Iowa

“Mechanical restraint” means the use of a device as a means of restricting a student’s freedom of movement. “Mechanical restraint” does not mean a device used by trained school personnel, or used by a student, for the specific and approved therapeutic or safety purposes for which such a device was designed and, if applicable, prescribed, including restraints for medical immobilization, adaptive devices or mechanical supports used to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports, and vehicle safety restraints when used as intended during the transport of a student in a moving vehicle.

“Physical restraint” means a personal restriction that immobilizes or reduces the ability of a child to move the child’s arms, legs, body, or head freely. “Physical restraint” does not mean a technique used by trained school personnel, or used by a student, for the specific and approved therapeutic or safety purposes for which such a technique was designed and, if applicable, prescribed. “Physical restraint” does not include instructional strategies, such as physically guiding Reasonable and Necessary Force: That force “and no more” which a reasonable person would judge to be necessary in that situation, that is not intended to cause pain, and that does not go beyond the amount or time required.

It does not define it for schools

Timeout is a set of procedures that can be used to reduce inappropriate student 2 — Using Timeout in an Effective and Ethical Manner behavior as a result of the student being denied access to the opportunity to receive reinforcement for a fixed period of time. Examples of reinforcement in the classroom that may be withdrawn through the use of timeout include (but are not limited to) peer attention, adult attention, participation in activities, and the earning of points or awards. Common uses of timeout procedures in schools include withholding for a period of time a student’s opportunity to participate in play activities (e.g. recess) and/or having a student remove him/herself from the classroom group activity for a period of time

“Seclusion” means the involuntary confinement of a child in a seclusion room or area from which the child is prevented or prohibited from leaving; however, preventing a child from leaving a classroom or school building is not considered seclusion. “Seclusion” does not include instances when a school employee is present within the room and providing services to the child, such as crisis intervention or instruction. “Seclusion room” means a room, area, or enclosure, whether within or outside the classroom, used for seclusion.Reasonable and Necessary Force: That force “and no more” which a reasonable person would judge to be necessary in that situation, that is not intended to cause pain, and that does not go beyond the amount or time required.

“Corporal punishment” means the intentional physical punishment of a student. “Corporal punishment” includes the use of unreasonable or unnecessary physical force, or physical contact made with the intent to harm or cause pain.

281—103.9(256B,280) Seclusion room requirements. Schools must meet the following standards for the structural and physical requirements for rooms used for seclusion: 103.9(1) The room meets and complies with all applicable building, fire, safety, and health codes and standards and with the other provisions of this rule. 103.9(2) The dimensions of the room are of adequate width, length, and height to allow the student to move about and recline safely and comfortably, considering the age, size, and physical and mental condition of the student being secluded. The interior of the room is to be no less than 56 square feet, and the distance between opposing walls is to be no less than 7 feet across. 103.9(3) The room is not isolated from school employees or the facility. 103.9(4) Any wall that is part of the room is part of the structural integrity of the room (not freestanding cells or portable units attached to the existing wall or floor). 103.9(5) The room provides a means of continuous visual and auditory monitoring of the student. 103.9(6) The room is adequately lighted with switches to control lighting located outside the room. 103.9(7) The room is adequately ventilated with switches to control fans or other ventilation devices located outside the room. 103.9(8) The room maintains a temperature within the normal human comfort range and consistent with the rest of the building with temperature controls located outside of the room. 103.9(9) The room is clean and free of objects and fixtures that could be potentially dangerous to a student, including protruding, exposed, or sharp objects, exposed pipes, electrical wiring, or other objects in the room that could be used by students to harm themselves or to climb up a wall. 103.9(10) The room contains no free-standing furniture. 103.9(11) The room is constructed of materials safe for its intended use, including wall and floor coverings designed to prevent injury to the student. Interior finish of the seclusion room will comply with the state and local building and fire codes and standards. 103.9(12) Doors will open outward. The door will not be fitted with a lock unless it releases automatically when not physically held in the locked position by personnel on the outside of the door and permits the door to be opened from the inside. Doors, when fully open, do not reduce the required corridor width by more than seven inches. Doors in any position do not reduce the required width by more than one-half. 103.9(13) The room is able to be opened from the inside immediately upon the release of a security mechanism held in place by constant human contact. 103.9(14) Windows, if any, are transparent and made of unbreakable or shatterproof glass or plastic. 103.9(15) By July 1, 2021, schools will consult with appropriate state and local building, fire, safety, and health officials to ensure the room complies with all applicable codes and standards (for example, heating, ventilation, lighting, accessibility, dimensions, access, entry and exit, fire suppression, etc.), and maintain documentation of such consultation and compliance and approval. 103.9(16) Assuming approval pursuant to subrule 103.9(15), a school may continue to use a room that otherwise complies with this rule but for subrule 103.9(2) for a period of five years from January 20, 2021, or whenever the portion of the school containing the room is renovated or remodeled, whichever occurs first.

Reasonable and necessary force—use of physical restraint or seclusion. 103.7(1) Physical restraint or seclusion is reasonable and necessary only: To prevent or terminate an imminent threat of bodily injury to the student or others; or to prevent serious damage to property of significant monetary value or significant nonmonetary value or importance; or when the student’s actions seriously disrupt the learning environment or when physical restraint or seclusion is necessary to ensure the safety of the student and others; and when less restrictive alternatives to seclusion or physical restraint would not be effective, would not be feasible under the circumstances, or have failed in preventing or terminating the imminent threat or behavior; and when the physical restraint or seclusion complies with all the rules of this chapter. Physical force is allowed if it is necessary and within reason. “Reasonable” and “necessary” are judged by: Size and physical, mental, and psychological condition of the student; the context of the event (necessity); the method used to apply physical force; the extent of injury to the student (if any, including mental and psychological injury); and employee motivation for using physical force.

