Post on 27-Dec-2015
Policy 4373 Expected Behaviors in Safe
and Supportive Schools
Preventing School Violence
Presented by Justin Boggs
April 16 and 18, 2013
Policy 4373 Revisions
Student Code of Conduct
Expected 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 Conduct
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 objectives
PREVENTIONExplicit
Curriculum
• Essential components• Inappropriate behaviors • Interventions and consequences
INTERVENTIONImplicit
Learning
Table of Contents
Ch. 1 Expected Student Dispositions
Ch. 2 Student Rights and Responsibilities
Ch. 3 Planning for Policy Implementation
Ch. 4 Inappropriate Behaviors and Meaningful
Interventions and Consequences
Ch. 5 Procedures for Addressing Allegations of
Inappropriate Behaviors
Ch. 6 Procedures for Taking Action on
Substantiated Inappropriate Behaviors
Chapter 1Expected Student
DispositionsSec. 1 – Rationale for Developing Dispositions
Sec. 2 – School and Community Social
Skills Standards• Self-awareness and Self-management• Social-awareness and Interpersonal
Skills• Decision-making Skills and Responsible
Behaviors
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)
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 Grades
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 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 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 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)
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 Technology Tools• 2520.15 - Early Learning Standards Framework: Content Standa
rds and Learning Criteria for West Virginia Pre-Kindergarten (WV Pre-k)
• 2520.19 - Advisor/Advisee 5-12
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.
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)
What role do counselors play in supporting Policy 4373?
1. Key player in leading the charge social and emotional learning (Ch. 1)4373 Crosswalk K-12 -Guidance and Counseling Policy 2315
aligns with 4373 Social and Emotional learning standards.2. Participate and be part of the school leadership team. (Ch. 3)
3. Child Abuse Prevention WV Code 49-6A-2 (Ch. 2)
4. Utilize programs that reduce violence and drug abuse. (Ch. 3)
5. Recommended members of School Crisis Response Plan. (Ch. 3)
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)
Chapter 3Planning for Policy
Implementation
Sec. 1 – Conceptual Framework
Sec. 2 – Responsibilities of the West Virginia Board
of Education
Sec. 3 – Responsibilities of the Regional Education
Service Agencies
Sec. 4 – Responsibilities of County Boards of Education
Sec. 5 – Responsibilities of Schools
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) 24
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)
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)
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)
At a minimum, schools shall:
Make data driven improvement decisions based on school climate/ culture data to set school-wide improvement priorities/plans
29
West Virginia School Climate Surveys: A Critical Component of Implementing
Expected Behaviors in Safe and Supportive Schools
West Virginia Department of EducationOffice of Research
Objectives of the Survey1. Provide background information about the WV
School Climate Surveys
2. Describe what goes into planning for and conducting the surveys
3. Provide examples of selected data products produced for schools
4. Discuss uses for the data30
School Climate Domain Mapping
31
What School Get from Participating• Survey summary reports for each survey
Student, Staff, and Parent
• School Climate Index Score Overall School Climate conditions Scores on twenty school climate indicators showing your
school relative to all other schools Summary data on 56 measures making up the 20 indicators
• Assistance in using the data to improve school climate conditions 32
33
For this school the overall WVSCI is 5.82.
School Climate Index
At a minimum, schools shall:
Implement programs/practices that promote • Universal youth asset development• Targeted at-risk group interventions• Referral processes for intensive
interventions
SPL Relating to Behavior
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
What Does SPL Look Like Support for Personalized Learning (SPL)
Including RTI and Critical Skills within a Common Collaborative Structure – SPL What Does Instruction Look Like?
How Does A Student Respond to Instruction?
Intensity Core Instruction Targeted Instruction Intensive Instruction
Variable Academic Support
Behavior Support
Academic Support
Behavior Support
Academic Support
Behavior Support
Students All Students All Students Some at-risk students who need short-term intervention to achieve grade-level mastery
Intervention at first indication of learning difficulties
Some at-risk students who need short-term intervention with initial displays of difficulty with behavior
Few high risk students who do not make sufficient progress with targeted instruction
Few high risk students who do not make sufficient progress with targeted interventions
Instruction Provides all students with a strong core personalized curriculum focused on meeting individual needs
Responsive teaching allows students to take on new learning using scaffolded instruction
Differentiated instruction, Universal Design For Learning and co-teaching are utilized
Emphasizes learning 24/7
Emphasizes student responsibility and accountability
Instruction designed to engage students, framed for clarity and relevancy, presented with pre-assessment and learning targets,
Standards of Behavior are clearly articulated to all students, parents and supported by all staff
Universal interventions used with all students to promote healthy development and prevent problems
School-wide social skills training
Teach school behavior expectations
Effective classroom management
Positive reinforcement systems
Instruction designed to engage students, framed for clarity and relevancy, presented with pre-assessment and learning targets, includes embedded time for students to
Supplemental support for identified skill areas of deficiency
Designed to complement and extend core instruction
Additional exposure to general education curriculum
Provision of group interventions within the general education classroom
Small group interventions to address: anger, social skills, substance abuse.
