On page 3, line 9, after "After" strike "each incident" and insert "incidents"

On page 3, line 10, after "limited," insert "and after incidents of a room clear,"

On page 3, line 13, after "restraint," insert "and immediately following the return of students from a room clear,"

On page 3, line 14, after "isolation" strike "or restraint" and insert ", restraint, or a room clear"

On page 3, line 22, after "incident" insert ", and, when possible, send written documentation to the parent or legal guardian via email, on the same calendar day as the incident"

On page 3, line 36, after "After" strike "every incident" and insert "incidents"

On page 3, line 37, after "limited," insert "and after incidents of room clears,"

On page 4, line 13, after "restraint" insert "or the return of students from a room clear"

On page 4, line 14, after "isolation" strike "or restraint" and insert ", restraint, or a room clear"

On page 4, at the beginning of line 17, strike "or restraint" and insert ", restraint, or a room clear"

On page 4, line 39, after "attempted" insert ", including any de-escalation attempts;

(v) Whether the student who was isolated, restrained, or caused the emergency that resulted in a room clear has either an individualized education program or behavioral intervention plan and, if so, whether the program or plan was followed"

Reletter the remaining subsections consecutively and correct any internal references accordingly.

On page 5, line 28, after "After" strike "every incident" and insert "incidents"

On page 5, line 29, after "limited," insert "and after incidents of room clears,"

On page 5, line 33, after "restraint" insert "or the return of students following a room clear"

On page 5, line 34, after "student" insert "who was isolated, restrained, or caused the emergency that resulted in a room clear"

On page 5, line 37, after "student" insert "who was isolated, restrained, or caused the emergency that resulted in a room clear"

On page 5, line 40, after "concern." insert "When the student has an individualized education program, the behavioral intervention plan must be developed and modified in accordance with the student's individualized education program."

On page 6, line 39, after "strategies" insert "and corresponding classroom management techniques"

EFFECT: The amendment makes the following changes to the striking amendment:

(1) Requires that staff notify the principal, other building administrator, or designee, of the provider of public educational services about the incident of a room clear, immediately following the return of students from a room clear (as is required for incidents of isolation and restraint in the striking amendment).

(2) Specifies that, when possible, the principal, other building administrator, or designee, of the provider of public educational services send written documentation of an incident of isolation or restraint to the parent or legal guardian via email (which is in addition to the requirement to send the written documentation within three business days in the striking amendment).

(3) Adds that a team of staff must review an incident of a room clear, as soon as practicable following the return of students from a room clear (as is required for incidents of isolation and restraint).

(4) Adds to the written incident report information about whether the student who was isolated, restrained, or caused the emergency that resulted in a room clear has either an individualized education program (IEP) or behavioral intervention plan and, if so, whether the program or plan was followed.

(5) Requires that behavioral intervention planning activities be completed for students who cause emergencies that result in room clears (as is required for students who are isolated and restrained).

(6) Specifies that, when a student has an IEP, the behavioral intervention plan must be developed and modified in accordance with the student's IEP.

(7) Adds that staff professional development plans must include classroom management techniques that correspond with already required professional development on evidence-based, trauma-informed, student-centered, proactive crisis prevention and intervention practices that are less restrictive than isolation and restraint.