1. Minnesota Department of Education SW-PBIS Team
Welcome!
PBIS MN Cohort 12
August 2016
Minnesota Department of Education SW-PBIS Team
Survey the audience for Implementation experience?
Survey the audience for team level?
Portions adapted from Dean Fixsen, Karen Blase, Caryn Ward & George Sugai
pbisMN.org

2. Welcome to Minnesota PBIS
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
Team-based training
9 training days over two years
Distributed, team-based implementation of PBIS
Intended to build capacity, skills, competency and beliefs to sustain implementation beyond initial training in a school
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 Implementation Fidelity
We always work with school teams. Our training trends in Minnesota continue and remain consistent.
Over two years of training and coaching support, we help our schools get to full implementation of school-wide PBIS with fidelity. Cohort Training continues to do what it is intended to do.
Stars represent partnerships with new levels of teams. In we now had 3 regional partners – North, Metro and South.
The blue arrows represent our 5-year blueprints
pbisMN.org

9. Cohort 11 (Year 1) Southern Regional Progress Fall, Winter, Spring + Fidelity Walkthrough
63%
55%
31%
pbisMN.org

10. 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

11. 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

12. School Application
Application information is assurance that exploration activities have started and team is formed
Teams have pre-requisites in place and are highly likely to be ready for installation stage including commitment to data collection and analysis
This school application requires school-wide team that is representative of that school. This applying school team represents the unit that all teams above need to support so that student outcomes will be positive. This application is reviewed by a state team member as well as a regional team member to determine fit for the school. In addition, there is a requirement in the application to name the members of a district team if more than one school is or will be implementing PBIS Data requirement is spelled out as well as commitment and buy-in.
Exploration/formation of District team
The lets teams know what will be required of them as well as what the training will provide.
pbisMN.org 12
pbisMN.org

13. Select practices that have an evidence of success
Multi-tiered Behavior Supports for Improving Outcomes for All Students: Systems
Every Student Succeeds Act is built around Multi-tiered Systems of Support
Select practices that have an evidence of success
The practices are only good if the systems are in place
Every Student Succeeds Act is built around Multi-tiered Systems of Support
So big that we need to have a system that allows us to be effective and efficient
Select practices that have an evidence of success
Should be able to bet your “next month’s salary” that it will work
The practices are only good if the systems are in place
There is a 45-minute warranty (after a meeting, training, presentation), because if you don’t put it into practice right away, it will get lost.
Multi-tiered Behavior Supports Improving Outcomes for All Students: Systems, Practices, Data
Rob Horner, University of Oregon, Eugene, OR; George Sugai, University of Connecticut, Storrs
pbisMN.org

14. 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.

15. 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

16. pbisMN.org
Applications Due
Mary begins

17. PBISMN.org Home Page
Home
Page
Exemplar Schools

18. Recommendations for Common Issues
School teams Page
School Teams
Home
Content by Topic
Coming Soon:
Recommendations for Common Issues

19. Action Planning with Data
School Teams
Action Planning
Tools

20. Statewide
State-wide
Data Calendars

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

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

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

24. South Regional Contacts
South Regional Implementation Project
Teresa Hunt, SouthWest Service Cooperative SRIP Coordinator, Marshall Area
Kari Kubicek, SouthEast Service Cooperative Rochester Area PBIS
Erin Toninato, SouthCentral Service Cooperative
Mankato Area PBIS
PBIS Management - Regional Contacts
Aaron Barnes
Garrett Petrie
Eric Kloos
PBIS Evaluation Contact
Wilder Research
Find other MN PBIS contacts on our website:
pbisMN.org

25. 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