- Absence excuses
- Consequences for too many absences
- Check out procedures
- Church and Sunday school attendance
- Dress code
- Eagle eye newsletter
- Emergency school cancellations or delays
- Enrollment policies
- Entrance requirements
- Extended care services
- Health / safety / medication
- Medication policy
- How to bring concerns
- Physical Education
- PTL - parent/teacher league
- Reporting pupil progress
- School hours
- School lunches
- School visitation
- Special Services
- Telephone/Cell Phones
- Vacationing Students
- Policy on the use of seclusion and restraint
- Family Educational Rights and Privacy Act (FERPA)
All school-aged children and young adults in Indiana are required by law to attend school regularly and be on time. Students are expected to be in school except in cases of emergency or illness.
Your child will be considered absent for 1/2 day if they attend class less than 4 hours because they arrived late or left early.
School Hours: Union Street Campus (4-8) 8:20 am - 3:20 pm
Getz Road Campus (K-3) 8:35 am - 3:05 pm
If your child is absent or will arrive late, please call the school office before 9:00 am. Be specific about why your child will be late or absent for the day.
For grades K – 3, please call the Getz Road campus at 459-1616.
For grades 4 – 8, please call the Union Street campus at 422-6712.
When returning to the classroom after any absence, the parent/guardian must present the office with a signed, written excuse stating the specific reason for the absence. If the child has visited a health facility (dentist, doctor, clinic, etc) a signed note from their office is required to make that an excused absence. All excuses will be kept in the office and on file for the school year.
Students are permitted one day for each day ill to make up work missed. Arrangements should be made to pick up assignments after 3:00 pm.
If your child cannot go outside for recess or must be excused from P.E., you must send in a note stating the reason for being excused. Frequent or extended absences from recess and/or P.E. requires a doctor’s statement.
CONSEQUENCES FOR TOO MANY ABSENCES
Being absent too many times makes it hard for your child to learn and progress in school. If you child has more than ten (10) absences in a school year, each additional absence will be unexcused unless you get and turn in a doctor’s excuse. A longer-term illness (such as chicken pox) may be considered a single day for this requirement.
Having a pattern of unexcused absences (or tardies) may lead to truancy proceedings.
If absences exceed twenty (20) in one year, being promoted is not assured. The school and/or school board may hold a hearing to determine if the child should be moved on to the next grade.
- If a student leaves during the school day, parents must check him/ her out at the school office.
- Parents are encouraged to make dental and medical appointment after school hours.
- Extracurricular lessons, i.e. piano, tennis, must be scheduled before or after school hours.
- Any student at school after 3:35 pm at the Union Campus and 3:20 pm at Getz Road (not under adult supervision) must go to Extended Care until picked up.
Weekly church attendance strengthens faith and demonstrates unity of purpose in home and school. It is expected that children will attend services regularly with their parents. Each teacher keeps a record of every child’s worship attendance. Families who become delinquent in this will be reminded of their responsibilities. Special recognition is given to students for faithful worship attendance at the end of the school year.
In matters of discipline, guidance, and counseling, your child’s teacher will help your child learn respect for authority and rights of others, adjustment of restraints and freedom, as well as self-control and self-expression. At times it does become necessary for children to receive special guidance and correction as they develop and grow.
General Discipline Steps
Classroom rules will be established, communicated and maintained.
An understanding of both law and gospel will be taught and appropriately applied in each classroom.
A clear, direct warning will be given in attempt to redirect a student not in compliance with a classroom or school standard.
A second clear, direct and recorded warning will be given and possible consequences applied.
Consequences may include, but are not limited to: loss of classroom privilege, notification of parents, conference with administrator, after school detention, suspension, or expulsion.
Upon repentance, forgiveness will be offered and restoration with fellow students and teachers sought.
Major infractions could be defined as; academic cheating, physical fighting, steeling, use of profane language, sexual harassment, vandalism, possession of a banned item or other dangerous or egregious act. For any major infraction a teacher or administrator may also assign additional after school detention time, in-school or out-of-school suspension, loss of co-curricular privileges, or expulsion from school.
