SB468: Bill Text

SB468,4,18 (b) A behavioral intervention plan prepared under this subsection shall include all of the following:

SB468,4,21 1. Baseline information about the behaviors of the child that are of a type described in par. (a) 1. to 3. obtained through the functional behavioral assessment conducted under sub. (2).

SB468,4,23 2. Intervention strategies to be used to minimize the occurrence of each behavior identified in subd. 1.

SB468,4,25 3. Recommendations for teaching and reinforcing appropriate alternative and adaptive behaviors.

SB468,5,4 4. Criteria to determine the effectiveness of the interventions under subd. 2. and the alternative and adaptive behaviors under subd. 3. The criteria under this subdivision shall measure the frequency, duration, and intensity of each behavior identified under subd. 1.

SB468,5,9 5. A schedule for monitoring and reporting on the implementation and effectiveness of the plan prepared under this subsection. The monitoring required under this subdivision shall identify any indirect or collateral effects of the use of aversive interventions on the child with a disability, including increases in aggressive or escape behaviors, health-related effects, and emotional reactions.

SB468,5,18 (c) A behavioral intervention plan may authorize the use of physical restraint or timeout on a child with a disability consistent with the requirements under s. 118.305 if the child's parent consents in writing as provided under this paragraph. The local educational agency shall provide the parent with a copy of the written consent and shall retain the original written consent in its records for the child. Consent under this paragraph is valid for 12 months beginning on the date on which consent is given unless withdrawn by the parent of the child. A parent may withdraw consent at any time for any reason. To obtain consent under this paragraph, the local educational agency shall do all of the following:

SB468,5,20 1. Provide the parent with specific, complete, and accurate information in the parent's native language about all of the following:

SB468,5,21 a. The purposes for which the physical restraint or timeout will be used.

SB468,5,22 b. The manner in which physical restraint or timeout may be administered.

SB468,5,24 c. Any expected side effects or risks of side effects from the use of physical restraint or timeout.

SB468,6,2 d. Alternative behavioral management techniques that may be used prior to or instead of physical restraint or timeout.

SB468,6,4 e. Any possible or probable consequences of withholding consent to use physical restraint or timeout.

SB468,6,6 f. The period for which consent is effective and the fact that the parent may withdraw consent at any time for any reason.

SB468,6,8 2. Provide the parent with a description, in the parent's native language, of each physical restraint that may be used.

SB468,6,9 3. Provide the parent with an opportunity to see and enter the timeout room.

SB468,6,12 4. Provide the parent with sufficient time, but at least 24 hours, to review and consider the information presented under subds. 1. to 3. and to ask questions before requesting the parent to give consent.

SB468,6,18 (2) Functional behavioral assessment. (a) The local educational agency shall arrange for a functional behavioral assessment to be conducted for each child with a disability for whom a behavior intervention plan is required under sub. (1). The functional behavioral assessment shall establish a baseline measure of the child's behaviors that are of a type described in sub. (1) (a) 1. to 3. and shall contain all of the following information:

SB468,6,19 1. A description of each behavior in concrete terms.

SB468,6,22 2. The frequency and duration of each behavior described in subd. 1. and the manner in which the behavior changes in intensity over the course of the day or with changes in variables including the child's activity or setting or the presence of others.

SB468,6,24 3. An identification of the significant factors, including contextual, cognitive, and affective factors that contribute to each behavior described in subd. 1.

SB468,7,6 4. A hypothesis describing the purpose the behavior described in subd. 1. serves for the child, the conditions under which the behavior described in subd. 1. usually occurs, and the probable actions or inactions of others that serve to perpetuate the behavior, provided in sufficient detail that the hypothesis may form the basis for recommendations to be included in a behavioral intervention plan prepared under sub. (1).

SB468,7,11 (b) A functional behavioral assessment conducted under this section shall be based on multiple sources of data, including information obtained from direct observation of the child with a disability by the child's teachers and related service providers, information obtained from the child, the child's parent, and any relevant community treatment providers of the child, and a review of the child's pupil records.

SB468, s. 5 Section 5. 115.787 (2) (i) of the statutes is created to read:

SB468,7,13 115.787 (2) (i) If required under s. 115.7825, a behavioral intervention plan.

SB468, s. 6 Section 6. 115.797 (1) (a) of the statutes is amended to read:

SB468,7,21 115.797 (1) (a) "Dispute" means any disagreement between parties concerning the proposal or refusal to initiate or change the evaluation, individualized education program or educational placement of a child with a disability or the provision of a free appropriate public education to or the use of physical restraint or timeout on such a child. "Dispute" includes any such disagreement between parties that arises before the filing of a request for a hearing under s. 115.80 or in which other processes, including a hearing under s. 115.80 or litigation, have been requested or commenced.

