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Hogan Preparatory Academy’s Wellness Policies


Whereas, adolescents need access to healthful foods, health education, mental health promotion, and opportunities to be physically active in order to grow, learn, and thrive;

Whereas, good health fosters student attendance and education;

Whereas, obesity rates have doubled in children and tripled in adolescents over the last two decades, and physical inactivity and excessive calorie intake are the predominant causes of obesity;

Whereas, heart disease, cancer, stroke, and diabetes are responsible for two-thirds of deaths in the United States, and major risk factors for those diseases, including unhealthy eating habits, physical inactivity, and obesity, often are established in childhood;

Thus, Hogan Preparatory Academy is committed to providing a school environment that promotes and protects student’s health, well-being, and ability to learn. Therefore, it is the policy of Hogan Prep that:

  • The school will engage students, parents, teachers, food service professionals, health professionals, and other interested community members in developing, implementing, monitoring, and reviewing school wide health and safety policies.
  • All students in grades k-12 will have opportunities, support, and encouragement to be physically active on a regular basis.
  • Foods and beverages sold or served at school will meet the nutrition recommendations of the U.S. Dietary Guidelines for Americans.
  • Qualified professionals will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students; will accommodate the religious, ethnic, and cultural diversity of the student body in meal planning; and will provide clean, safe, and pleasant settings and adequate time for students to eat.
  • To the maximum extent, Hogan Preparatory Academy will involve and coordinate all eight interactive components to maintain well-being including; health education, physical education, health services, nutrition services, counseling, health promotion of staff, family/community involvement, and providing a healthy school environment.


I. School Health Councils

Hogan Prep will create, strengthen, and work to develop, implement, monitor, review, and, as necessary, revise school health and safety policies. The council also will serve as resources to school sites for implementing those policies. (A school health council consists of a group of individuals representing the school and community, and should include parents, students, school food service personal, members of the school board, school administrators, teachers, and health professionals.)

II. Nutritional Quality of Foods and Beverages Sold and Served on Campus

School Meals

Meals served through the National School Lunch and Breakfast Programs will:

  • be appealing and attractive to students;
  • be served in clean and pleasant settings;
  • meet, at a minimum, nutrition requirements established by local, state, and federal statutes and regulations;
  • offer a variety of fruits and vegetables;1
  • serve only low-fat (1%) and fat-free milk2 and nutritionally-equivalent non-dairy alternatives (to be defined by USDA); and
  • ensure the served grains are whole grain.,3

Hogan Prep will engage students and parents, through taste-tests of new entrees and surveys, in selecting foods sold through the school meal programs in order to identify new, healthful, and appealing food choices. In addition, Hogan Prep will share information about the nutritional content of meals with parents and students. Such information could be made available on menus, a website, on cafeteria menu boards, placards, or other point-of-purchase materials.


To ensure that all students have breakfast, either at home or at school, in order to meet their nutritional needs and enhance their ability to learn:

  • Hogan Prep will, to the extent possible, operate the School Breakfast Program and notify parents and students of the availability of the School Breakfast Program.
  • Hogan Prep will, to the extent possible, utilize methods to serve school breakfasts that encourage participation, including serving breakfast before classes begin.
  • Schools will encourage parents to provide a healthy breakfast for their children through newsletter articles, take-home materials, or other means.
Free and Reduced-priced Meals

Hogan Prep will make every effort to eliminate any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reduced-price school meals.4 Toward this end, Hogan Prep may utilize electronic identification and payment systems; provide meals at no charge to all children, regardless of income; promote the availability of school meals to all students; and/or use nontraditional methods for serving school meals.

