1. education.state.mn.us pbisMN.org Highlights from the 2015-16 School Year PBIS Summer Institute June 21, 2016 Prepared by Garrett Petrie – Minnesota Department of Education PBIS Management Team & Emily Robb – Metro Regional Implementation Projects 3 to 5 Slides... in 3-5 minutes 30 to 5O

2. Contact Us pbisMN.org2

3. education.state.mn.us Follow Us! pbisMN.org3 facebook.com/pbisMN twitter.com/pbisMN

4. education.state.mn.us MN is Officially Active APBS Network Look forward to additional benefits of official network membership – with national conference in MN in 2021! pbisMN.org4

5. education.state.mn.us APBS 2016 Videos! There at least two videos per block across two days from APBS 2016 conference – highlights include: Dean Fixsen – Keynote on Implementation Rachel Freeman – Work with MN on positive supports and person-centered thinking Rob Horner – Coaching Implementation PBIS George Sugai – Soc Skills & Classroom Climate Tim Knoster – Nuts & Bolts of Preventive Classroom Management pbisMN.org5

6. education.state.mn.us This month we have: pbisMN.org6 29 Slides! year

7. education.state.mn.us Highlighting the work of: pbisMN.org7 MN School Teams MN District Teams MN Regional Teams MN State Teams PBIS National Technical Assistance Center

8. education.state.mn.us Let’s start the clock: pbisMN.org8 29:00 And get started...

9. education.state.mn.us Slide #1 pbisMN.org9 By MN PBIS State Leadership Team Adapted from the research of Simonsen, MacSuga-Gage, Briere III, Freeman, Myers, Scott, Sugai (2013); Greenhalgh, Robert, MacFarlane, Bate & Kyriakidou (2004); Fixsen, Blase, Duda, Naoom, & Vandyke (2010) Original presentation at: http://www.pbismn.org/pbisinstitute.html

10. education.state.mn.us Multi-tiered approach to our Technical Assistance pbisMN.org10 website, social media, archived webinars, evaluation recommendations targeted webinars, conferences, in-person trainings, technical assistance Cohort Training & Coaching 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. 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 Adapted from Simonsen, MacSuga-Gage, Briere III, Freeman, Myers, Scott, Sugai, 2013,Simonsen, MacSuga-Gage, Briere III, Freeman, Myers, Scott, Sugai, Greenhalgh, Robert, MacFarlane, Bate & KyriakidouGreenhalgh, Robert, MacFarlane, Bate & Kyriakidou, 2004; Fixsen, Blase, Duda, Naoom, & Vandyke, 2010Fixsen, Blase, Duda, Naoom, & Vandyke Universal Screening from our Data Dashboards

11. education.state.mn.us Slide #2 pbisMN.org11 Presented by Eric Ringgenberg – Lionsgate Academy Original presentation at Charting the Cs: https://sites.google.com/a/lcsc.org/charting-the-cs- information-center/handouts

12. lionsgate.academy Operationally Defined Levels of Behavior pbisMN.org12

13. education.state.mn.us Slide #3 pbisMN.org13 By Kent Mcintosh & Steve Goodman “Blending Academic RTI and PBIS into Integrated Multi- Tiered Systems of Support: Concepts and First Steps” At http://www.apbs.org/membersArea/archive.aspxhttp://www.apbs.org/membersArea/archive.aspx

14. Initial Behavior Challenges Initial Academic Challenges Pathway 2: Attention Deficits Lead to Combined Challenges Underlying Attention Deficits Pathway 1: Behavior Challenges Lead to Combined Challenges Pathway 3: Academic Challenges Lead to Social Rejection and Combined Challenges Pathway 4: Academic Challenges Lead to Combined Challenges Combined Academic and Behavior Challenges Combined Academic and Behavior Challenges

15. education.state.mn.us Slide #3 pbisMN.org15 Presented by PBIS Management Team at Special Education Advisory Panel & MN Governor’s Council on Developmental Disabilities Based on Kent Mcintosh 2015 keynote “Enhancing Equity in School Discipline” Original presentation at https://www.pbis.org/Common/Cms/files/pbisresources/ Equity%20Keynote%202015-8-3d.pptx https://www.pbis.org/Common/Cms/files/pbisresources/ Equity%20Keynote%202015-8-3d.pptx

