Jordan Public Schools
Restrictive Procedures Plan
                                                                                                               
In accordance with Minn. Stat. §§ 125A.094 and 125A.0942 as amended effective 7/1/13, every school district is required to develop and make publicly accessible in an electronic format on a school or district website or make a paper copy available upon request a plan that discloses its use of restrictive procedures with special education students.  The plan must list the restrictive procedures that the school district intends to use; describe how the school district will implement a range of positive behavior strategies and provide links to mental health services, describe how the school district will monitor and review the use of restrictive procedures, including post-use debriefings and convening an oversight committee to undertake a quarterly review of the use of restrictive procedures based on patterns or problems indicated by similarities in the time of day, day of the week, duration of the use of a procedure, the individuals involved, or other factors associated with the use of restrictive procedures, the number of times a restrictive procedures is used school-wide and for individual children the number and types of injuries, if any, resulting from the use of restrictive procedures, whether restrictive procedures are used in nonemergency situations, the need for additional staff training, and proposed actions to minimize the use of restrictive procedures; and includes a written description and documentation of the training any staff members who will be using restrictive procedures have completed to show they have the skills set out in Minn. Stat. § 125A.0942, subd. 5.
 
Jordan Public Schools uses restrictive procedures only in emergency situations.  “Emergency” means a situation where immediate intervention is needed to protect the student or other individuals from physical injury.  “Emergency” does not mean circumstances such as: a child who does not respond to a task or request and instead places his or her head on a desk or hides under a desk or table; a child who does not respond to a staff person’s request unless failing to respond would result in physical injury to the child or other individual; or an emergency incident has already occurred and no threat of physical injury currently exits.  Restrictive procedures must not be used to punish or otherwise discipline a child.
 
Restrictive Procedures
  1. Restrictive Procedures Used:  The restrictive procedure that Jordan School District may use in an emergency situation is physical holding.  Physical holding is a physical intervention intended to hold a student immobile or limit a student’s movement, where body contact is the only source of physical restraint, and where immobilization is used to effectively gain control of a student in order to protect a student or other individual from physical injury.  The physical holding must: (1) be the least intrusive intervention that effectively responds to the emergency; (2) not be used to discipline a noncompliant student; (3) end when the threat of harm ends and the staff determines the child can safely return to the classroom or activity; (4) be observed directly by staff while the physical holding is being used; and (5) be documented as soon as possible after the incident concludes by the person who implemented the physical hold or oversaw the hold
 
  1. Restrictive Procedures Not Used:  Jordan School District does not use the restrictive procedures of
 
  1. Seclusion – confining a student alone in a room from which egress is barred, including by an adult locking or closing the door in the room or preventing the student from leaving the room.  Removing a student from an activity to a location where the student cannot participate in or observe the activity is not seclusion if the student is not confined alone in a room from which egress is barred.
  2. Prone Restraint – placing a student in a face down position.
 
  • Mechanical Restraint:  Physical holding does not include the application of mechanical restraints for bus transportation, sensory needs, or medical needs as these procedures are documented in the student’s Individual Family Service Plan (IFSP) or Individual Education Program (IEP).
 
The School District will monitor and review the use of restrictive procedures
      A restrictive procedure may be used in an emergency when immediate intervention is needed to protect a child or other individual from physical injury or to prevent serious property damage; and less intrusive or non-physical interventions would not be effective; and a behavior intervention plan has been developed for the student and the student has failed to respond to those reinforcement techniques. 
 
Staff who implement or oversee a restrictive procedure shall inform the administration of use as soon as possible and complete the “Restrictive Procedure Reporting Form” and the “Restrictive Procedure Staff Debrief Form” no later than the next working day.  The District administration will maintain an ongoing record of all reported uses of restrictive procedures.  Twice per year, the District will convene an oversight committee, which will consist of the Director of Special Services and the Special Education Leadership Team (School Psychologists, Behavior Interventionist, Social Workers/Counselors, and Building Principals).  This oversight committee will review aggregate data, monitor the use of procedures and provide additional training if necessary. 
 
NOTE:  Reasonable force is permitted by school staff when necessary to correct or restrain a student in order to prevent bodily harm or death to self or others.
 
Those authorized and certified to use restrictive procedures
 
  • Building Administration
  • Licensed school social workers & school psychologists
  • Licensed special education teachers
  • Other certified/registered educational professionals
  • Special education paraprofessionals, who have been trained, may support licensed staff under their direction

 
Notification and Documentation Requirements
  1. The School District shall make reasonable efforts to notify the parent on the same day when a restrictive procedure is used.  If the school is unable to provide same-day notice, notice will be sent within 2 days by written or electronic means or as otherwise indicated by the parent.  If used twice in 30 days or when a pattern emerges, and not included in the student’s IEP or BIP, the district must hold a meeting of the team to conduct a review of the Functional Behavior Assessment data and consider developing or revising the behavioral interventions and supports.
  2. A “Restrictive Procedure Reporting Form must be completed every time a restrictive procedure is used.
 