Administrators may deem it necessary to suspend or expel a student based on the sever nature of the offense or lack of repentance and desire to change behavior. A suspension may be "in-home" or "in-shcool" and not last longer than three school days. Students will be required to compete all missed work assigned during the period of suspension, but will receive failing grades for the work. A record of the suspension will be placed in the students official file. It wis suggested, but not required, that the Board of Education be involved in any decision that would remove a student from the school for any length of time greater than three school days.
Possession of and/or use of smoking materials, drugs, alcohol, fireworks, weapons and the like will result in an immediate suspension and possible referral to the Board of Education for disciplinary action.
The Board of Education will likely be involved in any decision to remove a student from the school. However, parents do have an opportunity to appeal any decision involving expulsion to the board. No hearing will be granted for standard discipline actions or suspension.
ESM has adopted the following dress code in an effort to reflect Christian values, enable students to live in oneness without uniformity, and to promote safety, respect of self and others, and modesty. The dress code allows students and parents to work together to make good decisions regarding student student dress.
Shirts: Short or long sleeve polo shirts, Oxford dress shirts, turtlenecks, or ESM polo shirts in the following solid colors: white, blue, or yellow. Decorations or logos other than ESM are not permitted. Solid color polo shirts must be buttoned modestly. For girls no undergarments or camisole may be exposed. Shirts should be tucked in at the waist. Cardigan sweaters and sweater vests may be worn over the collared shirts and must be white, blue, or yellow, or ESM Spirit Wear.
Pants: Shorts, skorts, skirts, capris, or slacks in the following solid colors: Khaki or navy. Shorts must be at least mid-thigh in length. For students in grades 4-8 belts MUST be worn on all pants with belt loops. Belts are encouraged to be worn for those students in grades K-3.
Fridays: Students may wear jeans or jean shorts and any approved ESM Spirit Wear.
Additional Appearance Notes:
- ESM students may not have tattoos on any exposed part of the body.
- Shoes must be worn at all times and must have closed heels or heel straps.
- Boys may not wear earrings to school. Girls may have no more than 2 earrings in an ear. No other pierced body jewelry is allowed.
- Spandex and tight-fitting leggings are not permitted.
- Tights should be white, blue, or black.
- Non-policy days may be permitted at the principal’s discretion.
(This is only a portion of our Dress code policy. Complete guidelines are available upon request.)
EAGLE EYE NEWSLETTER
Each week during the year, our school office prepares notes concerning school activities and other information which is then distributed to the youngest child of each family on Thursdays. The deadline for all news items for print in the school notes is 3:00 pm on Tuesdays.
Occasionally weather presents some problems that force the cancellation or delay of school. A message will be sent out using our SchoolReach automated voicemail system or information may be found on our local TV and radio stations (Wane TV, WOWO, WAJI, etc.)
ESM uses a voice notification system called SchoolReach to send out messages
throughout the year. Since most parents are now using cell phones to receive these messages, please
note the following to ensure that you will receive the entire notification:
1. Live Answers: SchoolReach uses voice detection technology so you only need to say “hello” once.
In a few seconds the message will start.
2. NEW: Message Retrieval Line: SchoolReach archives our messages for 30 days just in case
you miss them. Simply call 855-955-8500 from the phone you received the message on and
follow the prompts. This is a great way to get messages if your cell phone is not recording
the entire message or is cutting it off.
3. Answering Machines/Voice Mail: This systems also detects answering machines and voice mailboxes
and will deliver the recorded message. Please note the recommended number of rings for
an answering machine is 4 and be sure that recordings are free of any “pauses”.
4. Message Repeat: At the end of the message you will be prompted to ‘press any key’ to hear the
message again. The message will then repeat in its entirety.
We have found SchoolReach to be a great way to communicate school-to-home messages. If you have
any questions, please call Mrs. Lash at 422-6712.
- Emmanuel-St. Michael does not discriminate based on a student's race, gender, or religious background.
