On July 12, 2018, Special Education Bureau Chief, Bryan Klimkiewicz, issued a TIME SENSITIVE memorandum to the field regarding changes to the statutory restraint and seclusion requirements. Please review this important memorandum below.

Changes to Statutory Restraint and Seclusion Requirements (003)

The Connecticut Bureau of Special Education shares timely bulletins that keep educators, families, and partners informed about evolving policies, training opportunities, and resources that strengthen services for students with disabilities. By publishing these updates, the Bureau helps create a shared understanding of current priorities and encourages collaboration across schools and communities throughout the state. Readers can look to The Bureau Bulletin as a dependable source of information that supports professional practice, compliance, and improved outcomes for children and youth with diverse learning needs. Transition planning is a central theme across the Bureau's communications, reflecting its commitment to preparing students for life after high school. Bulletins frequently highlight resources related to secondary education, employment pathways, postsecondary opportunities, and independent living skills. The Bureau emphasizes person-centered planning and meaningful student engagement, recognizing that successful transitions depend on coordinated efforts among schools, families, community agencies, and the young people themselves. These updates offer guidance on best practices and connect readers with training, tools, and examples that promote self-determination and long-term success. Professional learning remains a cornerstone of the Bureau's work, with bulletins announcing workshops, conference sessions, symposia, and structured training series. Topics span literacy, dyslexia, specific learning disabilities, behavior support, and inclusive instructional strategies. Many offerings are designed for special education teachers, related service providers, and administrators seeking to deepen their expertise. The Bureau also promotes collaboration through councils, forums, and leadership convenings, fostering a professional community committed to evidence-based practice and continuous improvement. Family and community engagement is another priority highlighted throughout the Bureau's postings. Bulletins share information about parent workshops, youth leadership programs, and resources designed to assist families in navigating special education processes. By amplifying these opportunities, the Bureau reinforces the belief that strong partnerships between schools, families, and community organizations are essential for supporting students with disabilities. The Bureau Bulletin continues to serve as a bridge, connecting stakeholders with knowledge and tools that promote equity, access, and opportunity for all learners.

Briefs from the chief often arrive when new statutory or regulatory shifts demand quick attention across school districts. The Connecticut Bureau of Special Education uses these communications to clarify expectations, flag compliance questions, and signal where further guidance will be forthcoming for the field. Receiving and circulating them promptly helps administrators, educators, and families stay aligned with current requirements as policies evolve over time and new interpretations emerge from state and federal authorities alike. Briefs are intentionally concise so they reinforce member agency understanding without overshadowing broader planning work already underway. They also serve as a record of official interpretations at a particular moment, which can be referenced later when reviewing practices, revising procedures, or preparing professional learning for staff who support students with disabilities across diverse school settings and community contexts.

When a brief centers on a sensitive topic such as restraint and seclusion, it typically reflects heightened scrutiny of those practices and a need for consistent statewide understanding. Such guidance usually emphasizes student safety, dignity, and the importance of using these interventions only as a last resort under clearly defined conditions. Districts are generally reminded to review local policies, train staff on updated requirements, and document incidents carefully so that patterns can be examined and addressed collaboratively. Parents and guardians also play an important role in this work. When families understand the parameters surrounding emergency interventions, they are better positioned to ask informed questions, advocate for appropriate supports, and partner with schools in developing positive behavioral strategies that reduce the need for restrictive responses in the first place.

Following the release of a time sensitive brief, districts often use professional learning opportunities to translate written expectations into everyday classroom and building level routines. Trainings may cover de-escalation techniques, lawful use of physical intervention, and the careful documentation that accountability requires. Ongoing dialogue between administrators, related service providers, and families helps ensure that the spirit of the guidance, not merely the letter of the law, guides decision making for those served by special education. Sustained attention to these briefs also strengthens broader systems of support. When leaders treat each communication as a prompt for reflection rather than a one time announcement, they reinforce a culture of continuous improvement, where practices are revisited regularly and refined in light of emerging research, stakeholder feedback, and the evolving needs of students across Connecticut's schools.