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.

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

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).

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.)

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.

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 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.

The DaSy framework is designed to assist Part C and Section 619 programs in developing and enhancing high-quality state data systems and in improving the quality of their IDEA data. These resources have been identified by DaSy content experts as the most useful publicly available resources to help states in that work.