The Salmon River Central School District is taking steps to strengthen its practices and support students and staff following the findings of an independent investigation that was launched in December regarding the use of time-out spaces in elementary classrooms.

Among the actions already underway, staff is beginning cultural sensitivity and awareness training, and the district is collaborating with FEH BOCES and surrounding schools to find ways to strengthen special education programming and expand support for students with behavioral needs.

The Board of Education reviewed the findings of the investigation during its March 11 meeting. Conducted by the law firm Bond, Schoeneck & King, the investigation included 43 interviews and a comprehensive examination of thousands of pages of district records, policies, communications and training documentation.

“This report gives us a clearer understanding of what happened and where our systems fell short,” said Salmon River Board of Education President Jason Brockway. “Now that we have the findings and recommendations, we are committed to acting on them to rebuild trust, support those impacted and keep our students at the center of every step forward.”

The investigation determined that two time-out boxes were used for a short period in November and December 2025 at Salmon River Elementary School. Investigators found no evidence of abuse, corporal punishment or intentional mistreatment of students. However, the report identified regulatory compliance issues related to how time-out procedures were implemented and documented under New York State regulations.

The report also found that classroom staff and building principals sought guidance and raised concerns regarding the use of the boxes and were provided inaccurate guidance regarding regulatory compliance requirements.  The investigation found primary responsibility for the compliance oversights in this situation rests with the administrators overseeing special education and one instructional support staff member.

Into the future, the district will continue to prioritize specialized training, including on and off-campus workshops, and conferences that focus on positive behavior intervention

The report also recommends strengthening family engagement in special education programs through initiatives such as creating a parent advisory group, conducting a parent culture and climate survey, and increasing opportunities for families to provide input on district practices.