Positive Supports for Behavior and Discipline Resource Database

A resource collection compiled by and for Parent Centers and others. Resources are divided by type: good reads on FBAs and BIPs; webinars, presentations, videos; and webpages. (This is part 2 of the 3-part resource collection called Resource Collection on Positive Behavior Supports, Functional Behavioral Assessment, and School Discipline.)

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select behavioral interventions that best meet their individual needs. The Center's Technical Review Committee (TRC) on Behavioral Intervention independently established a set of criteria for evaluating the scientific rigor of studies demonstrating the efficacy of behavioral intervention programs. The TRC rated each submitted study against these criteria but did not compare it to other studies on the chart. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavior Intervention or the National Center on Intensive Intervention.

This resource collection provides early childhood educators and administrators with practical strategies and materials to guide young children's social, emotional, and behavioral skill development.

Getting along with others, paying attention, following directions, making responsible decisions, and managing emotions are challenges for many students who require intensive intervention, and may be linked to difficulties with executive functioning, communication, behavior, and academic learning. In this webinar, presenters Mara Schanfield and Zach Weingarten shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.

On the Parent Center eLearning Hub, there are 3 capacity-building self-paced modules created by CITES for CPIR and for Parent Center staff. Reserved for Parent Center staff only, not available to the public, the modules are: an overview of technology for students with disabilities; considering technology in the UDL framework and; the accessible educational materials decision-making process.

This 2022 issue of CPIR’s enewsletter spotlights data basics for families (Education Data 101, also available in Spanish), a new resource from the Data Quality Campaign (Parents Are Getting Access to Student Data, But How Can We Support Them to Use It?), and a recent CPIR webinar (Sharing Info about State Assessments with Families of Children with Disabilities) presented in both English and Spanish.

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select progress monitoring tools that best meet their individual needs. The Center's Technical Review Committee (TRC) on Behavior Progress Monitoring independently established a set of criteria for evaluating the technical adequacy of progress monitoring tools. The TRC rated each submitted tool against these criteria but did not compare it to other tools on the chart. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Progress Monitoring or the National Center on Intensive Intervention.

States and LEAs must report five types of disciplinary removals for children and youth with disabilities. The EDFacts IDEA Discipline Data Infographic visualizes the information from six IDEA Discipline data EDFacts file specification documents in an interactive infographic that outlines the discipline data for children and youth with disabilities ages 3 through 21 that states must include in their annual submission of EDFacts files FS005, FS006, FS007, FS088, FS143, and FS144. Data states report in these files include counts of children and youth with disabilities with in-school and out-of-school suspensions and expulsions; length of and reason for disciplinary removal; and count of disciplinary removals due to drugs, weapons, or serious bodily injury.  

IDC’s Success Gaps Toolkit outlines a process that district and school teams can use to identify and address discipline disparities revealed through the state’s accountability system or through self-evaluation. The toolkit, with its process and materials, provides a manageable and defined way for districts or schools to take a closer look at their educational system to ensure an equitable education for all students. This toolkit is designed for district and school leaders responsible for conducting root cause analyses.

If states and districts are to address discipline disparities effectively, they must first have high-quality data. IDC’s SEA Edit Check and Data Display Tools allow states to identify potential business rule errors or errors in category sets, subtotals, or totals before submitting their data to OSEP. Offering user-friendly data summaries, this resource also has edit check tools that permit states to directly copy and paste their EDFacts data files, as opposed to manually entering the data. 

Inside this 3-part collection, Parent Centers and other stakeholders will find: an overview of the requirements for functional behavior assessments and positive behavior supports (PBS) in the IEP under IDEA, both proactively and in response to behavioral incidents; and the discipline-related procedural safeguards under general and special education law and court cases, including manifestation determinations. Parent Centers and others can search the collection to identify key strategies, tools, and resources that they can use: when advising and supporting parents around PBS and discipline issues, and when partnering with state agencies on evidence-based strategies to improve performance on discipline-related indicators in the State Performance Plan/Annual Performance Report.

This resource list has been compiled expressly for Parent Centers (and others) and the Native families and communities they serve. You can use the list to connect with agencies and organizations, publications, bullying prevention programs, and websites that address bullying and cyberbullying.

This CPIR resource page spotlights high-quality resources useful to Parent Centers and other groups working within diverse communities (e.g., Hispanic, African-American, Native American, the foreign-born, or otherwise underserved, multicultural, or minority).

This issue of CPIR's newsletter begins by connecting subscribers with a Glossary of Cultural Terms. It also announces the launching of the first two tiers of learning in CPIR's  Native American Resource Collection (Native Culture and Background, and Outreach to Native Communities) and the webinar CPIR conducted about the resource collection.

A resource collection compiled by and for Parent Centers and others. Resources are divided by type: materials to read and share on school discipline; from the Federal Government; and what IDEA requires. (This is part 3 of the 3-part resource collection called Resource Collection on Positive Behavior Supports, Functional Behavioral Assessment, and School Discipline.)