Meal Times and Scheduling


  • will provide students with at least 10 minutes to eat after sitting down for breakfast and 10 minutes after sitting down for lunch;
  • will schedule meal periods at appropriate times, e.g., lunch should be scheduled between 10:30 a.m. and 1:30 p.m.;
  • will not schedule tutoring, club, or organizational meetings or activities during mealtimes, unless students may eat during such activities;
  • will provide students access to hand washing or hand sanitizing before they eat meals or snacks; and
  • will take reasonable steps to accommodate the tooth-brushing regimens of students with special oral health needs (e.g., orthodontia or high tooth decay risk).
Qualifications of School Food Service Staff

Qualified nutrition professionals will administer the school meal programs. As part of Hogan Prep’s responsibility to operate a food service program, we will provide continuing professional development for all nutrition professionals in schools. Staff development programs should include appropriate certification and/or training programs for, school nutrition managers, and cafeteria workers, according to their levels of responsibility.5

Foods and Beverages Sold Individually (i.e., foods sold outside of reimbursable school meals, such as through vending machines, cafeteria a la carte [snack] lines, fundraisers, school stores, etc.)

In Hogan Prep, all foods and beverages sold individually outside the reimbursable school meal programs (including those sold through vending machines, student stores, or fundraising activities) during the school day, or through programs for students after the school day, will meet the following nutrition and portion size standards:

  • Foods. A food item sold individually:
    • will have no more than 30% of its calories from fat (excluding nuts, seeds, peanut butter, and other nut butters) ,less than10% of its calories from saturated fat , 0 trans fat, and less than 30 percent sugar by item weight.
    • will contain no more than 230 mg of sodium per serving for chips, cereals, crackers, baked goods, and other snack items; will contain no more than 400 mg of sodium per serving for pastas, meats, and soups; and will contain no more than 500 mg of sodium for pizza, sandwiches, and main dishes.
  • Portion Sizes. Limit portion sizes of foods and beverages sold individually to those listed below:
    • One and one-quarter ounces for chips, crackers, popcorn, cereal, trail mix, nuts, seeds, dried fruit, or jerky;
    • Two ounces for reduced sugar/ whole grain cookies;
    • Two ounces for cereal bars, granola bars, pastries, muffins, bagels, and other bakery items;
    • Four fluid ounces for frozen desserts, including, but not limited to, low-fat or fat-free ice cream;
    • Eight ounces for non-frozen yogurt;
    • Twelve fluid ounces for beverages, excluding water; and
    • The portion size of a la carte entrees and side dishes, including potatoes, will not be greater than the size of comparable portions offered as part of school meals. Fruits and non-fried vegetables are exempt from portion-size limits.

III. Nutrition and Physical Activity Promotion, Marketing and Education

Nutrition Education and Promotion

Hogan Prep aims to teach, encourage, and support healthy eating by students. Hogan Prep will provide a nutrition education, following state standards, by a credentialed health educator and engage in nutrition promotion that:

  • is offered at k-12 grade levels as part of a sequential, comprehensive, standards-based program designed to provide students with the knowledge and skills necessary to promote and protect their health;
  • is part of not only health education classes, but may also be apart of classroom instruction in subjects such as math, science, language arts, social sciences, and elective subjects; and after-school activities
  • includes enjoyable, developmentally-appropriate, culturally-relevant, participatory activities, such as contests, promotions, taste testing, farm visits, and school gardens;
  • promotes fruits, vegetables, whole grain products, low-fat and fat-free dairy products, healthy food preparation methods, and health-enhancing nutrition practices; emphasizes caloric balance between food intake and energy expenditure (physical activity/exercise);
  • includes tobacco use prevention, drug and alcohol prevention, unintentional injury and violence prevention;
  • emphasizes caloric balance between food intake and energy expenditure (physical activity/exercise);
  • offers opportunities to practice healthy lifestyle skills such as planning menus, reading food labels, developing physical activity plans, basic emergency lifesaving skills, and wearing and correctly using protective equipment;
  • links with school meal programs, other school foods, and nutrition-related community services;
  • teaches media literacy with an emphasis on food, alcohol, and tobacco marketing; and
  • includes training for teachers and other staff.
Integrating Physical Activity into the Classroom Setting

For students to receive the nationally-recommended amount of daily physical activity (i.e., at least 45 minutes per day) and for students to fully embrace regular physical activity as a personal behavior, Hogan Prep will do it’s best to provide opportunities for physical activity beyond physical education class. Toward that end:

