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Minnesota PBIS: Supporting Social Competence & Academic Achievement

Welcome to Minnesota PBIS! Join our cohort to receive team-based training and support for implementing PBIS in your school. Improve outcomes for all students through multi-tiered systems, practices, and data-driven decision making.

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Minnesota PBIS: Supporting Social Competence & Academic Achievement

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  1. Welcome! PBIS MN Cohort 12 August 2016 Minnesota Department of Education SW-PBIS Team MDE.PBIS@state.mn.us Portions adapted from Dean Fixsen, Karen Blase, Caryn Ward & George Sugai pbisMN.org

  2. Welcome to Minnesota PBIS Welcome to Minnesota PBIS Supporting Social Competence & Academic Achievement OUTCOMES DATA Supporting Decision Making SYSTEMS PRACTICES Supporting Staff Behavior Supporting Student Behavior

  3. Logos Wilder Research

  4. MN SW-PBISRegionalImplementation Projects pbisMN.org

  5. 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 pbisMN.org

  6. Growth of Minnesota PBIS Schools pbisMN.org

  7. 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 pbisMN.org

  8. Cohort Implementation Fidelity pbisMN.org

  9. Cohort 11 (Year 1) Northern Regional ProgressFall, Winter, Spring + Fidelity Walkthrough pbisMN.org

  10. Data Calendar at a Glance pbisMN.org

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

  12. 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 pbisMN.org 12 pbisMN.org

  13. 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 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

  14. 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.

  15. 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 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

  16. Applications Due pbisMN.org

  17. PBISMN.org Home Page Home Page Exemplar Schools

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

  19. Action Planning with Data School Teams Action Planning Tools

  20. Statewide State-wide Data Calendars

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

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

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

  24. North Regional Contacts North Regional Implementation Project Erin EngnessNRIP Coordinatorpbis.erin@gmail.com320-267-7818 Karie BellingNRIP Conference Plannerbelling@charter.net320-529-9631 320-309-9735 cell PBIS Management - Regional Contacts Mary Hunt Mary.Hunt@state.mn.us 651-582-8676Ellen NacikEllen.Nacik@state.mn.us 651-582-8665 Eric KloosEric.Kloos@state.mn.us 651-582-8268 PBIS Evaluation Contact Wilder Researchpbisevalmn@wilder.org651-280-2960 Find other MN PBIS contacts on our website: www.pbismn.org/contactus.html pbisMN.org

  25. 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

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