Policy 4373 Expected Behaviors in Safe and Supportive Schools Preventing School Violence Presented by Justin Boggs April 16 and 18, 2013 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 The Big Picture VISION Proactive Approach PREVENTION Explicit Curriculum INTERVENTION Implicit Learning • Dispositions • Social and emotional learning: explicit curriculum • Safe, supportive environments: implicit learning • Collective responsibility of all • Social and emotional learning • Core areas • Context for learning • Standards and objectives • Essential components • Inappropriate behaviors • Interventions and consequences Table of Contents Ch. 1 Ch. 2 Ch. 3 Ch. 4 Expected Student Dispositions Student Rights and Responsibilities Planning for Policy Implementation 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 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 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) Dispositions reflect Values such as… Caring Fairness Honesty Responsibility Social Justice (Ch. 1, Sec. 1) 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) Standards and Objectives: 2nd – th 4 Grades 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) Grades 2-4 Objectives 2-4.1.01 2-4.1.02 2-4.1.03 2-4.1.04 2-4.1.05 Self-awareness and Self-management 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 nonviolent 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 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) 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) 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) 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 PreKindergarten (WV Pre-k) • 2520.19 - Advisor/Advisee 5-12 Sample of Crosswalk Health Education (5-12) 2520.5 Grade 7 Objectives Social Studies 2520.4 Guidance and Counseling 2315 Advisor/Advise e (5-12) 2520.19 Learning Skills and Technology Tools 2520.14 Standard 1: Self-awareness and self-management Students will: 7.1.02 Apply strategies to manage stress and to motivate successful performance. Physical Education (512) 2520.6 HE.7.7.04 identify strategies to reduce stress, anxiety and depression. PE.7.3.03 participate in physical activities both in and outside of school (e.g., physical education class, intramural s, 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.58.3.LS.5 Student exhibits interpersonal and problemsolving 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 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) 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) 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) 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) 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) 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 If the School Climate/Culture is Positive – Students, Staff and Parents Feel: • Safe . . . emotionally, intellectually and physically • Engaged • Respected (Ch. 3, Sec.1) 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) 24 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) 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) 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) At a minimum, schools shall: Make data driven improvement decisions based on school climate/ culture data to set school-wide improvement priorities/plans 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 29 Objectives of the Survey 1. Provide background information about the WV School Climate Surveys 2. Describe what goes into planning for and conducting the surveys 3. Provide examples of selected data products produced for schools 4. Discuss uses for the data 30 School Climate Domain Mapping 31 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 32 School Climate Index For this school the overall WVSCI is 5.82. 33 At a minimum, schools shall: Implement programs/practices that promote • Universal youth asset development • Targeted at-risk group interventions • Referral processes for intensive interventions SPL Relating to Behavior 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 Support for Personalized Learning (SPL) Including RTI and Critical Skills within a Common Collaborative Structure – SPL What Does Instruction Look Like? How Does A Student Respond to Instruction? What Does SPL Look Like Core Instruction Intensity Academic Support Variable Students All Students Targeted Instruction Behavior Support All Students Academic Support Some at-risk 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, 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 Instruction designed to engage students, framed for clarity and relevancy, presented with pre-assessment and learning targets, includes embedded time for students to who need short-term intervention to achieve grade-level mastery Intervention at first indication of learning difficulties Supplemental support for identified skill areas of deficiency Designed to complement and extend core instruction Additional exposure to general education curriculum Behavior Support Some at-risk students who need short-term intervention with initial displays of difficulty with behavior 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 Intensive Instruction Academic Support Few high risk students who do not make sufficient progress with targeted instruction Lessons that target weaknesses while leveraging student strengths. Intensive individualized instruction for students who are struggling to make sufficient progress with targeted instruction Behavior Support Few high risk students who do not make sufficient progress with targeted interventions Intensive social skills teaching Individual Behavior Intervention Plan Multi-agency collaboration Parent training and collaboration Core Instruction Intensity Academic Support Variable Students Instruction All Students 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 Behavior Support All 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 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 Youth engagement initiatives such as peer mediation and conflict resolution programs (i.e. Teen Court and Natural Helpers) Intensity Targeted Instruction Variable Students Instruction Academic Support Some at-risk students who need short-term intervention to achieve grade-level mastery Intervention at first indication of learning difficulties Supplemental support for identified skill areas of deficiency Designed to complement and extend core instruction Additional exposure to general education curriculum Behavior Support Some at-risk students who need short-term intervention with initial displays of difficulty with behavior 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 Intensity Variable Students Instruction Intensive Instruction Academic Behavior Support Support Few high risk students Few high risk students who who do not make do not make sufficient sufficient progress with progress with targeted targeted instruction interventions Lessons that target Intensive social skills weaknesses while teaching leveraging student Individual Behavior strengths. Intervention Plan Intensive individualized Multi-agency collaboration instruction for students Parent training and who are struggling to collaboration make sufficient progress with targeted instruction Interventions PBIS At a minimum, schools shall: Evaluate school climate/culture improvement process and revise as needed 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 42 How does the WVDE help schools evaluate school climate? Discipline Management System WVEIS 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. 44 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 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 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) 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 Deceit Tardiness Falsifying identity Inappropriate appearance Skipping class Inappropriate Language Inappropriate display of affection Failure to serve detention Disruptive/Disrespectful Conduct Vehicle parking violation Possession of inappropriate personal property Level 2 Disruptive and Potentially Harmful Behaviorsdisrupt 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 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 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 Fraud/forgery It DOES Matter what YOU do Bullying Prevention 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. 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) 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 Prevention Intervention 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.