Bridging Research to Practice
School-wide PBIS in Minnesota
Metro Regional Implementation Project
Cohort 10 – Winter Training
November 5, 2015
Minnesota Department of Education – PBIS Management Team
MDE.PBIS@state.mn.us
Portions adapted from Kevin Filter, PhD, Minnesota State University,
Mankato and Terrance Scott, PhD, University of Louisville (KY).
Social Media
#pbisMN
facebook.com/pbisMN
twitter.com/pbisMN
pbisMN.org
Building Capacity of Effective
Implementation of SW-PBIS
District participation in
Cohort training
Cohorts 1- 11
(2005-2017)
Evaluation Schedule for Schools in Training
Data Calendar At-A-Glance
http://pbisevalmn.org
School-wide Evaluation Tool (SET)
Results in Training - Cohorts 5-10
2009-2015
100
80
60
Baseline
40
End Year 1
20
End Year 2
End Year 2
0
C5
C6
C7
C8
Baseline
C9
C10
Lessons Learned
• The average team attending training finished
above 80 on the SET
– 117 schools finished at 80 or above
• For schools that didn’t quite get to 80, most
were within 10 points and action planning can
get over the 80 mark within the next year.
education.state.mn.us
7
Lessons Learned
• A few patterns emerged for schools that scored
below 80 on the SET at the end of year 2
– 100% missed one or more SET evaluations
– 60% did not do a SAS
– 44% had an administrator miss one or more training
days
education.state.mn.us
8
“Sustainability”
Research identifies four factors that predict
sustained implementation of PBIS.
• District Priority
• School Priority
• Capacity Building
• Team Use of Data
–
school team/staff skill,
–
regular team meetings,
–
data collection,
–
use of data for decision making,
–
presenting data to staff and community
(McIntosh, et al., 2014)
#1 = Team Use of Data
• There are “happy accidents” that are a
result of implementing PBIS.
• Focus –less time– on building skills if they
are not building team use of data.
– Posters will get posted
– Popcorn-makers will pop
– Videos will keep rollin’
• How’s our team getting data for
decisions that support our very specific
strategies?
All the “Tools”
• They evolve and build off of each other
• Beyond cohort training . . .
– expect that there will be small changes and
tools that appear when you were not ready to
use
• We love to guide the use of the tools.
MRIP Cohort 10 TIC
MRIP Team Implementation Checklist 2014-2015
Cool Research
Classroom Rewards: Tickets,
Tokens, and Tootling
Findings from recent research conducted by
Kevin J. Filter, Ph.D.
Minnesota State University Mankato
Takeaways…
• Giving tokens (reinforcement) is more
effective than taking away tokens
(punishment) in the classroom
• Teachers are generally willing to use rewards
• Students can effectively deliver rewards to
each other (tootling)
Applying to PBIS work
• Cohort training provides the time and tools to
engineer recognition systems for teachers
to use in the classroom
• Recognition systems reinforce universal
strategies, like clearly defined and posted
classroom expectations
• “Most teachers are willing to reward positive
behaviors” makes our work easier.
– Shifts effort from how to change a belief system
to how to support staff to deliver tangible
reinforcement (tokens, tickets, tootling, etc.) and
provide students with specific praise/ feedback.
Measuring progress over time
• Increase or decrease in number of ODRs
• Suspension/Expulsion data
THE CHALLENGE
Educational settings contain variables
that change from year to year.
•
•
•
•
Enrollment changes
Grade levels reconfiguration
Schools close
Composition of student body
HOW DO WE LEVEL THE PLAYING FIELD?
The Alternative: Rates Per 100
Total # of Incidents
Total Enrollment
100
VS.
