The Alburgh team will offer an overview of how their full staff worked together to identify current practices for addressing student's academic and behavioral needs. Participants will be led through a series of similar protocols and activities in order to: 1) identify current instructional practices for addressing academic and behavioral needs in their own settings, 2) brainstorm potential academic and behavioral interventions as a result of implementing PBiS, and 3) engage in diaolgue with other school based teams about developing a continuum of school-weide instructional and behavioral supports.
Matt Bloom, Behavioral Interventionist
Barbara Burrington, Principal
Terry Muthig-Seekamp, Home-School Coordinator & PBIS Coach
Olivia Goddard, Kindergarten Teacher
Sarah DeMulder, Middle School Language Arts Teacher
Nancy Gardner, Special Educator
Enliven your flip charts, whiteboards, posters or whatever you use to present your ideas. Participants at this workshop will have the opportunity to practice drawing to convey concepts and enhance their visual representations. Simple, colorful art on your visuals adds impact and interest, vividly organizes ideas and enhances the learning experience. By using simple graphics you can enhance the ability of participants to think through ideas, process and focus. Participants will leave this session with new flip chart graphics skills and a resource packet.
Kate Cassi O’Neill is currently the HIV Prevention Coordinator at the Vermont Department of Education. With a background in health education, Kate develops and provides professional development and training opportunities for school professionals in the areas of HIV/AIDS, policy development, sexuality education, curricula and instruction. Kate works in collaboration with a variety of community organizations that serve youth at increased risk. Kate can be reached at Kathryn.firstname.lastname@example.org (802) 828-5151.
Kate Larose currently manages the School-based Tobacco Use Prevention grant program at the Vermont Department of Education, which is available to all Vermont supervisory unions. Kate’s previous professional experience includes federal grant management at the State of Alaska, and serving as a community health worker in the country of Burkina Faso. Kate can be reached at email@example.com (802) 828-0565.
Given that students spend the majority of their school day in the classroom, effective instructional and behavior management is key. Building on the basics of universal SW-PBS supports, this session will focus on classroom management strategies that lead to improved social and academic outcomes with an eye toward connect points to the school-wide system to increase the likelihood of impact. Information about the classrooms role in supporting the tier II process will also be discussed.
Dr. Tim Lewis has been involved in special education for 25 years. Dr. Lewis has taught students with emotional and behavioral disorders in high school, elementary, and self-contained psychiatric settings. At present, Dr. Lewis is Professor of Special Education at the University of Missouri. Dr. Lewis is the Co-Editor of the journal Behavioral Disorders, Associate Editor of the Journal of Positive Behavior Interventions and is a member of nine other editorial boards. Dr. Lewis has been involved with developing school-wide systems of behavioral support for over 15 years. He has worked directly with school teams around the world, secured several federal grants to support his research and demonstration efforts, and is a frequent contributor to the professional literature examining various aspects of Positive Behavior Support. Dr Lewis directs the University of Missouri Center for School-wide Positive Behavior Support, is Co-Director of the national OSEP Center for Positive Behavioral Interventions and Supports and the IES Center for Adolescent Research in Schools. Dr. Lewis has directed research, model/demonstration, and personnel preparation grants and currently oversees all grant activity in the College of Education at the University of Missouri. His specialty areas include social skill instruction, functional assessment, and proactive school-wide discipline systems.
Jill DeVoe & Anthony Petrosino
Bullying is a concern amongst educators, students and parents. Laws mandate that districts and schools proscribe bullying in their policies and handbooks, identify and officially report it when it occurs, and intervene to address it. Understanding more about bullying, as well as student reporting of bullying, is essential to these efforts. The workshop will provide data on bullying from one of the largest, national surveys of students regularly conducted in the United States. Dr. DeVoe will begin the workshop by discussing the types of bullying that occurs in schools, the types of students who are bullied, trends in bullying, and other characteristics of the data. Dr. Petrosino will then follow with a more focused investigation into the characteristics that are associated with increased reporting by student victims of bullying.