  • classroom health education will complement physical education by reinforcing the knowledge and self-management skills needed to maintain a physically-active lifestyle and to reduce time spent on sedentary activities, such as watching television;
  • opportunities for physical activity can be incorporated into other subject lessons; and after-school activities if the teacher chooses
  • classroom teachers will provide short physical activity breaks between lessons or classes, if they feel it is appropriate.
Communications with Parents

Hogan Prep will support parents’ efforts to provide a healthy diet and daily physical activity for their children. Hogan Prep will work towards offering healthy eating seminars for parents, send home nutrition information, post nutrition tips on school websites, and provide nutrient analyses of school menus. Hogan Prep can provide parents a list of foods that meet the district’s snack standards and ideas for healthy celebrations/parties, rewards, and fundraising activities.

Hogan Prep will provide information about physical education and other school-based physical activity opportunities before, during, and after the school day; and support parents’ efforts to provide their children with opportunities to be physically active outside of school. Such supports will include sharing information about physical activity and physical education through a website, newsletter, or other take-home materials, special events, or physical education homework.

Food Marketing in Schools

School-based marketing will be consistent with nutrition education and health promotion. As such, Hogan Prep will limit food and beverage marketing to the promotion of foods and beverages that meet the nutrition standards for meals or for foods and beverages sold individually (above).6 School-based marketing of brands promoting predominantly low-nutrition foods and beverages7 is prohibited. The promotion of healthy foods, including fruits, vegetables, whole grains, and low-fat dairy products is encouraged.

Examples of marketing techniques include the following: logos and brand names on/in vending machines, books or curricula, textbook covers, school supplies, scoreboards, school structures, and sports equipment; educational incentive programs that provide food as a reward; programs that provide schools with supplies when families buy low-nutrition food products; free samples or coupons; and food sales through fundraising activities. Marketing activities that promote healthful behaviors (and are therefore allowable) include: vending machine covers promoting water; pricing structures that promote healthy options in a la carte lines or vending machines; sales of fruit for fundraisers; and coupons for discount gym memberships.

Staff Wellness (see extended policy)

Hogan Prep highly values the health and well-being of every staff member and will plan and implement activities and policies that support personal efforts by staff to maintain a healthy lifestyle. Hogan Prep will establish and maintain a wellness council. (A school health council consists of a group of individuals representing the school and community, and should include parents, students, school food service personal, members of the school board, school administrators, teachers, and health professionals.) The committee will develop, promote, and oversee a multifaceted plan to promote staff health and wellness. The plan should be based on input solicited from school staff and should outline ways to encourage healthy eating, physical activity, and other elements of a healthy lifestyle (including mental health) among school staff.

IV. Physical Activity Opportunities and Physical Education

Daily Physical Education (P.E.) 6-12

All students in grades 6-12, including students with disabilities, special health-care needs, and in alternative educational settings, will receive daily physical education (or its equivalent of 135 minutes/week for middle and high school students) for the entire school year. All physical education will be taught by a certified physical education teacher. Student involvement in other activities involving physical activity (e.g., interscholastic or intramural sports) will not be substituted for meeting the physical education requirement. Students will spend at least 50 percent of physical education class time participating in moderate to vigorous physical activity.

Daily Physical Activity and Weekly Physical Education (P.E.) k-5

All students in grades k-5, including students with disabilities, special health-care needs, and in alternative educational settings, will receive daily physical activity (or its equivalent of 125 minutes weekly/recess) for the entire school year. All physical education will be taught by a certified physical education teacher. Student involvement in other activities involving physical activity (e.g., interscholastic or intramural sports) will not be substituted for meeting the physical education requirement. Students will spend at least 50 percent of physical education class time participating in moderate to vigorous physical activity.

Physical Activity Opportunities Before and After School

Hogan Prep will offer extracurricular physical activity programs, such as physical activity clubs or intramural programs. Hogan Prep will offer interscholastic sports programs. Hogan will offer a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs.

Physical Activity and Punishment

Teachers and other school and community personnel will not withhold opportunities for physical activity (e.g., recess, physical education) as punishment.

