ERIC Number: ED612648
Record Type: Non-Journal
Publication Date: 2021-May
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Promising Practices for Improving the Middle to High School Transition for Students with Emotional and Behavioral Disorders
Nese, Rhonda N. T.; Triplett, Danielle; Santiago-Rosario, Maria Reina; Austin, Sean C.
Center on Positive Behavioral Interventions and Supports
In this practice brief, we describe several current examples of approaches that are aimed at improving outcomes for students entering high school. Additionally, we present strategies to disrupt the negative trajectory for students with EBD, who seldom receive coordinated, individualized supports during the critical transition from middle to high school. [This report was supported by the University of Oregon's Baney Fund. For the accompanying practice brief, "Obtaining Stakeholder Feedback to Improve the Middle to High School Transition," see ED612647.]
Descriptors: Transitional Programs, Emotional Disturbances, Behavior Disorders, Middle School Students, High School Students, High School Freshmen, Grade 9, Intervention, Student Needs, Individualized Education Programs, Student Participation, Behavior Modification, Coaching (Performance), Caregivers, Teamwork, Cooperative Planning, Goal Orientation, Peer Influence, Mentors, Progress Monitoring, Alignment (Education), Stakeholders, Social Emotional Learning, Interpersonal Competence, Grade 8, School Districts
Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: https://www.pbis.org/
Publication Type: Reports - Descriptive
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools; Grade 9; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS); Office of Elementary and Secondary Education (ED)
Authoring Institution: Center on Positive Behavioral Interventions and Supports (PBIS)
Grant or Contract Numbers: H326S180001