Transcript School-level Implementation Processes

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)
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)
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)
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)
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)
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)
14
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)
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.
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)
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.)