2025 Summer Institute Strands

Presenter: Patti Hershfeldt

Description: The Inclusive Skill-Building Learning Approach (ISLA) is a school-wide, universal model designed to strengthen relationships, reduce exclusionary practices, and support all students and staff in developing the social skills needed to repair harm, make amends, and move forward.

The ISLA model incorporates classroom prevention strategies, provides effective in-class responses to behavior, offers positive out-of-class supports, and establishes protocols for resolution and reconnection. ISLA promotes restorative, strengths-based practices that move away from exclusionary discipline. The ISLA model cultivates a school culture of collective ownership, inclusivity, and mutual respect. It empowers educators, students, families, and communities to create environments where all thrive, and every voice is heard and valued.

Learning Objectives:

By the end of this strand, participants will:

• Understand ISLA Principles: Learners will explain how the ISLA model fosters a culture of collective ownership, inclusivity, and respect, emphasizing restorative, strengths-based practices over exclusionary discipline.
• Identify ISLA Components: Learners will describe ISLA’s core elements, including relationship-building, social skill development, and harm-repair protocols.
• Apply ISLA Strategies: Learners will demonstrate how ISLA’s preventative strategies, interventions, and restorative practices promote equity, inclusion, and positive learning environments.

Intended Audience: The implementation of ISLA occurs both at the classroom level and through the involvement of student support personnel. As a result, individuals or teams are encouraged to participate and will leave equipped with materials and knowledge to support implementation. This strand provides comprehensive training on the ISLA model, which, while studied primarily at the middle school level, is also applicable to elementary and high schools.

Bio:

Dr. Patti Hershfeldt is a trainer and coach with the Northwest PBIS Network. She has been affiliated with the Center on PBIS since 2010. Patti co-chairs the APBS High School Network that supports high schools with implementation of SW PBIS/MTSS and aims to bridge connections between implementors and researchers. Additionally, she has a strong professional focus on equity and authentic inclusion of student voice. Patti is a former high school special education teacher of 15 years and a mom to 2 daughters.

Presenter: Joelle van Lent

Description: Creating enriching learning environments in our schools has become increasingly daunting. Schools face complex and interwoven challenges, as well as rich opportunities to renew understanding of trauma-informed practices and reinforce a collective commitment to the well-being of our students and staff. This strand will connect the impact of stress and adversity on development with practical strategies that promote resilience.

Learning Objectives:

By the end of this strand, participants will:

• Learn the ways in which caregiver, racial, and other forms of trauma impact the formation of healthy relational patterns and influence how students respond to various experiences in school.
• Understand how healthy motivation develops and learn practical strategies to enhance students’ motivation and engagement, even in situations of learned helplessness, chronic disengagement, and an over-reliance on external support throughout the various aspects of school.
• Examine concepts related to the use of trauma-informed discipline that maintains belonging and diminishes inequities within a school community.
• Gain strategies to improve students’ self-regulation, replace undesired behavioral responses, and increase students’ resilience to the inherent stressors of school, learning, and social endeavors.
• Increase understanding of the factors essential to building a culture of community care, including the risks for compassion fatigue, vicarious trauma, and burnout.

Intended Audience: Anyone working in PK-12 schools, including those who are relatively new to the topic of trauma-informed schools, as well as those with more advanced expertise.

Bio:

Joelle van Lent, Psy.D., is a licensed psychologist with more than 25 years of experience working with children, families, and child-serving agencies. Dr. van Lent has expertise as a therapist, clinician, evaluator, consultant, and trainer. Her work focuses on child and adolescent mental health, family therapy, trauma, and neurodivergence. Dr. van Lent’s approach is geared toward fostering resilience and creating communities that support healthy development. She is currently in private practice based in northwestern Vermont and works across the state with schools and agencies.

Presenter: Gregg Stoller

Description: Over the past five years, there has been an increasing focus on how educators can best address interfering student behavior within their classrooms. Despite philosophical changes and the introduction of new interventions, many schools continue to struggle. A recent 2024 National Education Association (NEA) survey found that teachers cited “disruptive and violent behavior” in the classroom as one of their top concerns.

