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Pupil Personnel Services Home

Welcome to the Pupil Personnel Services Office for Norton Public Schools

Phone: (508) 285-0100  –  Fax: (508) 285-0199 

 

photo of Vincent Cerce, Director of Pupil Personnel Services

Vincent Cerce
Director of Pupil Personnel Services
vcerce@norton.k12.ma.us

 

Photo of Cassandra Russo, Coordinator of Special Education

Cassandra Russo
Coordinator of Special Education
crusso@norton.k12.ma.us

 

photo of Alexandria Sanborn

Alexandria Sanborn
Administrative Assistant to Director of PPS & Transportation Coordinator
asanborn@norton.k12.ma.us

Special Education Resources

  • Amy Gaudette

    NHS

    Tracey McGarry

    NMS

    Keelan Murphy

    HAY

    Diana Savage

    JCS

    Ann Marie Baker

    LGN

  • Special Education Parent Advisory Council (SEPAC)

    Inclusion Logo

    A SEPAC is a Special Education Parent Advisory Council. Every public school district in Massachusetts is required to establish a SEPAC. Massachusetts state law assigns both an advisory and participatory function to SEPACs.

    A SEPAC is a public body which serves as an adviser to the School Committee on matters that pertain to the education and safety of students with disabilities. In addition, the SEPAC has a duty to meet regularly with school officials to participate in the planning, development, and evaluation of the district’s special education programs.

    The SEPAC is a self-governing body (creates its own by-laws and operational procedures) and is open to all parents of children with disabilities and other interested parties.

    A SEPAC is different from a PTA, PTO or School Council – it does not represent families from one school, but serves all families of children with special needs from the entire school district.

    If you are interested in joining the Norton SEPAC or have questions regarding upcoming meetings/events please contact them at sepacnorton@gmail.com You can also visit their website https://www.nortonsepac.com/

  • NPS Child Find

    Norton Public School Department has the responsibility to identify any child who is a resident of Norton, who may have a disability, regardless of the severity of the disability. It is also the responsibility of Norton Public Schools to evaluate those students to determine which are eligible for special education or related services under IDEA (Individuals with Disabilities Education Act) or 603 CMR 28 (Massachusetts Special Education Regulations).

    The Norton Public Schools are committed to locating children before their third birthday in order to provide early intervention services for three and four year-olds. If you have questions or concerns regarding your child’s development and would like to have him/her screened, please call Diana Savage, Preschool & JCS Team Chairperson (508) 285-0134 or Ann Marie Baker, JCS Assistant Principal / Early Childhood Coordinator (508) 285-0129 to discuss your concerns and set up an appointment.

    If you or your pediatrician believes that your child at any age should be evaluated to determine eligibility for special education services, please request this in writing. Include your child’s name, address, date of birth and telephone number with a brief description of your concerns to the Principal of your child’s school. Alternatively, you may also call your local school or the Office of Pupil Support Services (508-285-0100) and provide information regarding your concerns about your child. The Norton Public Schools’ Directory is provided below:

    Little Lancers Preschool (JCS)
    Ann Marie Baker
    (508) 285-0129

    J.C. Solmonese Elementary School
    John Marcus
    (508) 285-0120

    L.G. Nourse Elementary School
    Thomas Higgins
    (508) 285-0110

    Henri A. Yelle Elementary School
    Martin Geoghegan
    (508) 285-0190


    Norton Middle School
    Vincent Hayward
    (508) 285-0140


    Norton High School
    Ethan Dolleman
    (508) 285-0160

  • Acronym

    What is it?

     

     

    504 Plan

    Health/Accommodation Plan

    51A

    Report of alleged child abuse or neglect

    ACE

    Adverse Childhood Experience

    ADHD

    Attention Deficit Hyperactivity Disorder

    APD

    Auditory Processing Disorder

    ASD

    Autism Spectrum Disorder

    AYP

    Adequate Yearly Progress

    BCBA

    Board Certified Behavior Analyst 

    BICO

    Bi-County Collaborative

    BIP

    Behavior Intervention Plan

    CET

    Core Education Team - used for team meetings

    CRA

    Child Requiring Assistance (used in court filing)

    DESE

    Department of Elementary and Secondary Education

    DHH (READS)