- Enrollment and placement in the school will be conditioned by the child's academic, social, and emotional behavior.
- A child entering Kindergarten must reach the age of five either on or before August 1st of the current school year. If a child turns five between June 1st and August 1st, a screening appointment is made to determine eligibility.
- Regardless of religious background, the child is required to take the prescribed courses in the curriculum and live according to the rules and regulations of the school.
- Children of nonmembers may enroll if class size is not at capacity.
- A child will not be enrolled if the motive includes a desire to avoid previous commitments or responsibilities in another school.
- A child will not be enrolled if the motive includes a desire to avoid integration with children of other races.
- Each nonmember child shall follow the tuition policy or make request to the Interparish School Board to waive the cost of any amount of tuition or school fees. All students may request financial assistance with registration, bus transportation, or other fees by making a request to the Interparish School Board. Forms are available from the school office.
- Parents of enrolled students must cooperate with the teachers and administration of the school and accept the normal obligations attendant with school enrollment.
- A child must be in compliance with the student immunization laws of Allen County, Indiana. A maximum 20-day waiver period will be given for a late enrollee.
No child will be refused admission to the school on the basis of race, national origin, sex, or color. The school’s program of Christian education is offered to any who want a quality Christian education.
Children transferring from another school will be subject to entrance tests and must present the latest transcript of records from their previous school. All official school records are transferred through the schools. Students are expected to fulfill courses as required.
Before and After School Extended Care Services are available for all Emmanuel-St. Michael students. Extended care is offered at both ESM locations before the start of school and after school dismisses. For complete information, registration, and fees, you may contact the Director or Extended Care Services through the school offices at 422-6712 or 459-1616.
Vision testing is held for grades K, 1, 3, 5, and 8; hearing tests are done in grades K, 1, 4, and 7; and height and weight measures are conducted for grade K – 8. If a condition requires the attention of the family doctor, a notice is sent home with the child. When the condition is corrected, the slip is signed by the doctor and returned to the school.
A physical exam is required for all students beginning school at ESM. Students who participate in extracurricular sports are required to have a yearly physical exam on file in the school office. Forms are available through the school office. Forms are available through the school office or on our website under "Athletics".
If a child is absent with a communicable disease (mumps, chicken pox, measles, etc.), parents must check with the family physician before the child can re-enter the classroom.
When a child has a fever, he/she must remain home 24 HOURS AFTER THE FEVER BREAKS WITHOUT USE OF TYLENOL OR OTHER FEVER REDUCER.
All elementary school children are required to be immunized against diphtheria, pertussis, tetanus, measles, rubella, poliomyelitis, and mumps. In addition, all K-1 students must be immunized against chicken pox and hepatitis B.
The purpose of administering medication in school is to help each student maintain an optimal state of health to enhance his/her educational plans. MEDICATIONS SHOULD BE GIVEN AT HOME WHENEVER POSSIBLE! Medications given during school hours should be only those necessary to provide the student access to his educational program. Only those medications that are necessary to maintain the child in school and MUST be given during school hours shall be administered.
The protocol for administration of medications is developed and managed by the principal and / or school nurse:
- Written instructions such as a medication authorization form is signed and completed by the physician and parent of the student who is to receive a prescription medication. A medication authorization form is signed by the guardian of the student who is to receive OTC (Non-prescription) medication.
- Medications prescribed for a student by a physician are kept in the original container with pharmacy label and students name affixed. The pharmacy label can serve as the written order of a physician.
- All over-the-counter medications (Tylenol, Ibuprofen, etc) must be in NEW UNOPENED PACKAGES with the manufacturers original label with the ingredients listed and the students name affixed to the original package. Dosage cannot exceed package directions without a note from a physician.
- All medications are kept in a locked cabinet in the school health room.
- When a medication is to be administered at school, the students parents will be requested to advise the principal / school nurse / school secretary of the purpose of the medication, side effects, dosage, administration route, and the time. This information is discussed with the student and other staff assigned to administer medications. Please see the back of the Medication Consent form for complete policy.
