Notes for Trainers

• The slides created for the 2025-26 Cohort Trainings Days 1 to 9 have been revised. Please get familiar with the new version before presenting.
• ALL trainers will use the same slides. If changes are needed, please submit them for consideration to the Trainer Workgroup by emailing your request to Erin Engness at pbis.erin@gmail.com
• The blank space at the top of the slides is saved for CART captioning services in case needed and it must remain empty. Thank you!

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1

PBIS Team �Tier 1 Training Day 3

WELCOME BACK COHORT 21

Network: BrightWorks Community Room

Password: Zulu1976!

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Cheryl Cook

Lead Trainer •External Coach•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 outdoor spaces, bike-riding, shelling and golf. I love spring, summer and fall.

Cohort 1

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Please Complete Your Nametag

• Your Name
• School Name
• Your Role on the Team

Cheryl

Kennedy Elem

Data Analyst

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The Training Team Today

- helping you gain clarity, build competence and feel confident -

Ask Us

Cheryl Cook

Sarah Marxhausen

Debi Doran

Ellen Grossman

Karisa Gibson

Morgan Goering

No Judgement

Lauren Sparr

Sydney Navoichick

Sarah Sirna

Aaron Barnes

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The 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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Your External Coach

Cheryl

• Highland
• Parkview
• Woodland

Ellen

• East Lake
• Echo Park
• Emerald Trail

Karissa

• Valley Middle

Morgan

• Eagle Heights

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Expectations Help Us Define How We Want to Be Together

Cohort Training Expectations

• Be Respectful
• Be Responsible
• Be Engaged

We Are All In This Together!

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Take A Moment to Reflect

Cohort Training Expectations

• Be Respectful
• Be Responsible
• Be Engaged

We Are All In This Together!

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Materials For Today

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

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Our Agenda for Today

Lunch at 12:00-12:45-Order Ahead!

This Morning

• Opening our day together
• Short Break
• Take the TFI and Action Plan
• TFI 1.9-School-wide Acknowledgement Systems
• Supported Work Time
• Coaches Corner

This Afternoon

• MDE (Supporting PBIS in MN)
• Adults Practices in Non-Classroom Locations
• Break
• Supported Team Planning Time
• Admin Meeting
• Closing our day together

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Coaching Corner Today

Not Required-An Additional Support for You

Content Specific Support

Content Session during work times:

Today: Acknowledgment Ideas

Individualized Support

• 2 Coaches Available
• Bring any specific questions or struggles

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Other Logistics for Today

• Work Spaces (break out spaces for teams)
• Asking for our help
• Recognizing Each Other’s Efforts
• Breaks
• Lunch-Order Ahead
• Table Supplies-see Sydney

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Developing Implementation Support for Staff

• Identify One Implementation Support Your

Team Has Worked On

• Be Ready to Share!

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Tier 1 Team Training Day 3

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

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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

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

(Also a good idea to record your scores on a paper copy 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
• 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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If you did a TFI Walkthrough use the 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 3

Feedback & Acknowledgement

(TFI 1.9)

Updated October 2025

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Sarah Marxhausen

*Middle School Principal, PBIS Metro Trainer

Team Stats

• Years with PBIS: 10
• Favorite part about PBIS: Relationships, Routines/Expectations, & Reinforcement !
• Fun Facts: I LOVE Scrapbooking, staying busy with kids activities- dance, basketball, football, piano, track, Ambassador events & I am a Keith Urban superfan!

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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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TFI 1.9 Purpose & Outcome

Purpose:

Teams will develop a formal system for providing specific behavior feedback that is linked to school-wide expectations and used within classrooms and across school campus settings.

Outcome:

A formal system (a written set of procedures) for acknowledging student behavior exists and is used by staff.

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Focus on the Facts of PBIS

Myth

PBIS is not equitable

Facts

• PBIS is a prevention-oriented process where adults implement evidence-based practices to enhance academic and behavior outcomes for ALL students.
• Feedback & Acknowledgement Systems are developed to help staff provide positive and corrective feedback to EVERY student in the school consistently.

