It is important for schools to develop effective strategies to respond to challenging student behaviors. The AOE and its partners provide training and technical assistance to increase a school's capacity for implementing layered behavioral supports that benefit entire school communities.
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. Many schools in Vermont are engaged in using a formal system of positive behavioral supports in their schools. Students in these schools often 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 help schools develop more effective strategies and interventions, the BEST Team facilitates a variety of workshops, in-service training, university coursework, webinars, and an annual Summer Institute. Additional information is available on the AOE’s The BEST Project webpage.
Early Education - Positive Behavioral Interventions and Supports (PBIS)
In connection with Early PBIS, our Early Education team recommends the Pyramid Model resources. Refer to the Vermont’s Early Multi-Tiered System of Supports Preliminary Pyramid Assessment (PPA) tool and these additional Early Education Multi-tiered Systems of Supports resources.
Using a Trauma-informed Approach
The Vermont Agency of Human Services Department of Mental Health provides several resources about trauma-informed approaches across these webpages:
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The Trauma Prevention and Resilience Development webpage defines trauma and its effects with links to additional resources.
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Child Trauma Resources with content and resources for families and educators.
Dr. Ross Greene’s work, Collaborative and Proactive Solutions (CPS), provides resources for educators and schools. The CPS model focuses on solving the problems at the root cause of the behavior, not merely on modifying the behavior, and CPS advocates for explicit teaching of lagging skills.
A school community that exhibits a sustainable, positive school climate in which all members of the school community feel safe, supported, and challenged in non-threatening and social learning environments, is more likely to foster student development and strong family relationships. Safe and supportive Vermont schools teach students skills and strategies for lagging skills rather than respond to unwanted behaviors with disciplinary action.