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Policy 4373

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

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Policy 4373

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  1. Policy 4373 Expected Behaviors in Safe and Supportive Schools Effective Date: July 1, 2012

  2. 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

  3. WVBEVision “ . . . 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.)

  4. 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)

  5. The Big Picture

  6. 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

  7. Chapter 1Expected Student Dispositions Sec. 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

  8. “Schools must . . . deliberately focus on conveying democratic principles through the explicit curriculum and through the implicit learning affected by the manner in which all individuals within a school interact with one another.” (Ch. 1,Sec. 1)

  9. “Schools must . . . work consistently and persistently to improve student knowledge, skills and dispositions that convey our nation’s democratic principles.” (Ch. 1, Sec. 1)

  10. 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)

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

  12. PREVENTION Explicit Curriculum • Social and emotional learning • Core areas • Context for learning and practicing • Standards and objectives

  13. What is Social and Emotional Learning? “…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)

  14. 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)

  15. Standards and Objectives:2nd – 4th

  16. 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)

  17. 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)

  18. 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)

  19. 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)

  20. 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 Standards and Learning Criteria for West Virginia Pre-Kindergarten (WV Pre-k) • 2520.19 - Advisor/Advisee 5-12

  21. 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)

  22. Sample of Crosswalk

  23. Share with a neighbor: • How is explicit instruction for expected behaviors currently being done in your school? • How is implicit instruction for expected behaviors currently being done in your school? • What does this policy expectation mean for schools and teachers?

  24. 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)

  25. 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)

  26. 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)

  27. 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)

  28. 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.

  29. How important are partnerships? “Home-school-community partnerships are essential to the successful implementation of Policy 4373.” (Ch. 3, Sec. 1)

  30. What kind of approach is needed? “Schools must analyze the various delivery methods and develop asystemic approach that assures sufficient opportunities to learn and practice the skills throughout the school and community environment .” (Ch. 1 Sec. 2)

  31. Chapter 2Student Rights and Responsibilities Sec. 1 – The Right to a Thorough and Efficient Education Sec. 2 – Student Inquiry and Expression Sec. 3 – Non-curriculum Related Student Groups Sec. 4 – Extra-curricular Activities Sec. 5 – Privacy Sec. 6 – Protection from Unreasonable Searches and Seizures Sec. 7 – Child Abuse Prevention (Refer to Chapter 2 for details)

  32. Sections in Chapter 2 with Changes • Section 1-School supplies • Section 2-Electronic communications • Section 4-GED participation in Extra-Curricular Activities

  33. 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

  34. School Climate/Culture Includes… • norms, • goals, • values, • interpersonal relationships, • teaching, • learning, • leadership practices, and • organizational structures. (Ch. 3, Sec. 1)

  35. If the School Climate/Culture is Positive – Students, Staff and Parents Feel: • Safe . . . emotionally, intellectually and physically • Engaged • Respected (Ch. 3, Sec.1)

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

  37. 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)

  38. 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)

  39. Planning for Policy Implementation

  40. INTERVENTION Implicit Learning • Essential components • Inappropriate behaviors • Interventions and consequences

  41. 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)

  42. 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)

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

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