(a) Each public school shall establish within its multi-tiered system of supports behavioral interventions for each student who exhibits social, emotional, or behavioral difficulty that may escalate, if not addressed, to potentially dangerous behavior.
(b) A multi-tiered system of supports shall include team members who are academic and behavioral assessment and intervention professionals.
(c) Professionals included in a multi-tiered system of supports shall:(1) Work with the teachers of a student to complete:(A) A functional behavior assessment of the student; and(B) An assessment of any problematic situations involving the student; and(2) Consider the need for a behavior intervention plan with the goal of preventing or resolving the social, emotional, or behavioral difficulty of the student and developing a response that will de-escalate and stabilize a potential emergency situation that approaches the danger level.
(1) Work with the teachers of a student to complete:(A) A functional behavior assessment of the student; and(B) An assessment of any problematic situations involving the student; and
(A) A functional behavior assessment of the student; and
(B) An assessment of any problematic situations involving the student; and
(2) Consider the need for a behavior intervention plan with the goal of preventing or resolving the social, emotional, or behavioral difficulty of the student and developing a response that will de-escalate and stabilize a potential emergency situation that approaches the danger level.
(d) If a student is suspected of having a disability that relates to behavioral concerns, the public school shall follow school district, state, and federal special education procedures.