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Welcome Back Cohort 20: Day 8

November 4, 2025

Network: BrightWorks Community Room

Password: Zulu1976!

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Cheryl Cook

Lead Trainer •External Coach•SWIS Facilitator • Retired Teacher•PBIS Coordinator•PD Manager

Team Stats

Years Training Cohorts: 16 years
Areas of Interest: Getting Tier 1 & 2 Right
About Me: Family is my treasure. I have 4 cats. I enjoy designing spaces, bike-riding, shelling and golf. I love spring, summer and fall.

Cohort 1

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Please Fill Out Your Nametag

Please Complete Your Nametag

Your Name
School Name
Your Role on the Team

Example

Cheryl

Lincoln

Coach

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Training Team Today

Cheryl Cook
Ellen Grossman
Lauren Sparr
Debi Doran

Karissa Gibson
Sydney Navoichick
Sarah Sirna
Aaron Barnes

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Role of the Training Team

Provide you with a safe, inclusive environment to learn and plan in
Answer Questions
Deliver Tier 1 Content
Assist you with implementation planning of content
Assist with Action Planning next steps

Share examples with you
Share our expertise and passion for PBIS with you
Help you identify and problem solve implementation barriers
Sit with your team and check in with you throughout the day

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Agenda for Today, Day 8

Morning

Tiered Fidelity Inventory (TFI)

Team Implementation Action Planning

Solution Development & practice
Admin Meeting

LUNCH 12:00-12:45

Afternoon

Team Collaboration & Action Planning

(Coaching Corner)1:00
Coaches Meeting 2:00

MDE Updates
Survey & Closing

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“The Coaching Corner” Today

Optional Content Specific Support

Content sessions this afternoon

Focus on Flowcharts

Optional Individualized Support

During Work Times

2 Coaches Available
Bring any specific questions or struggles

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Other Logistics for Today

Asking for our help
Recognizing Each Other’s Efforts
Breaks
Lunch-Order Ahead
Table Supplies-see Sydney

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Learning Expectations

Responsible Behavior

Make yourself comfortable
Take care of your needs (water, food, restroom, etc.)
Action plan to implement what you are learning
Follow through on your action items

Respectful Behavior

Turn cell phones off or to “vibrate”
Listen attentively while others are speaking
Have only the training materials up on your computer/tablet/phone

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Learning Expectations (continued)

Engaged Behavior

Ask what you need to know to understand and contribute
Contribute to the group by sharing relevant information and ideas

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Materials, Resources & More

(https://sites.google.com/view/mripallthingspbis/home)

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Grounding Activity

“Change and loss travel together”

Dr. Lori Gottlieb

Write down one thing you have had to “give up” or “let go” of

since starting your PBIS journey

Share what you wrote with your team

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Tier 1 Team Training Day 8

Fidelity Data

TFI 1.14

Reminders for Taking the TFI

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Debi Doran

Metro Coaching & Evaluation Coordinator

Team Stats:

Participated in Cohort 11 with school team in admin role, now serving & supporting teams with PBIS implementation through MN PBIS.
Favorite part of PBIS: Validation, celebration, clarity and collaboration through use of data.
“Fun Fact”- My other titles include: wife, mom of 3 young adults, Grandma and Realtor.

Cohort #11

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Tiered Fidelity Inventory

Taking the TFI Reminders

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Remember to Read All Three Columns

View the TFI Manual (can manually record scores on page 25)

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Process For Taking the TFI-All Voices

Find a way for each team member to view
Facilitator will read each question out loud
Each individual will vote for their preferred score
Team can discuss reasons for vote and come to a consensus*
Coach records the vote of the team in PBIS Assessment

(Also a good idea to record your scores on a paper copy or spreadsheet as well)

*When a team is unsure or can’t decide on a score, refer to the Administration Slides for help.

