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

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

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 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

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 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 2009-10 we now had 3 regional partners – North, Metro and South. The blue arrows represent our 5-year blueprints pbisMN.org

Cohort 11 (Year 1) Northern Regional Progress Fall, Winter, Spring + Fidelity Walkthrough 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

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

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

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.

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

pbisMN.org Applications Due Mary begins

PBISMN.org Home Page Home Page Exemplar Schools

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

Action Planning with Data School Teams Action Planning Tools

Statewide State-wide Data Calendars

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

North Regional Contacts North Regional Implementation Project Erin Engness NRIP Coordinator pbis.erin@gmail.com  320-267-7818 Karie Belling NRIP Conference Planner belling@charter.net 320-529-9631 320-309-9735 cell PBIS Management - Regional Contacts Mary Hunt Mary.Hunt@state.mn.us 651-582-8676 Ellen Nacik Ellen.Nacik@state.mn.us 651-582-8665 Eric Kloos Eric.Kloos@state.mn.us  651-582-8268 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