Special Education

Child Search Policy

The Louisiana Department of Education requires that each district have policies and procedures in place to ensure that all students with disabilities residing in the State are identified, located, and evaluated. Through child search activities, children and youth needing special education services are identified, located, and evaluated.

Child Search Procedures

Child Search Responsibilities

The St. James Parish School District identifies, locates, and evaluates all students, birth through 21 years of age, suspected of having a disability and in need of special education and/or related services resigning within its jurisdiction.

The St. James Parish School District has established procedures that outline how the district will conduct Child Search activities and the ways it will ensure that ongoing identification activities aer conducted to identify, locate, and evaluate each student suspected of having a disability and in need of special education and/or related services.

Children addressed through Child Search activities include the following:

• Homeless, 
• Ward of the State, 
• In private schools, 
• Advancing from grade to grade, and
• Highly mobile and/or migrant

Bulletin 1508 §103 states:

• Students enrolled in an educational program operated by or under the jurisdiction of the St. James Parish School District
• Students enrolled in a private school program within the geographical jurisdiction of the St. James Parish School District
• Children enrolled in a public or private preschool or daycare program
• Children not enrolled in a school (excluding students who have graduated with a regular high school diploma), including pre-school aged children
• Students who are suspected of having exceptionality and in need of special education, even though they are advancing from grade to grade
• Students who are highly mobile, including migrant students
• Children who are transitioning out of Early Steps programs of continuing to have a disability and need special education services

Child Search Activities

Child Search applies to any student suspected of having a disability, birth through 21 years of age, and not currently receiving special education and/or related services. Child Search also applies to individuals who may be suspected of having a gifted and/or talented exceptionality.  

The St. James Parish School District completes the following Child Search activities: 

• Disseminates information to the public related to Child Search activities  
• Actively pursues the identification and location of eligible students by developing flyers, brochures, or other media to notify the public of Child Search activities  
• Identified one individual who will coordinate all Child Search activities and maintain documentation on those activities, the Pupil Appraisal Coordinator

In addition, the St. James Parish School District also completes the following: 

Early Intervention Services

See Preschool Screening and Referral Procedures  
Child Search screening will take place every 45 days, throughout the year, including during months when school is not in session.  

Infants and Toddlers Birth- 3 years of age

St. James Parish Child Search Coordinator (Pupil Appraisal Coordinator) will provide information about a referral to Early Steps for children birth- 2.9 years of age. Early Steps is responsible for identification and services up to the children's 3rd birthday.

If the child is 2.9 years of age and not receiving services through Early Steps, St. James Parish will take the referral, screen the child, and, if required, begin the evaluation process.

Preschool 3-5 years of age – Not attending a Parish school

If the child is not attending a Parish Preschool program but resides in the St. James Parish, the Parish will take the referral, screen the child, and, if required, begin the evaluation process. 

Birth-3 years of age  

• Disseminate flyers and brochures to local doctors' offices, hospitals, community centers, and early childhood programs.   
• Disseminate information to parents registering for preschool programs
• Attend Early Steps transition meetings and disseminate information to parents 
• Participate in inter-agency meetings and community activities
• Disseminate Renata D. notice to preschool and Head Start programs, including students enrolled in a public or private preschool or daycare program
• Post flyers, brochures, and posters in each school and central office within the district.   
• Train early childhood program staff on their child search duties and the district's policy and procedures.   
• Publicize early childhood screenings on the district's website. These will take place every 45 days, throughout the year, including during months when school is not in session.  

Kindergarten-12th Grade  

• Disseminate Renata D. notice to every student in the districts, and parochial schools within St.  James Parish's jurisdiction
• Publish a public service announcement detailing the Child Search activities with contact information in local newspapers twice per year.
• Disseminate Child Search flyers and brochures with contact information to local churches 
• Posts a public service announcement detailing the Child Search activities with contact information on the district's website 
• Publicize procedures for referring a student suspected of a disability during the months when school is not in session.  

Child Search for Students Attending a St. James Parish School

St. James Parish has a comprehensive Response to Intervention (RtI) system with written guidelines on making a referral to the School Building Level Committee (SBLC) when the team suspects a student may have a disability.   See the RtI Handbook for the referral process and procedures.  

St. James Parish has a written School Building Level Committee (SBLC) handbook that details what a person (parent, teacher, caregiver, etc.) should do if they have concerns about a student's academic, social, emotional, or behavioral needs and want to make a verbal or written request for assistance. The SBLC procedures are for all students attending a St. James Parish School (Head Start-12th Grade). The SBLC committee is responsible for arranging the help a student needs to succeed in school, including the possibility of a Section 504 Plan or an evaluation under Bulletin 1508 for special education services. If you suspect your child may have a disability that is impacting his/her educational performance, contact your child’s teacher and school principal.  

When school is not in session, a person with concerns about a student and suspects a disability may call the school office to speak with the assistant principal or principal about their problems. When the SBLC team returns to school, the team will contact the concerned individual and discuss their specific concerns. Contact will be made within the first 30 days of returning to school.   

