Positive Supports for Behavior and Discipline Resource Database

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.

The Indicators of High-Quality Inclusion are made up of four sets of indicators: 1) State Indicators; 2) Community Indicators; 3) Local Program Indicators; and 4) Early Care and Education Environment Indicators. The Indicators were designed by a group of national partners to support state leaders, local administrators and front-line personnel in the early care and education system providing programs and services to children, ages birth through five and their families. They are aimed at supporting early care and education systems to enhance their infrastructure to support the implementation and scale-up of high-quality inclusion and to support early care and education practitioners with using practices that increase engagement and belonging for young children with disabilities.

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.

Research tells us that high-quality, supportive early childhood programs have a positive effect on the lives of infants, young children, and families. Recent data show a troubling number of children are expelled or kicked out of early childhood settings, impacting their ability to recieve the benefits that early childhood programs provide. This fact sheet offers data on early childhood expulsion and suspension, resources, and ways early educators and systems can help.

Trauma-attuned care services integrate an understanding of trauma within all aspects of a programs organizational cultures, policies and practices. This webinar showcases practices and principles of trauma-attuned care and stories from early childhood programs about implementing and innovating these core principles within their early childhood settings.

Early childhood education programs play a vital role in supporting the social and emotional and mental health of children and families. This support is particularly important when children and families are exposed to traumatic events or situations that overwhelm their ability to cope. 

Protective factors can help develop children’s ability to cope so that they can become resilient, heal, and recover. Head Start programs are uniquely positioned to provide protective factors, such as strong, trusting relationships and safe, stable environments that promote healing for children, families, and staff.

Head Start Heals supports increased awareness about how programs can help. Explore resources or watch videos here.

Topics include: 

• Trauma basics, and what it means to have a trauma-informed care approach. 
• How trauma intersects with topics including mental health, substance use, domestic violence, and child welfare. 
• How to approach trauma and toxic stress through a culturally appropriate lens. 
• How programs can have difficult conversations with families.

Adult and organizational well-being is critial to the well-being of young children. When adults and systems implement wellness in a meaningful way they are better equipped to build nurturing and responsive relationships with children and manage a wide array of behaviors. These 8 dimensions of staff well-being were adapted from SAMHSA's step-by-step guide to wellness.

This practice guide is a research-based tool aimed at helping early childhood programs eliminate suspensions and expulsions by addressing the underlying root causes. The guide provides information, recommended policies and practices, resources, and tools targeted at three levels or tiers of support to help program leaders.

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.

Panelists will share their experiences as a Pyramid Equity Program (PEP) site, discussing what worked, challenges and overall success in implementing the Pyramid Model, with a specific focus on addressing equity. They will share their experiences using equity tools such as the Behavior Incident Reporting System (BIRS) and the Pyramid Model Coaching Equity Guide.

When a child is suspended from school, it not only impacts the child, but the entire family. Many parents worry about the impact of the suspension on the child’s future, losing their job to care for the child during the suspension period, their child being targeted, and their child’s ability develop and maintain positive relationships with teachers and peers. During this webinar, parents share the impact of their child’s suspension(s) on the family.

This webinar addresses race and implicit bias in in early childhood programs. Participants will discuss the impact of racial bias on teaching, learning, perceptions of behaviors, and decision making in early childhood environments.

Training modules (scripts, powerpoints, training activities, handouts) on practices for promoting social, emotional, and behavioral skills and addressing challenging behavior in the preschool classroom.

The Practice Improvement Tools help practitioners implement evidence-based practices. They are based on the Division for Early Childhood (DEC) Recommended Practices. These tools and resources guide practitioners and families in supporting young children who have disabilities across a variety of early childhood settings.