SB468, s. 7 Section 7. 115.80 (1) (a) 1m. of the statutes is created to read:

SB468,8,5 115.80 (1) (a) 1m. A parent, or the attorney representing the child, may file a written request for a hearing within one year after the parent learns of the use by the local educational agency of physical restraint or timeout on the parent's child, except that, if the local educational agency has not previously provided the parent or the attorney representing the child with notice of the right to request a hearing under this subdivision, he or she may file a request under this subdivision within one year after the local educational agency provides the notice. The division shall develop a model form to assist parents in filing a request under this subdivision.

SB468, s. 8 Section 8. 115.80 (1) (a) 2. of the statutes is amended to read:

SB468,8,13 115.80 (1) (a) 2. The parent, or the attorney representing the child, shall include in the request under subd. 1. or 1m. the name of the child, the address of the residence of the child, the name of the school the child is attending, a description of the nature of the problem of the child relating to the proposed or refused initiation or change or the use of physical restraint or timeout, including facts relating to the problem, and a proposed resolution of the problem to the extent known and available to the parents at the time.

SB468, s. 9 Section 9. 115.80 (2m) (a) of the statutes is amended to read:

SB468,8,21 115.80 (2m) (a) Except as provided in par. (c), within 15 days of receiving a request for a hearing under sub. (1) (a) 1. or 1m. and before the hearing is conducted, the local educational agency shall convene a meeting with the child's parents and the relevant members of the individualized education program team who have specific knowledge of the facts identified in the hearing request. At the meeting, the child's parents shall discuss the hearing request and the facts that form the basis of the request and the local educational agency may resolve the issues.

SB468, s. 10 Section 10. 115.80 (2m) (e) of the statutes is amended to read:

SB468,9,2 115.80 (2m) (e) If the local educational agency does not resolve the issues presented by the hearing request to the satisfaction of the child's parents within 30 days of receipt of the request, the hearing requested under sub. (1) (a) 1. or 1m. may occur.

SB468, s. 11 Section 11. 118.305 of the statutes is created to read:

SB468,9,5 118.305 Use of positive behavioral interventions and supports and aversive interventions. (1) Definitions. In this section:

SB468,9,8 (a) "Aversive intervention" means deliberate action, including physical restraint, seclusion, and timeout, taken by a school employee to establish a negative association between certain behaviors and the deliberate action.

SB468,9,10 (b) "Behavioral intervention plan" means a plan developed under s. 115.7825 (1).

SB468,9,11 (c) "Child" has the meaning given in s. 115.76 (3).

SB468,9,12 (d) "Child with a disability" has the meaning given in s. 115.76 (5).

SB468,9,19 (e) "Emergency" means a situation in which it is necessary to control a pupil's spontaneous or unpredictable behavior when that behavior poses a clear and present danger of serious physical harm to the pupil or to others and cannot be immediately controlled by a less restrictive technique than the one used by a school employee certified under sub. (4) (c). "Emergency" does not include a situation in which a pupil uses profanity or threatens physical harm to himself or herself or others unless the pupil demonstrates a means of carrying out the threat.

SB468,9,21 (f) "High degree of negligence" means criminal negligence, as defined in s. 939.25 (1).

SB468,9,22 (g) "Individualized education program" has the meaning given in s. 115.76 (9).

SB468,9,23 (h) "Local educational agency" has the meaning given in s. 115.76 (10).

SB468,9,25 (i) "Mechanical restraint" means a device that restricts a pupil's freedom of movement or normal access to a portion of his or her body and that the pupil cannot easily remove. "Mechanical restraint" does not include a protective or stabilizing device that is prescribed by a health care professional for a child with a disability in accordance with the child's individualized education program.

SB468,10,4 (j) "Parent" has the meaning given in s. 115.76 (12).

SB468,10,9 (k) "Physical restraint" means a restriction imposed by a person that immobilizes or reduces the ability of a pupil to freely move his or her arms, legs, or head. "Physical restraint" does not include briefly holding a pupil to calm or comfort the pupil, holding a pupil's hand or arm to escort the pupil safely from one area to another, or intervening in a fight.

SB468,10,13 (L) "Positive behavioral interventions and supports" means a set of evidence-based practices used to organize teaching and learning environments and experiences for a pupil which facilitate the pupil's successful self-awareness, self-management, and engagement with others and with the learning process.

SB468,10,17 (m) "School" means a school operated by a school district, a charter school, a private school in which a child with a disability is enrolled as provided in s. 115.77 (1m) (d), a private school participating in the program under s. 119.23, and a school operated by a county children with disabilities education board.

SB468,10,18 (n) "School employee" includes a person who is under contract with a school.

SB468,10,20 (o) "Seclusion" means a behavioral control technique that involves placing a pupil in a setting from which the pupil is incapable of leaving.

SB468,10,23 (p) "Timeout" means a behavioral management technique administered by a school employee that involves the separation of a pupil from his or her class and the placement of the pupil in a timeout room.

SB468,10,25 (q) "Timeout room" means an enclosed setting, or other isolated area that is not a classroom, that is used for timeout and from which a pupil is capable of leaving.