V. School Safety and Environment

School safety and environment policies
  • Hogan Prep will post tobacco and weapon free signs
  • Staff and students will not be allowed to use alcohol or tobacco on school campus
  • Staff and students may not carry a weapon on school campus. ( Weapon, as defined in the Missouri Safe School Act).
  • Students will be actively supervised by an adult before, during, and after school, while on campus.
  • Physicals will be mandatory of all students before playing intramural sports.
  • Self-carry medications (such as medications for asthma) must come from an approved authorized prescriber, note from a guardian, and notification to the school nurse. All other medications will be left with the school nurse and must come with approval from a parent/guardian and notification of use for the school nurse.
  • Backpacks and cellphones will be placed in lockers during class time.
  • Teen hotline numbers for mental health council, violence prevention and suicide prevention will be posted in the nurse’s office.
  • School safety and environment policies (including a crisis response plan) will be communicated through student/staff handbooks, staff and student orientation, staff development, community meetings and the Hogan Prep web-site.
  • Tornado and fire drill procedures are placed in every classroom and student facility.
  • A mental health professional is on campus for student and staff use for violence and suicide prevention.
  • Hogan Prep visitors and parents must sign in at the front office.
  • Outside vendors and organizations that rent school facilities will have contracts that follow school policies.
  • Staff and students demonstrate respect for and appreciation of individual differences; Hogan Prep has no tolerance for harassment or bullying by staff or students and disciplinary action is taken for violators.
  • To ensure pest management, regular pest inspections will be conducted, food will be handled and stored properly, trash will be removed promptly and dumpster will be kept a safe distance from the school building.
The following practices encourage a safe physical environment
  • Stairways have sturdy guardrails and floor mats are placed at entrances to discouraging slipping.
  • Chemical hazards are labeled and stored in locked cabinets.
  • All areas of the school have sufficient lighting and clutter is removed from the hallways.
  • Smoke alarms, sprinklers, and extinguishers are installed and operational.
  • Annual and monthly safety assessments are conducted to help maintain a safe environment.
  • Coaches and players walk the field to ensure that it is free of potholes, glass, and other safety hazards.
  • Repairs are made immediately after hazards have been identified.

VI. School Counseling and Mental Health

Mental Health Promotion for Staff
  • Stress management programs for staff are offered by a certified mental health professional.
  • Training is provided for conflict resolution.
  • Staff will be provided with diversity training and strategies for implementing mutual respect principles in their school environment.
  • A mental health professional is provided on school campus for staff use.
Mental Health Promotion for Students
  • Programs are made available for student use including tutoring, counseling, mentoring, nursing, and special education.
  • A mental health professional is available on school campus for student use.
  • Student clubs are made available after school, including enrichment activities such as art, drama, athletic, student advocacy and music.
  • Hogan Prep has a zero tolerance for harassment and bullying; students are encouraged to report such acts and Hogan will provide support for victims.
  • Any signs of dating or domestic violence are encouraged to be reported by staff or students
  • Sexual violence, suicide attempts or discussion there of, assault, child maltreatment, and self-inflicted injuries will all be reported to the correct state agencies.
  • Stress management skills will be taught and promoted.

Monitoring and Policy Review


The Hogan Prep School Board or designee will ensure compliance with established school-wide nutrition and physical activity wellness policies. In Hogan Prep, the principal or designee will ensure compliance with those policies in his/her school and will report on the school’s compliance to the Hogan Prep School Board or designee.

School food service staff, will ensure compliance with nutrition policies within school food service areas and will report on this matter to the Hogan Prep School Board (or if done at the school level, to the school principal). In addition, Hogan Prep will report on the most recent USDA School Meals Initiative (SMI) review findings and any resulting changes. If Hogan Prep has not received a SMI review from the state agency within the past five years, the district will request from the state agency that a SMI review be scheduled as soon as possible.

The Health Council will develop a summary report every three years on school-wide compliance with Hogan’s established health and safety policies. That report will be provided to the school board and also distributed to all school parent/teacher organizations.

Policy Review

To help with the initial development of Hogan’s wellness policies, Hogan will conduct a baseline assessment of the school’s existing nutrition and physical activity environments and policies.8 The results of those assessments will be compiled to identify and prioritize needs.

