A case example of Tier 1 PBIS implementation in a high school

ABSTRACT

In recent years, high schools have turned to PBIS to address issues related to dropout rates, school climate, and disciplinary practices. However, high schools pose unique implementation challenges when compared to elementary and middle schools, such as large school sizes, organization and culture focused on academics rather than behavior, and the developmental level of students. These challenges can impact buy-in, fidelity, and outcomes, as well as long-term sustainability. Thus, the purpose of this case study is to describe one high school’s approach to Tier 1 systems, data, and practices; including professional development, roll-out, and implementation procedures. Through a one-year partnership with a local university, the high school demonstrated improvements in fidelity, student outcomes, and buy-in. Limitations and implications for research and practice are discussed.

KEYWORDS:

• Fidelity
• high schools
• PBIS

Acknowledgements

Thank you to Scott Kibby, Lora Daily, Allison Freitag, the LHS Tier 1 team, and the LHS faculty and staff for their leadership, support, and hard work.

Additional information

Notes on contributors

Allison Leigh Bruhn

Allison Leigh Bruhn is an associate professor at the University of Iowa. Her research interests include designing, implementing, and evaluating interventions and assessments for students with or at risk for emotional/behavioral disorders.

Sara Estrapala

Sara Estrapala is a post-doctoral scholar at the University of Missouri. Her research interests focus on self-regulation strategies and PBIS implementation in high schools.

Ashley Rila

Ashley Rila is a post-doctoral scholar at the University of Iowa. Her research interests include issues of equity and disproportionality, particularly as they relate to teachers’ classroom management.

Justin Colbert

Justin Colbert is a high school principal and is currently pursuing his doctoral degree at the University of Iowa.