- No medication should be in the student’s possession while on school property.
The challenging program at Emmanuel-St. Michael has required that some study be done at home. This is not only necessary for accomplishing immediate goals but also a helpful habit for future education.
The amount of homework depends on the grade level, how well classroom time is utilized, and upon the ability and study habits of the child. A good rule of thumb for homework time is 10 minutes per grade level per night. Parents can help by providing encouragement and a quiet place to study. If assignments are consistently burdensome, the teacher will appreciate such information so the problem can be alleviated.
During a school year there may be times that you wish to register a concern about a particular topic or happening. It is important that your concerns be heard. If you have a concern about a teacher, staff member, or other person:
- Speak to that individual immediately first, outlining the specifics. Tactfully, you honestly, discuss how you feel. Remember both of you are working towards the same goal.
- If, after that conference, your understanding is not complete, the principal may need to speak with you and thereby help to resolve the situation.
- If there is still a need for additional intervention, you may bring your concern to the Chairperson of the Personnel Committee for the School Board who will give it prompt attention.
Bring your concerns to those who can resolve them.
A pre-registration is conducted in the spring of the year. At this time, those pupils who are enrolled may register their intent to enroll for the next school year. A pre-registration fee is required to substantiate the commitment for enrollment. The fee is refundable only if the student moves from the area or is denied enrollment by the school. This pre-registration fee is the initial payment of the school fees.
All students participate in physical education throughout the school year. Only students in grades 6 - 8 are required to purchase and wear the school PE uniform. However, every student must wear a pair of clean, non-marking, gym shoes to PE. Students should keep gym shoes at school. A student's grade in PE will be affected if a student is not able to fully participate in class due to a failure to wear hum shoes or proper uniform.
The major contribution of the PTL to the school and our children is made through the dedication and cooperative volunteer efforts of parents. This organization of parents and teachers is primarily concerned with bringing the home and school into a closer relationship in the areas of social, service, and fundraising activities. Parents are urged to take an active part in this organization by volunteering and supporting services and activities throughout the school year. The directors and officers would appreciate your questions, concerns, and any suggestions you might have to help keep the PTL an active, vital part of your school. PTL meetings are scheduled monthly. Notice of time and dates will be announced through the school Newsnotes.
In an effort to keep parents informed about student progress, the following measures are used:
- Pupils’ showing of papers and experiences are encouraged.
- Notes, phone calls, and conferences are frequent.
- By the fifth week of each quarter, progress reports are sent home with the student to indicate any unsatisfactory progress. In addition, some teachers send home weekly progress reports.
- A report card is issued each nine weeks.
A parent-teacher conference is held for all students after the first quarter and select conferences are hod after the second and their reporting periods. Standardized achievement tests, ISTEP Tests, and progress monitoring tests are administered annually.
Parent and student cooperation is requested in observing the daily school schedule.
Grades K – 3 at the Getz Road Campus
- Classrooms open at 8:20 a.m.
- Classes begin at 8:35 a.m.
- Classes are dismissed at 3:05 p.m.
- After School Care begins at 3:05 p.m.
Grades 4 – 8 at the Union Street Campus
- Classrooms open at 8:05 a.m.
- Classes begin at 8:20 a.m.
- Classes are dismissed at 3:20 p.m.
- After School Care begins at 3:20 p.m.
Our program is based on a pre-pay account. Families must pay in advance in an account that should be kept positive. Deposits can be made in any denomination conveniently at either campus. Your account can be tracked through Fat Direct and with the use of your individual password you are able to check your balance. Only by keeping accounts pre-paid are we able to properly fund our program.
Hot lunches are prepared daily by our cooks and available to all children, kindergarten through grade eight.
Type “A” hot lunches prepared by our cooks are always well-balanced and nutritionally very sound. The government subsidies and a high percentage of students eating hot lunches make it possible to provide a lunch for our students at a very reasonable cost.
Developing proper nutritional habits in this day and age is not an easy task, but not developing those habits has overwhelming consequences. Our school is very concerned about this aspect of our student’s lives. We know that it has an effect on their total well-being and may have an impact on their academic performance as well.
