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Resource: High School Acknowledgement Systems
www.pbis.org/resource/high-school-acknowledgement-systems
PDF: This practice brief focuses on effective ways to build an acknowledgement system that works in high school. We start by suggesting why considering a formal acknowledgment system is appropriate in high school, and then review examples of strategies that have been demonstrated (descriptively or empirically) to be effective.

High School Acknowledgement Systems. This practice brief focuses on effective ways to build an acknowledgement system that works in high school.

Video: High Leverage Instructional Practices
www.pbis.org/video/high-leverage-instructional-practices
In this webinar, Dr. Anita Archer teaches high leverage instructional practices for in-person and remote learning. Consistent with an explicit instruction approach, Dr. Archer demonstrates each practice, actively engages her audience, and sets educators up to successfully pivot their effective instructional practices into the current content.

High Leverage Instructional Practices. In this webinar, Dr. Anita Archer teaches high leverage instructional practices for in-person and remote learning. Consistent with an explicit instruction approach, Dr.

Video: High School Challenges (SCTG Webinar)
www.pbis.org/video/high-school-challenges-sctg-webinar
A recorded webinar discussing PBIS implementation in high school settings and the unique challenges associated with these grade levels. This webinar was given to School Climate Transformation Grant recipients originally.

High School Challenges (SCTG Webinar). A recorded webinar discussing PBIS implementation in high school settings and the unique challenges associated with these grade levels.

Center on PBIS | High School PBIS
www.pbis.org/topics/high-school-pbis
Topic Page: It’s easy to think primarily elementary and middle schools implement PBIS. Would you be surprised to learn there are thousands of high schools implementing PBIS, too? The key features of PBIS don’t change at the high school level; implementation simply addresses contextual factors unique to high school settings.

The key features of PBIS don’t change at the high school level; implementation simply addresses contextual factors unique to high school settings. What Is High School PBIS? High school PBIS is simply PBIS implemented in high schools.

Resource: Implementing PBIS In High Schools
www.pbis.org/resource/implementing-pbis-in-high-schools
Slide Deck: The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments. (San Francisco Unified School District, San Francisco, CA)

Implementing PBIS In High Schools. The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments. (San Francisco Unified School District, San Francisco, CA). Topic(s): High School PBIS.

Resource: High School PBIS Implementation: Student Voice
www.pbis.org/resource/high-school-pbis-implementation-student-voice
PDF: This brief discusses the importance of student voice, describes the unique features of high school settings that can make it challenging to include students, and offers strategies to address these barriers.

High School PBIS Implementation: Student Voice. This brief discusses the importance of student voice, describes the unique features of high school settings that can make it challenging to include students, and offers strategies to address these barriers.

Resource: High School PBIS Implementation: Staff Buy-In
www.pbis.org/resource/high-school-pbis-implementation-staff-buy-in
PDF: Buy-in from stakeholders is important for the successful adoption, full implementation and sustainability of any school-based initiative. It’s also one of the critical elements for implementation of Tier 1 PBIS included in the TFI, BoQ, and the Blueprint. This brief describes the unique features of high school settings that can make building buy-in more difficult and identifies strategies that have been successful for securing staff buy-in in high schools.

High School PBIS Implementation: Staff Buy-In. Buy-in from stakeholders is important for the successful adoption, full implementation and sustainability of any school-based initiative.

Resource: Coaching & Supporting High Fidelity & Sustained PBIS Implementation
www.pbis.org/resource/coaching-supporting-high-fidelity-sustained-pbis-implementation
PDF: George Sugai's October 2019 presentation to Berrien RESA Michigan.

Coaching & Supporting High Fidelity & Sustained PBIS Implementation. George Sugai's October 2019 presentation to Berrien RESA Michigan. Topic(s): Coaching. School-Wide. Published: October 18, 2019. Revised: October 18, 2019. Keywords: Fidelity.

Resource: The High School Behavior Education Program (2nd edition)
www.pbis.org/resource/the-high-school-behavior-education-program-2nd-edition
PDF: 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 High School Behavior Education Program (2nd edition). 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.

Resource: Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports
www.pbis.org/resource/positive-behavior-support-in-high-schools-monograph-from-the-2004-illinois-high-school-forum-of-pbis
PDF: Systems of school-wide positive behavior support have been adopted, sustained, and expanded in elementary and middle schools. However, the same levels of implementation have not been documented widely and replicably at the high school level, especially, in large enrollment urban environments. The purpose of this monograph is to describe what we generally are learning about the implementation of school-wide positive behavior support in high schools, and give recommendations about what educators might do to improve behavior support for all high school students. Recommendations for future research directions also are discussed.

Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports.

Resource: Building Momentum for PBIS Implementation in High Need Districts
www.pbis.org/resource/building-momentum-for-pbis-implementation-in-high-need-districts
PDF: Building district capacity for implementing PBIS in high need school districts is challenging. This practice brief summarizes the lessons learned one year into an intensive 5-year partnership with Southbridge Public Schools, a district identified as high-need. The intent of the brief is to provide district leaders, trainers, and state leaders with lessons learned and suggestions they may consider when supporting high need LEAs.

Building Momentum for PBIS Implementation in High Need Districts. Building district capacity for implementing PBIS in high need school districts is challenging.

Resource: Status of High School PBIS Implementation in the U.S.
www.pbis.org/resource/status-of-high-school-pbis-implementation-in-the-u-s
PDF: The purpose of this evaluation brief is to provide a description of the current state of PBIS implementation in US high schools, as reflected by data collected by the National PBIS Technical Assistance Center.

Status of High School PBIS Implementation in the U.S.

