SAIL and RVA Programs

RestrictiveProceduresPlan

(MinnesotaStatutes,Section125A.0942,Subd.1)

(a)Schoolsthatintendtouserestrictiveproceduresshallmaintainandmakepubliclyaccessibleinanelectronicformatonaschoolordistrictwebsiteormakeapapercopyavailableuponrequestdescribingarestrictiveproceduresplanforchildrenwithdisabilitiesthatatleast

(1)Liststherestrictiveprocedurestheschoolintendstouse;

(2)Describeshowtheschoolwillimplementarangeofpositivebehaviorstrategiesandprovidelinkstomentalhealthservices;

(3)Describeshowtheschoolwillmonitorandreviewtheuseofrestrictiveprocedures,including:

(i)conductingpost-usedebriefings,consistentwithsubdivision3,paragraph(a)clause(5);and

(ii)conveninganoversightcommitteetoundertakeaquarterlyreviewoftheuseofrestrictive

proceduresbasedonpatternsorproblemsindicatedbysimilaritiesinthetimeofday,dayofweek,durationoftheuseofaprocedure,theindividualsinvolved,orotherfactorsassociatedwiththeuseofrestrictiveprocedures;thenumberoftimesarestrictiveprocedureisusedschoolwideandforindividualchildren;thenumberandtypesofinjuries,ifany,resultingfromtheuseofrestrictiveprocedures;whetherrestrictiveproceduresareusedinnonemergencysituations;theneedforadditionalstafftraining;andproposedactionstominimizetheuseofrestrictiveprocedures;and

(4)Includesawrittendescriptionanddocumentationofthetrainingstaffcompletedundersubdivision5.

(b)Schoolsannuallymustpubliclyidentifyoversightcommitteememberswhomustatleastinclude:

FORSCHOOLYEAR:

2017-2018

(i)amentalhealthprofessional,schoolpsychologist,orschoolsocialworker;

Name

Kat Swanson

(ii)anexpertinpositivebehaviorstrategies;

Name

Darrin Heglend, Sarah Danzinger, Wendy Haake, Megan Kuhn

(iii)aspecialeducationadministrator;and

Name

Amy York

(iv)ageneraleducationadministrator.

Name

Amy York

Adopted:

October 2016

Revised:

August 2017

SchoolBuildingRestrictiveProceduresPlan

Restrictive proceduresmeansthe useofphysicalholdingorseclusion in anemergency.Restrictiveproceduresmustnotbeused to punish orotherwisediscipline a child.
An emergencymeansa situation whereimmediateintervention is neededto protect a child or otherindividualfromphysicalinjury.Emergencydoesnotmean circumstancessuch as:a child whodoesnotrespond to a taskorrequestand insteadplaceshisorherhead onadeskorhidesundera deskortable; a child whodoesnotrespond to astaff person'srequestunlessfailing to respond would resultin physicalinjury tothe child orotherindividual;oranemergencyincident hasalreadyoccurredandno threat ofphysicalinjurycurrentlyexists.
Restrictive proceduresmay beused onlyinresponseto behavior thatconstitutes an emergency,even ifwritteninto achild’sIndividualizedEducation Program or Behavior InterventionPlan.

I.This schoolintendstousethe followingrestrictive procedure:

A.Physicalholding:

1."Physicalholding"means physical intervention intended to holdachild immobile or limitachild'smovement,where bodycontactistheonlysourceof physicalrestraint,and whereimmobilization is usedtoeffectivelygaincontrol ofachild in orderto protect a child orother individualfromphysicalinjury.

2.Theterm physical holdingdoes notmean physicalcontactthat:

a)Helps a child respondor complete atask;

b)Assistsachild withoutrestricting thechild’smovement;

c)Is neededto administer anauthorizedhealth-relatedserviceor procedure;or

d)Is neededtophysicallyescort achild whenthechild doesnotresistorthechild’sresistance isminimal.

