1. Presented by Justin Boggs April 16 and 18, 2013 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
– Substance Abuse
4372 – Student Rights and Responsibilities
4373 – Student Code of Conduct
Major policy change
This policy had over 800 written comments to the WVBE while the last major revision of 2510 only resulted in 300 or so comments.
Repealed 5 policies
Although it didn’t repeal or even modify Policy 2419 – Regulations for the Education of Students with Exceptions which certainly needs to be reflected in the implementation of 4373

3. The Big Picture VISION Proactive Approach PREVENTION
Dispositions
Social and emotional learning: explicit curriculum
Safe, supportive environments: implicit learning
Collective responsibility of all
VISION
Proactive Approach
Social and emotional learning
Core areas
Context for learning
Standards and objectives
PREVENTION
Explicit Curriculum
Essential components
Inappropriate behaviors
Interventions and consequences
INTERVENTION
Implicit Learning
We will focus on three large areas:
The Vision of the Policy
It’s emphasis on a pro-active approach, Prevention
It’s listing of inappropriate behaviors and suggested Interventions
This slide provides an organizing principal for the key information in Policy 4373 and the rest of this presentation

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
The policy is divided into 6 Chapters as indicated here – each will be considered in varying degrees of detail.
Chapter 2 is not really anything new but a re-statement of the Student Rights and Responsibility Policy and is included in this policy to stress its relationship to the concept of expected behaviors
Chapter 2 deals to a great degree with legal issues. There is an on-line electronic manual which will provide live links to pertinent information.

5. Chapter 1 Expected 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
The WVBE has Strategic Goals that address what students need to KNOW, how they are to BEHAVE, and they must ACCOMPLISH
This second goal of the WVBE’s defines what they expect of students in the realm of BEHAVIOR
This is one of only three broad goal statements of the WVBE

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)
“Definition” of DISPOSITIONS directly from the policy
You might ask participants to identify words in the definition that they feel are really important.

7. Dispositions reflect Values such as…
Caring
Fairness
Honesty
Responsibility
Social Justice
(Ch. 1, Sec. 1)
Another section of the policy that ties values to dispositions

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)
Defines the three core areas

9. Standards and Objectives: 2nd – 4th Grades
The Standards and Objectives are divided into programmatic levels. We will begin with a brief overview of elementary school, community and social standards. The programmatic levels are categorized at PreK-1st, 2nd-4th, 5th-8th, and 9th-12th.

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)
There are three standards (Self-Awareness and Self-Management, Social-awareness and Interpersonal skills, and Decision-making Skills and Responsible Behaviors).
The standards and descriptors do not change from programmatic levels so you will see this slide at each level.

11. Self-awareness and Self-management
Grades 2-4
Self-awareness and Self-management
Objectives
Students will:
Describe a range of emotions and the situations that cause them.
Describe and demonstrate ways to express emotions in a socially acceptable manner.
Describe personal skills and interests that one wants to develop.
Describe the steps in setting and working toward goal achievement.
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

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)
Just like Standard 1, at the four programmatic levels, this standard remains the same. Standard 2 focuses on social awareness and interpersonal skills and each is clarified on this slide.

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?
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)
The intention is that the Explicit Curriculum not be documented in teacher lesson plans but instead provide a framework within which the school can become Safer and more Supportive as determined by each school faculty.

15. Social and Emotional Learning is addressed through WV Board of Education policies such as:
Guidance and Counseling
Social Studies
Wellness PreK-4
Health Education 5-12
Physical Education 5-12
Learning Skills and Technology Tools
Early Learning Standards Framework: Content Standards and Learning Criteria for West Virginia Pre-Kindergarten (WV Pre-k)
Advisor/Advisee 5-12
Social and Emotional Learning is not new – it is already contained in the policies noted on this slide.

16. Sample of Crosswalk Grade 7 Objectives Students will: 7.1.02
Health Education
(5-12)
2520.5
Physical Education (5-12)
2520.6
Social Studies
2520.4
Guidance and Counseling
2315
Advisor/Advisee (5-12)
Learning Skills and Technology Tools
Grade 7
Standard 1: Self-awareness and self-management
Objectives
Students will:
7.1.02
Apply strategies to manage stress and to motivate successful performance.
HE identify strategies to reduce stress, anxiety and depression.
PE 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.
7.1.2
a. Students will demonstrate the motivation to achieve individual
potential.
21C.O 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.
In this specific example, Objective Students will apply strategies to manage stress and to motivate successful performance is directly related to:
Health – HE
Physical Education – PE.7.3.3
Guidance and Counseling – and
Learning Skills and Technology Tools 21C.O LS.5
Note that for the Guidance and Counseling Policy the format for the number is completely different than the one used for academic CSOs. The 7 in this case does not refer to 7th grade. It is a section of the policy. All of the objectives from this policy begin with 7.
Crosswalks are provided for each of the four programmatic levels (PK-1, 2-4, 5-8, 9-12), each of the behavior standards and objectives, and each of the policies listed
The format for the crosswalk varies among the programmatic levels. At PK-1, there is not a crosswalk provided for PK and there are separate crosswalks for grades K and 1. For the 2-4 and 5-8 levels, there is a crosswalk provided for each grade level. Although the Learning Skills and Technology Tools as well as the Advisory/Advisee policy has CSOs for the entire programmatic level (rather than specific CSOs for each grade level), there are distinct CSOs for Health Education, Physical Education, and Social Studies.
The is just one crosswalk for grades There is only one Health class although it may be taught at different grade level in different schools. The same is true for Physical Education. The Social Studies CSOs are clearly associated with a specific grade level by the first number in the CSO name.

