1. Minnesota PBIS Spring Training Cohorts 13-14
UPDATED 2/18/2019
MDE PBIS Management Team
education.mn.gov

2. Ten Minnesota Commitments to Equity
Prioritize equity.
Start from within.
Measure what matters.
Go local.
Follow the money.
Start early.
Monitor implementation of standards.
Value people.
Improve conditions for learning.
Give students options.
Ten Minnesota Commitments to Equity
Measure what matters = effective implementation matters (e.g., TFI)
Go Local = leverage local efforts with district/regional and state resources

3. Supporting PBIS Implementation by Leveraging Partnerships
Highlights from ongoing PBIS partnership and alignment efforts at the state level
Encourage and support you to find and share about local partnerships
Upcoming PBIS opportunities for you and your teams
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

4. PBIS partnership and alignment
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

5. Partnering with Early Childhood: Pyramid Model Sites and Growth in Minnesota
The National Center for Pyramid Model Innovations (NCPMI) is a federally-funded project established to disseminate effective use of the Pyramid Model to support young children’s social, emotional and behavioral development through a variety of training and technical assistance activities.  The Pyramid Model Consortium (PMC) is a nonprofit, fee-for-service organization that, similarly, was established to disseminate high-fidelity use of the Pyramid Model.  NCPMI and PMC have similarities and differences.
Similarities.  Both NCPMI and PMC focus on the Pyramid Model as a framework for promoting effective practices for young children’s social-emotional development and both do so with training and technical assistance for states and local programs.  Many of those who developed the Pyramid Model were involved in establishing PMC (in 2014) and are also faculty with NCPMI (beginning in 2017).  NCPMI and PMC intend to establish a partnership in order to coordinate their activities.
Differences.  NCPMI does not charge for services as it is funded by a 5-year grant that supports activities that are limited by time, work scope and resources.  PMC, on the other hand, is a fee-for-service organization that can accommodate a greater range of requests involving Pyramid Model training and technical assistance.
Additional information can be found at  and 
62 schools districts identified on the map, of those 62 , 53 are districts that have at least some PBIS involvement, buy may not be at the elementary level
Pyramid Model State Leadership Team Guidance for Preventing the Use of Suspension and Expulsion and Promoting Equitable, Inclusive and Culturally Responsive Practice

6. Partnering with Minnesota Department of Human Services (DHS): School-Linked Mental Health Grants
One of the Grant Project Outcomes: “Develop and strengthen partnerships between mental health providers and host school districts and increase the number of school districts who have both a School- Linked Mental Health (SLMH) and Positive Behavioral Interventions and Supports (PBIS) Framework.”
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

7. Minnesota Department of Human Services (DHS): School-Linked Mental Health Grants
Minnesota by the Numbers (July 2018)
1221 schools with SLMH grantees
456 PBIS schools
37% of SLMH schools are PBIS buildings
66% of total PBIS schools have SLMH grantee
National Resources
Interconnected Systems Framework (ISF) Network
Examples of How School-wide Practices and Classroom Practices Are Trauma Informed
Enhanced TFI featuring School Mental Health considerations
NOTE: this is a snapshot as of July 2018
805 FTE
53 agencies
85 Counties
The Interconnected Systems Framework (ISF) is a structure and process to integrate Positive Behavioral Interventions and Supports and School Mental Health within school systems. The goal is to blend resources, training, systems, data, and practices in order to improve outcomes for all children and youth. There is an emphasis on prevention, early identification, and intervention of the social, emotional, and behavior needs of students. Family and community partner involvement is critical to this framework. This page has a variety of resources, training materials, tools, and recorded webinars.
For EC programs using the TPOT it seems like it would be beneficial to consider a similar crosswalk using the TPOT and PE_Pyramid
Webinars
Tools
Training
Examples
Publications
Presentations