Child Search Coordinator  

The St. James Parish School District has designated the Pupil Appraisal Coordinator as the Child Search Coordinator for the district, and this individual is responsible for the following:

• Collecting data on all Child Search referrals and ensuring the necessary steps are taken to address the student's needs
• Conducting all Child Search awareness activities
• Tracking data to ensure compliance with LDOE requirements. All data collected are maintained in a safe and confidential manner
• Provide the parent of each student initially suspected of having a disability and in need of special education and/or related services with a copy of the procedural safeguards. This includes an opportunity for an explanation of the safeguards
• Implementing activities as required under IDEA, Part C (Early Steps)
• Ensuring district representation at transition meetings for students receiving services from Early Steps 
• Meeting and coordinating services with district staff about early childhood and preschool students 
• Attends inter-agency meetings and LOE meetings related to Child Search Activities 

Child Search for Parentally Placed Private School Students  

The St. James Parish School District is responsible for locating, identifying, and evaluating students suspected of having a disability enrolled by their parents in private schools. Including elementary and secondary religious schools if those schools are within the St. James Parish School District's jurisdiction.

 Child search activities ensure equitable participation of parentally placed private school students. Child search activities are implemented like those undertaken for public school students and conducted within the exact timelines.

If you suspect your child may have a disability that is impacting his/her educational performance, contact your child’s teacher and school principal. 

Revised 10.21.24

Gifted and Talented Definition

Bulletin 1706, Subpart B defines Gifted as children or youth ages 3-22 years of age who demonstrate abilities that give evidence of high performance in academic and intellectual aptitude; and defines Talented as possession of measurable abilities that give evidence of unique talent in visual arts, music, or theatre.      

St. James Parish Public Schools offers services for Academically Gifted and Talented students in grades K-12. Students are screened by the School Building Level Committee (SBLC) and recommended for evaluation if they meet the required criteria. Upon completion of the evaluation, a committee (which includes the parent or guardian) will then develop an Individualized Education Program (IEP) for the identified eligible student.    

Academically Gifted students are offered enrichment services to develop critical thinking, problem solving, and student specific areas of growths as determined by the IEP .    

The Talented Program provides enrichment for students to further their artistic abilities in three different areas: Theater, Visual Arts, and Music. Students may qualify for one or more of the areas, and will receive instruction, which will enhance their educational program through concentrated exposure to the arts. For any concerns regarding your child's programming, please contact your child's special education teacher and/or school administrators.      

If you believe your child may be considered Gifted and/or Talented, please contact your child’s teacher and/or school principal.

Characteristics of Gifted Children

Academic Ability

• High rate of success in subjects of interest
• Pursues certain areas with rigor
• Good memory
• Comprehends well
• Acquires knowledge quickly
• Widely read in special areas

Intellectual

• Observant
• Gets excited about new ideas
• Inquisitive
• Learns rapidly
• Independent learner
• Has a large vocabulary compared to others his age
• Thinks abstractly
• Enjoys hypothesizing
• Intense

Leadership

• Likes structure
• Self-confident
• Well-accepted by peers
• Shows good judgement, common sense
• Responsible
• Articulate, verbally fluent
• Foresees the consequences of things

Creative

• Independent thinker
• Expressive (oral or written)
• Keen sense of humor
• Resourceful
• Doesn't mind being different
• Is original, unconventional, imaginative

Visual/Performing Arts

• High rate of success in subjects of interest
• Pursues certain areas with rigor
• Good memory
• Comprehends well
• Acquires knowledge quickly
• Widely read in special areas

 

I. Summary/Purpose

La. R.S. 17:1948 requires school districts and open-enrollment public charter schools, to place, operate, and maintain video cameras with audio recording capability in certain Self-contained Classrooms and Other Special Education Settings for students with disabilities, for the purpose of promoting student safety. The statute is intended to protect students who, because of a disability, may not be able to report
mistreatment by district employees or other students. These procedures have been specifically developed for purposes of promoting student safety and complying with Louisiana law.

Definitions

Classroom – For purposes of La. R.S. 17:1948, either a “Self-contained Classroom” or “Other Special Education Setting” as defined herein below and does not include settings wherein students classified under Bulletin 1508 as Gifted or Talented, who do not also have a disability under Bulletin 1508, receive
services.

Day – A school business day when a school campus or District administrative offices are open to the public.

(Designated) District Representative – An administrator designated by the Superintendent and responsible for approving/denying requests for accessing/viewing audio/video recordings and for coordinating the access/viewing of audio/video recordings upon approval in compliance with La. R.S. 17:1948 and implementation of these Procedures.

Incident – An event or circumstance alleged to have occurred in a Self-contained Classroom or Other Special Education Setting under La. R.S. 17:1948 involving alleged “abuse” or “neglect” of a student by a staff member of the District, or alleged “sexual abuse” of a student by another student as outlined in the Louisiana Children’s Code or Louisiana Revised Statutes.  

Incident Report/Complaint – Written notification to the District of an alleged incident that occurred in a Self-contained Classroom or Other Special Education Setting in which camera recording is implemented.  An incident report must be initiated by completing and providing the District’s Incident Report form to the School Principal or Designated District Representative. 

Parent or Legal Guardian– A parent or legal guardian (also referenced as “Eligible Requestor”) whose rights have not been terminated and whose child receives special education and related services in one or more Self-contained Classrooms or Other Special Education Settings in the District. “Parent” also means a student who receives special education and related services in one or more Self-contained Classrooms or Other Special Education Settings who is 18 years of age or older, unless the student has been determined incompetent or the student’s rights have been otherwise restricted by a court order.

Other Special Education Setting – For purposes of these procedures, other special education setting means a classroom on a separate school campus (i.e., a campus that serves only students receiving special education and related services, such as Louisiana School for the Deaf/Louisiana School for the Visually Impaired and some Louisiana Special School District Programs).

Self-contained Classroom – A classroom on a regular school campus (i.e., a campus that serves students in general education and students in special education), including a room attached to the classroom, in which the Requestor’s child and majority of other students in regular attendance are provided special education and related services for at least 50 percent of the instructional day.  A resource room instructional arrangement does not meet the definition of a Self-contained Classroom, although students who attend resource rooms for part of the school day may also be educated in a Self-contained Classroom.

