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

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

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. The Big Picture

4. 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

5. 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

6. 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)

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

8. 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)

9. Standards and Objectives:2nd – 4th Grades

10. 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)

12. 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)

13. 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)

14. 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)

15. 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

16. Sample of Crosswalk

17. 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)

18. 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)

19. 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)

20. 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)

21. 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)

22. 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

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

24. 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)

25. 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)

26. 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)

27. 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)

28. 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 Education Office of Research

30. Objectives of the Survey Provide background information about the WV School Climate Surveys Describe what goes into planning for and conducting the surveys Provide examples of selected data products produced for schools Discuss uses for the data

31. School Climate Domain Mapping

32. 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

33. School Climate Index For this school the overall WVSCI is 5.82.

34. At a minimum, schools shall: Implement programs/practices that promote • Universal youth asset development • Targeted at-risk group interventions • Referral processes for intensive interventions

35. SPL Relating to Behavior

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. What Does SPL Look Like

40. Interventions PBIS

41. At a minimum, schools shall: Evaluate school climate/culture improvement process and revise as needed

42. 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

43. How does the WVDE help schools evaluate school climate? Discipline Management System WVEIS

44. 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.

45. 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

46. 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

47. 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)

48. 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

49. 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

50. 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