High School PBIS
- Bully Prevention
- SWPBIS for Beginners
- Primary Level
- Secondary Level
- Tertiary Level
- District Level
- PBIS and the Law
- School Mental Health
- High School PBIS
- Equity & PBIS
- Exemplar from the Field
By Jessica Swain-Bradway & Christopher J. Pinkney
Academic Seminar is a 45 minute daily class designed to address work avoidance behaviors for middle and high school students at risk of poor school outcomes. The curriculum targets teaching, practicing and reinforcing organizational and self-advocacy skills, termed "academic self - management." The overarching goal of the class is for students to become fluent in the organizational and self-management skills required for successful completion of cla ss work, homework, tests, and projects. The relevance and applicability of the organizational skills extend past high school to post-secondary, real-world settings.
By K. Brigid Flannery & George Sugai
The purpose of this monograph is to describe the outcomes from the 2nd HS PBIS Forum on SWPBS implementation. Although the number of highs schools who are implementing SWPBS is relatively small compared to elementary and middle schools, the results from the five working groups and the dedicated and knowledgeable representatives from nominated high schools clearly suggest that SWPBS implementation has promise for improving the scocial culture and outcomes of all students.
By National High School Center, National Center on Response to Intervention, and Center on Instruction
This report summarizes what we have learned thus far and how those lessons learned can advance the ongoing discussion about effective RTI implementation in high schools. This report is grounded in available research and the professional wisdom of leading researchers and practitioners, including staff members from eight high schools implementing tiered interventions.
Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports
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.
The presentation describes secondary level support in high school PBS system.
The presentation provides research-based strategies on systems-change efforts utilized at the high school level from addressing administrator buy-in, overcoming faculty reluctance, motivating young adults, and increasing parent participation across these 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.