Physical Holding

State statute (Minn. Stat. 125A.094) defines restrictive procedures as "the use of physical holding or seclusion in an emergency." Currently, no Westonka Public Schools facility is certified to engage in seclusion. As such, physical holding is the only restrictive procedure available.

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."

In order to keep our students and ourselves safe, staff in Westonka Public Schools who have a reasonable likelihood of needing to engage in physical holding receive training in the Crisis Prevention Institute's (CPI) Nonviolent Crisis Intervention program. These are the only holds we use. 

Physical holding does NOT mean physical contact that:

• Helps a student respond or complete a task (i.e., physical prompting)
• Assists a student without restricting the student’s movement
• Is needed to administer an authorized health-related service or procedure
• Is needed to physically escort a student when the student does not resist or the student’s resistance is minima

Staff Training Competencies

Any staff who may use restrictive procedures are trained annually, based on the twelve skills below and knowledge areas directed by the state of Minnesota.  

• Positive behavioral interventions
• 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 only in an emergency
• 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
• District policies and procedures for timely reporting and documenting each incident involving the use of restrictive procedures
• School-wide programs on positive behavior strategies

Emergencies

Physical holding may only be used in an emergency by staff who hold current CPI certification. "Emergency" is a situation where immediate intervention is needed to protect a child or other individual from injury.

An emergency is NOT:

• Property destruction
• Running from staff (unless failing to respond would result in physical injury — e.g., running toward a busy highway)
• Noncompliance (e.g., refusal to go to class, hiding under a desk or table)
• An emergency situation that has already occurred and no threat of physical injury currently exists

Even during an emergency, use of physical holding must meet all of the following requirements:

• Physical holding is the least intrusive intervention that effectively responds to the emergency
• Staff directly observe the student while physical holding is being used
• Physical holding ends when the threat of harm ends and the staff determines the student can safely return to the classroom or activity
• Physical holding is not used to discipline a noncompliant student

Parent Notification

Each time a restrictive procedure is used, it must be documented and parents must be notified. Parent notification should take place the same day a restrictive procedure is used. If the school is unable to provide same-day notice, notice should be sent within two days by written or electronic means or as otherwise indicated by the student’s parents.

Documentation and Monitoring

The staff who implemented the restrictive procedure or who were responsible for supervising the restrictive procedure must complete the Use of Restrictive Procedures: Physical Holding form and the Staff Debriefing Meeting form (both in SpEd Forms) within one day of the hold taking place.

The District special education administration will maintain an ongoing record of all reported uses of restrictive procedures.  Quarterly, the special education administration will review the incidences reported and connect with the Special Education Coordinator, building administrators and pertinent staff members.  This review will assist in the monitoring of the use of procedures and result in team follow-up and additional training if necessary. 

IEP Meeting

If district staff use restrictive procedures on two separate school days within a 30 calendar day period, within 10 calendar days the district must hold an IEP team meeting. The IEP team must conduct or review a FBA, review data, consider developing additional or revised positive behavioral interventions and supports, consider actions to reduce the use of ** restrictive procedures, and modify the IEP or PBSP as appropriate.

Including Plan for Use of a Restrictive Procedure in Student’s IEP: A student’s IEP team may include a plan for using a restrictive procedure in the student’s IEP but may only use the restrictive procedure in situations that constitute an emergency. If a plan is included in the student’s IEP, the IEP must also indicate how the parent wants to be notified when a restrictive procedure is used. The district must review use of restrictive procedures at a student’s annual IEP meeting when the student’s IEP provides for using restrictive procedures in an emergency.

Positive Behavior Strategies

Westonka Public Schools will only use physical holds in emergency situations. Westonka staff will implement a range of positive behavior strategies as a proactive approach to teaching positive behavior skills to students, thereby reducing students exhibiting challenging behaviors and the need for the use of physical holds. These positive behavior strategies include:

• Redirection
• Correction
• Staff escort to breakout space
• Allow student to go to safe place to relax/regroup
• Cross talk with Staff
• Cross talk with Peer
• Planned ignoring
• Conflict mediation
• Verbal de-escalation
• Process with Staff
• Exit other Peers
• Offer alternative activities
• Offer sensory tools
• Social skills training/social thinking
• Staff hands off
• Proximity control

Revised: February 2025