Purpose…
Ownership…
Work Ethic…
Empathy…
Respect…
Year 5
“A year to reflect,
regroup and
rebuild”
McMinnville High School
Brief History MHS P*O*W*E*R
 Born as mandate from superintendent for PBIS in all
schools in Spring 2008
 Year One: “Year of the Staff”
2008-2009
 Year Two: Roll out of matrix,
2009-2010
assembly by student group
 Year Three: Lessons and
2010-2011
Acknowledgement System
 Year Four: Merger of Two Schools
2011-2012
MACA ECHO & MHS POWER BECOME ONE
 Year Five: Targeted & Intensive
Interventions Focus. Rebuilding
year for the team.
2012-2013
Respectful * Responsible * Safe
Grizzly
Power
In
(Classrooms, Gym, Labs,
Auditorium, and Library)
Common Areas
Activities/ Athletics
(Hallways, Commons, Buses,
Parking, Offices, Bathrooms,
and Locker Rooms)
(Assemblies, Dances, Field Trips,
Sporting Events, Competitions, and
Artistic Performances,)
urpose
Set goals
Explore possibilities
Promote accomplishments
Your work and grooming
reflects your self-esteem
Treat it like your own
Showcase talents
Stay focused, know where and
why you are going
Contribute support to MHS Community
Bring honor
Seek to recognize each person’s gifts
Appreciate the efforts of others
wnership
Value your own work
Seek motivation to learn
Practice academic honesty
Be on time and prepared
Find opportunities for input
Take responsibility for your
actions
Leave things cleaner than you
found them
Show that safety is number 1
Dispose of your litter
Own our team or event
Support our teams no matter the
outcome
Use your strengths
Consistently strive to give your
best effort to each task
Be prepared everyday
Look for opportunities to learn
Do your best to be on time
Be patient; the halls are crowded
Have pride in your surroundings
and try to make them even better
Recycle
Pick up after yourself
Represent yourself and your school well
Persistence is reflected in performance
Value everyone’s perspective
Look beyond stereotypes
Show appreciation of others’
strengths and contributions
Focus on the positives
Invite others into your group
Use non-offensive language
Express gratitude and respect
Be aware of the impact of nonverbal communication
Pay attention – know what is going on
Get involved, show you care
Offer encouragement and support
Be positive, praise the efforts of others
Indentify ways to provide assistance
without expecting anything in return
Look and listen to your teacher
and other speakers
Follow directions the first time
Use supplies & equipment safely
Be on time – meet deadlines
Conform to personal electronics
policies
Treat yourself and others with
courtesy
Use appropriate voice & language
Clean up after yourself
Keep your locker worthy of pride
Gather and step to the side to talk
Stay to the right when walking
to/from class
PDA is not OK
Get and use a proper hall pass
Use appropriate voice & language
Cheer don’t boo
Respectfully listen to the National
Anthem
Appreciate the effort of presenters
Bring your Grizzly spirit
Observe the proper protocol for each
specific occasion
ork E thic
mpathy
espect
2/24/2011
Learning
Environments
Getting the Systems in Place
SYSTEMS
PRACTICES
 Team
 Teaching
 Communication
 Using Data for
 Data
Decision Making
 Getting staff/student
feedback
 Discipline
 Acknowledgement
Discipline Recording Systems
 Inconsistencies in reporting – needed to clarify the
discipline system by…
 Clarifying referral system with staff
 Clarifying definition of specific behaviors
 Defined behaviors with Behavior Grid (included in
student handbook)
 Revised referral form to match up with Grid
Behavior Grid
Warning/Reteach
Teacher handled, no
documentation required, teacher
discretion for consequences and
personal documentation
Minor Offense
Major Offense
Teacher handled, referral form
completed, teacher assigns own or
building consequence (building
consequence examples: lunch or
after school detention, time in
office, community service, etc.)
Referral form completed.
Administrator assigns consequence
(with teacher input). Administrator
communicates to teacher about
situation.
Expected Behaviors
LANGUAGE
Offensive remarks or gestures in a
casual manner inappropriate
sexual connotations; putdowns to a
particular subgroup
Repeated pattern of any
inappropriate language
Swearing used to harass,
intimidate, show defiance, create
an unsafe climate
Language that is socially
appropriate

I am frustrated.

I don’t like that.

I hate it when that happens.

That’s different.
DISRUPTION
Noise making; talk-outs/side-talk;
attention-getting behaviors (silly
answers, class clowning, etc.);
bugging others
Repeated pattern of any disruptive
behaviors; misuse of cell
phone/electronic devices in class
[Phones and electronic devices to
be confiscated and taken to office]
Behavior that stops the learning in Cooperative behaviors
class; defiant repetition of behavior 
Turn taking
following correction

Contributing appropriately to
class discussions and
activities

Cell phones off & away
during instructional time
Discipline Clarification
 Clarity of policies is critical
 This leads to clarity of documents
ODR form
 Staff Handbook
 Parent-Student Handbook
 Athletic Handbook

 Common language helps
Matrix and Signage
 E-mails and announcements each week
 9th and 10th grade teams
 Acknowledgement system

 Data makes a difference, as does a behavior focus
Communication
 POWER
 Connecting with Staff





Embedded Staff Development sessions
Surveys
Staff Meetings
Newsletters
PA Announcements
 Connecting with Administrative Team



Admin Team liaison
Admin on POWER team
Request for admin participation (announcements, etc.)
 Connecting with Students