0=not implemented 1=partially implemented 2=fully implemented

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Enter Your Team’s Score for Each Item Here

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AND Here…Track on Your Team Document

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Submit Your TFI

You are only required to complete Tier 1 of the TFI 2.1
Scroll down to the bottom of the page and CLICK GREEN SUBMIT SURVEY button
You should get a confirmation of your submission

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Use TFI Walkthrough Data you Collected to Answer TFI 1.3, 1.4 & 1.9

You will use your TFI Walk Through data on questions 1.3, 1.4 and 1.9.

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Begin Action Planning Using the TFI Reports…Go Back to Your Dashboard

Click Reports

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Start with the SCALE Report to See Overall Tier 1 Implementation Progress

The scale score gives an accurate percentage for Tier I

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Then Look at the Subscale Report to see Your Implementation Progress in Each Evaluated Area

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Use the ITEMS Report to Find Your Action Items

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Add Your Identified Actions to Your Tier 1 Action Plan

Link to digital Tier One Action Plan

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Tier 1 Team Training Day 8

Solution Development: Gathering and Using Data to Improve Outcomes

(TFI 1.12 & 1.13)

Updated October 2025

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Ellen Grossman

School Psychologist * Special Education Director

Team Stats

Areas of Interest: Systems change, unique learners, behavior analysis
Favorite part of PBIS: Seeing my own children benefit from PBIS at their school
About me: I enjoy growing and changing, I love traveling and spending time on/ near water in Brainerd and Nisswa

Cohort #4

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Tier 1: Implementation Fidelity

TFI Sub-Scale: Team

TFI 1.1: Team Composition

TFI 1.2: Team Operating Procedures

TFI Sub-Scale: Implementation

TFI 1.3: Behavioral Expectations

TFI 1.4: Teaching Expectations

TFI 1.5: Problem Behavior Definitions

TFI 1.6: Discipline Policies

TFI 1.7: Professional Development

TFI 1.8: Classroom Procedures

TFI 1.9: Feedback and Acknowledgement

TFI 1.10: Faculty Involvement

TFI 1.11: Student/Family/Community Involvement

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Tier 1: Implementation Fidelity (continued)

TFI Sub-Scale: Evaluation

TFI 1.12: Discipline Data

TFI 1.13: Data-based Decision Making

TFI 1.14: Fidelity Data

TFI 1.15: Annual Evaluation

15%

5%

80% of students

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Purpose & Outcomes

Purpose:

Prepare, plan, & practice using a data decision-making process

Outcomes:

1.12 Discipline Data: Tier I team has instantaneous access to graphed reports summarizing discipline data

1.13 Data-based Decision Making: Tier I team reviews and uses discipline data at least monthly for decision-making

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Quote

"Without data, our decisions are driven by opinion and emotions, which can be skewed by a particularly challenging day, misinterpretation of an event or recent good news"

W. Edwards Deming (statistician)

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REVIEW: Data in the PBIS Framework

Data is one of the three major components to effective outcomes with PBIS implementation
We are going to dive into how you can use your outcome data to develop goals and solutions for continuous improvement.

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REVIEW: 3 Types of Data

Effort:

Self-Assessment Survey (SAS) – Staff
Feedback Surveys for Staff

Fidelity:

School-wide Tiered Fidelity Inventory (PBIS Team)

Outcome: Systems Impact

Referrals
Check-In Check-out (CICO)/Point Sheets
Suspensions/Expulsions
Attendance
Grades/Test Scores

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Continuous Quality Improvement

Reassess and revise solution(s) as needed

Monitor outcomes and compare to goal(s)

Implement solution(s) �with integrity and fidelity

Identify problems with precision

Establish goal(s)

Develop solution(s)

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So how do we use fidelity and outcome data to improve the quality of our schools more strategically?

A new model needs to replace the old way of solving problems (remember the old model? problems to solutions with nothing in-between)

�

There are many good data-based decision-making models available. This is a simplified model that shows the basic features.

�

We want data to drive our decisions toward continuous quality improvement.

To accomplish this, we evaluate current data to determine where we are currently and define any current problems.