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How can we make feedback more culturally responsive?

SWPBIS Big Idea

Attending to and acknowledging desired student behaviors increases the likelihood of these behaviors recurring and promotes a positive school culture.

PBIS Cultural Responsiveness �Field Guide page 21

Team Activity

1. Read Page 21
2. Share one thought or question your reading brought up for you with your team

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Feedback & Acknowledgement Tasks

1. Develop Acknowledgement Matrix
2. Develop concrete token (Slip, Ticket, Gotcha!)
3. Plan PD on strategies for Providing Feedback and Acknowledgement
4. Communicate plan to gain feedback from staff

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So Much Research to Back this Practice Up!

Research indicates �that you can improve behavior by 80% just by pointing out what someone is doing correctly.

​

Laura Riffel, OSEP

• Reinforce the teaching of new behaviors
• Strengthen and encourage the behaviors we want to occur again in the future
• Every adult interaction with a student is an instructional moment that influences what happens next.

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Recommendations for Providing Positive Feedback

• Recognize both effort and mastery
• Make recognition specific and aligned with expected performance and behavior
• More recognition than correction occurs��How does this apply to the school setting? Video (1:48 minutes, seconds)

​

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Recognition is Aligned and Specific

Train All Staff on this Evidence-Based Practice-Behavior Specific Praise

Steps for Providing Behavior Specific Praise:

Step 1: Use the student’s name

Step 2: Name the behavior observed

Step 3: Tie back to school-wide expectations

Example: Jay, nice job sitting in your seat when the bell rang. Way to be Ready.

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Non-examples:

Giving ticket without saying anything

Giving ticket for non-school wide expectations

Only giving for “above and beyond” behavior

Saying just, “Nice job,” “Good,” or “Fantastic.”

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Choose an example and practice

Quick Think and Write

• Choose one example below (or your own) and think about how you can provide aligned and specific recognition - Behavior Specific Praise
• Student is on time for class
• Student is helping clean up in the cafeteria
• Student follows the morning routine
• Student is walking in the hallway
• Include: student name, what you saw, how that aligns to your expectations

Partner Talk and Share your examples

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Positive Feedback Occurs more Frequently than Correction

Effort & Mastery

(reinforcement)

5:1

Correction

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How does 5:1 happen?

All Staff are expected to:

• Interact in a friendly, supportive manner at all times---students, parents, guests and colleagues
• Initiate positive interactions by:

• Making eye contact
• Welcoming posture
• Offering a greeting
• Asking if assistance is required
• Providing positive feedback regarding appropriate student behavior
• Maintaining an attitude of respect and support, even when correcting student behavior

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Pair Behavior Specific Praise a Concrete Symbol

School to Families

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Individual High Frequency

Bus Drivers

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Involve ALL Staff Giving Feedback

Golden Awards Help All Staff Participate in Positive Intermediate Recognition

Playground Supervisors

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Building Maintenance Staff

Food Service Staff

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Focus on the Facts of PBIS (continued)

Myth

The positive in Positive Behavior Interventions and Supports (PBIS) means that we give out rewards.

Facts

• Providing positive feedback is part of an instructional process that reinforces the teaching of behavioral expectations.
• Concrete symbols paired with verbal recognition strengthen the reinforcement.

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Keep Staff Motivated and Appreciated!

Staff Acknowledgement Examples:

• Restaurant coupons for staff who gave winning student coupon
• Reserved Parking Spot (parking closest to school)
• Traveling Trophy - pass it on to a colleague
• Extra planning period coupon
• Thank you cards to teachers for support

Having Fun With PBIS

PBIS Tier 1 Team to Staff

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Concrete symbols can strengthen your feedback, but remember ...

What really �matters is the positive interaction, the connection. Positive Connections on the outside build neural connections on the inside.

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Guidelines for School wide Recognition

Recognition is about providing positive feedback for EVERY student!

