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
“Schools must . . .
deliberately focus on conveying
democratic principles
through the explicit curriculum
and
through the implicit learning
affected by the manner in which all
individuals within a school interact
with one another.”
(Ch. 1,Sec. 1)
“Schools must . . .
work consistently and persistently
to improve student knowledge, skills
and dispositions
that convey our nation’s democratic
principles.”
(Ch. 1, Sec. 1)
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)
PREVENTION
Explicit Curriculum
•
•
•
•
Social and emotional learning
Core areas
Context for learning and practicing
Standards and objectives
What is Social and Emotional
Learning?
“…the process through which individuals
acquire the knowledge, attitudes and
skills they need to
 recognize and manage their emotions,
 demonstrate caring and concern for
others,
 establish positive relationships,
 make responsible decisions, and
 handle challenging situation
constructively.”
(Ch. 1, Sec. 2)
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
How do These Policies Address
the Social and Emotional
Learning Standards?
The WV Department of Education
will provide a crosswalk
of these existing standards
to demonstrate
the comprehensive correlation
to the social and emotional learning
standards.
(Ch. 1, Sec. 2)
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.
Share with a neighbor:
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)
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)
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 important are partnerships?
“Home-school-community
partnerships are
essential
to the successful implementation
of Policy 4373.”
(Ch. 3, Sec. 1)
What kind of approach
is needed?
“Schools must analyze
the various delivery methods
and develop
a systemic approach
that assures sufficient opportunities
to learn and practice the skills
throughout the school and community
environment .”
(Ch. 1 Sec. 2)
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
School Climate/Culture Includes…
 norms,
 goals,
 values,
 interpersonal relationships,
 teaching,
 learning,
 leadership practices, and
 organizational structures.
(Ch. 3, Sec. 1)
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)
38
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
Policy Development
WVBE and WVDE



WVDE review at
least bi-annually
with appropriate
stakeholders
WVDE recommend
revisions as needed
WVDE develop
model policy and
procedure
documents
RESA
County



Approve policies
and procedures for
implementing 4373
– submitted to
State
Superintendent by
July 1, 2012
Resubmit upon
revision
Policies must
include safeguards
listed in policy 4373
on Page 28.
School
Partnership Development
Essential to successful implementation of 4373
WVBE and WVDE



Establish state
agency and
organization
partnerships (to
meet the more
severe behavioral
needs of students
or to address high
need concerns
within a specific
community)
Formal
partnerships: long
term commitment
with MOUs or
contracts
Informal
partnerships: short
or long term
around a common
mission and goals
with or without
formal agreements
RESA

County
May establish

regional agency
and organization
partnerships that
provide additional
resources to
counties and
schools


Encouraged to
establish county
agency and
organization
partnerships
(assure
coordination
between agencies
and high quality
service delivery to
students and their
families)
Formal
partnerships:
MOUs or contracts
Informal
partnerships: short
or long term
around a common
mission and goals
with or without
formal agreements
School


Establish
community agency
and organization
partnerships
Formal agreements
must be approved
by county BOE
Training and Technical Assistance/
Policy Dissemination
WVBE and WVDE
RESA
Provide training and
technical assistance
to school systems
and schools in:
May provide training and
technical assistance
to school systems
and schools in:





Research-based,
effective positive
school
climate/culture
models
Within school
improvement
planning process
Collection and
reporting of incident
data via WVEIS
Developing
interventions to
assure success for
all students



County

Research-based,
effective positive

school
climate/culture
models
Within school

improvement
planning process
Collection and
reporting of incident 
data via WVEIS
Developing
interventions to
promote success for
all students
Develop and
implement an
ongoing awareness
campaign for all
students, staff and
parents/guardians
Ensure that all
schools provide
appropriate policy
training
Make policy
available to the
public in electronic
or written format
Review policy at
least bi-annually
School