Jill DeVoe, Ph.D., is a Senior Research Analyst with the American Institutes of Research and a researcher for the Regional Educational Laboratory for the Northeast and Islands (REL-NEI). She is an expert on school crime and safety, with a special interest in bullying. She specializes in analyses and reports that draw on the School Crime Supplement to the National Crime Victimization Survey, and has co-authored over ten publications on school safety, school crime, and bullying. She is co-author of the REL-NEI report entitled: What Characteristics of Bullying, Bullying Victims, and Schools Are Associated with Increased Reporting of Bullying to School Officials?
Anthony Petrosino, Ph.D., is a Senior Research Associate, Learning Innovations at WestEd, and a researcher for the Regional Educational Laboratory for the Northeast and Islands (REL-NEI). He has conducted research and evaluation over the past 25 years, largely in criminal justice and more recently in education. He is co-author of the REL-NEI report entitled: What Characteristics of Bullying, Bullying Victims, and Schools Are Associated with Increased Reporting of Bullying to School Officials?
This presentation will provide an overview on the impact of psychological trauma on development and learning. Strategies for identifying and
supporting children who have experienced trauma will be highlighted. Participants will understand what it takes to create a trauma informed
school system that can adequately screen for trauma and support families and children.
Margaret Joyal, MA is the current Director for Washington County Mental Health Services Counseling and Psychological Services, and co-founder of LINCS adult trauma treatment program. She has held leadership roles in a number of mental health clinical settings in Vermont. In addition to her clinical leadership she is a member of the Vermont Association for Mental Health, the National Association for Rural Mental Health and has been held key positions with the Vermont Psychological Association, the North American Masters Psychologists, for which she served as President and is the current Past President, and is Chair of the Adult Outpatients Director’s Group, a committee of the Council for Developmental and Mental Health Services. Ms. Joyal is a major resource for training and informing trauma related services in the state and has provided trainings and workshops on recent advances in trauma treatment, effects of psychological trauma, treatment of PTSD, and treating survivors of childhood abuse. She is a current Consultant Trainer for the Center for Crime Victim Services and the Agency of Human Services. Ms. Joyal serves on the State of Vermont, Agency of Human Services Trauma Workgroup which has been charged with transforming state-based services to become more trauma informed across Agency programs.
PBIS State Team Member and representatives from a VTPBiS School
This workshop will provide an overview of school-wide PBIS for individuals from schools who are not yet involved with the VTPBiS efforts. Included will be an introduction to the systems, data and practices that make up the framework of positive behavior supports with the overall goal of preventing and responding to challenging behavior. Hear from members of a Vermont school PBIS Leadership Team about how PBIS has reshaped the culture of their school.
Team Initiated Problem Solving (TIPS) provides a model and some strategies for teams to use as they look at school-wide discipline data from SWIS or it’s equivalent for problem-solving and decision making. The purpose of this session is to describe a clear model with steps for problem solving; facilitate access to the right information at the right time in the right format; and to describe a formal process that a group can use to build and implement solutions. Specifically, this process is designed to help PBIS school coordinators to:
—Prompt & support the team facilitator, minute taker and data analyst to prepare for meetings
—Use a Meeting Foundations Checklist
—Prompt the use of the TIPS model during meetings
—Create data-based decision-making rules
—Help teams stay focused during meetings
—Use an electronic Meeting Minute format
This workshop is intended for VTPBiS Coaches, PBIS SU/District Coordinators, PBIS School Administrators, and PBIS School-Based Coordinators
Jim Drown's educational career has spanned over twenty five years. He has had the opportunity to work in many locations, including the United States Virgin Islands and Paradise Valley Arizona.
Jim is currently employed be the Burlington School District as the district's PBIS Coach. He also serves as the district's Behavior Specialist.
Come to this workshop to learn about Life Space Crisis Intervention (LSCI), effective conflict management and intervention techniques for working with students who have self-defeating patterns of behavior. These strategies are extremely useful for people who regularly work with students prone to conflict and who exhibit challenging behaviors in school.
Ken Kramberg is a member of the BEST Team and is one of a few internationally recognized Master Trainers in LSCI. Ken has thirty years of experience as a teacher and director of programs for children with challenging behaviors.
The Vermont State Board of Education recently adopted new rules on the Use of Restraint and Seclusion in Vermont schools. The purposes of these rules are to:
A. Create and maintain a positive and safe learning environment in schools;
B. Promote positive behavioral interventions and supports in schools; and
C. Ensure that students are not subjected to inappropriate use of restraint or seclusion.
This workshop will provide an opportunity for participants to familiarize themselves with the new requirements and to discuss strategies for compliance.
