policy 4373

Policy 4373

Expected Behaviors in Safe and Supportive

SchoolsEffective Date: July 1, 2012

Policy 4373 Revisions

Student Code of ConductExpected Behavior in Safe and

Supportive Schools

Combines:2418 –Alternative Education2421 – Harassment2422.5 - Substance Abuse4372 – Student Rights and Responsibilities4373 – Student Code of Conduct

WVBE Vision“ . . . to provide an education that

supports students to develop into healthy, responsible, and self-directed citizens who have the knowledge and Global21 skillsto lead satisfying and productive lives.” (Intro.)

Within this vision . . . “. . .a goal for all students to develop personal skills and dispositions of

wellness, responsibility, self-direction, ethical character, cultural awareness and good citizenship

in an environment that is caring and safe.”(Intro., WVBE Goal #2)

The Big Picture

•Dispositions •Social and emotional learning: explicit

curriculum•Safe, supportive environments: implicit

learning•Collective responsibility of all

VISIONProactive Approach

•Social and emotional learning•Core areas•Context for learning•Standards and objectivesPREVENTION

Explicit Curriculum

•Essential components•Inappropriate behaviors •Interventions and consequencesINTERVENTION

Implicit Learning

Table of Contents

Ch. 1 Expected Student DispositionsCh. 2 Student Rights and ResponsibilitiesCh. 3 Planning for Policy ImplementationCh. 4 Inappropriate Behaviors and Meaningful

Interventions and ConsequencesCh. 5 Procedures for Addressing Allegations of

Inappropriate BehaviorsCh. 6 Procedures for Taking Action on

Substantiated Inappropriate Behaviors

Chapter 1Expected Student

DispositionsSec. 1 – Rationale for Developing DispositionsSec. 2 – School and Community Social Skills Standards

• Self-awareness and Self-management• Social-awareness and Interpersonal Skills• Decision-making Skills and Responsible Behaviors

“Schools must . . .

deliberately focus on conveying democratic principles through the explicit curriculum and through the implicit learningaffected by the manner in which all individuals within a school interact

with one another.”(Ch. 1,Sec. 1)

“Schools must . . . work consistently and persistently

to improve student knowledge, skills and

dispositions

that convey our nation’s democratic principles.”

(Ch. 1, Sec. 1)

What are dispositions?

“the values, commitments and ethics - that - influence one’s behaviors toward others, and affect learning, motivation and development.”

(Ch. 1, Sec. 1)

Dispositions reflect Values such as…

Caring Fairness Honesty Responsibility Social Justice

(Ch. 1, Sec. 1)

PREVENTION Explicit Curriculum

• Social and emotional learning• Core areas• Context for learning and practicing• Standards and objectives

“…the process through which individuals acquire the knowledge, attitudes and skills they need to

recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situation constructively.”

(Ch. 1, Sec. 2)

What is Social and Emotional Learning?

Socially Competent Students are Skilled in Three Core Areas:

Self-awareness and Self-management

+ Social-awareness and

Interpersonal Skills +

Decision-making Skills and Responsible Behaviors

(Ch. 1, Sec. 2)

Standards and

Objectives:

2nd – 4th

Standard 1:Self-awareness and Self-management

This standard promotes the development of self- esteem and the identification of emotions leading to student self-efficacy to express themselves in constructive ways.

These skills enable students to > control impulses > manage stress and > motivate themselves to establish, monitor and achieve academic and personal goals.

(Ch. 1, Sec. 2)

Grades 2-4 Self-awareness and Self-managementObjectives Students will:2-4.1.01 Describe a range of emotions and the situations that cause them.2-4.1.02 Describe and demonstrate ways to express emotions in a socially acceptable manner.2-4.1.03 Describe personal skills and interests that one wants to develop.2-4.1.04 Describe the steps in setting and working toward goal achievement.2-4.1.05 Describe and demonstrate ways that healthy habits contribute to goal achievement.

Example Behaviors that document mastery of Self-awareness and Self-management

Individual Behavior:• Complete work on time• Internalize class routines• Maintain good grooming• Maintain healthy habits• Avoid inappropriate

physical contact• Express enthusiasm for

school• Express confidence and

positive self-esteem• Ignore distractions• Practice basic internet

safety

Initiative Interaction:• Make relevant remarks during

classroom discussion• Express emotions in non-violent

ways• Choose activities that express

one’s interest and strengths• Ask peers for help• Make invitations

Responsive Interaction:• Listen when others speak• Participate in group activities• Help peers when asked• Accept ideas different from one’s own• Interact appropriately with adults• Express sympathy• Follow verbal and written directions

Standard 2:Social-awareness and Interpersonal Skills

Social-awareness involves recognition of the thoughts, feelings and perspectives of others, including those that are different from one’s own.