Then we use data to plan where we want to be and how we will get there.

We then implement the plan and use data to ensure that the plans are delivered with integrity and fidelity.

Then we go back and gather more data to evaluate whether we are making progress toward goals and make revisions to the plan if needed.

This cycle continues as new problems are identified.

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Using Outcome Data for Decision Making

Universal Screening Tool

Proportion of students with

0-1 Referrals
2-5 Referrals
6+ Referrals

Progress Monitoring Tool

Gather data to assess progress of intervention or on action plan

Summative Evaluation

Summarize data across large date ranges (e.g., quarterly, annually) to monitor and prevent previous problem patterns

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Screening: PBIS Basic Data Decision Rules

What are indicators that a student needs additional supports for externalizing social behavior?

Tier I (0-1) Admin Referrals�Fewer than X staff-managed
Tier II (2-5) Admin Referrals�X-X staff-managed/total
Tier III (6+) Admin Referrals�X+ staff managed/total

Is the problem a system-level or student-level issue (Rule of 10)?

System Issue�10+ students within a similar context (e.g., location, time of day, grade) engaging in similar behavior(s)
Individual/Small Group�Fewer than 10 students within similar context engaging in similar behaviors

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So now you have the data, and you have a team member to review and analyze the data. Tier 1 Teams use these basic data rules to help you get started in using your data.

Remember, there are two general ‘rules of thumb’ to consider when analyzing reports.

First, the ‘rule of 10’. If you drill down and identify that there are at least 10 students in the same context engaging in similar behaviors, then this is usually worth addressing at the system level, which means it should go the PBIS Tier I team for discussion. This is just a guideline really... If you have a problem that includes 10 students and another that includes 20 students, it’s likely that you’ll prioritize the problem that impacts 20 students first. On the other hand, if you have a problem that includes only 9 students, but it is a safety or other ‘high priority’ issue, then it might be best to address this problem at the system level as well.

Second, after you’ve established that a problem meets the rule of 10, then you might want to identify whether some of those students are receiving many more referrals than the others. We would expect this given the PBIS logic. This does NOT mean that you should separate students into two groups. In fact, it’s possible that addressing the problem at the system level will reduce the problem for all students. However, you might also alert the appropriate teachers or staff about the individual students to keep them in the loop. Make sure to identify that the students are not alone in this problem and that the PBIS team will be discussing the problem to identify whether system-level changes are needed.

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How can teams analyze data more equitably?

SWPBIS Big Idea

Teams use data on a regular basis to problem solve and identify solutions that are efficient, effective, relevant, and durable.

�PBIS Cultural Responsiveness Field Guide-page 25

Team Activity

Read Page 25
Share one thought or question your reading brought up for you with your team

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PBIS Tier 1 Teams Use Data to Solve School Wide Systems Level Issues

This process is called Precision Problem Solving

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It Begins with Collecting Referral Data

Staff member observes an incident

Flow Chart guides when to collect data:

critical components of a behavior incident

Referral form completed

Paper or Electronic

A Referral is

Not a

consequence...

It’s DATA!

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The Critical Components of a Behavior Incident

Critical Components (data) for Problem Solving

Referral Type – staff or admin managed
Who – student, grade, IEP/504 status, (observing) staff, others involved
When – date & time the incident occurred
Where – location
What – behavior, and adult action taken
Why – perceived motivation

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The Data System Prompts Staff to Collect the Critical Components Efficiently and Allows Efficient Retrieval�

With your Tier 1 Team, answer the following questions.

Data Collection

Are we collecting the right information to effectively problem solve repeated behavioral incidents?
Is our data collection efficient? less than 30 seconds to enter
Can data be entered efficiently in real time?

Data Retrieval

Do we get data in the right format? graphic format
Do we generate data reports within 5 seconds?