Rae Ann Knopf, M.S.W. Vermont Department of Education, Deputy Commissioner, Education Transformation and Innovation
Experiential approaches to teaching can enhance your ability to motivate students, inspire a sense of discovery, instill a desire to learn and create a positive and supportive learning community.
This workshop offers a variety of active learning approaches that engage students emotionally, socially, physically and intellectually. These brain-friendly approaches will help you facilitate meaningful dialogue and reflection in the classroom, reinforce social and emotional skills, and help review and reinforce academic lessons in a fun and engaging way. Join in this interactive workshop and leave with practical strategies and activities to support school-wide efforts around differentiating instruction and developing a positive and supportive school climate.
Jennifer Stanchfield, MS:
In her 20 years as an educator Jen has worked as a classroom teacher, a clinician in treatment centers for children and adolescents, and in the professional training setting. Through these experiences she has developed an extensive repertoire of experiential activities, tools and methods she brings to her engaging and informative workshops and training sessions. Jen is known for her work helping schools and community programs throughout the country use experiential methods to develop a positive learning environment, increase student engagement and develop positive assets and social emotional skills. She has a master’s degree in Experiential Education from Minnesota State University, Mankato. Jen is author of A Teachable Moment and Tips & Tools for the Art of Experiential Group Facilitation.
Educators hear constantly that instruction should be based on research and evidence-based practices. However, busy educators often do not have the time to research what is evidence based, how it might be used, and how it can integrate with existing practices and initiatives. We will focus on information and resources generated with funding from the U.S. Department of Education Institute of Education Sciences (IES). Participants will receive copies of selected IES Practice Guides and will have an opportunity to discuss plans for how they might use the guides and online resources in their work. This workshop will focus on practices that have a research base, are readily available at no cost, with many having online professional development modules that include tools and templates.
Vicki Clements Hornus, Senior Program Associate with Learning Innovations at WestEd, serves as the state liaison to Vermont for the Regional Educational Laboratory – Northeast and Islands (REL-NEI). She is also part of the Northeast Regional Resource Center (NERRC), and provides technical assistance to state departments of education in the areas of focused monitoring, Least Restrictive Environment, access to the general education curriculum, Communities of Practice, and using data to support special education programs and services. She brings a long history of leadership in special education at the local and state levels in Vermont. Ms. Hornus joined the Vermont Department of Education in the fall of 2000 as the Special Projects Coordinator for Act 117, an Act to Strengthen the Capacity of Vermont’s Education System to Meet the Educational Needs of All Vermont Students. Recently, she presented at several conferences on “Students with Special Needs in the NCLB Spotlight” and has been the co-director of the Massachusetts Special Education Leadership Academy since 2004.
JoAnne M. Malloy
Youth with significant emotional and behavior support needs often drop out of high school and fare poorly in the transition to adult life. New Hampshire has been promoting a school-to-career planning and supportive intervention, RENEW (Rehabilitation for Empowerment, Natural Supports, Education and Work), as a developmentally appropriate wraparound model for adolescents within a 3-Tiered PBIS framework. The model has been implemented in high schools in New Hampshire as part of 4 grant- and state funded PBIS projects, and in 6 community mental health centers. This presentation will describe the basic model elements, strategies, data collection instruments, and systems features. The presentation will also include a case study and outcome data from several projects.
JoAnne M. Malloy, MSW received a Masters Degree in Social Work Administration and Planning from the University of Tennessee in 1981. She joined the staff of the University of New Hampshire’s Institute on Disability (NH’s University Center for Excellence in Disability) in 1991 where she has directed several state and federally-funded employment and dropout prevention projects. In 1996, she directed a demonstration project to create employment opportunities for youth with emotional and behavioral disabilities. The model developed as a result of the project, known as RENEW (Rehabilitation, Empowerment, natural supports, Education, and Work), has resulted in positive outcomes for youth with emotional and behavioral disorders and at risk youth.
