Policy 4373
Expected Behaviors in
Safe and Supportive
Schools
Effective Date: July 1, 2012
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
WVBE Vision
“ . . . to provide an education that
supports students to
develop into healthy,
responsible, and selfdirected citizens who
have the knowledge
and Global21 skills
to lead satisfying and productive lives.”
(Intro.)
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)
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 – 4th
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
Self-awareness and Self-management
Objectives
Students will:
2-4.1.01
Describe a range of emotions and the situations that cause them.
2-4.1.02
Describe and demonstrate ways to express emotions in a socially acceptable manner.
2-4.1.03
Describe personal skills and interests that one wants to develop.
2-4.1.04
Describe the steps in setting and working toward goal achievement.
2-4.1.05
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
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.
Reflect:
1) How is explicit instruction for
expected behaviors currently being
done in your school?
2) How is implicit instruction for
expected behaviors currently being
done in your school?
3) What does this policy expectation
mean for schools and teachers?
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)
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.
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 2
Student 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)
Sections in Chapter 2 with
Changes
• Section 1-School supplies
• Section 2-Electronic communications
• Section 4-GED participation in ExtraCurricular Activities
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)
30
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)
Planning for Policy Implementation
Responsibility
WVBE/WVDE
RESA
Policy
Development
X
Partnership
Development
X
X
Training and
Technical
Assistance
Policy
Dissemination
and Training
Implementation
Plan
X
X
Evaluation of
Effectiveness
X
County BOE
School
X
X
X
X
X
X
X
X
X
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
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
At a minimum, schools shall:
Implement
programs/practices
that promote
• Universal youth asset development
• Targeted at-risk group interventions
• Referral processes for intensive
interventions
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
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
40
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.
41
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)
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 incidents and
affirms respect for individuals.
(Ch. 4, Sec. 1)
Sample for Level 1
Behaviors
Interventions &
Consequences
Definitions
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
A student will not plagiarize or copy the work 
of others or break rules to gain advantage in
a competitive situation. Interventions for this 
inappropriate
behavior
may
include

academic sanctions in addition to other
discipline.
Deceit
A student will not deliberately conceal or
misrepresent the truth, deceive another or
cause another to be deceived by false or
misleading information.
Disruptive/
Disrespectful
Conduct
A student will not exhibit behavior that
violates classroom/school rules, results in
distraction
and
obstruction
of
the

educational process or that is discourteous,
impolite, bad mannered and/or rude. 
Behavior is considered disruptive and/or
disrespectful if a teacher is prevented from
starting an activity or lesson, or has to stop
instruction to address the disruption.

Administrator/student
conference or reprimand
Administrator and teacherparent/guardian conference
Academic sanctions may
be used to deny credit for
work resulting from
cheating; however,
previously earned
grades/credits may not be
reduced.
Counseling referrals and
conference to support staff
or agencies
Daily/weekly progress
reports
Behavioral contracts
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
Disruptive/Disrespectful Conduct
Falsifying identity
Inappropriate appearance
Inappropriate display of affection
Inappropriate Language
Possession of inappropriate personal property
Failure to serve detention
Tardiness
Vehicle parking violation
Skipping class
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
Larceny
Sexual misconduct
Inhalant abuse
Imitation drugs
Substance containing tobacco/nicotine
Defacing school property/vandalism
Fraud/forgery
Hazing
Trespassing
Harassment/bullying/intimidation
Threat of injury/assault against an
employee or student
Improper or negligent operation of a
motor vehicle
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 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)
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.
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)
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)
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)
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)
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)
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)
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.)
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 deescalation 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;
Alternative Education
for 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.)
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.)
Chapter 5
Procedures for Addressing
Allegations of
Inappropriate 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)
Chapter 6
Procedures 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)
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