must include five key components:��

1. Promote Positive Behavioral Supports

School policies must include a commitment to:

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• Encourage positive behavioral interventions and supports.
• Reduce and prevent the need for physical restraint or seclusion.
• Support students through proactive strategies.�

2. Use Positive Behavior Strategies and Alternatives��Policies must include examples of strategies used to support student behavior, such as:

• Effective alternatives to restraint and seclusion.
• Positive behavior support strategies.
• Approaches that respect students’:�- Dignity�- Safety�- Right to be free from abuse

3. Provide Training for School Personnel��Policies must describe training requirements, including:

• Initial training for school staff.
• Advanced training when needed.
• Proper use of:�- Positive behavior strategies.�- Alternatives to restraint and seclusion.�- Safe use of restraint and seclusion when required.

4. Define When Restraint and Seclusion May Be Used��Policies must explain:

• The specific situations when restraint or seclusion may be used.
• That these actions must follow Virginia regulations.
• That restraint and seclusion should be:�- Used only when necessary.�- The least restrictive option.�- Focused on student safety.�

5. Include Required Safety Procedures��Policies must address:

• Notification – Informing parents/guardians and appropriate individuals after an incident.
• Documentation – Recording details of restraint or seclusion incidents.
• Visual Monitoring – Continuously observing students during seclusion.
• Seclusion Room Safety – Ensuring the room meets safety requirements.

Additional Policy Requirements

School Resource Officers (SROs)

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• Schools using resource officers must have an agreement with local law enforcement.
• The agreement must explain how restraint and seclusion are handled by law enforcement personnel in schools.�

Annual Review of Policies

• School divisions must:

�- Review policies and procedures at least once every year.�- Update policies when needed.

• Schools should consider differences between:�- Elementary and secondary students.�- Students with and without disabilities.�

Public Access and Parent Involvement

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• Current restraint and seclusion policies must be:�- Posted on the school division’s website.�- Available to school personnel and the public.
• Schools should encourage:�- Parent involvement.�- Collaboration between families and schools.�

Training Requirements for School Personnel

Initial Training

• Schools that use restraint or seclusion must provide training that includes:��- Positive behavioral supports.�- Conflict prevention strategies.�- De-escalation techniques.�

- Crisis response skills.�- Understanding laws, policies, and procedures related to restraint and seclusion.

Advanced Training

• Advanced training must be provided for:��- At least one administrator in each school building.�- Staff members who work with students whose:�- IEP team, or�- Section 504 team who determines that the student may need physical restraint or seclusion.�

Training should be:

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• Evidence-based.
• Focused on safe and appropriate practices.�

Steps After a Restraint or Seclusion Incident

1. Notify School Leadership
1. Staff involved must notify the principal or designee:�- As soon as possible, or�- By the end of the school day.�- Notification should include any first aid provided.��⸻�

2. Notify Parents/Guardians

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• The school should make reasonable efforts to notify parents:�On the same day as the incident.
• Through phone, in-person communication, email, or another approved method.�

3. Complete an Incident Report

• A written incident report must be completed:�Within two school days after the incident.
• Provided to the principal or designee.
• Parents must receive a copy within seven calendar days.�

Information Included in an Incident Report

The report should include:

1.Student Information:�- Student name, age, grade, gender, and ethnicity.�- Whether the student has:�An IEP.�A Section 504 plan.�A Behavioral Intervention Plan (BIP).�

2.Incident Details:

• Location of the incident.
• Date and time.
• Total length of the incident.
• Beginning and ending times of restraint or seclusion.
• Description of what happened.
• Student behavior that led to the intervention.�

3.Intervention Information:

• Type of restraint or seclusion used.
• Less restrictive strategies attempted before using restraint or seclusion.
• Events or circumstances that led to the behavior.
• How the situation was resolved.
• How the student returned to the educational setting.�

4.Staff Information:

�- Names and roles of staff involved.�- Confirmation of staff training completion.

5.Safety and Follow-Up Information�- Any injuries that occurred.�- Medical or emergency response provided.�- Parent notification details:�Date.�Time.�- Method of contact.�- Staff debriefing details:�Date.�Time.�Method.

