(For PBIS School Teams only)
(Pre-requisites: Intent to Implement Application (including Readiness Checklist), View First Steps Module Series, Completion of PBIS Pre-Assessment Data Tools (SAS & SET).
School leadership teams that have submitted the Intent to Implement Application and have completed the VTPBiS readiness requirements, including viewing the First Steps Module Series are eligible to attend this strand at the BEST Summer Institute. Team participants will be supported with facilitation and content needed to complete their PBIS School-wide Implementation Plan and prepare for VTPBiS roll-out to staff, students and family members. VTPBiS School Leadership Teams will:
• Finalize the school-wide system needed for PBIS implementation;
• Develop 3-5 school-wide behavior expectations;
• Establish a system for acknowledging students at the individual,
• classroom and school-wide levels;
• Create lessons for teaching school-wide expectations;
• Develop consistent practices and procedures for responding to minor and
• major behavior problems; and
• Plan a system for collecting and reporting school-wide data for use in decision-making
VTPBiS School Coordinators will participate in a brief orientation at the BEST Summer Institute. Time and location will be announced at the Institute.
(1) Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. http://www.pbis.org/pbis_resource_detail_page.aspx?Type=3&PBIS_ResourceID=216
Richard Boltax is an education consultant with the Vermont Department of Education. Richard's expertise includes helping schools to develop school-wide discipline plans. Richard provides training and technical assistance to help schools throughout Vermont build their capacity to include students with emotional and behavioral challenges.
Fernanda Canales has been in education for 29 years and in administration for 14. She has been a teacher, a media specialist and a principal. She also works with the BEST team as a PBIS coach and trainer. Fernanda has been in Vermont since 1991; and enjoys the outdoors in all seasons.
Tom Daughton has been a practicing school psychologist for seventeen years. The last nine in Windham Central Supervisory Union in southern Vermont where his job responsibilities include psycho-educational evaluations, coordinating PBiS efforts, restraint training, and consultative work. He originally hails from California, and has lived in New England for twenty-five years. He has two children with his wife of twenty four years.
Cassandra Townshend, M.S.W., is a member of the BEST Team and works at UVM’s Center on Disability & Community Inclusion. Her background includes work as a high school social worker, elementary/middle school behavior specialist and outpatient therapist. In particular, Cassandra enjoys consulting, training and coaching schools in PBIS implementation as well as Crisis Prevention Institute (CPI) Training. Cassandra earned a master’s degree in social work from Washington University in St. Louis and a bachelor’s degree in sociology from Skidmore College.