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An Efficient Data System Allows the Data Analyst to…

Analyze Reports

Bring Summary Statement & Key Graphs

Team Begins Meeting with Review

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The Data Analyst Brings Data… �The Team Uses the Data

What to Bring

Current Core Reports
Old Problems: Updated data for previously discussed problems
New Problems: precise problem statement based on drill down

Data Analyst Prep

Identify Red Flags

Drill Down to precision
Summarize (precise statement & supporting graphs)

Systems Level-Tier 1 Team Then

Prioritize problems
Develop goal
Develop solutions & action plan

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The Data Analyst is responsible for bringing data to the team before a meeting it’s important to be strategic about which graphs and information to share.

Here are a few recommendations from the PBISApps team based on the Team Initiated Problem Solving Model or TIPS.

Current Core Reports

Always provide the most recent Core Reports. Use consistent date ranges... Maybe the date since the last meeting or the most recent 6 weeks. This reduces any confusion about comparing summaries from last meeting to this one.

Additional Reports

Some of the additional reports will be useful to look at quarterly or at least annually. For example, PBISApps recommends reviewing the Ethnicity Reports, the Suspension/Expulsion Reports, and Multi-Year reports at least twice each year. Be sure that you set up reminders about when the team expects to see which reports.

Old Problem Updates

Once you start using SWIS data consistently in meetings it’s likely that most months you’ll need to provide an update on problems that the team discussed in the previous meeting. You might be checking on whether an intervention worked or not... Or there might have been a “problem” that the team wanted to “hold” on.

New Problem Updates

Unless you didn’t notice any new red flags in your review of reports you will likely have at least one new problem to bring to the team’s attention. This does not mean that the team will address this problem at this meeting but it allows the team to make informed choices about the priorities and how to use the meeting time.

Drill Down Graphs

When you are drilling into old problems to provide an update or new potential problems, consider whether there are graphs that would help the team (or others) to better understand the potential problem or see how and why you used specific filters. For example, if a problem included all grades but you decided to focus on the 4-6^th graders you’ll want to provide this information and it might help to share the Referrals by Grade report (before you filtered down to those grades) just in case the team decides to address this across all grades first. You don’t necessarily need to include every graph, be choosey and consider what questions the team is likely to ask or where you made a professional judgement that others might have looked at differently.

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5 Minute Break

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The Data Analyst Prepares the Team for Precision Problem Solving

the Right Data • at the Right Time • in the Right Format

Data Based Demo

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Trainers remember to turn closed captioning on. This video is 15:00 long-Start at 2:00 and end at 9:41. This video will show that data analysis begins the process for precision problem solving. Following this slide that you will show an example of next and then teams will practice the process with their own data or a sample of data. The main purposes of this video: 1. Show teams what they need their data collection to do. 2. In order for teams to begin the problem solving process they need to be able to identify the problem with precision. The data system they use needs to have custom drill down features so they can do that. 3. The data analyst needs to have access to the drill down feature in their system so they can fulfill their role of identifying Tier 1 problems with precision for the team to solve. 4. Team meetings begin with a review of data to determine effectiveness of implementation and solve school wide problems. 5. The video shows how the data system allows the data analyst to determine if there is a need for the Tier 1 Team to solve a school wide problem. Their data system needs to allow for easy data drill down to generate custom reports that make data-based decisions for systems improvement possible.

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Precision Problem Solving Process

Use Data

Precision Problem Statement

Set Measurable Goal

Develop Solution & Action plan

Monitor Fidelity of Plan

Measure Outcome vs. Goal

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Using Data for Decision-Making

Primary Statements

Problems often are framed in “primary” form.

This raises awareness and concern, but is not useful for problem solving

“The majority of our referrals

involve cafeteria behavior”

Precision Statements

It’s important to begin with a statement of a problem

Everyone must be working on the same problem with the same assumptions
Use a more detailed review of the data to build precise problem statements, which are solvable

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Primary Statements Show in Core Data Reports as Possible Red Flags

Referrals by Time of Day

We Will Need to Know More to

Determine what we are seeing is a systems level or student level need

Determine the precise nature of the problem to be solved

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With the right data PBIS teams can prepare and share Precision Statements of the issue to be solved

There are 25% more referrals for aggression �in the cafeteria this month than last year. These are most likely to occur during first lunch, with 15 eighth grade students, and the aggression is related to getting access to the new lunch line options.

