Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

William R. Black, Ph.D.

Co-Major Professor

Jose Castillo, Ph.D.

Committee Member

Brienne Reck, Ph.D.

Committee Member

Jolyn Blank, Ph.D.

Keywords

check-in/check-out, implementation science, leadership, Multi-Tiered System of Supports

Abstract

The implementation of Positive Behavioral Interventions and Supports (PBIS) has been attributed to a decrease in office discipline referrals (ODRs) and suspensions and to increase academic performance, and engagement, as well as staff, family, and student perceptions of a safe and positive school climate. High schools have had more significant issues than elementary sites with implementing PBIS and garnering staff support due to larger faculty, staff, and student size, multi-faceted organizational culture, and the age of the students served. In addition, factors that have also been cited as inhibiting successful implementation at the high school level are lack of student involvement in the creation of the system itself, as well as the potential predisposition of adults on campus who believe at this age, students should already have grasped social, organizational, and self-management skills. In this study, I examined a high school that exhibited successful implementation of PBIS. During the years 2017-18 through 2020-21, “Sunnydale High School” showed a marked decrease in office discipline referrals and until the COVID-19 pandemic, an increase in Tiered Fidelity Inventory (TFI) scores, while maintaining social validity or staff support. This phenomenon was explored through a retrospective case study, which incorporated analysis of archival documents, staff survey responses, and interviews with school leaders. Findings suggest that elements of the work for Feuerborn, et al. (2013) on garnering staff commitment were evident in the rollout of PBIS as well as shared leadership and the use of processes and protocols such as using a universal screener for behavior and application of the Tier II behavioral intervention CICO. Additional research areas are suggested to advance meaningful practice and student outcomes at the secondary level. Keywords: implementation science, Multi-Tiered System of Supports, check-in/check-out, leadership

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