3.Physicalholdingor seclusion maybeusedonly in anemergency.

a)Physicalholdingor seclusion is the leastintrusiveintervention thateffectivelyrespondstothe emergency;

b)physical holdingor seclusion is notusedtodisciplineanoncompliantchild;

c)physical holdingor seclusion endswhenthe threatofharmendsand thestaffdeterminesthe child can safelyreturn totheclassroom or activity;

d)staffdirectly observesthechild whilephysicalholdingor seclusion is being used.

4.Thisschool/district intendstousethefollowingtypesof physicalholding:

a)CPI’s Children’sControlPosition℠

b)CPI’sStanding ControlPosition℠

c)CPI’sSitting Control Position℠

d)CPI’s Team Control Position℠

e)Theschoolwill not use“prone restraint”.

B.Atthiswriting,thisschool doesintend to use “seclusion”as arestrictiveprocedure.

1.“Seclusion” meansconfining a child alone ina roomfromwhichegressis barred.Egressmaybebarredbyan adultlocking or closing thedoor intheroom or preventingthe child fromleaving theroom.

2.Removing a child froman activitytoalocation wherethechild cannotparticipateinorobservethe activityisnotseclusion.

3.If thisschool/district has informed directorofspecialeducation about its intent to use ‘seclusion.’ The Director willensure thatstatutorycompliance standardsarefollowed.

updated August, 2017 / 1

II.This schoolwillmonitorand reviewthe use of restrictive proceduresin the followingmanner:

A.Documentation

1.Eachtimephysical holding or seclusion isused,the staffpersonwhoimplementsoroverseesthephysicalholding orseclusion documents,as soon aspossibleaftertheincidentconcludes,thefollowinginformation:

a)A description oftheincident that ledtothephysicalholding or seclusion;

b)Why a lessrestrictivemeasurefailedorwas determinedbystafftobeinappropriateorimpractical;

c)Thetimethephysical holding or seclusion beganandthetimethechildwas released;and

d)A briefrecordof thechild’sbehavioral and physicalstatus.

2.Theschoolshallmakereasonableeffortstonotifytheparenton thesameday arestrictiveprocedureis usedonthechild, or ifthe school is unable to providesame-daynotice,noticeis sentwithintwodaysby writtenorelectronicmeans or as otherwiseindicatedbythechild'sparent withinthe student’sindividualizededucation program.

3.Attached,asAppendixA, isthisschool’sformusedto document theuseofphysicalholding and Seclusion.(Thisformisalso locatedelectronically in thedistrict’s/school’sinternetversion ofdueprocessdocuments,“SpEdForms”.Teammemberswill beusing theelectronicversion ofthisform afterusing a physicalhold and printingit forthestudent’sfile.)

B.Post-use debriefings

1.Eachtimephysical holding is used,a post-usedebriefing meeting willbeconducted.Thismeeting willinclude:

a)the staffperson whoimplementedoroversawthe physical holding,

b)team member(s)who wereinvolvedwiththe holding,

c)team member(s)responsibleto observetheholding,

d)and one individualnotinvolved in theincident.

e)The directorofspecialeducationwill be notifiedwhen a physicalhold hasbeen done.

2.Thisdebriefing willbeconducted:

a)within 24hoursafter theincident concludes,wheneverpossible,

b)butno more than2 schooldaysafter theincident.

3.Thepost-usedebriefing willreviewthe followingrequirementsto ensurethe physicalholding was usedappropriately:

a)Whetherthe physical holding was used inan emergency.

b)Whetherthe physical holding was theleastintrusiveinterventionthateffectivelyrespondsto theemergency.

c)Whetherthe physical holding endedwhenthe threatof harmendedandthestaffdeterminedthat thechild could safely return totheclassroomoractivity.

d)Whetherthe staffdirectlyobservedthechildwhilephysical holdingwas being used.

e)Whetherthe documentation was completed correctly.

f)Whetherthe parentswerecorrectly notified.

g)WhetheranIEP teammeeting needstobescheduled.

h)Whetherthe appropriatestaffusedphysical holding.

i)Whetherthe staffthatused physical holdingwas appropriatelytrained.

j)If the post-usedebriefing revealsthattheuse of physicalholding wasnotusedappropriately,theteamwilldetermine ifcorrectiveaction is needed,and if so,what itwill include.

