This monograph was prepared as a result of the Illinois High School Forum of Positive Behavioral Interventions and Supports on May 18-19, 2004 in Naperville, Illinois. Preparation of this material was supported through several Federal Grants #H324D020031, and H326S030002; and the Loyola University of Chicago School of Education and Project Gear Up.
The nuances of the application of schoolwide positive behavior supports (PBS) in an urban high school setting were investigated. Impact of implementation was measured using qualitative interviews and observations, including the School-wide Evaluation Tool (SET), Effective Behavior Support Survey, Student Climate Survey, and office disciplinary referrals. The results indicated that schoolwide PBS was implemented in an urban high school setting with some success. The overall level of implementation of PBS reached 80% as measured by the SET. Staff and teachers increased their level of perceived priority for implementing PBS in their school. A decrease in monthly discipline referrals to the office and the proportion of students who required secondary and tertiary supports was noted. These findings seem to indicate that PBS may be an important process for improving outcomes for teachers and students in urban high school settings.
This handbook presents a secondary level intervention program for high school students. The high school behavior education program (HS-BEP) is designed to decrease the instructional "punishers" and increase positive adult interaction and specific behavioral prompts. The handbook provides: 1) a daily check in, class by class checks, and check out with teachers, 2) organizational, social and academic prompts, 3) establishment of regular communication with families of students, 4) organizational skills, and 5) assistance for homework completion.