Source: http://wvde.state.wv.us/healthyschools/ElectronicManual4373New.html
Timestamp: 2017-10-22 00:57:22
Document Index: 18950015

Matched Legal Cases: ['§49', '§18', '§18', '§60', '§18', '§18', '§18', '§18', '§18', '§61', '§61', '§18', '§61', '§61', '§18', '§16', '§16', '§18', '§61', '§18', '§61', '§18', '§61', '§61', '§61', '§61', '§61', '§61', '§60', '§18', '§61', '§61', '§61', '§61', '§61', '§60', '§18', '§18', '§18', '§18', '§18', '§18', '§49', '§49', '§18', '§18', '§18']

EXPECTED BEHAVIOR IN SAFE AND SUPPORTIVE SCHOOLS (Policy 4373)
Crosswalk for 21st Century Content Standards and Objectives for West Virginia Schools
Policy 4373 Overview Presentation (PPT)
Matrix for Policy 4373
Safe and Supportive Schools Professional Development Plan
The West Virginia School Climate Surveys-Overview
WV School Climate Survey Webinar-2012 (pptx) - may take a few minutes to load
WV School Climate Survey Webinar-2012 (ppt) - may take a few minutes to load
Governor's Academy for Teaching Excellence (GATE) Summer Schedule 2013
County Board Summary of Requirements
School Administrator Summary of Requirements
Superintendent's Interpretation
County Professional Development Opportunity
Crosswalk of new Policy 4373 discipline codes to the old codes
Draft paper version of a discipline referral form
FAQs about the new Discipline module
Discipline Referral Form (Rev. 6/6/2012) (docx) (pdf)
1 Hour Policy 4373 Overview Presentation-3.2012 (pptx)
2-3 Hour Policy 4373 Overview Presentation-3.2012 (pptx)
WVEIS Discipline Management System-2.5.2013 (pptx)
State Code §
The West Virginia Board of Education has the constitutional responsibility to provide for a thorough and efficient public education system. As the State’s public education leaders, we accept the responsibility and accountability for bringing about results. This is the promise we make to our students, parents and educators and the obligation we have to the taxpayers of West Virginia. Our vision is 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. Within this vision is a goal for all students to develop the personal skills and dispositions of wellness, responsibility, self-direction, ethical character, cultural awareness and good citizenship in an environment that is caring and safe.
Grades PK-1 Self-awareness and self-management
PK-1.1.01 Recognize and accurately label emotions and how they are linked to behavior.
PK-1.1.02 Demonstrate control of impulsive behavior.
PK-1.1.03 Identify likes and dislikes, needs and wants, strengths and challenges.
PK-1.1.04 Identify goals for academic success and classroom behavior.
Grades 2-4 Self-awareness and self-management
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.
Grades 5-8 Self-awareness and self-management
5-8.1.01 Analyze factors that create stress or motivate successful performance.
5-8.1.02 Apply strategies to manage stress and to motivate successful performance.
5-8.1.03 Analyze how personal qualities influence choices and successes.
5-8.1.04 Set a short-term goal and make a plan for achieving it.
5-8.1.05 Analyze why one achieved or did not achieve a goal.
Grades 9-12 Self-awareness and self-management
9-12.1.01 Analyze how thoughts and emotions affect decision making and responsible behavior.
9-12.1.02 Evaluate how expressing one’s emotions in different situations affect others.
9-12.1.03 Generate ways to develop more positive attitudes and evaluate how expressing positive attitudes influences others.
9-12.1.04 Set priorities and monitor progress for self improvement that builds on one’s strengths.
9-12.1.05 Analyze how positive adult role models and support systems contribute to school and life success.
9-12.1.06 Evaluate how one’s interests, roles and responsibilities contribute to school and life success.
9-12.1.07 Identify and make use of resources to overcome obstacles and achieve goals.
9-12.1.08 Set post-secondary goals with action steps, time frames and criteria for evaluating achievement.
Grades PK-1 Social-awareness and Interpersonal Skills
PK-1.2.01 Recognize and accept individual differences in others.
PK-1.2.02 Recognize that others may experience situations differently from oneself.
PK-1.2.03 Use listening skills to identify the feelings and perspectives of others.
PK-1.2.04 Describe positive qualities in others.
PK-1.2.05 Identify ways to work and play well with others.
PK-1.2.06 Demonstrate appropriate social classroom behavior.
PK-1.2.07 Identify problems and conflicts commonly experienced by peers.
