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INTRODUCTION

At the start of the 2018-19 school year, our PBIS (Positive Behavioral Interventions & Support) committee implemented a school-wide initiative as a means to reward positive actions by our students. This was a proactive support to establish the behavioral supports and social culture for all students in a school to achieve social, emotional, and academic success. After reviewing data and suggestions from the previous year, staff really wanted to focus on tardies, respect, and on-task behavior. Staff was fed-up with students arriving to class 3-5 minutes after the tardy bell, not coming prepared, lack of respect towards peers and teachers, and participating in class. To thwart these actions, the committee decided to create P.O.W.E.R. cards that were funded by the PTA. Thousands of cards were printed and distributed to faculty/staff throughout the building. They were to use their discretion in handing out cards to students that demonstrate positive characteristics of a Langston Hughes Panther. Below you'll see the criteria that students could show in order to receive a card. When students get a card, they can submit them as payment at the school store for supplies, snacks, and gadgets, or deposit them into a box in the lunch room in hopes to have their name pulled for a weekly drawing. Winnings include free ice cream, Starbucks gift cards, homework pass, and other items students fully enjoy. Incentives to bring positivity to the hallways of our school!

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Punctual ~ Ownership ~ Welcoming ~ Engaged ~ Respectful

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Social Support & School Connectedness-Engagement

The focus of PBIS is prevention, not punishment. At its heart, PBIS calls on schools to teach students positive behavior strategies, just as they would teach about any other subject—like reading or math.  If students know that displaying a negative behavior is frowned upon, this incentive program will encourage them to make better decisions by arriving to class on time, taking responsibility for their actions, being kind and courteous to others, participating responsibly in class, and respecting not only themselves, but their peers and teachers as well.
A Hughes' Panther identifies with their school and are proud to represent it!  There is evidence of peers supporting each other, socializing in the hallways and in the cafeteria, respect of diversity, holding doors open for others, problem-solving when teachers aren't around, support for new students, and academic mentoring from honor students.
Staff members genuinely care about the students and invest in their education. They set high expectations for students and make it a point to build meaningful relationships that last a lifetime.

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A positive school climate is the product of a school's attention to fostering safety; promoting a supportive academic, disciplinary, and physical environment; and encouraging and maintaining respectful, trusting, and caring relationships throughout the school community no matter the setting.  When students know they can be rewarded for doing right, they lean more in that direction.  The numbers of tardies and discipline referrals decreased since the implementation of the P.O.W.E.R program. (Hidalgo, 2018)  Students conform to appropriate behaviors when rewarded either intrinsically or extrinsically. Students will show interest and raise their participation in the everyday classroom tasks, responsibilities and learning.
A negative school climate cannot bring about school improvement and school problems can show up as poor academic performance, lack of motivation for school, loss of interest in school work, or poor relationships with peers or teachers.  This was not something that was evident at Hughes Middle School.

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Behavior & Wellness:

P.O.W.E.R.

-Restorative Practices:  professional development and resources to be shared and implemented school-wide that builds community at the classroom level resulting in a greater sense of community and collective responsibility for behavior school-wide specifically to:

-Student Recognition:  recognition of students fosters strong relationships among students, families, faculty, and the community and creates a positive school culture where students feel valued specifically to include:  recognize and celebrate a variety of student success and growth to include academic awards, improved effort, outstanding character & citizenship, P.O.W.E.R. behaviors, etc.

-Family engagement:  create welcoming and engaging environment for parents and community members to access information and resources to support the success of all students, including those with learning challenges, special needs and disabilities. Create and implement workshops and family/weekend events to engage all stakeholders in the community with the end goal of ensuring that all students are inspired, engaged and thriving and their caregivers/loved ones have the support and resources they need to make that a reality.

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REFERRALS, SURVEY, & TEACHER DISCRETION

SIS (Student Information System) is our division network that allows schools to keep track of grades, attendance, tardies, and stores other personal information for school officials to access.  If a student is written up for a discipline action, the referral is entered into this system.  This allows staff to see the number of referrals, absences, and other indicators by each student and school as a whole.  Administrators can analyze this data and inform us how actions are changing from month-to-month or year-to-year.  The results are proof of the decline in negative actions throughout the building.
Teachers also can also (informally) keep track of the number of P.O.W.E.R. cards they give out to students based on the positive character traits they are displaying.  Towards the end of the year, all staff, students, and parents are asked to complete a student engagement survey.  This is done county wide to see how stakeholders feel about their learning and safety.  2019 results can be found here https://www.fcps.edu/sites/default/files/SY18-19%20Family%20Engagement%20Survey.pdf

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The P.O.W.E.R. card incentive provided benefits to Langston Hughes MS. Students are now displaying strong interpersonal skills, higher self-esteem, better academic grades, and lower rates of disciplinary action. The committee used data to drive this initiative for implementing. An action plan was created to target the areas of concern for the school community to make the climate and culture a better place.

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Hidalgo-Arrieta, K. (2018) Personal information from Committee Chairperson

Hobson, Mercia. 2018, August 28.  [Panther POWER] Reston, VA
Retrieved from http://www.reston-
connection.com/photos/2019/aug/28/145455/