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 2019-20:

    • Marcy Doud, Assistant Superintendent, Office of Specialized Services
    • Larry Wren, Office of Specialized Services Supervisor
    • Hai-Yen Vo, Office of Specialized Services Supervisor
    • Amy Johnson, Office of Specialized Services Supervisor
    • Brenda Natala, Office of Specialized Services Supervisor
    • Dr. Leslie Hitchens, Office of Specialized Services Supervisor
    • Katie Pflaz, Principal of RiverEast
    • Daniel Wolff, Principal of Jouneys
    • Catherine Butcher, District Coach/Restrictive Procedures Training
    • Jennifer Krueger, District Compliance Coach
    • Michelle Keleny, Lead Social Worker
    • Ryan Vernosh, General Education Administrator

    MDE Restrictive Procedures Information

    SPPS Restrictive Procedures Plan 16-17

    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 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 an 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