Implementing a multi-tiered model of supports at the high school level involves a set of unique strategies that may be very different from implementation in the earlier grades. This section of the Web site provides information and materials to assist with high school implementation.
What Makes High Schools Unique (Horner, 2006)
- Larger and more diverse population of students
- Bigger campus environments
- More staff
- Larger administrative team
- “Adolescence” – importance of choices, decision making, autonomy, and identification with a peer social group increases.
- Mind set for some is to put in time and accumulate credits for a diploma.
- Tension: Provide comprehensive curriculum with high academic standards and employment preparation accessible to diverse students.
- Social culture is important in high school.
- Social culture in high school is established by student-student interactions more than adult-student interactions.
- The kinds of problem behaviors are different in high school compared to middle and elementary school.
- Tardy and skipping.
- Failure to engage in work, complete work, etc.
- Student-guided deviancy training.
- Adult-student conflict: insubordination and disrespect.
- Student-student aggression and harassment.
- Problem behaviors occur at a higher rate among 9th and 10th graders than 11th and 12th.
Adults in high school make a difference through:
- Being models
- Defining clear expectations
- Acknowledging appropriate behavior
- Influencing the behavior of older students
- Preventing problem behavior from being rewarded