    Deaf and Hard of Hearing Program hosted by NPS

    DIP

    District Improvement Plan

    ELL

    English Language Learner 

    ESY

    Extended School Year - summer program for students on IEPs

    FSIQ

    Full Scale IQ - used in evaluation reports

    GRIT

    Growth, Resilience, Initiative, Tenacity; School based therapeutic program at NMS for students struggling with social emotional or behavioral challenges

    IEP

    Individualized Education Program - Provides accommodations and modifications to students with various qualifying disabilities

    IST

    Instructional Support Team - a screening process for SPED eligibility and maximizing student success within the classroom

    LBC

    Language Based Classroom; Program at NMS for students meeting diagnostic criteria for language-based disorders

    MCAS

    Massachusetts Comprehensive Assessment System

    OCR

    Office of Civil Rights

    ODD

    Oppositional Defiant Disorder

    OOD

    Out of District Placement

    OT

    Occupational Therapy 

    PAB

    Parent Advisory Board

    PBIS

    Positive Behavioral Intervention Support - A culture shift within a school building focusing on rewarding positive behavior and rejecting negative behavior with appropriate consequences 

    PBL

    Project Based Learning

    PPS

    Pupil Personnel Service 

    RTI

    Response to Intervention - a multi-tiered approach to dealing with students with behavioral challenges

    SAC

    School Adjustment Counselor

    SBIRT

    Drug and alcohol awareness program - Screening, Brief Intervention, and Referral to Treatment

    SEI

    Structured English Immersion - Formally English as a Second Language

    SEL

    Social Emotional Learning

    SEPAC

    Special Education Parent Advisory Council

    SIP

    School Improvement Plan

    SLD

    Specific Learning Disorder - usually in one specific content area

    SLP

    Speech and Language Pathologist

    SOS

    Signs of Suicide; school suicide prevention program

    SPED

    Special Education

    STEP Program

    Specialized Team for Educational Progress; Sub-separate program for students with significant learning challenges 

    Wilson

    A structured 1:1 reading/decoding program - Jessica Holicker and Stephanie Lerner are the NMS Wilson instructors

  • Transition Planning

    List of Resources for Families of Students Ages 14-22

    In Massachusetts, transition planning begins at age 14. Considerations for transition should include: Job training, post-secondary education, employment, independent living skills, and community/travel training. Every students transition plan is different and should reflect the goals, interests, abilities, and needs of each individual.

    Adult Agencies- Based on your referral, if the student qualifies, they will be assigned to one of the following:

    DCF - Department of Children and Families
    DDS - Department of Developmental Services
    MCB - Mass Commission for the Blind
    DMH - Department of Mental Health
    MRC - Mass Rehab Commission
    MCDHH - Mass Commission Deaf and Hard of Hearing

    Adult Service Supports

    Service Providers

    Employment Support

Best Buddies Newsletter

Additional Resources

Social Emotional Learning

Presentations

CPDC Physical Development Clinic pdf

Updated Restraint Procedures

The Norton Public Schools complies with the Massachusetts Department of Elementary and Secondary Education Prevention of Physical Restraint of Students regulations and the reporting requirements to be completed if it becomes necessary to use physical restraint (603 CMR 46.00).


46.02 Definitions

As used in 603 CMR 46.00, the following terms shall have the following meanings:

  • Commissioner shall mean the commissioner of the Department of Elementary and Secondary Education appointed in accordance with G.L. c.15, §1F, or his or her designee.
     
  • Consent shall mean agreement by a parent who has been fully informed of all information relevant to the activity for which agreement is sought, in his or her native language or other mode of communication, that the parent understands and agrees in writing to carrying out of the activity, and understands that the agreement is voluntary and may be revoked at any time. The agreement describes the activity and lists the records (if any) which will be released and to whom. In seeking parental consent, a public education program shall not condition admission or continued enrollment upon agreement to the proposed use of any restraint.
     
  • Department shall mean the Department of Elementary and Secondary Education.
     
  • Mechanical restraint shall mean the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional, and are used for the specific and approved positioning or protective purposes for which such devices were designed. Examples of such devices include: adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports; vehicle safety restraints when used as intended during the transport of a student in a moving vehicle; restraints for medical immobilization; or orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
     
  • Medication restraint shall mean the administration of medication for the purpose of temporarily controlling behavior. Medication prescribed by a licensed physician and authorized by the parent for administration in the school setting is not medication restraint.
     
