Educational Resources

This article supports school leadership teams in cultivating a critical consciousness as they use the four-step problem-solving process to identify and address discipline inquiries in their behavior  and 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 Midwest and Plains Equity Assistance Center (MAP) is.one of four regional Equity Assistance Centers, funded by the United States Department of Education under Title IV of the 1964 Civil Rights Act. The MAP Center provides technical assistance and training, upon request, in the areas of race, sex, national origin, and religion to public school districts and other responsible governmental agencies to promote equitable educational opportunities and work in the areas of civil rights, equity, and school reform.

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.