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Policy 4373 Expected Behaviors in Safe and Supportive Schools

Presented by

Justin Boggs

March 12, 2013Slide2

“Our challenge as educators is to make sure that we provide all children in our public schools the opportunity for success. Teachers of children with special needs understand this challenge more than most. They are dedicated individuals who have a passion for teaching and high expectations that every child can learn given an opportunity.” – James B. Phares, Ed.D.Slide3

Policy 4373 RevisionsStudent Code of ConductExpected Behavior in Safe and Supportive Schools

Combines: 2418 – Alternative Education 2421 – Harassment 2422.5 – Substance Abuse 4372 – Student Rights and Responsibilities 4373 – Student Code of ConductSlide4

WVBE Vision “ . . . to provide an education that supports students to develop into healthy, responsible, and self-directed citizens who have the knowledge and Global21 skills to lead satisfying and productive lives.” (Intro.)Slide5

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)Slide6

The Big PictureSlide7

Table of ContentsCh. 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 BehaviorsSlide8

Chapter 1Expected Student DispositionsSec. 1 – Rationale for Developing DispositionsSec. 2 – School and Community Social Skills StandardsSelf-awareness and Self-management

Social-awareness and Interpersonal SkillsDecision-making Skills and Responsible Behaviors Slide9

What are dispositions? “the values, commitments and ethics - that -influence one’s behaviors toward others, andaffect learning, motivation and development.”

(Ch. 1, Sec. 1)Slide10

Dispositions reflect Values such as… Caring Fairness Honesty Responsibility Social Justice (Ch. 1, Sec. 1)Slide11

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)Slide12

Standards and Objectives: 2nd – 4thSlide13

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)Slide14

Grades 2-4Self-awareness and Self-management

ObjectivesStudents 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

m

astery

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 directionsSlide15

Standard 2:Social-awareness and Interpersonal SkillsSocial-awareness involves recognition of the thoughts, feelings and perspectives of others, including those that are different from one’s own.

Interpersonal skills involve cooperatingcommunicating 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) Slide16

Standard 3: Decision-making Skills and Responsible Behaviors Decision-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 safetyavoid riskdeal honestly and fairly with others contribute in a positive way to one’s classroom, school, family and community (Ch. 1, Sec. 2) Slide17

How are the Social and Emotional Learning Standards to be used?“The social and emotional learning standardsare 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)Slide18

Social and Emotional Learning is addressed through WV Board of Education policies such as:2315 - Guidance and Counseling 2520.4 - Social Studies2520.55 - Wellness PreK-42520.5 - Health Education 5-122520.6 - Physical Education 5-12

2520.14 - Learning Skills and Technology Tools2520.15 - Early Learning Standards Framework: Content Standards and Learning Criteria for West Virginia Pre-Kindergarten (WV Pre-k)2520.19 - Advisor/Advisee 5-12Slide19

Sample of CrosswalkHealth Education(5-12)2520.5

Physical Education (5-12)2520.6Social Studies2520.4Guidance and Counseling2315Advisor/Advisee (5-12)2520.19Learning Skills and Technology Tools2520.14

Grade 7

Standard 1: Self-awareness and self-management

Objectives

Students will:

7.1.02

Apply 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.

7.1.2

a. Students will demonstrate the motivation to achieve individual

potential.

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.Slide20

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)Slide21

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)Slide22

Survey Data from 42 WV Schools – Spring 2011During the past 30 days, 18% of students reported smoking cigarettes at least once13% reported using smokeless tobacco at least once29% 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 marijuana29% of students felt that student depression was a moderate or severe problem in their schoolDuring 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.Slide23

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)Slide24

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)Slide25

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 Activities

Sec. 5 – PrivacySec. 6 – Protection from Unreasonable Searches and SeizuresSec. 7 – Child Abuse Prevention (Refer to Chapter 2 for details) Slide26

Sections in Chapter 2 with ChangesSection 1-School suppliesSection 2-Electronic communicationsSection 4-GED participation in Extra-Curricular ActivitiesSlide27

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 Slide28

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

Safe . . . emotionally, intellectually and physicallyEngagedRespected

(Ch. 3, Sec.1)Slide29

What a Positive School Climate/Culture Looks Like? characterized by warmth, positive interest,

and involvement by adultsfirm limits to unacceptable behavior where non-hostile, non-physical negative consequences are consistently applied in cases of violations of rules and other inappropriate behaviorsadults act as authorities and positive role models

(

Olweus

, D., Limber, S. &

Mihalic

, S.F. (1999).