Students who carry lunch are encouraged to pack nutritional foods. Extra milk may be purchased for $.40 per carton.
Applications for free lunch and reduced lunch prices are available through the school office at any time during the year.
A doctor’s signature is required to alter the school lunch diet as prepared by the school’s hot lunch program. Requests may be due to allergies or other health matters of the student.
Parents are encouraged to visit school frequently and actively participate in the education of their child. We request that parents avoid conferences with the teacher during such visits but rather schedule a conference for a mutually acceptable time. For the protection of the students, all non-students are to report to the school office upon entering the building.
Services of transportation, a school nurse, a speech and hearing clinician, a psychometrist, a small group/individual
tutor, resource room teacher, before and after school care program, and other services provide numerous benefits to a youngster's growing and learning at Emmanuel-St. Michael.
1. A Student is tardy after the school day begins:
Grades 4-8 - 8:20 am.; K-3-8:35 am
2. Student must report to the office when arriving late.
3. A record of absences and tardiness is maintained for each student.
4. Promptness as well as faithful attendance are characteristics to be developed in even our youngest children.
Stages for Multiple Quarterly Tardies and Absences:
3 tardies - a notification letter is mailed from the school office
5 tardies - the principal contact the home and requests a consolation with the parent
7 tardies - a meeting is held with the parent(s), teacher, school board member and principal to address the problems.
During the school day, only messages or urgent importance will be delivered to students. If a student must cary a cell phone to school, the phone must be given to the teacher at the beginning of the day and will be returned at dismissal. Cell phones are not to be in the students possession or used during the school day or in Extended Care. Students may use the phone in the school office with permission of their teacher if necessary.
The practice of taking children our of school for family vacations is to encouraged. Since this is not an excused absence, parents cannot expect the teacher to supply detailed assignments for their children. Parents are responsible for assisting children in learning what they have missed during such absences from school. When a student is absent from school for a vacation experience, parents are expected to communicate these plans to the teacher well in advance. the teacher will convey to the student and parent basic responsibilities and learning requirements. A conference with the homeroom teacher is preferred for best communication. Students who miss test during the vacation are expected to make up the tests when they return to school.
Emmanuel-St. Micheal Lutheran School strengthens the educational program through the use of volunteers. Volunteer parents and friends of the school donate their time to assist the teacher, principal, and the non-teaching staff. Because volunteers come from a variety of backgrounds and interests, they can bring to the school and the children a wealth of experience, knowledge, and benefits. All volunteers must complete a form giving us permission to run a background check throughout he Indiana State Police.
In addition to the formal study of religion, the children participate in daily devotions. Chapel services are conducted weekly. At these services the children are given the opportunity to support missions and other charities with their free-will contributions. Parents are welcome to attend these chapel services.
Emmanuel St. Michael Lutheran School believes a safe and healthy environment should be provided in which all children can learn, develop, and participate in instructional programs that promote high levels of academic achievement. The purpose of this policy is to insure that all students and staff are safe in school, and that students who may be behavior crises are free from inappropriate use of seclusion or restraint.
Behavioral interventions for children must ensure all children are treated with dignity and respect. This environment should allow all children to be free from physical or mental abuse, aversive behavioral interventions that compromise health and safety, and any physical seclusion or restraint imposed solely for purpose of discipline or convenience.
Seclusion or restraint shall not be used as routine school safety measures; that is, they shall not be implemented except in situations where a child's behavior or action poses imminent danger of physical harm to self or others and not as a routine strategy implemented to address instructional problems or inappropriate behavior (e.g., disrespect, noncompliance, insubordination, out or seat), as means of coercion or retaliation, or as a convenience. Any use of either seclusion or restraint shall be supervised, short in duration and used only for the purpose of de-escalating the behavior.
1. Use of Restraint
A. Restraint shall only be used when a student is displaying physical behavior that presents substantial imminent
risk of injury to the student or others.