Video Camera – A video recording device with audio recording capabilities.

Video Equipment – One or more video cameras with audio recording capabilities and any related technology and equipment needed to place, operate, and maintain video cameras, and any technology and equipment needed to store and access video recordings in accordance with La. R.S. 17:1948. 

II. Applicability

These procedures are applicable to Self-contained Classrooms or Other Special Education Settings in which the majority of students in regular attendance are provided special education and related services and assigned to one or more Self-contained Classrooms or Other Special Education Settings for at least fifty percent (50%) of the instructional day. These procedures are not applicable to Special Education Classrooms and Other Special Education Settings where the only students with exceptionalities receiving special education and related services are those identified as gifted or talented under Louisiana Department of Education (LDE) Bulletin 1508 who have not been identified as also having a disability under Bulletin 1508 and served in special instructional settings for 50% of the day as described hereinabove.   

III. District Procedures for Activating Video/Audio Recording

1. The video/audio recording equipment will not be activated until after advanced written notice, of at least five (5) School Business Days, is provided to: (a) the parents/guardians of each student regularly attending the class, advising that video and audio recording will be conducted in the classroom or setting (Form D); and (b) all campus staff and visitors via a posted notice identifying the area as subject to video and audio recording.
2. The video/audio recording will cover all areas of the classroom or setting, including an area of the classroom or setting that may be used for calming or time-out.
3. The inside of a bathroom or area used for toileting or diapering a student or removing or changing a student's clothes may not be visually monitored, except for incidental coverage of a minor portion of the bathroom or changing area because of the layout of the classroom or setting.
4. The audio feature of the recording will cover all areas of the classroom or setting, calming/time-out areas, and bathroom or changing areas.
5. Once the video/audio equipment is activated, the district will verify periodically that the camera remains in operation. Parents of the students of the students in the classroom shall be provided a notice via regular school communication channels, should a camera be out of operation for more than two consecutive school days.
6. For any reports of seclusion/restraint, the school principal or his designee and the director of special education shall review video and audio footage, if available, to ensure policies and proper techniques were followed during the incident.
7.  The video/audio camera will be operated at all times during which one or more students is present in the Self-contained Classroom or Other Special Education Setting.  
8. The District will continue to operate and maintain the video/audio device(s) in the Selfcontained Classroom or Other Special Education Setting for the remainder of the regular school year, or for the remainder of Extended School Year (“ESY”) services that specific year, as long as the classroom or setting continues to meet the definition of a Self-contained Classroom or Other Special Education Setting.  
9. If the make-up of the classroom or setting changes such that the location no longer meets the definition of a Self-contained Classroom or Other Special Education Setting, the video/audio recording may be discontinued. Written notice of the discontinuation of video/audio monitoring (Form G), will be provided to the parents of the students assigned to the Self-Contained Classroom or Other Special Education Setting and all campus staff prior to the discontinuation.
10. The video/audio recordings will be stored in a safe and secure manner whether stored on onsite or off-site servers or in cloud storage.  
11. Recordings will be stored separately from the general school surveillance footage, so that only authorized users have access.
12. The District will retain the video/audio recordings for at least thirty (30) days after the video was recorded, and may retain recordings longer, if for example, a request for viewing is made as part of an allegation of abuse or neglect pursuant to State law and these procedures. 

 

IV. Confidentiality

• Audio/video recordings are confidential and may only be released for viewing to certain individuals as defined by Louisiana statute. Specifically, viewing of an audio/video recording of a Self-contained classroom or Other Special Education Setting is subject to La. R.S. 17:1948 and 17:3996(B)(59), other applicable state laws regarding student and employee information, and Board policies and procedures.
• Audio/video recordings under La.R.S.17:1948 and 17:3996(B)(59) and these procedures are not personally indentifiable information (PII) as defined in La.R.S. 17:3914. Audio.video recordings under Louisiana law and these procedures are not public records and therefore are not subject to public records requests. An individual may not view the recordings if prohibited from doing so by the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 C.F.R. Part 99), even if that individual would otherwise be eligible to view the recordings pursuant to Louisiana law and these procedures. 

 

V. Access to Recordings/Limitations on Viewing

Persons eligible to request access to video/audio recordings in connection with an alleged incident shall be limited to the Superintendent or his designees, the parent or legal guardian of a recorded student (Eligible Requestor), and law enforcement officials, as part of an investigation regarding suspected child abuse, neglect, sexual misconduct, or other violation of Louisiana for federal law.

Each request for viewing a recording must be submitted in writing by an Eligible Requestor to the Superintendent/designee. If a valid request to access an audio/video recording is approved, the Eligible Requestor will be notified and advised to schedule a viewing appointment. Recordings will be made available for review with prior approval, generally within ten (10) school business days of a valid request, between the hours of 9:00a.m. and 3:00p.m., Mondays through Thursdays, and in accordance with the school calendar. "Standing" (e.g., perpetual ongoing) requests for viewing are not authorized under these procedures. Recordings will be made available for 30 days after receipt of a valid request in accordance with these procedures. For the purposes of these procedures, "access" shall mean the right to view the audio/video recording(s) in accordance with School Board policy and the following:

• A District representative must be present at all times during the viewing. Only the Special Education/Exceptional Student Services Director/Supervisor, a school administrator, school nurse, or other individual designated by the Superintendent may act as the District Representative at the viewing. No person other than the Eligible Requestor, District Representative(s), and law enforcement officials may be present.
• Recording is strictly prohibited while viewing. The District Representative(s) will monitor for unauthorized recording of video or audio during the viewing. The District reserves the right to take responsive action to address violations of this recording prohibition.

