; (ii) avoid harsh and punitive, exclusionary disciplinary practices; (iii) utilize evidence-based restorative practices that build a culture of trust; and (iv) do not discriminate on the basis of race, color, national origin, sex (including sexual orientation or gender identity), disability, English proficiency status, migrant status, or age consistent with the Age Discrimination Act of 1975 ( 42 U.S.C. 6101 et seq.), title VI of the Civil Rights Act of 1964 ( 42 U.S.C. 2000d et seq.), title IX of the Education Amendments of 1972 ( 20 U.S.C. 1681 et seq.), section 504 of the Rehabilitation Act of 1973 ( 29 U.S.C. 794 ), the Americans with Disabilities Act of 1990 ( 42 U.S.C. 12101 et seq.), and the Individuals with Disabilities Education Act ( 42 U.S.C. 1400 et seq.); (C) activities that promote a culture of acceptance that connects a student to the school community and provides multiple opportunities to practice newly developing skills; (D) activities that promote teamwork, shared staff responsibility, and ongoing, effective communication among teachers, school leaders, paraprofessionals, specialized instructional support personnel, and other staff regarding the needs of each individual student enrolled in such school; and (E) activities which provide teachers, school leaders, paraprofessionals, specialized instructional support personnel, and other staff with evidence-based professional development on skills including— (i) identifying students who exhibit symptoms commonly associated with trauma; (ii) recognizing and preventing adult implicit bias; (iii) proactively anticipating and adapting to the changing needs of each student who has experienced trauma; (iv) integrating evidence-based practices that build social-emotional skills into rigorous academic instruction