B. Restraint shall only be employed as a last resort after other methods of de-escalating a dangerous situation have
been attempted without success.
C. Restraint shall only be employed by staff members who have received crisis intervention training by the school in the use of restraint procedures with the following exceptions:
1. Other school personnel may employ restraint procedures only in rare and clearly unavoidable emergency
circumstances when fully trained school personnel are not immediately available. Untrained staff shall
request assistance from trained staff as soon as possible.
2. Restraint of s student shall be conducted in a manner consistent with the techniques prescribed in
crisis intervention training program.
D. Restraint shall last only as long as is necessary for the student to regain behavior stability, and the risk of injury
has ended, usually a matter of minutes.
E. The degree of restriction employed must be in proportion to the circumstances of the incident, the size and
condition of the student, and the potential risks for injury to the student.
F. Mechanical or chemical restraints are not authorized in school.
G. Prone or Supine forms of restraint are not authorized and shall be avoided.
H. Seclusion or restraint shall never be used in a manner that restricts a child's breathing or harms the child.
I. Every instance in which seclusion or restraint is used shall be carefully, continuously and visually monitored
to ensure the appropriateness of its use and safety of the child, other children, teachers, and other personnel.
2. Use of Seclusion
A. Seclusion shall only be used when a student is displaying physical behavior that presents substantial imminent
risk to the student or others, and the threat could be diminished if the student was in a safe environment away
from other students and staff.
B. Seclusion shall only be employed as last resort after other methods of de-escalating a dangerous situation
have been attempted.
C. Seclusion shall only be used as long as necessary and shall be discontinued when the student is no longer an
imminent threat to others.
D. Seclusion shall only be employed by staff members who have received specific Emmanuel-St. Micheal-approved
crisis intervention training in the use of seclusion procedures.
E. Seclusion must be used only when the student can safely be transported to the seclusion environment by
trained staff members using appropriate techniques based on crisis intervention training.
F. Time out procedures that do not constitute seclusion are permitted in school.
G. All seclusion environments shall be inspected and shall:
1. Be of reasonable size to accommodate the student and at least one adult.
2. Be of reasonable size to permit students to lie or sit down.
3. Have adequate ventilation including heat and air conditioning as appropriate.
4. Have adequate lighting.
5. Be free of any potential or predictable safety hazards such as electrical outlets, equipment,
and breakable glass.
6. Permit direct continuous visual and auditory monitoring of the student.
7. Permit automatic release of any locking device if fire or other emergency in the school exists.
8. If locked, shall be automatically released after five minutes or with any building wide alarm
(such as fire, tornado, or code red alarm).
9. Shall meet current fire and safety codes.
Behavioral intervention plan: means a plan that is agreed upon by the case conference committee (CCC) and incorporated into a student's individualized education program (IEP) or individualized services plan (ISP) or Choice Scholarship Education plan (CSEP) and that, at a minimum, describes the following: (1) The pattern of behavior that impedes the student's learning or the learning of others. (2) The purpose or function of the behavior as identified in a functional behavioral assessment. (3) The positive interventions and supports, and other strategies, to: (A) address the behavior; and (B) maximize consistency of implementation across people and settings in which the student is involved. (4) If applicable, the skills that will be taught and monitored in an effort to change a specific pattern of behavior of the student. The behavioral intervention plan to maximize consistency of implementation across people and settings in which the student is involved.
Chemical Restraint: the administration of drug or medication to manage a student's behavior or restrict a student's freedom of movement that is not a standard treatment and dosage for the student's medical or psychiatric condition.
Choice Scholarship Education Plan (CSEP): An education plan develop for a Choice Scholarship students who has been identified through Child Find as in need of special education services and whose parent have designated the non-public school as the special education service provider.
Crisis Intervention Training: training provided to selected staff members which addressed how to deal with aggressive, violent or out of control behaviors. It includes specific techniques for seclusion and restraint and could result in certification of the individuals who complete the training.
De-Escalation: causing a situation to become more controlled, calm and less dangerous, thus lessening the risk for injury to someone.