• Recognize the behavior & connect to SW expectation
• Recognition closely follows the desired behavior
• Include the students in identifying deliver of recognition
• Create a system that is easy to implement consistently across the school campus
• Create a communication plan

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Planning Tool - Acknowledgement Matrix

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Team Implementation Planning

• Quick Read and Think
• Read through the Frequently Asked Questions Handout
• What thoughts or questions did you have as you read?
• Table Talk and Share your thoughts/questions
• Talk with your team about it

Frequently Asked Questions about Recognition

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Team Implementation Planning

Tools to Help you Plan:

1. Go to your PBIS SWTFI Implementation Planning Guide
• Implementation 3-Planning Out Positive Feedback-Acknowledgment Matrix
2. Develop plan to train ALL staff on Behavior Specific Praise
3. Work on Responding-Providing Positive Feedback

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Professional Development

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

Update your action plan as needed for Feedback & Acknowledgement

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Enjoy Your Lunch!

Please be back ready to go by 12:45

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Minnesota PBIS Cohort 21 Winter Training�Year 1 Days 3 and 4

Core Features Implemented as Intended

MDE PBIS Management Team

MDE.PBIS@state.mn.us

Updated April 2025

TFI Alignment:

TFI 1.5 Problem Definitions �TFI 1.6 Discipline Policies 

TFI 1.9 Feedback & Acknowledgement

TFI 1.3 Behavioral Expectations Non-Classroom Areas Active Supervision

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Aaron Barnes

Minnesota PBIS Management Team

Team Stats

• Began PBIS work in 2006 in Eugene, Oregon
• MN Debut: External coach to 5 teams in Cohort 3
• Favorite part of PBIS: Getting clear (and feeling good) about “why” and “how” to use our data.
• About Me: I love live music, playing volleyball, and games that emphasize strategy and storytelling.

Cohort #3

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Ten Minnesota Commitments to Equity

1. Prioritize equity. 
2. Start from within. 
3. Measure what matters. 
4. Go local. 
5. Follow the money. 
6. Start early. 
7. Monitor implementation.  
8. Value people. 
9. Improve conditions for learning. 
10. Give students options.

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Small Changes, Big Impact�PBIS Minnesota Cohort Training

1. PBIS Core Features in Practice
• In MN Statute
• Evidenced in current research snapshot: Active Supervision

Allen, G. E., Common, E. A., Germer, K. A., Lane, K. L., Buckman, M. M., Oakes, W. P., & Menzies, H. M. (2020). A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings. Behavioral Disorders, 45(3), 167-182. https://doi.org/10.1177/0198742919837646

• YOUR Implementation Progress
• State/National Level News and Upcoming Events

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Implementation: Small Changes, Big Impact

1. PBIS Core features in Practice

10/30/2025

Minnesota Department of Education | education.mn.gov

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MN Statute: PBIS Definition in Practice:�An Evidence-Based Framework to Prevent Problem Behavior and Support Positive, Prosocial Behaviors

School Leadership Team that supports all staff, students, and families with:

1. 3-5 positive expectations, taught and practiced
2. Acknowledgement and feedback system
3. Consistent and specialized supports
4. Data-based decision making
5. Continuum of interventions for all to support Behavior
6. Team-based approach

Source: www.revisor.mn.gov/statutes/?id=122A.627

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Active Supervision: Systematic Review of Evidence (Allen, G. E. et al.,2020)

1. Is active supervision a practice that can be classified as an evidence-based practice (EBP)?
2. Does it have a measurable impact on student outcomes?

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Importance of Ensuring Core Features

“Be adamant about the core features;

be flexible about the rest.”

Rob Horner

​

October 2020 ABAI Culturo-Behavior

Science for a Better World Conference

10/30/2025

pbis.org

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Active Supervision: Systematic Review of Evidence (Allen, G. E. et al.,2020) (2)

YES! Active supervision meets CEC criteria as an evidence-based practice.

• Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors.
• Prevention focused (recess, lunch, transitions, dismissal, hallways, etc.) 

Your team will be learning how to implement this EBP strategy as intended during this training!

