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District reports 253 isolation and restraint incidents involving 33 students; staff training and reporting procedures reviewed
Summary
The district presented its annual isolation and restraint report to the Dickson County Board: 253 documented incidents involved 33 students; the presenter described definitions, training requirements, demographic tracking and follow-up procedures.
The Dickson County Board of Education received the district's cumulative report on school isolation and restraint practices for the previous school year, which documented 253 incidents involving 33 students.
"These 253 incidents, involved a total of 33 students," said Dr. Johnson, who presented the report and explained that incidents are reported to the state and federally. Dr. Johnson said a single behavioral episode can generate multiple reportable restraint events if a student de-escalates and then re-escalates within the same episode; each is counted separately for reporting.
Dr. Johnson described the circumstances in which restraints are used: when a student poses a risk of harm to themselves or others, or is attempting to elope to a dangerous location. He said staff receive regular training in crisis prevention and intervention; all special-education staff receive initial training and periodic refreshers. He also said that if an untrained staff member must intervene in an emergency, the district must provide training within 10 days of the incident.
When asked about types of restraints, Dr. Johnson said the district uses no mechanical or chemical restraints and that staff do not place students in prone positions: "Mechanical, nothing, physical, nothing chemical. ... We do not have any students on the ground in prone positions by any means," he said.
The report includes demographic breakdowns by sex, disability category and grade level; the presenter said the district monitors those data to check for disproportionality and to identify schools that may need additional training or supports. If a student requires isolation or restraint and the intervention is not already documented in the student's individualized education program (IEP), staff convene an IEP meeting promptly to determine whether the IEP should be updated.
Board members had opportunity for questions; no policy or procedural changes were adopted at the meeting.
