policy 4373
DESCRIPTION
Policy 4373. Expected Behaviors in Safe and Supportive Schools Effective Date: July 1, 2012. Policy 4373 Revisions. Student Code of Conduct Expected Behavior in Safe and Supportive Schools Combines: 2418 –Alternative Education 2421 – Harassment 2422.5 - Substance Abuse - PowerPoint PPT PresentationTRANSCRIPT
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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