Positive Supports for Behavior and Discipline Resource Database

This document provides state leadership teams with guidance on how to prevent suspension and expulsion by integrating with existing efforts, including the Pyramid Model, Multi-Tiered System of Supports (MTSS), and Quality Rating Improvement System (QRIS), inclusion, and State Systemic Improvement Plan (SSIP) efforts.

In this webinar, panelists discuss their implementation of the Pyramid Model with a focus on addressing equity and eliminating the use of exclusionary discipline practices.

The Pyramid Model Implementation Checklist is a tool designed to be used by practitioners to identify training and/or classroom implementation needs in seven areas: Responsive Relationships; Predictable Daily Schedules; Creating Effective Classroom Routines; Teaching Behavior Expectations across Classroom Routines; Teaching Social and Emotional Skills; Systematic Instructional Strategies; and Function-Based Assessment and Intervention Planning. The checklist encourages individual self-reflection and discussion between classroom teachers and practitioner coaches.

Removing students from the classroom and placing them in remote instruction for their behavior is an emerging form of discipline (Jones, 2020). The purpose of this brief is to describe this form of discipline, examine its implications and potential negative impacts, and provide guiding principles for improving behavior through evidence-based approaches.

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 series covers a variety of topics related to implementing coaching to improve early childhood practitioners use of evidence-based practices.

This practice brief describes how we (a) develop habits of effective classroom practice and (b) expand effective habits in our schools, districts, and states.

This self-paced module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes.

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.

This self-paced module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners.

The purpose of this training is to gain foundational knowledge of how all behavior serves a purpose or function. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and diagnosing the function of behavior and developing effective behavioral interventions. This module introduces function of behavior and provides suggestions for how you can use this understanding within the context of a data-based individualization (DBI) process. While this module briefly mentions the role of a Functional Behavioral Assessment (FBA), this is not the focus of this module. This module builds on content covered in the Behavior Basics: Understanding Principles of Behavior module. While this module provides a brief review of behavior basics, we recommend ensuring participants have a complete understanding of behavior basics, prior to engaging with this presentation.

NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center and PBIS Center, developed course content focused on enhancing educators’ skills in behavior support for intensive intervention. The course includes eight modules that can support faculty and professional development providers with instructing pre-service and in-service educators’ knowledge of behavioral theory and skills in designing and delivering effective behavioral supports for students with intensive needs. 

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.)