4.Attached,asAppendixB, isthisdistrict’s/school’sformusedto document theStaffDebriefingMeeting.(Thisformisalsolocatedelectronically in thedistrict’s/school’sinternetversion ofdueprocessdocuments, “SpEdForms”.Teammemberswill beusingtheelectronicversion ofthis formafter using a physicalhold and printingit forthestudent’s file.)

C.Individualized Education ProgramTeamMeetings

1.When: Thedistrictmusthold ameetingof theindividualizededucation program team,

a)withintencalendardaysafterdistrictstaffuserestrictiveprocedureson twoseparateschooldayswithin30calendardaysor

b)a patternof useemerges and thechild'sindividualized educationprogram or

c)the behaviorinterventionplandoesnotprovideforusing restrictiveproceduresinanemergency;or

d)at the requestofa parentor the districtafterrestrictiveprocedures areused.

2.What: Thedistrictmustholdameetingof theindividualizededucation program team,

a)conductor review afunctionalbehavioral analysis,

b)reviewdata,

c)considerdevelopingadditionalorrevised positive behavioralinterventions andsupports,

d)consideractionstoreducethe useof restrictiveprocedures,

e)and modifytheindividualizededucation program or behaviorintervention plan asappropriate.

f)mustreviewanyknownmedical orpsychological limitations,including anymedicalinformationthe parent providesvoluntarily, that contraindicatetheuseof arestrictiveprocedure,

i.considerwhethertoprohibitthatrestrictiveprocedure,

ii.and document anyprohibition in theindividualizededucation program orbehaviorintervention plan.

g)Ifthe individualized education programteamdetermines thatexisting interventions andsupportsareineffective inreducing theuseofrestrictiveproceduresOR the district usesrestrictive proceduresonachildon ten ormoreschooldaysduring thesameschoolyear,theteam, asappropriate,either

i.mustconsultwithotherprofessionalsworking withthechild;

ii.consultwith expertsin behavioranalysis,mental health,communication, orautism;

iii.consultwith culturallycompetent professionals;

iv.reviewexistingevaluations,resources,andsuccessfulstrategies;or

v.considerwhethertoreevaluatethechild.

h)Thedistrictmustreviewuse ofrestrictiveproceduresat a child'sannualindividualizededucation program meeting when thechild'sindividualizededucation programprovidesforusing restrictiveprocedures inan emergency.

i)Theindividualizededucation programorbehaviorintervention plan shallindicatehowthe parentwantstobenotified whenarestrictiveprocedure is used.

3.Removalby a Peace Officer: In addition,if a pupil whohas an individualizededucationprogram is restrainedor removedfromaclassroom,schoolbuilding, or schoolgroundsbyapeaceofficer atthe request ofa schooladministratoror a schoolstaffperson during theschooldaytwice ina 30-dayperiod,thepupil'sindividualizededucationprogram team mustmeettodetermineif thepupil'sindividualizededucation programisadequateorifadditionalevaluation is needed. (MN Statute121A.67Subd.2)

D.Oversightcommittee

1.Thisschool’soversightcommitteeconsistsof thefollowingindividuals:

a)A general educationadministrator: Amy York

b)A specialeducationadministrator: Amy York

c)A mentalhealthprofessional,schoolpsychologist,orschoolsocial worker: Kat Swanson

d)Anexpertin positivebehaviorstrategies: Sarah Danzinger, Megan Kuhn, Wendy Haake, Darrin Hegland

e)Otherteam members,as appropriate

2.Theoversightcommittee meets: November,15, 2017; January 17, 2018; March 21, 2018; May 16, 2018

a)quarterly (whetherornotrestrictiveprocedureshavebeen used)AND

b)maybecalled atothertimes, if necessary,to addressexcessiveorinappropriateuseofrestrictiveproceduresanddetermineand recommend training needsorothercorrectiveaction.