PK-1.2.08 Identify approaches to resolving conflicts constructively.
Grades 2-4 Social-awareness and Interpersonal Skills
2-4.2.01 Identify verbal, physical and situational cues that indicate how others may feel and describe the expressed feelings and perspectives of others.
2-4.2.02 Identify differences among and contributions of various social and cultural groups.
2-4.2.03 Demonstrate how to work effectively with those who are different from oneself.
2-4.2.04 Describe approaches for making and keeping friends.
2-4.2.05 Analyze ways to work effectively in groups.
2-4.2.06 Describe causes and consequences of conflicts and apply constructive approaches to resolve conflicts.
Grades 5-8 Social-awareness and Interpersonal Skills
5-8.2.01 Predict others’ feelings and perspectives in a variety of situations.
5-8.2.02 Analyze how one’s behavior may affect others.
5-8.2.03 Explain how individual, social and cultural differences may increase vulnerability to bullying, identify ways to address it and analyze the effects of taking action to oppose bullying based on individual and group differences.
5-8.2.04 Analyze ways to establish positive relationships with others.
5-8.2.05 Demonstrate cooperation and teamwork to promote group effectiveness.
5-8.2.06 Evaluate strategies for preventing and resolving interpersonal problems.
5-8.2.07 Define unhealthy peer pressure and evaluate strategies for resisting it.
Grades 9-12 Social-awareness and Interpersonal Skills
9-12.2.01 Analyze similarities and differences between one’s own and others’ perspectives and demonstrate how to express understanding of those who hold different opinions.
9-12.2.02 Use conversation skills to understand others’ feelings and perspectives and demonstrate ways to express empathy for others.
9-12.2.03 Analyze the origins and negative effects of stereotyping and prejudice and evaluate strategies for opposing stereotyping and prejudice.
9-12.2.04 Demonstrate respect for individuals from different social and cultural groups.
9-12.2.05 Evaluate how advocacy for the rights of others contributes to the common good.
9-12.2.06 Evaluate the effects of requesting support from and providing support to others.
9-12.2.07 Evaluate the application of communication and social skills in daily interactions with peers, teachers and families.
9-12.2.08 Plan and participate in a group project and evaluate one’s contribution in groups as both a member and leader.
9-12.2.09 Analyze the role of communication and negotiation skills in conflict resolution and evaluate the use of these skills to reach win-win solutions.
9-12.2.10 Apply conflict resolution skills within a group.
Grades PK-1 Decision-making Skills and Responsible Behaviors
PK-1.3.01 Explain why acts that hurt others are wrong.
PK-1.3.02 Identify social norms and safety considerations that guide behavior.
PK-1.3.03 Identify a range of decisions that students make at school.
PK-1.3.04 Identify the positive and negative consequences that link to various decisions.
PK-1.3.05 Make positive choices when interacting with classmates.
PK-1.3.06 Identify and perform roles that contribute to one’s classroom.
Grades 2-4 Decision-making Skills and Responsible Behaviors
2-4.3.01 Demonstrate the ability to respect the rights of self and others.
2-4.3.02 Demonstrate knowledge of how social norms affect decision making and behavior.
2-4.3.03 Identify and apply the steps of systematic decision making.
2-4.3.04 Generate alternative solutions and evaluate their consequences for a range of academic and social situations.
2-4.3.05 Identify and perform roles that contribute to one’s school and local community.
Grades 5-8 Decision-making Skills and Responsible Behaviors
5-8.3.01 Evaluate how honesty, respect, fairness and compassion enable one to take the needs of others into account when making decisions.
5-8.3.02 Analyze the reasons for school and societal rules.
5-8.3.03 Analyze how decision-making skills improve study habits and academic performance.
5-8.3.04 Evaluate strategies for resisting pressures to engage in unsafe or unethical activities.
5-8.3.05 Evaluate one’s participation in efforts to address identified needs in one’s school and local community.
Grades 9-12 Decision-making Skills and Responsible Behaviors
9-12.3.01 Demonstrate personal responsibility in making ethical decisions.
9-12.3.02 Apply ethical reasoning to evaluate societal practices.
9-12.3.03 Evaluate how social norms and the expectations of authority influence one’s personal decisions and actions and examine how the norms and expectations of different societies and cultures influence decisions and behaviors.
9-12.3.04 Evaluate personal abilities to gather information, generate alternatives and anticipate the consequences of decisions.
