Positive Supports for Behavior and Discipline Resource Database

The use of school and class-wide PBIS shows promise in helping educators integrate evidence-based practices for the benefit of all students, including those diagnosed with Autism Spectrum Disorder (ASD). The purpose of this brief is to provide educators with a quick and easy resource for identifying effective practices for supporting all students, especially those diagnosed with ASD within general education contexts.

The purpose of the District Systems Fidelity Inventory (DSFI) is to guide District Leadership Teams in the assessment, development, and execution of action plans that promote the capacity for sustainable, culturally and contextually relevant, and high-fidelity implementation of multi-tiered social, emotional, and behavioral systems of support and practices. The DSFI and process have been designed to serve as a guide for initial action planning, progress monitoring and annual evaluation of fidelity of implementation and impact.

This Brief outlines strategies for district leadership teams to reviw multiple data courses related to discipilne and PBIS impementation to guide professional learning and technical assistance.

Educational systems cannot be considered effective until they are effective for all student groups. PBIS provides an ideal framework for increasing equity in student outcomes. Schools implementing PBIS with fidelity have greater equity in school discipline, specifically for Black or African American students. However, most PBIS teams will need to include equity-centered strategies in their action plans to achieve equitable outcomes for all student groups. Multiple research studies show that schools implementing the Center on PBIS's equity approach have significantly increased racial equity in school discipline.

This recorded webinar describes differences in how children from different backgrounds experience school discipline. It also explores an intervention for making school discipline more equitable.

Research shows that disproportionality in school discipline is related to implicit (unconscious) bias. This presentation provides an overview of this concept and describes a training approach for reducing the effects of implicit bias in discipline decision making.

Racial and ethnic inequities in school discipline are widespread and persistent, even in schools implementing PBIS with fidelity. Yet integrating components of a multicomponent equity-centered approach into existing tiered frameworks is showing promise for improving equity in student outcomes. This brief describes the Center on PBIS’s 5-Point Equity Approach and the evidence for its positive effects on discipline disproportionality.

These high-leverage practices help special educators and teacher candidates use effective practices for collaboration, assessment, social/emotional/behavioral supports, and instruction.

The IRIS Center develops and disseminates free, engaging online resources that help educators, leaders, and families use evidence-based instructional and behavioral practices to support the education of struggling learners and those with disabilities. These resources can be used in professional development activities for practicing professionals, as well as in college teacher preparation programs. Training modules include: Addressing Challenging Behaviors for early childhood, elementary and secondary aged students.

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.

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.

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.

Universal behavior screening data can be used with other school data to provide educators with valuable information about the overall level of students’ performance at Tier 1 as well as an indicator of students who may need additional supports. This brief presents guiding questions to interpret screening data in a three-step process: examine student performance for the school as a whole, consider teacher-delivered, low-intensity supports, and make decisions for students who might require Tier 2 and Tier 3 supports.