1. Portions adapted from Dean Fixsen, Karen Blasé & George Sugai
Welcome Back!
PBIS MN Cohort 11
August 2016
Minnesota Department of Education SW-PBIS Team
Survey the audience for team level?
Portions adapted from Dean Fixsen, Karen Blasé & George Sugai
pbisMN.org

2. Welcome to Minnesota PBIS
Welcome Back Cohort 11!
Supporting Social Competence &
Academic Achievement
OUTCOMES
DATA
Supporting
Decision
Making
Talk about the logo and the 3 legged stool/ The stool is supported by the three components of:
Data , Systems and Practices and that is what this 2 year training cycle will support for effective implementation of Tier 1 and planning for Tier 2 and 3 as you transition out.
SYSTEMS
PRACTICES
Supporting
Student Behavior
Supporting
Staff Behavior

3. Logos
Wilder Research
Recognize our partners and the importance of the varied partnership. This diagram also demonstrates how each partner contributes to the larger buckets we will be discussing

4. MN SW-PBIS Regional Implementation Projects
Why we went to regions first? Not enough schools in to trigger district team but too much for state team to manage effectively
pbisMN.org

5. School-wide PBIS Training
This is a statewide map of our districts and represents the percentage pf schools within a district that are in cohort training or have been trained in PBIS. Please note the training information emphasizes a team based implementation of PBIS
pbisMN.org

6. Growth of Minnesota PBIS Schools
As part of the initial blueprint there was a goal to expand to regional sites to help with capacity. As school based team applications grew (100 or more schools) the State put out an RFP for three separate regions across the state. During the school year three regional Implementation project were in place.
In 2009, to accommodate the growth of SW-PBIS implementation, Minnesota moved to a regional training model, dividing the state into 3 regions that now coordinate the training, coaching and evaluation of new schools under the direction of the State Leadership Team (SLT).
Presently, ten (10) cohorts have completed Minnesota’s two-year training sequence.
The long range goals for included:
30% of schools trained
PBIS as a re-licensure requirement
Training and coaching capacity
Data collection, analysis and synthesis in place at all level
Recognition system in place for exemplar schools
Sustainability options are identified via data
Adequate funding sources are secured
Annual communication with critical stakeholders for political support and policy
pbisMN.org

7. By the Numbers
# of Districts/Charters in MN PBIS to date = 203 # Schools in MN PBIS to date = 583 % of MN schools PBIS = 29% # Students impacted by SW-PBIS = 250,613
The percentage of students served is 29%.
These numbers are based on Cohort 12 ( ). The 29% represents rounded up.
pbisMN.org

8. Cohort 11 (Year 1) Metro Regional Progress Fall, Winter, Spring + Fidelity Walkthrough
For Minnesota Cohort 11 just finished its first year. As described earlier the use of the TFI in the training scope and sequence is new for us this year we will continue to monitor data across teams to determine any changes that are necessary across drivers
pbisMN.org

9. Data Calendar at a Glance
As part of our trainings we evaluate each training from each team. A trend we were seeing had to do with the training components on data and we reviewed this trend at a state and regional level to inform changes that would occur across the state afro each team in training. We used to require the SET 3 times in the two year training sequence as well as the TIC at training. However, with the introduction of the TFI to PBIS we actually embedded the facilitation of the TFI into the training scope and sequence so that we were better able to teach the data in context. This was important as we valued the team use of data is the number one critical feature of sustainability. We will be monitoring this TFI data to look for trends and usefulness across the upcoming years.
pbisMN.org

10. School Level Implementation Occurs in Stages
Stages of Implementation:
Exploration
Installation
Initial Implementation
Full Implementation
2 – 4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 11

11. Data needs to be reviewed regularly by teams because it .
Generates actionable items
Starts and completes improvement cycles
Empowers multiple levels of system response
Refines understanding of next right step
Mirages
Without data, implementation is a mirage.

12. Predictive Factors for Sustainability
Team use of data
Collect, Inform Decisions, Shared with staff, etc.
Capacity Building
Internal and external coaching, Professional Development, etc.
School Priority
Administrative/staff support, buy-in, perceived efficiency
District Priority
Explicit funding and policy, promoted to outside organizations
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79,
What is actually in place and associated with fidelity.
Top Factors associated with sustainability (based on statistical calculations)
Consider BOLD or other animation to highlight 1-2 as independently predictive.
Take away: All are important, but only 1-2 are independently predictive. In other words, 3-4 might not be sufficient on their own. Rather they are important because of how they provide access to 1-2. For example, District funding/policy aren’t enough to encourage sustainability on their own, but they are really helpful for securing access to coaching and professional development (which are very helpful). Likewise, support and buy-in from administrators and staff isn’t necessarily enough to promote sustainability on their own, but they do make it much more likely that teams will have the time and resources to collect, use and share data, and will be given access to coaching and professional development.

13. Tier 2 – 2015 Summer Institute
Theme of 2015 PBIS Summer Institute was Tier 2 information presented by Chris Borgmeier
pbisMN.org

14. Multi-tiered approach to our Technical Assistance
Cohort Training & Coachingg
Making it Happen
Intensive professional development
Data-driven consultation
Regions, districts and schools are accountable for developing the implementation support systems, resolving organization and system issues that arise, and achieving positive results.
website, social media, archived webinars, evaluation recommendations
Universal Screening from our Data Dashboards
targeted webinars,
conferences,
in-person trainings,
technical assistance
Helping it Happen
Targeted professional development
Self-management with peer or coaching supports
Districts & schools solve problems that arise, and are accountable for achieving positive outcomes
Letting it Happen
Universal 24/7 professional development & technical assistance
Publicly available to all
Self-management
Districts & schools are expected to make the translation from information to practice and are accountable for the intended outcomes
Talk about how sustainability will be difficult if team members at any level focus on Tier 2 and 3 and not on the universal. An example could be our last discussion with our district team who has begin to identify training opportunities that can be in Tier 1
Adapted from Simonsen, MacSuga-Gage, Briere III, Freeman, Myers, Scott, Sugai, 2013,
Greenhalgh, Robert, MacFarlane, Bate & Kyriakidou, 2004; Fixsen, Blase, Duda, Naoom, & Vandyke, 2010
pbisMN.org

15. Center for Instructional and Behavioral Research in Schools (CIBRS)
Using Video Scenarios to Train School Personnel in Evidence-Based Practices Across Tiers (D 11)
Takeaways:
Center for Instructional and Behavioral Research in Schools (CIBRS)
Access to video links, training materials and resources found at CIBRS
Searchable resources at Kansas Technical Assistance Center (TASN)
University of Louisville videos
pbisMN.org

16. pbisMN.org
Applications Due
Mary begins

17. Social Media
twitter.com/pbisMN
#pbisMN
facebook.com/pbisMN

18. MN is Officially Active APBS Network
apbs.org
pbisMN.org

19. Keep Informed on PBIS in MN…
Minnesota PBIS:
pbisMN.org
Questions for PBIS Management Team at Minnesota Department of Education, contact:

20. Metro Regional Contacts
Metro Regional Implementation Project
Ingrid Aasan Regional Implementation Project Coordinator 
Deborah Saxhaug Regional Implementation Project Coordinator
Emily Robb Coach Coordinator
Megan Gruis Data & Evaluation Coordinator
PBIS Management - Regional Contacts
Eric Kloos
Maci Spica Rebecca Nies
PBIS Evaluation Contact
Wilder Research
Find other MN PBIS contacts on our website:
pbisMN.org

21. References Cited
Fixsen, Dean L.; Blase, Karen A.; Duda, Michelle A.; Naoom, Sandra F.; Van Dyke, Melissa. (2010) Implementation of evidence-based treatments for children and adolescents: Research findings and their implications for the future. Weisz, John R. (Ed); Kazdin, Alan E. (Ed), (2010). Evidence-based psychotherapies for children and adolescents (2nd ed.). , (pp ). New York, NY, US: Guilford Press, xx, 602 pp.
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79,
pbisMN.org