9-12.3.05 Evaluate how responsible decision-making affects interpersonal and group relationships and apply the skills to establish responsible social and work relationships.
9-12.3.06 Analyze how present decision-making impacts post-secondary and career choices.
9-12.3.07 Plan, implement and evaluate one’s participation in activities and organizations that contribute to one’s school and local community.
9-12.3.08 Work cooperatively with others to plan, implement and evaluate a project that addresses identified needs in one’s school and local community.
Students have the right to grow up without being physically or sexually abused at school, in the home or the community. WV Code §49-6A-2 requires teachers, counselors, nurses, or other professionals who suspect that a student is being abused to report the circumstances to the West Virginia Department of Health and Human Resources. Victims of abuse may seek the advice or assistance of a teacher, counselor, nurse, or other school professional. The school professional will assist students in getting needed help to prevent the abuse from recurring.
Implementing research-based, effective models for developing and supporting positive school climate/culture (including but not limited to positive behavior programs, character education, peer mediation, conflict resolution (§18A-5-1(f)) and prevention of bullying, harassment, intimidation (§18-2C-3), and substance abuse);
WV Code WVBE and WVDE Requirements
WV Code County Board of Education Requirements
The state board in conjuction with the Divsions of Homeland Security and Emergency Management shall promulgate by December 31, 2011, a legislative rule for the establishment of an up-to-date, school specific crisis response plan at every school in the state. The specific requirements of the crisis response plan fall primarily with the WVBE and each school; however, county boards are required to:
When a principal has notified the county superintendent of a student’s suspension for battery upon a school employee, possession of a deadly weapon or sale of a narcotic drug listed in the Uniform Controlled Substances Act, WV Code §60A-1-101(p), on a school bus, on the premises of an educational facility or at a school-sponsored function, the principal shall recommend the student’s expulsion to the superintendent. The superintendent, in turn, shall recommend to the county board that the student be expelled.
When a principal has notified the county superintendent of a student’s suspension for any other conduct listed in WV Code §18A-5-1a, on a school bus, on the premises of an educational facility or at a school-sponsored function, the principal may recommend the student’s expulsion to the superintendent. The superintendent, in turn, may recommend to the county board that the student be expelled.
Required LSIC reports (WV Code §18-5A-2);
WV Code School Requirements
Behaviors Definitions – Level 1 Interventions and Consequences
Sample Contract For Anger Management
Sample General Behavior Contract
Immediate exclusion by teacher from the classroom with a recommended duration of one period/subject of the school day for the first exclusion, (WV Code §18A-5-1)
*WV Code §18A-5-1 (d) prohibits the use of suspension solely for not attending class.
Deceit A student will not deliberately conceal or misrepresent the truth, deceive another or cause another to be deceived by false or misleading information.
Failure to Serve Detention A student will not fail to serve an assigned detention of which students and/or parents/guardian have been notified.
Falsifying Identity A student will not use another person’s identification or give false identification to any school official with intent to deceive school personnel or falsely obtain money or property.
Inappropriate Appearance A student will not dress or groom in a manner that disrupts the educational process or is detrimental to the health, safety or welfare of others. A student will not dress in a manner that is distractive or indecent, to the extent that it interferes with the teaching and learning process, including wearing any apparel that displays or promotes behavior and/or items prohibited by this policy.
Inappropriate Display of Affection Students will not engage in inappropriate displays of intimate affection, such as kissing or embracing.
Inappropriate Language A student will not orally, in writing, electronically, or with photographs or drawings, use profanity in general context (not directed toward any individual or group).
Skipping Class* In accordance with WVBE Policy 4110 - Attendance, a student will not fail to report to the school’s assigned class or activity without prior permission, knowledge or excuse by the school or by the parent/guardian.
Tardiness* A student will not fail to be in his/her place of instruction at the assigned time without a valid excuse.
Vehicle Parking Violation A student will not engage in improper parking of a motor vehicle on school property.
Behaviors Definitions – Level 2 Interventions and Consequences
Out-of-school suspension with a recommended maximum of five (5) days (See guidelines in Chapter 6, Section 2)WV Code §18A-5-1 (d) prohibits the use of suspension solely for not attending class.
Habitual Violation of School Rules or Policies A student will not persistently, as defined by the county, refuse to obey the reasonable and proper orders or directions of school employees, school rules or policies.
Leaving School Without Permission A student will not leave the school building, campus of school activity for which the student is enrolled without permission from authorized school personnel.
