Positive Supports for Behavior and Discipline Resource Database

Did your state receive OSEP comments for Indicator 4 in the FFY2021 SPP/APR submission? An increased focus on significant discrepancies in discipline not only challenges states to examine Indicator 4 but also makes the importance of attending to basics apparent. Understanding concepts like comparison group, calculation method, minimum cell and n-sizes, and threshold is prerequisite before a state examines “reasonably designed methodology” for Indicator 4. Join us to discuss these topics and more! You will leave the webinar with an awareness of the important decision points necessary for consideration when it comes to Indicator 4.

This infographic document outlines how districts can examine discipline data, including exclusionary practices, among subgroups of students, to create "risk ratios."

This resource guide provides technical assistance to state educational agencies to better understand data and fiscal requirements related to CEIS, including identifying the need for mandatory comprehensive CEIS or voluntary CEIS. This guide connects States to relevant resources in areas related to State and local implementation.

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.

This guide is intended to be used in conjunction with the practices guide: Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators (Center on PBIS, 2022). It provides updated guidance on how to (a) develop systems to support educators’ implementation of evidence-based classroom practices and (b) use data to guide the development of implementation supports.

This Practice Brief discusses four core types of data needed by high school PBIS Leadership Teams and that these data can be used to problem-solve at the (a) whole school, (b) at-risk group, or (c) individual student levels.

Data informed decision making is an important component of classroom behavior systems. This session will explore how coaches can use data to support accuracy and fluency with classroom practices, including considerations for using data to support teacher use of effective practices for remote and hybrid models for schooling.

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.

This tip sheet series provides concise guidance for collecting and analyzing high-quality data on the implementation of evidence-based practices, including those that promote social competence and reduce challenging behavior in young children.

Webinar detailing the statute that requires States to annually collect and examine data to determine whether significant disproportionality based on race or ethnicity is occurring in the State and LEAs of the State with respect to:

Replacing a virtual conference, there will be three symposia held, each with three components. The first component will be pre-work materials posted online by OSEP prior to the event. The second component is a two-hour event that will be a combination of live and pre-taped presentations. The third component will begin one week following the event, when participants will have the opportunity to engage in one or more discussion groups related to the Symposium topic. Virtual Symposia are available to all grantees.

This PDF contains data on suspension and expulsions and the use of seclusion and restraint across the nation and state-by-state. Data include information on preschools, and are disaggregated by race/ethnicity and disability status.This PDF contains data on suspension and expulsions and the use of seclusion and restraint across the nation and state-by-state.