Key Takeaways

• Prevention is the most important goal.
• Schools should focus on positive behavioral supports and de-escalation first.
• Restraint and seclusion should only be used when necessary for safety.
• Proper notification, documentation, training, and follow-up help protect students and staff.

Day 2

Steps After a Physical Restraint or Seclusion Incident�

1. Review the Incident with School Staff��Within two school days after an incident:��The principal or designee reviews the incident with staff involved.�

The team discusses:

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• Whether the restraint or seclusion followed regulations and school policies.
• What could be done to prevent future incidents.
• Strategies to reduce the need for restraint or seclusion.�

2. Review the Incident with the Student��Depending on the student’s age and developmental level:

• The principal or designee meets with the student within two school days.
• The discussion helps identify:�- Patterns of behavior.�- Triggers or situations that led to the behavior.�- Positive behaviors and coping skills the student can use in the future.
• The goal is to help prevent future incidents.

3. Monitor and Review the Use of Restraint and Seclusion��School leaders must:

• Regularly review incidents to ensure compliance with policies.
• Look for patterns, including:

- Multiple incidents in the same classroom.�- Multiple incidents involving the same staff member or student.�- Take steps to reduce repeated use.�

Preventing Future Use of Restraint and Seclusion

• Schools should focus on prevention and positive behavior supports.
• When multiple incidents occur, schools should:�Review student needs.
• Identify possible causes of behavior.
• Develop strategies to support the student.�

Support for Students with Disabilities

Who Is Considered a Student with a Disability?�A student with a disability may have:

�IEP (Individualized Education Program)�A written plan that describes:�The student’s educational needs.�Special education services.�Supports needed for learning.�

Section 504 Plan

• A plan that provides accommodations and modifications to support students with disabilities under Section 504 of the Rehabilitation Act.

IEP and 504 Plan Team Responsibilities��The team must consider whether:

• The student’s behavior may result in future use of restraint or seclusion.
• Additional supports are needed.

• If future incidents are likely, or after repeated incidents, the team may consider:��1.Functional Behavioral Assessment (FBA)�2.Behavior Intervention Plan (BIP)�3.New or revised behavioral goals.�4.Additional evaluations or reevaluations.�

Functional Behavioral Assessment (FBA)

• An FBA helps schools understand:��Why a student is demonstrating a specific behavior.�What triggers or causes the behavior.�What purpose the behavior serves.

• An FBA may include:��- Reviewing existing information.�- Collecting new data.�- Conducting evaluations.

Behavior Intervention Plan (BIP)�

A BIP is a plan that uses:

• Positive behavioral interventions and supports.
• Strategies to reduce behaviors that interfere with:�- The student’s learning.�- Other students’ learning.�- Positive approaches instead of punishment.

���Support for Students Without an IEP or 504 Plan���

If a student does not have an IEP or 504 Plan:

• A team meeting should be held after repeated incidents.
• The team may include:�- Parent/guardian.�- Principal or designee.�- Student’s teacher.�- Staff involved in the incident.�- Other support staff (school psychologist, counselor, etc.).�

The team may consider:

• Functional Behavioral Assessment (FBA).
• Behavior Intervention Plan (BIP).
• Referral for additional evaluations.

Important Note About Evaluations:

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• Schools must evaluate a student if there is a reason to suspect the student may have a disability.
• FBA and BIP supports may be used for any student, with or without a disability, when helpful.

Annual Reporting Requirements

Schools must:

• Maintain records of restraint and seclusion incidents.
• Have the principal or designee report incidents annually to the division superintendent.
• The superintendent reports the frequency of incidents to the Virginia Department of Education.
• This information is made available to the public.�

Key Takeaways:

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• The goal after an incident is learning and prevention.
• Schools should identify triggers and provide positive supports.
• Repeated incidents require a closer review of student needs.
• Documentation and reporting help ensure accountability and student safety.

What Is a Safe and Supportive School Environment?

