The use of seclusion or restraint by SSD or the contracted private providers is limited to situations of conditions in which there is imminent danger of physical harm to self or others. Any student placed in seclusion or restraint shall be removed from seclusion or restraint as soon as the student is no longer in imminent danger of physical harm to self or others.
For all school years beginning on or after July 1, 2022, SSD or the contracted private provider shall not use any mechanical, physical, or prone restraint technique that

• obstructs views of the student's face;

• obstructs the student's respiratory airway, impairs the student's breathing or respiratory capacity, or restricts the movement required for normal breathing to cause positional or postural asphyxia;

• places pressure or weight on or causes the compression of the student's chest, lungs, sternum, diaphragm, back, abdomen, or genitals;

• obstructs the student's circulation of blood;

• involves pushing on or into the student's mouth, nose, eyes, or any part of the face or involves covering the face or body with anything including, but not limited to, soft objects such as pillows, blankets, or washcloths;

• endangers the student's life or significantly exacerbates the student's medical condition;

• is purposely designed to inflict pain; or

• restricts the student from communicating. If an employee physically restrains a student who uses sign language or an augmentative mode of communication as the student's primary mode of communication, the student shall be permitted to have the student's hands free of restraint for brief periods unless an employee determines that such freedom appears likely to result in harm to self or others.
  

Form Intro: Creating and Accessing a Seclusion and Restraint

E-Form

1. Log-in to the SSD Portal

1. and go to the Finreporting and E-Forms application.

2. Select EForm(s) – Author Listing.

1. Click on “Add Seclusion and Restraint Form

1. ” located in the top banner.

2. A new Seclusion and Restraint

1. EForm will open,

   1. With your name listed as

1. 1. Assigned to

1. 1. .

   2. Status

1. 1. will be Open.

   2. An Incident Number will be assigned, which is the ticket number specific to this report

1. 1. .

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Section 1: General Information

Section 1: General Information

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1. *Enter the student’s SSD ID number and click Load Student Data. by clicking Load Student Data student demographic information will auto-populate.

2. *The student’s name, MOSIS ID, grade level, LRE placement, building and eligibility will auto-populate.

   1. If any of the information is incorrect,

1. 1. you can type over it to change it.

   2. If you change any information, you must also notify Student Data of the incorrect information by clicking the link provided on the form to create a Student Data Support Desk ticket

1. 1. . Continue to complete the form even if you make updates with Student Data. Submit a ticket for Student Data here.

2. Indicate if the student receives ABA services by checking the box if they do.

3. For Service Type, check all the boxes that apply for this student.

1. *From the drop-down menu, select where the incident began.

1. If selecting “Other

1. ,” specify location in the

1. box provided.

1. *Document the

1. date the incident occurred.

2. *Select the

1. time frame the incident occurred from the available drop down.

2. Name of person completing the form

1. should be auto-filled

1. (will reflect the

1. name of the person who created the E-Form, and cannot be changed).

2. *For the Staff Involved section,

1. all staff members

1. should be listed including their first names and last names.

   1. Correct: Joe Johnson.

   2. Incorrect: Mr. Joe, J. Johnson, JJ, Mr. Johnson, The Teacher

1. 1. .

2. *For each Staff Involved team member, select their role from the drop-down list.

3. *For each Staff Involved team member, indicate whether or not they have completed NCI training within the last calendar year.

4. Click Save changes. Staff should save this form frequently so that they do not lose data. After saving changes you will not lose your place on the form.

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Section II: Behaviors

demonstrated by

student requiring Seclusion or Restraint

1. *Select all

1. student behaviors that apply to this incident

1. Options:

   1. Physical aggression towards peers

   2. Physical aggression towards adults

   3. Student elopement with risk of injury to self or others

   4. Property destruction with risk of injury to self or others

   5. Self-Injury

   6. Other

1. .

   1. There are new behavior options, ‘student elopement..’ and ‘property destruction…’ have been added as additional behavior options.

   2. If you select Other, a detailed description of the behavior should be provided in the text box (max character count of 1,000).