Mandated Reporting
Any person who views a recording and who suspects the recording shows a violation of Louisiana or federal law is required to report the suspected violation to the appropriate law enforcement agency.

Prohibition on Copying
The opportunity to access audio.video recordings under the limited circumstances described herein does not equate to the opportunity to obtain a copy of the audio.video recording(s).

 

VI. Eligible Requestor Procedures for Making an Incident Report

Eligible Requestors may contact the Superintendent.Designated Representative to report an alleged incident and to request access to a video recording in connection with an alleged incident as defined herein. The Designated Representative shall provide the requestor with a copy of Form E (Incident Report Form). The Eligible Requestor making the Incident Report should be specific regarding the date, time, and location of the alleged incident, include any known witnesses, and describe the suspected incident as clearly as possible.  Eligible Requestors shall submit the completed Incident Report (Form E) to the school principal or designated representative as soon as feasible, preferably within 48 hours after the person becomes aware of an alleged incident. The Designated Representative shall provide a courtesy copy of the completed Form E to the principal of the affected school as soon as practicable. If the principal or a certified employee receives a report of an alleged incident or a request to view a video recording, he or she should forward the report/request or other information to the Designated Representative within 24 hours.

NOTE: NOTHING IN THESE PROCEDURES ALTERS OR OTHERWISE AFFECTS A DISTRICT EMPLOYEE'S REPORTING, INVESTIGATION, OR RESPONSE OBLIGATIONS UNDER OTHER DISTRICT POLICIES AND PROCEDURES OR APPLICABLE LAW WITH RESPECT TO ALLEGATIONS OF ABUSE OR NEGLECT.

 

VII. District Procedures for Responding to an Incident Report

1. The Designated Representative shall review the report and provide a response to the requestor, approving the request or stating the reason for denying the request, within two (2) school business days (using Form F1-Notification Regarding Incident Report and Request to View Video Recording or F2- Response to Invalid Incident Report). If appropriate, the Designated Representative may need to contact the requestor to clarify his or her report and obtain additional information.
2. Based on the report and other information obtained from the requestor, if any, the Designated Representative shall make a preliminary determination of whether the requestor would be an Eligible Requestor, as set forth above, if the information provided by the requestor is true. If the Designated Representative determines that the individual would not be an Eligible Requestor (for example, a parent of a student who is not involved in an alleged incident, other categories of District personnel not listed above, the news media, etc.), the Designated Representative may deny the request on the basis that the individual is not an Eligible Requestor. The Designated Representative shall note the date of denial of the request and notify the requestor that the request has been denied using Form F2 - (Response to Invalid Incident Report.)
3. If the request is denied because the individual is not an Eligible Requestor, the Designated Representative may still review the report and other information obtained from the requestor. Even if the report does not involve an alleged incident, the Designated Representative and other authorized District personnel may view the video recording(s) in response to a report of an alleged Incident, an investigation of District personnel, or a report of alleged abuse committed by a student.  
4. If the Designated Representative determines that the individual would be an Eligible Requestor if the information provided by the requestor is true, the report must allege an Incident and the alleged Incident must be documented by a video recording in the classroom in which the student is in regular attendance.
5. The Designated Representative must determine whether the report involves an alleged Incident that is documented by a video recording.
6. If an alleged incident of abuse, neglect, or sexual misconduct, as described herein, is reported, the Designated District Representative will coordinate with one or more person(s) designated by the Superintendent to schedule a time and location for viewing the recording of the alleged incident within two (2) School Business Days from receipt of the Incident Report form, absent extenuating circumstances.  The designated group will determine whether the recording contains evidence of abuse or neglect of a student by a staff member of the District, or physical abuse or sexual abuse of a student by another student, as defined in the Louisiana Children’s Code or Louisiana Revised Statutes. If evidence warrants, the appropriate District administrator shall initiate other steps as required by law and District policy.
7. Appropriate District administrator(s) will determine whether additional safety measures should be taken in the Self-contained Classroom or Other Special Education Setting pending a review of the relevant video/audio recording.
8. If the alleged incident described on the Incident Report form meets the definition of abuse or neglect of a student by a staff member of the District or sexual abuse of a student by another student as defined in the Louisiana Children’s Code or Louisiana Revised Statutes, supported by video evidence, the District will provide written notice to the Eligible Requestor making the report within three (3) school business days of the District’s review.  The recording of the reported Incident will be available to the Eligible Requestor pursuant to written request.
9. If the alleged incident described on the Incident Report form cannot qualify as abuse or neglect of a student by a staff member of the District or sexual abuse of a student by another student as defined in the Louisiana Children’s Code or Louisiana Revised Statutes, the District will provide written notice to the person making the report that the allegations on the Incident Report form do not set forth an alleged incident (i.e., abuse or neglect, or sexual misconduct as defined in Louisiana law and regulations) within three (3) school business days of the District’s review.
10. The District will notify any non-reporting parent of a child in a Self-contained Classroom following receipt of a valid report of an Incident documented on a recording, within 13 school business days of the initial review of the video/audio recording(s). (Form H)  

 

VIII. Procedures for Approved Requests to View Video Recordings

If a Request to View Video Recordings is approved, Form F-1 directs the requestor to contact the Designated Representative to schedule a viewing appointment. Video recordings will be made available at St. James Parish School Board, located at 1876 West Main St., Lutcher, LA 70071 between the hours of 9:00am and 3:00pm, Mondays through Thursdays. If these times do not work for the requestor, the Designated representative will make reasonable attempts to arrange a mutually acceptable time for the Eligible Requestor to view the approved video recording(s).

