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AB 1466 Restraint and Seclusion
Assembly Bill 1466
Existing law limits the use of restraint and seclusion by school personnel. It also requires local educational agencies (LEAs) to collect data annually and report specific information about using behavioral restraints and seclusion in schools to the CDE. California Education Code section 49006 requires that no later than three months after the end of a school year, LEAs must submit a report to CDE that includes:
The number of students subjected to mechanical restraint;
The number of students subjected to physical restraint;
The number of students subjected to seclusion;
The number of times mechanical restraint was used on students;
The number of times physical restraint was used on students and
The number of times seclusion was used on students.
This information must be separated by race or ethnicity and gender, with separate counts for students with Section 504 plans and Individualized Education Programs (IEPs) and those without such plans.
AB 1466 amends section 49006(c) to now require that LEAs also annually post the data collected and reported to CDE, on their individual internet websites. LEAs remain obligated to make the data collected and reported available as a public record.
USE OF Restraint And Seclusion
Restraint and seclusion are safety responses used only in the most serious of situations when the risk is high, and all other interventions have proven ineffective. It's crucial to understand that these are not behavioral or therapeutic interventions, and they must never be used for discipline, punishment, retaliation, or the convenience of personnel, contractors, or volunteers of the public education program. The use of any action designed for the primary purpose of inflicting pain upon a student in a public education program is strictly prohibited.
- Mechanical Restraint: Use of a device or equipment to restrict a pupil’s freedom of movement (with exceptions).
- Physical Restraint: A personal restriction that immobilizes or reduces the ability of a pupil to move his or her torso, arms, legs, or head freely (with exceptions).
- Seclusion: The involuntary confinement of a pupil alone in a room or area from which the pupil is physically prevented from leaving.
Restraint and Seclusion Data
Sutter County Special Education 2023-2024 Restrains and Seclusions DataAERIES Portal
All families have access to AERIES to review relevant information about your childs education.
Please click HERE to log on to AERIES
Annual Notification/Family Handbook
Click HERE for the 2025-2026 SCSOS Special Education Program Handbook
Calendars
Parent Square
All families have access to PARENT SQUARE and will receive relevant information about your childs education.
Please click HERE to sign up.
School Accountability Report Card
Public schools throughout California are required to provide information about themselves to the community in the form of an annual School Accountability Report Card (SARC). These report cards provide a variety of data to allow the public to evaluate and compare schools in seven major areas:
- Demographic information
- School safety and climate for learning
- Academic data
- Class size
- Teacher and staff information
- Curriculum and instruction
- Fiscal and expenditure data
SELPA
The Sutter County SELPA (Special Education Local Plan Area) is a collaborative organization overseen by the Sutter County Superintendent of Schools that brings together 14 Local Education Agencies (districts and charter schools) to coordinate and deliver special education services across Sutter County. The SELPA helps families and educators navigate services under one roof and ensures all children with disabilities receive legally mandated supports.
In California, SELPAs are state‑mandated regional partnerships, each responsible for planning and delivering special education services for children with disabilities within defined boundariesThey ensure compliance with federal and state laws such as FAPE (Free Appropriate Public Education), LRE (Least Restrictive Environment), Child Find, Due Process, and IEP standards.
In California, SELPAs are state‑mandated regional partnerships, each responsible for planning and delivering special education services for children with disabilities within defined boundariesThey ensure compliance with federal and state laws such as FAPE (Free Appropriate Public Education), LRE (Least Restrictive Environment), Child Find, Due Process, and IEP standards.
The Sutter County SELPA is made up of the Sutter County Superintendent's Office (the administrative unit), 12 school districts, and 2 charter schools (AeroSTEM Academy, Twin Rivers Charter). The governance structure features include:
- Superintendent’s Coordinating Council
- Community Advisory Committee
- Fiscal Advisory Committee
- Operations Council
SELPA is responsible for ensuring specialized programs and support are in place county‑wide for students with disabilities. They help member districts comply with key legal frameworks and develop district‑wide policies,and offer training for educators and staff to enhance special education delivery. In addition, they manage funding and budgeting, ensuring cost-effective services. SELPA also collaborates with community agencies, facilitates surrogate parenting, and engages families through advisory committees.
If you have additional questions about SELPA or to get contact information, please click HERE for the website
Reporting Absences
Please click HERE to clear your students absences
Resources
CAC
The Community Advisory Committee (CAC) is a group of parents, family members, educators, and community partners who care about students with disabilities. The CAC works with the Sutter County SELPA (Special Education Local Plan Area) to improve special education programs and services in our schools.
What Does the CAC Do?
- Listens to families and brings your voice to the table.
- Shares helpful information about special education services and rights.
- Supports parent education and training opportunities.
- Gives input on SELPA policies, goals, and the Local Plan.
Who Can Join?
Any parent, caregiver, or community member is welcome! We especially encourage families of students receiving special education services to participate.
When Does the CAC Meet?
The CAC meets three times a year, and all meetings are open to the public. You do not have to be a member to attend—you’re always welcome to listen, learn, and share. Click HERE for additional information and dates and location of meetings.
Why Should You Get Involved?
- Learn more about your child’s education rights.
- Connect with other families who share similar experiences.
- Have a voice in shaping special education services in your community.
