(1) The Superintendent shall develop, review regularly, and provide to LEA boards model policies to address disruptive student behavior and appropriate consequences.

(2) The Superintendent shall provide technical assistance to LEAs in developing and implementing policies and training employees in the appropriate use of physical force and emergency safety interventions to the extent of resources available.

(1) Subject to availability of funds, the Superintendent shall provide:

• (a) a model policy on bullying, cyber-bullying, hazing, and retaliation as required in Section 53G-9-606;
• (b) model training and training opportunities on:
• (i) the prevention and identification of bullying, cyber-bullying, hazing, and retaliation, that an LEA may use to train the LEA's employees, contract employees, and volunteers, including coaches; and
• (ii) the reporting and review requirements in Section R277-613-5;
• (c) evidence based practices and policies related to the prevention of bullying, cyber-bullying, hazing, and retaliation.

(2) Although an LEA is required to have a policy on bullying, cyber-bullying, hazing, retaliation and abusive conduct as described in Section 53G-9-605 and this rule and provide training as described in Section 53G-9-607 and this rule, the LEA is not required to use the model policy or model training developed by the Superintendent described in Subsection (1).

(3) The Board may interrupt disbursements of funds consistent with Subsection 53E-3-401(8) and Rule R277-114 for failure of an LEA to comply with:

• (a) Title 53G, Chapter 9, Bulling and Hazing; and
• (b) this rule.

(4) In addition to the requirements of Title 53G, Chapter 9, Bullying and Hazing and this R277-613, LEAs are required to comply with applicable federal requirements.

(1) For purposes of this section, “program” means the Student Leadership Skills Development Program created in Subsection (2).

(2) There is created the Student Leadership Skills Development Program to develop student behaviors and skills that enhance a school’s learning environment and are vital for success in a career, including:

• (a) communication skills;
• (b) teamwork skills;
• (c) interpersonal skills;
• (d) initiative and self-motivation;
• (e) goal setting skills;
• (f) problem solving skills; and
• (g) creativity.

(7) A school that receives a grant described in Subsection (3) shall:

• (a)
• (i) set school-wide goals for the school’s student leadership skills development program; and
• (ii) require each student to set personal goals; and
• (b) provide the following to the state board after the first school year of implementation of the program:
• (i) evidence that the grant money was used for the purpose of purchasing or developing the school’s own student leadership skills development program; and
• (ii) a report on the effectiveness and impact of the school’s student leadership skills development program on student behavior and academic results as measured by:
• (A) a reduction in truancy;
• (B) assessments of academic achievement;
• (C) a reduction in incidents of student misconduct or disciplinary actions; and
• (D) the achievement of school-wide goals and students’ personal goals.

(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.

(1) There is created the State Safety and Support Program.

(2) The state board shall:

• (a) develop in conjunction with the Division of Substance Abuse and Mental Health model student safety and support policies for an LEA, including:
• (i) evidence-based procedures for the assessment of and intervention with an individual whose behavior poses a threat to school safety;
• (ii) procedures for referrals to law enforcement; and
• (iii) procedures for referrals to a community services entity, a family support organization, or a health care provider for evaluation or treatment;
• (b) provide training:
• (i) in school safety;
• (ii) in evidence-based approaches to improve school climate and address and correct bullying behavior;
• (iii) in evidence-based approaches in identifying an individual who may pose a threat to the school community;
• (iv) in evidence-based approaches in identifying an individual who may be showing signs or symptoms of mental illness;
• (v) on permitted disclosures of student data to law enforcement and other support services under the Family Education Rights and Privacy Act, 20 U.S.C. Sec. 1232g; and
• (vi) on permitted collection of student data under 20 U.S.C. Sec. 1232h and Sections 53E-9-203 and 53E-9-305;
• (c) conduct and disseminate evidence-based research on school safety concerns;
• (d) disseminate information on effective school safety initiatives;
• (e) encourage partnerships between public and private sectors to promote school safety;
• (f) provide technical assistance to an LEA in the development and implementation of school safety initiatives;
• (g) in conjunction with the Department of Public Safety, develop and make available to an LEA a model critical incident response training program that includes protocols for conducting a threat assessment, and ensuring building security during an incident;
• (h) provide space for the public safety liaison described in Section link text53-1-106 and the school-based mental health specialist described in Section 62A-15-103;
• (i) create a model school climate survey that may be used by an LEA to assess stakeholder perception of a school environment and, in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, adopt rules:
• (i) requiring an LEA to:
• (A) create or adopt and disseminate a school climate survey; and
• (B) disseminate the school climate survey;
• (ii) recommending the distribution method, survey frequency, and sample size of the survey; and
• (iii) specifying the areas of content for the school climate survey; and
• (j) collect aggregate data and school climate survey results from each LEA.

(3) Nothing in this section requires an individual to respond to a school climate survey.

(1) On or before September 1, 2018, the state board shall:

• (a) update the state board’s model policy on bullying, cyber-bullying, hazing, and retaliation to include abusive conduct; and
• (b) post the model policy described in Subsection (1)(a) on the state board’s website.