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Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. A significant amount of research has been done to identify the critical features of PBIS. More generally, implementation science points to a specific sequence to ensure that PBIS is implemented with fidelity. This fall status report provides information on PBIS implementation fidelity for school teams who are currently in PBIS training sponsored by the Minnesota Department of Education (MDE). The Tiered Fidelity Inventory (TFI) measures implementation fidelity for each of the three tiers of PBIS. It is designed to be taken four times per year while a school team is in training. In Minnesota, schools complete a TFI at each PBIS training. In order to be implementing PBIS with fidelity, a school needs to score 70 percent or better for each of the three tiers of PBIS. This report summarizes average TFI scores and the types of data systems used by: (1) 70 school teams that are in their second year of training (Cohort 15); and (2) 53 school teams are in their first year of training (Cohort 16). Based on the review of the results, the report closes with issues for the Minnesota PBIS Statewide Leadership Team (SLT), including the Minnesota Department of Education (MDE) and the Regional Implementation Partners (RIPs) to consider when planning future PBIS trainings and working with school teams.

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. The Minnesota Department of Education and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's two-year training sequence for PBIS. This report is intended for all stakeholders to better understand the status of PBIS schools in training. This report summarizes school teams' attendance at the Spring 2019 training and results from surveys they completed at the end of training. School teams are comprised of school staff members and administrators. Participating school teams complete one survey per team at each training. This report summarizes the results for: (1) 53 school teams that are in their second year of training (Cohort 13); and (2) 47 school teams are in their first year of training (Cohort 14).

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. A significant amount of research has been done to identify the critical features of PBIS. More generally, implementation science points to a specific sequence to ensure that PBIS is implemented with fidelity. This spring status report provides information on PBIS implementation fidelity for school teams who are currently in PBIS training sponsored by the Minnesota Department of Education (MDE). The Tiered Fidelity Inventory (TFI) measures implementation fidelity for each of the three tiers of PBIS. It is designed to be taken four times per year while a school team is in training. In Minnesota, schools complete a TFI at each PBIS training and an additional TFI assessment is completed at their school with an external evaluator. In order to be implementing PBIS with fidelity, a school needs to score 70 percent or better for each of the three tiers of PBIS. This report summarizes average TFI scores, the number of Self-Assessment Surveys (SAS) taken, and the types of data systems used by: (1) 53 school teams that are in their second year of training (Cohort 13); and (2) 47 school teams are in their first year of training (Cohort 14). Based on the review of the results, the report closes with issues for the Minnesota PBIS Statewide Leadership Team (SLT), including the Minnesota Department of Education (MDE) and the Regional Implementation Partners (RIPs) to consider when planning future PBIS trainings and working with school teams.

This report presents the number of child care providers and children enrolled in northeastern Minnesota in 2018, the economic impact of the child care industry, estimates of the unmet need for child care and costs to add capacity to meet demand, the economic impact of the child care shortage, and examples of best-practice business involvement in child care solutions. [The Blandin Foundation, the Northland Foundation, and the Minnesota Department of Iron Range Resources and Rehabilitation (IRRR) commissioned Wilder Research and the Center for Rural Policy and Development (CRPD) to prepare this report.]

The school-wide positive behavioral interventions and supports (SW PBIS) program is managed by the Minnesota Department of Education and is implemented in hundreds of Minnesota schools. PBIS is an evidence-based model that attempts to develop a school-wide positive behavior culture. Based on previously documented outcomes, PBIS is a potential solution to reducing the discipline disparities gap between white students and students of color and between students who have a disability and those who do not have a disability. The core concept of PBIS is teaching behavioral expectations in the same manner as any other academic subject. Rather than telling students what not to do, the school staff focus on teaching and rewarding preferred, positive behaviors. The purpose of this case study is to explore the findings from the research literature to increase the understanding of the impact PBIS may have on reducing discipline disparities by race/ethnicity and disability status. It also provides school PBIS teams with concrete strategies that they can use to help reduce discipline disparities in their schools. Links to guides and resources from the University of Oregon to help schools implement these different approaches are also included. Finally, this report provides recommendations to the Minnesota PBIS State Leadership Team (SLT) regarding possible changes to the PBIS training process that could impact discipline disparities for schools in Minnesota.

The Minnesota Department of Education (MDE) and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's 2-year training sequence for Positive Behavioral Interventions and Supports (PBIS). This Spring 2016 school status and training report provides a summary of the current implementation status of schools in training and results from the Spring 2016 training surveys. This report is intended for all stakeholders to better understand the status of PBIS of schools in training and help to refine training and data reporting. Wilder Research is contracted to evaluate the statewide PBIS initiative. As a part of the PBIS evaluation, surveys are conducted with school teams who are participating in the training sequence (one survey was completed per school team). The results of these surveys, school team attendance records from the Regional Training Projects, data system information gathered from the RIPs and from school teams, and data entered for the TIC (Cohort 10 only), TFI (Cohort 11 only), and SAS (both Cohort 10 and 11) are the basis of this report. This report summarizes the results of the Spring 2016 trainings and PBIS implementation as of May 2016: (1) There are a total of 52 Cohort 10 schools that are in their second year of training; and (2) There are a total of 56 Cohort 11 schools are in their first year of training.

This Fall 2015 school status and training report provides a summary of the current implementation status of schools in training results from the Fall 2015 training surveys. The Minnesota Department of Education (MDE) and Regional Training Partners (RIPs) sponsor three training sessions per year for schools that are participating in Minnesota's 2-year training sequence for Positive Behavioral Interventions and Supports (PBIS). This report is intended for all stakeholders to better understand the status of PBIS of schools in training and help to refine training and data reporting. This report summarizes the results of the Fall 2015 training surveys: (1) There are a total of 52 Cohort 10 schools that are in their second year of training; and (2) There are a total of 56 Cohort 11 schools are in their first year of training. As a part of the PBIS evaluation, surveys are conducted with school teams who are participating in the training sequence (one survey was completed per school team). The results of these surveys, attendance records from the RIPs, data system information gathered from the RIPs and from school teams, and data entered for the Team Implementation Checklist (TIC) (Cohort 10 only), Tiered Fidelity Inventory (TFI) (Cohort 11 only), and Self-Assessment Survey (SAS) (both Cohort 10 and 11) are the basis of this report.