16. We all believe that a student’s color should not fate him or her to negative outcomes –Rather, all students are entitled to equitable supports to achieve positive outcomes. Discussing equity and race is uncomfortable Creating discomfort without providing effective strategies for equity is not productive In discussing equity and taking steps, we will make mistakes Assumptions for Professional Development from the PBIS Technical Assistance Center (McIntosh 2015)

17. education.state.mn.us Slide #4 pbisMN.org17 Presented by Erin Engness – North Regional Implementation Projects Original presentation at: http://www.pbismn.org/pbisinstitute.html

18. V 2.1 Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable Outcome-based Data-guided decision making Evidence-based practices Systems support for accurate & sustained implementation PBIS objective….

19. education.state.mn.us Slide #5 pbisMN.org19 Presented by LeAnne Johnson, Hope Beissel & Jessica Cabeen Original presentation at: http://www.pbismn.org/pbisinstitute.html

20. Through 2015-2016 school year, 34 Pyramid Model trained programs feed into elementary schools trained in PBIS Additional Pyramid Model trained programs exist within school districts where there is PBIS training taking place for one or more schools 5 Pyramid Model sites where a Pyramid Model Implementation Team member also sits on the District’s PBIS Leadership Team Connections Between Pyramid Model and PBIS at the site level

21. education.state.mn.us Slide #6 pbisMN.org21 Presented by Erin Chaparro & Rob Horner Based on Statewide Implementation& Scaling-up of Evidence-based Practices (SISEP) Center Original presentation at: https://www.pbis.org/Common/Cms/files/pbisresources/ 1-EBP%20in%20PBISv2_reduced.pdf https://www.pbis.org/Common/Cms/files/pbisresources/ 1-EBP%20in%20PBISv2_reduced.pdf https://www.youtube.com/watch?v=B98WT_iklEA&featur e=youtu.be&t=36m20s

22. The Hexagon Tool Exploring Context The Hexagon Tool can be used as a planning tool to evaluate evidence-based programs and practices during the Exploration Stage of Implementation. See the Active Implementation Hub Resource Library http://implementation.fpg.unc.edu/ EBP: blank 5 Point Rating Scale High = 5; Medium = 3; Low = 1 Midpoints can be used and scored as a 2 or 4. blank HighMedLow Need blank Fit blank Resource Availability blank Evidence blank Readiness for Replication blank Capacity to Implement blank Total Score: blank NEED Need in school, district, state Academic & socially significant issues Parent & community perceptions of need Data indicating need FIT Fit with current initiatives School, district, state priorities Organizational structures Community Values RESOURCES Resources and supports for: Curricula and classroom Technology supports (IT dept.) Staffing Training Data systems Coaching and supervision Administration and system EVIDENCE Evidence Outcomes – is it worth it? Fidelity data Cost – effectiveness data Number of studies Population similarities Diverse cultural groups Efficacy or Effectiveness READINESS Readiness for replication Qualified purveyor Expert or TA Available Mature sites to observe Several replications Operational definitions of essential functions Implementation components operationalized Staff Competency Org. Support Leadership CAPACITY Capacity to implement Staff meet minimum qualifications Sustainability Staff Competencies Organization Leadership Financial Buy-in process operationalized Practitioners Families

23. education.state.mn.us Slide #7 pbisMN.org23 Presented by Wilder Research – Amanda Petersen Based on Dona Wang, who has led graphics development at both the The New York Times and The Wall Street JournalThe New York TimesThe Wall Street Journal Original presentation at Metro Regional Implementation Projects “Data Dump Day”

24.  Do you have information worth visualizing?  Who is your audience?  What will this information tell them?  Why will they care?  How will they use it? Before you start, ask these key questions

25. education.state.mn.us Slide #8 pbisMN.org25 Presented by Amanda Peterson – Wilder Research Based on PBIS Center Disproportionality Workgroup http://www.pbis.org/school/equity-pbishttp://www.pbis.org/school/equity-pbis Original presentation at: http://www.pbismn.org/pbisinstitute.html

26. 1.Use engaging academic instruction to reduce the support gap (achievement gap) 2.Implement a behavior framework that is preventive, multi-tiered, and culturally responsive 3.Collect, use, and report disaggregated discipline data 4.Develop policies with accountability for disciplinary equity 5.Teach neutralizing routines to address implicit bias Details of the 5 point approach