8. 3rd Annual Collaborators Forum April 30, 2019
Partnering with State and National Networks: Minnesota Positive Behavior Support Network
3rd Annual Collaborators Forum April 30, 2019
The Collaborators Forum is an event for people interested in Positive Behavior Supports across settings and the lifespan in Minnesota. This year the MNPBS Network is planning to create host sites in other parts of the state and to increase the amount of interactivity for audience members who can’t travel but want to be a part of the Forum.
Keynote: Caryn Ward, PhD, HSP-P
Associate Director, National Implementation Research Network
Practical Use of Implementation Science to Meet Your Community’s Goals
Save-the-date for April 30, 2019 for the 3rd Annual MNPBS Network Collaborators Forum.
Dr. Caryn Ward will be the keynote for our 3rd annual event. There will be a main location in Roseville, MN with three satellite sites for people to attend to connect to keynote, breakout sessions, and participate in live sessions and group discussions in those locations. There will also be video connections again for people who need to attend from other areas of the state (e.g., home, work, etc.)
Dr. Ward’s keynote will be Practical Use of Implementation Science to Meet Your Community’s Goals, and will focus on answering the following questions below:
What strategies and practices are needed to ensure effective use of positive behavior supports?
How do we ensure these strategies and practices are relevant and feasible for our different contexts (e.g., rural, urban, clinic, community) and fields (e.g., early childhood, K-12 education, adult education and services) in Minnesota?
The keynote session will share how active implementation practices and strategies can be used to answer these questions through the use of case examples and their respective data stories.
_______________
Caryn Ward, PhD, HSP-P
Dr. Ward is the Associate Director for Education and Measurement of the National Implementation Research Network (NIRN) at the Frank Porter Graham Child Development Institute at UNC-Chapel Hill. At NIRN, she is the Director of the State Implementation and Scaling up of Evidence Based Practices (SISEP) Center funded by US Department of Education’s Office of Special Education Programs. Dr. Ward has extensive experience in leading and developing infrastructure and capacity development with state and local education agencies as well as early childhood programs nationally. Within NIRN, Dr. Ward leads the development of implementation capacity measures and fidelity measures for use within education as well as other disciplines. Dr. Ward has served in a leadership role for the National Center for School Turnaround and currently serves on the advisory board of the National School Climate Center and research council for Communities in Schools - NC.
More information and registration coming soon!
mnpsp.org/mnpbs

9. Association for Positive Behavior Support
Partnering with National Organizations: Consider Becoming a Member of APBS
Association for Positive Behavior Support
APBS Conferences Washington, D.C. (February 20-23) Grand Hyatt Washington Miami (March 11-14) Hyatt Regency Miami Minneapolis (March 17-20) Hyatt Regency Minneapolis
MN local, regional and state team members selected to co-present!
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

10. Share about your local partnerships, and give back
twitter.com/pbisMN
facebook.com/pbisMN
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

11. Partnering with the University of Minnesota: CAREI District Assembly
46 Districts/Charters, Intermediates and Service Cooperatives are members of Assembly
29 of 37 districts and intermediates have some connection to PBIS
Of the 9 cooperatives all 3 of the fiscal hosts for the PBIS Regional Implementation Projects are members
46 Districts/Charters, Intermediates and Service Coops listed. Of the 37 districts and Intermediates 29 have some connection to PBIS. Of the 9 cooperatives all three of the PBIS fiscal hosts are a member.
CAREI District Assembly Members
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

12. Partnering with Educator Preparation Programs: Minnesota PBIS Ambassador Schools Program
Goals
Strengthen the knowledge and skills of graduates of Minnesota’s educator preparation programs regarding classroom management and PBIS
Increase the coverage of classroom management and PBIS in the state’s educator preparation programs
Foster cooperation and collaboration between educator preparation programs and schools and districts that implement PBIS well
The program has selected 11 Minnesota PBIS Ambassador Schools for the school year and will support them to provide presentations on PBIS and its use in preparation programs around the state

13. sgiz.mobi/s3/Supporting-PBIS-Minnesota
Partnering with Minnesota PBIS: Become a Trainer, Coach, or SWIS Facilitator
Interested in supporting other school and district teams to implement PBIS in Minnesota?
We are looking for educators with these skills and interests:
Schoolwide or Tier 2/3 PBIS Trainer
External Coach
School-wide Information System (SWIS) Facilitator
sgiz.mobi/s3/Supporting-PBIS-Minnesota
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

14. Upcoming PBIS opportunities
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

15. Partnering with Minnesota PBIS: 2019 Minnesota PBIS Summer Institute and Film Festival
Save-the-dates for June 11-12, 2019 at MDE - Roseville, MN
Request for proposals for breakout sessions and films will appear in the winter
Submission forms and presentations from previous institutes at Minnesota PBIS Summer Institute
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