• A safe and supportive school is a place where all students feel:�- Safe�- Respected�- Welcomed�- Supported
• It helps students learn, grow, and succeed academically and socially.
• Everyone in the school community plays a role in creating a positive environment.�

Why Is a Safe and Supportive School Important?

• Helps students feel comfortable and ready to learn.�Supports students’ physical, emotional, social, and academic needs.
• Improves:�- Attendance�- Graduation rates�- Academic success

• Student and teacher relationships�Reduces:�- Bullying�- Unsafe behaviors�- Disciplinary problems

Characteristics of a Safe and Supportive School

• A school environment that:�- Encourages kindness and cooperation.�- Supports open communication.�- Celebrates learning and creativity.�- Prevents bullying, harassment, and violence.�- Provides equal opportunities for all students.�- Promotes positive relationships among students, staff, families, and the community.

• A safe school focuses on three important areas:

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• Environment: The physical and emotional conditions of the school.
• Safety: Protecting students and staff from harm.
• Engagement: Building strong relationships and connections.

Creating a Positive School Environment

A positive school environment includes:

• Safe and welcoming classrooms and school spaces.
• Clear and fair rules and expectations.
• Support for students’ social and emotional needs.
• Respectful interactions between students and adults.
• Inclusive practices that support all students.

School Safety: More Than Physical Safety

• School safety includes:

Creating a place where students feel emotionally and physically safe.�Preventing:�-Bullying�-Cyberbullying�-Harassment�-Violence��

-Substance use

-Having emergency plans and procedures.

-Making sure students and staff know how to respond during emergencies.�

Student Engagement and Relationships

A supportive school builds:

• Positive relationships between:�-Students�-Teachers�-Families�-Community members�

-Respect for diversity and different backgrounds.�-Opportunities for students to participate and feel connected.�-A sense of belonging for everyone.�

Supporting Students Experiencing Trauma

Many students and families experience stress, challenges, and trauma.

• Schools can support students by:�-Creating predictable routines.�-Providing emotional support.�-Building trusting relationships.�-Using trauma-sensitive practices.�-Supporting student well-being helps students succeed.

Trauma-Sensitive Schools

• A trauma-sensitive school:��-Recognizes that trauma can affect learning and behavior.�-Uses school-wide supports to help all students.�-Provides strategies before students need intensive support.�-Creates an environment where students feel:�Safe�Accepted�Valued�Supported�

Benefits of a Positive School Climate�

• A positive school climate can Increase:�-Student attendance�-Academic performance�-Graduation rates�-Teacher retention�-Family engagement�Improve:�-Emotional regulation�-Relationships�-Student confidence�

How Schools Can Create a Safe and Supportive Environment

• Schools can:��-Assess their current environment and identify needs.�-Provide training and professional development for staff.�-Use trauma-sensitive and culturally responsive practices.�-Listen to students, families, and community members.�-Use data to improve policies and practices.

Three Steps for Implementation

Step 1: Assess and Prepare

�-Understand the school’s needs and readiness for change.��Step 2: Educate and Train�Provide training on:�-Trauma-sensitive practices�-Cultural responsiveness�-Positive behavior supports��

Step 3: Improve and Monitor�-Collect feedback�-Review data�-Make continuous improvements�

Creating a Safe School Is Everyone’s Responsibility�

• Building a safe and supportive school is an ongoing process.
• Students, teachers, families, and community members all contribute.
• Small actions can create a stronger school community.
• Together, we can create schools where everyone feels safe, respected, and supported.

Conflict Resolution and De-escalation

• Conflict resolution helps manage disagreements and challenging situations.
• De-escalation strategies help prevent crises and support student self-control.
• Teachers and staff learn ways to:�-Prevent challenging behaviors.�-Support students during escalation.�-Stay calm and focused during difficult situations.

Understanding the Escalation Cycle

• Student behaviors often follow a pattern called the escalation cycle.�Understanding the cycle helps teachers:�-Recognize warning signs.�-Respond early.�-Prevent crisis situations.
• The goal is to interrupt the cycle before unsafe behaviors occur.�

Day 3

The Seven Phases of the Crisis Cycle�

• The escalation cycle includes seven phases:�1.Baseline�2.Trigger�3.Escalation�4.Crisis�5.De-escalation�6.Stabilization�7.Post-crisis drain�

Phase 1 — Baseline

Student’s typical state

• Student is calm, comfortable, and ready to learn.
• Student is usually:�-Cooperative�-Responsive�-Engaged in classroom activities
• Each student’s baseline may look different.