This comprehensive strand is specifically designed for those staff members and their supervisors who are working directly with students who struggle the most with integrating appropriately into their general education environment. Participants will learn about the importance of cultivating a circumstantial mindset, function-based thinking, relationship building, and the Physics and Aikido of behavior intervention.

Learning Objectives:

By the end of this strand, participants will:

• Understand behavior change technologies and how to best implement them in their schools.
• Learn the most effective ways of making sense of student behavioral issues.
• Explore research-based interventions that will increase prosocial behavior in all students while reducing interfering behaviors in their schools.
• Review and assess the efficacy of their current behavior support programming.
• Hear about one example of an effective, elementary school program.
• Develop a plan to best integrate the tools and ideas generated during this strand into their school community.

Intended Audience: This strand is intended for paraeducators, special educators, behavior interventionists, “Planning Room” staff, and their supervisors.

Bio:

Gregg Stoller MSW, BCBA, LBA is an educational and behavioral consultant living in southern Vermont. He is a licensed school counselor, social worker, and BCBA with 35 years of experience working in schools and mental health settings. Gregg is a strong believer in inclusion for all students and was instrumental in the creation and oversight of the WSESU’s specialized inclusion program for neurodivergent students (STEP). As the chair of the district’s Social Emotional Academic Development committee, Gregg developed expertise in the area of SEL assessment and spearheading SEL initiatives. Gregg has been a PBIS coordinator and is trained as an instructional coach. His passion is providing training and coaching to educators with a focus on assisting them in improving their practice which results in a measurable and significant impact on their students.

Presenter: Kristabel Stark

Description: In 1975, groundbreaking laws were passed so that students with disabilities received legal protections for their right to a free and appropriate public education for the first time. Today, in 2025, we are celebrating 50 years of the Individuals with Disabilities Education Act: thousands of students with disabilities in Vermont receive individualized supports in inclusive schools! We have made incredible progress, yet our systems still have so far to go. Our special education systems are complex, messy, and often remain more exclusionary than we’d like to admit.

Learning Objectives:

By the end of this strand, participants will:

• Pause and look both forward and backward — How did our special education system get to where we are today and where are we going next?
• Learn how the current federal and state special education system came to be, including both the laws and beliefs that shape it, as well as the opportunity to dream about the ways it will continue to evolve in the future.
• Reflect on the current special education policies and practices operating within their own schools.
• Explore ways that existing policies and practices can be shifted to promote joyful futures for both students with disabilities and the educators who work with them.
• Consider how special education interacts with tiered systems of support (MTSS, PBIS, RTI).
• Learn practical strategies for facilitating collaboration for students with disabilities within our schools.

Intended Audience: All are welcome.

Bio:

Dr. Kristabel Stark is a professor in the special education program at University of Vermont. Her research documents the emotional experiences and working conditions of special educators. Her current research is informed by her prior experiences as a special educator in Chicago and her partnerships with schools in the greater Boston and Washington, D.C. areas. Through her research, she aims to identify ways to improve pre-service teacher training and in-service support so that special educators find their work sustainable and fulfilling, and feel equipped to meet their students’ individualized goals without compromising their own well-being.

Presenter: Robin Ploof

Description: There are many ways to explore playful learning. This strand will engage participants with discussion and hands-on activities using a lens of curiosity, flexibility, and a playful mindset. Playful learning involves play with a purpose. It involves turning play experiences into learning opportunities. When play is used as a teaching and learning paradigm, the magic that happens is that what the children want to be doing is exactly the same thing as what their teachers want them to be doing. Children are leading their own learning and approaching their work with joy and curiosity.

Learning Objectives:

By the end of this strand, participants will:

• Develop a playful mindset through practicing self-active play.
• Collect strategies and new tools for leveraging the power of play to support learning –
• Evaluate and navigate both ends of the play continuum: Free Play to Teacher-Led and everything in between.
• Design an action plan for creating a classroom/program/school culture that supports play and opportunities for school/home partnerships.

Intended Audience: This strand is for any and all teachers who want to explore practices that support playful learning across content areas and age groups.

