Total Holds by School

160

140

120

100

80
2011-2012
60
2012-2013
40 2013-2014
2014-2015
20 2015-2016

0
Chan
BCE CES CRE JES EU VES PRMS EAST WEST STAR CNHS
El
2011-2012 12 0 29 0 31 3 11 0 5 0 0
2012-2013 25 0 13 4 7 10 9 7 2 0 1
2013-2014 134 0 4 3 22 2 9 4 6 0 14
2014-2015 26 23 0 1 2 0 3 6 1 2 1 85
2015-2016 88 3 1 1 1 3 4 3 2
 Holds by Students
12

10

6
2012-2013
4 2013-2014
2014-2015

2 2015-2016

0
Chan
BCE CES CRE JES EU VES PRMS East West CNHS STAR
El
2012-2013 10 4 1 0 2 2 2 2 0 1 1 0
2013-2014 6 4 1 0 4 1 1 1 0 2 2 0
2014-2015 5 0 1 5 2 0 2 3 1 1 2 1
2015-2016 10 1 1 2 1 1 3 1 1
 18
Holds by Race
16

14

12

10

8
2012-2013

6 2013-2014
2014-2015
4 2015-2016

0
White Black Hispanic Native Am Asian
2012-2013 17 4 2 0 0
2013-2014 14 6 1 1 0
2014-2015 16 4 1 0 1
2015-2016 12 6 2 1 0
 Holds by Disability
12

10

6
2012-2013
2013-2014
4 2014-2015
2015-2016
2

0
EBD ASD DCD OHD SMI TBI DD
2012-2013 10 5 1 2 1 2 2
2013-2014 6 5 2 4 3 2 0
2014-2015 7 9 2 2 3 0 0
2015-2016 8 9 2 1 1
 Total Holds

200

180

160

140

120

100

80

60

40

20

0
2012-2013 2013-2014 2014-2015 2015-2016
Series1 73 198 150 106
 Celebrations & Facts

• ↓29% of Total Holds (from 14-15 to 15-16) • Student Programming 15-16:

• ↓≈0.09% holds by student • ≈86% Center-Based
• Avg. 124.4 holds per year (averaged • ≈10% Resource
•
over 4 yrs.)
≈4% Setting 4 (STAR)
• Overall 15-16:
• ASD=42% of holds • 95% of students had Restrictive
Procedures on their IEP
• EBD=38% of holds
• 5% was one student under
initial Evaluation
 Celebrations & Facts cont…
• Percentages of Race within District Comparing Percentages of Race in SPED and
• ≈ 84% White Restrictive Procedures

• ≈16% Students of Color

90
80

• Percentages of Race within Special 70

60
Education 50

• ≈ 76.6% White
40
30
• ≈23.4% Students of Color 20
10
• Holds by Race: 0
District District SPED SPED Holds Holds
• ≈57% White White Students
of Color
White Students
of Color
White Students
of Color
• ≈43% Students of Color
• Minnesota Statutes, section 125A.0941(c)
• “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.
• 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.
• Minnesota Statutes, section 125A.0941(b)
• “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.
• Minnesota Statutes, section 125A.0942, Subdivision 2
• (b) A school shall make reasonable efforts to notify the parent on the same day a restrictive
procedure is used on the child, …if unable to …, notice is sent within two days by written or
electronic means or as other….
• (c) …..The district must hold the meeting: within ten calendar days after district staff use
restrictive procedures on two separate school days within 30 calendar days or
• (c)…a pattern of use emerges and the child’s IEP or BIP does not provide for using restrictive
procedures in an emergency;
• (c)…or at the request of a parent or the district after restrictive procedures are used.
• The district must review use of restrictive procedures at a child’s annual IEP meeting
when the child’s IEP provides for using restrictive procedures in an emergency.
• (d) If the IEP team determines that existing interventions and supports are ineffective in
reducing the use of restrictive procedures or the district uses restrictive procedures on a
child on ten or more school days during the same school year, the team, as appropriate,
either must consult with other professionals working with the child;
• consult with experts in behavior analysis, mental health, communication, or autism; consult with
culturally competent professionals; review existing evaluations, resources, and successful strategies;
or consider whether to reevaluate the child.