Positive Supports for Behavior and Discipline Resource Database

Training modules (scripts, powerpoints, training activities, handouts) on practices for promoting social, emotional, and behavioral skills and addressing challenging behavior in the preschool classroom.

The Practice Improvement Tools help practitioners implement evidence-based practices. They are based on the Division for Early Childhood (DEC) Recommended Practices. These tools and resources guide practitioners and families in supporting young children who have disabilities across a variety of early childhood settings.

In this webinar series, DEC and ECTA host various experts in the field of early childhood special education and early intervention in disrupting the pervasive inequities of our systems. Topics include troubling notions of "at risk," challenging biases about families in home based services, suspension and expulsion in early childhood settings, counteracting racism and ableism in early childhood systems, and engaging in systems change in pursuit of equity.  

The STEMIE webpage provides early care and education systems and programs with resources to effectively engage young learners with disabilities in STEM exploration and learning. These resources can support early care and education programs with including each and every young child.

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 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.

This resource provides information on the use of exclusionary discipline practices within early childhood programs and how program-wide implementation of the Pyramid Model for Promoting the Social and Emotional Competence for Infants and Young Children can eliminate the use of these practices.

This fact sheet summarizes current research findings about suspension and expulsion of children—particularly children of color—from early childhood settings. Recommendations and suggestions are offered for using the Pyramid Model to address this national problem.

This Guide provides early care and education systems and programs with a framework for addressing exclusionary discipline practices. The Guide includes a review of the data on exclusionary discipline practices, provides information on the systemic drivers of disparities, and provides a framework for addressing rates and disparities.

This webpage is a compilation of resources on racial equity. It includes information on data, early education anti-racism, language and terminology, organizational culture and change, policy, and professional development.

This webpage provides resources to support early childhood mental health and social and emotional development. Resources are organized for parents and caregivers; early care and education program staff and administrators; state and territory leaders; and tribal leaders and programs.

In this webinar, Susan Barrett highlights the challenges presented by the current context and emphasizes the importance of supporting the social and emotional needs of all. She shares specific suggestions for supporting students, promoting staff wellness, and compassionately navigating the current context.

Educators can download this template and create their own plan to implement PBIS in their classroom. The template includes opportunity to develop a classroom matrix, create lesson plans to teach expected behavior, script prompts or reminders for desired behavior, and plan praise and corrections.

State, district, or other MTSS/PBIS leadership teams can download and use this action planning template to (1) confirm and re-establish commitment, (2) consider capacity and resource allocation, (3) invest in supporting structures, and (4) promote competency development.

This guide is designed primarily for use by district teams seeking to reduce racial and ethnic disproportionality in school discipline, regardless of whether they are implementing SWPBIS. It provides examples of content that could be included in board policies or district administrative rules and regulations. School teams may also use this guide in developing school- specific policies and procedures. This guide is not intended to replace legal counsel for policies required by local, state, and federal legislation.

This brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.