SB468,11,5 (2) School-based resource on positive behavioral interventions and supports. (a) Each school shall identify at the beginning of each school year at least one school employee who shall serve as a school-based resource on positive behavioral interventions and supports. The employee identified under this paragraph shall do all of the following:

SB468,11,6 1. Maintain certification under sub. (4) (c).

SB468,11,7 2. Obtain certification under par. (b).

SB468,11,10 3. Assist other school employees to implement positive behavioral interventions and supports and safely and appropriately administer physical restraint and timeout in the manner authorized under this section.

SB468,11,18 (b) The department shall establish by rule an advanced, evidence-based training program to be completed by the school employees identified under par. (a). The department shall certify in writing a school employee who successfully completes the training program under this paragraph and demonstrates proficiency in the safe, effective, and appropriate use of each behavioral control technique addressed by the training program. The rules promulgated under this paragraph shall specify the period for which certification is valid and the requirements a person must satisfy to renew certification under this paragraph.

SB468,11,21 (3) Seclusion and use of certain substances prohibited; prohibited types and uses of physical and mechanical restraint. (a) No school employee may use seclusion on a pupil.

SB468,11,24 (b) No school employee may intentionally release noxious, toxic, caustic, or otherwise unpleasant substances near a pupil for the purpose of controlling or modifying the behavior of or punishing the pupil.

SB468,12,2 (c) No school employee may use physical restraint on a pupil if the physical restraint does any of the following:

SB468,12,3 1. Fails to give adequate attention and care to the pupil's head.

SB468,12,5 2. Places pressure or weight on, or causes the compression of, the chest, lungs, sternum, diaphragm, back, or abdomen of the pupil.

SB468,12,6 3. Obstructs the pupil's circulation or the ability of the pupil to breathe.

SB468,12,7 4. Intentionally causes pain.

SB468,12,8 5. Subjects the pupil to ridicule, humiliation, or emotional trauma.

SB468,12,14 (d) No school employee may use physical restraint or timeout to punish a pupil, for the convenience of the employee or another school employee, or because there is an insufficient number of school employees present to enable the use of less restrictive alternatives, and no school employee may threaten the use of physical restraint or timeout to obtain a pupil's cooperation or otherwise obtain control over a pupil's behavior.

SB468,12,15 (e) No school employee may use a mechanical restraint.

SB468,12,19 (4) Training and certification required for use of physical restraint or timeout. (a) No school employee may use physical restraint on a pupil or impose or supervise timeout unless that employee has been certified by the department under this subsection.

SB468,12,21 (b) The department shall establish by rule an evidence-based training program that includes instruction in all of the following:

SB468,12,24 1. Positive behavioral interventions and supports, alternatives to the use of physical restraint and timeout, and techniques for relationship building, the deescalation of problem behaviors, crisis prevention, and crisis intervention.

SB468,13,2 2. The safe, effective, and appropriate use of timeout, including instruction in all of the following:

SB468,13,3 a. How to identify an emergency that may indicate the need for timeout.

SB468,13,5 b. Methods for evaluating the risk or danger of physical harm in specific situations in order to determine whether timeout is warranted.

SB468,13,6 c. The effect of timeout on a pupil.

SB468,13,7 d. Reporting requirements when timeout is used.

SB468,13,9 e. Procedures for investigating and resolving complaints regarding the use of timeout.

SB468,13,11 3. The safe, effective, and appropriate administration of physical restraint, including instruction in all of the following:

SB468,13,13 a. How to identify an emergency that may indicate the need for the use of physical restraint.

SB468,13,15 b. Methods for evaluating the risk of harm in specific situations in order to determine whether the use of physical restraint is warranted.

SB468,13,16 c. The effects of the use of physical restraint on a pupil.

SB468,13,18 d. Methods for ensuring the safety of a pupil and any school employees involved in the use of physical restraint on a pupil.

SB468,13,19 e. Reporting requirements when physical restraint is used.

SB468,13,21 f. Procedures for investigating and resolving complaints regarding the use of physical restraint.

SB468,14,3 (c) The department shall issue a certificate to a person who successfully completes the training program required under this subsection and demonstrates proficiency in the safe, effective, and appropriate use of each behavioral control technique addressed by the training program. Certification under this subsection is valid for 24 months. The department shall renew the certification of any person who requests renewal and successfully recompletes the requirements for certification under this subsection.

SB468,14,7 (5) Use of physical restraint. (a) 1. Before any school employee may use physical restraint on any pupil, the school principal or his or her designee shall provide the pupil's parent with a description of any physical restraint that might be used.

SB468,14,9 2. The use of physical restraint shall require the presence of at least 2 school employees certified under sub. (4) (c).

SB468,14,13 (b) A school employee certified under sub. (4) (c) may, after reviewing and considering any known medical, developmental, or psychological limitations of a child with a disability, use physical restraint on that child in an emergency if both of the following apply: