Cohort 12 Administrator Orientation Meeting March 3, 2016 School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in Minnesota Cohort 12 Administrator Orientation Meeting March 3, 2016 Minnesota Department of Education PBIS Team Portions adapted from George Sugai, PBIS National Center

MN SW-PBIS Regional Implementation Projects

Regional Implementation Partnerships Northern Regional Coordinator: Regions 1&2, 3, 4, and 5&7 Erin Engness, Pbis.Erin@gmail.com

Regional Implementation Partnerships Metro Regional Coordinator: Region 11 partnership between MACMH and Metro ECSU Ingrid Aasan, ingrid.aasan@metroecsu.org

Regional Implementation Partnerships Southern Regional Coordinator: Regions 6 & 8, 9 and 10 Bob Braun, bob.braun@swsc.org

Building Capacity of Effective Implementation of SW-PBIS 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

Sustained Implementation Perceived Importance Predictive Variables Building Administrator Support Staff Buy-in Fidelity Data Teaming Resources Stakeholder Involvement Training SWPBIS Philosophy Motivation District Support Team use of data Collect, Inform Decisions, Shared w/ 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 Animation to identify significant overlap – basically each of the top 7 items perceived as important showed up in the statistical model. Animate: highlght left list 1 and 2)Those factors perceived to be the most important (Admin support and staff buy in, resources and involvement) are absolutely important for sustainability, but they probably aren’t enough on their own (animation: highlight right list #3, #4). Remember, School and District Priority weren’t independent predictors, but it makes sense that they are strongly associated (i.e., very helpful for supporting, securing, etc) INSERT most significant highlight animation for right list #1 and #2 – the two factors that were most predictive of sustained implementation. 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, 293-311

State Level Updates Press release from Commissioner's roundtable here. Impact of Positive Behavioral Interventions and Supports – PBIS Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent of Minnesota districts, yet account for approximately 62.1 percent of the decrease in suspensions! PBIS praised by our Education Commissioner Cassellius: “It is truly remarkable that we can attribute a majority of the decreases in suspensions to schools using PBIS. These schools understand that suspensions are not an effective measure of discipline, and often cause a child to fall behind in class. I want to thank Governor Dayton for recognizing the importance of this work and including it in his budget proposal.” Education Minnesota President Denise Specht’s Statement: “The program called ‘Positive Behavioral Interventions and Supports’ has produced promising results in districts where it has been implemented with sufficient training and support for the teachers and other staff members.”

By the Numbers…………. # of Districts/Charters in MN PBIS to date = 189 # Schools in MN PBIS to date = 543 % of MN schools PBIS = 27% # Students impacted by SW-PBIS = 247,009 The percentage of students served is 29.5%

543 This is

School-wide Evaluation Tool (SET) Results in Training - Cohorts 5-10 2009-2015 Our training trends in Minnesota continue and remain consistent. Remind administrators that we will be using a different fidelity measure, the TYFI, but we will continue to monitor fidelity across the training. Over two years of training and coaching support, we help our schools get to full implementation of school-wide PBIS with fidelity.

School Level Implementation Occurs in Stages Stages of Implementation: Exploration Installation Initial Implementation Full Implementation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 12

What “administrative support” looks like to staff Make public statements of support for PBIS Establish, written or otherwise, that PBIS implementation is a top priority Motivate staff to take up the charge Allocate resources Participate in process planning or implementation activities Lohrmann, S., Forman, S., Martin, S., Palmieri, M., (2008). Understanding School Personnel’s Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention. Journal of Positive Behavior Interventions, 10(4), 256-269. Participants believed that without administrative direction, planning and implementation activities would flounder and, ultimately, not sustain beyond technical assistance support.

Assurances & Commitments of Districts continued: Superintendent endorsement and supports Administrator's attendance at training Improving school climate/behavioral outcomes is 1 of the top 3 district/school goals and plan initiated Staff commitment to implement SW-PBIS with buy-in 80%

Assurances & Commitments of Districts continued: District-level PBIS Leadership Team and District Coordinator identified (>1 schools) PBIS Coach identified and time allocated for training Administrators have participated in an awareness presentation and understand that the training commitment is 2 years, but implementation is a long-term commitment

Assurances & Commitments of Districts continued: Principal or assistant principal will be active participant Attend Administrator’s Meeting March 3rd Attend Team Training Year 1 = Six (6) days Year 2 = Three (3) days District commits to provide staff development time and allocated resources

Assurances & Commitments of Districts continued: Schools collect and report data per Data Reporting Cycle Data system in place for progress monitoring Discipline referral form/process for decision making SWIS or equivalent data system for BIG 5 SWIS facilitator-contact RIP to set up Agree to permit MN PBIS to share outcome data

Data Calendar at a Glance

Next steps for being ready… Contact RIP with any follow up questions Go to pbisMN.org for posted information on “Regional Implementation Projects” page SWIS set-up information Establishing Local Coordinator for PBIS Assessment Team Training Calendar

Fall : August 9 & 10, 2016 Winter: November 15 & 16, 2016 Minnesota SW-PBIS Training dates for 2016-2017 NORTH Cohort 12 - Year 1 Fall : August 9 & 10, 2016 Winter: November 15 & 16, 2016 Spring: March 14 & 15, 2017

Fall : August 10, 2017 Winter: November 16, 2017 Minnesota SW-PBIS Training dates for 2017-2018 NORTH Cohort 12 - Year 2 Fall : August 10, 2017 Winter: November 16, 2017 Spring: March 15, 2018

Fall : August 4 & 5, 2016 Winter: November 3 & 4, 2016 Minnesota SW-PBIS Training dates for 2016-2017 SOUTH Cohort 12 - Year 1 Fall : August 4 & 5, 2016 Winter: November 3 & 4, 2016 Spring: March 23 & 24, 2017

Fall : August 3, 2017 Winter: November 2, 2017 Spring: March 22, 2018 Minnesota SW-PBIS Training dates for 2017-2018 SOUTH Cohort 12 - Year 2 Fall : August 3, 2017 Winter: November 2, 2017 Spring: March 22, 2018

Fall : August 9 & 10, 2016 Winter: November 8 & 9, 2016 Minnesota SW-PBIS Training dates for 2016-2017 METRO Cohort 12 - Year 1 Fall : August 9 & 10, 2016 Winter: November 8 & 9, 2016 Spring: February 21 & 22, 2017

Fall : August 7, 2017 Winter: November 6, 2017 Minnesota SW-PBIS Training dates for 2016-2017 METRO Cohort 12 - Year 2 Fall : August 7, 2017 Winter: November 6, 2017 Spring: February 26, 2018

For More Information on PBIS National PBIS Center: www.pbis.org Minnesota PBIS website: www.pbisMN.org Questions for PBIS Management Team at Minnesota Department of Education: MDE.PBIS@state.mn.us

Welcome Aboard Cohort 12 Administrators!