Board Work

Session
Status of the PBIS/F priority work and its
relationship to other priority results.
Priority Result: All sites have implemented research-
based positive behavior intervention practices that
promote equitable student achievement.
2012-13
1. Agreed-upon school-wide
positive behavior
expectations that are
clearly and positively
stated and posted
throughout building

2. Expectations taught like
any academic subject,
including guided practice
and review throughout
school year

3. A system to recognize or
acknowledge students
when they display
appropriate behaviors
2013-14
1.SWIS and Cognos for
consistent district
data

2.Documented system
of Multi-Tiered System
of Support (Response
to Intervention)
Agreed Upon School-Wide Behavioral
Expectations

Park Center P.R.I.D.E.
Participate in your education
Be on time, prepared, and ready
Give consistent effort
Contribute to the PC community

Respect yourself and others
Treat others as you would
expect to be treated
Take care of our school
and property
Be polite and use
appropriate language
in every language

Inspire others
Lead by example
Be a positive influence
on others
Support and protect
the rights of others

Do the right thing
Show integrity
Be responsible
Make choices that are considerate to others

Excel in all you do
Challenge yourself
Go beyond what is expected
Promote/develop a positive culture
2013-2014 Deliverables
Continue the work from 2012-2013.
Building leaders will share SWIS and/or Cognos data
monthly with staff.
PBIF/S teams will use data to inform decisions about the
effectiveness of the agree upon behavior expectations and
MTSS.
PBIF/S teams will reflect on data using Next Action
Thinking.
Non-PBIS cohort schools will use the Team
Implementation Checklist and the School-Wide Evaluation
Tool.
MDE Partnership

Osseo and MDE Agreement to Actively Manage District-wide PBIS Implementation
Priority Osseo Get MDE & Partners Get Osseo Give MDE & Partners Give Shared
Outcomes
Improve District-
wide PBIS
Implementation
Integration of
implementation
frameworks and tools into
Osseos management of
PBIS implementation
district-wide (see
http://implementation.fpg.
unc.edu/module-1)

Model of district-wide PBIS
implementation using
implementation frameworks
and tools
Staff time at Osseo
monthly PBIS
meetings to learn
about implementation
frameworks and tools
associated with PBIS

Staff time preparing for,
participating in, and meeting
needs emerging from Osseo
district PBIS meetings
Osseo, MDE and
Partners understand
what it takes to
manage PBIS
implementation and
scale-up across a
large urban district

Data-based
decision making
Access to customized
Osseo PBIS district-wide
implementation data from
MDE and Wilder
Research, including
regular and ongoing
effort, fidelity, and
outcome data reports

Experience learning which
data are most helpful to
districts in actively
managing PBIS
implementation
Agreement to share
and review Osseos
PBIS implementation
data on a regular
basis
Osseo district-wide PBIS
implementation data in a
actionable format
A district-wide data-
based decision
making process is
developed to
implement and
scale-up PBIS in
Osseo

Professional
Development
Knowledge about PBIS
implementation through
participation in a
Community of Practice
with other selected
districts actively
managing PBIS
implementation
MDE & Partner staffs learn
from Community of
Practice discussions and
data review cycles about
how best to meet the PBIS
professional development
needs of participating
districts and schools
Staff dedicated time to
participate in the
Community of Practice
and other professional
development
opportunities provided
by MDE & Partners
Data-informed district-wide
professional development
(provided by MDE staff,
George Sugai, Karen Blase,
and others) and reserved
space at MDE
Implementation Forums and
content-specific PBIS
trainings or capacity building
sessions (such as SWIS
facilitator training, TIPS
training, PBIS trainer training
etc.)
Increased
competence of
Osseo, MDE and
Partner staff to
implement, manage
and evaluate district
level PBIS

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NEXT ACTION THINKING FOR PBIF/S EXPECTATIONS

Examine Your Assumptions
Write your assumptions regarding your student discipline data for this month. For
instance, you may believe We had more issues in the hallway this month because
staff members are not doing hall duty during passing time. Share your assumptions
with colleagues in the spirit of dialogue.











Deepen Your Understanding
Based on your discipline data for this month list two areas that you believe are
impacting racial disproportionality in student referral and suspensions. Consider a
strategy that might be helpful in reducing the disproportionality in those areas.











Engage in Next Action Thinking
As a team, determine ways in which you will reduce the racial disproportionality in the
most commonly identified areas. What actions will be taken as a result of your team
discussion, who will take them, by what date.










Priority Result: All sites have implemented research-
based positive behavior intervention practices that
promote equitable student achievement.
2012-13
1. Agreed-upon school-wide
positive behavior
expectations that are
clearly and positively
stated and posted
throughout building

2. Expectations taught like
any academic subject,
including guided practice
and review throughout
school year

3. A system to recognize or
acknowledge students
when they display
appropriate behaviors
2013-14
1.SWIS and Cognos for
consistent district
data

2.Documented system
of Multi-Tiered System
of Support (Response
to Intervention)