281—14.12(256) Prevention of classroom behaviors that present an imminent threat.
	14.12(1) Appropriate responses to behaviors, including classroom behavior that presents an imminent threat of bodily injury, are to be part of evidence-based tiered supports within the department’s continuous improvement framework to support student SEBH.
	14.12(2) The evidence-based tiered supports will:
	a. 	Include universal support for all students that foster the emotional well-being of students through schoolwide safe and supportive environments.
	b. 	Be culturally responsive.
	c. 	Be trauma responsive.
	d. 	Include positive school discipline practices.
	e. 	Include crisis prevention, intervention and de-escalation that is based on student SEBH needs and reasonable in response to the behavior that is being exhibited.
	f. 	Include proactive strategies that enable schools to identify and intervene early in order to minimize the escalation of identified behavioral health symptoms and other barriers to school success.
	g. 	Include classroom management practices that include the following evidence-based practices:
	(1)	An effectively designed physical classroom.
	(2)	Predictable classroom routines.
	(3)	Posted positive classroom expectations.
	(4)	Prompts and active supervision.
	(5)	Varied opportunities to respond.
	(6)	Acknowledgments for expected behavior.
	h. 	Engage parents and guardians as partners in identifying appropriate supports for the students.
	i. 	Support student development of social-emotional competencies and skills through planned universal instruction.
	j. 	Have a set of specific supplemental interventions and intensive intervention supports that:
	(1)	Are for students whose behaviors are unresponsive to low-intensity strategies.
	(2)	Are based on functional behavior assessment (FBA).
	(3)	Are supported by individuals trained to handle such issues.
	(4)	Involve parents in development and ongoing review.
[ARC 7788C, IAB 4/17/24, effective 5/22/24]