VT PBIS

Applying the Check-in/Check-out Intervention to Meet Different Needs in Different Environments Webinar
2020-09-23 09:00 - 10:30 (America/New_York) | Distance Learning, VT, United States
PBIS schools implementing the Check-in/Check-out (CICO) intervention know that it can be quite successful in meeting the needs of students who demonstrate problem behavior related to adult or peer attention. CICO works because it adds to following elements to the student’s day:

Increased positive interactions with adults throughout the day;
Additional structure to the school day; and
Instruction and practice in self-monitoring of behavior.

How can we extend CICO support to a remote or hybrid learning environment or during non-instructional routines? How can we apply CICO to address the needs of students with internalizing challenges or students who experience trauma? This session will demonstrate how the critical features of CICO can be an effective intervention in supporting students with differing needs in differing environments.
Who should attend? Individuals working in a PBIS school that is currently implementing Check-in/Check-out.

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Social Emotional Learning and Wellness Considerations for the Fall
2020-08-14 09:30 - 10:45 | Distance Learning, VT, United States
As schools are preparing for whatever the fall may bring, it will be important to keep social emotional learning (SEL) and wellness at the forefront of plans. This webinar will explore how to keep the focus on relationship building, key SEL skills for adults and youth, how to integrate SEL teaching into academic content, and how to build a culture of wellness. There will be an opportunity for participants to share how they are keeping the focus on SEL and wellness at their schools.

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Crisis Prevention Forum and Discussion: Returning to School In the COVID-19 Era
2020-08-12 10:00 - 12:00 | Distance Learning, VT, United States
As we plan to return to school in whatever form that may take, supporting our most vulnerable students who have impulse control issues and social, emotional, and behavioral concerns will present educators with a variety of new challenges.
How do we prepare to support these students and plan for and respond to those challenges in creative ways? How do we maintain a safe environment for staff and students? How do we meet the requirements of Rule 4500 when working with students whose behavior may require physical management or seclusion?
This web-based forum will provide an opportunity for facilitated small group discussions. We will ask participants to share their thinking and plans. It will primarily be an opportunity for discussion, sharing of ideas, and problem solving by educators from schools throughout Vermont.

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Understanding Universal Screening for Social, Emotional, and Behavioral Risks and Strengths and Key Considerations for COVID-19
2020-08-11 13:00 - 14:30 | Distance Learning, VT, United States
This webinar will provide an overview of Universal Screening for social, emotional, behavioral risks and strengths. We will discuss the purpose of screening, characteristics of effective screeners, and the systems structures and procedures needed in order to initiate the use of formal screeners in a school.
Given the different stressors to safety and well-being that students may be experiencing due to COVID-19, this session will also discuss the need to collect other relevant data to help connect students with the appropriate resources, supports, and interventions.

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Restorative Practices within MTSS
2019-10-23 08:30 - 15:30 | Franklin Conference Center, 1 Scale Ave # 92, Rutland, VT, 05701
For over a decade, Vermont schools have been building a multi-tiered system of supports framework for social and academic achievement. Recently, there has been a surge of interest around the use of restorative approaches nationally and in Vermont schools. A restorative approach involves principle-based processes and practices that can be applied to help things go right as well as respond when things go wrong. This whole-school approach links well within the Multi-Tiered System of Support (MTSS) framework. This workshop will serve as an introduction to aligning PBIS with Restorative Practices. Participants will recall their current understanding of key elements of restorative approaches and PBIS; deepen their understanding of restorative practices at all three tiers; learn when and when not to use restorative practices; and learn how to apply a restorative approach to their existing PBIS framework. Fidelity and outcomes measures will be explored.
Who should attend? VTPBIS Leadership Teams including school administrators and PBIS Coordinators at the school and/or SU/SD level

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VTPBIS Office Hours
2019-02-07 09:00 - 10:00
Announcing VTPBIS Office Hours! We are pleased to offer you this new web-based opportunity to share and learn about key issues and challenges in implementing PBIS at the Intensive Level. If your school team has been trained at the Intensive Level, these 60 minute sessions may be of interest to you. The first twenty minutes will be devoted to a presentation about a problem or practice that is important to effective intensive level implementation. Participants will have the opportunity to listen, ask questions (which we hope to answer on the spot), and share ideas with each other. The remaining time will provide an opportunity for you to raise any questions or issues you may have about student level or systems level implementation. We will provide guidance and structure for a supportive, confidential dialogue among colleagues.
We hope you will consider joining us for the first VTPBIS Office Hours on Friday, February 7, 2019, from 9:00 – 10:00. The featured topic for this session will be: TBD
Questions? Contact Sherry Schoenberg at sherry.schoenberg@uvm.edu.

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Understanding Trauma within a PBIS Framework
2018-11-13 08:30 - 15:30 | Commodores Inn, Stowe
This training will provide an overview of the impact developmental trauma has on childhood development across multiple domains including learning and cognition. Strategies for identifying and supporting children who have experienced developmental trauma at all three tiers of support will be presented. Participants will improve their understanding of how to create a learning environment that is trauma informed and how to align these efforts within a multi-tiered framework.
Who should attend? School personnel including, teachers, Para educators, administrators, specialists, behavior interventionists, school/mental health clinicians, others.

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