Self-management training and support
Parent training and collaboration
Behavior contracting Mentor programs to
provide connections with caring adults that support positive behavior
Lessons that target weaknesses while leveraging student strengths.
Intensive individualized instruction for students who are struggling to make sufficient progress with targeted instruction
Intensive social skills teaching
Individual Behavior Intervention Plan
Multi-agency collaboration
Parent training and collaboration
Intensity Core Instruction
Variable AcademicSupport
BehaviorSupport
Students All Students All StudentsInstruction Provides all students with a strong core
personalized curriculum focused on meeting individual needs
Responsive teaching allows students to take on new learning using scaffolded instruction
Differentiated instruction, Universal Design For Learning and co-teaching are utilized
Emphasizes learning 24/7 Emphasizes student responsibility and
accountability Instruction designed to engage students,
framed for clarity and relevancy, presented with pre-assessment and learning targets, includes embedded time for students to process the information, includes at least two minutes of physical movement within every twenty to forty minute period and gages emotional climate of room with opportunity to laugh with students
Standards of Behavior are clearly articulated to all students, parents and supported by all staff
Universal interventions used with all students to promote healthy development and prevent problems
School-wide social skills training Teach school behavior expectations Effective classroom management Positive reinforcement systems Instruction designed to engage students,
framed for clarity and relevancy, presented with pre-assessment and learning targets, includes embedded time for students to process the information, includes at least two minutes of physical movement within every twenty to forty minute period and gages emotional climate of room with opportunity to laugh with students
Youth engagement initiatives such as peer mediation and conflict resolution programs (i.e. Teen Court and Natural Helpers)
Intensity Targeted Instruction
Variable AcademicSupport
BehaviorSupport
Students Some at-risk students who need short-term intervention to achieve grade-level mastery
Intervention at first indication of learning difficulties
Some at-risk students who need short-term intervention with initial displays of difficulty with behavior
Instruction Supplemental support for identified skill areas of deficiency
Designed to complement and extend core instruction
Additional exposure to general education curriculum
Provision of group interventions within the general education classroom
Small group interventions to address: anger, social skills, substance abuse.
Self-management training and support
Parent training and collaboration
Behavior contracting Mentor programs to
provide connections with caring adults that support positive behavior
Intensity Intensive Instruction
Variable AcademicSupport
BehaviorSupport
Students Few high risk students who do not make sufficient progress with targeted instruction
Few high risk students who do not make sufficient progress with targeted interventions
Instruction Lessons that target weaknesses while leveraging student strengths.
Intensive individualized instruction for students who are struggling to make sufficient progress with targeted instruction
Intensive social skills teaching
Individual Behavior Intervention Plan
Multi-agency collaboration Parent training and
collaboration
Interventions PBIS
At a minimum, schools shall:
Evaluate school climate/culture
improvement process and revise as needed
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
42
How does the WVDE help schools evaluate school climate?
Discipline Management System WVEIS
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.
44
Crisis Response PlansWV Code 18-9F-9
• Templates are provided to each school• All schools have had A School Safety Audit • Each school has been digitally mapped to
ensure rapid response and accuracy. -Secure data is stored in secure
locations
Crisis Response PlanSchool are responsible for:
• form a crisis response planning team• shall develop a school specific crisis response plan using the
state/county template • Filing crisis response plan with the Division of Homeland Security• annually review its crisis response plan• placing school employee in charge during a crisis and a designated
substitute• Using a communication plan• developing protocols for responding to immediate physical harm of
students and staff• developing protocols for safe entrance and exit from the school during
an evocation• developing policy's for enforcing school discipline during a crisis
Chapter 4
Inappropriate 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)
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 Inappropriate Language
Deceit Inappropriate display of affection
Tardiness Failure to serve detention
Falsifying identity Disruptive/Disrespectful Conduct
Inappropriate appearance Vehicle parking violation
Skipping class Possession of inappropriate personal
property
Level 2
Disruptive 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 policies
Insubordination
Leaving school without permission
Physical fight without injury
Possession of imitation weapon
Possession of knife not meeting “dangerous weapon definition”
Profane language/obscene gesture/indecent act toward employee or student
Technology misuse
Level 3
Imminently 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 student
Imitation drugs Improper or negligent operation of a motor vehicle
Hazing Substance containing tobacco/nicotine Larceny
Harassment/bullying/intimidation
Defacing school property/vandalism
Level 4
Safe School Act Behaviors- are consistent with those addressed in West Virginia Codes.
Battery against a school employee
Felony
Illegal substance related behaviors
Possession and/or use of dangerous weapon
*Level 4 behaviors are used in the identification and classification of Persistently Dangerous Schools.
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
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.