Students will be treated with dignity and respect and student behavior will be promoted and taught by all teachers and staff. The school will use prevention, positive behavior intervention
and support, and conflict de-escalation to eliminate and minimize the need for seclusion, chemical restraint, mechanical restraint, physical restraint.

A student will not be subject to seclusion or restraint unless the student’s behavior poses an imminent risk of injury to the student or others. It will be used as a last resort safety procedure, employed only after another, less restrictive procedure has been implemented without success; and will only be used only for a short time period, or until the imminent risk of injury has passed. Staff will follow protocol consistent with any students who have an IEP or behavior intervention plan.

As soon as possible after any use of seclusion or restraint, the student’s parent or guardian will be informed and provided with a detailed account of the incident, including the circumstances that led to the use of seclusion or restraint along with a copy of the incident report. However, significant violations of the law, including assaults on students and staff, will be reported to the police by the principal. All incidences will be put into a report and documented in the school’s SIS program, Jupiter to keep on file. This will then be printed and added to the student file.

Staff will follow their yearly trainings and will take a proactive approach to discipline by utilizing warnings, calling parent/guardian, and or referring the student to the principal. This will include the use of alternatives to physical restraint and seclusion, including positive behavioral intervention and support and conflict de-escalation. Training will also include the safe use of physical restraint and seclusion in incidents where serious harm could occur with another student, staff member, or others.

The restraint and seclusion plan will be posted on the school’s website for parents and public reference. Any incidences of restraint and seclusion will be updated in the school’s yearly performance report. ISAA will accept and review all reports from the public and make recommendations to the department of any suggested actions that may need to be taken.

These steps are used as a framework for positive behavior support. Depending upon the particular circumstance, teachers and staff may invoke one or more of these steps, without having first invoked the prior steps.

Ultimately, it is the Principal’s responsibility to keep things orderly. In all cases, the school shall attempt to make discipline prompt and equitable and to have the consequences match the severity of the incident.

The International Soccer Academy of America follows all legal standards listed below:

IC 20-20-40-14Adoption of restraint and seclusion plan; submission of plans

Sec. 14. (a) A school corporation or state accredited nonpublic school shall adopt a restraint and seclusion plan that incorporates, at a minimum, the elements of the model plan developed under section 13 of this chapter. The school corporation’s or state accredited nonpublic school’s plan must become effective not later than July 1, 2014.

(b) The department has the authority to require schools to submit plans developed in accordance with section 13 of this chapter.
As added by P.L.122-2013, SEC.1. Amended by P.L.227-2017, SEC.5; P.L.92-2020, SEC.23.

2019 Indiana Code 20-20-40-13 Duties of commission

(a) The commission has the following duties:

• (1) To adopt rules concerning the following:

• (A) The use of restraint and seclusion in a school corporation or an accredited nonpublic school, with an

  emphasis on eliminating or minimizing the use of restraint and seclusion.

• (B) The prevention of the use of types of restraint or seclusion that may harm a student, a school employee,

  a school volunteer, or the educational environment of the school.

• (C) Requirements for notifying parents.

• (D) Training regarding the use of restraint and seclusion, including the frequency of training and what

  employees must be trained.

• (E) The distribution of the seclusion and restraint policy to parents and the public.

• (F) Requirements for the reporting of incidents of restraint and seclusion in the annual school performance

  report, including incidents of restraint and seclusion involving school resource officers (as defined in IC

  20-26-18.2-1).

• (G) Circumstances that may require more timely incident reporting and the requirements for such

  reporting.

• (2) To develop, maintain, and revise a model restraint and seclusion plan for schools that includes the

  following elements:

• (A) A statement on how students will be treated with dignity and respect and how appropriate student

  behavior will be promoted and taught.

• (B) A statement ensuring that the school will use prevention, positive behavior intervention and support,

  and conflict deescalation to eliminate or minimize the need for use of any of the following:

• (i) Seclusion.

• (ii) Chemical restraint.

• (iii) Mechanical restraint.

• (iv) Physical restraint.

• (C) A statement ensuring that any behavioral intervention used will be consistent with the student’s most

  current behavioral intervention plan, or individualized education program, if applicable.

• (D) Definitions for restraint and seclusion, as defined in this chapter.

• (E) A statement ensuring that if a procedure listed in clause (B) is used, the procedure will be used:

• (i) as a last resort safety procedure, employed only after another, less restrictive procedure has been implemented without success; and

• (ii) in a situation in which there is an imminent risk of injury to the student, other students, school employees, or visitors to the school.

• (F) An indication that restraint or seclusion may be used only for a short time period, or until the imminent risk of injury has passed.

• (G) A documentation and recording requirement governing instances in which procedures listed in clause (B) are used, including:

• (i) how every incident will be documented and debriefed;

• (ii) how responsibilities will be assigned to designated employees for evaluation and oversight; and

• (iii) designation of a school employee to be the keeper of such documents.

• (H) A requirement that the student’s parent must be notified as soon as possible when an incident involving

  the student occurs that includes use of procedures listed in clause (B).

• (I) A requirement that a copy of an incident report must be sent to the student’s parent after the student is

  subject to a procedure listed in clause (B).

• (J) Required recurrent training for appropriate school employees on the appropriate use of effective

  alternatives to physical restraint and seclusion, including the use of positive behavioral intervention and support and conflict deescalation. The training must include the safe use of physical restraint and seclusion in incidents involving imminent danger or serious harm to the student, school employees, or others. Consideration must be given to available school resources and the time commitments of school employees.

• (3) To accept and review reports from the public and make nonbinding recommendations to the department of any suggested action to be taken.

  (b) The model policy developed by the commission must take into consideration that implementation and reporting requirements for accredited nonpublic schools may vary, and the model plan must provide accredited nonpublic schools flexibility with regards to accountability under and implementation of the plan adopted by an accredited nonpublic school under section 14 [IC 20-20-40-14] of this chapter.

  IC 20-26-18.2-1

  “School resource officer”
  Sec. 1. (a) As used in this chapter, “school resource officer” means an individual who:
  (1) has completed the training described in subsection (b); and (2) is employed by or assigned to one (1) or more school corporations or charter schools to:
  (A) assist the school safety specialist with the development and implementation of the school safety plan as provided in section 2 of this chapter; and
  (B) carry out any additional responsibilities assigned to the school resource officer under the employment engagement, contract, or memorandum of understanding and to:
  (i) protect against outside threats to the physical safety of students;
  (ii) prevent unauthorized access to school property; and (iii) secure schools against violence and natural disasters. (b) Before being appointed as a school resource officer, an individual must have:
  (1) successfully completed the minimum training requirements established for law enforcement officers under IC 5- 2-1-9; and (2) received at least forty (40) hours of certified school resource officer training through:
  (A) the Indiana law enforcement training board established by IC 5-2-1-3;
  (B) the National Association of School Resource Officers; (C) a certified school resource officer instructor; or
  (D) another organization that offers certified instruction to
  school resource officers.
  (c) Certified training described in subsection (b)(2) must include
  instruction regarding skills, tactics, and strategies necessary to address the special nature of:
  (1) school campuses; and
  (2) school building security needs and characteristics.