What? 25% More Referrals for � aggression

Where? In the cafeteria

Who? 15 eighth grade students

When? First lunch

Why? Getting access to the new lunch line options.

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AND Develop a Solution

Measurable Goal: Current cafeteria referrals in 8th grade average 28 per month. Our goal is to reduce cafeteria referrals by 20% per month for Feb through May.

Solution component	Action Steps
Prevention	How can we avoid the problem context? e.g. schedule lunch times, change lighting, rearrange lunch lines
Teaching	How can we define, teach, and monitor what we want? e.g. create lesson plan for teaching situational inappropriateness of roughhousing, teach line expectations
Recognition	How can we build in systematic rewards for positive behavior? e.g. 3 days without referrals = 5 extra minutes of social time at lunch

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Develop Solution (continued)

Solution component	Action Steps
Extinction	How can we prevent problem behavior by removing the reward? e.g. Continued roughhousing at lunch equals a loss in lunch options
Correction	What are efficient, consistent corrections for problem behavior? e.g. Error correction; practice situationally appropriate behavior (document with Staff/Admin Managed Behaviors referrals)
Data	How will we collect and use data for evaluating the fidelity of our solution (e.g. walkthrough reports, observations, self-assessments), and student outcomes (e.g. SWIS referral data, time on task, etc.)?

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Provide Clarity for ALL Adults Through an Action Plan to Implement the Solution

Solution Components	What are the Action Steps?	Who is Responsible?	By When?	How will Fidelity be Measured?	Notes/�Updates
Prevention	review schedule lunch times, change lighting, rearrange lunch lines	Assistant Principals	Before winter break	Assistant Principals will be visible and help supervise
Teaching	create lesson plan for teaching situational inappropriateness of roughhousing, teach line expectations	Teachers will use precorrection to review expectation prior to lunch period. PBIS team will prepare lesson and homeroom teachers will teach the lesson	First week after winter break �	Staff sign-off sheet next to the PBIS bulletin board in the faculty lounge to indicate completion
Recognition	3 days without referrals = 5 extra minutes of social time at lunch	PBIS Team will plan coordinate with supervision staff and vice principals	will begin second week in January	Days extra social time is earned over the month of January and February for
Extinction	Students who need additional practice will attend alternative lunch for one week	Assistant principals and supervision staff	Ongoing	Documentation of referral
Correct. Consq.	Flowchart corrections followed	Assistant principals and supervision staff	Ongoing	All critical components of behavior incidents are entered
	What data?	Who is responsible for gathering the data?	When/How often will data be gathered?	Where will data be shared?	Who will see the data?
Data Collection	Referral record	Assistant principals will enter data and update teachers each week	Weekly	Emailed to staff	All staff

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Action Plan

To enhance the likelihood that the solution plan will be used, we’ve transformed it into an action plan.

We have the same information, but now it is organized into an action plan format to help us identify who is responsible for what action steps; when those persons will complete their tasks; how we will measure fidelity and outcomes, and any other anecdotal information.

You also see in the bottom portion that we’ve outlined the data collection process.

In effect, this is a combination action plan and evaluation plan. We’ve created one document to help us act on our solution and to also help us evaluate how we did.

An action plan says who will do what by when. An evaluation plan is a plan for specifying how the team will know that their efforts have (1) been implemented as planned (fidelity) and (2) that student outcomes have been effected (decreased rates of problem behavior).

Keep in mind during team discussion, each of the solution components should be addressed and discussed. However, the final solution development action plan might not have something in each cell. Schools/Facilities may already be doing things and may not need to always write it in on the plan. It’s a matter of fluency. The more fluent a team is with the problem-solving process, the less they might include on this form. Still, recording it on paper helps ensure that it is completed and achieved. Publishing the plan for all to see increases the accountability for all members to complete their tasks.

