Skip to main content

Intermediate School District 917

Purposeful. Personalized. Partners.

2 in 30 Meeting Resources

2 in 30 Meeting Resources

In Minnesota, a "2 in 30" meeting (officially an IEP/IFSP team meeting) is required by state law to ensure student safety and reduce the reliance on physical intervention.

Meeting Triggers & Deadlines

A meeting must be held within 10 calendar days if:

  • A restrictive procedure is used on two separate school days within a 30-calendar-day period.
  • A pattern of use emerges.
  • A parent or the district requests a meeting after a restrictive procedure is used.

What are we meeting for?

The primary goal is to review why the procedures were necessary and how to prevent them in the future. The following are considered at the IEP Meeting:

Review Data: Analyze incident reports, including the required post-use debriefing descriptions.

Update Positive Supports: Consider developing or revising Positive Behavioral Interventions and Supports (PBIS).

Modify the IEP/BIP: Update the student’s Individualized Education Program (IEP) or Positive Behavior Support Plan (PBSP) as needed.

Review the FBA: Review the Functional Behavioral Analysis (FBA) to ensure the team understands the "why" behind the behavior.

Meeting Agenda Checklist

Review the Incident: What were the triggers? Was it an "emergency" (immediate risk of physical injury)?

Staff Debriefing: Briefly describe the post-use debriefing that occurred.

Student Strengths: Incorporate student strengths and interests into updated strategies.

Elementary 2 in 30 Agenda Template / Sample

The Importance of Related Service Providers & BCBA Support

Case managers need to ensure that related service providers who have relevant input are at the meeting.

What to do if the behaviors are not covered in the needs from the evaluation (FBA)?

There may be occassions where the target behavior that necessitates the use of restrictive procedures cannot be related to a student's current needs identified in the eval. The IEP team, upon analyzing the data from the restrictive procedures should determine an appropriate plan to identify these needs through assessment such as a standalone FBA. If you have concerns about the behaviors leading to restrictive procedures and how they are or are not being fully addressed in the IEP, consult with your program BCBA or Administrator/Lead Teacher prior to the IEP meeting.

2 in 30 Meeting Procedures

Action Person Responsible Timeline 
Once a student has two incidents (in a 30 calendar-day period) in which restrictive procedures are needed, staff need to schedule an IEP team meeting to discuss the use of restrictive procedures, PBSP, and IEP goals. This meeting must take place within 10 CALENDAR days of the 2nd incident. (Parent should be notified of all incidents using restrictive procedures within 24 hours) Case Manager
Day of 2nd incident

Send a calendar with the Notice of a Team Meeting attached to the team members.

Invite all IEP Team Members: Admin Designee, BCBA, District Rep, Parent, Student, if/when appropriate, Service providers, etc.

 Case Manager ASAP

Create an Agenda for the meeting 

Include a brief synopsis of each use of a restrictive incident

Include Data on behavior goals

TEMPLATE Agenda

 Case Manager Prior to the meeting
Connect with your assigned BCBA (if the consent form is signed) prior to the meeting to review the Incidents and the PBSP for effectiveness, as well as the behavioral goal pertinent to the student’s replacement skill targeted in the IEP and PBSP.

Case Manager

BCBA

 2-3 days prior to the meeting 

At the meeting:

  • Identify a note-taker

  • Bullet point the IR’s referred to 

    • ex. 12/8 - Schedule change limiting break - change in expectations. This was a result of the new plan’s initial implementation. Students began to disassemble lockers and threw a metal locker part at staff - transported to seclusion

  • Make sure all consents and ROI’s are up to date, and check if the BCBA consent is completed

  • Determine if IEP Goals and PBSP are relevant and appropriate

    • Cover Replacement Skills - how are we teaching them, when are we teaching them, and who is doing it? (Consult your BCBA/LSW/Related Services)

  • Finish with a summary of changes and duties as assigned
Case Manager
Day of meeting

Record the Notes into the Record of a Team Meeting (RoaTM)

Ensure Parents have a copy of the notes

 Facilitator / Case Manager Post-meeting

If changing the IEP or PBSP and PWN, follow procedures for documentation review

If during the discussion a parent/guardian presents an option that is ultimately decided against by the team, a PWN must be sent out to acknowledge the option and the team’s decision.
Case Manager		 By day 6
Once given approval for finalization, update the team with the amended IEP/PBSP and PWN Case Manager Day 11

Resources

MN Revisor Statute on Standards for Restrictive Procedures 

MN Revisor Statute on Terminology

125A.0942 STANDARDS FOR RESTRICTIVE PROCEDURES.

Subd. 2.Restrictive procedures. 

(c) The district must hold a meeting of the individualized education program or individualized family service plan team, conduct or review a functional behavioral analysis, review data, consider developing additional or revised positive behavioral interventions and supports, consider actions to reduce the use of restrictive procedures, and modify the individualized education program, individualized family service plan, or behavior intervention plan as appropriate. 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 a pattern of use emerges and the child's individualized education program, individualized family service plan, or behavior intervention plan does not provide for using restrictive procedures in an emergency; 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 individualized education program or individualized family service plan meeting when the child's individualized education program or individualized family service plan provides for using restrictive procedures in an emergency.

(d) If the individualized education program or individualized family service plan team under paragraph (c) 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.

(e) At the individualized education program or individualized family service plan meeting under paragraph (c), the team must review any known medical or psychological limitations, including any medical information the parent provides voluntarily, that contraindicate the use of a restrictive procedure, consider whether to prohibit that restrictive procedure, and document any prohibition in the individualized education program, individualized family service plan, or behavior intervention plan