Physical Fight Without Injury A student will not engage in a physical altercation using blows in an attempt to harm or overpower another person or persons.
Possession of Imitation Weapon A student will not possess any object fashioned to imitate or look like a weapon.
Possession of Knife not meeting Dangerous Weapon Definition (WV Code §61-7-2) A student will not possess a knife or knife-like implement under 3½ inches in length. WV Code §61-7-2 clarifies that a pocket knife with a blade 3½ inches or less in length, a hunting or fishing knife carried for sports or other recreational uses, or a knife designed for use as a tool or household implement shall not be included within the term "knife" as defined as a deadly weapon unless such knife is knowingly used or intended to be used to produce serious bodily injury or death.
Technology Misuse A student will not violate the terms of WVBE Policy 2460, Safety and Acceptable Use of the Internet by Students and Educators.
Behaviors Definitions – Level 3 Interventions and Consequences
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. The principal shall address these inappropriate behaviors in accordance with WV Code §18A-5-1a, subsections (b) through (h)
Defacing School Property/ Vandalism A student will not willfully cause defacement of or damage to property of the school or others. Actions such as writing in school textbooks or library books, writing on desks or walls, carving into woodwork, desks, or tables, and spray painting surfaces are acts of defacement. Examples of damage to school property include, but are not limited to, ruining bulletin boards, intentionally clogging the plumbing system, breaking light bulbs or fixtures, and damaging school equipment to the point where repair is necessary.
Fraud/Forgery A student will not deceive another or cause another to be deceived by false or misleading information or sign the name of another person in order to obtain anything of value or defraud authorities.
Hazing A student will not haze or conspire to engage in the hazing of another person. “Hazing” means to cause any action or situation which recklessly or intentionally endangers the mental or physical health or safety of another person or persons to destroy or remove public or private property for the purpose of initiation or admission into or affiliation with, or as a condition for continued membership in, any activity or organization, including both co-curricular and extra-curricular activities.
Improper or Negligent Operation of a Motor Vehicle A student will not intentionally or recklessly operate a motor vehicle, on the grounds of any educational facility, parking lot, or at any school-sponsored activity, so as to endanger the safety, health or welfare of others.
A student will not, without permission, take another person’s property or have another person’s property in his or her possession. Property valued at $1,000 or more will increase this behavior to a Level 4 because it is considered a felony in accordance with WV Code §61-3-13.
Sexual Misconduct A student will not publicly and indecently expose themselves, display or transmit any drawing or photograph of a sexual nature, or commit an indecent act of a sexual nature on school property, on a school bus or at a school sponsored event.
A student will not threaten (verbal or written) or attempt to injure another student, teacher, administrator or other school personnel. [This includes assault on a school employee defined in WV Code §61-2-15.
Trespassing A student will not enter upon the premises of the county school system property, other than to the location to which the student is assigned, without authorization from proper school authorities.
A student will not bully/intimidate/harass another student. According to WV Code §18-2C-2, “harassment, intimidation or bullying” means any intentional gesture, or any intentional electronic, written, verbal or physical act, communication, transmission or threat that:
Imitation Drugs: Possession, Use, Distribution or Sale A student will not possess, use, distribute or sell any substance that is expressly represented or implied to be a controlled substance or simulate the effect and/or the appearance (color, shape, size and markings) of a controlled substance. The selection of appropriate interventions and consequences for substance abuse must be considered very carefully depending upon the severity of the behavior and potential safety concern for others in the school. The first action must be to conference with the parent/guardian and appropriate law enforcement representatives in an effort to direct the student to appropriate addiction services. Referral to tobacco cessation services/treatment and substance abuse treatment services shall be a priority intervention strategy for these behaviors.
Inhalant Abuse A student will not deliberately inhale or sniff common products found in homes, schools and communities with the purpose of “getting high”. The action may be referred to as huffing, sniffing, dusting and/or bagging.
Special considerations according to WV Code §16-9A-3 and WV Code §16-9A-4, .
Behaviors Definitions – Level 4
LEVEL 4: Safe Schools Act Behaviors - are consistent with those addressed in West Virginia Codes §18A-5-1a(a) and (b). The following Level 4 behavior definitions are aligned with West Virginia Codes §61-6-17, 61-6-24, and 18A-5-1, and in the Gun-Free Schools Act of 1994. These laws require that the principal, superintendent and county board address Level 4 behaviors in a specific manner as outlined in WV Code §18A-5-1a and paraphrased in Chapter 3, Section 4 and Section 5 of this manual.