  • Parent shall mean a student's father, mother, or legal guardian or person or agency legally authorized to act on behalf of the student in place of or in conjunction with the father, mother, or legal guardian.
     
  • Physical escort shall mean a temporary touching or holding, without the use of force, of the hand, wrist, arm, shoulder, or back for the purpose of inducing a student who is agitated to walk to a safe location.
     
  • Physical restraint shall mean direct physical contact that prevents or significantly restricts a student's freedom of movement. Physical restraint does not include: brief physical contact to promote student safety, providing physical guidance or prompting when teaching a skill, redirecting attention, providing comfort, or a physical escort.
     
  • Principal shall mean the instructional leader or headmaster of a public education school program or his or her designee. The board of directors of a charter school or virtual school, or special education school or program approved under 603 CMR 28.09, shall designate in the restraint prevention and behavior support policy who will serve as principal for purposes of 603 CMR 46.00.
     
  • Prone restraint shall mean a physical restraint in which a student is placed face down on the floor or another surface, and physical pressure is applied to the student's body to keep the student in the face-down position.
     
  • Public education programs shall mean public schools, including charter schools, virtual schools, collaborative education programs, and the school day of special education schools approved under 603 CMR 28.09, as provided in 603 CMR 18.05(5)(h), and school events and activities sponsored by such programs. The term "programs" may be used in 603 CMR 46.00 to refer to "public education programs." For purposes of 603 CMR 46.00, public education programs shall not include the educational services provided within the Department of Youth Services, Department of Mental Health, Department of Public Health, and County Houses of Correction operated or contracted facilities.
     
  • School Working Day shall mean a day or partial day that students are in attendance at the public education program for instructional purposes.
     
  • Seclusion shall mean the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. Seclusion does not include a time-out as defined in 603 CMR 46.02.
     
  • Time-out shall mean a behavioral support strategy developed pursuant to 603 CMR 46.04(1) in which a student temporarily separates from the learning activity or the classroom, either by choice or by direction from staff, for the purpose of calming. During time-out, a student must be continuously observed by a staff member. Staff shall be with the student or immediately available to the student at all times. The space used for time-out must be clean, safe, sanitary, and appropriate for the purpose of calming. Time-out shall cease as soon as the student has calmed.

1. Methods for Preventing Student Violence, Self-Injurious Behavior, and Suicide

  1. Relationship Building: The relationship that staff has with students can sometimes be a factor as to whether or not undesirable behaviors occur, and to what degree. You can create better relationships by building rapport, clarifying expectations and through mutual respect. All Norton Public Schools staff has been trained in the Trauma Sensitive School approach and student engagement. 
     
  2. Situational Awareness: Being situationally aware can help staff take steps to either make sure a crisis doesn't occur in the first place, or have a better chance of successfully dealing with it if it does occur. Having background information, recognizing warning signs and recognizing potential triggers are all components of situational awareness. All Norton Public Schools staff have begun training in cultural proficiency/ humility training. 
     
  3. Use of research based, positive supports and interventions (PBIS). 
     
  4. Building based student support team meetings are held weekly to review interventions and progress for students that are having SEL difficulties. 
     
  5. Verbal de-escalation: consists of using specific dialogue combined with proper distance, non-threatening body language, patience, active listening, offering choices and empathy to reduce tension and divert focus away from aggression.
     
  6. Non-verbal de-escalation: consists of body language/positioning, remaining alert, eye contact, facial expressions to reduce tension and divert focus away from aggression.
     
  7. Bullying Prevention and Intervention Plan for the Norton Public Schools

2. Methods for Engaging Parents

  1. Any parent with concerns about the use of physical restraint at any school within Norton Public Schools may request a meeting with the building Principal or the Director of Pupil Personnel Services to discuss such concerns. Any individual who believes that a physical restraint of a student may have been unwarranted or conducted inappropriately may also make use of the Grievance Procedure.
     
  2. All families are asked to participate in a culture and climate survey at least once per school year. This survey asks families specific questions around their child’s connections to school, sense of belonging, school climate, and barriers to engagement. This survey serves as a starting point for schools to engage with parents around these important issues and work collaboratively to ensure all students feel a sense of belonging within Norton Public Schools. 
     
