Positive Supports for Behavior and Discipline Resource Database

Initiating, expanding, and sustaining PBIS at the school level requires systemic support from the district, state, or region. Organizing across multiple schools improves efficiency in resources, implementation efforts, and organizational management. PBIS at the district and state level provides a supportive context for implementation at the local level.

The SISEP website helps state and local leaders to support implementation of evidence-based practices and spread of those practices to schools and districts that can use them.

Use this website to find restorative justice resources, including an implementation guide and relevant research.

This website provides initial steps everyone can take to get started with PBIS, whether you are a classroom teacher, school leader, or a district or state leader.

This website provides information needed to support implementation of PBIS within a classroom.

This webiste provides resources to support school-wide implementation of PBIS, as a multi-tiered framework that focuces on three critical features – systems, practices, and data -- which work together to promote positive, predictable, safe environments for everyone in all school settings.

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 webpage is a compilation of resources on expulsion and suspension in early childhood. The resources include federal guidance; resources from national centers and associations; and practice resources.

This interative tool creates easy-to-read charts and graphs of State-level discipline removals, including in-school and out-of-school suspensions, expulsions, and unilateral removals, using IDEA Section 618 data states submit to OSEP.

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.

The Children's Equity Project webpage provides critical information to early care and education systems and programs about the disparities within exclusionary discipline practices and strategies to address those disparities. There are a range of resources to support understanding the issues with harsh discipline and disproportionality in early education.

Positive social and emotional development and learning in the early years provides an important foundation for lifelong learning and development, including mental health. This page aims to provide equal access to resources and supports that can lead to positive social and emotional outcomes for all children and families.

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.