I love the 'tap-out' arrangement. This is a really useful, pragmatic list. 

At this time more formal policies are in the works. The school principal communicates, monitors, and upholds the values and policies that underscore a trauma-informed approach. Here are a few examples: 

-Hiring decisions are made based on relationship skills. Teaching credentials and skills are a minimum requirement, and staffing decisions are made based on how job candidates value and promote safe, stable, nurturing relationships with students. 

-Students (and adults, including parents) are consistently treated with unconditional positive regard and respect.  Administration (and all staff) work to uphold this value and work with teachers who are resorting to disrespectful interactions with students. Teachers are also treated in a respectful and trauma-informed way, in that negative adult behaviors are viewed as a symptom of stress and an opportunity for growth.  There is a "tap-out" system in place, where another adult will offer to take over (using a safe and neutral code word) when they see a dysregulated adult interacting negatively with a student or "blowing a fuse" during a student interaction.

-The principal formally gives teachers permission to care. This means if a student has an issue (social, emotional, behavioral meltdown, etc.), teachers are expected to take the time to support the student(s) through it. Teachers know they won't get in trouble if the principal walks by and they are not actively teaching because they are attending to student needs (of course, they still ensure the rest of the class has an assigned academic task while attending to individual student needs).

-Problem behaviors are considered a sign of stress first, and discipline policies have dramatically shifted.  When problem behavior occurs, the way administration and teachers handle it is far less often through an office discipline referral/ punishment, and far more through supportive strategies. Examples include peace corners, reflection, working with the student to explicitly teach new skills, and when needed logical consequences that empower the student to fix the problem or the damage caused by the behavior.

-Problem behavior hasn't gone away, but the way adults respond to it has changed. It is expected that kids are going to make mistakes, and mistakes are viewed as an important teachable moment to teach new adaptive, prosocial skills. We all learn more from our mistakes than from our successes.

-Strict confidentiality is maintained at all  times for individual situations. Everyone in the building is treated in a trauma-informed way.

Kudos for the great work! Curious if you have policy guidelines for FHE we could post up here as a resource for other motivated schools.