16. MDE Special Education Webinar Series: Strengthening Multi-Tiered Systems of Support (Social Emotional and Behavioral Skill Development)
Practical strategies to support social, emotional and behavioral skill development within a multi- tiered system of support (MTSS).
More information and webinar links here: ounts/MNMDE/bulletins/22c756a
Remaining Sessions :
Feb. 28th - EBD 101
Mar. 7th - EBPs 1 Tier I
Mar. 14th - EBPs 2 Tier II & Tier III
Apr. 11th - Functional Behavior Assessment (FBA)
May 2nd - Behavior intervention plans using positive behavior supports
February 4, 2019 Special Education Updates
Webinar Series: Strengthening Tier 1 Multi-Tiered System of Supports (MTSS)
The Minnesota Department of Education (MDE) Special Education Division is sponsoring a webinar series this spring to provide information on practical strategies to support students’ social, emotional and behavioral skill development within a multi-tiered system of support (MTSS) framework.
This series will highlight best practices based on current research from the Office of Special Education Programs (OSEP) Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) and voices from the field to illustrate applied examples from Minnesota schools. Minnesota educators and MTSS teams who support social-emotional and behavioral skill development of students or who are responsible for building systems to support these practices within an educational setting are encouraged to participate.
Erin Farrell, MDE Autism Spectrum Disorder (ASD) specialist, is a board certified behavior analyst. Janet Christensen, MDE Emotional and Behavioral Disorder (EBD) specialist, is a former special education teacher and school administrator. Both Erin and Janet have practical experience and behavioral expertise in a variety of K-12 schools including inclusive general education settings, the most restrictive in general and special education and charter schools.
Access the webinar series from the links below. All sessions will start at 3 p.m. and last one hour. Call in to the webinar series audio at (toll line). For more information, contact Erin Farrell or Janet Christensen.
Thursday, February 7, 2019: Reengaging in PBIS
Join the February 7 session on how to reignite teamwork and action planning.
Thursday, February 14, 2019: PBIS and Aligning Practices
Join the February 14 session on social-emotional learning (SEL), school-lined mental health (SLMH) and restorative strategies.
Thursday, February 21, 2019 ASD 101
Join the February 21 session on Autism Spectrum Disorder.
Thursday, February 28, 2019: EBD 101
Join the February 28 session on Emotional Behavioral Disorder.
Thursday, March 7, 2019: Evidence-based practices 1 - Using research-based programming Tier I
Join the March 7 session on research-based programming Tier I.
Thursday, March 14, 2019: Evidence-based practices 2 - Start thinking about Tier II and Tier III
Join the March 14 session on Tier II and III.
Thursday, April 11, 2019: Functional Behavior Assessment (FBA) 1: Thinking about behavior functionally
Join the April 11 session on thinking about behavior functionally.
Thursday, May 2, 2019: Behavior intervention plans using positive behavior supports
Join the May 2 session on behavior intervention plans.

17. Closing Thought: Leveraging PBIS Partnerships!
What are your local community’s valued outcomes?
PBIS partnerships that align with your valued outcomes, and are shared with others so that they can do it too are not just more exciting…
They have the potential to be more impactful!
Sustainability definition:
Durable implementation of a practice at a level of fidelity that continues to produce valued outcomes (McIntosh et al., 2009)
What are… valued outcomes?
That’s up to you!
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

18. Key Variables for Sustainability of Tier 1 PBIS
State
Leadership
Teams
Centralized
Training
Systems
Standardized
Curriculum
Blueprint
Self-assessment
District
Coaching
Communities of
Practice
Maintain
Model Sites
for Visits
School
Effective and
Efficient
Teaming
Data
Collection
and Use
Sharing Data
with
Whole Staff
Classroom
PBIS
Communities of practice are one of the key variables beyond your school that predict whether or not you sustain PBIS implementation, so stay focused on your shared valued outcomes to decide the best larger community for you and your team.
And whether or not your valued outcomes are one or more of the following:
Reductions in major disciplinary infractions and antisocial behavior.
Improvements in aggressive behavior, concentration, prosocial behavior, and emotional regulation
Improvements in academic engagement and achievement
Enhancements in perceptions of organizational health and safety
Reductions in teacher and student reported bullying behavior, peer rejection, and substance abuse
Improvements in school climate
Something else?
You will always be part of the broader PBIS community with the common experience of coming together as a team, looking at shared information, celebrating growth and making decisions on the best next steps for you, your team, your school, and your entire community.
Hume & McIntosh (2013), McIntosh et al. (2013), McIntosh et al. (2015), Childs et al. (2016), Mathews et al. (2014), McIntosh et al. (2016), McIntosh et al. (in press)

19. Thank you for your partnership!
Minnesota Department of Education – PBIS Management Team
2/21/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov