The current student behavior management system in place at my school is the product of several years of refinement. The need for an accountability system became clear after three years of the school operating without a system, and responding to student behavior out of a vacuum. This proved problematic for several reasons. Some of which included wide gaps in responses to similar behaviors, and discrepancies in the processing of progressive behaviors. The lack of an accountability system also created barriers in teacher mastery of behavior management strategies, variances in student expectations from classroom to classroom, and a disjointed student experience of school culture. 
The current accountability system was developed through a series of faculty contribution meetings. Teachers and staff met as a whole team over the course of a year to capture observations and concerns. During these meetings data was collected about recurring student behaviors, desired behavioral responses, historical outcomes of various approaches, and barriers they created for teachers to implement them in the same manner across the campus. 
After collecting this data, the leadership team met over the course of the summer to compile and refine a collection of student behaviors and standardized responses to them. Behaviors were organized into tiers of severity and color coded. All potential responses to specific behaviors were mapped and color coded. Along with this, student facing materials were created to clearly communicate to students what expectations are. In addition to materials distributed to teachers and posted in each classroom, leaders created a student facing powerpoint presentation and incentivized quiz to provide students an opportunity to study expectations and demonstrate their understanding of the system. Finally, leaders visited each classroom during the first week of school to present an hour long presentation for students reviewing expectations, presenting real life examples of behaviors, and engaging students in practice making positive choices in the context of the system. 
Due to the high level of faculty input and responsiveness to feedback, the accountability system is reflective of the school’s mission and culture. Students are even invited to share their feedback of the system twice a year to ensure it is fair for all stakeholders. Current challenges in implementing the system throughout the school is teacher skill in classroom management. Sometimes, the variance in management skill means that a designated response can be implemented differently in one classroom than another. Despite this, the overall perception of students and staff is that the system is equitable, effective, and supportive school culture. 
The PSEL standard three states that the “effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.” The process undertaken to collect data and develop a reflective system exemplifies this standard. The success of the accountability system is largely based on the responsiveness of the process. The value of teacher and student input in the system implemented and experienced by all takes into consideration the cultural expectations students bring to school, as well as those held by facility regarding the actualization of prescribed culture.