The state policy under section 1307a shall include at least all of the following provisions concerning training, which may include online training that is developed or approved by the department:

    (a) In accordance with department guidelines, a school district, intermediate school district, or public school academy shall implement a comprehensive training framework that includes awareness training for all school personnel who have regular contact with pupils and comprehensive training for key identified personnel as described in subdivision (b).

    (b) A school district, intermediate school district, or public school academy shall identify sufficient key personnel to ensure that trained personnel are generally available for an emergency situation. Before using emergency seclusion or emergency physical restraint with pupils, key identified personnel who may have to respond to an emergency situation shall be trained in all of subparagraphs (i) to (xvi) as follows and should be trained in all of subparagraphs (xvii) to (xx) as follows:

    (i) Proactive practices and strategies that ensure the dignity of pupils.

    (ii) De-escalation techniques.

    (iii) Techniques to identify pupil behaviors that may trigger emergency situations.

    (iv) Related safety considerations, including information regarding the increased risk of injury to pupils and school personnel when seclusion or restraint is used.

    (v) Instruction in the use of emergency seclusion and emergency physical restraint.

    (vi) Identification of events and environmental factors that may trigger emergency situations.

    (vii) Instruction on the state policy on the use of seclusion and restraint.

    (viii) Description and identification of dangerous behaviors.

    (ix) Methods for evaluating the risk of harm to determine whether the use of emergency seclusion or emergency physical restraint is warranted.

    (x) Types of seclusion.

    (xi) Types of restraint.

    (xii) The risk of using seclusion or restraint in consideration of a pupil’s known and unknown physical or mental health conditions or psychological limitations.

    (xiii) The effects of seclusion and restraint on all pupils.

    (xiv) How to monitor for and identify the physical signs of distress and the implications for pupils generally and for pupils with particular physical or mental health conditions or psychological limitations.

    (xv) How to obtain appropriate medical assistance.

    (xvi) Cardiopulmonary resuscitation and first aid.

    (xvii) Conflict resolution.

    (xviii) Mediation.

    (xix) Social skills training.

    (xx) Positive behavioral intervention and support strategies.