Develop and
implement an
ongoing awareness
campaign for all
students, staff and
parents/guardians
Policy appears in all
student and staff
handbooks or
distribute a copy to
all
Develop and
implement training
for students and
staff to effectively
promote goals of
this policy
Implementation Plan
WVBE/DE
RESA
County
School
Within the student
Within individual school strategic plans, implement the
support goal of the
county policies which reflect the needs of students to
strategic plan
study, learn and work in a positive school
ensure that schools
climate/culture . Develop it collaboratively with all
incorporate in their
stakeholders and incorporate partnership supports and
plans:
resources that are available.
* proactive
At a minimum schools shall:
strategies to
* establish a leadership team
develop and
* gain school-wide input and
support positive
commitment
behavior
* develop school-wide priorities
* data-driven
* analyze school climate/culture data annually
continuous school
* make data-driven school climate/culture
climate /culture
improvement decisions
improvement
* implement school-wide instructional
activities that
plans to teach and reinforce expected
reflect the needs of
behaviors
their students and
* implement programs/practices that
staff
support expected behaviors , positive education and
* appropriate and
health outcomes
consistent
* implement comprehensive and effective
interventions for all
intervention programs/practices
forms of
* develop appropriate referral procedures
inappropriate
for intensive interventions
behavior
* evaluate and revise improvement
processes as needed
Evaluation of Effectiveness
WVBE and WVDE




WVDE reports to
WVBE annually on:
Evidence of
improvement w/in
county, school
strategic plans
Reports of
inappropriate
behaviors
Trend analysis from
school climate/
culture surveys
RESA
County





Review annually data on:
Incidents of
inappropriate behavior
and intervention
responses
LSIC reports
Trend analysis from
school climate/culture
surveys
Impact data on school
climate/culture
improvement strategies
within county/school
strategic plans
School







