VTPBiS (Vermont Positive Behavior Interventions &
Supports) can best be described as a systems approach to
academic achievement and social competence for all
children. VTPBiS is not a model, but a compilation of
research based practices, interventions and systems
integrated to improve the educational experience of all
students, including those with disabilities.
VTPBiS is the
integration of four primary elements:
defined and valued outcomes,
systems change to
both enhance learning quality and reduce problem
Meant by a "Systems Approach?"
The Office of Special Education
(OSEP) Center of Positive Behavioral Interventions &
Supports (PBIS) Implementers' Blueprint states that common
approaches to the problems schools encounter often fall
into the "train-and-hope" perspective articulated by
Stokes and Baer
"train-and-hope" approach includes the following
solve problem is encountered,
identified to provide a solution,
or trains the solution,
expert leaves and
expects school to implement the solution,
and capacity, solution is not implemented effectively,
school waits for
next problem to occur ("expert model" reinforced).
In contrast to
"train-and-hope", the school-wide approach to PBIS gives priority to an interactive and
integrated method of facilitating organizational change
which incorporates four primary elements:
outcomes reinforced by students, families and
real time data
collection used for evaluation and self-correction,
support sustained implementation of VTPBiS
In this systems
approach, the focus is not placed initially on the
individual student, but on the environment within which the
student functions. Adjustments are made at the district,
school, classroom, and where indicated, the individual
level in order to effect the best possible outcome for
academic and social competence for all students. These
adjustments are considered to be "universal" applications.
Supports and interventions are provided with progressive
focus and intensity for small groups and individuals in
addition to school-wide efforts. With this approach,
school-wide change efforts have the best chance of
improving outcomes for all students, including those with
disabilities who might have otherwise required instruction
outside the classroom or school.
Citation: An Implicit Technology of
Generalization, Baer, Donald M. and Stokes, Trevor
F., Journal of Applied Behavior Analysis, 1977 Summer;
Behavior Interventions and
Please refer to www.pbisvermont.org for
the most recent and updated information we have in Vermont.
The Agency of Education is presently working to update this
page of our website. If you have any questions please
contact Sabine Baldwin at firstname.lastname@example.org
This document contains an
overview, training opportunities and talking
Team Implementation Checklist (TIC)
The checklist is a data collection tool used
by VTPBiS teams to monitor their progress in VTPBiS
implementation. This document also contains a link for
teams to complete the checklist online.
An overview highlighting some national PBIS efforts &
Vermont PBS Overview
An overview presentation of PBS as it existed in Vermont in
2009. This document is also available below as a PowerPoint
presentation. NOTE: This document is 2.5MB.
View a list schools and supervisory unions.
VTPBiS Annual Evaluation
Report for 2011
features input, fidelity, impact and sustainability
highlights from Vermont's fourth year of implementing
the national framework of Positive Behavioral
Interventions and Supports (PBIS). Interest in and
enthusiasm for VTPBiS continues to grow, and we are
committed to build capacity to meet this need.
Highlights of year-three achievements.
Highlights of year-two achievements.
PBS Year One Data 2008
Highlight of year-one achievements.
Exemplar Schools Named!
These schools have achieved the "VTPBiS Exemplar School"
status for the 2011-12 school year:
School in Cornwall
School in White River Junction
In order to be
named exemplar, these schools have:
Universal PBIS with fidelity and sustained this status
for two consecutive years;
"Big 5" data within a problem-solving framework to
improve student outcomes;
annual Self-Assessment Survey to inform implementation
evidence that sustained implementation has had positive
effects on learners' academic and behavioral
these schools and their supervisory unions/districts on
focused implementation efforts that are positively
impacting learning outcomes and school climate!
Guide for Parents
The Vermont Family Network (VFN) works with the department
to bring families information about VTPBiS and the many
benefits for children and schools. VTPBiS is a
decision-making framework that guides selection,
integration, and implementation of the best evidence based
practices for improving academic and behavioral outcomes for ALL students. This
guide provides information for parents about VTPBiS, with
specific examples of how parents and families can
participate in this process. VTPBiS is being implemented in
several Vermont schools, to varying degrees; from awareness
and readiness levels to full implementation that includes
school wide planning, to small group interventions, to
individual plans. For questions about this document,
contact Kathleen Kilbourne at (800) 800-4005, ext. 244 or
Use the following links to learn more about PBIS at the
Technical Assistance Center on Positive Behavioral
Interventions and Supports
The Office of Special Education
Programs (OSEP)-funded National Technical Assistance
Center on PBIS was established to address the behavioral
and discipline systems needed for successful learning and
social development of students. The Center provides
capacity-building information and technical support about
behavioral systems to assist states and districts in the
design of effective schools.
Association for Positive Behavior
The APBS is an international organization dedicated to
promoting research-based strategies that combine applied
behavior analysis and biomedical science with
person-centered values and systems change to increase
quality of life and decrease problem behaviors. The
Association is made up of professionals, family members,
trainers, consumers, researchers, and administrators who
are involved and interested in positive behavior