HCPSS MPIA Request #2022-095

1) Please provide all the restraint and seclusion survey data for SY 2020-2021 that was provided by HCPSS to MSDE and summarized in their annual restraint and seclusion report (https://endseclusion.org/wp-content/uploads/2022/02/ED7-1102_2021.pdf)

The questions in that survey are listed below:

Question 2. Respondent Information: ● Name ● Title ● Department or Division ● Email Address ● Phone

Please respond to all questions below regarding physical restraint for your school system, public agency, or nonpublic school for the 2020-2021 school year.

Question 3. Provide the total number of physical restraint incidents (Note: There may be multiple incidents per student):

Question 4. Provide the total number of students (unduplicated count) who were physically restrained: Question 5. Provide the number of physical restraint incidents for students with an Individualized Educational Program (IEP): 2021 Physical Restraint and Seclusion Report

Question 6. Provide the number of physical restraint incidents that involved students with the following special education disabilities: ● Autism ● Hearing Impairment ● Deaf/Blind ● Developmental Delay ● Emotional Disturbance ● Intellectual Disability ● Multiple Disability ● Orthopedic Impairment ● Other Health Impairment ● Specific Learning Disability ● Speech/Language Impairment ● Traumatic Brain Injury ● Visual Impairment ● Deaf

Question 7. Provide the number of physical restraint incidents that involved students in the following placements: ● General Education ● Special Education Question

8. Provide the number of physical restraint incidents for students by race/ethnicity: ● White ● African American ● Asian ● American Indian/Alaskan ● Native Hawaiian/Pacific Islander ● Hispanic ● Two or More Races Question

9. Provide the number of physical restraint incidents for students by gender: ● Male ● Female ● Transgender Question

10. Provide the number of physical restraint incidents for students by the age bands provided (these are the age bands used in the annual report): ● 3 years - 4 years old ● 5 years - 10 years old ● 11 years - 13 years old ● 14 years - 18 years old ● 19 years - 21 years old

Please respond below regarding seclusion for your school system, public agency, or nonpublic school for the 2020-2021 school year.

Question 11. Does your local school system, public agency, or nonpublic school allow for the use of seclusion as a practice?

Question 12. Provide the total number of seclusion incidents (Note: There may be multiple incidents per student):

Question 13. Provide the total number of students (unduplicated count) who were secluded:
Question 14. Provide the number of seclusion incidents involving students with an Individualized Education Program (IEP):

Question 15. Provide the number seclusion incidents involving students with the following special education disabilities: ● Autism ● Hearing Impairment ● Deaf/Blind ● Developmental Delay ● Emotional Disturbance ● Intellectual Disability ● Multiple Disability ● Orthopedic Impairment ● Other Health Impairment ● Specific Learning Disability ● Speech/Language Impairment ● Traumatic Brain Injury ● Visual Impairment ● Deaf Question

16. Provide the number of seclusion incidents involving students in the following placements: General Education Special Education Question

17. Provide the number of seclusion incidents for students by race/ethnicity:
● White ● African American ● Asian ● American Indian/Alaskan ● Hawaiian/Pacific Islander ● Hispanic ● Two or More Races Question

18. Provide the number of seclusion incidents for students by gender: ● Male ● Female ● Transgender

Question 19. Provide the number of seclusion incidents for students by age (these are the age bands used in the annual report): ● 3 years - 4 years old ● 5 years - 10 years old ● 11 years - 13 years old ● 14 years - 18 years old ● 19 years - 21 years old

Question 20. Has an individual from the local school system, public agency or nonpublic school observed each seclusion room during the 2020-2021 school year? ● Yes ● No

Question 21. Provide the name(s) and title(s) of the individual(s) who conducted the observation of the seclusion room(s): ● Name ● Title ● Email

Question 22. Please describe findings as a result of the observation of the seclusion room(s) during the 2020-2021 school year:

Question 23. Has an individual from the local school system, public agency, or nonpublic school reviewed the training plan(s) for seclusion in the 2020-2021 school year? ● Yes ● No

Question 24. Provide the name and title of the individual who reviewed the training plan(s) for seclusion during the 2020-2021 school year: ● Name ● Title ● Email

Question 25. Please describe findings as a result of the review of the training plan(s) for seclusion during the 2020-2021 school year:

Question 26. If your local school system, public agency, or nonpublic school did not observe seclusion room(s) and/or review training plan(s) for the 2020-2021 school year, explain why.