  3. In partnership with the Norton Public Schools SEPAC, a de-escalation presentation has been designed for families to learn more about the techniques that are used in our schools and also provides them with tools they can use at home with their children. This provides for consistency of language and expectations across school and home settings. 

3. Alternatives to Physical Restraint and Methods of Physical Restraint

  1. Alternatives: Physical restraint shall not be used unless the following, less intrusive behavior interventions and supports have been unsuccessful or deemed inappropriate by school staff:
    1. Positive behavioral interventions
    2. Verbal redirection
    3. Verbal directive to cease behavior
    4. Opportunity for a break
    5. Direct teaching and reinforcement of positive behavior alternatives and coping skills 
    6. De-escalation techniques
    7. Reminder for the opportunity to earn tokens/rewards/privileges
    8. Opportunity for use of calming spaces/time away 
    9. Physical redirections/escort
    10. Use of sensory area for emotional regulation within the classroom or building 

4. Methods of Physical Restraint:

Physical restraint shall not be used as a means of discipline or punishment; if the student cannot be safely restrained due to medical contraindications which have been documented by a licensed physician and provided to the District; as a response to property destruction, disruption, refusal to comply with rules or staff directives, or verbal threats when those actions do not constitute a threat of assault or imminent, serious, physical harm. Physical restraint shall not be used as a standard response for any individual student. Physical restraint is an emergency procedure of last resort.

The following forms of physical restraint shall only be administered by trained personnel, using only the amount of force necessary to protect the student or other member(s) of the school community from assault or imminent, serious, physical harm. The staff member(s) administering physical restraint shall use the safest method available and appropriate to the situation.  Staff shall continuously monitor the physical status of the student during restraint, and the student shall be immediately released from the physical restraint if the student expresses or demonstrates significant physical distress.

All physical restraints must terminate as soon as the student is no longer an immediate danger, or if the student indicates that he/she cannot breathe, or if the student is observed to be in severe distress. If any physical restraint approaches twenty (20) minutes, staff will obtain the approval of the building Principal to continue the restraint based upon the student’s continued agitation. All physical restraints shall be administered in compliance with 603 CMR 46.00.

Norton Public Schools staff are trained in Crisis Prevention Intervention (CPI) physical management techniques. 

46.03: Use of Restraint

1. Prohibition.

  1. Mechanical restraint, medication restraint, and seclusion shall be prohibited in public education programs.
     
  2. Prone restraint shall be prohibited in public education programs except on an individual student basis, and only under the following circumstances:
    1. The student has a documented history of repeatedly causing serious self-injuries and/or injuries to other students or staff;
       
    2. All other forms of physical restraints have failed to ensure the safety of the student and/or the safety of others;
       
    3. There are no medical contraindications as documented by a licensed physician;
       
    4. There is psychological or behavioral justification for the use of prone restraint and there are no psychological or behavioral contraindications, as documented by a licensed mental health professional;
       
    5. The program has obtained consent to use prone restraint in an emergency as set out in 603 CMR 46.03(1)(b), and such use has been approved in writing by the principal; and,
       
    6. The program has documented 603 CMR 46.03(1)(b) 1 - 5 in advance of the use of prone restraint and maintains the documentation.
       
  3. Physical restraint, including prone restraint where permitted, shall be considered an emergency procedure of last resort and shall be prohibited in public education programs except when a student's behavior poses a threat of assault, or imminent, serious, physical harm to self or others and the student is not responsive to verbal directives or other lawful and less intrusive behavior interventions, or such interventions are deemed to be inappropriate under the circumstances.
     
  4. All physical restraints, including prone restraint where permitted, shall be administered in compliance with 603 CMR 46.05.

2. Physical restraint shall not be used:

  1. As a means of discipline or punishment;
     
  2. When the student cannot be safely restrained because it is medically contraindicated for reasons including, but not limited to, asthma, seizures, a cardiac condition, obesity, bronchitis, communication-related disabilities, or risk of vomiting;
     
  3. As a response to property destruction, disruption of school order, a student's refusal to comply with a public education program rule or staff directive, or verbal threats when those actions do not constitute a threat of assault, or imminent, serious, physical harm; or
     
  4. As a standard response for any individual student. No written individual behavior plan or individualized education program (IEP) may include use of physical restraint as a standard response to any behavior. Physical restraint is an emergency procedure of last resort.

3. Limitations on use of restraint. Physical restraint in a public education program shall be limited to the use of such reasonable force as is necessary to protect a student or another member of the school community from assault or imminent, serious, physical harm.

4. Referral to law enforcement or other state agencies. Nothing in these regulations prohibits:

  1. The right of any individual to report to appropriate authorities a crime committed by a student or other individual;
     
  2. Law enforcement, judicial authorities or school security personnel from exercising their responsibilities, including the physical detainment of a student or other person alleged to have committed a crime or posing a security risk; or
     
  3. The exercise of an individual's responsibilities as a mandated reporter pursuant to G.L. c. 119, § 51A. 603 CMR 46.00 shall not be used to deter any individual from reporting neglect or abuse to the appropriate state agency.

46.04: Policy and Procedures; Training

1. Procedures. Public education programs shall develop and implement written restraint prevention and behavior support policy and procedures consistent with 603 CMR 46.00 regarding appropriate responses to student behavior that may require immediate intervention. Such policy and procedures shall be annually reviewed and provided to program staff and made available to parents of enrolled students. Such policy and procedures shall include, but not be limited to:

  1. Methods for preventing student violence, self-injurious behavior, and suicide, including individual crisis planning and de-escalation of potentially dangerous behavior occurring among groups of students or with an individual student;
     
  2. Methods for engaging parents in discussions about restraint prevention and the use of restraint solely as an emergency procedure;
     
  3. A description and explanation of the program's alternatives to physical restraint and method of physical restraint in emergency situations;
     
  4. A statement prohibiting: medication restraint, mechanical restraint, prone restraint unless permitted pursuant to 603 CMR 46.03(1)(b), seclusion, and the use of physical restraint in a manner inconsistent with 603 CMR 46.00;
     
  5. A description of the program's training requirements, reporting requirements, and follow-up procedures;
     
  6. A procedure for receiving and investigating complaints regarding restraint practices;
     
  7. A procedure for conducting periodic review of data and documentation on the use of physical restraints as described in 603 CMR 46.06(5) and (6);
     
  8. A procedure for implementing the reporting requirements as described in 603 CMR 46.06;
     
  9. A procedure for making reasonable efforts to orally notify a parent of the use of restraint on a student within 24 hours of the restraint, and for sending written notification to the parent within three school working days following the use of restraint to an email address provided by the parent for the purpose of communicating about the student, or by regular mail to the parent postmarked within three school working days of the restraint; and,
     
  10. If the program uses time-out as a behavioral support strategy, a procedure for the use of time-out that includes a process for obtaining principal approval of time-out for more than 30 minutes based on the individual student's continuing agitation.

2. Required training for all staff. Each principal or director shall determine a time and method to provide all program staff with training regarding the program's restraint prevention and behavior support policy and requirements when restraint is used. Such training shall occur within the first month of each school year and, for employees hired after the school year begins, within a month of their employment. Training shall include information on the following:

  1. The role of the student, family, and staff in preventing restraint;
     
  2. The program's restraint prevention and behavior support policy and procedures, including use of time-out as a behavior support strategy distinct from seclusion;
     
  3. Interventions that may preclude the need for restraint, including de-escalation of problematic behaviors and other alternatives to restraint in emergency circumstances;
     
  4. When behavior presents an emergency that requires physical restraint, the types of permitted physical restraints and related safety considerations, including information regarding the increased risk of injury to a student when any restraint is used, in particular a restraint of extended duration;
     
  5. Administering physical restraint in accordance with medical or psychological limitations, known or suspected trauma history, and/or behavioral intervention plans applicable to an individual student; and
     
  6. Identification of program staff who have received in-depth training pursuant to 603 CMR 46.03(3) in the use of physical restraint.

3. In-depth staff training in the use of physical restraint. At the beginning of each school year, the principal of each public education program or his or her designee shall identify program staff who are authorized to serve as a school-wide resource to assist in ensuring proper administration of physical restraint. Such staff shall participate in in-depth training in the use of physical restraint. The Department recommends that such training be competency-based and be at least sixteen (16) hours in length with at least one refresher training occurring annually thereafter.