Review data on
effectiveness of
implementation plan
annually to include:
Progress toward
goals/objectives
Evidence of improvement
efforts
LSIC reports
Trend analysis from
surveys
Summary data for
incidents of inappropriate
behavior and
interventions
Evaluation data from
training and staff
development by county,
RESA, WVDE
INTERVENTION
Implicit Learning
• Essential components
• Inappropriate behaviors
• Interventions and consequences
At a minimum, schools shall:
Establish a
leadership team
(may be an existing team)
to manage the design, monitoring and
improvement of school climate/culture
(Ch. 3, Sec. 5)
At a minimum, schools shall:
Establish a
process to gain school-wide
input and commitment
to school climate/culture improvement
from students, staff, parents and
community
(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
At a minimum, schools shall:
Implement
school-wide plans
… to support and reinforce expected
behaviors
At a minimum, schools shall:
The plan should include
programs/practices
that promote
youth asset development
to support
expected student behaviors,
positive education, and
health outcomes
At a minimum, schools shall:
Plan should include
intervention
programs/practices
that target identified behaviors that
are disruptive to the educational
process and that place students at
higher risk of poor education and
health outcomes
At a minimum, schools shall:
Plans should include
appropriate and reliable
referral procedures
for intensive intervention that enlist
school and community partnerships
At a minimum, schools shall:
Evaluate
school climate/culture
improvement process
and revise as needed
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
Leadership Team
Responsibilities
 Select team members representative of grade levels,
departments, areas of expertise, and including an
administrator.
 Review Behavior Data for levels of frequency and severity as
well as patterns in school life and procedures.
 Review consequences and their effectiveness.
 Find interventions that are effective in changing the
inappropriate behavior. Consider referrals to support
services.
 Communicate to other staff members the
progress/successes they see and areas that need attention.
 Meet regularly.
Be consistent! Cheerlead! Communicate!
57
Who will light the fire?
“Never doubt that a small group
of thoughtful, committed people
can change the world!
Indeed, it is the only thing
that ever has.”
Margaret Meade
American Anthropologist
1901-1978
Essential Component:
Staff Buy-In
On All Components
To make the climate/culture of the school safer and
more supportive for both the students and staff,
all of the adults need to be on the same page.
They need to communicate clearly the behavior
expected at this school, enforce those expectations
consistently and with genuine caring, work in
unison, proactively to prevent problems by
teaching expectations and character continually,
and intervene when there is an inappropriate
behavior to help students take responsibility for
their behavior and its consequences.
Piecemeal strategies
do not work!
The only thing that works is
a collective, determined effort
by all adults working together.
This is the essence of
shaping the school environment.
Shaping the Environment
Requires:
 A collective, determined stance against
inappropriate behavior.
 Behavior expectations clear to everyone
and enforced consistently by all.
 Policies, procedures, and school-wide
rules reflecting those expectations.
 Adult supervision of all areas at all times.
 Prevention programs to teach students
appropriate behavior and character.
 Intervention programs to make students
accountable for their behavior and its
consequences.
Traits of Adults Who Succeed
At Shaping the Environment
• Congruence
• Compassion
• Conviction
• Courage
• Consistency
• Consequences
Are Expectations Clear to All?
Clear to:
 all staff members and adults
 all students
 all parents
Clearly Reflected and Stated in all:
 policies and practices
 handbooks
 parent communications
Essential Component:
Expectations
Consistently Enforced
All staff members enforce these
expectations at all times and
in all areas and situations.
A rule or a suggestion?
If a teacher expects her students to hand
in their papers in a certain way but then
allows some students to do it differently,
she is essentially saying,
“The paper-handing-in rule
is not really a rule, but a suggestion.
Do it if you feel like it.”
(How to Lead Teachers to Become Great,
by Janet Pilcher and Robin Largue, p. 40)
If prevention is to work, it must be
CONSISTENT!
To be consistent, all adults must agree on the
terms.
The most difficult part of intervention and
prevention is
DECIDING WHICH ACTIONS MERIT
OUR STEPPING IN.
Continuum of Violence
Shooting with a Revolver
Hitting, kicking,
etc.
Threatening
Humiliating Another
Student on Facebook
Refusing to Follow a
Direction
Giving the Finger
Making Rude Remarks
67
Does consistency mean doing
exactly the same thing for
every student?
No!
Fair Isn’t Always Equal!
(Abusive home or Medical condition)
Equal Isn’t Always Possible!
(IEP or 504 Plan)
Essential Component:
Consequences Structured
to Change Behavior
Consequences are imposed to shape behavior, to help
the student make better choices. If a consequence is
not changing the behavior, another should be tried
which might achieve that goal.
The Law of Least Intervention:
Escalating Steps for Classroom
Management
“The teacher uses a series of steps that require the
least amount of time and . . . disruption to the lesson.”
Steps:
#1 direct eye contact
#2 proximity
#3 pause
#4 “the look”
#5 the look plus a gesture
#6 ask the student a question
by Adam Waxler (www.TeachingTipsMachine.com)
Sample Interventions
Tardiness – When the bell rings students will be out of the hallway
and in their assigned classroom / area.
1.Teachers have the right to have higher expectations than
the school rule.
2.The teacher’s higher expectation must be discussed with
students and requirements posted ahead of time and
followed consistently.
•1st tardy teacher issues verbal warning, document on log
•3rd tardy parent contact, document on log
•5th tardy, parent contact to invite parent in for a conference,
document on log
•6th tardy, referral sent to EHB, 1 day ISS (6 pts)
•9th tardy, referral sent to EHB, 1 day ASD, (9pts)
•12th tardy, referral sent to EHB, 1 day ASD, Referral made to
Discipline Advisory Board (12pts)
**On tardies 2, 4, 7, 8, 10, and 11 remind student of next
consequence.
