(1) An LEA or school shall develop and implement a board approved comprehensive LEA plan or policy for student and classroom management, and school discipline.

(2) An LEA shall include administration, instruction and support staff, students, parents, community council, and other community members in policy development, training, and prevention implementation so as to create a community sense of participation, ownership, support, and responsibility.

(3) A plan described in Subsection (1) shall include:

• (a) the definitions of Section 53G-8-210;
• (b) written Standard for student behavior expectations, including school and classroom management;
• (c) effective instructional practices for teaching student expectations, including:
• (i) self-discipline;
• (ii) citizenship;
• (iii) civic skills; and
• (iv) social skills;
• (d) systematic methods for reinforcement of expected behaviors;
• (e) uniform methods for correction of student behavior;
• (f) uniform methods for at least annual school level data-based evaluations of efficiency and effectiveness;
• (g) an ongoing staff development program related to development of:
• (i) student behavior expectations;
• (ii) effective instructional practices for teaching and reinforcing behavior expectations;
• (iii) effective intervention strategies; and
• (iv) effective strategies for evaluation of the efficiency and effectiveness of interventions;
• (h) procedures for ongoing training of appropriate school personnel in:
• (i) crisis intervention training;
• (ii) emergency safety intervention professional development; and
• (iii) LEA policies related to emergency safety interventions consistent with evidence-based practice;
• (i) policies and procedures relating to the use and abuse of alcohol and controlled substances by students;
• (j) policies and procedures, consistent with requirements of Rule R277-613, related to:
• (i) bullying;
• (ii) cyber-bullying;
• (iii) harassment;
• (iv) hazing; and
• (v) retaliation;
• (k) policies and procedures for the use of emergency safety interventions for all students consistent with evidence-based practices including prohibition of:
• (i) physical restraint, subject to the requirements of Section R277-609-5, except when the physical restraint is allowed as described in Subsection 53G-8-302(2);
• (ii) prone, or face-down, physical restraint;
• (iii) supine, or face-up, physical restraint;
• (iv) physical restraint that obstructs the airway of a student or adversely affects a student's primary mode of communication;
• (v) mechanical restraint, except:
• (A) protective or stabilizing restraints;
• (B) restraints required by law, including seatbelts or any other safety equipment when used to secure students during transportation; and
• (C) any device used by a law enforcement officer in carrying out law enforcement duties;
• (vi) chemical restraint, except as:
• (A) prescribed by a licensed physician, or other qualified health professional acting under the scope of the professional's authority under State law, for the standard treatment of a student's medical or psychiatric condition; and
• (B) administered as prescribed by the licensed physician or other qualified health professional acting under the scope of the professional's authority under state law;
• (vii) seclusionary time out, subject to the requirements of Section R277-609-5, except when a student presents an immediate danger of serious physical harm to self or others; and
• (viii) for a student with a disability, emergency safety interventions written into a student's IEP, as a planned intervention, unless:
• (A) school personnel, the family, and the IEP team agree less restrictive means which meet circumstances described in Section R277-608-5 have been attempted;
• (B) a FBA has been conducted; and
• (C) a positive behavior intervention plan based on data analysis has been written into the plan and implemented.

(1) The state board shall make rules that prepare and make available a training program for school principals and school resource officers to attend.

(2) To create the curriculum and materials for the training program described in Subsection (1), the state board shall:

• (a) work in conjunction with the State Commission on Criminal and Juvenile Justice created in Section 63M-7-201;
• (b) solicit input from local school boards, charter school governing boards, and the Utah Schools for the Deaf and the Blind;
• (c) solicit input from local law enforcement and other interested community stakeholders; and
• (d) consider the current United States Department of Education recommendations on school discipline and the role of a school resource officer.

(3) The training program described in Subsection (1) may include training on the following:

• (a) childhood and adolescent development;
• (b) responding age-appropriately to students;
• (c) working with disabled students;
• (d) techniques to de-escalate and resolve conflict;
• (e) cultural awareness;
• (f) restorative justice practices;
• (g) identifying a student exposed to violence or trauma and referring the student to appropriate resources;
• (h) student privacy rights;
• (i) negative consequences associated with youth involvement in the juvenile and criminal justice systems;
• (j) strategies to reduce juvenile justice involvement; and
• (k) roles of and distinctions between a school resource officer and other school staff who help keep a school secure.

This document addresses behavioral supports with tiered intervention