Assessments will be repeated every three years to help review policy compliance, assess progress, and determine areas in need of improvement. As part of that review, the Hogan Prep will review our nutrition and physical activity policies; provision of an environment that supports student safety, wellbeing, healthy eating and physical activity; mental and health services policies; and nutrition and physical education policies and program elements. Hogan Prep, will, as necessary, revise the wellness policies and develop work plans to facilitate their implementation.


1 The schools will offer at least two non-fried vegetable and two fruit options each day and will offer four different fruits and four different vegetables over the course of a week. Schools are encouraged to source fresh fruits and vegetables from local farmers when practicable.

2 As recommended by the Dietary Guidelines for Americans 2005.

3 A whole grain is one labeled as a “whole” grain product or with a whole grain listed as the primary grain ingredient in the ingredient statement. Examples include “whole” wheat flour, cracked wheat, brown rice, and oatmeal.

4 It is against the law to make others in the cafeteria aware of the eligibility status of children for free, reduced-price, or “paid” meals.

5School nutrition staff development programs are available through the USDA, School Nutrition Association, and National Food Service Management Institute.

6 Advertising of low-nutrition foods and beverages is permitted in supplementary classroom and library materials, such as newspapers, magazines, the Internet, and similar media, when such materials are used in a class lesson or activity, or as a research tool.

7 Schools should not permit general brand marketing for food brands under which more than half of the foods or beverages do not meet the nutrition standards for foods sold individually or the meals are not consistent with school meal nutrition standards.

8 Useful self-assessment and planning tools include the School Health Index from the Centers for Disease Control and Prevention (CDC), Changing the Scene from the Team Nutrition Program of the U.S. Department of Agriculture (USDA), and Opportunity to Learn Standards for Elementary, Middle, and High School Physical Education from the National Association for Sport and Physical Education.

STUDENTS                                                                                               Policy 2770

Student Welfare

Seclusion and Restraint


It is the purpose of this policy to:

Meet the requirements of RSMo 160.263.

  • Promote safety and prevent harm to all students, school personnel and visitors in the school district.
  • Treat all students with dignity and respect in the use of discipline and behavior-management techniques.
  • Provide school personnel with clear guidelines about the use of seclusion, isolation and restraint on school district property or at any school district function or event.
  • Promote retention of teachers and other school personnel by addressing student behavior in an appropriate and safe manner.
  • Promote parent understanding about state guidelines and district policies related to the use of discipline, behavior management, behavior interventions and responses to emergency situations.
  • Promote the use of non-aversive behavioral interventions.


“Authorized School Personnel” means school personnel who have received annual training in:

  • De-escalation practices,
  • Appropriate use of physical restraint,
  • Professionally-accepted practices in physical management and use of restraints,
  • Methods to explain the use of restraint to the student who is to be restrained and to the individual’s family,
  • Appropriate use of isolation,
  • Appropriate use of seclusion, and
  • Information on the policy and appropriate documentation and notification procedures.

“Assistive technology device” means any item, piece of equipment or product system that is used to increase, maintain or improve the functional capacities of a child with a disability.

“Aversive behavioral interventions” means an intervention that is intended to induce pain or discomfort to a student for the purpose of eliminating or reducing maladaptive behaviors, including such interventions as: contingent application of noxious, painful, intrusive stimuli or activities; any form of noxious, painful or intrusive spray, inhalant or tastes; or other stimuli or actions similar to the interventions described above. The term does not include such interventions as voice control, limited to loud, firm commands; time-limited ignoring of a specific behavior; token fines as part of a token economy system; brief physical prompts to interrupt or prevent a specific behavior; interventions medically necessary for the treatment or protection of the student.

“Behavior Intervention Plan (BIP)” sets forth specific behavior interventions for a specific student who displays chronic patterns of problem behavior.

“Chemical restraint” means the administration of a drug or medication to manage a student’s behavior that is not a standard treatment and dosage for the student’s medical condition.

“Emergency situation” is one in which a student’s behavior poses a serious, probable threat of imminent physical harm to self or others. [District option to also include “or destruction of school or another person’s property.”]