Interpersonal skills involve > cooperating> communicating respectfully and > constructively resolving conflicts …Both are essential for building and maintaining positive relationships that are essential to success in school and life.(Ch. 1, Sec. 2)

Standard 3: Decision-making Skills and

Responsible BehaviorsDecision-making requires an ability to accurately assess a variety of situations, define and evaluate choices, anticipate consequences of each, generate alternative choices and select a responsible choice.

Responsible behaviors are those that > promote safety> avoid risk> deal honestly and fairly with others > contribute in a positive way to one’s classroom, school, family and community(Ch. 1, Sec. 2)

How are the Social and Emotional Learning Standards

to be used?

“The social and emotional learning standards

are not expected to be documented in individual teacher lesson plans but

rather should serve as a framework for school-wide student

behavior expectations as determined by each school faculty.”

(Ch. 1, Sec. 2)

Social and Emotional Learning is addressed through WV Board

of Education policies such as:• 2315 - Guidance and Counseling • 2520.4 - Social Studies• 2520.55 - Wellness PreK-4• 2520.5 - Health Education 5-12• 2520.6 - Physical Education 5-12• 2520.14 - Learning Skills and Techno

logy Tools• 2520.15 - Early Learning Standards F

ramework: Content Standards and Learning Criteria for West Virginia Pre-Kindergarten (WV Pre-k)

• 2520.19 - Advisor/Advisee 5-12

How do These Policies Address the Social and Emotional Learning

Standards?

The WV Department of Education will provide a crosswalk

of these existing standards to demonstrate

the comprehensive correlation to the social and emotional learning

standards. (Ch. 1, Sec. 2)

Sample of CrosswalkHealth

Education(5-12)2520.5

Physical Education (5-

12)2520.6

Social Studies2520.4

Guidance and Counseling

2315

Advisor/Advisee (5-12)

2520.19

Learning Skills and

Technology Tools

2520.14Grade 7 Standard 1: Self-awareness and self-management

Objectives Students will:

7.1.02Apply

strategies to manage stress

and to motivate

successful performance.

HE.7.7.04 identify strategies to reduce stress, anxiety and depression.

PE.7.3.03 participate in physical activities both in and outside of school (e.g., physical education class, intramurals, recreation leagues).

7.1.3.a. Students will demonstrate the ability to balance school, studies,extra-curricular activities, leisure time and family life.7.1.2a. Students will demonstrate the motivation to achieve individualpotential.

21C.O.5-8.3.LS.5 

Student exhibits interpersonal and problem-solving skills when in the role of leader. He/she helps others stay focused on the goal, monitors progress of the group, and successfully moves the group toward the goal.

Share with a neighbor:1) How is explicit instruction for

expected behaviors currently being done in your school?

2) How is implicit instruction for expected behaviors currently being done in your school?

3) What does this policy expectation mean for schools and teachers?

In what context must this learning take place?

“Competence in the use of these skills is promoted in the context of

safe and supportive school, family and community learning environments

in which students feel valued, respected, connected to and engaged in learning.”

(Ch. 1, Sec. 2)

Whose Responsibility is This?“It is the

collective responsibility of all school staff and all community partners

to assume an appropriate role in teaching and supporting social and emotional learning skills.”

(Ch. 1, Sec. 2)

“Parents, teachers and community members, by fostering a sense of

cooperative responsibility, can reinforce one another’s efforts. “

(Ch. 3, Sec. 1)

How are parents involved?

“Parents, as their children’s first and most

enduring teachers, can complement their children’s school

learning and behavior by serving as collaborators in the

educational process.” (Ch. 3, Sec. 1)

And the community?

“Community involvement, including strong business partnerships,

promotes a safe and supportive school

climate/culture that connects students

to a broader learning community.” (Ch. 3,

Sec. 1)

Survey Data from 42 WV Schools – Spring 2011

During the past 30 days, • 18% of students reported smoking cigarettes at least once• 13% reported using smokeless tobacco at least once• 29% had at least one drink of alcohol• 19% had five or more drinks in a row within a couple of hours (Binge

drinking)• 15% used marijuana • 29% of students felt that student depression was a moderate or

severe problem in their school• During the previous 12 months, 15% said they seriously considered

attempting suicide

Obviously, schools cannot address these problems effectively without support from community organizations and agencies.