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Monitor Fidelity of Plan

Place it on your next PBIS Agenda
Develop extra check-ins on goal as needed
Make sure the right people are in place to implement the action plan
Communicate with staff
Continue to collect data

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Measure the Goal vs. Outcome

Place it on your PBIS Agenda for when you wish to follow-up
Have data ready on your SMART Goal & Solution
Evaluate if you met your outcome or need to create an updated goal and create staff communication plan
Keep the solution in place or start the solution development process with a new goal

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Let’s Examine the Data the Analyst has provided for the Team Meeting

Do we have enough data to determine if this is a systems issue or an individual student issue?

Do we have the right data to solve a systems issue?

Can we write a precise statement of the issue from this set of data?

What data will we need to be precise in our problem solving?

Handout Link

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Now or When Your Team Is Ready

Teams will prepare and plan for data decision-making:

finish practicing 5-step decision-making process - Outcome Data Systems and Practices Team Practice Activities
refer to Cultural Responsiveness Field Guide - p. 25
include Data Decision-Making process in Overall Action Plan

Professional Development�How and when will you bring this information back to staff?

Update your action plan as needed for 1.12-1.13

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Preparing for Team Planning Time

We will give you a few minutes to discuss and decide what you will be working on during this next work time.

Options are:

Engage in the Team Activities for Outcome Systems and Practices OR
TFI Items you prioritized

Refer to your action plan- do you all know what, who and by when you want your prioritized actions to be completed?

We will ask you to share what your team decides.

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Enjoy Your Lunch!

Please be back ready to go by 12:45

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Agenda for Today, Day 8

Morning

Tiered Fidelity Inventory (TFI)

Team Implementation Action Planning

Solution Development & practice
Admin Meeting

LUNCH 12:00-12:45

Afternoon

Team Collaboration & Action Planning

(Coaching Corner)1:00
Coaches Meeting 2:00

MDE Updates-2:30
Survey & Closing

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Minnesota PBIS Cohort 20 Winter Training �Year 2 Day 8

Key to Sustainability: Using Your Implementation Data

MDE PBIS Management Team

MDE.PBIS@state.mn.us

Updated April 2025

TFI Alignment:

1.12: Discipline Data

1.13: Data-based Decision Making

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Ten Minnesota Commitments to Equity

Prioritize equity.
Start from within.
Measure what matters.
Go local.
Follow the money.
Start early.
Monitor implementation.
Value people.
Improve conditions for learning.
Give students options.

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Big Ideas with Practical Applications

Cool Research: Connecting Teams, Data-Based Decision Making (DBDM), and Sustaining Implementation: Cool Research over time…

McIntosh, K. et al. (2013) & (2018)

YOUR Implementation Progress
State/National Level News and Upcoming Events

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Cool Research

Teams + DBDM = Sustaining Implementation

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Center on PBIS Guidance to Teams:�Questions to Address all Five Elements

How can we enhance the experiences and outcomes of each educator and student?
‍What can we do to sustain our implementation over the long haul?
What information do we need to make effective decisions about our PBIS implementation and outcomes?
How will we support our students’ behavioral, social, emotional, and academic growth?
What is important to each of our communities?

10/29/2025

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Center on PBIS Guidance to Teams:�Questions to Address all Five Elements (continued)

Source: pbis.org/pbis/what-is-pbis

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Factors Predicting Sustained Implementation (2013)

Team sharing data �Collect, Inform Decisions, Shared with staff, etc. at least monthly
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.