Essential Component:
Meaningful Incentives
Incentives are provided to reinforce the positive choices
students have made. They must be meaningful to
students to be effective.
Low or No-Cost Incentives
The common thread woven through the
following examples is time with friends.
 a movie
 a couple minutes early to lunch or to the buses
 dance, music at lunch
 early to lunch
 “Minute To Win It” stations
 sock hop after school
 game time (students play their games)
It can be done in lots of different ways,
but what is meaningful students is to
spend time with their friends.
Essential Component:
Data Analyzed Regularly to
Identify Patterns
However behavior data is tracked, it is used to identify
the patterns and causes of student misbehavior and
school challenges. The data that is being collected is
analyzed regularly to achieve this purpose.
Patterns of Individual Student
Behaviors
•
•
•
•
•
Many absences on Mondays
Habitual disruptive behaviors
Skipping many 3rd period classes
Frequent 1st period tardies
Multiple uses of tobacco
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
76
Essential Component:
Effective Interventions
Schools must develop interventions which will address
student needs.
LEVEL 3
Intensive Interventions
Individual students
Assessment-based
5%
LEVEL 2
Targeted Group Interventions
Some students (at-risk)
Rapid response
15%
LEVEL 1
Core Instructional Interventions
All settings, all students
Preventive, proactive
80%
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
Essential Component:
Agency Support
Through Partnership Agreements
The support of community agencies and resources is essential
in intervening effectively at-risk students, especially those
in need of more intense interventions.
SAMPLE MEMORANDUM OF
UNDERSTANDING
ESMH MEMORANDUM OF UNDERSTANDING
between
Any County Schools
and
Selected Local Community Organizations
Vision: The ____County Partnership supports the academic success of
all students through promoting their physical and emotional
health.
Mission: The mission of the ___ County Partnership for Expanded
School Mental Health Services (ESMH) is to expand schoolcommunity connections to promote and care for the behavioral and
emotional health of ___ County students in collaboration with
students and their families.
Essential Component:
Family and Community
Understanding and Support
The support of families and the broader community is
crucial. They must be trusted and treated as valued partners
by seeking their input and involvement.
Other Community Resources
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Law enforcement
School nurses
Faith-based organizations
Judges
DHHR- Youth Services
Physicians
Agencies and counselors
Student Assistance Team
Family Resource Networks
Retired educators
Juvenile Probation
Institutions of Higher Learning
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)
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
Should Interventions
Remove Students from School?
School administrators and staff are
encouraged to
exhaust all available school and
community resources
to provide appropriate school-based
intervention strategies designed
to keep students in school and
engaged in instruction.
(Ch. 4, Sec. 1)
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)
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
Definition of Categories
Behaviors – what the student did wrong
Definitions – what the jargon really means
the student did
Interventions and Consequences – how
are we going to help the student not do
this again
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.
What is Bullying?
Bullying is:
• the deliberate, repeated
• harm or threat of harm
• by the same student or
group of students
• with a real or perceived
imbalance of power or
strength
• against a relatively
defenseless student or
staff member.
*clinical definition of bullying
Potential Causes for
Bullying/Harassment:
• “Race-Color-Religion-AncestryNational Origin-GenderSocioeconomic Status-Academic
Status-Gender Identity or
Expression-Physical AppearanceSexual OrientationMental/Physical/Developmental/
Sensory Disability-Other
Characteristics”
(Ch.4, Sec..2)
The Truth About Bullying
• 1 out of 3 students report being bullied.
• 3 out of 4 students will feel it, see it or do it.
• When a student has 3+ close friends, the chance of being bullied drops
dramatically.
• Boys tend to use physical aggression to show dominance.
• Girls use bullying behavior to bring down another's social status .
• Bullying peaks at grades 6 and 7.
• When students intervene, behavior stops in 10 seconds in 57% of cases.
• Bullying behavior is learned and can start as early as age 3.
• A student that is relentlessly bullied will hurt someone else or
themselves .
• The “Bullied Brain” feels as if it is at war.
• The new “Generation Access” has 24 hour exposure to cyber bullying.
• Reality TV has resulted in a mentality that “mean girls” gain respect.
“The world is a dangerous
place, not because of those
who do evil, but because of
those who look on and do
nothing.”
Albert Einstein
Ways to Encourage Reporting
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Verbal/written reports to any staff/morning greeter
Reporting boxes strategically located
“Bully Button” on school website (directs to report form)
Technology reporting systems (texting/e-mail)
Classroom meetings develop social intelligence
Student leadership teams help students speak up
Facebook.com/safety
(students, teachers, parents, & law enforcement can report)
Video
How to Bully-proof Your School
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Establish clear bullying policies and procedures
Empower your students to be a part of the solution
Conduct School Climate Survey of students, staff and parents
Select a bullying prevention program based on research
Train all staff/students/community
Focus on bystanders’ roles (develop empathy and educate)
Change norms: snitching vs. protecting each other
Utilize anti-bullying pledges (signed by students, parents & staff)
Establish school mantras like: “No Place To Hate”, “We Don’t Do
That Here”, “Bully Free Zone” or “It Ends Today”
• Take immediate action if a student is bullied
• Make connections w/outside sports, coaches, bus drivers
• Do something to repair the damages - Restorative Justice
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
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.
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