27. education.state.mn.us Slide #9 pbisMN.org27 Presented by Emily Robb – Metro Regional Implementation Projects Original presentation at: http://www.pbismn.org/pbisinstitute.html

28. Arrange the classroom to foster discussion. Equitable practice info: Seating facilitates student to student interaction. Seating facilitates student to teacher interaction. PBIS concepts that support this practice: Teach expectations for group work. Teach problem solving skills. Signal for transition/wrap up. Arrange classroom to: Reduce distractions Reduce traffic congestion

29. education.state.mn.us Slide #10 pbisMN.org29 Presented by Brandi Simonsen & Jennifer Freeman Part of the School Climate Transformation Grant Webinar Series – October 2015 Original presentation at: https://www.osepideasthatwork.org/evidencebasedclassr oomstrategies/ClassroomPBIS_508.pdf https://www.osepideasthatwork.org/evidencebasedclassr oomstrategies/ClassroomPBIS_508.pdf https://www.youtube.com/watch?v=zDX6eEHVecA

30. PLUS Self-management supports Didactic training + email reminders + periodic check-ins Didactic training + email reminders “Sit and Get” training delivered in isolation Every teacher receives coaching and performance feedback No Training or Support Provided NOTHING EVERYTHING We think there’s a lot in between! We can’t afford to do everything, but we can’t afford to do nothing... BUT, how do we organize all of this?

31. education.state.mn.us Slide #11 pbisMN.org31 Presented by District 191 at December Regional District Leadership Team Meeting Presentation at: https://docs.google.com/presentation/d/1wmHo9BGk52Ex OXm2B4lJXB5Fz0GqrGy9ajNOvWRW2_8/edit?usp=sharing

32. PBIS in our District PBIS in our District, presented by 191 at December Regional District Leadership Team Meeting.

33. education.state.mn.us Slide #12 pbisMN.org33 Presented by Chris Borgmeier Based on research about Increasing Specific Praise (5 to 1 Ratio) Original presentation at: www.pbisclassroomsystems.pbworks.com

34. Follow Along in the 5 to 1 Ratio Guide School-wide Classroom Support 5 to 1 Ratio: Increasing Specific Praise Corresponding Self-Assessment Item I acknowledge student positive behavior at least 4 times more often than I acknowledge student problem behavior. Definitions of Acknowledgment of Positive & Problem Behavior Acknowledgment: responding to student behavior (verbal or gesture) in a way that provides attention for positive/desired behavior or problem/non-desired behavior. The focus of the acknowledgement (response to non-desired behavior), while the tone and verbiage should always maintain respect for the individual, the determining factor is the type (desired v. non-desired) of the behavior being acknowledged. Critical Features of Acknowledgment & 5 to 1 Ratio Acknowledgement of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced Immediate Specific: explicitly describes the desired behavior performed Sincere: credible and authentic Varied: varied word choice, varied academic and behavior praise, whole group, small group and individual Student referenced: compares student performance to previous performance and does not compare students to others; acknowledge effort Positive Acknowledgement/Praise Examples “Excellent job listening and following directions the first time.” “Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.” “Wow! You completed your math work correctly before the end of class.” Procedural Steps for Increasing Positive Acknowledgment Ratio 1.Identify challenging times, routines and behaviors that occur throughout the day 2.Identify desired behaviors to focus on praising, particularly during challenging times 3.Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgment of proximal peers for desired behavior 4.Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior 5.Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments

35. education.state.mn.us Slide #13 pbisMN.org35 Presented by South Education Center Academy Read more at: http://eepurl.com/bgGXrn

36. Embracing multiple languages Embracing multiple languages at South Education Center Academy, read more here.here

37. education.state.mn.us Slide #14 pbisMN.org37 Presented by ​PBISApps Based out of SWIS Facilitator Training Original presentation at: https://www.pbisapps.org/Resources/Pages/SWIS- Publications.aspx

38. Outcomes LuckySustaining Positive outcomes, low understanding of how they were achieved Replication of success is unlikely Positive outcomes, high understanding of how they were achieved Replication of success likely Losing GroundLearning Undesired outcomes, low understanding of how they were achieved Replication of failure likely Undesired outcomes, high understanding of how they were achieved Replication of mistakes unlikely Fidelity Connecting Outcomes & Fidelity