A student will not commit a battery by unlawfully and intentionally making physical contact of an insulting or provoking nature with the person of a school employee as outlined in WV Code §61-2-15(b).
Felony A student will not commit an act or engage in conduct that would constitute a felony under the laws of this state if committed by an adult as outlined in WV Code §18A-5-1a(b)(i). Such acts that would constitute a felony include, but are not limited to, arson (WV Code §61-3-1), malicious wounding and unlawful wounding (WV Code §61-2-9), bomb threat (WV Code §61-6-17), sexual assault (WV Code §61-8B-3), terrorist act or false information about a terrorist act, hoax terrorist act (WV Code §61-6-24) and grand larceny (WV Code §61-3-13).
Illegal Substance Related Behaviors A student will not unlawfully possess, use, be under the influence of, distribute or sell any substance containing alcohol, over-the-counter drugs, prescription drugs, marijuana, narcotics, any other substance included in the Uniform Controlled Substances Act as described in WV Code §60A-1-101, et seq. or any paraphernalia intended for the manufacture, sale and/or use of illegal substances in any building/area under the control of a county school system, including all activities or events sponsored by the county school district. This includes violations of WVBE Policy 2422.8 - Medication Administration and instances of prescription drug abuse.
According to WV Code §18A-5-1a(a), a student will not possess a firearm or deadly weapon as defined in WV Code §61-7-2, on any school bus, on school property or at any school-sponsored function as defined in WV Code §61-7-11a.
As defined in WV Code §61-7-2, a “dangerous weapon” means any device intended to cause injury or bodily harm, any device used in a threatening manner that could cause injury or bodily harm, or any device that is primarily used for self-protection. Dangerous weapons include, but are not limited to, blackjack, gravity knife, knife, knife-like implement, switchblade knife, nunchaku, metallic or false knuckles, pistol, or revolver. A dangerous weapon may also include the use of a legitimate tool, instrument, or equipment as a weapon including, but not limited to, pens, pencils, compasses, or combs, with the intent to harm another.
Battery on a school employee as defined in WV Code §61-2-15.
Possession of a firearm or deadly weapon as defined in WV Code §61-7-2 on the premises of an educational facility, at a school sponsored function or on a school bus.
Sale of a narcotic drug as defined in WV Code §60A-1-101 on the premises of an educational facility, at a school sponsored function or on a school bus.
WV 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:
Time Requirement Documentation/Notification
Immediately following the use of restraint (within one hour) The principal or designee must be provided verbal and written notification that restraint was used on a given student with a description of the restraint process used.
Same day A good faith effort shall be made to verbally notify the parents/guardian regarding the use of restraint.
Within one school day Written notification of the use of restraint must be placed in the mail or otherwise provided to the parent/guardian.
Within one school day Written documentation regarding the use of restraint must be placed in the student’s official school record. The information must be available to determine the relationship of a student’s behavior as it impacts the student’s learning and/or the creation or revision of a behavior intervention plan
WV 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. Nothing in this manual precludes county boards of education from operating alternative education programs for non-disruptive students. The guidelines in this manual apply solely to alternative education programs for disruptive students. The State Superintendent's approval of the county alternative education policies and procedures is required for authorization to operate an alternative education program under these regulations.
An after school class/night school program; or
County boards of education shall have broad flexibility in developing the type or types of alternative education program options needed to meet the needs of disruptive students in the county. County boards of education may request a waiver of State Board of Education policies and regulations in the development and operation of alternative education programs. Such a waiver request does not have to be submitted in accordance with the procedures for requesting waivers stipulated under WV Code 18-5A-3, but may be submitted directly to the State Superintendent of Schools.
Length and time of day the after hours/night school program operates, if applicable;
Violations of the WV Code §18A-5-1a;
Students who have been expelled must be placed in an alternative education program unless found to be a dangerous student under the procedures set forth in WV Code §18A-5-1a.
Students who have been suspended or expelled from a public or private school in West Virginia or another state, currently found within the county, may not be denied enrollment unless determined to be a “dangerous student” under the procedures set forth in WV Code §18A-5-1a.
Home-Based Programs for Disruptive Students - County boards of education may provide home-based programs solely for students expelled under the Productive and Safe Schools Act (WV Code §18A-5-1a) or for disruptive students who meet the eligibility criteria for Home/Hospital Instruction under WVBE Policy 2510 - Assuring the Quality of Education: Regulations for Education Programs.