Bio:

Robin Ploof, Ph.D., is the Program Director for the Masters of Education in Early Childhood at Champlain College. Her long career of working with students includes teaching and mentoring across a spectrum that includes the very youngest learners as well as adults. She can still be found occasionally reading a story at Stepping Stones Children’s Center in Burlington, Vermont where she served as the Founding Director for 25 years. Robin was a literacy trainer for the Vermont Humanities Council for 20 years. She also served in various roles on the board of the Vermont Association for the Education of Young Children, and is currently a Facilitator of NAEYC’s Play Policy and Practice Interest Forum. She is also a Master Play Coach certified by the Institute for Self-Active Education.

Presenter: Ami Flammini

Description: The mental health crisis among youth is one of the most pressing challenges facing schools and communities today. With increasing demands for support, schools, mental health partners, and communities must come together to create a shared vision and comprehensive system that meets the social, emotional, behavioral, and mental health needs of all students.

This strand will guide teams through the development of interconnected systems, data, and practices in which mental health partners, community members, and schools collaborate to meet all students’ needs. Participants will learn the foundational principles of integrating mental health and schools, gain strategies for engaging diverse voices—including community members—and develop the skills to facilitate effective and inclusive leadership team meetings. Participants will practice navigating challenging conversations with transparency and empathy to foster trust and connection among school and community partners.

Learning Objectives:

By the end of this strand, participants will:

1. Understand the foundational principles of integrating mental health and schools.
2. Develop skills to facilitate effective and inclusive leadership team meetings that drive collaboration and progress.
3. Learn strategies to actively include and empower community members, families, and students on leadership teams.
4. Build confidence in navigating challenging conversations with transparency and empathy to strengthen trust and build relationships.

Intended Audience: This strand is designed for schools and district teams (including Project AWARE participants) interested in learning about the integration of school and mental health. Team members should include administrators, mental health clinicians, school counselors, designated agency staff, etc.

Bio:

Ami Flammini’s extended and varied experiences in the field of social work have given her an understanding and deep respect for the role of systems in creating lasting individual and organizational change. Ami has worked in education for the past 30 years, including sixteen years in the field serving kindergarten through twelfth grades, focusing on work in alternative schools. She is in her fourteenth year of supporting state, regional, district, building, and individual work through the Illinois/Midwest PBIS Network. Ami has a passion for work focused on supporting youth with tier 3 needs, creating trauma-informed environments that focus on belonging and equity, and working to create partnerships between schools and communities. Ami has experience in project and grant management and has served as the director of the Illinois Department of Children and Family Services pre-service training program. She also worked for six years as a psychotherapist, focusing on work with adolescent girls. Ami also has extensive training in a psychotherapy model based on supporting people to recognize their own inner wisdom. Additionally, she has training in Morita and Naikan therapy, Mindfulness-Based Stress Reduction, Motivational Interviewing, PATH, MAP, RENEW, and Wraparound.

Presenter: Brandi Simonsen

In this strand, participants will learn how to implement and differentiate core features of effective, research-based classroom practices to support all students’ social, emotional, behavioral, and academic growth. We will consider how to develop effective classroom habits to support student and educator well-being. Participants will walk away with an action plan to support the development of effective classroom habits, with considerations for what data and systems features are needed to scale these habits to support all students and educators.

Learning Objectives:

By the end of this strand, participants will:

• Describe the core features of effective classroom practices to support all students, and develop an effective classroom environment plan.
• Discuss how we develop habits and create an action plan to develop habits to support well-being in the classroom.
• Identify data and systems features needed to scale habits of effective classroom practices.

Intended Audience: Classroom teachers who want to improve their use of positive and proactive classroom practices to create nurturing environments. While not required, we recommend that individuals attend as a team with someone else from their school.

Bio:

Brandi Simonsen, PhD is a professor of Special Education and the Co-Director of the Center for Behavioral Education and Research (CBER; www.cber.org) at the University of Connecticut. She is also the Co-Director of the National Technical Assistance Center on Positive Behavior Interventions and Supports (PBIS; www.pbis.org), Co-Principal Investigator of the National Multi-Tiered System of Supports Research Network (www.mtss.org), and an advisor to the National Center on Intensive Interventions (intensiveintervention.org).

Presenters: Jon Kidde and Jeremy Tretiak

Description: This strand will explore the overlap and integration of Restorative Approaches and Function-Based Thinking. Each of these approaches can inform and enhance each other. This strand is designed as a shared learning environment to learn from and collaborate with one another. Participants will share their experience integrating Function-Based Thinking with Restorative Approaches by discussing case examples and system-level efforts to promote this work.