39. education.state.mn.us Slide #15 pbisMN.org39 Presented by Megan Gruis & Garrett Petrie Based on feedback about TFI this year from school teams in Saint Paul Original presentation at: http://www.pbismn.org/pbisinstitute.html

40. spps.org St. Paul Public Schools Implement Feedback from participating schools: – Liked the inherent scoring rubric provided with the TFI. – Concrete placement at a 0-1-2 based on the questions and examples needed. – Shows the ideals that teams can strive for. – Liked that it was a bit shorter than the TIC. – Questions that SPPS teams found not so favorable on the TIC were not on the TFI. pbisMN.org40

41. education.state.mn.us Slide #16 pbisMN.org41 Presented by Julie Kent – West Education Center and Epsilon, District 287 Original presentation at: http://www.pbismn.org/pbisinstitute.html

43. education.state.mn.us Slide #17 pbisMN.org43 Presented by Woodson Kindergarten Center Original presentation at: http://www.pbismn.org/pbisinstitute.html

44. We Don’t REACT to Isolated Incidents- We RESPOND to Data. ■Take the ‘Gut’ out of decision making. –Review SWIS data –Environmental observations –Feedback from stakeholders ■Examples: –Change in Parent Drop Off/Bus Dismissal –Unannounced Fire Drills and Code Red –Lunchroom Voice Volume and Flow into cafeteria.

45. education.state.mn.us Slide #18 pbisMN.org45 Presented by Becky Nies – MDE ADSIS & Alternate to Suspensions Education Specialist Based on research by Ted Christ Original presentation at: ADSIS Program, monthly “Tuesday Talks”

46. Address the Problem at the Right Level

47. education.state.mn.us Slide #19 pbisMN.org47 Presented by Maci Spica – MDE PBIS & ASD Education Specialist Based on research by Durlak, et al. 2011 Original presentation at: MN PBIS State Leadership Team, monthly “Cool Research”

48. COORDINATED SEL FAMILY- COMMUNITY PARTNERSHIPS SERVICE LEARNINGCHARACTER EDUCATION SEX ED ACADEMIC SKILLS HEALTH EDUCAITON.. VIOLENCE PREVENTION SUBSTANCE USE PREVENTION Common Framework Provides Synergy Durlak et al,. 2011 POSITIVE BEHAVIOR INTERVENTION AND SUPPORTS

49. education.state.mn.us Slide #20 pbisMN.org49 Presented by MN Regional Implementation Project coaches Based on Cohort 11 Training Original presentation at: http://www.pbismn.org/RIPs/metro/mr_traininghandout sSpring2016.html

50. PBISApps.org TFI Resources Targeted Interventions Reference Guide Map Tier III Support Plan Worksheet Action Planning Guide Supports for Tier II/Tier III and Action Planning TFI Manual Pre-Administration Documentation TFI Crosswalk with PBIS Assessment Tools Administering the TFI with Teams Slide Presentation Pre-Administration & Preparation pbisMN.org50 bit.ly/TFIResources

51. education.state.mn.us Slide #21 pbisMN.org51 By Jennifer Freeman, Jessica Swain- Bradway & Laura Kern “PBIS in High Schools: Reaching Fidelity and Enhancing Tier 1 ” At https://new.apbs.org/sites/default/files/conference- 2016/presentations/c6-freeman_kern_swain-bradway- apbs2016.pdfhttps://new.apbs.org/sites/default/files/conference- 2016/presentations/c6-freeman_kern_swain-bradway- apbs2016.pdf

52. 52 “Recent high school evidence!!” Positive effects on behavior & attendance Attendance & behavior related to dropout risk, but impact of PBIS unclear Relationship between dropout & PBIS better w/ fidelity but requires more time & intensity Improvement in reading & math assessments

53. education.state.mn.us Slide #22 pbisMN.org53 Presented by MN PBIS Management Team Combined information from Dean Fixsen & Kent Macintosh at APBS 2016 Original presentation at: MN PBIS State Leadership Team

54. education.state.mn.us Overall APBS Takeaway “Fidelity has an expiration date...“ Use formative assessment (e.g., TIC, TFI) once per year to work on action item/s to meet fidelity annually (e.g., TFI, SET, BoQ) pbisMN.org54

