Positive Supports for Behavior and Discipline Resource Database

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).

This issue of CPIR's newsletter begins by connecting subscribers with a Glossary of Cultural Terms. It also announces the launching of the first two tiers of learning in CPIR's  Native American Resource Collection (Native Culture and Background, and Outreach to Native Communities) and the webinar CPIR conducted about the resource collection.

This document describes 15 principles for States, school districts, schools, parents, and other stakeholders to consider when developing or revising policies and procedures on the use of restraint and seclusion. These principles focus on positive and proactive approaches, such as those described in the resources below, that promote positive expectations for all students, support growth in social and emotional skills, provide timely and specific feedback to students on behaviors, and reinforce behavioral accomplishments.

This webinar focuses on building state capacity for centering equity in the collection, use, analysis, and reporting of administrative data collection to improve equitable access and outcomes.

This fact sheet was developed to raise awareness of the issue of implicit bias and preschool suspensions/expulsions. The purpose is to provide information to change adult responses to challenging behaviors in order to reduce preschool suspensions/expulsions and create safe and nurturing environments for young children, particularly children of color.

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 resource provides State Leadership Teams with guidance on the collection and analysis of behavior incident report data from programs. This guidance includes critical questions about programs’ use of exclusionary disciplinary practices, considerations for using the data appropriately and effectively, and sample table shells demonstrating how state leadership teams could present behavior incident data answering each of the critical questions.

This recorded webinar describes differences in how children from different backgrounds experience school discipline. It also explores an intervention for making school discipline more equitable.

Research shows that disproportionality in school discipline is related to implicit (unconscious) bias. This presentation provides an overview of this concept and describes a training approach for reducing the effects of implicit bias in discipline decision making.

Racial and ethnic inequities in school discipline are widespread and persistent, even in schools implementing PBIS with fidelity. Yet integrating components of a multicomponent equity-centered approach into existing tiered frameworks is showing promise for improving equity in student outcomes. This brief describes the Center on PBIS’s 5-Point Equity Approach and the evidence for its positive effects on discipline disproportionality.

This webinar provides panel discussions related to equity, inappropriate discipline practices, and effective strategies. This session will discuss preschool suspensions.

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.

This table details key areas such as methodology, data sources, and reporting considerations for each of the three equity requirements in IDEA.

The Significant Disproportionality Calculator is a spreadsheet application that the IDEA Data Center (IDC) created to help states analyze their data, make determinations of significant disproportionality, and support local education agencies (LEAs) in their analysis of data for significant disproportionality at the school-level. The accompanying user’s guide describes each worksheet within the calculator, formatting requirements, and instructions for using the calculator.

This tool provides a summary of the data states need to calculate significant disproportionality in the areas of identification, placement, and discipline.