# of Incidents
per 100 Students
Statewide Disciplinary
Reductions in Rate per 100
MINNESOTA
9
RATE PER 100 STUDENTS
8
7
7.6
7.5
6.4
6
6
5.8
2013-14
2014-15
5
4
3
2
1
0
2010-11
2011-12
2012-13
Source: Disciplinary Incidents reported in the
Disciplinary Incident Reporting System (DIRS) data system
Back to #1 Predictor
Team Use of Data
• school team/staff skill,
• regular team meetings,
• data collection
• use of data for decision making,
• presenting data to staff and
community
(McIntosh, et al., 2014)
Press Release: 36 Schools Recognized for Excellence in Behavioral Prevention Efforts
2014-2015 Minnesota Exemplar Schools
•
Woodson Kindergarten Center
–
•
•
–
•
•
•
•
•
•
•
Eastern Carver County Schools (112)
Mounds View Public Schools (621)
Turtle Lake Elementary School
–
•
Mounds View Public Schools (621)
Sunnyside Elementary
–
Eastern Carver County Schools (112)
Chaska Middle School West
–
•
Mounds View Public Schools (612)
Edward Neill Elementary School
–
Duluth Public Schools (709)
Chanhassen High School
–
•
Mid-State Education District (6979)
Bel Air Elementary School
–
Deer River Public School District (317)
Lincoln Park Middle School
–
•
Marshall Public Schools (413)
Morrison County Learning Center
–
Burnsville, Eagan, Savage District (191)
King Elementary School
–
•
Little Falls Community Schools (482)
Marshall Middle School
–
Burnsville, Eagan, Savage District (191)
Sioux Trail Elementary
–
•
Intermediate District 287 (287)
Lindbergh Elementary School
–
Bloomington Public Schools (271)
Nicollet Junior High School
–
•
Bloomington Public Schools (271)
Indian Mounds Elementary School
West Education Center
–
Austin Public Schools (492)
Washburn Elementary
–
•
Mounds View Public Schools (621)
Valentine Hills Elementary School
–
Mounds View Public Schools (621)
Press Release: 36 Schools Recognized for Excellence in Behavioral Prevention Efforts
2014-2015 Minnesota Exemplar Schools
•
Pine Island Elementary
–
•
•
–
•
•
•
•
•
•
•
St. Paul School Public Schools (625)
St. Paul Public Schools (625)
Waterville-Elysian-Morristown J.H.
–
•
St. Paul Public Schools (625)
Saint Paul Music Academy
–
St. Paul School Public Schools (625)
Four Seasons A+ Elem. School
–
•
St. Cloud Area Schools (742)
Phalen Lake Hmong Studies Magnet
–
St. Paul Public Schools (625)
Farnsworth Aerospace Lower PreK-4
–
•
St. Cloud Area Schools (742)
Westwood Elementary School
–
Robbinsdale Area Schools (281)
Jackson Elementary
–
•
St. Cloud Area Schools (742)
Talahi Community
–
Prior Lake-Savage Area Schools (ISD 719)
Sonnesyn Elementary School
–
•
St. Cloud Area School District (742)
Apollo High School
–
Princeton Public Schools (477)
Twin Oaks Middle School
–
•
St. Paul School Public Schools (625)
Oak Hill Community School
–
Princeton Public Schools (477)
Princeton Middle School
–
•
Pine Island Public Schools (255)
North Elementary
Galtier Community School
–
Pine Island Public Schools (255)
Pine Island Middle School
–
•
Waterville-Elysian-Morristown (2143)
Matoska International Elementary
–
White Bear Lake Area Schools (624)
Sustaining Exemplar Recognition
Identify & recognize exemplar schools that have completed PBIS
implementation and are continuing to achieving positive
student outcomes by sustaining school-wide PBIS with
fidelity.
Coming in 2016 there will be recognition categories for districts.
Please stay tuned for specific eligibility requirements coming in
the winter of 2016.
Updated Information Posted on Our Webpage:
http://www.pbismn.org/sw_sustaining.html
2016 Minnesota PBIS Institute &
Film Festival
• June 21 & 22, 2016 at MDE - Roseville, MN
• Request for Proposals out Nov. 2015
• Presentations from previous institutes at
www.pbismn.org/pbisinstitute.html
pbisMN.org
Metro Regional Contacts
Metro Regional Implementation Projects
PBIS Management - Regional Contacts
Ingrid Aasan
Regional Implementation Project Coordinator
Ingrid.Aasan@metroecsu.org
612-638-1517
Eric Kloos
Eric.Kloos@state.mn.us
651-582-8268
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
Maci Spica
Brianna.Spica@state.mn.us
651-582-8596
Garrett Petrie
Garrett.Petrie@state.mn.us
651-582-8396
PBIS Evaluation Contact
Wilder Research
pbisevalmn@wilder.org
651-280-2960
Find other MN PBIS contacts on our website: www.pbismn.org/contactus.html
Upload Your Matrix
• Share your matrices,
and look at others’
bit.ly/MNPBIS_matrices
education.state.mn.us
26