How important are partnerships?

“Home-school-community partnerships are

essential to the successful implementation

of Policy 4373.”(Ch. 3, Sec. 1)

What kind of approach is needed?

“Schools must analyze the various delivery methods

and develop

a systemic approach that assures sufficient opportunities

to learn and practice the skills throughout the school and community

environment .”(Ch. 1 Sec. 2)

Chapter 2Student Rights and

ResponsibilitiesSec. 1 – The Right to a Thorough and Efficient

EducationSec. 2 – Student Inquiry and ExpressionSec. 3 – Non-curriculum Related Student GroupsSec. 4 – Extra-curricular ActivitiesSec. 5 – PrivacySec. 6 – Protection from Unreasonable Searches and SeizuresSec. 7 – Child Abuse Prevention

(Refer to Chapter 2 for details)

Sections in Chapter 2 with Changes

• Section 1-School supplies

• Section 2-Electronic communications

• Section 4-GED participation in Extra-Curricular Activities

Chapter 3Planning for Policy

ImplementationSec. 1 – Conceptual FrameworkSec. 2 – Responsibilities of the West Virginia Board of EducationSec. 3 – Responsibilities of the Regional Education Service AgenciesSec. 4 – Responsibilities of County Boards of

EducationSec. 5 – Responsibilities of Schools

School Climate/Culture Includes…

norms, goals, values, interpersonal relationships, teaching, learning, leadership practices, and organizational structures.

(Ch. 3, Sec. 1)

If the School Climate/Culture is Positive – Students, Staff and Parents Feel:

• Safe . . . emotionally, intellectually and physically

• Engaged

• Respected(Ch. 3, Sec.1)

What a Positive School Climate/Culture Looks Like?

characterized by warmth, positive interest, and involvement by adults

firm limits to unacceptable behavior

where non-hostile, non-physical negative consequences are consistently applied in cases of violations of rules and other inappropriate behaviors

adults act as authorities and positive role models

(Olweus, D., Limber, S. & Mihalic, S.F. (1999). Bullying PreventionProgram. Boulder, CO: Center for the Study/Prevention of Violence)

38

How does the policy support this?

In order to convey a pervasive and consistent message that these valued dispositions are a

priority,all students, staff and public guests

of West Virginia public schools shall behave in a manner that promotes

a school climate/culture that issafe and supportive

and conducive to developing our valued dispositions. (Ch. 3, Sec. 1)

Where do Expectations Apply?

Conduct expectations apply to all students, staff and public guests:

-> on school property, -> on school owned/leased buses and vehicles,-> at school bus stops and -> at sponsored events.

(Ch. 3, Sec. 1)

Planning for Policy Implementation

Responsibility WVBE/WVDE RESA County BOE School

Policy Development

X X

Partnership Development

X X X X

Training and Technical Assistance

X X

Policy Dissemination and Training

X X

Implementation Plan

X X

Evaluation of Effectiveness

X X X

Policy Development

WVBE and WVDE RESA County School

WVDE review at least bi-annually with appropriate stakeholders

WVDE recommend revisions as needed

WVDE develop model policy and procedure documents

Approve policies and procedures for implementing 4373 – submitted to State Superintendent by July 1, 2012

Resubmit upon revision

Policies must include safeguards listed in policy 4373 on Page 28.

Partnership DevelopmentEssential to successful implementation of 4373

WVBE and WVDE RESA County School Establish state

agency and organization partnerships (to meet the more severe behavioral needs of students or to address high need concerns within a specific community)

Formal partnerships: long term commitment with MOUs or contracts

Informal partnerships: short or long term around a common mission and goals with or without formal agreements

May establish regional agency and organization partnerships that provide additional resources to counties and schools

Encouraged to establish county agency and organization partnerships (assure coordination between agencies and high quality service delivery to students and their families)

Formal partnerships: MOUs or contracts

Informal partnerships: short or long term around a common mission and goals with or without formal agreements

Establish community agency and organization partnerships

Formal agreements must be approved by county BOE

Training and Technical Assistance/ Policy Dissemination

WVBE and WVDE RESA County SchoolProvide training and

technical assistance to school systems and schools in:

Research-based, effective positive school climate/culture models

Within school improvement planning process

Collection and reporting of incident data via WVEIS

Developing interventions to assure success for all students

May provide training and technical assistance to school systems and schools in:

Research-based, effective positive school climate/culture models

Within school improvement planning process

Collection and reporting of incident data via WVEIS

Developing interventions to promote success for all students

Develop and implement an ongoing awareness campaign for all students, staff and parents/guardians