3.Theoversightcommitteewillreview the following:

a)TheSchoolRestrictiveProceduresPlan,toensureprocedures arebeing followed.

b)Reviewthe AdministrativeQuickReportgenerated in SpEdForms that identifiesallrestrictiveproceduresused in theschool/districtduring thatschoolyear.Thecommitteewillensurethatthe data isaccurateand complete,and reportit assuch tothe directorofspecialeducationbythe end of theschoolyear.

c)Itis theresponsibilityofthe directorofspecialeducation to reportthisdata totheMinnesota DepartmentofEducation eachyearthrough the securecompliancewebsite.Thisreportisfiled,even ifnoprocedureswere used.

d)the useof restrictiveproceduresbasedon patternsorproblemsindicatedbysimilaritiesin thetimeofday,day of theweek,durationofthe useofa procedure,theindividualsinvolved,orotherfactorsassociated with theuseof restrictiveprocedures;

e)the numberoftimesa restrictiveprocedure isusedschoolwide andforindividualchildren;

f)the numberandtypesof injuries, if any,resulting fromtheuseofrestrictiveprocedures

g)whetherrestrictiveprocedures are used in nonemergencysituations;

h)the needforadditionalstafftraining;

i)and proposedactionsto minimize theuseof restrictiveprocedures.

E.Thecommittee will includea written descriptionanddocumentationof thetraining staffcompleted.

F.Attached,asAppendixC, isa copyof thetemplateusedtodocumenttheOversightCommittee’smeeting.(Theelementsofthis formwillbeusedasan agenda foreachmeetingand a copyof it and themeeting outcomeswill bekeptin the district’sRestrictiveProceduresfilefor 5years.)

III.This schoolwillreceivetraining

A.Personneldevelopmentactivitieswill beprovidedto district staffand contractedpersonnel whohaveroutinecontactwith studentsand who mayuserestrictiveprocedures in the followingareas:

1.Positivebehavioralinterventions;

2.Communicativeintentofbehaviors;

3.Relationship building;

4.Alternativestorestrictiveprocedures,including techniques to identifyeventsandenvironmentalfactorsthatmayescalatebehavior;

5.De-escalationmethods;

6.Standards for using restrictiveprocedures only inanemergency;

7.Obtaining emergencymedicalassistance;

8.Physiologicalandpsychological impactofphysicalholding andseclusion;

9.Monitoring andresponding toa child’sphysical signsofdistresswhenphysical holdingisbeing used;

10.Recognizing thesymptomsof andinterventionsthatmaycausepositionalasphyxiawhenphysical holding is used;

11.district policiesand proceduresfortimelyreporting anddocumenting eachincidentinvolving useof arestricted procedure; and

12.schoolwideprogramson positivebehaviorstrategies.

B.Thetrainingwill beconducted

1.at leastannuallyfor allteam members.

2.via HiawathaValleyEducationDistrict’s(HVED’s) CPI’sNonviolentCrisisIntervention®

trainedinstructors.

3.via deliveryof CPI’scoursematerials and additionalmaterialsprovidingoverviewandemphasisofthe12 strandslistedin III.A.

4.In addition, all participantswill berequired toreviewthedistrict’s/school’sRestrictiveProceduresPlan.

C.When trained,onlythefollowing employeejob classificationsareauthorizedandcertifiedtouserestrictiveprocedures:

1.Licensedspecialeducationteacher

2.Schoolsocial worker

3.Schoolpsychologist

4.BehavioranalystcertifiedbytheNationalBehaviorAnalystCertificationBoard

5.A personwith amaster’sdegree in behavioranalysis

6.Otherlicensededucationprofessional

7.Highlyqualified educationparaprofessional

8.Mental health professional

D.Verification ofalltrainingwillbekepton fileat HiawathaValleyEducationDistrictfor aminimum of5 years.The following team members were trained by Kat Swanson on August 30, 2017: Amy York, Al Nelson, Wendy Haake, Brittany Stein, Jusdina Hall, Darrin Hegland, Raini Staudacher-Jacobs, Sarah Danzinger, Ashley Roffler, Megan Kuhn, Mary Fellows.

IV.This schooliscommittedtousingpositive behavioralinterventionsand supports.

