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District 196 outlines PBIS rollout; MDE cohort training and data tracking emphasized
Summary
District staff presented the Positive Behavioral Interventions and Supports (PBIS) rollout, describing Minnesota Department of Education cohort training, 80% staff buy‑in for cohort acceptance, data metrics ("Big 5"), and school examples including Thomas Lake Elementary and Falcon Ridge Middle School.
District 196 staff described progress and plans for implementing Positive Behavioral Interventions and Supports (PBIS) at a March 10 school board meeting, emphasizing a multi‑year training model, data collection and culturally responsive practices.
Rachel Hughes, Director of Instruction and Achievement, and Stephanie Ochocchi, student support coordinator, outlined PBIS as a prevention‑focused framework endorsed by the Minnesota Department of Education (MDE) to improve school climate, attendance, behavior and academic outcomes. "PBIS is not a packaged curriculum... It is a prevention oriented way for our schools to build a positive culture by organizing evidence based practices," Ochocchi said.
Staff described the MDE cohort model: schools apply and staff survey results are used to gauge readiness; buildings with 80% or higher staff interest are accepted into a cohort and then participate in nine in‑service days over two years with ongoing coaching and booster trainings. PBIS teams meet monthly to review behavior data and implement action plans based on the district's "Big 5" incident tracking: what, where, when, who and frequency.
The presentation included school examples and a short video featuring Falcon Ridge Middle School and Thomas Lake Elementary. Staff and students discussed explicit teaching of behavioral expectations, consistency across settings (classroom, hallway, cafeteria), and approaches to reteaching and repairing relationships after incidents. Implementation measures include fidelity checks and a PBIS self‑assessment survey for staff and students.
Board members asked how PBIS aligns with other district initiatives and whether schools that do not initially apply could be brought into the process; staff said capacity and timing are considerations and that an implementation plan will continue to expand cohorts until all district schools have had access to MDE training.
The presentation was informational; the board did not vote.