Ensure that all schools provide appropriate policy training

Make policy available to the public in electronic or written format

Review policy at least bi-annually

Develop and implement an ongoing awareness campaign for all students, staff and parents/guardians

Policy appears in all student and staff handbooks or distribute a copy to all

Develop and implement training for students and staff to effectively promote goals of this policy

Implementation PlanWVBE/DE RESA County School

Within the student support goal of the strategic plan ensure that schools incorporate in their plans:

* proactive strategies to develop and support positive behavior

* data-driven continuous school climate /culture improvement activities that reflect the needs of their students and staff

* appropriate and consistent interventions for all forms of inappropriate behavior

Within individual school strategic plans, implement the county policies which reflect the needs of students to study, learn and work in a positive school climate/culture . Develop it collaboratively with all stakeholders and incorporate partnership supports and resources that are available.

At a minimum schools shall: * establish a leadership team

* gain school-wide input and commitment * develop school-wide priorities * analyze school climate/culture data annually * make data-driven school climate/culture improvement decisions * implement school-wide instructional plans to teach and reinforce expected behaviors * implement programs/practices that support expected behaviors , positive education and

health outcomes * implement comprehensive and effective intervention programs/practices * develop appropriate referral procedures for intensive interventions * evaluate and revise improvement processes as needed

Evaluation of EffectivenessWVBE and WVDE RESA County School

WVDE reports to WVBE annually on:

Evidence of improvement w/in county, school strategic plans

Reports of inappropriate behaviors

Trend analysis from school climate/ culture surveys

Review annually data on: Incidents of

inappropriate behavior and intervention responses

LSIC reports Trend analysis from

school climate/culture surveys

Impact data on school climate/culture improvement strategies within county/school strategic plans

Review data on effectiveness of implementation plan annually to include:

Progress toward goals/objectives

Evidence of improvement efforts

LSIC reports Trend analysis from

surveys Summary data for

incidents of inappropriate behavior and interventions

Evaluation data from training and staff development by county, RESA, WVDE

INTERVENTION Implicit Learning

• Essential components• Inappropriate behaviors• Interventions and consequences

At a minimum, schools shall:

Establish a

leadership team (may be an existing team)

to manage the design, monitoring and improvement of school climate/culture

(Ch. 3, Sec. 5)

At a minimum, schools shall:

Establish a

process to gain school-wide input and commitment

to school climate/culture improvement from students, staff, parents and

community(Ch. 3, Sec. 5)

At a minimum, schools shall:

Make

data driven improvement decisions based on school

climate/culture data to set school-wide improvement

priorities

At a minimum, schools shall:

Implement

school-wide plans

… to support and reinforce expected behaviors

At a minimum, schools shall:The plan should include

programs/practices that promote

youth asset developmentto support

expected student behaviors,positive education, and

health outcomes

At a minimum, schools shall:

Plan should include

intervention programs/practices

that target identified behaviors that are disruptive to the educational process and that place students at higher risk

of poor education and health outcomes

At a minimum, schools shall:

Plans should include appropriate and reliable

referral procedures

for intensive intervention that enlist school and community partnerships

At a minimum, schools shall:

Evaluateschool climate/culture improvement process

and revise as needed

Based on a dozen years of experience implementing the West Virginia Model for

Positive School Climate,these minimums in Policy 4373 express

What Works!

They describe

Essential Components of

a Safe and Supportive School

Leadership Team Responsibilities

Select team members representative of grade levels, departments, areas of expertise, and including an administrator.

Review Behavior Data for levels of frequency and severity as well as patterns in school life and procedures.

Review consequences and their effectiveness. Find interventions that are effective in changing the

inappropriate behavior. Consider referrals to support services. Communicate to other staff members the progress/successes

they see and areas that need attention. Meet regularly.

Be consistent! Cheerlead! Communicate!57

Who will light the fire?

“Never doubt that a small group of thoughtful, committed people can

change the world!Indeed, it is the only thing

that ever has.”

Margaret MeadeAmerican Anthropologist

1901-1978

Essential Component: Staff Buy-In

On All Components

To make the climate/culture of the school safer and more supportive for both the students and staff, all

of the adults need to be on the same page.They need to communicate clearly the behavior expected at this school, enforce those expectations

consistently and with genuine caring, work in unison, proactively to prevent problems by teaching expectations and character continually, and

intervene when there is an inappropriate behavior to help students take responsibility for their behavior

and its consequences.

Piecemeal strategies do not work!