Phase 2 — Trigger

Something causes stress or discomfort

• A trigger can make a student feel emotionally or physically overwhelmed.
• Possible signs:�-Avoiding work�-Refusing to communicate�-Rocking, tapping, or fidgeting�-Appearing distracted�

• Triggers can include:�-Difficult assignments�-Negative interactions�-Sensory discomfort�-Hunger, tiredness, or other physical needs�

Phase 3 — Escalation

Student behaviors increase in intensity

• Students may show:�-Off-task behavior�-Arguing or questioning�-Defiance�-Threats�-Verbal aggression�-Destruction of property
• Early intervention can help prevent a crisis.�

Phase 4 — Crisis

Safety is the priority

• Student may display unsafe or out-of-control behaviors.
• Examples may include:�-Severe tantrums�-Self-harm behaviors�-Serious property destruction�-Physical aggression�

• During this phase:�-Focus on safety.�-Keep everyone protected.�-Avoid unnecessary interaction.

Phase 5 — De-escalation

Student begins to regain control

• Signs of de-escalation:�-Increased ability to follow directions.�-Reduced unsafe behaviors.�-More calm responses.
• Students may:�-Want to be alone.�-Avoid conversations.�-Not be ready to discuss the situation yet.�

Phase 6 — Stabilization

Student returns toward normal behavior

• Student may:�-Prefer independent activities.�-Participate quietly.�-Show fewer emotional reactions.�-Continue providing support and encouragement.

Phase 7 — Post-Crisis Drain

Student may feel emotionally or physically exhausted

• Students may appear:�-Tired�-Withdrawn�-Quiet�-Less interested in interaction�Students may need:�Time to rest.�Space.�Support before returning to normal activities.�

• Students may need:�-Time to rest.�-Space.�-Support before returning to normal activities.�

Remember: Behavior Is Communication

• All behavior communicates a need.
• Students may use behavior to express:�-Stress�-Frustration�-Fear�-Discomfort�-A need for support
• Assume students are trying to communicate their needs.�

How Adults Can Prevent Escalation

Teachers can help by:

• Building positive relationships with students.
• Creating predictable routines.
• Teaching classroom expectations clearly.
• Recognizing and reinforcing positive behaviors.
• Providing consistent support.�

Responding to Triggers�

When a student begins to struggle:

• Acknowledge the student’s feelings with empathy.
• Provide reassurance and extra processing time.�Offer:�-A short break.�-A quiet space.�-A movement opportunity.�-A calming strategy.�-Help students use self-management skills.

Supporting Students During Escalation

• Stay calm and aware of your own reactions.
• Use a respectful tone and body language.
• Give students appropriate personal space.
• Reduce the number of people involved.
• Focus on connection and safety.�

Creating a Safety Plan During a Crisis

A crisis plan should include:

• Moving other students away from danger.
• Assessing the situation calmly.
• Removing unsafe objects when possible.
• Calling for additional support if needed.
• Keeping an exit route available.
• Using the least amount of interaction necessary.�

Adult Responses Matter

Teachers and staff should:�

• Remain calm and respectful.
• Avoid actions that increase stress.
• Communicate quietly and clearly.
• Avoid surprising the student.
• Support the student’s dignity and safety.

What Are Restraint and Seclusion?

• Restraint: A physical intervention used to prevent immediate harm.�Seclusion: Removing a student from others in a separate location during a crisis.
• These interventions should only be used when necessary for safety.
• Schools should focus on prevention and positive supports first.