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)
Stresses again that this is not just a school project but places a burden on family and community learning environments in addition to safe and supportive schools.
Also note how students are to FEEL in those settings.

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)
“Community” is mentioned in both Chapters 1 and It appears that in Chapter 1 that community is in terms of Partners (organizations?) while in Chapter 3 it is community MEMBERS which seems to imply individuals. The common thread is that the community shares in this responsibility.

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)
Stresses the importance and role of parents in both LEARNING and BEHAVIOR
As a way of understanding how parents can complement their children’s learning, consider the following statement adapted from a quote by Barbara Colorose: If kids come to educators and teachers from strong, healthy, functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our job not only more difficult but also more important.

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)
Community can be very broadly defined to include: extended family, neighbors, faith-based organizations, disability-based organizations, businesses, civic groups, ...
You might ask the team can you name others?

22. Chapter 3 Planning 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
Chapter 3 – Planning for Implementation – 5 sections which will be addressed in the next group of slides
Section 1 is the Conceptual Framework
Sections 2-5 define the responsibilities of the WVBE, RESA, County and School

23. If the School Climate/Culture is Positive – Students, Staff and Parents Feel:
Safe emotionally, intellectually and physically
Engaged
Respected
(Ch. 3, Sec.1)
Use this slide as an exercise for participants to describe a positive school climate/culture from these different perspectives.
Challenge them to think broadly about the term “adults” and not limit their thinking to teachers or professional staff but include service personnel, contracted employees, etc

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)
This is information from Dan Olweus, a leader in violence prevention and bullying programs.
He stresses firm limits (school-wide behavior norms) enforced with warmth and interest in the student as a person including consequences that are not hostile but flow from the behavior enforced consistently. In doing this we model what we expect of the student.

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)
Note that the valued dispositions (from Chapter1) apply to not only students and staff but also public guests of WV public schools
Implications for ball games, concerts, plays, graduation ceremonies, career days, etc
You might remind people that this is to be the context for learning and practicing the valued dispositions

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)
And not just at school but also on buses, at bus stops and sponsored events.
Think about the possibilities of the very broad term “sponsored events”
You might ask for some examples of events that their schools sponsor

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)
This is the first of a list of “minimum” components that are delineated on Page 37 of the policy.
Each of these components is provided as a minimum that the school must have in place to provide a Safe and Supportive School
After this list of “minimums”, we will revisit each essential component in more detail

28. At a minimum, schools shall:
Make data driven improvement decisions based on school climate/ culture data to set school-wide improvement priorities/plans
Data – Not Guesswork should guide all decision making.

29. West Virginia Department of Education
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. For this school the overall WVSCI is 5.82.
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
The programs a school adopts and the practices that create its environment must reflect and support the behaviors expected of students, the content of positive education, and the health outcomes being taught.
Positive education refers to the teaching of dispositions covered earlier, positive behavior supports, and interventions all done with a positive approach.
The health outcomes can include physical, social, and emotional health.

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
A new tier appears with each click. Have the team brainstorm the interventions currently being used for that tier. You can do this on poster paper, a chalk board, smart board, etc.
Stress that prevention is a process. It requires teaching expected behaviors and attitudes again and again in a variety of ways.
Refer to the interventions for Level 1 listed by the team in their environmental scan. Encourage them to add things they might wish to try in the future.

37. What Does SPL Look Like

38. Intensity
Core Instruction
Variable
Academic
Support
Behavior
Students
All Students
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, 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
Youth engagement initiatives such as peer mediation and conflict resolution programs (i.e. Teen Court and Natural Helpers)

39. Intensity
Targeted Instruction
Variable
Academic
Support
Behavior
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

40. Intensive Instruction
Intensity
Intensive Instruction
Variable
Academic
Support
Behavior
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

41. At a minimum, schools shall:
Evaluate school climate/culture improvement process and revise as needed
Schools will develop plans to target their data driven needs for improvement.
The results need to be regularly evaluated and assessed with adjustments made 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
These are examples of data sources a school might use to assess their progress. 8

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.
The change required to implement this vision of safe and supportive schools, as with any fundamental change, will take 3-5 years.

45. Crisis Response Plans WV 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 Plan School 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)
This begins a new chapter which addresses inappropriate behaviors and possible interventions.
Note that the stated purpose is not limited to discipline. It is to create and ensure an orderly and safe environment conducive to learning.

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

51. It DOES Matter what YOU do
Bullying Prevention

52. 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.

53. 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)
Counties are not only permitted by expected to find interventions and consequences that will be meaningful for their students to compliment those given in this policy.

54. 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
Here are a couple of examples that reflect local resources or practices that have been found effective.

55. Intervention Prevention
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.
This illustration is included to draw attention to the reality that Prevention and Intervention strategies often overlap. For example, in-school suspension is often used as a consequence when we intervene for a student’s inappropriate behavior. It may at the same time including strong elements of prevention. The ISS teacher often has students reflect on the behavior and why it is inappropriate, consider other possible choices in the situation, even reinforce themes from Character Education or teach appropriate Social and Emotional skills.