Positive Supports for Behavior and Discipline Resource Database

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.

In this brief, we describe experiences of three school districts in various U.S. geographic regions as they installed screening tools as part of their screening processes. Education leaders have generously shared their advice for practitioners throughout the nation. We share five lessons learned from district leaders, including some selected quotes (see boxes). Leaders’ insights may be helpful for educators already involved in systematic screening as well as those who are newer to the process.

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.

This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. In this webinar, presenters share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior. This webinar is a companion to the Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals Guide.

The Data Decision-Making and Program-Wide Implementation of the Pyramid Model guide provides schools and programs with guidance on how to collect and use data to ensure: 1) the implementation of the Pyramid Model with fidelity and 2) decision-making that improves the provision of implementation supports, delivery of effective intervention, and the promotion of meaningful child outcomes in the early childhood classroom. 

The guides are based on a 5-point multicomponent intervention described. This guide addresses use of data.

To support educators who are returning to in-person instruction this school year, The TIES Center is refreshing selected articles from the Distance Learning (DL) series. Refreshed articles will be identified as Pivot to In-Person Instruction (PI) articles. This article is an exception, in that it is a new addition, with a specific focus on supporting behavior at this unique time.

An 18-part CPIR article that takes a not-so-brief look at how student placement can be affected by disciplinary actions at school.

Disproportionality in exclusionary school discipline is a longstanding challenge in general and special education. To reduce disproportionality in discipline in a way that produces measurable results, federal law provides a mechanism referred to as Coordinated Early Intervening Services (CEIS). Whether a school district has been cited for significant disproportionality, is out of compliance, or is voluntarily directing funds to reducing disproportionality in discipline, this brief provides background on CEIS and outlines best practices for how state, district, and building administrators can invest these funds most effectively to achieve equity in school discipline.

This training module introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated behavior intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond. 

In this CPIR webinar, Renee Bradley, of OSEP, is joined by representatives from Parent Centers, protection and advocacy agencies, and state directors of special education to  unpack the important “Dear Colleague” letter released in 2016 by OSEP regarding behavior and school discipline, and discuss its impact on the field.

This self-paced module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms. 

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.  

Clip charts have been a common classroom strategy for many years. Once considered an effective tool for displaying behavioral progress and adherence to classroom rules, they may not be as helpful as once thought. In this practice brief, we describe how such strategies are inconsistent with a PBIS approach and, more importantly, can be harmful. We also provide alternative strategies that are evidence based and more likely to improve student behavior while promoting a safe, positive classroom.