Subdivision 1. Rules. — The commissioner, after consultation with interested parent organizations and advocacy groups, the Minnesota Administrators for Special Education, the Minnesota Association of School Administrators, Education Minnesota, the Minnesota School Boards Association, the Minnesota Police Officers Association, a representative of a bargaining unit that represents paraprofessionals, the Elementary School Principals Association, and the Secondary School Principals Association, must amend rules governing the use of aversive and deprivation procedures by school district employees or persons under contract with a school district. The rules must:

(1) promote the use of positive behavioral interventions and supports and must not encourage or require the use of aversive or deprivation procedures.

“Positive behavioral interventions and supports” or “PBIS” means an evidence-based framework for preventing problem behavior, providing instruction and support for positive and prosocial behaviors, and supporting social, emotional, and behavioral needs for all students. Schoolwide implementation of PBIS requires training, coaching, and evaluation for school staff to consistently implement the key components that make PBIS effective for all students, including:

• (1) establishing, defining, teaching, and practicing three to five positively stated schoolwide behavioral expectations that are representative of the local community and cultures;
• (2) developing and implementing a consistent system used by all staff to provide positive feedback and acknowledgment for students who display schoolwide behavioral expectations;
• (3) developing and implementing a consistent and specialized support system for students who do not display behaviors representative of schoolwide positive expectations;
• (4) developing a system to support decisions based on data related to student progress, effective implementation of behavioral practices, and screening for students requiring additional behavior supports;
• (5) using a continuum of evidence-based interventions that is integrated and aligned to support academic and behavioral success for all students; and
• (6) using a team-based approach to support effective implementation, monitor progress, and evaluate outcomes. Consistent with section 120B.232, subdivision 1, character education curriculum and programs may be used to support implementation of the key components of PBIS.

(d) “Positive behavioral interventions and supports” means interventions and strategies to improve the school environment and teach children the skills to behave appropriately, including the key components under section 122A.627.

Subd. 6. Behavior supports; reasonable force.

(a) School districts are encouraged to establish effective schoolwide systems of positive behavior interventions and supports.

Document addresses systemic approach and practice examples for the Multi-Tiered System of Support.

Site provides information on use of positive behavioral interventions and supports.