MAC Power Crew
Student Surveys
Rachel’s Challenge
Data
 Struggled with Data Access
 SWIS vs. Pentamation
 Developed Quick Slips
 Staff identified language, PDA, and dress code as top three
issues.
 Collect and share acknowledgement data regularly
 All staff emails, staff meetings, Embedded Staff Devel.
 Share data with staff regularly
 Weekly emails, monthly meetings, 1-2 times a semester at
Embedded Staff Development
Quick Slips
ACADEMIC
PBIS
MHS POWER TEAM
Intensive, Individual
Preventions/Interventions
•Student Services Team
•Possible special education referral
•After School Program Assignment
•RISE Program (academic & behavioral)
1-5%
Targeted Group
Preventions/Interventions
•Study Skills Classes
•Homework Help for ELL students
5-10%
•Freshman Team Conferencing
•Freshman Seminar Class Curriculum
•After School Program Assignment
•Lab classes for reading and math
•Cook Campus Programs for alternative
learning environment
•Junior / Senior Supports
Universal Preventions/Interventions
• PBIS / POWER language,
lessons,
80-90%
Signage
• Notable Deeds, Power Act Tickets
• Quarterly Student Recognition
Assemblies
• Student of the Month & Honor
Roll Breakfasts
BEHAVIORAL
Intensive, Individual Interventions
• Student Services Team
• Functional Behavioral Assessments
• Behavior Support Plans
• Behavior Specialist
• Family Support Advocate
• Individual Collaborative Problem Solving
• Possible special education referral
• RISE Program (academic & behavioral)
<1%
Targeted Group Interventions
• Freshman Team Conferencing
• Freshman Seminar Class Curriculum
• Weekly check-ins with Deans, Admin,
Attendance, Counselor
• Gang Prevention Groups
• Diversion Groups
• Skill Building Groups (Girls Inc., CPS)
• Group Problem Solving for Attendance Issues
• Junior/ Senior Supports – guest speakers
7%
92%
Universal Prevention/ Interventions
• PBIS / POW ER language, lessons,
Signage
• Notable Deeds, Power Act Tickets
• Quarterly Student Recognition Assemblies
• Incentive programs for attendance &
behavior (Blazer Tickets, Sneakers, T-Shirts)
• Class meetings each semester
New Targeted Group Interventions
Implemented within the last 2 years…
• Gang Prevention Groups
• Diversion Groups
• Skill Building Groups (Girls Inc., CPS)
• Group Problem Solving for Attendance Issues
New Intensive, Individual Interventions
• Drop Out Prevention Specialist Position
• Family Support Advocate Position
• Individual Collaborative Problem Solving
• RISE Program
•
•
Reaching Individual Students Everyday
Collaborative Problem Solving
Acknowledgements
 Notable Deeds (09-10)
 Teacher to student
 POWER Acts (10-11)
 Quick, easy ways to acknowledge students
 Developed Acknowledgement Calendar
 Different POWER theme for each month
 Teacher recognition
 Chosen from teachers who submitted ND’s
 Prime parking spot, coffee every Monday in January,
Grizzly gear, dinner at the pub
Notable Deeds
Power Acts
Team
 Regular Meetings

Team meetings every other Friday; sub-committees meet on own.
 Broad Membership: targeted recruitment

Licensed Staff


Classified Staff


Music, Alternative Ed, Math, Science, Social Studies
Career Center, Instructional Assistant
Administration

Dean, Assistant Principal
 Additional Planning time (mid year and summer
planning days – subs are paid for by administration budget)
 Consistent Administrative participation
Where do we go from here?
 Funding
 This
is the second year that we have had in-house
funding
 Our grant was a life-saver, both for morale and
for getting things done
 Systems are struggling…
 Acknowledgements
continue
 Power Crew not happening
 Team is small with high turnover this year
Where do we go from here?
 Challenges moving forward
Class
sizes
Cut-backs in staff size
No paid inservice days before fall term
POWER Team Rollover
Less time for embedded staff development or
staff meeting exposure due to other academic
pushes for teachers.
Where do we go from here?
 Success this year





Continue to have high staff buy in
Great success from our new targeted and intensive
interventions
Spring term reenergizing
District wide acceptance and push to use CPS
Greatly improved discipline data & starting to see improved
attendance data.
 More Front office buy in
 Counselors and Assistants more likely to support and use PBIS
language
 Administrators and Deans starting to think about using PBIS
strategies in discipline
Full-Year and Mid-Year Comparison
Year
Total Referrals
Change from
Previous Year
2010 – 2011
2011 - 2012
2012 – 2013
904
*1085
+74
+181
NA
SIP Target <1085
* Enrollment increase of +249 (MACA consolidation back into MHS)
2010- 2011
2011 - 2012
2012 – 2013
275
477
(+3 from 2009 –
2010; 37% of SIP
target)
(+212 from 2010–
2011; 51% of SIP
target)
202
(-275 from 20112012; 18% of SIP
target)
Triangle Data Report
Who has how many referrals?
 Students with 3+ referrals
14 (0.7%)
 Students with 2 referrals
27 (1.4%)
 Students with 1 referral 94 (4.9%)
 Students with no referrals
1779 (93%)
Gang-Related Behavior
3-Year Mid-Year Data
2010 – 2011
2011 – 2012
2012 – 2013
12 referrals
10 referrals
4 referrals
 Zero expulsions this year for multi-year gang
involvement/defiance (4 last year at this time)
 Some students with gang background are now at
Cook Jr. and Cook Campus for credit recovery
Comparisons of Mid-Year Suspension Data
Year
In-School
Suspension
Out-ofSchool
Suspensions
Suspension
Pending
Expulsion
2010 – 2011
24
99
10
2011-2012
62
148
9
2012 – 2013
77
69
2
11
66
(discipline referrals)
(attendance related)