Learning Objectives:

By the end of this strand, participants will:

• Orient or re-orient to a whole school Restorative Approach.
• Orient or re-orient to Function-Based Thinking.
• Practice restorative communication – a strategy that can be used to understand root causes of behavior.
• Explore the application of an integrated approach to cases/examples to identify and begin to address unmet needs of all parties.
• Create a template/roadmap that integrates Function-Based Thinking and Restorative Approaches.
• Identify system changes needed to do this work well and plan to address them.
• Present action items and collaborate with other teams to enhance them.

Intended Audience: Small school teams preferred or individuals who support students with behavior concerns.

Bios:

Jeremy Tretiak is an Implementation Coach and Trainer for Vermont PBIS. He has been working in the field for over a decade, during which time he has been a classroom teacher and worked in both direct service and consultation roles with children, families, and schools. Jeremy earned his BS from St. Lawrence University and an MA in Education from Johnson State College. He has been a Board-Certified Behavior Analyst since 2015 and is also a Licensed Behavior Analyst in Vermont. He has extensive experience training and supporting school staff in the implementation of compassionate and person-centered Applied Behavior Analysis and PBIS. He is also a certified CPI instructor.

Jon Kidde has been exploring the concepts of restorative justice (RJ) for 22 years and has played a critical role in the conceptualization, application, and enhancement of restorative justice within different contexts-education, justice, and within organizations in several states. Jon is currently an independent consultant focused on restorative justice and school discipline and juvenile justice reform living in Vermont. Jon received an MSW degree from the School of Social Welfare at University of California – Berkeley. He co-authored Restorative Justice: A Working Guide for Our Schools with Rita Alfred during the initial implementation of RJ within Oakland Unified School District. He is a Certified Dialogue Education Teacher.

Presenter: Jen Stanchfield

Description: Join this interactive strand and fill your toolbox with experiential, brain-based techniques to inspire, engage, and build a joyful, connected, and inclusive student and staff community. Participants will experience a responsive, strengths-based learning environment that cultivates belonging, voice, choice, and ownership of learning so that they can be inspired to create such environments for their students. Participants will engage in experiential practices combined with reflection, collaboration, and discussion on how these practices can fit within their classrooms and communities.

Learning Objectives:

By the end of this strand, participants will:

• Learn how to integrate academic content with social-emotional learning, including practical ways to harness the power of experiential learning, play, and reflection to teach, practice, and assess academics.
• Explore how to enliven advisory, circles, and morning meetings with creative, active, student-centered activities that engage learners of all ages – physically, socially, emotionally, and intellectually.
• Learn how to facilitate meaningful reflection and review activities to grow emotional connection, deepen learning, and create lasting, meaningful lessons.
• Consider how to adapt the practical, strengths-based teaching strategies discussed to meet their unique style and the needs of their students.
• Begin planning for classroom structures that make experiential learning successful.

Intended Audience: All are welcome.

Bio:

Jen Stanchfield inspires educators worldwide with engaging, informative, practical workshops, books, and tools. She adeptly blends the art of experiential teaching and group facilitation with neuroscience and social and emotional learning. Jen works with schools across the globe, using her creative and responsive approach to help educators and counselors increase meaningful academic engagement, reflection, and community-building.

She is the author of Tips and Tools for The Art of Experiential Group Facilitation and Inspired Educator, Inspired Learner: Experiential, Brain-Based Activities and Strategies to Engage, Build Community, and Create Lasting Lessons. In addition, she is the creator and regular contributor to the Inspired Educator Blog at experientialtools.com.

Jen’s creativity and depth of knowledge stem from three decades of diverse experience as a teacher, an expressive therapist in mental health treatment, and professional development and faculty team building. Jen earned her M.S. in Experiential Education at Minnesota State University and continues pursuing the latest in pedagogy and educational neuroscience.

Her participant-centered, collaborative, inclusive, and welcoming style emphasizes relationship and connection. She has empowered countless educators from diverse settings with practical techniques, a deeper understanding of the why behind their practices, confidence, and fresh perspectives. Her workshops, community building, active academic engagement, and SEL tools and practices have strengthened educators’ and students’ ability to foster meaningful reflection, social and emotional learning, and resilient classroom and school communities.