55. education.state.mn.us Slide #23 pbisMN.org55 Presented by Metro Regional Implementation Projects Based on feedback from a Cohort 9 school

56. Quotes about PBIS from Cohort 9 School " PBIS has been so great because of its focus on positive behaviors. I find myself constantly looking for and acknowledging the leadership in my classroom as opposed to only responding when negative behaviors arise." 3rd Grade Teacher "Expectations are clear, as staff members we support each other, we know that wherever we are, whether teacher or para, people are speaking the same language and are on the same page." Media, Lunchroom, and Recess Paraprofessional "PBIS has given our staff a really great common language to use with kids." 4th Grade Teacher Quotes about PBIS from Cohort 9 School

57. education.state.mn.us Slide #24 pbisMN.org57 Presented by Metro Regional Implementation Projects Based on feedback from first-ever Metro PBIS School Tour at: eepurl.com/bBEmdj

58. First Ever PBIS School Tour. First Ever PBIS School Tour. Read more here: eepurl.com/bBEmdj eepurl.com/bBEmdj

59. education.state.mn.us Slide #25 pbisMN.org59 Presented by Megan Gruis – Metro Regional Implementation Projects Presented at “Data Day”, December 2015: https://docs.google.com/presentation/d/1alRfmw7tISsnCC k_bKWxDiAP9XwxYRWO_j5d7zcr9tc/edit?usp=sharing

60. Data Based Decision MakingData Based Decision Making, Data Based Decision MakingData Based Decision Making, presented by Megan Gruis at Data Day, December 2015 The value of data emerges only when analysis provides insight that directs decisions for students. —Stephen H. White, Beyond the Numbers, 2005 The three elements of Data-Based Decision Making: 1.High quality data. 2.Efficient data storage and manipulation. 3.Process for data-based decision making.

61. education.state.mn.us Slide #26 pbisMN.org61 Presented by Metro PBIS Coaches at April Coaches Meeting. Presentation at: https://docs.google.com/presentation/d/1sLnCPqrxL7H1R Cd-CY34EtJN9DTDvOeLJC- Q8Wy_h_Y/present?ueb=true&slide=id.p

62. Student Involvement Ideas Student Involvement Ideas presented by PBIS Coaches at April Coaches Meeting.April Coaches Meeting 1.Student input/PBIS group 2.Student surveys on acknowledgments, climate, etc. 3.Student presentations 4.Student involvement in creation of lessons, videos, skits 5.Student workers in the PBIS store, etc. 6.Student to student, or student to staff recognition systems. 7.Student input on interventions

63. education.state.mn.us Slide 27 pbisMN.org63 Presented by Metro PBIS Coaches at October Coaches Meeting. Presentation at: https://docs.google.com/presentation/d/1uOoa- 5nDJWmCYpxeX9wnI0u39AeK15jMps8l9CxCKzk/present? ueb=true&slide=id.p

64. Sharing Data with Staff Sharing Data with Staff, presented at October Coaches Meeting.October Coaches Meeting

65. education.state.mn.us Slide #28 pbisMN.org65 Presented by Megan Gruis & Garrett Petrie Based on aggregated TFI Tier 1 data this year from school teams in Metro Minnesota Original presentation at: http://www.pbismn.org/pbisinstitute.html

66. education.state.mn.us Items Report – Aggregated! pbisMN.org66 School-Wide PBIS (SWPBIS) Tiered Fidelity Inventory All Schools Metro Region School Year: 2015-16 Date Completed: 8/2015 - 6/2016 Tier I: Universal SWPBIS Features Teams Fall 15Spring 16 1. Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation. 1.151.34 2. Team Operating Procedures: Tier I team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan. 1.031.65 Feature Total:2.182.98 out of 4 Implementation Fall 15Spring 16 3. Behavioral Expectations: School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (i.e., school teaching matrix) defined and in place. 1.381.91

67. education.state.mn.us Slide #29 pbisMN.org67 Presented by Edgewood Middle School at PBIS Unconference 2016Edgewood Middle School Original presentation at: https://docs.google.com/presentation/d/1hkbeFiV_KV9r5u bVCXqgl3AWKta0mLtUIMCE85ZYH_M/edit?usp=sharing

