Presentation Transcript

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. 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)
9. Dispositions reflect Values such as… Caring Fairness Honesty Responsibility Social Justice (Ch. 1, Sec. 1)
10. 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)
11. Standards and Objectives:2nd – 4th
12. 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)
13. 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)
14. 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)
15. 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)
16. 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
17. Sample of Crosswalk
18. Reflect: 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?
19. 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)
20. 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)
21. 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.
22. 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)
23. 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)
24. 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)
25. Sections in Chapter 2 with Changes Section 1-School supplies Section 2-Electronic communications Section 4-GED participation in Extra-Curricular Activities
26. 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
27. If the School Climate/Culture is Positive – Students, Staff and Parents Feel: Safe . . . emotionally, intellectually and physically Engaged Respected (Ch. 3, Sec.1)
28. 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)
29. 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)
30. 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)
31. Planning for Policy Implementation
32. 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
33. 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)
34. At a minimum, schools shall: Make data driven improvement decisions based on school climate/culture data to set school-wide improvement priorities/plans
35. At a minimum, schools shall: Implement programs/practices that promote Universal youth asset development Targeted at-risk group interventions Referral processes for intensive interventions
36. 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
37. At a minimum, schools shall: Evaluate school climate/culture improvement process and revise as needed
38. 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
39. 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.
40. 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)
41. 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 incidentsand affirms respect for individuals. (Ch. 4, Sec. 1)
42. Sample for Level 1
43. 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 Possession of inappropriate personal property Disruptive/Disrespectful Conduct Failure to serve detention Falsifying identity Tardiness Inappropriate appearance Vehicle parking violation Inappropriate display of affection Skipping class
44. 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
45. 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. Battery against a student Defacing school property/vandalism False fire alarm Fraud/forgery Gambling Hazing Larceny Trespassing Sexual misconduct Harassment/bullying/intimidation Inhalant abuse Threat of injury/assault against an Imitation drugs employee or student Substance containing tobacco/nicotine Improper or negligent operation of a motor vehicle
46. 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.
47. 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)
48. 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)
49. 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
50. 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.
51. Out-of-school Suspension “Out-of-school suspension strategies should be used sparingly and shall never deny a student access to instructional material and information necessary to maintain their academic progress.” (Ch. 4, Sec. 1)
52. Out of School Suspension “Out-of-school suspension is not a recommended optional consequence 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)
53. What is the Role of Administrators for Level 3 and 4? West Virginia Code requires that the principal 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)
54. 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)
55. 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)
56. 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)
57. Restraint Reasonable 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.)
58. Restraint Training School 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;
59. 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.)
60. 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.)
61. 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)
62. Chapter 6Procedures for Taking Action on Substantiated Inappropriate Behaviors Sec. 1 – Interventions and Consequences Sec. 2 – Guidelines for Specific Responses: Exclusion, Suspension, Expulsion Sec. 3 – Transferring Students with Expulsions Sec. 4 – Students with Disabilities, Not Yet Determined Eligible, 504 Plans Sec. 5 – Reporting Action on Substantiated Incidents Sec. 6 – Appeals Procedures (Refer to Chapter 6 for details)
63. 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