A.Positivebehavioralinterventionsand supportsmeansinterventions andstrategiestoimprovethe schoolenvironmentand teach childrentheskillstobehaveappropriately.

B.Theschoolboardsand staffemployedbyHVEDschoolsbelievethat allstudents can experiencesuccess.We believethat behaviorthatis rewarded ismorelikelyto berepeated. Webelievethat encouragementandpositivereinforcement areeffectivetechniquesforchanging behavior.Our goal isto model andshapeprosocial behaviorforthe studentsunderour care,usingpositiveapproachesthatfocus on skill acquisition.

C.Promotion of theuse ofpositive approaches:Theschoolpromotesthe use of positiveinterventionsandstrategies. Theuse of positiveapproachesandprocedures,such as:praiseand encouragement, plannedignoring,contracts,monitoring sheets,modeling ofappropriatebehavior, andproximity controlareimplementedas appropriate. In addition toindividualizedapproachesto positiveintervention,theschool’sschool-wideplan includes:

1.Point sheets with rewards

2.Positive praise

3.Fun Fridays

4.Social Skills trainings

5.Mental Health Therapy

6.Project based learning

7.Encouragement

8.Task analysis and breaking apart larger tasks

9.Positive phone calls home

V.This schoolwillnever usethe followingprohibitedprocedureson a child:

A.Engaging in conductprohibited undersection 121A.58(corporal punishment);

B.Requiring a child toassumeandmaintaina specifiedphysical position,activity,orposturethatinducesphysical pain;

C.Totallyor partiallyrestricting a child’ssensesaspunishment;

D.Presenting an intensesound,light, orothersensorystimuli using smell,taste,substance,orsprayas punishment;

E.Denyingor restricting a child’saccessto equipmentand devicessuchaswalkers,wheelchairs,hearing aids, and communication boardsthat facilitate thechild’sfunctioning,exceptwhentemporarilyremoving theequipmentor deviceis needed to prevent injurytothe child orothersor seriousdamagetotheequipmentor device, in which casetheequipmentordeviceshall bereturnedtothechild assoon as possible;

F.Interacting with a child in amannerthatconstitutessexual abuse,neglect,or physical abuseundersection626.556(reportingofmaltreatmentofminors);

G.Withholding regularlyscheduled mealsorwater;

H.Denyingaccesstobathroomfacilities; and

I.physical holding thatrestrictsor impairs achild's ability tobreathe,restrictsor impairs achild'sabilitytocommunicatedistress,placespressureorweight onachild'shead,throat,neck,chest,lungs,sternum,diaphragm,back, or abdomen,or resultsin straddling achild'storso.

References:

MinnesotaDepartmentofEducation’s“SampleRestrictiveProceduresPlanwithLegal CitationsandSuggestions”(April 2012);MNStatutes:§125A.0941and§125A.0942

Appendix A: Use of Restrictive Procedures Physical Holding

Appendix B: Staff Debriefing

Appendix C: Quarterly Oversight Committee Agenda Template

Quarterly Restrictive Procedures Oversight Committee

Meeting Agenda and Notes

School Name: ______

Date ______Time: ______Location ______

Present
Members Required / Yes / No / Name
General Education Administrator
Special Education Administrator
Mental Health provider, school psych, or social worker
Expert in positive behavior strategies
Others, as appropriate
Area of discussion / Items to discuss / Notes
Restrictive Procedures Plan / Review and update plan as needed
Review procedures to inform all staff of plan components
Review use of restrictive procedures this quarter / Compare SpEd forms report to actual use

Number of Restrictive Procedures used school wide
Number used on specific students

Review documents from use of restrictive procedures.

Completed on time
Parents informed
Debriefing conducted
Recommended changes to staff practices in debriefing

What, if any, patterns or problems do you notice on time, location, student, staff involved in restrictive procedures?
Were staff or student injured? Corrections needed?
Was the event an emergency? How do you know this?
If no restrictive procedures used, what strategies are working?
Training / Training plans for all staff?
Training plans for crisis team?
Are enough staff trained?
Other