Special education

Schools that intend to use restrictive procedures are required to maintain and make publicly accessible in an electronic format on a school or district website or make a paper copy available upon request describing a restrictive procedures plan for children with disabilities

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)

Restrictive procedure means the use of physical holding or seclusion in an emergency. Restrictive procedures must not be used to punish or otherwise discipline a child.

Definition found at Minnesota Statutes, section 125A.0941(f)

An emergency means a situation where immediate intervention is needed to protect a child or other individual 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 exists.

Definition found at Minnesota Statutes, section 125A.0941(b)

Restrictive procedures may be used only in response to behavior that constitutes an emergency, even if written into a child’s IEP or BSP.

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 2(f)

1. Anoka-Hennepin ISD #11 intends to use the following restrictive procedures in the event of an emergency:
   1. Physical Holding
      1. Physical holding means physical intervention intended to hold a child immobile or limit a child’s movement, where body contact is the only source of physical restraint, and where immobilization is used to effectively gain control of a child in order to protect a child or other individual from physical injury.
      2. The term physical holding does not mean physical contact that:
         1. Helps a child respond or complete a task;
         2. Assists a child without restricting the child’s movement;
         3. Is needed to administer an authorized health-related service or procedure; or
         4. Is needed to physically escort a child when the child does not resist or the child’s resistance is minimal.
   2. Seclusion
      The use of seclusion as a restrictive procedure at Anoka-Hennepin ISD #11 ended on June 6, 2024 with the exception of use for 4th grade students or older within the setting IV learning environment at River Trail Learning Center at LO Jacob (RTLC). The following information offers clarification:
      1. Seclusion means confining a child alone in a room from which egress is barred.
      2. Removing a child from an activity to a location where the child cannot participate in or observe the activity is not seclusion.
      3. Anoka-Hennepin will use registered Locked Quiet Rooms (LQRs) with magnetic locks that require staff to hold to maintain the lock mechanism while observing the student.
      4. LQRs are inspected by the local fire inspector and are registered with MDE. The registration list is reviewed and updated annually or when the status of a room changes (door removed, lock disengaged or room added). All inspection records are available upon written request.
      5. LQRs meet the criteria identified within statute.
      6. Currently registered LQRs in the district: River Trail Learning Center at LO Jacob (RTLC)
         1. Room 408 (Registered 8/4/2011)
         2. Room 409 (Registered 8/4/2011)
      7. All other registered and formerly registered LQRs within the Anoka-Hennepin district are repurposed for student sensory needs. Doors and locking mechanisms were removed in the summer of 2024.
2. Anoka-Hennepin ISD #11 intends to use physical holds consistent with Crisis Prevention Intervention (CPI), Professional Crisis Management (PCM), and Handle With Care (HWC) standards including:
   Crisis Prevention Institute
   1. CPI-Medium Level Standing Position/Seated
   2. CPI-High Level Standing Position/Seated

   3. CPI-Advanced Skills

   4. CPI-Kneeling: Seated to Supine

   5. CPI-Seated Shoulder Supported

   6. CPI-Standing Shoulder Supported

   7. CPI-Supine

   8. CPI-Team Control Position

   9. CPI-Children’s Control Position
      Professional Crisis Management Association (PCM)

   10. PCM-Sunday Stroll

   11. PCM-Wrist Tricep

   12. PCM-Vertical Immobilization

   13. PCM-One Arm Wrap Around

   14. PCM-Two Person Sunday Stroll

   15. PCM-Supine
       Handle With Care (HWC)

   16. HWC- Modified Primary Restraint Technique

       Definition found at Minnesota Statutes, section 125A.0941(b) and 125A.0942, Subdivision 4 (11)

