Positive Supports for Behavior and Discipline Resource Database

Use this list to find PBIS resources for families.

This fact sheet illustrates ways to improve communication and collaboration between schools and families to support students’ needs. Strategies include engaging families in decision-making processes around student supports, discipline, and school climate. A key strategy is providing family engagement training to all district and school leaders and educators and establishing family engagement councils.

Since 1968, the U.S. Department of Education has conducted the Civil Rights Data Collection to collect data on key education and civil rights issues in our nation's public schools, including discipline practices. State, local and school-level data are available to explore and analyze discipline data across schools, districts or States.

Every year, OSERS collects data from state educational agencies as required by IDEA section 618, including data related to discipline practices. These data report key aspects of disciplinary removals at the State level, disaggregated by a variety of demographic criteria.

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.

These Edit Check and Data Display Tools help states as they prepare their IDEA Section 618 data submissions. The tools identify potential business rule errors or errors in subtotals or totals prior to submitting the data to OSEP. Relevant tools include SEA EDFacts Edit Check and Data Display Tool - IDEA Discipline, LEA EDFacts Edit Check and Data Display Tool - IDEA Discipline, and 618 Data Pre-submission Edit Check Tool - Part B ​Discipline.

High-quality data are timely, accurate, and complete. In addition, they are usable, accessible, and secure. Educators and representatives at the local, state, and federal levels use high-quality early intervention and special education data to inform their decisions as they work to meet the needs of children and students with disabilities and their families. Use this interactive PDF to learn more about the different components of high-quality data.

Our November 15–16, 2022 SPP/APR Summit brought together data quality influencers from across the country for a chance to connect and collaborate with their peers as they continue to improve the quality of their state’s SPP/APR data. For all sessions, see https://ideadata.org/spp-apr-summit. This session focused on several of the important decisions needed to generate data for Indicator 4A and 4B, including comparison group, calculation method, minimum cell size, minimum n-size, and threshold. It also contrasted Indicator 4 with significant disproportionality requirements.

This infographic document outlines how districts can examine discipline data, including exclusionary practices, among subgroups of students, to create "risk ratios."

TIPS is a research-validated framework to use during any team meeting focused on data-driven decision making. In the TIPS model, every team needs a minute taker , a facilitator, a data analyst, and at least one additional person available to be a backup to these roles if anyone is absent.

This guide is intended to be used in conjunction with the practices guide: Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators (Center on PBIS, 2022). It provides updated guidance on how to (a) develop systems to support educators’ implementation of evidence-based classroom practices and (b) use data to guide the development of implementation supports.

This Practice Brief discusses four core types of data needed by high school PBIS Leadership Teams and that these data can be used to problem-solve at the (a) whole school, (b) at-risk group, or (c) individual student levels.

Schools need meaningful data to identify a variety of needs and determine effectiveness of supports provided across tiers. This session will describe the various data used within the PBIS framework to select, monitor, and evaluate outcomes, practices, and systems at both the district and school level.

This tip sheet series provides concise guidance for collecting and analyzing high-quality data on the implementation of evidence-based practices, including those that promote social competence and reduce challenging behavior in young children.

The Indicators of High-Quality Inclusion are made up of four sets of indicators: 1) State Indicators; 2) Community Indicators; 3) Local Program Indicators; and 4) Early Care and Education Environment Indicators. The Indicators were designed by a group of national partners to support state leaders, local administrators and front-line personnel in the early care and education system providing programs and services to children, ages birth through five and their families. They are aimed at supporting early care and education systems to enhance their infrastructure to support the implementation and scale-up of high-quality inclusion and to support early care and education practitioners with using practices that increase engagement and belonging for young children with disabilities.