Positive Supports for Behavior and Discipline Resource Database

Accommodations are changes in testing materials or procedures that enable students to participate in assessments in a way that allows abilities to be assessed rather than disabilities. They are provided to "level the playing field." Without accommodations, the assessment may not accurately measure the student’s knowledge and skills. This short resource from NCEO introduces the topic.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

This 3-page fact sheet provides an overview and many examples of academic accommodations and modifications for children with disabilities.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

This guide includes the following sections: The Possibilities of Assistive Technology (AT); Assistive Technology in Schools; Funding AT; Quick Questions and Tips; Glossary of AT Terms and Definitions; and Additional AT Information.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

​​​​​​This is the Spanish version of the guide above, La Guía Familiar sobre Tecnología Asistencial, which includes the following sections: Las Posibilidades de la Tecnología Asistencial (TA); Tecnología Asistencial en las Escuelas; Financiando la TA; Preguntas y Recomendaciones; Glosario de Términos de TA y Definiciones; and Recursos Informativos Adicionales sobre TA.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

This document presents a five-step process for Individualized Educational Program (IEP) teams, 504 plan committees, general and special education teachers, administrators, and district level assessment staff to use in the selection, administration, and evaluation of the effectiveness of the use of instructional and assessment accommodations by students with disabilities. A companion Professional Development Guide has been developed to support the use of this manual.

This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)

This presentation answers the questions: How can trauma-informed interventions enhance the PBIS/behavioral health system in schools? / When should trauma-informed approaches be used and at what tiers? / How can the core features of an Interconnected Systems Framework (ISF) support and guide the implementation of trauma-informed approaches in schools?

Recordings here include keynotes and presentations about PBIS concepts.

Schools across the U.S. are implementing PBIS in efforts to reduce racial disproportionality in school discipline, and overall, research shows that schools implementing PBIS with fidelity have more equitable school discipline. Yet eliminating disparities through standard PBIS implementation, without attention to the sociocultural context and systems that perpetuate inequities, is unlikely to produce desired outcomes. The presenters will share specific strategies and free Center resources for increasing equity in PBIS systems. 

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.

The key to improving school outcomes are the strategies utilized to support the students and adults at every level. This session will describe how data-driven PBIS teams emphasize the careful selection and integration of evidence-based practices or interventions into a continuum of effective behavior support.

Schools implementing evidence-based practices need support systems to enable effectiveness and efficiency to enhance outcomes. PBIS schools establish working structures or operational procedures to organize, sustain, and scale implementation. This session will describe the foundational system features critical to successful school-wide implementation.

This video provides an overview of the Pyramid Model as a PBIS framework for promoting young children’s social and emotional development and preventing and addressing challenging behavior.

Recordings here include keynotes and presentations about FBA/BIP/BSP concepts.

This self-paced module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described in detail with interactive practice opportunities embedded throughout.

A resource collection compiled by and for Parent Centers and others. Resources are divided by type: good reads on FBAs and BIPs; webinars, presentations, videos; and webpages. (This is part 2 of the 3-part resource collection called Resource Collection on Positive Behavior Supports, Functional Behavioral Assessment, and School Discipline.)