Prior to allowing the Eligible Requestor to view an approved video recording, the Designated Representative shall extract only the portion of the approved video recordings documenting the alleged incident and related events or circumstance and prepare the video recording for viewing by redacting confidential information, such as names or images of other students protected under FERPA and any protected state assessment information.

When an Eligible Requestor views a video recording, the following rules apply:

• The opportunity to view a video recording does not equate to the opportunity to received a copy of the video recording(s). For purposes of these procedures, "access" shall mean the opportunity to view the video recording(s) in accordance with these procedures.
• A District Representative must be present at all times during the viewing.
• No person other than the Eligible Requestor and the District Representative may be present during the viewing. Id the Eligible Requestor brings a representative or other individual to the viewing appointment, those individuals must remain outside the room during the viewing, unless the other individual os the student's other parent.

Recording is strictly prohibited during the viewing. The District Representative will monitor for unauthorized recording (e.g. by cell phone, etc.) during the viewing and shall immediately stop the viewing appointment if an Eligible Requestor attempts to record the video during the viewing appointment.

 

IX. Prohibited Uses of Audio/Video Recordings

The following uses are prohibited:

• Regular or on-going monitoring of the audio/video recording.
• Teacher/staff evaluation or monitoring; and
• Any purpose other than promoting the safety of students receiving special education services in Self-Contained classrooms or other Special Education Settings or as otherwise provided in these procedures.

 

X. Training

Training regarding the provisions of La. R.S. 17:1948 and 17:3996(B)(59) and R.S. 44/4/1(B)(9) (as amended) shall be provided to any teacher or other school employee who provides services in a Classroom where audio/video cameras are installed.

 

XI. Access by Personnel for Operation and Technology Purposes

District personnel or contractors whose job duties involve installation, operation, or Technology of the audio/video equipment or the retention of the recordings shall have access to the equipment and recordings only to the extent necessary to fulfill their assigned responsibilities.

 

XII. Acquisition of Audio/Video Equipment; Location of Equipment

The Board will implement applicable State law, Board policy, and these procedures as specific funding becomes available for installation of audio/video recording in designated special education classrooms and settings. The Board is authorized to accept, administer, and make use of federal, State, and local funds, any public and private grants and donations, and, when appropriate, to accept nonmonetary resources in the form of services or equipment for use in connection with the installation and operation of audio/video cameras as described in these procedures. Individuals with Disabilities Education Act (IDEA) and State special education funds may not be used to implement these procedures.

Installed cameras must be in compliance with the National Fire Protection Association's Life Safety Code.

 

XIV. Local Grievance/Complaint Procedures Alleging Violation of La. R.S. 17:1948

The Eligible Requestor has the right to file a grievance/complaint if he or she believes the District erroneously denied his/her audio/video viewing request in violation of R.S. 17:1948. To file a complaint alleging a violation of R.S. 17:1948, the individual must comply with the District's grievance procedures or other dispute resolution channels in accordance with School Board Policies.

LDE Special Education Dispute Resolution mechanisms, including state complaint, mediation, and requests for special education due process hearings, are not appropriate channels for alleging a failure to comply with R.S. 17:1948 and do not apply to disputes arising under R.S. 17:1948 or these procedures.

 

XV. No Admission of Fault or Liability

The approval of a request to access audio/video recordings shall in no way be construed as an admission of fault or liability.

 

XVI. Exclusions

The District has no obligation to provide Audio/Video Equipment to:

• A campus of another school district; or
• A non-public school

 

XVII. Notice to Public

Written notice will be provided to persons who enter a classroom where an audio/video camera is installed and operational, including teachers and other school employees, students in the classroom, the students' parents and legal guardians, and authorized visitors. Such notice may be posted in a prominent location, on visitor passes, or other locations.

 

XVIII. Use of Audio/Video Recordings in Disciplinary Actions

An audio/video recording believed to document a possible violation of the law or District or campus policy or rules may be used as part of a disciplinary action against District personnel and contractees.

 

XIX. District Contact Information

To make a camera viewing request, or for additional information regarding these procedures, please contact:
Senecca Boudreaux, Director of Special Education
PO BOX 338, Lutcher, LA 70071
225-58-4500
sboudreaux@sjpsb.org

 

The mission of St. James Parish School System is to provide an equitable, high-quality education for a diverse student population through academic and technical learning and co-curricular and extracurricular activities in a safe and respectful environment to ensure well-being and success.

St. James Parish School System inspires and empowers students to meet high educational standards and lead responsible, ethical lives to become lifelong learners in an ever-changing world.

Introduction
The St. James Parish Public School System has established the following guidelines and procedures to comply with the revised mandates of Act 479, enacted during the 2025 Regular Session of the Louisiana Legislature. This legislation provides direction regarding crisis intervention strategies, which may include the use of positive behavioral supports, sensory rooms, or other calming spaces intentionally designed to comfort and stabilize students.  Act 479 also outlines guidelines for rare and extraordinary situations where seclusion or physical restraint may be necessary to safely de-escalate a student who presents an imminent risk of harm to themselves or others. These techniques will be employed only as a last resort and in strict accordance with Louisiana Bulletin 1706, Sections 540 through 543. Furthermore, any school employees or team considering including seclusion in an IEP/IAP as behavior-related option must notify the Director of Special Education in advance and in writing before being discussed with parents to ensure alternatives were considered, that it will be implemented properly, and monitored regularly.

