Responsibility-Based Self-Control begins when intentions align with responsibility. At UAGC, we use a progressive intervention model, a part of Learning Cultures®, to empower student ownership of behavior.


It all begins in September, when students are made aware of their many Rights and Responsibilities as part of the UAGC community.

Additionally, each student meets with an advisor one-one a minimum of twice each semester. In these meetings, students and teachers review credit accumulation, grades, Regents scores and behavior data. Each meeting ends with the student making a commitment to achieving a goal in one of these areas, and providing evidence of that achievement at the next meeting. Teachers have time allotted in their schedules throughout the week to contact and meet with parents and involve them in the Workout Plan creation.

These responsibilities are then fulfilled in the context of the collaborative classroom. Rather than removing students from the classroom when they have difficulty fulfilling these responsibilities, students have multiple opportunities to self-regulate as teachers and other students use the "ladder," created by and for students, to remind anyone (including teachers!) of their responsibility.

The classroom ladder of intervention [reminders from peers, moving a seat, behavior reflection] helps us as well - it helps us learn how to take responsibility in the classroom for our own behavior.
— Fradaliza Valdez, Class of 2016

If a student is still having a hard time regulating their behavior, then a number of supports exist in the school to help them. These range from peer support through Keepers of the Culture®, to parent meetings, to principal interventions and promise cards.