The only thing that works is

a collective, determined effort by all adults working together.

This is the essence of shaping the school environment.

Shaping the EnvironmentRequires:

A collective, determined stance against inappropriate behavior.

Behavior expectations clear to everyone and enforced consistently by all. Policies, procedures, and school-wide rules reflecting those expectations. Adult supervision of all areas at all times. Prevention programs to teach students

appropriate behavior and character. Intervention programs to make students

accountable for their behavior and its consequences.

Traits of Adults Who Succeed At Shaping the Environment

• Congruence

• Conviction

• Consistency

• Compassion

• Courage

• Consequences

Are Expectations Clear to All?

Clear to: all staff members and adults

all students all parents

Clearly Reflected and Stated in all: policies and practices

handbooks parent communications

Essential Component:

Expectations Consistently Enforced

All staff members enforce these expectations at all times and

in all areas and situations.

A rule or a suggestion?

If a teacher expects her students to hand in their papers in a certain way but then allows some students to do it differently, she is essentially saying,

“The paper-handing-in rule is not really a rule, but a suggestion.

Do it if you feel like it.”

(How to Lead Teachers to Become Great, by Janet Pilcher and Robin Largue, p. 40)

If prevention is to work, it must be

CONSISTENT!

To be consistent, all adults must agree on the terms.

The most difficult part of intervention and prevention is

DECIDING WHICH ACTIONS MERIT

OUR STEPPING IN.

Refusing to Follow a Direction

Threatening

Hitting, kicking, etc.

Shooting with a Revolver

Humiliating Another Student on Facebook

Continuum of Violence

67

Making Rude Remarks

Giving the Finger

Does consistency mean doing exactly the same thing for

every student?

No!

Fair Isn’t Always Equal!(Abusive home or Medical condition)

Equal Isn’t Always Possible!(IEP or 504 Plan)

Essential Component:

Consequences Structured

to Change Behavior

Consequences are imposed to shape behavior, to help the student make better choices. If a consequence is not changing the behavior, another should be tried

which might achieve that goal.

The Law of Least Intervention:Escalating Steps for Classroom Management

“The teacher uses a series of steps that require the least amount of time and . . . disruption to the lesson.”

Steps:#1 direct eye contact

#2 proximity#3 pause

#4 “the look” #5 the look plus a gesture

#6 ask the student a question

by Adam Waxler (www.TeachingTipsMachine.com)

Sample InterventionsTardiness – When the bell rings students will be out of the hallway and in their assigned classroom / area.

1.Teachers have the right to have higher expectations than the school rule.2.The teacher’s higher expectation must be discussed with students and requirements posted ahead of time and followed consistently.

•1st tardy teacher issues verbal warning, document on log•3rd tardy parent contact, document on log•5th tardy, parent contact to invite parent in for a conference, document on log•6th tardy, referral sent to EHB, 1 day ISS (6 pts)•9th tardy, referral sent to EHB, 1 day ASD, (9pts) •12th tardy, referral sent to EHB, 1 day ASD, Referral made to Discipline Advisory Board (12pts) **On tardies 2, 4, 7, 8, 10, and 11 remind student of next consequence.

Essential Component:

Meaningful Incentives

Incentives are provided to reinforce the positive choices students have made. They must be meaningful to

students to be effective.

Low or No-Cost Incentives The common thread woven through the following

examples is time with friends.

a moviea couple minutes early to lunch or to the busesdance, music at lunchearly to lunch“Minute To Win It” stationssock hop after schoolgame time (students play their games)

It can be done in lots of different ways, but what is meaningful students is to spend time with their friends.

Essential Component:

Data Analyzed Regularly to Identify Patterns

However behavior data is tracked, it is used to identify the patterns and causes of student misbehavior and school challenges. The data that is being collected is

analyzed regularly to achieve this purpose.

Patterns of Individual Student Behaviors

• Many absences on Mondays• Habitual disruptive behaviors• Skipping many 3rd period classes• Frequent 1st period tardies• Multiple uses of tobacco

How Will We Assess Progress?

Climate/culture survey data Reduced referrals for inappropriate behaviors Decreases in absentee rate Increases in informal positive socialization A perceived sense of community Reduction in out-of- school and in-school

suspensions If it’s starting to look and feel like we imagined

76

Essential Component:

Effective Interventions

Schools must develop interventions which will address student needs.

LEVEL 1 Core Instructional Interventions

All settings, all studentsPreventive, proactive

LEVEL 2Targeted Group Interventions

Some students (at-risk)Rapid response

Intensive Interventions Individual students

Assessment-based

LEVEL 3

80%

15%

5%

What interventions are in place at your school?

