Policy 4373 Expected Behaviors in Safe and Supportive Schools Preventing School Violence

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Policy 4373 Expected Behaviors in Safe and Supportive Schools Preventing School Violence Presented by Justin Boggs April 16 and 18, 2013

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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 - PowerPoint PPT Presentation

Transcript of Policy 4373 Expected Behaviors in Safe and Supportive Schools Preventing School Violence

Page 1: Policy 4373  Expected Behaviors in Safe  and Supportive Schools Preventing School Violence

Policy 4373 Expected Behaviors in Safe

and Supportive Schools

Preventing School Violence

Presented by Justin Boggs

April 16 and 18, 2013

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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

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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

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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

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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

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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)

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Dispositions reflect Values such as…

Caring Fairness Honesty Responsibility Social Justice

(Ch. 1, Sec. 1)

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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)

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Standards and

Objectives:

2nd – 4th Grades

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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)

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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

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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)

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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)

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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)

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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

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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.

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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)

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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)

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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)

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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)

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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)

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Chapter 3Planning for Policy

Implementation

Sec. 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

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

• Safe . . . emotionally, intellectually and physically

• Engaged

• Respected(Ch. 3, Sec.1)

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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)

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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)

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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)

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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)

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At a minimum, schools shall:

Make data driven improvement decisions based on school climate/ culture data to set school-wide improvement priorities/plans

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West Virginia School Climate Surveys: A Critical Component of Implementing

Expected Behaviors in Safe and Supportive Schools

West Virginia Department of EducationOffice of Research

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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

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School Climate Domain Mapping

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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

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For this school the overall WVSCI is 5.82.

School Climate Index

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At a minimum, schools shall:

Implement programs/practices that promote • Universal youth asset development• Targeted at-risk group interventions• Referral processes for intensive

interventions

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SPL Relating to Behavior

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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

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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

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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)

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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

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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

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At a minimum, schools shall:

Evaluate school climate/cultureimprovement process and revise as needed

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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

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How does the WVDE help schools evaluate school climate?

Discipline Management System WVEIS

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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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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

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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

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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)

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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 detentionFalsifying identity Disruptive/Disrespectful ConductInappropriate appearance Vehicle parking violationSkipping class Possession of inappropriate personal property

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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 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

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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 studentFalse fire alarm GamblingTrespassing Sexual misconductInhalant 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/vandalism

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Bullying Prevention

It DOES Matter what YOU do

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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.

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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)

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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

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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.