4. Content of in-depth training. In-depth training in the proper administration of physical restraint shall include, but not be limited to:

  1. Appropriate procedures for preventing the use of physical restraint, including the de-escalation of problematic behavior, relationship building and the use of alternatives to restraint;
     
  2. A description and identification of specific dangerous behaviors on the part of students that may lead to the use of physical restraint and methods for evaluating the risk of harm in individual situations in order to determine whether the use of restraint is warranted;
     
  3. The simulated experience of administering and receiving physical restraint, instruction regarding the effect(s) on the person restrained, including instruction on monitoring physical signs of distress and obtaining medical assistance;
     
  4. Instruction regarding documentation and reporting requirements and investigation of injuries and complaints;
     
  5. Demonstration by participants of proficiency in administering physical restraint; and,
     
  6. Instruction regarding the impact of physical restraint on the student and family, recognizing the act of restraint has impact, including but not limited to psychological, physiological, and social-emotional effects.

46.05: Proper Administration of Physical Restraint

  1. Trained personnel. Only public education program personnel who have received training pursuant to 603 CMR 46.04(2) or 603 CMR 46.04(3) shall administer physical restraint on students. Whenever possible, the administration of a restraint shall be witnessed by at least one adult who does not participate in the restraint. The training requirements contained in 603 CMR 46.00 shall not preclude a teacher, employee or agent of a public education program from using reasonable force to protect students, other persons or themselves from assault or imminent, serious, physical harm.
     
  2. Use of force. A person administering a physical restraint shall use only the amount of force necessary to protect the student or others from physical injury or harm.
     
  3. Safest method. A person administering physical restraint shall use the safest method available and appropriate to the situation subject to the safety requirements set forth in 603 CMR 46.05(5). Floor restraints, including prone restraints otherwise permitted under 603 CMR 46.03(1)(b), shall be prohibited unless the staff members administering the restraint have received in-depth training according to the requirements of 603 CMR 46.043(3) and, in the judgment of the trained staff members, such method is required to provide safety for the student or others present.
     
  4. Duration of restraint. All physical restraint must be terminated as soon as the student is no longer an immediate danger to himself or others, or the student indicates that he or she cannot breathe, or if the student is observed to be in severe distress, such as having difficulty breathing, or sustained or prolonged crying or coughing.
     
  5. Safety requirements. Additional requirements for the use of physical restraint:
    1. No restraint shall be administered in such a way that the student is prevented from breathing or speaking. During the administration of a restraint, a staff member shall continuously monitor the physical status of the student, including skin temperature and color, and respiration.
       
    2. Restraint shall be administered in such a way so as to prevent or minimize physical harm. If, at any time during a physical restraint, the student expresses or demonstrates significant physical distress including, but not limited to, difficulty breathing, the student shall be released from the restraint immediately, and school staff shall take steps to seek medical assistance.
       
    3. If a student is restrained for a period longer than 20 minutes, program staff shall obtain the approval of the principal. The approval shall be based upon the student's continued agitation during the restraint justifying the need for continued restraint.
       
    4. Program staff shall review and consider any known medical or psychological limitations, known or suspected trauma history, and/or behavioral intervention plans regarding the use of physical restraint on an individual student.
       
    5. After the release of a student from a restraint, the public education program shall implement follow-up procedures. These procedures shall include reviewing the incident with the student to address the behavior that precipitated the restraint, reviewing the incident with the staff person(s) who administered the restraint to discuss whether proper restraint procedures were followed, and consideration of whether any follow-up is appropriate for students who witnessed the incident.

46.06: Reporting Requirements

  1. Circumstances under which a physical restraint must be reported. Program staff shall report the use of any physical restraint as specified in 603 CMR 46.06(2).
     
  2. Informing the principal. The program staff member who administered the restraint shall verbally inform the principal of the restraint as soon as possible, and by written report no later than the next school working day. The written report shall be provided to the principal for review of the use of the restraint. If the principal has administered the restraint, the principal shall prepare the report and submit it to an individual or team designated by the superintendent or board of trustees for review. The principal or director or his/her designee shall maintain an on-going record of all reported instances of physical restraint, which shall be made available for review by the parent or the Department upon request.
     