Bullying Prevention

Program

. Boulder, CO: Center for the Study/Prevention of Violence)

29Slide30

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 is safe and supportive and conducive to developing our valued dispositions. (Ch. 3, Sec. 1)Slide31

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)Slide32

Based on a dozen years of experience implementing the West Virginia Model for Positive School Climate, these minimums in Policy 4373 expressWhat Works!They describe Essential Components

of a Safe and Supportive SchoolSlide33

At a minimum, schools shall:Establish a leadership team and a process to gain school-wide input and commitment to manage the design, monitoring and improvement of school climate/culture (Ch. 3, Sec. 5)Slide34

At a minimum, schools shall:Make data driven improvement decisions based on school climate/ culture data to set school-wide improvement priorities/plans Slide35

At a minimum, schools shall:Implement programs/practices that promote Universal youth asset developmentTargeted at-risk group interventionsReferral processes for intensive interventionsSlide36

What interventions are in place at your school?Level 3Intensive Interventions

Individual studentsAssessment-basedLevel 2Targeted Group InterventionsSome students (at-risk)Rapid responseLevel 1Core Instructional InterventionsAll settings, all studentsPreventive, proactiveSlide37

At a minimum, schools shall:Evaluate school climate/cultureimprovement process and revise as neededSlide38

How Will We Assess Progress?Climate/culture survey dataReduced referrals for inappropriate behaviors

Decreases in absentee rateIncreases in informal positive socializationA perceived sense of community Reduction in out-of- school and in-school suspensionsIf it’s starting to look and feel like we imagined 38Slide39

Change is Slow and often SubtleChanging 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.39Slide40

Chapter 4Inappropriate Behaviors and Meaningful Interventions and ConsequencesThe 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)Slide41

The Charge RevisitedThis policy requires that all schoolsrespond 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)Slide42

Sample for Level 1Behaviors

Definitions Interventions & ConsequencesLEVEL 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.Slide43

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 Inappropriate display of affection

Tardiness Failure to serve detention Falsifying identity Disruptive/Disrespectful ConductInappropriate appearance Vehicle parking violationSkipping class Possession of inappropriate personal propertySlide44

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 activity

Habitual 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 misuseSlide45

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.Fraud/forgery Battery against a student False fire alarm Gambling Trespassing Sexual misconduct

Inhalant abuse Threat of injury/assault against an employee or studentImitation drugs Improper or negligent operation of a motor vehicleHazing Substance containing tobacco/nicotine Larceny Harassment/bullying/intimidationDefacing school property/vandalismSlide46

Level 4Safe School Act Behaviors- are consistent with those addressed in West Virginia Codes.Battery against a school employeeFelonyIllegal substance related behaviors

Possession and/or use of dangerous weapon*Level 4 behaviors are used in the identification and classification of Persistently Dangerous Schools.Slide47

May Counties Reclassify Behaviors?“County policies may reclassify Level 2 and 3 inappropriate behaviors depending on the severity or repetition f the behaviors and provided this reclassification assures that the treatment of the inappropriate behavior is consistent with West Virginia Code.” (Ch. 4, Sec. 1) Slide48

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)Slide49

Examples of Interventions that Could be AddedFor students with disabilities: Behavior Intervention Plan, Reconvene the IEP or 504 CommitteeReferral to a local mental health agency for counselingPlacing a student who has been excluded from class or suspended in school in another teacher’s classroom to complete assignments Slide50

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.Slide51

Consequences and Interventions for Students with IEPs and/or 504 PlansIt is required to determine if a student warrants protection under the IDEA, Policy 2419 and/or Section 504. (Ch.4, Sec. 1) Slide52

Physical Punishment West 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) Slide53

Thank you for your participation. At the conclusion of this webinar, please download the NCIPP mentor-mentee attachments.If you require additional assistance please contact Dr. Christina Chambers, Assistant Director, Office of Special Programs 304-558-2696 or via email at cdchambe@access.k12.wv.us.