Question 27. How many hours of training were required for personnel to be considered authorized to perform as a school-wide resource, or to be authorized to perform physical restraint and/or seclusion in the 2020-2021 school year? Please elaborate upon different hourly requirements (first time trained personnel, annual updates for previously trained personnel) within the comment box.

Question 28. Indicate what content related to physical restraint and/or seclusion was included in professional development provided to school personnel who are considered authorized to perform as a school-wide resource, or who are authorized to perform physical restraint and/or seclusion in the 2020- 2021 school year (check all that apply): ● Positive Behavior Interventions, Strategies, and Supports ● System Level Policy and Procedures Related to the Use of Physical Restraint and Seclusion ● Functional Behavior Assessment ● Trauma Informed Intervention ● Evidence-Based Crisis Prevention and Intervention Training (e.g., CPI) Program ● Use of Seclusion ● CPR/First Aid ● Life Space Crisis Intervention ● Ukeru Training ● Applied Behavior Analysis ● Therapeutic Aggression Control Techniques (TACT2) ● Other (please specify)

Question 29. On average, how many unique professional development events related to physical restraint and/or seclusion were personnel required to participate in during the 2020-2021 school year? ● 1 event ● 2 events ● 3 events ● 4 events ● 5 events ● 6 or more events

Question 30. On average, what was the duration for each professional development event that occurred in the 2020-2021 school year? ● 1 hour per event ● 2 hours per event ● 3 hours per event ● 4 hours per event ● 5 hours per event ● 6 or more hours per event

Question 31. Indicate the position(s) held by those who conducted the professional development event(s) in the 2020-2021 school year: ● School Administrator ● System Administrator ● Special Education Teacher 2021 Physical Restraint and Seclusion Report December 2021 Legislative Report Maryland State Department of Education | 37 ● General Education Teacher ● School Counselor ● School Psychologist ● Behavior Therapist ● School Based Social Worker ● Mental Health Support Person ● Consultant (e.g., from an External Agency/Organization) ● Other (please specify)

Question 32. Enter the number of individuals in your local school system, public agency, or nonpublic school who received professional development related to physical restraint and/or seclusion in the 2020-2021 school year:

Question 33. Indicate what types of positions were held by the individuals that received training during the 2020-2021 school year: ● School Administrator ● Special Education Teacher ● General Education Teacher ● School Counselor ● School Psychologist ● Teaching Assistant ● School Resource Officer ● Behavior Therapist ● Mental Health Support Person ● School-Based Social Worker ● Other (please specify)

Questions 34-36. Please upload artifacts as evidence of professional development content from the 2020- 2021 school year. (Files may be uploaded as a PDF or Word Document.)

Questions 37-38. Upload your current Physical Restraint and Seclusion Policies and/or Guidelines. (Document must be either a PDF or Word Document.)

Question 39. Upload the signed Physical Restraint and Seclusion Data Collection Certification Statement here (public school systems only). (Document must be either a PDF or Word Document.)

2. Please provide a copy of the signed Data Collection Certification Statement referenced in Question 39.

3. The distribution of both restraint events and seclusion events by race/ethnicity for Howard county SY 2020-2021 are highly atypical, as compared to other Maryland counties and as compared to data from Howard County in previous years. (for physical restraints, the counts were 8,4,95,and 30 for white, Hispanic, Black, and Asian children respectively, and for seclusion the counts were 29,59, and 73 for white, Black and Asian children, respectively.) No other county in Maryland reported more than 4 restraints events of Asian children, and only one other county in Maryland reported any seclusion of Asian children (Montgomery County reported a single seclusion event of an Asian child). Can you verify these event counts? Please provide the number of children who were restrained one or more times in SY 2020-2021 tabulated by race/ethnicity, and the number of children who were secluded one or more times in SY 2020-2021 tabulated by race/ethnicity. These counts will be required and made public as part of the data collection for the Department of Education’s Office of Civil Rights so they should be readily available, and they should not need to be masked due to low counts, as OCR does not mask low counts in its data releases.