Resource: Bullying Prevention in PBIS: Expect Respect (Middle & High School Level)
www.pbis.org/resource/bullying-prevention-in-pbis-expect-respect-middle-high-school-level
PDF: The purpose of this handbook is to improve the success of schools as effective learning environments.

Bullying Prevention in PBIS: Expect Respect (Middle & High School Level). The purpose of this handbook is to improve the success of schools as effective learning environments. Topic(s): Bullying Prevention. High School PBIS. School-Wide.

Video: High School Implementation: Supporting College and Career Readiness Through PBIS
www.pbis.org/video/high-school-implementation-supporting-college-and-career-readiness-through-pbis
Despite the challenges of implementing PBIS in high schools, we know that it leads to improved outcomes for secondary students. In this session, we will review the rationale for and the critical features of PBIS at the high school level and share suggestions for improving training, coaching, and technical assistance for high schools. Further, improving student behavior is important but not sufficient at the high school level. It is essential that we prepare students adequately for College or Career. In this session, we will discuss strategies for integrating academic and behavior supports to ensure that the knowledge, skills, and habits students need to be successful after high school are consistently taught and reinforced across all school settings.

High School Implementation: Supporting College and Career Readiness Through PBIS. Despite the challenges of implementing PBIS in high schools, we know that it leads to improved outcomes for secondary students.

Resource: Advanced Tiers in High School: Lessons Learned from Initial Implementation
www.pbis.org/resource/advanced-tiers-in-high-school-lessons-learned-from-initial-implementation
PDF: An increasing number of high schools have adopted Tier 1 PBIS; however, implementation of advanced tiers of PBIS in high schools is less common and specific guidance is scarce. To address this need and better understand the level of support needed to successfully implement advanced tiers of PBIS at the high school level, the National Center on PBIS is conducting a model demonstration with a cohort of four high schools. The intent of this brief is to share lessons learned related to strengths and challenges that have influenced the initial implementation of advanced tiers of support for schools and lessons learned for district leaders and trainers to consider when supporting high schools.

Advanced Tiers in High School: Lessons Learned from Initial Implementation. An increasing number of high schools have adopted Tier 1 PBIS; however, implementation of advanced tiers of PBIS in high schools is less common and specific guidance is scarce.

Resource: A Descriptive Study of Office Disciplinary Referrals in High Schools
www.pbis.org/resource/a-descriptive-study-of-office-disciplinary-referrals-in-high-schools
PDF: The purpose of this paper is to share descriptive data about Office Discipline Referrals (ODRs) in a sample of 112 high schools that used the School-wide Information System (SWIS) database to collect discipline data during the 2005-2006 academic year.The findings were that tardies, defiance/disrespect and skip/truancy were the most common types of ODRs generated at the high school level. Those in the freshman class were the most likely of all students to receive an ODR, and the majority of those students who generated multiple referrals requiring intensive behavior supports (e.g., 6 or more ODRs), did so by mid-winter of the academic year.

A Descriptive Study of Office Disciplinary Referrals in High Schools.

Resource: Obtaining Stakeholder Feedback to Improve the Middle to High School Transition
www.pbis.org/resource/obtaining-stakeholder-feedback-to-improve-the-middle-to-high-school-transition
PDF: In this practice brief, we explore feedback from a group of eighth and ninth grade students, families, and educators on what has been challenging, what has been missing, and what is needed during the transition from middle to high school for students with emotional and behavioral disorders. We also discuss the process for gathering stakeholder feedback and some feasible next steps for schools and districts who are interested in utilizing such valuable input for improving their systems of support.

Obtaining Stakeholder Feedback to Improve the Middle to High School Transition.

Resource: The High School Behavior Education Program (HS-BEP): A Secondary Level Intervention
www.pbis.org/resource/the-high-school-behavior-education-program-hs-bep-a-secondary-level-intervention
Word Doc: The HS-BEP is a secondary level intervention for high school students designed to decrease the instructional “punishers” a student is experiencing by providing explicit instruction in organizational, self-management skills, and homework completion assistance and increase positive adult interaction and specific behavioral prompts through use of the HS-BEP Card, a daily behavior report card.

The High School Behavior Education Program (HS-BEP): A Secondary Level Intervention.

Resource: Monograph on SWPBS Implementation in High Schools: Current Practice and Future Directions
www.pbis.org/resource/monograph-on-swpbs-implementation-in-high-schools-current-practice-and-future-directions
PDF: The TA Center conducted a second forum on high school SWPBS implementation in the summer of 2009 in Naperville, Illinois. The purpose of the forum was to bring together a small number of high schools that have been identified as successful implementers of SWPBS. This monograph provides a description and summary of the implementation efforts of SWPBS practices and systems in these high schools (9-12th grade) with an emphasis on shaping future demonstration and research projects, and giving high school implementers guidance on promising practices and systems.

Monograph on SWPBS Implementation in High Schools: Current Practice and Future Directions. The TA Center conducted a second forum on high school SWPBS implementation in the summer of 2009 in Naperville, Illinois.

Video: MTSS-B in High School: Evidence, Fidelity, and Engaging Staff (SCTG Webinar)
www.pbis.org/video/mtss-b-in-high-school-evidence-fidelity-and-engaging-staff-sctg-webinar
A recorded webinar discussing the implementation of a multi-tiered system of support for behavior in high school settings. This webinar was given to School Climate Transformation Grant recipients originally.

MTSS-B in High School: Evidence, Fidelity, and Engaging Staff (SCTG Webinar). A recorded webinar discussing the implementation of a multi-tiered system of support for behavior in high school settings.

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