3. Anoka-Hennepin ISD #11 implements a wide range of positive behavior supports and strategies represented below; links to community resources and mental health services are also represented.
   1. Positive behavioral interventions and supports are the interventions and strategies utilized to improve the school environment and teach children replacement and adaptive behaviors and skills.
   2. The following positive behavior strategies and supports are implemented in the district:
      1. Catalyst Training: Most elementary and secondary general education teachers, building administration, as well as elementary special education staff, have received specialized training and coaching in these support strategies.
      2. Congruent Behavior Expectations: Schools have established school wide behavioral targets which are directly communicated to students and staff and displayed throughout the learning environment with shared language.
      3. MTSS Intervention Teams: All schools have established pre-referral intervention teams. Interventions target both academic and social/emotional and behavioral concerns and are designed to support the individual needs of the student. These teams meet on a regularly scheduled basis. Data collection and analysis within collaborative teams have been developed and sustained.
      4. Multi Tiered Systems of Support (MTSS): An intervention framework across the district, schools, and sites have been implemented, developed, and sustained through the leadership and collaborative efforts of the MTSS Committee.
         1. The District’s Curriculum Department has identified multi-tiered levels of support in the Academic curricular areas.
         2. The District has also identified character development aligned per The Anoka-Hennepin Harassment, Violence, and Discrimination Policy - 413.0.
      5. Equity: The district employs staff to assist in ensuring educational equity, focusing on providing students with opportunities to embrace different cultures and be active participants in their educational environment. In this area, the district is committed to the following:
         1. Improving multicultural learning opportunities for all students.
         2. Providing support and resources for families in need.
         3. Improving student achievement.
         4. Continuous program evaluation based on data-driven decisions.
         5. Increasing the number and retention of teachers, administrators, and staff of color.
      6. Positive Student Climate: The following programs offered at a variety of sites support student health and well-being with their peers: Peer Mediation training, Anti-Bullying Programs, Anonymous Online Reporting Systems, Cyber bullying Awareness, Bystander Education, Second Step Violence Prevention, Steps-to-Respect, Restorative Justice, Choose Respect, DARE, Body Boundary Education and Ripple Effects for Kids. In addition we have tier 1 SEL curriculum at all elementary schools (Leader In Me and Character Strong).
      7. Student Achievement Advisors (SAAs): In each secondary school, SAAs collaborate with the administration and staff of the Anoka-Hennepin School District. Their role is to support the efforts of students to succeed academically and socially as well as strengthen relationships with the families and communities our students represent.
      8. Ukeru: Trauma Informed crisis response training without use of any restrictive procedure continuing from the 2024-2025 school year.
         1. Developmental Repair: Anne Gearity, PhD, LICSW describes Developmental Repair as “A state of mind, as well as a program model: it is the intentional and practiced stance that allows adults to remain active regulating partners for children who are unable to sustain adequate self-regulation and self-organization in the face of distress.” DEVELOPMENTAL REPAIR A Paradigm Change for Intervening with At-risk Young Children
4. Anoka-Hennepin ISD #11 employs a Special Education Mental Health Coordinator who provides oversight for mental health programming, policy and protocol.
   1. In addition to the district staff supporting the mental health needs of students, mental health billing in IEPs, and co-located mental health services are available in many of the district’s buildings.
   2. Mental Health Advisory Team: The mission of the mental health advisory team is to maintain a collaborative and proactive approach to identify and intervene in response to the student population trends to meet the continuum of mental health needs of students in our district.
      1. Recommendations developed by this advisory team include:
         1. Mental health related policy and procedure
         2. Delivery of effective services
         3. Prevention and intervention strategies
         4. Communication and documentation standards
         5. Linkage to community services
         6. Mental health related professional development
5. Anoka-Hennepin ISD #11 provides links for family services around crisis, basic needs, housing/shelter, financial, and general support:
   1. Resources and Support given to families around crisis, basic needs, housing/shelter, financial, general support
      1. National Alliance on Mental Illness - Minnesota
      2. Student Services Website
      3. Anoka County Resources
      4. Hennepin County Resources
         
         Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)(1) and 1(a)(2)
6. Anoka-Hennepin ISD #11 School provides training on de-escalation, positive behavior interventions, and alternatives to restrictive procedures as represented by:
   1. Crisis Prevention Intervention (CPI): Evidenced based crisis intervention and training with physical holds
   2. Professional Crisis Management (PCM): Evidenced based crisis intervention and training with physical holds
   3. Handle With Care (HWC): Evidenced based crisis intervention and training with physical holds
   4. Ukeru: Trauma Informed crisis response training without use of any restrictive procedure, continuing from the 2024-2025 school year.
   5. Social Thinking Curriculum: Michelle Garcia Winner Strategies to assist in students learning social thinking skills
   6. Nonverbal Communication Strategies: Visual strategies to support student’s understanding of academic and social learning. Examples include the 5-point scale, social learning stories, and graphic organizers, including structured teaching at the secondary level.
   7. Early Childhood Pyramid Model: The Pyramid Model is a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development.
   8. Positive Behavior Interventions and Supports (PBIS): A system developed by special education staff to build a positive culture with expectations focused on student behavior. The expectations are taught in a purposeful manner and are reinforced daily through activities as well as spontaneous events.
   9. Catalyst: Educational Non-verbal Yardsticks uses nonverbal modeling and interacting focusing on relationship and behavioral skill building.
   10. Developmental Repair:
       1. Anne Gearity, PhD, LICSW describes Developmental Repair as “A state of mind, as well as a program model: it is the intentional and practiced stance that allows adults to remain active regulating partners for children who are unable to sustain adequate self-regulation and self-organization in the face of distress.”
   11. Annual Emergency Use of Restrictive Procedures training for special education staff
       
       Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)(3); See also, Minnesota Statutes, section 122A.09, Subdivision 4(k) and Minnesota Rule 8710.0300
7. Anoka-Hennepin ISD #11 will monitor and review the use of restrictive procedures in the following manner:
   1. Each time physical holding or seclusion is used, the staff person who implements or oversees the physical holding or seclusion completes, as soon as possible after the incident concludes, the following information:
      1. A description of the incident that led to the physical holding or seclusion;
      2. Why a less restrictive measure failed or was determined by staff to be inappropriate or impractical;
      3. The time the physical holding or seclusion began and the time the child was released; and
      4. A brief record of the child’s behavioral and physical status.
      5. A post-use debrief form will also be completed collaboratively within two school days; the intent is to reduce the need for emergency use of restrictive procedures in the future and ensure the use of the restrictive procedure was an emergency. Components of the post-use debrief form are aligned with statute.
      6. Each time physical holding is used, the staff person who implements or oversees the physical holding will complete an emergency restrictive procedure form.
      7. Parent notification should occur on the same day as a restrictive procedure; or if staff is unable to provide same-day notice, written or electronic notice will occur within two days.
      8. Each time seclusion is used at RTLC, the staff person who implements or oversees the seclusion will complete an emergency restrictive procedure form.
   2. A licensed special education staff will notify and consult with a Special Education Administrator for the following:
      1. When an emergency restrictive procedure has been used;
      2. When a post-use debrief reports there was not an emergency need for the use of the restrictive procedure;
      3. To schedule an IEP for the use of two restrictive procedures over two days within a 30 day period;
      4. For consult on complex behavioral needs.
         
         Requirement found at Minnesota Statutes, section 125A.0942 Subdivision 2 (b)1(a)(4)(i)
8. Anoka-Hennepin ISD #11 will maintain an oversight committee to undertake review of the use of restrictive procedures, reducing the use of restrictive procedures, and consider staff training by using the following methods:
   1. Compile restrictive procedure data across settings in the Anoka-Hennepin ISD #11 per state and district timelines;
   2. Consider patterns or problems indicated by similarities or differences in any of the following of data:
      1. 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; 
      2. the number of times a restrictive procedure is used schoolwide 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 non emergency situations; 
      3. the need for additional staff training; and proposed actions to minimize the use of restrictive procedures;
      4. any disproportionate use of restrictive procedures based on race, gender, or disability status; 
      5. considering the role of the school resource officer or police in emergencies and the use of restrictive procedures; and
         review of documentation to determine if the standards for using restrictive procedures are met
   3. Consider the effectiveness of behavioral supports and interventions intended to reduce the use of restrictive procedures; apply what is learned to support students and staff.
      
      Requirement found at Minnesota Statutes 125A.0942, Subdivision 1(b)
9. Anoka-Hennepin ISD #11 all staff who may use restrictive procedures receive training in the following skills and knowledge areas:
   1. To meet the requirements of subdivision 1, staff who use restrictive procedures, including paraprofessionals, shall complete training in the following skills and knowledge areas:
      1. Positive behavioral interventions;
      2. Communicative intent of behaviors;
      3. Relationship building;
      4. Alternatives to restrictive procedures, including techniques to identify events and environmental factors that may escalate behavior;
      5. De-escalation methods;
      6. Standards for using restrictive procedures only in an emergency;
      7. Obtaining emergency medical assistance;
      8. The physiological and psychological impact of physical holding and seclusion;
      9. Monitoring and responding to a child's physical signs of distress when physical holding is being used;
      10. Recognizing the symptoms of and interventions that may cause positional asphyxia when physical holding is used;
      11. District policies and procedures for timely reporting and documenting each incident involving use of a restricted procedure; and
      12. Schoolwide programs on positive behavior strategies.
10. In order to be considered trained in the use of Restrictive Procedures, all staff must be certified in one of the following crisis intervention systems that include physical holds:
    1. Crisis Prevention Intervention (CPI): Evidenced based crisis intervention and training with physical holds (K-12, RTLC, and Two Rivers)
    2. Professional Crisis Management (PCM): Evidenced based crisis intervention and training with physical holds (RTLC and Two Rivers)
    3. Handle With Care (HWC): Evidenced based crisis intervention and training with physical holds (ECSE Programs)
       
       Requirement found at Minnesota Statutes 125A.0942, Subdivision 5
11. Anoka-Hennepin ISD #11 will never use the following prohibited actions on a child:
    1. Engaging in conduct prohibited under section 121A.58;
    2. Requiring a child to assume and maintain a specified physical position, activity, or posture that induces physical pain;
    3. Totally or partially restricting a child's senses as punishment;
    4. Presenting an intense sound, light, or other sensory stimuli using smell, taste, substance, or spray as punishment;
    5. Denying or restricting a child's access to equipment and devices such as walkers, wheelchairs, hearing aids, and communication boards that facilitate the child's functioning, except when temporarily removing the equipment or device is needed to prevent injury to the child or others or serious damage to the equipment or device, in which case the equipment or device shall be returned to the child as soon as possible;
    6. Interacting with a child in a manner that constitutes sexual abuse, neglect, or physical abuse under chapter 260E;
    7. Withholding regularly scheduled meals or water;
    8. Denying access to bathroom facilities;
    9. Physical holding that restricts or impairs a child's ability to breathe, restricts or impairs a child's ability to communicate distress, places pressure or weight on a child's head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in straddling a child's torso;
    10. Prone restraint; and
    11. The use of seclusion on children from birth through grade 3 by September 1, 2024.
        
        Requirement found at Minnesota Statutes 125A.0942, Subdivision 4