The BEST project is an Agency of Education and University of Vermont initiative designed to build the capacity of our schools and communities to meet the needs of children and youth with behavioral and emotional challenges. The project strengthens regional capacity across Vermont through grants, institutes, workshops and in-service opportunities.
BEST/Act 230 Grants
Each fiscal year, Supervisory Unions/Districts have the opportunity to apply for grants to use for training, program development, and building school and Supervisory Union/District capacity. BEST funds are intended for training and professional learning that will support creating equitable, rigorous learning environments for students with emotional and behavioral needs and are NOT intended to support curriculum implementation at the core/universal instructional level. Conversely, Act 230 Funds are intended for training for the provision of education services to children who require educational supports for academics and/or behavior in each tier of the multi-tiered system of supports. Generally, all BEST professional development opportunities and coaching activities are approvable costs under the BEST/Act 230 grants.
Meg Porcella, BEST/Act 230 Program Manager
Vermont Agency of Education
219 North Main Street, Suite 402
Barre, VT 05641
BEST Training Initiatives
Training is offered on evidence-based strategies, interventions, and curricula that can be used in classrooms and schools to support students who are at risk of or who experience emotional/behavioral challenges. Training is also extended to education administrators, family members, mental health providers, and other interested stakeholders. All activities are posted on our annual Professional Development Calendar at www.pbisvermont.org
Vermont Positive Behavioral Interventions and Supports (VTPBIS)
Vermont Positive Behavioral Interventions and Supports (VTPBIS) is a state-wide effort designed to help school teams form a proactive, school-wide, systems approach to improving social and academic competence for all students. Schools in Vermont are engaged in using a formal system of positive behavioral supports in their schools. Involved schools who implement PBIS with fidelity and integrity see a dramatic decrease in the number of behavior problems experienced in their schools. Additionally, students in these schools enjoy greater levels of support and inclusion than those in comparative schools who do not use a system of Positive Behavioral Interventions and Supports. To learn more, visit our VTPBIS website.