68. Establishing the Connections. Presented by Edgewood Middle School at PBIS UnconferenceEdgewood Middle School Establishing the Connections. Presented by Edgewood Middle School at PBIS Unconference Edgewood Middle School NHA Establishes positive student relationships Recognizes positive student behaviors and celebrates successes in the moment Growth mindset for students' behavior and academic achievements PBIS Set, Clarify, Teach, Provide Positive Feedback, and Monitor behavior expectations Proactive systems approach, focuses on increasing positive behaviors and relationships Developing behavior lessons for our needs CRT Standards driven with multiple cultural access points Creating a bridge between students' home lives and students' school lives Pedagogical best practices should improve student data of all types

69. education.state.mn.us Bridging Research to Practice pbisMN.org69 For more information on these slides, or for suggestions on future slides... Email MDE.PBIS@state.mn.usMDE.PBIS@state.mn.us

70. education.state.mn.us SHAMELESS PLUG... pbisMN.org70

71. education.state.mn.us Applying for Cohort Training Cohort application guides you through Exploration activities to form a team and get data system in place. Teams get the pre-requisites in place to be ready for PBIS Installation, including commitment to data collection and analysis. pbisMN.org71 pbisMN.org71

72. education.state.mn.us MN SW-PBIS Regional Implementation Projects 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 pbisMN.org 72

73. education.state.mn.us North Regional Contacts North Regional Implementation Project Erin Engness NRIP Coordinator pbis.erin@gmail.com 320-267-7818 pbis.erin@gmail.com Karie Belling NRIP Conference Planner belling@charter.net 320-529-9631 belling@charter.net 320-309-9735 cell PBIS Management - Regional Contacts Eric Kloos Eric.Kloos@state.mn.us 651-582-8268 Eric.Kloos@state.mn.us Mary Hunt Mary.Hunt@state.mn.us 651-582-8676 Ellen Nacik Ellen.Nacik@state.mn.us Ellen.Nacik@state.mn.us 651-582-8665 PBIS Evaluation Contact Wilder Research pbisevalmn@wilder.org 651-280-2960 pbisevalmn@wilder.org Find other MN PBIS contacts on our website: www.pbismn.org/contactus.htmlwww.pbismn.org/contactus.html pbisMN.org73

74. education.state.mn.us Metro Regional Contacts Metro Regional Implementation Project Ingrid Aasan Regional Implementation Project Coordinator Ingrid.Aasan@metroecsu.org 612-638-1517 Ingrid.Aasan@metroecsu.org Deborah Saxhaug Regional Implementation Project Coordinator dsaxhaug@macmh.org dsaxhaug@macmh.org Emily Robb Coach Coordinator pbis.emily@gmail.com pbis.emily@gmail.com Megan Gruis Data & Evaluation Coordinator pbis.megan@gmail.com pbis.megan@gmail.com PBIS Management - Regional Contacts Eric Kloos Eric.Kloos@state.mn.us 651-582-8268 Eric.Kloos@state.mn.us Maci Spica Brianna.Spica@state.mn.us 651-582-8596 Garrett Petrie Garrett.Petrie@state.mn.us 651-582-8396 Brianna.Spica@state.mn.us Garrett.Petrie@state.mn.us PBIS Evaluation Contact Wilder Research pbisevalmn@wilder.org 651-280-2960 pbisevalmn@wilder.org Find other MN PBIS contacts on our website: www.pbismn.org/contactus.htmlwww.pbismn.org/contactus.html pbisMN.org74

75. education.state.mn.us South Regional Contacts South Regional Implementation Project Teresa Hunt SRIP Coordinator Teresa.Hunt@swsc.org 507-537-2245 Teresa.Hunt@swsc.org PBIS Management - Regional Contacts Eric Kloos Eric.Kloos@state.mn.us 651-582-8268 Eric.Kloos@state.mn.us Aaron Barnes Aaron.Barnes@state.mn.us 651-582-8592 Aaron.Barnes@state.mn.us PBIS Evaluation Contact Wilder Research pbisevalmn@wilder.org 651-280-2960 pbisevalmn@wilder.org Find other MN PBIS contacts on our website: www.pbismn.org/contactus.htmlwww.pbismn.org/contactus.html pbisMN.org75

76. education.state.mn.us Contact Us Emily Robbpbis.emily@gmail.compbis.emily@gmail.com Garrett Petrie garrett.petrie@state.mn.usgarrett.petrie@state.mn.us pbisMN.org76