Presenters: Jessica Villeneuve and Camille Koosmann

Description: Restorative Practices (RP) first came to schools over 30 years ago as an alternative way to respond to harm that was relational, non-exclusionary, and based in a dedication to healing and growth instead of punishment and shame. Research has linked RP with improved school climate, greater school connectedness, increased student attendance, improved test scores, increased graduation rates, reduced discipline referrals, reductions in violent and serious incidents, and decreases in punitive and exclusionary discipline responses. As the field has evolved, emphasis has shifted on how to use the principles of restorative approaches to transform climate and culture so that less harm happens, students and adults are more engaged in learning, and everyone is more willing and able to participate in difficult conversations. From this shift, a new field has been born – Holistic Restorative Education (HRE).

In this interactive strand, you will receive an introduction to RP as well as explore and practice the ways that RP, trauma-informed practices, mindfulness, Social-Emotional Learning (SEL), and equity all weave together to build and strengthen the skill, motivation, and capacity for all members of a school community to thrive. This approach recognizes that educators cannot meet their students’ needs well if their own needs are not being met, and therefore, seeks to change systems and practices that are more human-centered and support the needs of everyone. During our time together, participants will learn practical ways to create a powerful shift in school culture and increase engagement, collaboration, and active responsibility.

Learning Objectives:

By the end of this strand, participants will have:

• Examined the what and why of building a holistic restorative community
• Identified universal restorative practices to increase staff and student capacity, skill, and motivation in schools.
• Defined RP in your own words and in a way that is relevant for school staff, students, and your community—answering the question “What is RP and why should we practice it in our school?”
• Examined Affect Theory, Social Discipline Window, and Compass of Shame and how these foundational understandings inform restorative practices.
• Explored and practiced Restorative Communication and informal restorative conversations using the P.A.I.R. Up! model and Restorative Language Tool Box.
• Developed a vision for integrating your learning and sharing with other teams and educators.
• Reviewed accounts from schools that are implementing restorative practices and tools used to measure effective implementation and inform the implementation process.

Intended Audience: This strand is recommended not only for educators who desire a comprehensive introduction to restorative practices and principles to lead school change but also for teachers who wish to use the restorative approach to transform their classrooms and how it feels to be a teacher. No prior experience is needed. Those already familiar with the use of the restorative approach will have ample opportunities to share their experience and develop a deeper understanding.

Bios:

Camille Koosmann is a restorative practitioner, trainer, and coach who has been working in the field of restorative practices in schools and the community since graduating from Champlain College in 2016. Camille has worked applying restorative approaches in many settings, most recently in K-12 schools throughout Vermont. Camille formerly led the Restorative Practices in Schools program for the Franklin Grand Isle Restorative Justice Center, serving as the school-wide restorative practices coordinator for Bakersfield Elementary Middle School as well as providing support, training, and coaching to nine other schools in Franklin and Grand Isle counties.

Jessica Villeneuve is a consultant, trainer, and coach with Starling Collaborative. Jessica’s coaching training came through Brown University’s ACT LPCC program and countless hours supporting leaders through her work supporting schools. Jessica also teaches at the University of Vermont. Previously, Jessica was a school Principal. As someone who has taken on a wide range of roles, she brings a deep understanding of complex systems and leadership. Jessica lives in Vermont with her husband, children, therapy dog Fig, cats, and chickens, where she keeps a large vegetable and flower garden.

Presenters: Josh Souliere, Toni Marra, Simona Kragh, and Marianna Charalabopoulos

Description: In this interactive strand, attendees will dive deeply into continuous improvement, focusing on using data to develop achievable goals to improve learning environments. Participants should bring school-level data to begin their continuous improvement planning. Opportunities to actively engage and learn from one another and exemplars will be provided.

Learning Objectives: 

By the end of this strand, participants will:

• Implement the Plan-Do-Study-Act (PDSA) process to work with their own school-level data to determine root causes.
• Learn how to find evidence-based practices.
• Create clear and measurable goals.
• Determine fiscal resource options to support the implementation of required Safe and Healthy School goals that address improving student outcomes related to behavior, social-emotional learning, and academic outcomes.

