WVBE Vision

1. 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.)

2. 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)

3. 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)

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

5. 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)

6. Standards and Objectives:2nd – 4th

7. 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)

8. 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)

9. 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)

10. 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)

11. 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)

12. 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)

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

14. 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)

15. 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)

16. 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)

17. 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)

18. 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)

19. 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

20. 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

21. 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

22. 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.

23. 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)

24. 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)

25. 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.)