I. Definitions

Crisis Intervention - the implementation of an action plan for school personnel to implement when a student exhibits disruptive behaviors that prevent him from participating in classroom or daily activities.

Imminent Risk of Harm - an immediate and impending threat of a person causing substantial physical injury to self or others.

Mechanical Restraint - application of any device or object used to limit a person's movement.

Physical Restraint - the use of manual restraint techniques that involve physical force applied to restrict the movement of all or part of a person's body.

Positive Behavioral Intervention and Support - a systematic approach to embed evidence-based practice and data-driven decision making when addressing student behavior in order to improve school climate and culture 

School Employee - a teacher, paraprofessional, administrator, support staff member, or a provider of related services.

School Health Designee - a school employee designated to assess the use of seclusion and physical restraint in the event that a school nurse is not present on a school campus at the time such measure is used

Seclusion - a procedure that isolates and confines a student in a designated separate room or area until he is no longer an imminent risk of harm to self or others. 

Seclusion Room - a room or other confined area, used on an individual basis, in which a student is removed from the regular classroom setting for a limited time to allow the student the opportunity to regain control in a safe, secure, and supervised setting and from which the student is involuntarily prevented from leaving until he is no longer at risk of imminent harm to self or others.

Sensory Room - a space that is used for the monitored separation of a student in an unlocked* setting in which school personnel may use positive behavioral interventions and support to help or calm, or stabilize a student’s disruptive behavior. (also referred to as a “calming room”, “calming space”, “comfort room”, “comfort space”, sensory space”, “timeout room”, or timeout space”).
 
Note: “unlocked” in this context means the student may voluntarily leave the room. It does not refer to building security protocols such as keeping classroom doors locked in accordance with Safe Schools procedures.

II. Crisis Intervention
"Crisis intervention" means the implementation of an action plan for school personnel to implement when a student exhibits disruptive behaviors that prevent him from participating in classroom or daily activities. Crisis intervention may include the following: (i) The use of positive behavioral supports and sensory rooms or other calming spaces intentionally designed to help comfort and stabilize a student so that he may return to the classroom or daily activities. (ii) In extraordinary circumstances, the use of seclusion and physical restraint as a means to safely de-escalate a situation in which a student poses a risk of imminent risk of harm to self or others.  (iii) Information about a school's use of crisis intervention, including the proper use of seclusion and physical restraint, will be made available to the parent and legal guardian of each student with an Individualized Education Program or Behavioral Intervention Plan.

Incident Prevention
Effective crisis intervention begins with proactive strategies aimed at preventing incidents before they escalate. 

• Prevention efforts focus on ensuring that students' basic needs are consistently met and are supported in an organized, predictable environment.     
• Students should have access to engaging, meaningful activities and learning opportunities that foster a sense of purpose and belonging.     
• Staff behaviors play a critical role by interacting respectfully, promoting student dignity, and using positive reinforcement to encourage desirable behaviors.     
• Students benefit from having choices rather than experiencing coercion, as autonomy supports emotional regulation and reduces power struggles.    

Incident Minimization 
School employees play a critical role in preventing behavioral incidents by developing a strong understanding of each student’s individual triggers and early warning signs. These triggers may include specific environments, demands, interactions, or sensory inputs that lead to distress or dysregulation. Early signals of escalating behavior can present as subtle changes in body language, tone of voice, facial expressions, or levels of engagement.  By recognizing these early indicators, school employees can respond proactively and appropriately to minimize escalation. The following strategies and priorities should be implemented.

• School employees should use strategies that reduce stress and anxiety, rather than unintentionally intensifying the situation. The primary objective in these moments is de-escalation, not immediate compliance.     
• School employees should focus on calming the student, maintaining safety, and preserving their dignity to prevent the situation from worsening and support long-term behavior change.    
• School employees should prioritize building trusting relationships, creating supportive environments, and utilizing techniques that encourage cooperation and emotional regulation.    

De-escalation Process

If the student displays anxiety or a noticeable increase or change in behavior, de-escalation techniques should be immediately implemented to prevent the student’s behavior from moving toward a crisis level. The de-escalation techniques listed below should be the first steps in dealing with a student exhibiting challenging behaviors.

• Stay composed. Remain professional.    
• Convey a calm, respectful attitude. Be aware of the tone, volume, and cadence of your voice as well as non-verbal communication (e.g., gestures, facial expressions, and movements).  
• Ignore the student’s minor undesired behavior(s) and/or redirect.    
• Respect the student’s personal space. Maintain at least an arm’s length distance from the student.    
• Be aware of your body position. Avoid eye contact and toe-to-toe positions as they may be interpreted as being challenging and may increase behavior.    
• Be empathetic to the student’s feelings. Don’t judge or discount his/her feelings. Pay attention to him/her and don’t be afraid of silence. 
• Do not engage in a power struggle. When the student challenges your authority, either remain silent or redirect to the issue at hand.    
• Set and enforce reasonable limits. Give simple, clear choices and consequences. Make sure the consequences are reasonable and enforceable.    
• Allow the student to verbally vent, when possible, to release energy and to allow you to understand what he/she is thinking and feeling. 

