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Restrictive Proceedures

In accordance with Minnesota Statute 125A.0942, Subd. 1, all Minnesota school districts are required to develop and make public a plan that discloses their use of restrictive procedures. This plan outlines:

  • The specific restrictive procedures the school intends to use.

  • How the school will monitor and review the use of restrictive procedures (including post-use debriefings and oversight committee reviews).

  • A written description and documentation of staff training.

Our Commitment to Trauma-Informed Care: Ukeru

Ukeru is a trauma-informed, restraint-free crisis prevention and response approach used at Kasson-Mantorville Elementary School as a first-line strategy for supporting students exhibiting physically aggressive behavior.

Named after the Japanese word meaning “to receive,” Ukeru encourages staff to respond to challenging behavior with safety, dignity, and respect rather than force.

Ukeru Focuses On:

  • Preventing Escalation: Recognizing behavior as communication and understanding its root causes.

  • De-escalation Techniques: Emphasizing verbal and nonverbal communication to build a comforting environment.

  • Safe Physical Strategies: Utilizing protective blocking to avoid traditional restraints while prioritizing safety for both students and staff.

  • A Comfort-Over-Control Philosophy: Helping students feel safe and supported, rather than controlled.

Important Note: Kasson-Mantorville Public Schools uses restrictive procedures only in response to behaviors that constitute an emergency, even if such procedures are written into a child’s Individualized Education Program (IEP), Positive Behavior Support Plan (PBSP), or Behavior Intervention Plan (BIP).

Key Definitions

  • Emergency: A situation where immediate intervention is needed to protect a child or another individual from physical injury.

  • Restrictive Procedures: The use of physical holding or seclusion in an emergency situation.

  • Physical Holding: A physical intervention intended to hold a child immobile or limit their movement, where body contact is the only source of restraint.

    • Physical holding does not include: Helping a child complete a task, assisting a child without restricting movement, administering authorized health-related services, or physically escorting a child who is not resisting (or whose resistance is minimal).

  • Seclusion: Confining a child alone in a room from which egress is barred. (Note: Removing a child from an activity to a location where they cannot participate or observe is not considered seclusion).

  • Positive Behavioral Interventions and Supports (PBIS): Interventions and strategies designed to improve the school environment and teach children the skills needed to behave appropriately.

Staff Training Requirements & Activities

Requirements

Staff who design and use behavioral interventions must complete comprehensive training in both positive approaches and restrictive procedures.

  • Records: Training records—including content, attendees, and dates—are maintained in a database at the Zumbro Education District main office and by the Kasson-Mantorville Special Education Coordinator.

  • Authorized Personnel: The following employee job classifications are authorized and certified to use restrictive procedures:

    • Licensed special education teachers

    • School psychologists

    • Other licensed education professionals

    • Highly qualified educational paraprofessionals

Training Activities

District staff who have routine contact with students and who may use restrictive procedures receive both in-depth initial training and regular refresher training in:

  • Positive behavioral interventions and schoolwide strategy programs.

  • Communicative intent of behaviors and relationship building.

  • Alternatives to restrictive procedures (identifying environmental triggers).

  • De-escalation methods.

  • Standards for using restrictive procedures strictly in emergencies.

  • Obtaining emergency medical assistance.

  • The physiological and psychological impacts of physical holding and seclusion.

  • Monitoring physical signs of distress and recognizing symptoms of positional asphyxia.

  • District policies for timely reporting and documentation.

District Oversight Committee

The Kasson-Mantorville Public Schools Oversight Committee consists of the following individuals:

Role

Committee Member
Special Education Director Nicole Kujath
KM Elementary School Administrator Eric Schofield
KM Middle School Administrator Josh Larsen
KM High School Administrator Trent Langemo
MS/HS School Social Worker Abigail Bense
ES School Social Worker

Jackson Hull

 

Committee Duties

The oversight committee meets every quarter to review:

  • Physical intervention documentation to identify patterns (e.g., time of day, day of week, duration, personnel involved).

  • Individual due process paperwork.

  • The schoolwide and individual frequency of restrictive procedures.

  • The number and types of any resulting injuries.

  • Strict adherence to emergency-only criteria.

  • District training needs to be communicated to the Zumbro Education District Special Education Director.

Permissible Restrictive Procedures

Restrictive procedures may only be used in emergency situations.

Physical Holding

Kasson-Mantorville Public Schools intends to use only the following types of physical holding:

  • CPI Children’s Control Position

  • CPI Team Control Position

  • CPI High-Level Seated Position

  • CPI High-Level Standing Position

Physical holding will end immediately once the threat of harm has passed and staff determine the student can safely return to their activity.

Seclusion

Kasson Mantorville Public Schools does not use seclusion.

Documentation & Post-Use Debriefing

Incident Documentation

Each time physical holding is used, the implementing or overseeing staff member must document the incident as soon as possible via SPED Forms ("Use of Restrictive Procedures: Physical Holding"), including:

  1. A description of the incident.

  2. Why less restrictive interventions failed, or why they were deemed inappropriate/impractical.

  3. The exact start and end times of the physical hold.

  4. A synopsis of the student’s behavioral and physical status.

Staff Debriefing

Within two school days of the incident, staff must conduct a post-use debriefing with the building administrator using the SPED Forms "Staff Debriefing" protocol to review the incident, check documentation completeness, confirm parental notification, and ensure staff certifications are up to date.

IEP Team Meetings

If restrictive procedures are used on two separate school days within a 30-school-day period, the IEP team will meet within 10 calendar days to review the student's plan in accordance with Minnesota Statute.

Parent Notification

Kasson-Mantorville Public Schools will make every reasonable effort to notify parents on the same day that a restrictive procedure is used in an emergency.

If same-day notice is not possible, notice will be sent via written or electronic means (or via the parent's preferred method specified in their child's IEP/BIP) within two days.

Positive Behavior Interventions and Supports (PBIS)

KM Elementary and Middle Schools actively incorporate school-wide PBIS language that stresses proactive strategies to define, teach, and support appropriate behaviors.

We operate on the fundamental belief that appropriate behaviors can be taught, rather than simply managed.

Accessible Documentation Forms