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? MDE.PBIS@state.mn.us Portions adapted from Dean Fixsen, Karen Blasé & George Sugai pbisMN.org

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

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

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

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

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 2009-10 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 2011-2016 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

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 (2016-2018). The 29% represents .2852 rounded up. pbisMN.org

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

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

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

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.

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, 293-311. 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.

Tier 2 – 2015 Summer Institute Theme of 2015 PBIS Summer Institute was Tier 2 information presented by Chris Borgmeier http://www.pbismn.org/pbisinstitute_past.html pbisMN.org

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

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

pbisMN.org Applications Due Mary begins

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

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

Keep Informed on PBIS in MN… Minnesota PBIS: pbisMN.org Questions for PBIS Management Team at Minnesota Department of Education, contact: MDE.PBIS@state.mn.us

Metro Regional Contacts Metro Regional Implementation Project Ingrid Aasan Regional Implementation Project Coordinator  Ingrid.Aasan@metroecsu.org 612-638-1517 Deborah Saxhaug Regional Implementation Project Coordinator dsaxhaug@macmh.org  Emily Robb Coach Coordinator pbis.emily@gmail.com  Megan Gruis Data & Evaluation Coordinator pbis.megan@gmail.com PBIS Management - Regional Contacts Eric Kloos Eric.Kloos@state.mn.us  651-582-8268 Maci Spica Brianna.Spica@state.mn.us 651-582-8596 Rebecca Nies Rebecca.Nies@state.mn.us 651-582-8648 PBIS Evaluation Contact Wilder Research pbisevalmn@wilder.org 651-280-2960 Find other MN PBIS contacts on our website: www.pbismn.org/contactus.html pbisMN.org

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. 435-450). 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, 293-311. pbisMN.org