Level 3• Intensive Interventions

• Individual students• Assessment-based

Level 2• Targeted Group Interventions

• Some students (at-risk)• Rapid response

Level 1• Core Instructional Interventions

• All settings, all students• Preventive, proactive

Essential Component:

Agency Support Through Partnership Agreements

The support of community agencies and resources is essential in intervening effectively at-risk students, especially those

in need of more intense interventions.

SAMPLE MEMORANDUM OF UNDERSTANDINGESMH MEMORANDUM OF UNDERSTANDING

betweenAny County Schools

andSelected Local Community Organizations

Vision: The ____County Partnership supports the academic success of all

students through promoting their physical and emotional health. Mission: The mission of the ___ County Partnership for Expanded School

Mental Health Services (ESMH) is to expand school-community connections to promote and care for the behavioral and emotional health of ___ County students in collaboration with students and their families.

Essential Component:

Family and Community Understanding and Support

The support of families and the broader community is crucial. They must be trusted and treated as valued partners

by seeking their input and involvement.

Other Community Resources

• Law enforcement• School nurses• Faith-based organizations• Judges• DHHR- Youth Services• Physicians • Agencies and counselors• Student Assistance Team• Family Resource Networks• Retired educators• Juvenile Probation• Institutions of Higher Learning

Chapter 4INAPPROPRIATE BEHAVIORS AND MEANINGFUL INTERVENTIONS AND

CONSEQUENCES

The purpose of these regulations is to provide schools with policy that

creates and ensures an orderly and safe environment

that is conducive to learning.(Ch. 4, Sec. 1)

The Charge Revisited

This policy requires that all schools respond quickly and consistently

to any behavior that disrupts the learning environment in a manner that

effectively deters future incidents and affirms respect for individuals.

(Ch. 4, Sec. 1)

Level 1Minimally Disruptive Behaviors- disrupt the educational process and the orderly operations of the school but do not pose direct danger to self or others.

Cheating Inappropriate LanguageDeceit Possession of inappropriate personal propertyDisruptive/Disrespectful Conduct Failure to serve detentionFalsifying identity TardinessInappropriate appearance Vehicle parking violationInappropriate display of affection Skipping class

Level 2Disruptive and Potentially Harmful Behaviors-disrupt the educational process and/or pose potential harm or danger to self and/or others. The behavior is committed willfully but not in a manner that is intended maliciously to cause harm or danger to self and/or others.

Gang-related activityHabitual violation of school rules or policiesInsubordinationLeaving school without permissionPhysical fight without injuryPossession of imitation weaponPossession of knife not meeting “dangerous weapon definition”Profane language/obscene gesture/indecent act toward employee or studentTechnology misuse

Level 3Imminently Dangerous, Illegal and/or Aggressive Behaviors-are willfully committed and are known to be illegal and/or harmful to people and/or property.

Battery against a student Defacing school property/vandalismFalse fire alarm Fraud/forgeryGambling HazingLarceny TrespassingSexual misconduct Harassment/bullying/intimidationInhalant abuse Threat of injury/assault against an Imitation drugs employee or studentSubstance containing tobacco/nicotine Improper or negligent operation of a motor vehicle

Level 4

Safe School Act Behaviors- are consistent with those addressed in West Virginia Codes.

Battery against a school employeeFelonyIllegal substance related behaviorsPossession and/or use of dangerous weapon

*Level 4 behaviors are used in the identification and classification of Persistently Dangerous Schools.

May Counties Reclassify Behaviors?

“County policies may reclassify Level 2 and 3

inappropriate behaviors depending on the severity or repetition of the

behaviors and provided this reclassification assures that the

treatment of the inappropriate behavior is consistent with West Virginia Code.”

(Ch. 4, Sec. 1)

May Counties Add Interventions and Consequences?

“County/school policies should identify

appropriate and meaningful interventions and consequences

that include, but are not limited to, examples provided in this policy.”

(Ch. 4, Sec.1)

Examples of Interventions that Could be Added

• For students with disabilities: Behavior Intervention Plan, Reconvene the IEP or 504 Committee

• Referral to a local mental health agency for counseling

• Placing a student who has been excluded from class or suspended in school in another teacher’s classroom to complete assignments

Should Interventions Remove Students from School?