2. *In the available text box, Further describe the behavior necessitating the use of a crisis intervention, provide a detailed description of the student’s behaviors and events leading up the crisis intervention

1. (max character count of 1,000). This text box is required to describe events that led up to the physical intervention, regardless of what the student behavior is.

2. Reminder: save your progress.

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Section III: Non-Physical Preventive / De-escalation Intervention Attempted by School Personnel

1. *From the available options, select all interventions attempted by staff prior to the seclusion or restraint occurring.

1. For Sensory Supports,

1. describe any supports provided. Leave blank if none.

1. For Environmental Modification,

1. describe any modifications that were provided. Leave blank if none.

2. For Other, provide a detailed description of any other interventions or supports that were attempted prior to the seclusion or restraint occurring

1. (max character count of 1,000).

2. Reminder: save your progress.

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Section IV: Physical Crisis Strategies

1. *You must complete at least 1 start and end time in at least one of the following sections.

1. If multiple crisis events start within one hour, document them on the same form.

1. Use separate forms if more than one hour passes between the start of separate crisis events.

Examples:

Use One Form: Student first restrained starting at 9:30 AM and ending at 9:35 AM.  Student restrained again at 9:45 AM and ending at 9:50 AM.  Seclusion began at 9:51 AM and ending at 10:37 AM. The start times all fall within the same hour window, even though the events spanned more than 1 hour.

Use Separate Forms: Student first restrained starting at 9:00 AM and ending at 9:05 AM.  Student restrained again at 2:00 PM and ending at 2:15 PM. The start times are clearly not within the same hour time window.

1. 1. See 5 examples of documenting multiple restraints.

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   2. Document the start and end times for each type of crisis strategy used.

1. 2. Reminder: save your progress.

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2. Describe the restraint and / or seclusion process and how each staff member intervened:

1. 1. *First and Last Name(s) of the staff member(s) who implemented the

1. 1. Restraint. Separate multiple staff names with a comma.

   2. *First and Last Name(s) of the staff member(s) monitoring the student for signs of distress during the

1. 1. Restraint or

1. 1. Seclusion.

   2. *In the appropriate box, list the NCI techniques that were used during this crisis response

1. 1. (max character count 1,000).

2. *In the second text box of this section, provide a detailed description of the

1. Restraint or

1. Seclusion event (max character count 1,000).

   1. In the appropriate box, provide specific details of the restraint or seclusion event, including a description of the student’s physical and psychological status, as well as the safety of the environment based on the Monitor’s observations.

   2. If the student is transported to the hospital for suicidal evaluation, that information should be included

1. 1. in this section. The next section on “Monitoring” is in regard to student physical status during and after the event.

2. Indicate if Law Enforcement was involved.

   1. If yes, indicate if they were district personnel or local police department.

3. First

1. and Last Names and roles should also be listed under Section I, Staff Involved.

   1. If the local Police Department were involved, their

1. 1. event number and report number should be listed on this form for FERPA purposes.

1. Reminder: save your progress.

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Section V: Monitoring

1. *Document the first and last name of the

1. health service personnel or trained designee who checked the student’s physical condition after the crisis incident

1. . It is recommended that a nurse monitor or check the physical status of the student. When a nurse is not available, another staff member may be the trained designee, who will typically be an administrator.

2. *Document the time the student’s physical condition was checked.

1. *Document the Level of Injury the student sustained during the incident

1. None

2. Minor

3. Major

1. using the definitions provided on the form. Contact your administrator if you have questions about these definitions.

2. *Provide a description of the student’s

1. physical status in the available

1. box (max character count of 1,000).

2. Document if any staff members were injured during the

1. incident, with a detailed description if so

1. (max character count of 1,000).

   1. If any staff members were injured, complete the

1. 1. Worker’s Injury

1. 1. Form by the end of the school day on which the incident occurred

1. 1. .

2. Document if any other students were injured during the

1. incident, with a detailed description if so

1. (max character count of 1,000).

   1. If other students were injured, complete the

1. 1. Student Incident Illness

1. 1. Form by the end of the school day on which the incident occurred

1. 1. .

2. Reminder: save your progress.

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Section VI: Student

Postvention Procedures

1. *Document at least one postvention procedure that was used during the establishment of therapeutic rapport

1. .