Employee: means all paid school staff, contract employees, consultants or any other agents of the school corporation, charter school and accredited non-public school.
Functional Behavior Assessment: ongoing process of gathering information that can be used to hypothesize about the function of student behavior. The analysis provides that information necessary to develop an intervention plan.
Imminent: likely to happen right away; within a matter of minutes.
Individual Services Plan (ISP): an education plan developed by an LEA for parentally placed non-public school students who have been identified through Child Find as in need of special education services. These services are provided by the LEA.
Mechanical restraint: means the use of (1) a mechanical device (2) a material or (3) equipment attached or adjacent to a student's body that the student cannot remove and that restricts the freedom of movement of all or part of the student's body or restricts normal access to the student's body. The term does not include (1) mechanical devices, (2) a material or (3) equipment used as prescribed by a doctor.
Parent or guardian: the student's parent, legal guardian, surrogate parent or student over the age of 18.
Physical Restraint: physical contact between a school employee and a student in which the student unwillingly participates and that involves the use of a manual hold to restrict freedom of movement of all or part of a student's body or to restrict normal access to the student's body. The term does not include (1) briefly holding a student without undue force in order to calm or comfort the student, or to prevent unsafe behavior, such as running into traffic or engaging in a physical altercation, (2) physical escort, or (3) physical contact intended to gently assist or prompt a student in performing a task or to guide or assist a student from one area to another.
Positive Behavior Intervention and Support: a systematic approach that uses evidence based practices and data driven decision making to improve school climate and culture, and includes a range of systematic and individualized strategies to reinforce desired behavior and diminish reoccurrence of problem behavior to achieve improved academic and social outcomes and increase earning for all students.
Prone physical restraint: the person is being held face down lying on their stomach on a horizontal surface such as the floor.
Seclusion: means the confinement of a student alone in a room or area from which the student physically is prevented from leaving. The term does not include a supervised timeout or scheduled break, as described in a student's individualized education program, in which an adult is continuously present in the room with the student.
Staff: means all paid school staff, volunteers, contract employees, consultants or any other agents of the school or corporation.
Supine physical restraint: a person is being held face up on their back on a horizontal surface such as the floor.
Time out: means a behavior reduction procedure in which access to reinforcement is withdrawn for a certain period of time. Time-out occurs when the ability of a student to receive normal reinforcement in the school environment is restricted. Time-out shall be both developmentally and behaviorally appropriate and shall be short in duration.
Substantial risk: situation where there is serious, imminent threat of bodily harm and where there is the immediate ability to enact such harm.
Staff Trained in Crisis Intervention: individuals who successfully complete and maintain certification in a training program that results in acquisition of skills to prevent restraints, evaluate risk of harm in an individual situation, use approved restraint techniques and monitor the effect of the restraint.
A. Staff shall be trained according to the school's adopted plan on the appropriate use of effective alternatives
to physical seclusion and restraint, such as positive behavioral interventions and supports; and, only for cases
involving imminent danger of serious physical harm, on the safe use of physical seclusion and restraint.
B. Each school shall identify appropriate school staff to be trained annually on the safe use of effective
alternatives to physical seclusion and restraint. Each school shall choose a training protocol that includes.
1. Positive supports and behavioral interventions techniques;
2. Conflict de-escalation techniques;
3. The safe use of seclusion and restraint;
4. Steps to avoid the use of seclusion or restraint;
5. Debriefing practices and procedures.
C. Training programs shall differentiate for levels of school personnel and training needs (e.g., core staff -
advanced training, regular staff - basic training, volunteers, substitutes - informational level training). All
new staff should receive basic training as a part of their orientation. Materials should be available for substitutes
or volunteers providing basic understanding of the plan.
D. Each school must maintain written documentation that includes the following information:
1. The name and position of each person who has completed training;
2. Who provided the training;
3. When the training was completed; and
4. What protocols and techniques were included in the training.
E. Training may be provided by any person who is trained in the safe and appropriate and current techniques for the
use of physical seclusion and restraint. (Instruction may be delivered by a school administrator, counselor or
other person with person with current training and expertise. On-line opportunities are available as well).
