Vermont Positive Behavior Interventions and Support (VTPBiS)

Framework for Technical Assistance, Coaching and Coordination

Exploring, implementing and sustaining VTPBiS requires a partnership of the school, SU/District, the Vermont Agency of Education and the U.S. Department of Education.

In Vermont, the structure for supporting PBIS in schools includes:

• VTPBiS State Technical Assistance (State TAs)
• VTPBiS Implementation Coaches (assigned by the State Team)
• VTPBiS SU/District Coordinators
• VTPBiS School Coordinators

Click on the link above to learn more about each structure of support

What follows is a description of the roles for technical assistance, coaching and coordination for each entity.

1. U.S. Department of Education

The U.S. DOE funds the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) to provide capacity-building information and technical assistance to states and schools for identifying, adapting, and sustaining effective school-wide disciplinary practices.

2. Vermont Agency of Education State Team

The Vermont State Team leads the planning, development and administrative oversight for VTPBiS implementation. This includes dissemination of information and resources for coaching, training and technical assistance to SU/District and school teams. The State Team:

· Provides technical assistance to SUs/Districts and schools in the exploration phase of implementation;

· Offers a sequence of training activities at the Universal, Targeted and Intensive Levels of PBIS implementation;

· Provides ongoing TA to Supervisory Union/District Coordinators and School Based Coordinators;

· Facilitates access to data management systems for decision making and reporting;

· Assists Supervisory Unions/Districts with collecting, interpreting and action planning around data; and

· Assigns a State Technical Assistant and Implementation Coach to each of six regions of the state.

A. VTPBiS State Technical Assistants (State TAs)

VTPBiS TAs are representatives of the State Team who are available to help Supervisory Unions/Districts and schools navigate the process of exploring, implementing and sustaining VTPBiS. Identified SU/District Coordinators may contact their TA to seek assistance with the following:

· Understanding which VTPBiS trainings and workshops to attend;

· Completing the VTPBiS Intent to Implement Application;

· Linking with other schools in Vermont who have implemented VTPBiS;

· Planning the VTPBiS presentation to school faculty and staff;

· Understanding and using the VTPBiS data tools (School-wide Evaluation Tool; Self-Assessment Survey, SWIS, etc.); and

· Strategies for initial implementation, capacity building, sustaining the effort and related issues at all PBIS levels.

A key function of State TAs is to facilitate regional PBIS coordinators meetings held four times a year. Regional configuration mirrors the Education Service Agency (ESA) regional map. Click HERE for TA Regional Map.

• March 2013 Regional Meeting Agenda (doc)

B. Implementation Coaches

This coaching function works to ensure implementation integrity (fidelity) of

evidence based practices and development of local implementation capacity.

The MTSS Implementation Coach provides support on implementation of

evidence based practices at the Supervisory Union/District/School Leadership Team levels. The coach works under the supervision of a State Level Technical Assistance Provider.

Goals of implementation coaching are:

1) Implementation of evidence based practices occurs, following training.

2) Job-embedded skills related to the practice/program/process are developed within the supervisory union/district/school.

3) Integrity (fidelity) of the practice is monitored; coach feedback informs action toward implementation integrity.

4) Feedback is provided to the selection and training processes.

Full Job Description (doc)

3. Supervisory Union/Districts

The SU/District plays a key role in implementing and sustaining PBIS. Successful and sustained PBIS implementation is critically dependant on support and guidance from the office of the Supervisory Union/District. The SU/district office:

· Develops and follows a long-range (3-5 year) plan for implementation with specific goals and strategies that are aligned with other SU and school initiatives, and support implementation and sustainability of PBIS in all participating SU schools;

· Identifies and secures needed resources;

· Ensures Implementation Readiness and ongoing fidelity of implementation; and

· Identifies a .1 to .2 FTE Supervisory Union/District Coordinator for 1-7 schools.

A. PBIS Supervisory Union/District Coordinators

The SU/District Coordinator is the primary contact person for all the PBIS schools in the SU/District and facilitates communications with State TAs and Implementation Coaches. The SU/District Coordinator is responsible for actively supporting a self sustaining PBIS effort for each school in the SU/District. SU/District Coordinators will:

· Participate in relevant PBIS trainings;

· Attend the schools’ PBIS Leadership Team meetings a few times during the school-year;

· Conduct fidelity of implementation measures and assist schools with other PBIS data tools (training to be provided);

· Hold 1-2 meetings annually with school-based PBIS coordinators for data review, action planning and funding support; and

· Secure resources for school teams.

See the SU/District PBIS Coordinator Implementation Checklist for more information about the roles and responsibilities.

4. Schools

Schools implementing PBIS with fidelity over time can expect a decrease in office discipline referrals and reciprocal increases in on-task student performance, increased academic gains and improved school climate and community relations. At the heart of a PBIS school is a well represented school leadership team, a well informed School Coordinator and an Administrator who both champions the effort and directly participates in team meetings and activities. To participate in VTPBiS schools:

· Establish a Leadership Team;

· Complete an Implementation Readiness Checklist and ongoing measures of implementation fidelity;

· Participate in relevant PBIS trainings;

· Develop and Implement PBIS Action Plans;

· Implement evidence-based practices;

· Use data based decision making tools and strategies; and

· Identify a .1 FTE building level School Coordinator.

A. PBIS School Coordinators

PBIS School Coordinators organize the school level PBIS team and act as the ultimate cheerleader and advocate for PBIS. They understand the systems, data and practices of PBIS implementation and support data-driven decision making to support student achievement at the building level. Roles of the school based coordinators include:

· Scheduling and facilitating monthly leadership meetings;

· Attending all SU/District and Regional School Coordinator meetings; and

· Supporting school leadership team in the completion of evaluation tools, action planning and continuous improvement.