Intended Audience: This strand is for all levels of expertise pertaining to continuous improvement planning. Teams preferred. Individuals are also welcome to participate.

Bios:

Toni Marra – Toni is a member of the Education Quality Team at the Agency of Education. As a member of the team, she has the shared responsibility of providing a statewide system of support for continuous improvement by guiding the administration of comprehensive needs assessments and implementing continuous improvement plans. Toni really love working with schools and being able to help when needed. When not Toni’s not at work, she enjoys fishing, kayaking, playing cornhole, and anything that involves spending time with my family and friends.

Josh Souliere – Josh is a member of the Education Quality team at the Vermont Agency of Education. He’s been with the AOE for 19 years and has worked in the various roles within the statewide system of support framework. Primarily Josh has worked within the worlds of PBiS and School Improvement providing technical assistance and coaching with a continuous improvement lens. Outside of work he enjoys golf, music, mowing the lawn, and spending quality time with his family, friends, and animals.

Simona Kragh has been with the AOE for five years, in various roles, from Home Study, to Special Education, to Education Quality Assurance. Her background includes teaching and research. When she is not at work, she enjoys spending time with her family, gardening, baking, and sewing.

Marianna Charalabopoulos has been at the Agency of Education for almost 11 years and has been on the Child Nutrition Team as well as the Education Quality Team as an Education Quality Coordinator. She is now the 1003 School Improvement Grant Coordinator for the team. She studied at the University of South Florida, receiving a degree in Voice Performance and at the world-renowned Culinary Institute of America, in Hyde Park, NY where she received a degree in Baking and Pastry Arts. With her love of singing, baking and finance, she hopes to continue to serve the students of Vermont for many years to come.

Presenters: VTPBIS State Team Trainers

Prerequisites:

• School is implementing PBIS at the Universal Level and has achieved a score of at least 70% on the Tiered Fidelity Inventory (TFI) Tier 1 (items 1.1-1.15) within the past four months
• School leadership team must complete these activities.

Description:

The Targeted Training will support school teams in building and implementing (or refreshing) a system of Targeted supports based on strong Universal foundations. Teams will leave the training ready to implement Check-in/Check-out and/or Teacher Check, Connect, and Expect, and will have been introduced to other Targeted supports that can be implemented in the future. Restorative principles and equity considerations will be infused throughout the training.

Learning Objectives:

School Leadership Teams will:

• Increase knowledge and fluency about PBIS at the Targeted level of PBIS;
• Finalize systems needed at the Targeted level;
• Develop criteria and procedures for providing Targeted supports, with a primary focus on Check-in/Check-out and Teacher Check, Connect, and Expect;
• Establish how Targeted supports will provide increased instruction, feedback, and home communication;
• Develop a foundational understanding of Functional Behavior Assessment and Universal Screening and create a plan to integrate these into the Targeted level of PBIS;
• Explore how data is used to identify students, monitor progress, and evaluate implementation;
• Consider how to center equity by ensuring access, representation, meaningful participation, and high outcomes;
• Determine format/s and content for staff training and information about Targeted foundations and implementation specifics;
• Plan for roll-out of PBIS at the Targeted level.

Intended Audience:

• School leadership team participants should include: principal and/or assistant principal, school PBIS coordinator, Supervisory Union/Supervisory District PBIS coordinator, classroom teacher/s, staff member who is likely to provide Check-in/Check-out support, other representative staff members, and, if possible, caregiver/parent/guardian representative.
• This training is also appropriate for Teams who previously attended this training and who want a Targeted refresher training.
• Wondering if this strand is for you? Contact Amy Wheeler-Sutton at amy.wheeler-sutton@uvm.edu.