School administrators and staff are encouraged to

exhaust all available school and community resources

to provide appropriate school-based intervention strategies designed to keep students in school and

engaged in instruction.(Ch. 4, Sec. 1)

Out-of-school Suspension

“Out-of-school suspension strategies should be used sparingly

and shall never deny a student access toinstructional material and information

necessary to maintain their academic progress.”

(Ch. 4, Sec. 1)

Out of School Suspension“Out-of-school suspension is

not a recommended optionalconsequence for Level 1 behaviors,

however, the determination of

interventions and consequences is at the discretion of the school administrator

for levels 1, 2 and 3.”(Ch. 4, Sec. 1)

What is the Role of Administrators for Level 3 and 4?

West Virginia Code requires that theprincipal shall suspend

a student who commits a behavior classified as Level 4 in this policy.

Level 3 and 4 behaviors are to be referred directly to the appropriate administrator

because of the serious and/or unlawful nature of the misconduct.

(Ch. 4, Sec. 1)

Suspended or Expelled Students and Extracurricular Activities?

In order to create consistency among all schools . . .

any student suspended or expelled from school

is also suspended from extracurricular activities

for the duration of the suspension or expulsion.

(Ch. 4, Sec. 1)

Consequences and Interventions for Special Education

and 504 Students?

It is required to determine if a student warrants

protection under the IDEA, Policy 2419 and/or

Section 504.(Ch.4, Sec. 1)

Sample for Level 1Behaviors Definitions

Interventions & Consequences

LEVEL 1: Minimally Disruptive Behaviors – disrupt the educational process and the orderly operations of the school but do not pose direct danger to self or others.Cheating A student will not plagiarize or copy the work

of others or break rules to gain advantage in a competitive situation. Interventions for this inappropriate behavior may include academic sanctions in addition to other discipline.

Administrator/student conference or reprimand

Administrator and teacher-parent/guardian conference

Academic sanctions may be used to deny credit for work resulting from cheating; however, previously earned grades/credits may not be reduced.

Counseling referrals and conference to support staff or agencies

Daily/weekly progress reports

Behavioral contracts

Deceit A student will not deliberately conceal or misrepresent the truth, deceive another or cause another to be deceived by false or misleading information.

Disruptive/Disrespectful Conduct

A student will not exhibit behavior that violates classroom/school rules, results in distraction and obstruction of the educational process or that is discourteous, impolite, bad mannered and/or rude. Behavior is considered disruptive and/or disrespectful if a teacher is prevented from starting an activity or lesson, or has to stop instruction to address the disruption.

Definition of Categories

Behaviors – what the student did wrong

Definitions – what the jargon really means the student did

Interventions and Consequences – how are we going to help the student not do this again

InterventionPrevention

Prevention is the process in which we teach students to choose acceptable behavior and help them develop an attitude of respect for oneself and others.Intervention is the process in which we hold students responsible for their behavior and for the consequences of that behavior.

What is Bullying?Bullying is:• the deliberate, repeated• harm or threat of harm• by the same student or

group of students• with a real or perceived

imbalance of power or strength

• against a relatively defenseless student or staff member.

Potential Causes for Bullying/Harassment:• “Race-Color-Religion-Ancestry-

National Origin-Gender-Socioeconomic Status-Academic Status-Gender Identity or Expression-Physical Appearance-Sexual Orientation-Mental/Physical/Developmental/Sensory Disability-Other Characteristics”

*clinical definition of bullying (Ch.4, Sec..2)

The Truth About Bullying

• 1 out of 3 students report being bullied.• 3 out of 4 students will feel it, see it or do it.• When a student has 3+ close friends, the chance of being bullied drops

dramatically.• Boys tend to use physical aggression to show dominance.• Girls use bullying behavior to bring down another's social status . • Bullying peaks at grades 6 and 7.• When students intervene, behavior stops in 10 seconds in 57% of cases.• Bullying behavior is learned and can start as early as age 3.• A student that is relentlessly bullied will hurt someone else or themselves .• The “Bullied Brain” feels as if it is at war.• The new “Generation Access” has 24 hour exposure to cyber bullying.• Reality TV has resulted in a mentality that “mean girls” gain respect.

“The world is a dangerous place, not because of those who do evil, but because of those who look on and do nothing.”