   1. Note that ‘Hassle log’ has been changed to ‘Think Sheet,’ and ‘Community Circles,’ and ‘Restorative Practices,’ have been added as options.

2. In the space for “Other,” provide a detailed description of any other

1. postvention procedures that were utilized

1. .

2. Reminder: save your progress.

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Section VII: Resulting Action(s) of

today’s Incident

1. *Of the options available, check all that apply to indicate the results of the crisis event.

1. In the space for Other, provide a detailed description on any other results of the crisis event

1. (max character count of 1,000).

2. Reminder: save your progress.

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Section VIII: Staff

Postvention Procedures / Plan to Prevent the

need for

future use of crisis strategies for Seclusion and Restraint.

1. *Document the

1. Team’s Meeting Date and

1. Time.

2. *Indicate if the student has a current Behavior Intervention Plan (documented in the IEP).

   1. If yes, provide the date of the BIP.

3. Based on the team’s debriefing discussion, document if there were

1. patterns of the student’s behavior detected

1. .

2. *Indicate if a Functional Behavior Assessment of the student’s behaviors has ever been completed.

   1. If yes, note the hypothesized function of the behavior as identified by the FBA

1. 1. .

2. In the box provided, document any other variables the team considered that have not been included elsewhere on this form

1. .

2. Based on the team’s debriefing discussion, indicate if the student’s Behavior Intervention Plan is in need of revision, as well as a projected date to revise.

1. Document any additional actions to be taken as a result of this team debriefing

1. .

2. Reminder: save your progress.

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Section IX: Parent / Guardian (and Surrogate, if applicable) Notification.

1. *Document the First and Last Name of the parent or legal guardian who was contacted

1. .

2. *Document the Method of Notification (phone, in person, etc.).

1. *Document the

1. First and

1. Last Name of the staff member who contacted the parent / legal guardian

1. .

2. *Indicate the date and time the parent / legal guardian

1. was notified of the restraint or seclusion event.

   1. This is NOT the date the paper report was provided to the parent. Student Records will send the report to families after staff complete this form.

2. Reminder: save your progress.

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Section X: E-Signatures.

PRIOR TO checking the box for your e-signature, review the entire form for accuracy and completeness.

Once all required fields are completed and signed by the author and the supervisor, this form automatically closes and can no longer be edited.

The person completing the form must check the box by their name to “e-sign” the form.

The date the box was checked will be listed on the printed version of this form.

1. The Author e-signs the form (by checking the box next to their name in Section X) and click Save changes.

   1. DO NOT click Save and return to

1. 1. view. Please click the Save Changes button above section X.

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2. Return to the TOP of the form and in the

1. AssignTo field, select the name of SSD Supervisor for the building the student attends

1. .

   1. If you do not see the supervisor in the drop-down list, then check the box, to add all supervisors. This will reload the page and allow you to select any SSD supervisor.

   2. For related service providers and ABA staff,

1. 1. the supervisor your select may not be your direct supervisor.

2. Click Save and return to View.

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Supervisor is emailed within 10 minutes after a form is assigned to them.

FINAL STEP: SSD Administrator reviews the form for accuracy and completeness.

Remember, a closed form cannot be edited.

Once the SSD Administrator has reviewed the form AND ANY NEEDED CHANGES HAVE BEEN MADE, the SSD Administrator will check the box by their name to

e-

sign the form, and then click SAVE.  This will automatically change the status of the form to CLOSED and no other edits can be made.

1. If an error is recognized on a form after it has been closed, a new form will need to be completed to correct the error.

2. Emails are generated after 5 days, if you have an open form assigned to you.

3. Once a form has been

1. closed, it is accessed the following school day by Student Records to be sent home to the parent.

1. Student Records sends a copy of the completed form with the cover letter

1. to the following

1. :

   1. For Partner Districts: SSD Director, SSD Special Education Coordinator, Partner District Building Principal, and Partner District Liaison

   2. For SSD Buildings and Private Separate Settings: Building Principal and Executive Director of Schools and

1. 1. Programs.

2. Student Records also provides the required data to DESE via the Tiered Monitoring process online.

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