Building capacity in Texas schools for the provision of Positive Behavioral Interventions and Supports (PBIS) to all students

Behavior Resources


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star The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System

Released in June 2014 by the Council of State Governments Justice Center, the School Discipline Consensus Report provides recommendations for improving students’ academic success and strategies for reducing rates of suspensions and student involvement in the juvenile justice system. The report is also accompanied by An Implementation Checklist for School District Superintendents and Other District Leaders.
 



Civil Rights Data Collection—Data Snapshot: School Discipline

The US Department of Education Office for Civil Rights released Data Snapshot: School Discipline in March 2014. This data snapshot highlights school discipline, restraint, and seclusion. View your school or district’s equity data here.
 



Positive Behavioral Interventions and Supports (PBIS)

Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports

School-Wide Positive Behavior Support (SWPBS) Getting Started Workbook
What Does It Cost to Implement SWPBIS?
 

Classwide PBIS (CWPBIS) Training Materials

CWPBIS Activity Handout (updated).doc
CWPBIS 1 Intro and Objectives.ppt
CWPBIS 2 Foundations in PBIS.ppt
CWPBIS 3 Considering Culture.ppt
CWPBIS 4 Behavioral Principles.ppt
CWPBIS 5 EBP Maximize Structure.ppt
CWPBIS 6 EBP Establish Teach Expectations.ppt
CWPBIS 7 EBP Increase Academic Engagement.ppt
CWPBIS 8 EBP Encouraging Appropriate Behavior.ppt
CWPBIS 9 EBP Discouraging Inappropriate Behavior.ppt
CWPBIS 10 Bullying Prevention.ppt
CWPBIS 11 Self-Management.ppt
CWPBIS 12 Building Relationships.ppt
CWPBIS 13 Putting It All Together.ppt


Use of the materials provided on Texas Behavior Support website is for educational purposes only and may not be reproduced, modified, or stored in a retrieval system for profit or commercial use.
 


Multi-tiered Systems of Support (MTSS)

Implementing a Multitiered System of Support for Behavior: Recommended Practices for School and District Leaders

Multitier System of Supports (MTSS): Response to Instruction/Intervention (RtI)

Kansas Multitier System of Supports: Research Base Version 2.0
 


Functional Behavioral Assessment (FBA)

FBA and BIP Technical Adequacy Tool for Evaluation (TATE): Scoring FormScoring Guide and Sample 1 FBA BIP for TATE
Prevent-Teach-Reinforce (PTR): PTR Handout Packet

Simplified FBA: Considering Function in Everyday Classroom Settings

Competing Behavior Pathway Model

Office of Special Education Programs FBA Letter, March 2013

Intervention Ideas Based on Functions of Behavior
 

Function Based Thinking Website 
This site, from Portland State University, provides a variety of resources for training Functional Behavior Assessment (FBA) and developing and implementing Behavior Support Plans (BSP) for individuals with recurring problem behavior. This site can be used for self-study, university/college courses, or for training staff.
 


Interventions

Least Restrictive Behavioral Interventions (LRBI) Guidelines: Positive Behavioral Supports and Selection of Least Restrictive Behavioral Interventions
 


Instruction and Classroom Management

Academic and Behavioral Response to Intervention
 


Discipline

School Discipline Guidance

Recommendations for Addressing Discipline Disproportionality in Education

Discipline Flow Chart Online Training

Discipline Q&A
 


Useful Links

164495066OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports

Association for Positive Behavior Support

Florida’s Positive Behavior Support Project

Center on the Social and Emotional Foundations for Early Learning

Intervention Central

National Association of School Psychologists

Supportive School Discipline

Response to Intervention: Academics and Behavior—Milwaukee Public Schools

Michigan’s Integrated Behavior and Learning Support Initiative

The Legal Framework for the Child-Centered Special Education Process