5. Monitoring and Reporting
A. Monitoring Use
1. Every instance in which seclusion or restraint is used shall be carefully and continuously visually
monitored to ensure the safety of the student, other students, teachers, and staff.
2. Immediately after the student has restored emotional and behavioral control following the use of
restraint or seclusion or both, a staff member not involved with the incident shall examine the student to
ascertain if any injury has been sustained during the seclusion or restraint.
B. Parent reporting
1. The building administrator or designee shall attempt to report every instance in which seclusion or
restraint is used on a student to the student's parent or guardian:
a. No later than the end of the school day or as soon as practical;
b. Verbally; and
c. In accordance with the school's seclusion and restraint plan.
2. A copy of the "parent incident report", as described in the school's adopted plan, must be sent to the
student's parent or guardian after every instance in which seclusion or restraint is used on a student
and as soon as practical.
C. Incident Documentation
1. Every instance in which seclusion or restraint is used on a student shall be documented in order to
memorialize the events that led up the use of either seclusion or restraint.
2. Documentation may include:
a. The student's name;
b. The date and time of the incident;
c. The duration of any seclusion or restraint; or the beginning and ending times of the restraint
or seclusion or both;
d. A description of any relevant events leading up to the incident;
e. A description of the incident or student behavior that resulted in implementation of seclusion or
restraint including a description of the danger of injury which resulted in the seclusion or restraint;
f. A description of any interventions used prior to the implementation of seclusion or restraint;
g. A log of the student's behavior during seclusion or restraint, including a description of the
restraint technique(s) used and any other interaction between the student and staff;
h. A description of any injuries (to students, staff, or others) or property damage;
i. A list of the school personnel who participated in the implementation, monitoring, and supervision
of seclusion or restraint;
j. If applicable, a statement that the intervention used was consistent with the student's most
current behavioral intervention plan or individualized education program.
D. Oversight and Review
1. Each school must designate a staff person(s) to document all instance of Seclusion and Restraint
as well as required staff training. This person(s) will work with school leadership in monitoring and
review of each instance as well as annual review of overall usage and future planning.
2. Each accredited nonpublic school shall report, in writing, the number of instances in which either
seclusion or restraint is used in its school to its governing authority.
3. Each school must conduct an annual review of its plan for the purposes of improvement and revision.
6. Informing Parents
A. At the time of enrollment, each school shall make available a copy of the school's seclusion and restraint
plan to the student's parents or guardians.
B. Including the plan in the student handbook satisfies subsection (a) so long as the handbook is provided to
students at the time of enrollment.
C. Parents should receive a "parent incident report" if their child is secluded or restrained as described in section 5.
7. Informing Other Appropriate Leadership
A. Where appropriate the school principal should inform other responsible parties which could include;
jurisdictional leadership (e.g. archdiocesan or district superintendent), school board, pastor, and/or
8. Debriefing and Oversight
A. As soon as practical, and consistent with the school's plan, after every instance in which seclusion
or restraint is used on a student, the school administrator or designee shall do the following:
1. Meet with at least one school personnel who participated in the implementation, monitoring, and
supervision of seclusion or restraint to discuss whether proper restraint or seclusion procedures
were followed, including the use of proper procedures to prevent the need for restraint or seclusion.
2. Direct a proper staff person, including the administrator himself or herself, to debrief the incident with
the student in a manner appropriate to the student's age and developmental ability, to discuss the
behavior(s), if any, that precipitated the use of restraint or seclusion.
3. Offer the parent(s) or guardian(s) the opportunity to request a meeting regarding the incident of
restraint or seclusion.
B. On the rare instances when seclusion or restraint is used it should be communicated to the appropriate
governing authority should review the data and develop plans if needed to further reduce the occurrence
of its usage. This could include work with individual staff members or more broad based professional
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reached the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."
* Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
* Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
* Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, with consent, to the following parties or under the following conditions (34 CFR 99;.31):