Educational Resources

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This Guide is designed to support educators in taking actionable steps to examine and embed representation across three essential domains: Visibility, Voice, and Validation. Through guided reflections and self-assessment, this resource encourages individuals and teams to identify gaps, recognize strengths, and engage in action planning to increase representation in their schools and classrooms.

This Chalk Talk podcast discusses how rightful presence allows educators to create school systems with all students in mind. 10.15.2024

Chalk Talk By Steph Seidel and Jen Rasmussen is a podcast focused on real talk on timely topics for educators to enhance their practice.

This What Works Clearinghouse practice guide provides teachers with seven recommendations for implementing low-intensity behavioral interventions in grade K–5 classrooms to support students in demonstrating expected behaviors in the classroom so that students and their classmates can engage in learning.

This article supports school leadership teams in leveraging multiple data sources as they use the four-step problem-solving process to address  disproportionate discipline outcomes in their school systems.

This article serves as the first of a two-part series that focuses on building an awareness of our current discipline gap and strategies that individu- als and PBIS teams can use to deepen their professional knowledge. The second part of the series will provide practices that can be used to support CLDS in PBIS schools. While my research focuses on Black and Latino students in schools, the strategies outlined in this article can be contextualized to marginalized students across other contexts.

This article highlights strategies for working directly with CLDS in Positive Behavior Intervention and Supports (PBIS) schools and provides examples of practices that are helpful and harmful to CLDS, specifically Black and Latino students. Part 1 of this article (Vol. 15, No. 2) discussed issues associated with disproportionality and foundational strategies individuals and leadership teams can use to deepen their knowledge about in- equities impacting CLDS. 

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.

The Center (a) provides the technical assistance to encourage large-scale implementation of PBIS; (b) provides the organizational models, demonstrations, dissemination, and evaluation tools needed to implement PBIS with greater depth and fidelity across an extended array of contexts; and (c) extends the lessons learned from PBIS implementation to the broader agenda of educational reform.

Michigan's MTSS Technical Assistance Center is a state and federally funded project. The Technical Assistance Center helps intermediate and local school districts implement and sustain a multi-tiered systems of support (MTSS) in their schools to improve student outcomes in behavior and learning. MTSS focuses on providing high quality instruction and interventions matched to student need. 

The TA Center focuses on evidence-based practices implemented with fidelity that are sustainable over time. The TA Center utilizes data-based decision making at all levels of implementation support.