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Policy 4373
Expected Behaviors in Safe
and Supportive Schools
Presented by
Justin Boggs
March 12, 2013
A recorded version of this presentation will be posted to
http://wvde.wv.us/osp/sebta.html
“Our challenge as educators is to make sure that we provide all children in our
public schools the opportunity for success. Teachers of children with special needs
understand this challenge more than most. They are dedicated individuals who have
a passion for teaching and high expectations that every child can learn given an
opportunity.” – James B. Phares, Ed.D.
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 self-directed
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
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)
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)
29
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)
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
38
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.
39
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
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
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 f 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.
Consequences and Interventions
for Students with IEPs and/or 504 Plans
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)
Thank you for your participation. At the
conclusion of this webinar, please download the
NCIPP mentor-mentee attachments.
If you require additional assistance please
contact Dr. Christina Chambers,
Assistant Director, Office of Special Programs
304-558-2696 or via email at
[email protected].