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. The police officer is responsible for determining if the student’s parents or guardian, or lawyer should be contacted prior to questioning. WV Code §49-5-2 specifies that statements made by a student under the age of fourteen, while being questioned by law enforcement officials, cannot be used in a court proceeding unless his or her lawyer is present; such statements made by students who are fourteen or fifteen years old cannot be used in a court proceeding unless their lawyer is present or a parent is present and the parent has been informed of the student’s rights. The police officer shall determine when the use of restraints is necessary during such questioning to control an unruly student to prevent the student from harming him/herself or others.
Under certain circumstances, sexual harassment may constitute child and/or sexual abuse under WV Code §49-6-1 et seq. In such situations, the county board of education shall comply with the provisions of law for reporting such abuse.
It is the intent of the WVBE for schools to be pro-active and preventive in their approach to student behavior. It is also the Board’s intent that inappropriate behavior be addressed with meaningful interventions and consequences that strive to improve future behavior. Therefore, it is the Board’s belief that school administrators and staff shall exhaust all available school and community resources to provide appropriate school-based intervention strategies designed to keep students in school and engaged in instruction. Out-of-school suspension strategies should be used sparingly and shall never deny a student access to instructional material and information necessary to maintain academic progress. Out-of-school suspension is not a recommended optional consequence or intervention for Level 1 behaviors; however, the determination of interventions and consequences is at the discretion of the school administrator for Level 1,Level 2, and Level 3. West Virginia Code requires that the principal shall suspend a student who commits a behavior classified as Level 4 in this policy.
In determining the appropriate intervention and/or consequence in response to a substantiated Level 1, Level 2, or Level 3 inappropriate behavior, the principal, superintendent and/or local board of education should consider:
Exclusion: According to WV Code §18A-5-1, a teacher or bus driver may exclude from a classroom or bus any student who displays one or more of the inappropriate behaviors outlined in Chapter 4, Section 2, Level 1, Level 2, Level 3 or Level 4. Any student excluded shall be placed under the control of the principal of the school or a designee. The excluded student may be admitted to the classroom or school bus only when the principal, or a designee, provides written certification to the teacher that the student may be readmitted and specifies the specific type of disciplinary action, if any, that was taken. If the principal finds that disciplinary action is warranted, he or she shall provide written and, if possible, telephonic notice of the action to the parent(s), guardian(s) or custodian(s). When a student is excluded from a classroom or a school bus two times in one semester, and after exhausting all reasonable methods of classroom discipline provided in the school discipline plan, the student may be readmitted to the classroom or the school bus only after the principal, teacher and, if possible, the parent(s), guardian(s) or custodian(s) of the student have held a conference to discuss the student's disruptive behavior patterns, and the teacher and the principal agree on a course of discipline for the student and inform the parent(s), guardian(s) or custodian(s) of the course of action. Thereafter, if the student's disruptive behavior persists, upon the teacher's request, the principal may, to the extent feasible, transfer the student to another setting.
Out-of-School Suspension: Instances in which a student is temporarily removed from his/her school for disciplinary purposes to another setting pursuant to WV Code §18A-5-1a (e.g., home, community setting). This includes both removals in which no IEP services are provided because the removal is 10 days or less as well as removals in which the student continues to receive services according to his/her IEP. The student is not under direct supervision of school personnel as defined under in-school suspension.
Students who have been suspended or expelled from a public or private school in West Virginia or another state, currently found within the county, may not be denied enrollment in the county school system unless determined to be a “dangerous student” under the procedures set forth in WV Code §18A-5-1a.. Superintendents may, in their discretion, determine the appropriate educational placement, including alternative education services, for these students (Superintendent’s Interpretation of January 26, 2007).
It is essential that schools accurately track incidents of inappropriate behavior in order to utilize data for school climate/culture improvement efforts and to create documentation to support actions taken to intervene in inappropriate behavior patterns. The WVEIS provides schools with the platform to report all incidents of inappropriate behavior at the classroom level and above. The primary value of this data rests at the school and county level and is necessary for development and monitoring of Policy 4373 implementation plans. Therefore, all inappropriate behaviors as described in Chapter 4, Section 2, Level 1, Level 2, Level 3 or Level 4 shall be reported through:
Policy 4373 Overview Presentation (pptx)
WVEIS Discipline Management System-3.19.2012 (pptx)