Restrictive Procedures

  • In 2009, Minnesota Statutes regarding restrictive procedures were passed, and were required to be fully implemented effective August 1, 2011.  In 2013, 2014, and 2016, legislative amendments were made to the statutes governing the use of restrictive procedures.  These provisions pertain to physical holding and seclusion, and apply to children with disabilities in public schools.  The following documents are designed to assist staff in the emergency use and documentation of restrictive procedures in Saint Paul Public Schools. Use of restrictive procedures must be documented in the SPPS Restrictive Procedures online system.

    The SPPS Restrictive Procedures Oversight Committee meets quarterly.  The following are members for 2023-2024:

    • Heidi Nistler, Office of Specialized Services, Assistant Superintendent 
    • Amy Johnson, Office of Specialized Services Assistant Director 
    • Dr. Leslie Hitchens, Principal of Maxfield Elementary School
    • Tom Lucy, Social Worker 
    • Christina Scholl, ECSE Coach/Restrictive Procedures
    • Theodore Larson, District Coach/Restrictive Procedures Training/PBIS
    • Christina Richardson, Special Education Due Process Coach

    MDE Restrictive Procedures Information

    SPPS Restrictive Procedures Plan 2023-2024

    Restrictive Procedures may only be used by the following staff:
    • Licensed special education teacher
    • School social worker
    • School psychologist
    • Behavior analyst (certified by the National Behavior Analyst Cert. Board)
    • Person with MA degree in behavior analysis
    • Other licensed educational professionals, paraprofessionals, or mental health professionals who have completed a state-approved training program
     
    To meet the requirements of the new statute, staff who use restrictive procedures shall complete training in the following skills and knowledge areas:
    • Positive behavioral intervention
    • Communicative intent of behaviors
    • Relationship-building
    • Alternatives to restrictive procedures, including techniques to identify events and environmental factors that may escalate behavior
    • De-escalation methods
    • Standards for using restrictive procedures
    • Obtaining emergency medical assistance
    • The physiological and psychological impact of physical holding and seclusion
    • Monitoring and responding to a child’s physical signs of distress when physical holding is being used
    • Recognizing the symptoms of and interventions that may cause positional asphyxia when physical holding is used.
     
    Training requirements for use of restrictive procedures shall be met through the successful completion of the training sessions listed below. Trainings will be held throughout the school year.
    • Nonviolent Crisis Intervention and Restrictive Procedures Skills Training - This includes an eight-hour introductory training, plus refreshers every other year
    • Restrictive Procedures Standards and Documentation Training
    • Restrictive Procedures Skills Training