Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the School Discipline topic
No spam. Unsubscribe anytime.
West Middle outlines multi-year PBIS work and its "Young Men of West" support program
Summary
West Middle School administrators told the board their three-year PBIS rollout, supported by district professional development and data reviews, has coincided with declining classroom disruptions and stronger staff perception; the school also described a weekly Young Men of West (WIMO) program focused on leadership and emotional resilience for boys.
West Middle School leaders presented a three-year implementation update on Positive Behavior Intervention Supports (PBIS) and described a targeted tier-2 program called Young Men of West that administrators say is improving behavior and engagement.
Principal Ryan Hoy opened the presentation by describing the school's effort to reset expectations after the COVID period, noting the building serves about 1,400 students and roughly 160 staff. Hoy said the goal was to establish clear, consistent expectations across teams and common routines to support student learning.
John Clark, who leads West—s PBIS team, said the school used Plan-Do-Study-Act cycles and combined quantitative data (discipline logs, office referrals) with staff-perception surveys to guide interventions. "We can't just assume that students know how to be respectful," Clark told the board, describing tier-1 strategies that include taught expectations, acknowledgements and a token economy called the Miller Merit store.
Assistant principal Jake Stafford described the Young Men of West program (WIMO), a weekly, 30-minute group that meets during SLT time. Stafford said the program focuses on leadership, emotional resilience and practical skills and that it uses a short curriculum of 12 lessons across the year. "We meet every Friday. I always have donuts and milk," Stafford said, noting the group builds norms, creates a chain-commitment exercise and emphasizes relationship-building.
Administrators reported measurable progress: month-to-month disciplinary data showed an overall downward trend, and staff-perception results indicate stronger capacity and comfort in teaching behavioral skills. Clark said staff-perception improvements informed his decision to lead a teacher session on responding to unwanted behaviors.
District and school leaders asked the board to support continued PBIS resourcing and to allow them to expand tier-2 offerings where data indicate need. The presentation concluded with an invitation for board members to view the PBIS materials and the West team—s work.
The board did not take a vote on the PBIS materials; the presentation was offered for information and future action planning.
