Positive Supports for Behavior and Discipline Resource Database

A CPIR resource collection in 5 parts, this one addressing the question, "What does it mean to be a trauma-informed school?". This stand-alone webpage: includes information for educators about creating a trauma-informed classroom for their students; shares tools and training resources for schools to use in professional development; and ends with a sampling of self-assessment instruments for organizations, especially schools.

Positive and consistent behavioral supports are needed by all students and, for some students, are absolutely vital to support meaningful engagement in academics. Distance learning situations are no different in this regard. An initial task before educators is identifying and transferring the knowledge of things that work in school to the new reality that exists for families at home. Collaboration and communication are key.  Also key are deliberately defining what those supports have been historically, and what they should be within the new context and activities so that families can best support their children with the most success. By intentionally identifying and consistently providing these supports, students with significant cognitive disabilities will be more able to participate and engage the same as their peers within the current distance learning reality.

This CPIR brief expands upon OSEP’s Dear Colleague Letter on the Use of School Resource Officers (SROs) in Schools, released September 8, 2016. Includes a listing of resources that schools can turn to and the data available to guide the use of SROs.

This manual provides a valuable resource that is full of tips and guidance for coaches as they implement practitioner coaching with classroom teachers related to the implementation social, emotional, and behavioral teaching practices with young children.

Students with disabilities are more likely to experience exclusionary and reactive discipline practices than students without disabilities. Fortunately, when educators implement positive, proactive, and evidence-based practices within a Positive Behavioral Interventions and Supports (PBIS) framework, students with disabilities benefit. In this practice brief, we describe the “top ten” intervention strategies effective educators implement to support all students, including students with disabilities, in their classroom.

This multi-part module applies behavioral theory to strategy to use in the classroom. The focus is on antecedents and instructional strategies. By the end of this module participants should be able to maximize structure in the classroom, post, teach, prompt, review, monitor and reinforce a small number of positively stated expectations, and actively engage students in observable ways. This module is part of a larger series of course content designed to support faculty and professional development providers with designing and instructing pre-service and in-service educators who are developing and/or refining their implementation of  behavior support for intensive intervention.

This evaluation brief (a) describes methods of a systematic review of state policy and legislation on R/S, (b) summarizes how R/S is addressed in state policy and legislation, (c) discusses the extent to which policy and legislation emphasizes alternatives to R/S, and (d) based on this review, provides considerations for preventing or reducing R/S, such as organizing a continuum of evidence-based prevention practices within a positive behavioral interventions and supports (PBIS) framework to address the use of R/S.

This document is a guide – a “Road Map” – for implementing widespread use of the Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. This guide is used by state leaders to identify how to implement and sustain the use of the Pyramid Model within early childhood environments.

This self-paced module overviews important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms.

This document describes 15 principles for States, school districts, schools, parents, and other stakeholders to consider when developing or revising policies and procedures on the use of restraint and seclusion. These principles focus on positive and proactive approaches, such as those described in the resources below, that promote positive expectations for all students, support growth in social and emotional skills, provide timely and specific feedback to students on behaviors, and reinforce behavioral accomplishments.

Initiating, expanding, and sustaining PBIS at the school level requires systemic support from the district, state, or region. Organizing across multiple schools improves efficiency in resources, implementation efforts, and organizational management. PBIS at the district and state level provides a supportive context for implementation at the local level.

The SISEP website helps state and local leaders to support implementation of evidence-based practices and spread of those practices to schools and districts that can use them.

This toolkit includes information, guidance, and templates to assist Part C and Part B 619 program staff with creating or enhancing their data governance policies and procedures. This toolkit may be helpful for programs interested in sharing data across multiple agencies and with local programs to gain a better understanding of social emotional development and discipline across early childhood programs young children with disabilities attend.

The purpose of this toolkit is to help state Part C and Part B staff effectively create and present data visuals. Data visualization can be a helpful tool in increasing the use of data to drive programmatic and systemic improvement. For each data visualization topic, a comprehensive set of resources and information is provided including design principles, data considerations, accessibility tips, general how-to’s, examples, and sample tools.

This toolkit contains information, guidance, and templates to help Part C and Part B 619 program staff build effective data teams and support conditions for a culture of data use at state and local levels. It may be helpful to states and local programs interested in collecting and using data regularly to inform systems change and program improvement related to promoting the social competence of young children and reducing exclusionary discipline of young children.