(B) In any fiscal year, a city, local, exempted village, or joint vocational school district, community school, or STEM school shall spend the student wellness and success funds it receives for any of the following initiatives or a combination of any of the following initiatives: (1) Mental health services; (2) Services for homeless youth; (3) Services for child welfare involved youth; (4) Community liaisons; (5) Physical health care services; (6) Mentoring programs; (7) Family engagement and support services; (8) City connects programming; (9) Professional development regarding the provision of trauma informed care; (10) Professional development regarding cultural competence; (11) Student services provided prior to or after the regularly scheduled school day or any time school is not in session. (C) Each city, local, exempted village, and joint vocational school district, community school, and STEM school that is subject to the requirements of this section shall develop a plan for utilizing the student wellness and success funds it receives in coordination with at least one of the following community partners: (1) A board of alcohol, drug, and mental health services established under Chapter 340. of the Revised Code; (2) An educational service center; (3) A county board of developmental disabilities; (4) A community-based mental health treatment provider; (5) A board of health of a city or general health district; (6) A county department of job and family services; (7) A nonprofit organization with experience serving children; (8) A public hospital agency. (D) After the end of each fiscal year, each city, local, exempted village, or joint vocational school district, community school, and STEM school shall submit a report to the department of education, in a manner prescribed by the department, describing the initiative or initiatives on which the district’s or school’s student wellness and success funds were spent during that fiscal year.

(1) Positive behavior intervention and supports and social-emotional development; (2) Classroom systems for establishing the foundation for positive behavior, such as supervision, acknowledgment, prompts, and precorrection; (3) Classroom systems for responding to unwanted behavior, including error correction and other strategies; (4) Classroom data collection systems; (5) Effective instructional strategies and how to implement them with fidelity; (6) Matching curriculum to student needs and data; (7) The impact of trauma, toxic stress, and other environmental variables on learning behavior. (B) Within three years after the effective date of this section, each school district shall provide professional development or continuing education in positive behavior intervention and supports, as part of the school-wide implementation of the positive behavior intervention and supports framework required under section 3319.46 of the Revised Code, to all of the following: (1) Any of the district’s teachers who teach in buildings that serve students in any of grades pre-kindergarten through three and who completed a teacher preparation program prior to the effective date of this section; (2) All of the district’s administrators who serve students in any of grades pre-kindergarten through three, including the school district superintendent, building principals, and assistant principals, who have not already completed a course of instruction, professional development, or continuing education in positive behavior intervention and supports. Each district’s local professional development committee, established under section 3319.22 of the Revised Code, shall monitor compliance with division (B) of this section and shall establish model professional development courses to assist in that compliance.