  3. Informing parents. The principal or director of the program or his/her designee shall make reasonable efforts to verbally inform the student's parent of the restraint within 24 hours of the event, and shall notify the parent by written report sent either within three school working days of the restraint to an email address provided by the parent for communications about the student, or by regular mail postmarked no later than three school working days of the restraint. If the school or program customarily provides a parent of a student with report cards and other necessary school-related information in a language other than English, the written restraint report shall be provided to the parent in that language. The principal shall provide the student and the parent an opportunity to comment orally and in writing on the use of the restraint and on information in the written report.
     
  4. Contents of report. The written report required by 603 CMR 46.06(2) and (3) shall include:
    1. The name of the student; the names and job titles of the staff who administered the restraint, and observers, if any; the date of the restraint; the time the restraint began and ended; and the name of the principal or designee who was verbally informed following the restraint; and, as applicable, the name of the principal or designee who approved continuation of the restraint beyond 20 minutes pursuant to 603 CMR 46.05(5)(c).
       
    2. A description of the activity in which the restrained student and other students and staff in the same room or vicinity were engaged immediately preceding the use of physical restraint; the behavior that prompted the restraint; the efforts made to prevent escalation of behavior, including the specific de-escalation strategies used; alternatives to restraint that were attempted; and the justification for initiating physical restraint.
       
    3. A description of the administration of the restraint including the holds used and reasons such holds were necessary; the student's behavior and reactions during the restraint; how the restraint ended; and documentation of injury to the student and/or staff, if any, during the restraint and any medical care provided.
       
    4. Information regarding any further action(s) that the school has taken or may take, including any consequences that may be imposed on the student.
       
    5. Information regarding opportunities for the student's parents to discuss with school officials the administration of the restraint, any consequences that may be imposed on the student, and any other related matter.
  5. Individual student review. The principal shall conduct a weekly review of restraint data to identify students who have been restrained multiple times during the week. If such students are identified, the principal shall convene one or more review teams as the principal deems appropriate to assess each student's progress and needs. The assessment shall include at least the following:
    1. review and discussion of the written reports submitted in accordance with 603 CMR 46.06 and any comments provided by the student and parent about such reports and the use of the restraints;
       
    2. analysis of the circumstances leading up to each restraint, including factors such as time of day, day of the week, antecedent events, and individuals involved;
       
    3. consideration of factors that may have contributed to escalation of behaviors, consideration of alternatives to restraint, including de-escalation techniques and possible interventions, and such other strategies and decisions as appropriate, with the goal of reducing or eliminating the use of restraint in the future;
       
    4. agreement on a written plan of action by the program.

      If the principal directly participated in the restraint, a duly qualified individual designated by the superintendent shall lead the review team's discussion. The principal shall ensure that a record of each individual student review is maintained and made available for review by the Department or the parent, upon request.

       
  6. Administrative review. The principal shall conduct a monthly review of school-wide restraint data. This review shall consider patterns of use of restraints by similarities in the time of day, day of the week, or individuals involved; the number and duration of physical restraints school-wide and for individual students; the duration of restraints; and the number and type of injuries, if any, resulting from the use of restraint. The principal shall determine whether it is necessary or appropriate to modify the school's restraint prevention and management policy, conduct additional staff training on restraint reduction/prevention strategies, such as training on positive behavioral interventions and supports, or take such other action as necessary or appropriate to reduce or eliminate restraints.
     
  7. Report all restraint-related injuries to the Department. When a physical restraint has resulted in an injury to a student or program staff member, the program shall send a copy of the written report required by 603 CMR 46.06(4) to the Department postmarked no later than three school working days of the administration of the restraint. The program shall also send the Department a copy of the record of physical restraints maintained by the principal pursuant to 603 CMR 46.06(2) for the 30-day period prior to the date of the reported restraint. The Department shall determine if additional action by the program is warranted and, if so, shall notify the program of any required actions within 30 calendar days of receipt of the required written report(s).
     
  8. Report all physical restraints to the Department. Every program shall collect and annually report data to the Department regarding the use of physical restraints. Such data shall be reported in a manner and form directed by the Department.

46.07: Effective Date

The effective date of 603 CMR 46.00, as amended, is January 1, 2016.