A wise and
trusted
teacher.
The Benson Standard
WHAT WAS GIVEN TO ME
UNDER THE BENSON
STANDARD!
 Love- the very basis that allowed me to incline my ear
to what he had to say and perform it.
 Wisdom-the imparted ability to make beneficial
decisions unselfishly.
 Time- the tangible observation, through a witnessed
example, to understand the mechanics of productive
life conduct.
 Discipline-the filtering process of reinforcing, the
mentors life mission for the individual, through the
opposing perspectives as they came.
Opposition
Opposition: (all which feed into crime)
Poverty
Security
Limited Justice
Coping Culture: (through the Rational Mind)
 Cumberland County Board of
Education
 Fluor Daniel Services Corporation
 Veterans Administration Hospital
 Department of Defense
 Purolator Filters, NA, LLC
 Cape Fear Valley Health Systems
 Food Lion, LLC
 Walmart
 MJ Soffee Co, Inc.
 Goodyear Tire and Rubber, Inc.
 Fayetteville Technical Community
 Cumberland County
 City of Fayetteville
 State of North Carolina
College
 Cingular Wireless, LLC
 US Postal Service
•
According to the Bureau of Labor Statistics: (Cumberland
County has a 9.9% unemployment rate, while Fayetteville
has a 7.4% unemployment rate as of August 2013)
 Cumberland County Board of
Education
 Fluor Daniel Services Corporation
 Veterans Administration Hospital
 Department of Defense
 Purolator Filters, NA, LLC
 Cape Fear Valley Health Systems
 Food Lion, LLC
 Walmart/Distribution
 MJ Soffee Co, Inc.
 Goodyear Tire and Rubber, Inc.
 Fayetteville Technical Community
 Cumberland County
 City of Fayetteville
 State of North Carolina
College
 Cingular Wireless, LLC
 US Postal Service
LOOK AT AND EXPLAIN MAP ONLINE (Benson These Slides Will Explain Presentation.
Above is a link to the map I need you to look at.)
The point is, while Benson mentored me his opticals were breaking through Poverty,
Security, Limited Justice, and the Coping Culture that exist in the mind (all of which are
concepts). Up until this slide poverty is being explain and showing that Benson’s mentee
was from a lower social stratus, while also showing how that lower social class has
expanded showing the pressing need for the Benson Standard to be applied. Fayetteville’s
economy has declined, Walmart Distribution, Goodyear Tires, MJ Soffee, Pruolator, House
of Raeford, The Department of Defense, US Postal Service, IRS offices, and college
institutions have all either: down sized significantly, moved, closed, or cut man hours. As a
result unemployment rates have increased to 7.4 in Fayetteville and 9.9 in Cumberland
County. Important because Fayetteville has the highest crime rate in North Caroline,
meaning its mentors have the greatest task. Benson’s mentee happens to be form highest
crime district in Cumberland County showing that it is possible to breakthrough to troubled
youth. The Larceny and violence map in the link above shows a sea of red and yellow in the
down town area. Proving poverty and the culture it creates is snatching the youth into
mischief. The picture the proceeds this slide illustrates the face of that district.// The
concepts: Security, Limited Justice, and Divers Culture dictates rational thinking that actually
works against progress. Rational because it is all the youth has unless a mentor like Benson
steps in. These matters and the finale concepts (limited justice, poverty, and the coping
culture) will be discussed in the slides following this one. Written slide notes like this one are
for you to explain the presention.
Through the Rational Mind
 Provides a culture that is designed to help ones mentality
adjust and rationally cope with the condition of their
environment.
 Poverty- is the element that imbues aggression by way of
take or be taken.
 Limited Justice- is the element which endorses destructive
behavior over ones conscious in all rationality.
• “Wake up in the morning and I ask
myself, "Is life worth living? Should I
blast myself?“
• "I made a G today" But you made it in
a sleazy way. Sellin' crack to the kids.
"I gotta get paid,"
Well hey, well that's the way it is.”
• “But tell the cops they can't touch this.
I don't trust this, when they try to
rush I bust this.”
 “yeah I done gone ape
Pistol totin' and I'm shootin'
on sight”
 “I done got indicted, selling
all white
But I will never snitch none
in my life.”
 “War time spark broad day,
all night”
 10 years before Keef Chief
the same behavior existed.
 The truth is this behavior is
rooted in limited justice and
poverty.
 Two factors that not only
create a destructive coping
culture, but with out a
mentor, rationally justify this
culture.
 After the staff is shown the evidence for poverty and how it affects the youth, the map of
red and yellow will place emphasis’s not only on the importance of mentorship within
Fayetteville, but also show that your mentee was from the red district, driving the point that
the Benson Standard has work within the toughest district in Fayetteville. Slides 13-22
serve to explain the Coping Culture, using the concepts of Limited Justice and Security
to denote the process youth’s like myself must undergo to remain stable and secure within
chaos. The Lyrics from Tupac and Keef Chief show a clear picture of not only what youths
listen to but their real life reality, their mentality, which rationally match’s the facts and
statistics. Slides 19 and 20 are provocative but they are designed to illustrate why
destructive behavior is not only bad but rational. For law makers gates are security, but
in poverty amongst communities that are coded (red meaning theft) and (yellow meaning
violence) security is dictated by reputation. That means if you take my shoes and
nothing is done than so will everyone else or worst. So it is rational from impoverish
youths to be aggressive, in class, at home, everyday, the music programs the reality, and
the only chance most will have is through a irrational measure of logic via. LOVE.
People say you can be what ever you want, but the truth is adults can only do what the
economy within their region allows. If Fayetteville is the poorest and most violent in North
Carolina and kids who are forced to live with parents stuck in this region it is irrational to
tell them you can be what ever you want because they’ve already observe their
opportunity is limited, hints (LIMITED JUSTICE). So than, the question becomes, by
what measure will youth such as myself succumb to civility, and the answer to that
question is love which is irrational, which is programed by why of mentorship, for me it was
and still is the Benson Standard. Slide 23 -29 introduce the traditional presentation in
which you have heard, but is serves to show how Time, Disciple, Love, and Wisdom get
into the mind of youths helping them to progress against even what is rational. I am the
living fact I use here showing how under the guise of our relationship I have come so far.
Lastly kids should not behave under poverties circumstances but sometimes youths will do
AFTER
BEFORE
DESTROYS THE
RATIONALITY OF THE
COPING CULTURE  