“Functional Behavior Assessment” a formal assessment to identify the function or purpose the behavior serves for the student so that classroom interventions and behavior support plans can be developed to improve behavior. The assessment could include observations and charting of the behavior and interviews with family, teachers, and the student, so as to determine the frequency, antecedent and response of the targeted behavior.

“IEP” means a student’s Individualized Education Program as defined by the Individuals with Disabilities Education Act (IDEA).

“Isolation” means the confinement of a student alone in an enclosed space without locking hardware.

“Law enforcement officer” means any public servant having both the power and duty to make arrests for violations of the laws of this state.

“Locking hardware” means mechanical, electrical or other material devices used to lock a door or to prevent egress from a confined area.

“Mechanical restraint” means a device or physical object that the student cannot easily remove that restricts a student’s freedom of movement of or normal access to a portion of his or her body. This includes but is not limited to straps, duct tape, cords or garments. The term does not include assistive technology devices.

“Physical escort” means the temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out or eloping to walk to a safe location.

“Physical restraint” means the use of person-to-person physical contact to restrict the free movement of all or a portion of a student’s body. It does not include briefly holding or hugging a student without undo force for instructional or other purposes, briefly holding a student to calm them, taking a student’s hand to transport them for safety purposes, physical escort or intervening in a fight.

“School personnel” means

  • Employees of a local board of education.
  • Any person, paid or unpaid, working on school grounds in an official capacity.
  • Any person working at a school function under a contract or written agreement with the school system to provide educational or related services to students.
  • Any person working on school grounds or at a school function for another agency providing educational or related services to students.

“Seclusion” means the confinement of a student alone in an enclosed space from which the student is physically prevented from leaving by locking hardware.

“Section 504 Plan” means a student’s individualized plan developed by the student’s Section 504 multidisciplinary team after a pre-placement evaluation finding the student is disabled within the meaning of Section 504 and its implementing regulations.

“Time out” means brief removal from sources of reinforcement within instructional contexts that does not meet the definition of seclusion or isolation. Time out includes both of the following:

  1. Non-exclusionary time out: removal of reinforcers from the student without changing the physical location of the student (e.g., asking the student to put his/her head down on the desk); and
  2. Exclusionary time-out: removal of the student from participation in an activity or removal from the instructional area.

Use of Restrictive Behavioral Interventions:

  • Time-Out
  • Nothing in this policy is intended to prohibit the use of time-out as defined in this section.
  • Seclusion
  • Seclusion as defined in this policy is prohibited except for an emergency situation while awaiting the arrival of law enforcement personnel as provided for in RSMo 160.263.
  • Isolation
  • Isolation, as defined in this policy, may only be used by authorized school personnel, as defined in this policy:
    • After de-escalating procedures have failed;
    • In an emergency situation as defined in this section; or
    • As specified in a student’s Individualized Education Program (IEP), Section 504 plan, or other parentally agreed-upon plan to address a student behavior.

Use of isolation requires all of the following:

    • The student to be monitored by an adult in close proximity who is able to see and hear the student at all times. Monitoring shall be face-to-face unless personal safety of the child or staff member is significantly compromised, in which case technology-supported monitoring may be utilized.
    • The total time in isolation is to be reasonably calculated by District personnel on a case-by-case basis based on the age of the child and circumstances, and is not to exceed 40 minutes [District option to alter the time limit] without a reassessment of the situation and consultation with parents and/or administrative staff, unless otherwise specified in an IEP or Section 504 Plan or other parentally agreed-upon plan to address a student’s behavior.
    • The space in which the student is placed should be a normal-sized meeting or classroom commonly found in a school setting.
    • The space in which the student is confined is comparable in lighting, ventilation, heating, cooling, and ceiling height to those systems that are in use in other places in the school.
    • The space in which the student is placed must be free of objects that could cause harm.

Isolation shall never be used as a form of punishment or for the convenience of school personnel.