#1 Predictor

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Factors Predicting Sustained Implementation (2013) (continued)

PBIS Center resource: Tips for Sustaining PBIS video

(https://pbis.org/video/four-tips-for-sustaining-pbis)

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Factors Predicting Sustained Implementation (2018)

Prospective study to ID the strongest school, practice, and district predictors of sustained implementation of a school-wide universal behavior framework after 3 years. Continue next slide…

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., Kittelman, A., Hoselton, R., & Horner, R. H. (2018). Factors Predicting Sustained Implementation of a Universal Behavior Support Framework. Educational Researcher, 47(5), 307-316.

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This pattern remains (2018 study)

Context for this study: One key finding was that nonmalleable school characteristics (e.g., poverty, enrollment) were not strong predictors of sustained implementation. Building on previous SWPBIS research using cross-sectional and retrospective designs (McIntosh et al., 2013; McIntosh, Mercer, Nese, Strickland-Cohen et al., 2016), grade level was the only school characteristic found to be a significant predictor (elementary schools were more likely to sustain) and only at the Institutionalization stage of implementation (i.e., schools implementing from 2 to 4 years). Notably, grade level was not predictive for schools that had been implementing for 5 or more years, indicating that once secondary schools have been implementing for some time, they were as likely to sustain as elementary schools (Bohanon et al., 2006).

Regarding differences across stage of implementation, district-level predictors were strongly influential for schools early in implementation but less so for schools that had been implementing for more than 5 years. For these schools, the strongest predictor was Team Use of Data, which may have allowed a level of continuous regeneration (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010), wherein school teams adapt their implementation to fit more strongly with changed contexts and student populations. A unique finding of the current study is that the district context (e.g., the proportion of other schools) appeared to have a stronger influence early in the implementation process (i.e., starting to implement with a community of peers), but for schools that had been implementing for longer time periods, their within-school practice activities were stronger predictors.

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Factors Predicting Sustained Implementation (2018) (continued)

Adequate implementation fidelity & team use of data for decision-making
The number of other schools in the district adopting PBIS was also a strong predictor of sustained implementation.

Hypothesis: District teams may be more likely to invest in PD for an initiative if it is perceived to be effective, implemented longer, and embedded within existing leadership, organizational, and training and coaching systems to support its implementation

A critical mass of schools implementing SWPBIS was predictive of sustained implementation (under 5 years)

#1 Predictor

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Implementation: Small Changes, Big Impact

2. YOUR Implementation Progress

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This pattern remains (2018 study)

Context for this study: One key finding was that nonmalleable school characteristics (e.g., poverty, enrollment) were not strong predictors of sustained implementation. Building on previous SWPBIS research using cross-sectional and retrospective designs (McIntosh et al., 2013; McIntosh, Mercer, Nese, Strickland-Cohen et al., 2016), grade level was the only school characteristic found to be a significant predictor (elementary schools were more likely to sustain) and only at the Institutionalization stage of implementation (i.e., schools implementing from 2 to 4 years). Notably, grade level was not predictive for schools that had been implementing for 5 or more years, indicating that once secondary schools have been implementing for some time, they were as likely to sustain as elementary schools (Bohanon et al., 2006).

Regarding differences across stage of implementation, district-level predictors were strongly influential for schools early in implementation but less so for schools that had been implementing for more than 5 years. For these schools, the strongest predictor was Team Use of Data, which may have allowed a level of continuous regeneration (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010), wherein school teams adapt their implementation to fit more strongly with changed contexts and student populations. A unique finding of the current study is that the district context (e.g., the proportion of other schools) appeared to have a stronger influence early in the implementation process (i.e., starting to implement with a community of peers), but for schools that had been implementing for longer time periods, their within-school practice activities were stronger predictors.

