Tendency of high schools is to respond to persistent and serious problem behavior by adopting a “get tough” response.-repeating and restating consequences-increasing the severity of the consequences-establishing a zero tolerance policy-out of school suspensions, expulsions-alternative education

(Sugai & Horner, 2002)

Fosters environments of control, actually triggers and reinforces antisocial behavior, shifts accountability and education responsibility away from the school (Gottfredson, 1987; Mayer, 1995).

2001 US Surgeon General- schools can expect increasing number of serious problem behavior if antisocial peer networks are allowed to be established inside schools. To prevent this, the report stated that a prevention based approach be emphasized centering on the teaching of individual social skills.

These recommendations align with the emphasis of PBS (Century POWER)

Building and establishing a consistent and positive school culture.

Avenue to which we specifically teach what we want to see from students, not just in the classroom, but throughout the entire building and at every event.

Teaching, monitoring and recognizing-BEFORE punishing.

Constantly reflecting on how we are interacting with students.

-School staff agree on a small set of positively stated rules.

-All staff teach rules and expectations directly, intensively and consistently.

-A continuum or recognition pieces/incentives exist to acknowledge students for following rules and expectations.

-A range of consequences are used to correct behavior of students who violate rules and expectations.

Visited school sites and attended workshops and conferences (i.e. HS Metro Forums, Eugene conference)

Formed a Team (Team consisted of a member from each department)

Team met once a month (created acronym with definitions and focus areas)

Incrementally introduced PBS concepts through academic seminars/solicited staff input on lesson focus and timeline.

School Wide Goal was established (5% green zone increase-including tardies)

Created incentive list Created incentive time line and time line for

lessons to be taught Members of POWER student committee

solicited local business support through phone calls and letters

Students created video and designed T-Shirt Staff shirts were ordered and signage placed

through out the building/Posters were made We were ready for ROLL OUT!

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings (0-1

Referrals)

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

(2-5 referrals)

Tertiary Prevention:Students with High-Risk Behavior (6 + referrals)

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings (0-1

Referrals)

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior (2-5 referrals)

Tertiary Prevention:Students with High-Risk Behavior (6 + referrals)

~55.4% of Students

~38.9%

~5.7%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

CENTURY HIGH SCHOOL 2007-2008

GOAL (2008-2009): Increase the “GREEN ZONE” by 5%

We will model the behavior we expect to see from students and staff.

We will not be afraid to speak up. We will respect everyone’s input.

We understand that disagreement will take place. We will not leave any meeting without resolution to a disagreement, and will attempt to not harbor any ill feelings towards any committee member.

CENTURY POWER COMMITTEE Date: GROUP AGREEMENTS (Please Read) We will model the behavior we expect to see from students and staff. We will not be afraid to speak up. We will respect everyone’s input. We understand that disagreement will take place. We will not leave any meeting without

resolution to a disagreement, and will attempt to not harbor any ill feelings towards any committee member.

  Updates Referrals by problem behavior Interventions/strategies:   Referrals by time Interventions/strategies:  

Referrals by location Interventions/strategies:       Suspension/Expulsion report Interventions/strategies:     Student Ethnicity report Interventions/strategies:      

Lesson Plans are located within binders. You can utilize plans provided or create your own (Suggestion: Create your own plans and add them to your binder as you go. Binders will be collected at the end of the year).

POWER acronym will be revisited at the start of each quarter and POWER lessons will again be taught at the beginning of 2nd semester.

Lesson calendar located within the binders.

Pride

Ownership

Wisdom

Excellence

Respect

Power Lesson Plans

School Environments Letter Focus

Objectives:1. Students will have a clear understanding of what respect looks like and sounds like in the following venues: athletic events, assemblies, and other school related activities.Definition:Respect-Is showing regard for the worth or someone or something.(self, people, other living things, property, and authority)Examples:1) Being tolerant of opposing school fans and students; deal peacefully with disagreements; respond appropriately to those in authority supervising the events or adults in the crowd when your behavior is being corrected; cheer appropriately; show appreciation for the efforts of those who plan and participate in the event.Discussion Prompts:1)Discuss the types of assemblies held at Century and their purpose (pep, recognition, cultural, etc.)2)What responsibilities does a fan have at an athletic event?3)How is an athletic contest a reflection on Century?4)How can exhibiting school spirit enhance your school experience as a student?

Activity Suggestion:1)Ask someone who has performed in an assembly or an athletic event to share the effects of a positive, spirited crowd on a game or assembly event.2)Ask the class to think-pair-share some difference and similarities in being a spectator at a school sport vs. during a school play or band/choir performance.

Incentive Protocol located within the binders. Incentive Calendar located within the binders. Jag tickets and Jag coupons will be utilized. Incentives will be updated every six weeks

(noted on calendar). Upon receiving a jag ticket, students will be

allowed to choose the available incentive for that “six weeks” or any incentive given out previously (depending on availability). Recognition pieces can be claimed from the office.

Jag coupons are for smaller prizes located in the office.

POWER Shirts Gift Certificates (Starbucks, Sonic Burger, Taco

Bell, McDonalds, Car Wash) Athletic Gear Fast Pass in the Lunch Line Trail Blazer Voucher Free Pop/Coffee Coupon Open Gym Privilege School supplies Jag Coupon Prize Box Attendance/Tardy Drawings Cookie Recognition

It is important to realize that the majority of the recognition will be in the classroom with the teacher. It is vital that along with the school wide recognition expressed through Jag tickets/coupons that staff members continue to be proactive within their classrooms/departments.

Classroom celebrations Verbal recognition Visual recognition Homework/test passes Positive phone calls home Positive letters/postcards Providing school supplies Field trips Lunch with teacher

Century Jag Ticket

This Ticket presented to

Authorized by

Century High SchoolHillsboro School District IJ

“How wonderful it is that nobody need wait a single moment before starting to improve the world." Anne Frank

“How wonderful it is that nobody need wait a single moment before starting to improve the world." Anne Frank

Behavior Attendance Team CARE Team Social Responsibility

Training (SRT) Truancy Referral Juvenile Office Referral Student Assistant

Program (Youth Contact) School Discipline

Academic Read 180 Language! PLATO Student Study Team AVID (Coming next

year)