Ban on corporal punishment and prone and mechanical restraints. An employee shall not inflict, or cause to be inflicted, corporal punishment upon a student or use prone restraints or mechanical restraints upon a student.

It does not mention this for schools

Reasonable and necessary force—use of physical restraint or seclusion. 103.7(1) Physical restraint or seclusion is reasonable and necessary only: To prevent or terminate an imminent threat of bodily injury to the student or others; or to prevent serious damage to property of significant monetary value or significant nonmonetary value or importance; or when the student’s actions seriously disrupt the learning environment or when physical restraint or seclusion is necessary to ensure the safety of the student and others; and when less restrictive alternatives to seclusion or physical restraint would not be effective, would not be feasible under the circumstances, or have failed in preventing or terminating the imminent threat or behavior; and when the physical restraint or seclusion complies with all the rules of this chapter.

Ban on corporal punishment and prone and mechanical restraints. An employee shall not inflict, or cause to be inflicted, corporal punishment upon a student or use prone restraints or mechanical restraints upon a student.

The use of timeout procedures may be appropriate with particular students in your classroom, given that its use is paired with both prevention and teaching approaches associated with the PBS approach. Before consideration is given to using timeout as a reductive technique for the problem, behavior practitioners should consider the broader context in which the behavior occurs. As student behavior is communicative in nature, there are a series of considerations to entertain when employing reductive procedures such as timeout.

The time and manner by which the school notified the student’s parent of the use of physical restraint or seclusion, including why it was not possible to attempt to give notice within the time specified by paragraph 103.7(2)“b.” Schools must provide the student’s parent with a written copy of the report by the end of the third school day following the occurrence. The report will be accompanied by a letter inviting the parent to participate in a debriefing meeting, if necessary under subrule 103.8(3), to be held within five school days of the day the report and letter are mailed to or provided to the parent. The letter will include the date, time and place of the meeting and the names and titles of employees and other individuals who will attend the meeting. The parent may elect to receive the report and the letter via electronic mail or facsimile or by obtaining a copy at the school. If the parent does not provide instructions to the school or enter into an agreement with the school for alternate dates and methods of delivery, the school must mail the letter and report to the parent by first-class mail, postage prepaid, postmarked by end of the third school day after the occurrence.

A school will attempt to notify the student’s parent using the school’s emergency contact system as soon as practicable after the situation is under control, but no later than one hour or the end of the school day, whichever occurs first.

103.8(2) Documentation and reporting. Schools must maintain documentation for each occurrence of physical restraint and seclusion. Documentation will contain at least the following information: The name of the student; the names and job titles of employees who observed, implemented, or were involved in administering or monitoring the use of seclusion or physical restraints, including the administrator or individual who approved continuation of the seclusion or physical restraint pursuant to subparagraph 103.7(2)“c”(2); the date of the occurrence; the beginning and ending times of the occurrence; the date the employees who observed, implemented, or were involved in administering or monitoring the use of seclusion or physical restraints last completed training necessary under subrule 103.8(1); a description of the actions of the student before, during, and after the seclusion or physical restraint; a description of the actions of the employee(s) involved before, during, and after the seclusion or physical restraint, including the use of a nonapproved restraint (subparagraph 103.7(2)“c”(5)) or the use of other than a designated seclusion room (paragraph 103.7(2)“d”); documentation of approvals for continuation of the seclusion or physical restraint period generated in accordance with subrule 103.7(2), including why it was not possible to obtain approval; a description of the less restrictive means attempted as alternatives to seclusion or physical restraint; a description of any injuries, whether to the student or others, and any property damage; a description of future approaches to address the student’s behavior, including any consequences or disciplinary actions that may be imposed on the student; and the time and manner by which the school notified the student’s parent of the use of physical restraint or seclusion, including why it was not possible to attempt to give notice within the time specified by paragraph 103.7(2)“b.”

Schools must complete the debriefing report and provide a copy of the report to the parent of the student within three school days of the debriefing meeting. The parent may elect to receive the report via electronic mail, or facsimile, or by obtaining a copy at the school. If the parent does not provide instructions to the school or enter into an agreement with the school for alternate dates and methods of delivery, the school must mail the debriefing report to the parent by first-class mail, postage prepaid, postmarked no later than three school days after the debriefing meeting.

Reporting to department. Schools will report to the Iowa department of education, in a manner prescribed by the department, an annual count of all instances of seclusion or restraint, an annual count of the number of students who were subjected to seclusion or restraint, and any other data required for the department to implement the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, Public Law 114-95, as of February 7, 2024.

Annually not otherwise specified

https://educate.iowa.gov/pk-12/data/education-statistics#student-behavior

The rules apply to employees of local public school districts, Area Education Agencies (AEAs), accredited private schools, and all of the children these employees serve regardless of the child’s age, disability or other factors. School boards or AEAs may adopt their own policies, but only if they exceed the minimum requirements of Iowa’s Chapter 103 rules

103.8(256B,280) Training, documentation, debriefing, and reporting requirements. 103.8(1) Training. An employee must receive training prior to using any form of physical restraint or seclusion. Training will cover the following topics: The rules of this chapter; the school’s specific policies and procedures regarding the rules of this chapter; student and staff debriefing requirements; positive behavior interventions and supports, and evidence-based approaches to student discipline and classroom management; research-based alternatives to physical restraint and seclusion; crisis prevention, crisis intervention, and crisis de-escalation techniques; duties and responsibilities of school resource officers and other responders, and the techniques, strategies and procedures used by responders; and safe and effective use of physical restraint and seclusion.