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Growth During Cohort Training�Cohorts 11-19 – 2024

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NRIP Cohort 20

10/30/2025

Minnesota Department of Education | education.mn.gov

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MRIP Cohort 20

10/30/2025

Minnesota Department of Education | education.mn.gov

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SRIP Cohort 20

10/30/2025

Minnesota Department of Education | education.mn.gov

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Implementation: Small Changes, Big Impact

3. News and Upcoming Events

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Is PBIS an Evidence-Based Practice (2023)

Key Takeaways:

Reduces the use of and inequities in exclusionary discipline
Improves social, emotional, and behavioral competencies
Reduces disruptive behavior
Can improve student academic outcomes
Can positively influence attendance
Improves school climate, school safety and organizational health
Enhances teacher use of classroom management practices and efficacy
Can reduce student referrals for support

10/30/2025

Minnesota Department of Education | education.mn.gov

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School Application for Cohort 22 (2026-2028)

Cohort application guides through Exploration activities to form a team and get data system in place.

Teams get prerequisites in place to be ready for PBIS Installation, including commitment to data collection and analysis.

Application Opening Soon! �(https://pbisMN.org/Getting-Started)

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Share your #pbisMN work!

facebook.com/pbisMN

x.com/pbisMN

10/30/2025

Minnesota Department of Education | education.mn.gov

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North Regional Contacts

North Regional Implementation Project

Erin Engness, NRIP Coordinator�pbis.erin@gmail.com

You can find other PBIS Minnesota contacts on the Minnesota PBIS website.

PBIS Management - Regional Contacts

Angela Scott Angela.Scott@state.mn.us

Daniel Torrez Daniel.Torrez@state.mn.us

10/30/2025

Minnesota Department of Education | education.mn.gov

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Metro Regional Contacts

Metro Regional Implementation Project

Lauren Sparr�MRIP Coordinator�lauren.sparr@brightworksmn.org
Debi Doran�MRIP Coaching and Evaluation Coordinator�pbis.debi@gmail.com

MDE PBIS Management - Regional Contacts

Sarah Sirna �Sarah.Sirna@state.mn.us
Aaron Barnes �Aaron.Barnes@state.mn.us

You can find other PBIS Minnesota contacts on the Minnesota PBIS website.

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South Regional Contacts

South Regional Implementation Project

Karley McClellan �Lead SRIP Coordinator Karley.McClellan@swwc.org
Hazel Ashbeck�SRIP Coordinator – SWWC Hazel.Ashbeck@swwc.org

Sara McAdams, SRIP External Coach and SWIS Facilitator�South West Central Service Cooperative (SWWC)�Sara.McAdams@swwc.org
Holle Spessard, SRIP External Coach �South West Central Service Cooperative (SWWC) hspessard@swwc.org

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South Regional Contacts (continued)

MDE PBIS Management - Regional Contacts

Janet Christensen Janet.Christensen@state.mn.us
Kelsey Black Kelsey.Black@state.mn.us

You can find other PBIS Minnesota contacts on the Minnesota PBIS website.

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South Regional Contacts (continued)

South Regional Implementation Project

Karley McClellan �Lead SRIP Coordinator Karley.McClellan@swwc.org
Hazel Ashbeck �SRIP Coordinator – SWWC Hazel.Ashbeck@swwc.org

Sara McAdams, SRIP External Coach and SWIS Facilitator, South West Central Service Cooperative (SWWC)�Sara.McAdams@swwc.org
Holle Spessard, SRIP External Coach �South West Central Service Cooperative (SWWC) �hspessard@swwc.org

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South Regional Contacts (continued)

MDE PBIS Management - Regional Contacts

Janet Christensen Janet.Christensen@state.mn.us
Kelsey Black Kelsey.Black@state.mn.us

You can find other PBIS Minnesota contacts on the Minnesota PBIS website.

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Thank You!

Minnesota Department of Education – PBIS Management Team

MDE.PBIS@state.mn.us

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Team Planning time until 2:45

Coaches Corner (Optional for any team member)

2:00 Coaches Meeting (Just Coach)

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Survey- Please Complete 1 per Team

URL: https://www.surveymonkey.com/r/G27WKYC

Select Metro Region

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Closing

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Closing

By doing “ the next and most necessary

thing…we will always be doing something

meaningful.”

Carl Jung

Finish this sentence.

The “Next Right Thing” for our team is…

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