III.  Seclusion and Restraint
Every effort should be made to prevent the need for using seclusion or restraint techniques. Environments should be structured and focused on positive interventions and supports to greatly reduce, and in many cases eliminate, the need to use seclusion or restraint.  Seclusion and restraint should only be used when a student’s behavior presents a threat of imminent risk of harm to self or others, and only as a last resort to protect the safety of self and others.  Techniques may be implemented when the risk of not intervening is greater than the risk of intervening and to the degree necessary to stop the dangerous behavior.  Techniques must be implemented in a manner that causes no physical injury to the student, results in the least possible discomfort, does not interfere in any way with the student’s breathing or ability to communicate with others, and does not place excessive pressure on the student’s back or chest or cause asphyxia.  Seclusion and restraint must be implemented in a manner that is directly proportional to the circumstances and to the student’s size, age, and severity of behavior.  A school employee shall continuously monitor a student who is secluded or physically restrained for the duration of such seclusion or restraint and shall release a student from seclusion and physical restraint as soon as the reasons for justifying such action have subsided. Seclusion and restraint must not be used as a form of discipline or punishment, as a threat to control, bully, or obtain behavioral compliance, or for the convenience of school personnel.  It is imperative that no school employee subject a student to unreasonable, unsafe, or unwarranted use of seclusion or restraint.  Seclusion and restraint techniques must not be used to address behaviors such as general noncompliance, self-stimulation, or academic refusal. Such behaviors must be responded to with less stringent and less restrictive techniques.  No school employee shall place a student in seclusion or restraint if he is known to have any medical or psychological condition that precludes such action, as certified by a licensed pediatrician, neurologist, or mental health provider in a written statement provided to the school in which the student is enrolled.

Seclusion
The seclusion of a student must take place only in a designated seclusion room that meets established safety standards to ensure the student’s physical and emotional well-being. The creation and use of a seclusion room must be formally approved in advance by the Director of Special Education before implementation.  A student may only be placed in a seclusion room by a trained school employee who uses approved methods for escorting, placing, and supervising the student. While in the seclusion room, the student must be continuously monitored, and the supervising staff member must be able to see and hear the student at all times. Only one student may occupy a seclusion room at any given time to ensure individual safety and proper supervision.

It is critical to understand the distinction between a Seclusion Room and a Sensory Room, as they serve fundamentally different purposes. Under no circumstances should a Sensory Room be used as a Seclusion Room. Sensory Rooms are intended to provide a calming, therapeutic environment that helps students regulate their emotions and return to a state of stability. These rooms are not to be associated with discipline, isolation, or restraint.
 

Seclusion should ONLY be used:

• for student behaviors that involve an imminent risk of harm to self or others    
• as a last resort, when de-escalation and other positive behavioral interventions and support attempts have failed and the student continues to pose an imminent risk of harm to self or others    
• as a last resort, if and when less restrictive crisis intervention techniques such as positive behavioral supports, constructive and non-physical de-escalation, and restructuring of a student’s environment have failed to stop a student’s actions that pose an imminent risk of harm to self or others     

Seclusion should NOT be used:

• as a routine school safety, discipline, or intervention measure or to address behaviors such as general non-compliance, self-stimulation, and academic refusal, and other behaviors that, while disruptive to a classroom setting or other daily school activities, do not present an imminent risk of harm to self or others     

A Seclusion Room or other confined area must:

• be free of any object that poses a danger to the student who is placed in the room    
• have an observation window allowing school personnel to see and hear the student the entire time    
• have a ceiling height and heating, cooling, ventilation, and lighting system comparable to an operating classroom in the school    
• be of a size that is appropriate for the student’s size, behavior, chronological, and developmental age    

Physical Restraint
Using manual restraint techniques to apply physical force to restrict all or part of a student’s body should only be used by school employees who are trained professionals who have ben certified to recommend, employ and train other staff in its proper use.  Recertification is required. At no time should a school employee subject a student to mechanical restraints to restrict that student's freedom of movement. 

Physical Restraint should ONLY be used:

• when a student’s behavior presents a threat of imminent danger of serious physical harm to self or others, and only as a last resort to protect the safety of self or others     
• to the degree necessary to stop a dangerous behavior    
• in a manner that causes no physical injury to the student, results in the least possible discomfort, and does not interfere in any way with a student’s breathing ability or ability to communicate with others    
• by trained personnel, except in emergency situations in which there is not sufficient time to have trained personnel respond. Minimum training requirements shall be specified in rules promulgated by the State BESE Board.

Physical Restraint does NOT include: 

• consensual, solicited, or unintentional contact    
• momentary blocking of a student’s action if the student’s action is likely to result in harm to the student or any other person    
• a school employee holding a student for less than three consecutive minutes during any given hour for the protection of the student or others    
• a school employee holding a student for the purpose of calming or comforting the student, provided the student’s freedom of movement or normal access to his or her body is not restricted    
• minimal physical contact (ie, touching of the hand, wrist, arm, shoulder, or back) for the purpose of safely escorting a student from one area to another    
• minimal physical contact for the purpose of assisting the student in completing a task or response    

Mechanical Restraint does NOT include: 

• any device used by a duly licensed law enforcement officer in the execution of his official duties    
• any devices implemented by trained school personnel or utilized by a student that have been prescribed by an appropriate medical or related service professional and are used for the specific and approved purposes for which such devices were designed, such as:    
  • adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports    
  • vehicle safety restraints when used as intended during the transport of a student in a moving vehicle    
  • restraints for medical immobilization    
  • orthopedically prescribed devices that permit a student to participate in activities without risk of harm    

IV.   Written Notification and Reporting
The principal or his designee shall notify each parent or legal guardian of a student enrolled at the school with an Individualized Education Plan (IEP) of the prohibition of the use of seclusion and restraint if the student has a condition that precludes such action, as certified by a licensed pediatrician, neurologist, or mental health provider in a written statement provided to the school in which the student is enrolled.  This notification is included in our Guidelines and Procedures for Crisis Intervention and Implementing Seclusion/Restraint Techniques, provided to parents of students with disabilities at the beginning of each school year and on the Prior Written Notice for the student’s IEP meeting.  IEP teams will discuss and document this discussion in the IEP.  A student who has been placed in seclusion or has been restrained shall be monitored continuously, and monitoring shall be documented on the Seclusion/Restraint Incident Log.