Westover High School
PBIS
2014-2015
PRINCIPAL: DR. THOMAS BENSON
Our PBIS Team Members
Name
Position
Dr. Thomas Benson
Principal
Valerie Martin
Administrative Representative
Sheila Campbell
Chair, In-School Coach
Camille Leverett
Co-chair, Math Dept. Representative
Dia Collins
Secretary
Kimberly Townsend
English Dept. Representative
Khanna Robinson
Science Dept. Representative
Kenneth McKinnon
Technology Representative
Darryl Bessant
Guidance Dept. Representative
Galissia Graves
Guidance Dept. Representative
Brittany Raines
Guidance Dept. Representative
Introduction – Our Demographics

About us: We serve approximately 1068 students in grades 9-12. We
operate on a 4x4 schedule. Approximately 67% of our students are
African American, 12% are white, 11% are Hispanic, and 10% are of
other ethnicities.

PBIS Module 2 Training: June 26-27, 2013
Implementation Examples
Our matrix is posted around the school and in the classrooms!
Additional signage posted around the school building…
“R”-Bucks earned by
Roaring with Wolverine Pride
Respect – Give It to Get It:
Dress in a way that earns respect
Treat others as you want to be treated
Use language that respects all who hear it
Responsibility – You Control Your Success:
Know and abide by the Code of Conduct
Accept and learn from consequences
Be proactive, not reactive
Ready to Learn – Preparation leads to Success:
Come to school with appropriate materials
Be on time to school and each class
Be actively engaged in class
Relevant – Knowledge is POWER!
Know you are important
Believe in yourself
Think Win-Win
Begin with the end in mind
Students spending their “R”-Bucks!
Students in line at the school store. This is during lunch so
instructional time is protected.
Items that can be purchased…
Our system…

Administration supports PBIS by distributing “R”-bucks to students in
the hallways and in the classroom. They also open up the school
store once a month for the students to purchase items with the
bucks that they earn.

Our team meets on the third Wednesday of every month and as
needed to provide interventions.

Our in-school coach supports the implementation of PBIS by
providing bucks to the teachers to pass out in class. She facilitates
the monthly meetings and provides an in-service to the teachers to
educate them about PBIS. She also attends the county meetings for
PBIS.
Data, Data, Data
PBIS has helped with some Discipline
400
Incident
Offense
2012-2013
Offense
Count
2013-2014
Offense
Count
2014- 2015
Offense
Count
350
300
250
Disruptive
behavior
375
362
282
Fighting
48
44
30
Insubordination
206
205
111
Assault on
student
15
9
7
100
Theft
24
9
8
50
200
150
0
2012-2013
2013-2014
2014-2015
Standardized Test Results
Math I and Biology EOCs
40
35
2012-2013 2013-2014 2014-2015
Math I
14.3%
28.5%
29.1%
Biology
12.1%
31.1%
33.6%
30
25
20
15
10
5
0
Math I
Biology
2012-2013
2013-2014
2014-2015
These percentages reflect the students scoring a level 3, 4, or 5 on their EOC exam.
Standardized Test Results
ELA II EOC
60.00%
50.00%
40.00%
2012-2013 2013-2014 2014-2015
ELA II
35.1%
54.7%
47.1%
30.00%
20.00%
10.00%
0.00%
2012-2013
ELA II
2013-2014
2014-2015
These percentages reflect the students scoring a level 3, 4, or 5 on their EOC exam. One
of our ELA II teachers took the last few months of school off due to sickness, which
resulted in a decrease for the 2014-2015 school year. We did have a nice increase these
last two years compared to the 2012-2013 school year.
Student Referrals to SST
Number of
referrals
2012-2013
2013-2014
2014-2015
13
7
4
14
12
10
8
6
4
2
0
Number of referrals
2012-2013
2013-2014
2014-2015
What has PBIS done for WOHS?

Motivated students to be active participants in
their classrooms

Encouraged teachers to reward students for
positive behavior

Decreased the amount of discipline referrals

Motivated students to make good choices
(behaviorally)
Practices –
PBIS Implementation Levels
Years
Core
Total
Supplemental
Total
Intensive Practices
Total
Total
2013-2014
90
83
75
2014-2015
98
93
88
Systems
Total
Data
Total
Implementation
Level
85
88
80
2
92
97
91
4
Conclusion
PBIS has supported our school with decreasing the amount of
disciplinary referrals and increasing the amount of engaged
instructional time that students receive. We plan to continue to
implement some of the strategies we have already used as well as
research other strategies that can support our efforts in successfully
improving student behavior using PBIS.