Positive Supports for Behavior and Discipline Resource Database

The purpose of this module is to gain foundational knowledge of what behavior is, how behavior is defined, and what environmental factors influence behavior. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and later, diagnosing function of behavior and developing effective behavioral interventions.

This self-paced module addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement.

This self-paced module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive teaching.

This brief describes a school’s transformation from using ineffective and punitive disciplinary practices to implementing effective and proactive responses to behavior by installing the PBIS framework in a unique setting. Specifically, this demonstration highlights the work of the PBIS school leadership team at the American School for the Deaf (ASD) and describes ASD’s use of PBIS strategies in alignment with the Six Core Strategies© to reduce their use of restraint and seclusion.

This document is designed to guide the Program Leadership Team around considerations for supporting young children, families, and staff as they return to the program after a break. The guidance helps program leaders consider the environmental and social-emotional practices that establish predictable, safe, and nurturing classroom environments. The guide includes hyperlinks to 29 practical tools and materials.

This guide is intended to increase the frequency and quality of conversations about race, racism, and current events regarding race in K-12 classrooms to support students and provide voice and self-reflection. It includes recommendations and tips for creating statements of support, preparing for and facilitating constructive classroom discussions, addressing harmful statements, and designing lesson plans and units for ongoing learning.

This CPIR-produced training module explains what disproportionality is, which students are most often affected, and the consequences disproportionality can and does have, especially on students with disabilities. The module includes a trainer's guide, handouts for participants, and 2 PowerPoint slideshows, all downloadable. Trainers can use these materials to inform audiences about: what IDEA requires states, districts, and schools to do to monitor for disproportionality in special education programs; what happens in a state that finds significant disproportionality in the state or in any of its districts/LEAs; and the correction actions that must be taken.

This field guide outlines an integrated framework to embed equity efforts into school-wide positive behavioral interventions and supports (SWPBIS) by aligning culturally responsive practices to the core components of SWPBIS. The goal of using this guide is to make school systems more responsive to the cultures and communities that they serve. This guide is part of a 5-point intervention approach for enhancing equity in student outcomes within a SWPBIS approach.

The purpose of this guide is to provide leadership teams with guidance for implementing coaching within their programs. Leadership teams must develop a plan for three considerations in the implementation of coaching: 1) Getting Ready for Coaching; 2) Enacting Coaching, and 3) Evaluating Coaching.

This practice guide is an updated version of Supporting and Responding to Student Behavior (Office of Special Education Programs, 2015). "Supporting and Responding" summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).

The Pyramid Model Equity Coaching Guide provides the classroom coach with a reflection tool to examine the implementation of Pyramid Model practices through the lens of culturally responsive practices and identification of implicit bias. The Pyramid Model Equity Coaching Guide is used within the collaborative coaching partnership and ongoing coaching activities to identify when there are equity concerns related to practice implementation. The tool provides: reflective questions that the coach uses to identify areas of concern; guidance for identifying the concern and supportive data; links for resources that might be used to address areas of concern and; conversation starters and strategies for supporting the coachee in addressing concerns.

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.

The Behavior Incident Report System (BIRS) is used to collect and analyze behavior incidents in early childhood settings. The system provides an efficient mechanism for gathering information on elements related to behavior incidents that are used to make decisions about providing supports to teachers and children within the program. In addition, the BIRS includes alerts about potential equity issues by calculating disproportionality related to race, ethnicity, IEP status, gender, and dual-language learners

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. 

This document provides program leadership teams with guidance to support their efforts to eliminate suspension and expulsion and promote equitable, inclusive and culturally responsive practice in all early childhood settings including public and private schools and child care centers.