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Annual Restraint and Seclusion Report

Annual Physical Restraint and Seclusion Review

2024-2025 School Year

 

Month Completed: October 2025 Reviewer’s Name: Amanda Jones

Date of SSSO Leadership Review: 10/31/25

Participants: Donna Ravenberg, Alyssa Lund, Corbin Mathews, Susan Dalen

 

The district applies the following definitions when considering physical restraint and/or seclusion (as aligned with the standards set forth by the Oregon Department of Education 581-021-0550): 

The definition of restraint includes: 

  • “Restraint” means the restriction of a student's actions or movement by holding the student or using pressure or other means.

The definition of seclusion includes:

  • “Seclusion” means the involuntary confinement of a student alone in a room from which the student is physically prevented from leaving. Seclusion includes, but is not limited to, the involuntary confinement of a student alone in a room with a closed door, whether the door is locked or unlocked.

2024-2025 Student Restraint Summary

Total Restraints in District

60

  

By Level:

  

By Program: 2

  

Elementary

55

Structured Skills Center

15

Middle 

4

PASS

10

High school

1

LE1

11

Post-secondary

0

LE2

6

 

Students Restrained by Demographic: 3

  

Restraints by Disability: 2

  

Student Count

38

Hearing Impairment

0

Hispanic or Latino

12

Autism Spectrum Disorder

17

American Indian or Alaska Native (includes Natives of North, South and Central America) 

0

Communication Disorder

0

Asian

1

Emotional Behavior Disorder

13

Black or African American

2

Specific Learning Disability

2

Native Hawaiian or Pacific Islander

1

Other Health Impaired

9

White

20

Intellectual Disability

0

Multiracial3

2

Developmental Delay

9

Students with Disabilities

34

Orthopedic Impairment

0

Students without Disabilities

4

No disability

4

Economically Disadvantaged 4

36

Restraints by Gender: 3

  

English Language Learners

5

Male

31

Students of Migrant Parents

0

Female

7
   

Non-Binary

0

 

Other Related Information:

  

Students restrained more than 10 times

0

Students restrained more than 15 times

0

Injuries to students during restraints 1

1

Injuries to staff during restraints 1

7

Restraints performed by untrained staff 2

14

 

1Data do not distinguish between injuries occurring during the event leading up to the restraint and injuries occurring during the restraint itself. 

2 Totals are included in “Total Restraints” and “Total Restraints by Level”

3 Students were counted only once, i.e. if a student’s identity is listed as Black or African American and white, they were only counted as multiracial.

4 Data is based on attendance at Title 1 schools vs. the individual student. 

2024-2025 Seclusion Summary

Total Seclusions in District: 0

The district has not had any instances of seclusion.

 

Restraint and Seclusion Review Analysis 2024-2025

 

Unique Findings / Concerns / Highlights:



 
  • 70% of the restraints occurred at specialized placements. Increase from previous year (64%)
  • 89% of the restraints occurred with students with disabilities, which is an increase from the previous year (84%)
  • 53% of students restrained identify as white, which is a decrease from the previous year (59%)
  • 92% of restraints occur in elementary schools

Actions Already Taken:
  • Six coaches trained as trainers for Mandt (Intervention System with strong emphasis on prevention/de-escalation)
  • Ongoing Mandt training for special education licensed and classified staff
  • Ongoing training for Mandt-trained staff on required documentation procedures for restraints and seclusions to ensure data is reliable each year.
  • Mandt Pad & Shield training for staff who support students who engage in high-intensity physical aggression or self-injurious behaviors.
  • Continuation of the Behavior Social Team (7 licensed and 5 classified) to support students
  • Processes in place for building teams to receive support from BST coaches and Specialized Placements as necessary
  • Continuation of four PASS classrooms at the K-12 levels (two elementary, one middle school, and one high school)
  • MTSS - building-level teams reviewing data
  • Standardized FBA/BIP development procedures to align the work of general education counselors and special education staff.  
  • Standardized Safety/Crisis Plan development procedures 
  • Regular training for staff responsible for composing FBAs, BIPs, Brief Behavior Analysis, and crisis safety plans 
  • Prevention/de-escalation strategies provided to all staff

Recommendations:
  • Ongoing Professional Development
    • Ongoing training in relation to reporting and debriefing physical restraints/seclusion (additional slides for Mandt training will be included to review these requirements).
    • Prevention/de-escalation strategies in alignment with Mandt practices
    • Implementation of Social Emotional Curriculum / TSEL
    • Data review with an understanding of disproportionality
    • Ongoing across department training for staff who write brief behavior analysis and behavior intervention plans
  • Support for building administrators in implementing MTSS plans that include:
    • Inclusive practices/strategies for students with behavior
    • Equitable and culturally responsive practices with disability awareness in all staff trainings/professional development to impact the disproportionality
  • Implement fidelity checks for BIPs at the building level.