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Applied Resource from IRIS Center:�ACTIVE SUPERVISON

User-friendly resource which covers how to implement Active Supervision:

​

Fundamental Skill Sheet: Active Supervision includes:

​

1. What is it?
2. What do we know about this skill/practice?
3. Procedures
4. Tips for implementation
5. Things to keep in mind
6. Examples (including context, prompts, how to scan monitor, and interact with students)

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Implementation: Small Changes, Big Impact

2. YOUR Implementation Progress

10/30/2025

Minnesota Department of Education | education.mn.gov

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Growth During Cohort Training�Cohorts 11-19 - 2015– 2024

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NRIP Cohort 21

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MRIP Cohort 21

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MRIP Cohort 21

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SRIP Cohort 21

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Implementation: Small Changes, Big Impact

3. News and Upcoming Events

10/30/2025

Minnesota Department of Education | education.mn.gov

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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

LINK:https://www.pbis.org/resource/is-school-wide-positive-behavior-support-an-evidence-based-practice

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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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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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Thank You!

Minnesota Department of Education – PBIS Management Team

MDE.PBIS@state.mn.us

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Tier 1 Team Training Day 3

Non-Classroom Settings Basic Strategies

Updated October 2025

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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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Outcomes

Teams will review basic non-classroom strategies and embed active supervision into their providing feedback (acknowledgement and correction) system.

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Non-Classroom Challenges

Classroom

• Teacher directed
• Instructionally focused
• Smaller # of predictable students
• Relationship

Non-classroom

• Student focused
• Social focus
• Larger # of unpredictable students
• Lack of Relationship

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Your Data Helps You Identify Non-Classroom Areas to Focus On

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Using Referral Data

• An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.
• High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”
• Over 50% of referrals occurring on “buses” during daily transitions.

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What non-classroom location in your building do you think needs your focus first?

Discuss with your team

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Active Supervision in Your School

As you listen, think about how implementing these strategies could help reduce behaviors in the non-classrooms location you identified.

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Actively Supervise is an EBP

Today Let’s focus in on Non-Classroom Locations

Scan

Move

Interact

Prompt

Strengthen

Correct

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Scan Frequently

• Head up
• Look & Listen
• Open Body Posture
• Pause and Breathe before correcting

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Move Throughout the Area

Move as your scan indicates

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Positively Interact with Students

• Contextually, developmentally, culturally appropriate
• Genuine, efficient, effective
• Provide Feedback
• Greet students
• Specific, meaningful
• Prompt Desired Behaviors
• Strengthen Appropriate Behaviors

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Correct Staff-Managed Behaviors-Using Staff-Managed Strategies on Your Flowchart

• Calmly
• Quickly
• Privately
• Culturally, contextually �and developmentally appropriate
• Neutral, Business-like
• Reinforce & Encourage

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Follow Procedures for Requesting Assistance for �Admin-Managed Behaviors on Your Flowchart

• Calm and businesslike
• Follow procedure
• Disengage if escalation
• Pre-correct for next occurrence

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Review Staff Expectations on your Matrix that Promote Consistent Action from Adults

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What Happens When Adults Take Consistent Action Through Active Supervision?

A More Predictable School Environment

• Lowers student anxiety
• Creates a felt sense of safety

Consistently Positive Staff Behaviors

• Builds positive relationships
• Contributes to a healthy school climate

Opportunities to Provide Feedback Are Created

• Prompt desired behaviors
• Strengthen expected behaviors
• Deter unexpected behaviors
• Correct unexpected behaviors

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Active Supervision

Active Supervision – Video!

Active Supervision – Checklist

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Team Implementation Planning

Tools for Planning Active Supervision-Non Classroom Locations

• Go to your PBIS SWTFI Implementation Planning Guide
• Work on Active Supervision PD Planning
• Implementation 9-Active Supervision PD for Staff Supervising Non-Classroom Locations

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Professional Development

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

Update your action plan as needed for

Non-Classroom Settings

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What Will Be Working On?

From Now Until 3:00 is Work Time.

For our closing….

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Please be ready to share what you worked on during your work time today

Reminder

Administrative Lead Meeting At 1:30

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Ending Our Day Together

Closing Activity

SHARE

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We Worked On…

Helping Out

Clean Up Your Area

Bring all your things home with you

See You Tomorrow!

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