Individual Education Plans
The team may include a plan for using restrictive procedures in the IEP but may only use the procedures in situations that constitute an emergency.  The IEP (Individual Education Plan) and/or BIP (Behavior Intervention Plan) must indicate how the parent wants to be notified when a restrictive procedure is used.  The team is expected to debrief after every restrictive procedure and complete the “Restrictive Procedure Reporting Form” &Restrictive Procedure Staff Debrief Form”.
 
Oversight Committee: At least quarterly, the District will convene an oversight committee, which will include the following individuals:
  • Special Services Director, 
  • Superintendent or his/her designee,
  • Special Education Department Lead or assigned school representative,
  • School Psychologist,
  • School Social Worker,
  • School Nurse,
  • School Site Representative(s), and
  • Building Principal
 
This oversight committee will review the aggregate data on the use of restrictive procedures in the District looking:
  • for patterns or problems indicated by similarities in the time of day, day of the week, duration of the use of a procedure, the individuals involved, or other factors associated with the use of restrictive procedures;
  • at the number of times a restrictive procedure is used school-wide and for individual children;
  • at the number and types of injuries, if any, resulting from the use of restrictive procedures;
  • at whether restrictive procedures are used in  nonemergency situations;
  • at whether additional staff training on behavior interventions and restrictive procedures is needed; and
  • at proposed actions to minimize the use of restrictive procedures.
 
School/Program sites are expected to review their restrictive procedures data on at least a monthly basis to monitor the implementation of the District’s restrictive procedures plan and determine if additional staff training on behavior interventions and restrictive procedures is needed at the site.
 

Training for Staff 10 areas of training as required in Minn. Stat. 125A.0942 Subd.1(3) & Subd.5
Skills and Knowledge Areas Annual Training
  1. Positive Behavioral Interventions
  • NVCI (CPI)Non-Violence Crisis Intervention  District-wide
Evidence-based crisis prevention and training; emphasis on early intervention & nonphysical methods for preventing or managing disruptive behavior.
  • PBIS:  Positive Behavior Interventions and Supports District-wide
A Framework developed by staff to build culture and expectations around student behavior.  These expectations are taught in an intentional manner to students and are reinforced everyday by staff and students.
  • Mental Health Training District-wide
  • Nonverbal Communication Strategies  District-wide
Visual strategies to support student understanding of academic & social learning.  (i.e.  5 point scale, graphic organizers, comic strip conversations, etc.)
  1. Communicative Intent of Behavior
  • PBIS:  Positive Behavior Interventions and Supports 
A Framework developed by staff to build culture and expectations around student behavior.  These expectations are taught in an intentional manner to students and are reinforced everyday by staff and students.
  • Nonverbal Communication Strategies 
Visual strategies to support student understanding of academic & social learning.  (i.e.  5 point scale, graphic organizers, comic strip conversations, etc.)
  1. Relationship Building
  • PBIS:  Positive Behavior Interventions and Supports District-wide
A Framework developed by staff to build culture and expectations around student behavior.  These expectations are taught in an intentional manner to students and are reinforced everyday by staff and students.
  • Advisor/Advisee  Jordan High School
  1. Alternatives to Restrictive Procedures (including techniques to identify events and environmental factors that may escalate behavior)
  • NVCI (CPI)Non-Violence Crisis Intervention  District-wide
Evidence-based crisis prevention and training; emphasis on early intervention & nonphysical methods for preventing or managing disruptive behavior.
  • PBIS:  Positive Behavior Interventions and Supports District-wide
A Framework developed by staff to build culture and expectations around student behavior.  These expectations are taught in an intentional manner to students and are reinforced everyday by staff and students.
  • Collaborative Problem Solving Approach
  1. De-Escalation methods
  • NVCI (CPI)Non-Violence Crisis Intervention  District-wide
Evidence-based crisis prevention and training; emphasis on early intervention & nonphysical methods for preventing or managing disruptive behavior.
  • PBIS:  Positive Behavior Interventions and Supports District-wide
A Framework developed by staff to build culture and expectations around student behavior.  These expectations are taught in an intentional manner to students and are reinforced everyday by staff and students.
  • Collaborative Problem Solving Approach
  1. Standards for using restrictive procedures
Jordan Public School District’s Restrictive Procedure Plan & Documentation Form
  1. Obtaining Emergency Medical Assistance
  • Building Response Team
  • Building Crisis Management Response Plan
  1. Psychological/Physiological impact of Restrict and seclusion
  • NVCI (CPI)Non-Violence Crisis Intervention  District-wide
Evidence-based crisis prevention and training; emphasis on early intervention & nonphysical methods for preventing or managing disruptive behavior.
  1. Monitoring and responding to a child’s physical signs of distress during restraint
  • NVCI (CPI)Non-Violence Crisis Intervention  District-wide
Evidence-based crisis prevention and training; emphasis on early intervention & nonphysical methods for preventing or managing disruptive behavior.
  1. Recognizing symptoms of Asphyxia during restrain
  • NVCI (CPI)Non-Violence Crisis Intervention  District-wide
Evidence-based crisis prevention and training; emphasis on early intervention & nonphysical methods for preventing or managing disruptive behavior.
 

Contact: Chad Williams