Albert Einstein

Ways to Encourage Reporting• Verbal/written reports to any staff/morning greeter• Reporting boxes strategically located • “Bully Button” on school website (directs to report form)

• Technology reporting systems (texting/e-mail)• Classroom meetings develop social intelligence• Student leadership teams help students speak up• Facebook.com/safety

(students, teachers, parents, & law enforcement can report)

Video

How to Bully-proof Your School • Establish clear bullying policies and procedures• Empower your students to be a part of the solution• Conduct School Climate Survey of students, staff and parents • Select a bullying prevention program based on research• Train all staff/students/community• Focus on bystanders’ roles (develop empathy and educate)• Change norms: snitching vs. protecting each other • Utilize anti-bullying pledges (signed by students, parents & staff)• Establish school mantras like: “No Place To Hate”, “We Don’t Do

That Here”, “Bully Free Zone” or “It Ends Today”• Take immediate action if a student is bullied • Make connections w/outside sports, coaches, bus drivers• Do something to repair the damages - Restorative Justice

Physical PunishmentWest Virginia Code §18A-5-1(e) prohibits school employees from using corporal (bodily) punishment on any student.

No physical punishment of any kind can be inflicted upon a student.

This includes: hitting or striking a student on their physical person; requiring physical activity as a punishment (this does not

apply to physical activity within the structure and context of extracurricular activities);

use of noxious stimuli (e.g. pepper spray), denial of food or water or other negative physical actions to control behavior; and

seclusion - a removal in which a student is left unsupervised in a dark area or in any space as an intervention or consequence to inappropriate behavior. (Ch. 4, Sec. 3)

RestraintReasonable force may be used

to restrain a student from hurting himself/herself or any other person or property. Restraint involves the use of physical force to significantly restrict the free

movement of all or a portion of a student’s body.

All students, including students with disabilities, must be treated with dignity and respect.

Behavior interventions and support practices must be implemented in such a way as to protect the health and safety of the students and others.(Ch. 4, Sec. 4 See policy for details.)

Restraint TrainingSchool employees and/or independent contractors who may need to use

restraint shall be provided training according to the following requirements:

• A core team of personnel in each school must be trained annually in the use of a nationally recognized restraint process. The team must include an administrator or designee and any general or special education personnel likely to use restraint;

• Personnel called upon to use restraint in an emergency and who have not received prior training must receive training within 30 days following the use of restraint;

• Training on use of restraint must include prevention and de-escalation techniques and provide alternatives to the use of restraint;

• All trained personnel shall also receive instruction in current professionally accepted practices and standards regarding behavior interventions and supports;

Alternative Educationfor Disruptive Students

West Virginia Code §18-5-19 provides for the creation of Alternative Education programs to allow for the provision of a free and appropriate education to students whose disruptive behavior has caused them to be removed from the regular classroom/school setting.

Alternative education programs for disruptive students encompass a range of program options such as:– in-school suspension; – a separate part-time or full-time alternative education classroom;– a school-within a school;– a school on an alternative site;– an afterschool class/night school program; or– a combination academic/work-based program.

(Ch. 4, Sec. 5 See policy for details.)

Law Enforcement

Prevention Resource Officers (PRO): PRO Officers are certified police officers, working as

fulltime officers who have been assigned to work fulltime within a public school during the school year.

Police Conducting an Investigation in the School: During a criminal investigation, if a student is to be

questioned by the police, or by school officials in the presence of the police, the school administration should cooperate with the police and help to ensure that the privacy of the student is protected. The police officer is responsible to ensure that the student’s constitutional rights are not violated.

(Ch. 4, Sec. 6 See policy for details.)

Chapter 5Procedures for Addressing

Allegations ofInappropriate Behaviors

Sec. 1 – Procedures for Reporting Complaints

Sec. 2 – Procedures for Investigating Allegations

Sec. 3 – Procedures to Prevent Reprisal

(Refer to Chapter 5 for details)

Chapter 6Procedures for Taking Action on

Substantiated Inappropriate Behaviors

Sec. 1 – Interventions and ConsequencesSec. 2 – Guidelines for Specific Responses: Exclusion, Suspension, ExpulsionSec. 3 – Transferring Students with ExpulsionsSec. 4 – Students with Disabilities, Not Yet Determined Eligible, 504 PlansSec. 5 – Reporting Action on Substantiated IncidentsSec. 6 – Appeals Procedures

(Refer to Chapter 6 for details)

Changes in Chapter 6

• Definitions that clarify due process implications for ISS and OSS

• Procedures to assure compliance with suspensions/expulsions in situations that require special considerations

• Clarifies that all levels of inappropriate behavior must be entered into WVEIS (teacher, principal, and superintendent)

• Policy 7211 -Citizens Appeals Procedure

Change is Slow and often Subtle

Changing a school’s climate is a process

Not in big events, but steps implemented, strategically, over time.

This process usually takes between 3-5 years.

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