The following will be handed out at the Institute (one per team):

Responding to Problem Behavior in Schools : The Behavior Education Program
by Leanne S. Hawken, Deanne A. Crone, Robert H. Horner

Presenters: VTPBIS State Team Trainers

Prerequisites:

• The school has rolled-out PBIS at the Universal and Targeted levels.
• The team has confirmed a score of 70% on Tier I of the Tiered Fidelity Inventory (TFI) and completed Tiers II and III of the TFI.
• The team has identified school personnel who can complete simple and full Functional Behavioral Assessments (FBAs) and Behavior Support Plans (BSPs).
• The school has agreed to use an information system to make data-based decisions regarding student behavior for students receiving supports at the Intensive level.
• The team has contacted their school’s VTPBIS TA to discuss readiness for the Intensive Level and have planned with TA to complete readiness activities (approximately 2 hours)
• School leadership teams must also complete these additional activities in advance of the training

Description:

The Intensive level of VTPBIS is designed to provide a continuum of individualized, comprehensive, and team-based interventions for students with complex issues whose needs have not been adequately addressed with less intensive PBIS interventions at the Universal and Targeted levels.

Students receiving supports at the Intensive Level of PBIS also access the interventions and supports in place at the Universal and Targeted Levels but may need further assessment and individualized planning.

The VTPBIS Intensive Training will support school teams in building and implementing (or refreshing)  a system of Intensive supports based on strong Universal and Targeted foundations. Restorative principles and equity considerations will be infused throughout the training.

Learning Objectives:

School Leadership teams will:

• Refine and strengthen an Inventory of Targeted practices that can be adapted for individualized supports;
• Increase knowledge and fluency about the Intensive Level of VTPBIS with a restorative approach lens;
• Identify the systems functions, responsibilities, and roles at the Intensive Level;
• Understand the features of individualized supports, including teaming; setting goals; assessments; intervention(s); and evaluation
• Intentionally explore ways to involve students and their family members meaningfully in goal-setting and intervention design;
• Develop strategies for building effective Behavior Support Plans;
• Explore the data systems needed to facilitate effective Behavior Support Plans;
• Consider strategies for building community supports that can support students across home, school, and community environments; and
• Plan for the roll-out of the Intensive level that supports equitable access to all students.

Intended Audience:

• School leadership team participants should include: the principal and/or assistant principal, school PBIS coordinator, Supervisory Union/Supervisory District PBIS coordinator, special educator/s, classroom teacher/s, staff member trained in FBA, other representative staff members, and, if possible, caregiver/parent/guardian representative
• This training is also appropriate for Teams who previously attended this training and who want an Intensive refresher training.

Presenters: VTPBIS State Team Trainers

Prerequisites (completed with TA support):

• School is implementing PBIS at the Universal Level
• For schools previously trained in PBIS that are no longer implementing PBIS, please contact your State TA to determine if this strand is the best option for your school.
• School leadership team must complete these activities.

Description:

This strand will provide opportunities for schools at any level of PBIS implementation to explore ways to strengthen their Universal implementation. Teams will take a deep dive into implementation strengths and needs in the areas of equity and cultural responsiveness, student and family voice, systems, and practices in each of the Universal core components: revisiting purpose; defining and refining expectations; teaching, practicing, and acknowledging prosocial behavior; preventing and responding instructionally to concerning behavior through a continuum of supports; and making decisions based on data.

This strand will differentiate content and activities based on individual school needs and school data. Schools may choose to attend in order to address needs including: deepening an already established Universal implementation; ensuring equity and cultural responsiveness; increasing  implementation fidelity; building momentum and staff skill and commitment; responding to staff and/or administrator turnover; expanding/strengthening practices; refining systems; using data more effectively; and/or keeping up to date with PBIS best practices. Schools that have not trained at Universal for some time, that have not been able to access coaching, or that began implementing during the pandemic are especially encouraged to attend.

Learning Objectives:

School leadership teams will:

• Identify, examine, and respond to their school’s particular implementation needs;
• Refine school-wide systems, practices, and data-based decision-making processes needed for equitable, fidelity-based PBIS implementation and improved student outcomes;
• Identify and make a plan to address equity and cultural responsiveness needs;
• Explore ways to support staff around preventing and responding instructionally to concerning behaviors;
• Design a system for training and supporting new and returning staff in implementing PBIS with fidelity;
• Develop a 3-year action plan for implementation growth and professional development.

Intended Audience:

• School leadership team participants should include: principal or assistant principal, school PBIS coordinator, Supervisory Union/School District PBIS coordinator, other representative staff members, and, if possible, student and/or caregiver/parent/guardian representative(s).
• Wondering if this strand is for you? Contact Amy Wheeler-Sutton at amy.wheeler-sutton@uvm.edu.