Ms. Malloy has directed two projects funded by the U. S. Department of Education that were the first in the country to link Positive Behavioral Supports and Interventions (PBIS) with dropout prevention. These projects, entitled APEX (Achievement in Prevention and Excellence) have been implemented in 17 high schools in New Hampshire, and have been continues with state discretionary special education dollars. Ms. Malloy also directs a project funded by the NH Endowment for Health to train community mental health center staffs to provide RENEW services to youth with emotional and behavioral disorders. Ms. Malloy has published numerous articles and book chapters on employment for youth with emotional disorders and adults with mental illnesses, and is currently working on her dissertation for her doctorate degree in Education at UNH, scheduled to be awrded in April 2011.
The purpose of this workshop is to describe the features and provide examples of an early nomination and activation system that has been used within the PBIS-NH initiative to help schools across New Hampshire determine students who have not responded to core instruction for behavior. Participants will learn of the three pathways (teacher nomination, behavioral indicators, and systematic screening) used for the early identification of those students at risk of school failure and how Targeted (EST, PBIS) teams are using that data to match students to appropriate evidenced-based interventions and supports. Examples of procedures, forms, and screening data will be shared along with lessons learned from implementation in NH.
Howard Muscott of the New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) has been training and supporting PBIS implementation in New Hampshire schools since 2002 and will share lessons learned – the challenges and successes of building effective and efficient tier 2 systems.
Joy Prior, Christine Kilpatrick, Kathleen Holsopple
In order to meaningfully include parents and parenting caregivers in activities related to the systems, data and practices that help students achieve both academically and behaviorally, educators need to have an understanding of what does and does not work in assisting and partnering with parents in the educational process.
The Vermont Federation of Families for Children’s Mental Health, VFF, and the Vermont Family Network, VFN, are partnering to bring you our BEST information on partnering with families. This participatory workshop is designed to increase awareness and sensitivity of how families experience difficult, complex situations. Participants will gain skills and knowledge of how to engage families and include parents as equal members of their children’s educational teams.
VFF and VFN will also share what “practices” and supports we have available to help both schools and parents , what are the values behind our family support , and stories and data on the success of these support strategies.
Joy Prior is a mother of two. One of her children is challenged by developmental and mental health needs. Joy is the Training Coordinator for VFF. Joy is currently attending college. She has been a trainer and presenter bringing the “family Perspective” and a clear voice on mental health and the needs of families.
Christine Kilpatrick is the mother of two young adults. , In addition to being funny, smart and beautiful, one of her daughters also has a learning disability, panic disorder and a history of school phobia. Christine is the Parent Training and Information Center (PTIC) Project Director at Vermont Family Network. She has worked for the PTIC project since 2005 and has presented at many conferences and workshops on a range of topics aimed at increasing effective parent involvement in the special education process.
Kathleen Holsopple is the mother of 3 young adults. Her youngest son, Josh is diagnosed with autism and anxiety. “Depression and anxiety are definitely part of our family’s genetic make up, and developmental disabilities do not make a person immune to mental health challenges.” Kathy is also the Executive Director of the Vermont Federation of Families for Children’s Mental Health. She has facilitated, presented and been key note speaker on many occasions bringing the “Family Perspective.”
This session will review a 12-year national research study based on the NELS 88 of 25,000 students investigating correlations between positive learning, social and civic outcomes with sustained involvement in the visual and performing arts during Middle School, High School, and beyond.
Gail Kilkelly is the former Coordinator for Arts Education at the Vermont Department of Education. She also serves on the Gates-funded international EdSteps Workgroup in “Creativity and Curiosity” through the Council of Chief State School Officers in Washington DC, as well as the Data Sub-Committee of the State Education Agency Directors of Arts Education. Gail provides professional development on learning in and through the arts as well as arts curriculum, instruction, assessment, and general arts education topics. She is also the Co-Founder and Co-Director of the summer New England Arts Assessment Institute located at Plymouth State University in Plymouth, New Hampshire.
Gail holds a Bachelor of Music degree from Boston University and a Master of Music degree from Michigan State University with concentrations in Conducting, Music Education, Musicology and Vocal Performance. For over thirteen years Gail taught K-12 music education in public schools in New Jersey, New York and Michigan. She has also taught community college and university courses in Music Education, Keyboard, Sight Singing, and Voice. She has performed in musical theatre and classical music performances in the United States and Quebec, Canada as well as in Austria, the Bahamas, and Ireland. Gail lives on Berlin Pond, VT