  • Physical Restraint

Physical restraint shall only be used in one of the three circumstances below:

    • In an emergency situation, as defined in this policy;
    • When less restrictive measures have not effectively de-escalated the situation; or
    • When otherwise specified in an IEP, Section 504 Plan or other parentally agreed-upon, plan to address a student’s behavior.

Physical restraint shall:

    • Only be used by authorized school personnel, as defined in this policy.
    • Only be used for as long as necessary to resolve the actual risk of danger or harm that warranted the use of the physical restraint;
    • Use no more than the degree of force necessary to protect the student or other persons from imminent bodily injury;
    • Not place pressure or weight on the chest, lungs, sternum, diaphragm, back, neck or throat of the student which restricts breathing; and
    • Only be done by school personnel trained in the proper use of restraint.

Any school personnel using physical restraint shall:

    • Use only methods of restraint in which the person has received district approved training.
    • Conduct restraint with at least one additional adult present and in line of sight, unless other school personnel are not immediately available due to the unforeseeable nature of the emergency situation.

Physical restraints should never be used as a form of punishment or for the convenience of school personnel.

  • Mechanical Restraint
  • Mechanical restraint shall only be used as specified in a student’s IEP or Section 504 plan with two exceptions:
    • Vehicle safety restraints shall be used according to state and federal regulations.
    • Mechanical restraints employed by law enforcement officers in school settings should be used in accordance with law enforcement policies and procedures and appropriate professional standards.
  • Chemical Restraint

Chemical restraints shall never be used by school personnel.

Aversive interventions that compromise health and safety shall never be used by school personnel.

Communication and Training

  • School Personnel Debriefing
  • Following any situation involving the use of seclusion, isolation or restraint, as defined in this policy, a debriefing shall occur as soon as possible but no later than two (2) school days after the emergency situation. The debriefing shall include, at a minimum, a discussion of the events that led to the emergency and why the de-escalation efforts were not effective; any trauma reactions on the part of the student, other students or school personnel; what, if anything, could have been done differently; and an evaluation of the process.
  • Parental Notification
  • Except as otherwise specified in a student’s IEP or Section 504 plan:
    • Following a situation involving the use of seclusion, isolation or restraint the parent or guardian of the student shall be notified through verbal or electronic means of the incident as soon as possible, but no later than the end of the day of the incident.
    • The parent or guardian shall receive a written report of the emergency situation within five (5) school days of the incident. The written incident report shall include all of the following:
      • Date, time of day, location, duration, and description of the incident and de-escalation interventions.
      • Event(s) that led up to the incident.
      • Nature and extent of any injury to the student.
      • Name of a school employee the parent or guardian can contact regarding the incident, and contact information for that employee.
  • Staff Training
  • School districts shall ensure that all school personnel are trained annually regarding the policy and procedures involving the use of seclusion, isolation and restraint.

Students with Disabilities

The foregoing policy applies to all students. However, if the IEP team determines that a form of restraint or isolation or aversive behavior intervention may be appropriate in certain identified and limited situations, the team may set forth the conditions and procedures in the IEP or Section 504 plan. Any use of restraint, isolation or aversive behavior interventions must be limited to what is set forth in the IEP or Section 504 plan. Before adding the use of restraint, isolation or aversive behavior interventions to an IEP or Section 504 plan, the student must have undergone appropriate assessments to include, but not limited to, a formal functional behavior assessment and a positive behavior intervention plan must be developed, which indicates a plan to eliminate the use of the restraint, isolation or aversive behavior intervention over time.

Reports on Use of Seclusion, Isolation, Restraint or Aversive Behavior Interventions

Districts shall maintain records documenting the use of seclusion, isolation, restraint and aversive behavior interventions showing each of the following: when, reason for use, duration, names of school personnel involved, whether students or school personnel were injured, name and age of the student, whether the student has an IEP, Behavior Intervention Plan (BIP) or other personal safety plan, when the parents were notified, if the student was disciplined, and any other documentation required by federal or state law.

Applicability of this Policy

This policy applies to all district school personnel. School personnel assigned to programs not located on district premises (hospitals, detention centers, juvenile facilities, and mental health facilities) shall follow the policy and procedure of the facility/program where they work.

Adopted 3/6/17