Immediately Following Implementation of Seclusion or Physical Restraint:  

• The school employee involved in the seclusion or restraint must immediately notify the school principal.    
• The school principal must immediately notify the Director of Special Education and Compliance Supervisor of the student secluded or restrained, personnel involved, and the location of restraint.    
  • The school principal or his designee and the Director of Special Education must review video and audio footage, if available, to ensure that policies and proper techniques were followed during the incident.  The Director of Special Education will document the video viewing and findings on the Seclusion/Restraint Video Documentation Log    
• The school administrator shall notify the parent or legal guardian of the student via a phone call as soon as is practicable, but no later than the end of the same school day.    
• A school nurse or school health designee shall assess the student as soon as possible, but no later than the end of the same school day, to look for and document any signs of injury or distress on Seclusion/Restraint Incident Log.    
• The school employee who secluded or physically restrained a student shall document and report the incident on the Seclusion/Restraint Incident Reporting Form. The employee shall submit the Seclusion/Restraint Incident Reporting Form to the principal by the end of the school day. The school employee who supervised/monitored the secluded or physically restrained student for the duration of such seclusion or restraint shall document the incident on the Seclusion/Restraint Incident Log. The employee shall submit the Seclusion/Restraint Incident Log to the principal by the end of the school day.
• The principal or his designee shall complete the Seclusion/Restraint Incident Parent Report Form and provide the form and a copy of the Seclusion/Restraint Incident Reporting Form to the parent by the end of the following day. If the seclusion or restraint occurs on a Friday, the forms must be completed and sent to the parent by the end of the day on Friday.  
• The principal or designee must provide the Seclusion/Restraint Incident Reporting Form, Seclusion/Restraint Incident Log and a copy of the Seclusion/Restraint Incident Parent Report Form to the Special Education Compliance Supervisor (for sped students) or the Chief of Student Services (for regular education students) within 24 hours of incident.

V. Response to Seclusion or Restraint

Individualized Education Plan/Behavior Intervention Plan
The IEP team must address the behaviors that prompted the seclusion/restraint in the student’s IEP and BIP.  If a student is involved in three incidents in a school year involving the use of seclusion or physical restraint as a result of posing an imminent risk of harm to self or others, his Individualized Education Plan team shall:

• implement the Behavior Support Process (for students who do not have a BIP)    
• conduct a Functional Behavioral Assessment (FBA)     
  • The School Psychologist or the Licensed School Social Worker assigned to the student’s school shall actively participate in the FBA.     
• review, revise, or develop a Behavior Intervention Plan, including any crisis intervention plans, to include any appropriate and necessary behavioral supports    
•     prioritize the use of positive interventions and support    

If the student's challenging behavior continues to escalate, requiring repeated seclusion or restraint practices, the Special Education Director or designee shall review the student's IEP and BIP at least every three weeks.

VI. School & District Responsibilities

• A list of personnel trained in Nonviolent Crisis Interventions will be kept at each school site and the district office.    
• Reported incidents of seclusion/restraint will be entered into the LDOE database by the Special Education Director or designee.    
• Prior to the beginning of the school year, the Guidelines and Procedures for Crisis Intervention and Implementing Seclusion/Restraint Techniques shall be:    
  • provided to all school employees and every parent or legal guardian of a student with a disability; acknowledgement of the receipt and reading of the guidelines should be documented on the SJPS Crisis Intervention Guidelines and Seclusion/Restraint Techniques Acknowledgement Form (for parents/legal guardians) and SJPS Crisis Intervention Guidelines and Seclusion/Restraint Techniques Acknowledgement Form (for school employees)    
  • posted on the district's website     
  • submitted annually to the Special Education Advisory Council

It is important to ensure that parents and schools are aware of the structured options available to address concerns regarding special education requirements or issues with service delivery. The following dispute resolution options are available to parents if there are concerns:

1. FIRST: Parents should first discuss their concerns with their child's special education teacher, as this may resolve issues quickly and effectively at the classroom level.
2. SECOND: If concerns persist after discussion with the teacher, parents should contact the principal of their child's school to escalate the issue for further attention.
3. THIRD: Should the issue continue to require escalation, direct parents to contact Kimberly Notto-Lockley, the Supervisor of Special Education Compliance, via email at knottolockley@sjpsb.org.
4. FOURTH: For concerns that remain unresolved or are systematic, parents may contact Senecca Boudreaux, the Director of Special Education, via email at sboudreaux@sjpsb.org.
5. FIFTH: The LDOE Special Education Ombudsman serves as a resource to parents in non-legal special education matters. Contact the ombudsman at disputeresolution.doe@la.gov or 1-877-453-2721, Option 2. There is no formal process or documentation required to access the services of the Ombudsman.
6. SIXTH: Complete the Written Requests for Informal Resolution of the Special Education Complaint (located in Parent's Rights Booklet found in Section 1.2). This information can also he hound on the LDOE website at Dispute Resolution For Student with Exceptionalities.

LA Educational Rights of Children with Disabilities

LA Educational Rights of Children with Disabilities (Spanish Version)