SW-PBIS Cohort 8 Spring Training March 2014

Congratulations – your work has made a difference Cohort 8

Evaluation and Implementation Reports: We know you are doing a great job. The data from our evaluation reports, documented by an objective third party (much like a SET does for school and program implementation), helps us differentiate between PBIS training and PBIS implementation.

Statewide Strengths: – The training generally does what it is intended to do, guide school teams through initial implementation to get to full implementation by the end of the two-year training sequence. – The majority of schools participating in Cohort 8 maintain up to date school profiles and data sharing. This is essential for school, regional and state implementation data.

Stages of Implementation For SW-PBIS Schools Exploration Installation Initial Implementation Full Implementation Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, – 4 Years or more

Characteristics of Full Implementation SW-PBIS School – Presence of key features of PBIS – Measures of fidelity of implementation – Outcome data and student benefit

Implementation Fidelity SET: Expectations Taught is a consistent predictor of high fidelity PBIS implementation May also be closely associated with ODR data TIC: is an important predictor of PBIS implementation fidelity NOT the actual TIC scores that predict success but rather whether or not the school team has a monthly meeting to review PBIS data to make improvements Source: St. Olaf Student Research Project conducted with Wilder Research using MN PBIS data (2013)

Stages of Implementation For SW-PBIS Schools Exploration Installation Initial Implementation Full Implementation Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, – 4 Years or more

Durable implementation of a practice at a level of fidelity that continues to produce valued outcomes (Han & Weiss, 2005)

PBIS will Sustain IF it remains: A priority for faculty, staff and administrators Effective for ALL students Efficient for school personnel Adaptive to change McIntosh, K. & Kugly, A. (2009).

Elements of Sustainability Commitment to changing context at all levels Capacity building by networking with other schools and districts Build relationships vertically (school, district, state) “Deep Learning” through data-based decision making for tough problems (PDSA) Dual commitment to short and long term goals “Cyclical Energizing” (Not a linear process!) Leaders involved at all levels within our schools, districts, and state Adapted from Fullen (2005)

Continue using data for decision making… Data Calendar At-A-Glance Sustaining and Improving Schools For schools that have completed the team training sequence, including the evaluation elements required in the recognition program Schedule PurposeMeasure FunctionAnnually School Information Data-base School Profile/Contact Form Provides a data-base for communication, statewide planning and support. Update in September and as needed Progress Monitoring-Team level Team Implementation Checklist (TIC) A self-assessment tool serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities. Completed each year Progress Monitoring- Staff/Building level Self-Assessment Survey (SAS) Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. Completed each year Student Outcomes Office Discipline Referrals (ODR) (SWIS™/Big 5) Office discipline referrals (ODR) provide data for monthly team reviews and decision making by teachers, administrators, and other staff to guide prevention efforts and Action Planning. Monthly, based on school calendar Fidelity of Implementation School-wide Evaluation Tool (SET) External evaluation to assess the critical features of school-wide effective behavior support across each academic school year. Annually until SET score of 80 is established Completed every 3rd year to provide an external evaluation perspective on fidelity of implementation. Benchmarks of Quality (BoQ) Benchmarks of Quality (BoQ) are used by teams to identify areas of success, areas for improvement for the sustained implementation of SW-PBIS, and by the MN PBIS Project to identify model PBIS schools. Annually Following the completion of the training sequence and a SET score of 80 Alternate with SET every third year

Website The website offers: – Resources Training resources Data collection calendar Sustainability Information – Institute Updates – Online Training Opportunities SET Check in Check Out Benchmarks of Quality (BoQ) Individual Student Intervention System – coming soon

2014 Minnesota PBIS Institute and Film Festival June 19 and 20, at MDE Request for Proposals at

2014 Minnesota PBIS Institute and Film Festival Submit PBIS Videos (even if you can’t attend) PBIS

On the Horizon for Minnesota PBIS Recognition Invitations when SET = 80+ or BoQ = 70+ Once 80+ is reached on SET, BoQ is recommended for two years SET required every third year – 2013 – 16 schools recognized – 2014 – application closed February 28th, 2014

Cohort 8 Graduation

Thanks, for YOUR commitment to… partnering with us in the process sharing your successes and challenges focusing on prevention working on behalf of ALL students data-based decision-making sustaining implementation of PBIS in your school being an important part of the MN-PBIS community

Congratulations PBIS