The philosophy of PWCS is directed toward a preventative and restorative approach to unwanted behavior, which aligns with VDOE’s "Model Guidance for Positive and Preventative Code of Student Conduct Policy and Alternatives to Suspension." If students are denied the opportunity to learn as a result of unwanted behavior, the teacher, the principal, and/or other appropriate educational staff members shall determine the proper corrective measure utilizing a graduated response system that incorporates instructional, restorative, and age-appropriate responses. When a student’s behavior is unresponsive to interventions and increases in frequency, intensity and duration, the level of response may increase in severity.
"Evidence-based restorative disciplinary practice" means an evidence-based alternative disciplinary practice used to reduce suspensions, expulsions, and disciplinary referrals with an emphasis on fostering peer and staff relationships and repairing harm to the injured party, consistent with the practices set out in the Department's "Model Guidance for Positive, Preventative Code of Student Conduct Policy and Alternatives to Suspension" and any amendments thereto. "Evidence-based restorative disciplinary practice" includes community conferencing, community service, mentoring, a peer jury, peer mediation, positive behavioral interventions and supports, a restorative circle, and the Virginia Tiered Systems of Supports.
The following student behavior categories, as defined by the VDOE, were designed to assist in recognizing the impact the behavior has on the school learning environment and to encourage responses that promote social-emotional learning competencies.
Behaviors that Impede Academic Progress (BAP):
These behaviors impede the academic progress of the student or of students. They are typically indicative of the student’s lack of self-management or self-awareness. Sometimes, the student may need help in understanding how the behavior impacts others. Therefore, as a result, training in social awareness may also be indicated.
Behaviors Related to School Operations (BSO):
These behaviors interfere with the daily operation of school procedures. Students exhibiting these behaviors may need to develop self-management, self-awareness, or social awareness skills.
Relationship Behaviors (RB):
These behaviors create a negative relationship between two or more people that does not result in physical harm. Relationship behaviors affect the whole school community in that the school climate is often a reflection of how people treat one another. Students who exhibit difficulty with relationship behaviors may also have difficulty with the other social- emotional competencies.
Behaviors that Present a Safety Concern (BSC):
These behaviors create unsafe conditions for students, staff, and visitors to the school. The underlying reasons for this type of behavior may lie in any of the social-emotional competencies, so the administrator should investigate the underlying motivation for the student’s behavior. Training in social awareness and decision-making is usually indicated in any behavior that creates a safety concern.
Behaviors that Endanger Self or Others (BESO):
These behaviors endanger the health, safety, or welfare of either the student or others in the school community. Behaviors that rise to this level of severity are often complex. While they are indicative of poor decision-making skills, students who exhibit these behaviors may also have developmental needs in the other social-emotional competencies.
Persistently Dangerous Behaviors (PDB):
These behaviors are used in calculations to identify a school as persistently dangerous. “The incidents to be used as measures for determining persistently dangerous public schools are those violent crimes and offenses against a person and the possession of drugs with intent to distribute or sell, all designated as felonies in the criminal section of the Virginia Code (Title 18.2).” These behaviors merit a report to the Superintendent’s office and law enforcement and should be addressed in a manner consistent with a Level 5 response.
The rules and regulations of the COB are intended to guide students’ behavior in the school buildings, on school buses, to and from school, and during participation in any activity sponsored by PWCS. The following is a guide for administrators to use in determining appropriate interventions and disciplinary consequences. The information, however, shall not be construed to limit administrators’ ability to use discretion to impose a different consequence that is appropriate considering the totality of the circumstances. The following chart includes a wide range of behaviors but is not an exhaustive list of acts for which a student may be disciplined.