Preventing Restraint and Seclusion

Schools can prevent the need for restraint and seclusion by:

• Understanding student needs and behaviors.
• Identifying possible triggers.
• Teaching positive behaviors.
• Using prevention and de-escalation strategies.
• Providing appropriate supports for students.�

Supporting Students with IEPs and 504 Plans

When developing or reviewing an IEP or 504 plan, teams should consider:��-Whether a student’s behavior may lead to restraint or seclusion.�-Possible reasons behind the behavior.�-Strategies to prevent challenging behaviors.�-Positive behavioral supports and interventions.�

Functional Behavioral Assessment (FBA)

FBA helps schools understand student behavior.��Identifies:

-What happens before a behavior.�-What the behavior looks like.�-What happens after the behavior.�-Helps determine why a behavior occurs.�-Supports the development of effective interventions.�

Behavioral Intervention Plan (BIP)

A BIP provides strategies to support students by:

• Addressing the cause or purpose of behaviors.
• Teaching appropriate replacement behaviors.�Including:�-De-escalation strategies.�-Conflict prevention strategies.�-Positive behavioral supports.�-Helping students succeed in the classroom.

After a Restraint or Seclusion Incident

Schools must:

• Review what happened.
• Identify ways to prevent future incidents.
• Consider additional supports or evaluations.
• Update intervention plans when needed.
• Work together with families and school teams.

School Team Support After Multiple Incidents

For students who experience repeated incidents:

• A team meeting should be held to review the situation.�The team may include:�-Parents/guardians.�-Teachers.�-School administrators.�-School support staff.�-Other professionals as needed.�-The goal is to create better support strategies.�

Understanding Behavior Prevention Strategies

Schools can prevent challenging behaviors by understanding:

• Setting Events�Things that affect how a student responds.�Example: tiredness, stress, classroom environment.
• Antecedents�Events that happen before a behavior.
• Consequences�What happens after a behavior.�

Setting Events and Classroom Environment

Teachers can support positive behavior by:

• Creating organized and welcoming classrooms.
• Adjusting the environment when needed.
• Understanding student needs.
• Providing predictable routines and expectations.�

Understanding Antecedents

An antecedent happens before a behavior.

�Examples include:

• Classroom rules and expectations.
• Instructions from teachers.
• Classroom routines.
• Activities or assignments.�

Teachers can:

• Teach expectations clearly.
• Provide support before problems occur.
• Help students know what to do.

Consequences and Reinforcement

• A consequence happens after a behavior.
• Consequences can increase or decrease future behaviors.
• Positive reinforcement encourages desired behaviors.
• Example:�A student completes work → receives extra activity time → student is more likely to complete work again.�

Positive Reinforcement Strategies

Positive reinforcement means:

• Recognizing and rewarding appropriate behaviors.
• Encouraging students to repeat successful behaviors.
• Focusing on what students are doing well.
• Building confidence and motivation.�

Differential Reinforcement

Differential reinforcement focuses on:

• Rewarding positive behaviors.
• Reducing attention to inappropriate behaviors.
• Teaching students better ways to communicate needs.
• Using positive strategies instead of punishment.�

Building Positive Relationships

Strong relationships support student success.�Teachers can:

• Build trust with students.
• Show respect and understanding.
• Communicate effectively.
• Create a sense of belonging.

Partnering With Families

Families are important partners in student success.�Schools can:

• Maintain open communication.
• Invite families to share information.
• Work together to support students.
• Build trust and collaboration.

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Key Takeaways

• Prevention is the best strategy to reduce restraint and seclusion.
• Understanding behavior helps schools provide better support.
• Positive behavioral strategies help students succeed.
• Strong relationships with students and families are essential.
• Every student deserves a safe and supportive learning environment.

6.Which of the following are considered seclusion? (Choose all and only those that apply.)��a. Timeout�b. In-school suspension�c. Detention�d. Student-requested breaks in a different location in the room or in a separate room�e. Removal of a student for disruptive behavior from a classroom by a teacher�f. Removal of a student for a short period of time from the room or a separate area of the room to provide the student with an opportunity to regain self-control, as long as the student is in a setting from which the student is not physically prevented from leaving�g. Confinement of a student alone in a room or area from which the student is physically prevented from leaving during the investigation and questioning of the student by school personnel regarding the student’s knowledge of or participation in events constituting a violation of the Code of Student Conduct�h. None of the above