VTPBIS Core Training Descriptions – 2026

Prerequisites:

1. Contact the VTPBIS Technical Assistance Provider (TA) for your region. Your TA will help guide you through the pre-training readiness process.
2. Complete the training and implementation readiness steps using the VTPBIS Universal Pre-Training Activities Checklist.
3. Submit the completed checklist to Anne Dubie at anne.dubie@uvm.edu.

Description:

This training supports eligible school teams in building a universal Multi-Tiered System of Supports (MTSS) framework that focuses on Positive Behavioral Interventions and Supports (PBIS). Teams will analyze current systems, data, and practices to develop an action plan to support the social, emotional, behavioral, and mental health success of all within the learning environment. Restorative principles, equity considerations, and trauma-responsive practices are infused throughout.

Learning Objectives:

School Teams will:

• Understand PBIS foundations
• Develop the school-wide systems needed for equitable, fidelity-based PBIS implementation
• Finalize and define 3-4 positively stated, culturally responsive school-wide agreements and create procedures for teaching and acknowledging those agreements
• Develop consistent practices, procedures, and a continuum of supports for preventing and responding instructionally to interfering behaviors
• Create procedures for collecting data and making data-based decisions 
• Develop an action plan for implementing PBIS at the Universal Level with fidelity.

Intended Audience:

School team participants should include: principal and/or assistant principal, school PBIS coordinator, Supervisory Union/Supervisory District PBIS coordinator, other representative staff members, and, if possible, student and/or caregiver/parent/guardian representative(s).

Wondering if this strand is for you? Contact Amy Wheeler-Sutton at amy.wheeler-sutton@uvm.edu.

Prerequisites (completed with TA support):

1. School is currently implementing PBIS at the Universal Level. If your school was previously trained in PBIS but is no longer implementing PBIS, please contact your VTPBIS TA (see #2 below) to determine if this training is the best option for your school.
2. Contact the VTPBIS Technical Assistance Provider (TA) for your region. Your TA will help guide you through the pre-training readiness process.
3. Complete the training and implementation readiness steps using the VTPBIS Refreshing, Enhancing, and Deepening Universal PBIS Pre-Training Activities Checklist Submit the completed checklist to Anne Dubie at anne.dubie@uvm.edu.

Description:

The Refreshing, Expanding, and Deepening Universal PBIS (RED) training provides opportunities for schools at any level of PBIS implementation to explore ways to strengthen their Universal implementation of systems, data, and practices. The training differentiates content and activities based on individual school needs and school data. School teams may choose to attend in order to address needs including: deepening an already established Universal implementation; ensuring equity and cultural responsiveness; increasing implementation fidelity; building momentum and staff skill and commitment; responding to staff and/or administrator turnover; expanding/strengthening evidence-based practices; embedding restorative and trauma-informed practices; refining systems; using data more effectively; and/or keeping up to date with PBIS best practices. School teams that have not trained at Universal for some time, that have not been able to access consultation/coaching, or that began implementing during the pandemic are especially encouraged to attend.

Learning Objectives:

School Teams will:

• Identify, examine, and respond to their school’s particular implementation needs;
• Refine school-wide systems, practices, and data-based decision-making processes needed for equitable, fidelity-based PBIS implementation and improved student outcomes;
• Identify and make a plan to address equity and cultural responsiveness needs.
• Explore ways to support staff in preventing and responding instructionally to concerning behaviors;
• Design a system for training and supporting new and returning staff in implementing PBIS with fidelity.
• Develop a 3-year action plan for implementation, growth, and professional development.

Intended Audience:

School team participants should include: principal or assistant principal, school PBIS coordinator, Supervisory Union/School District PBIS coordinator, other representative staff members, and, if possible, student and/or caregiver/parent/guardian representative(s).

Prerequisites:

1. School is implementing PBIS at the Universal Level and has achieved a score of at least 70% on the Tiered Fidelity Inventory 2.1 Tier 1 or 50% on the Tiered Fidelity Inventory 3.0 Tier 1 within the past four months. If your school has not met this minimum score, but would like to discuss your readiness for Targeted Training, please reach out to your TA (see #2 below).
2. Contact the VTPBIS Technical Assistance Provider (TA) for your region. Your TA will help guide you through the pre-training readiness process.
3. Complete the training and implementation readiness steps using the VTPBIS Advanced Levels Pre-Training Activities Checklist. *Note: An Advanced Levels Systems Leadership Overview training will be held on February 12, 2026 (more details coming soon).
4. Submit the completed checklist to Anne Dubie at anne.dubie@uvm.edu.

Description:

The Targeted Training is the first training within the Advanced Levels series. This training supports school teams in building and planning for implementation (or refreshing) a system of Targeted supports based on strong Universal foundations. Teams will learn evidence-based practices, including Check-in/Check-out and/or Teacher Check, Connect, and Expect, and leave ready to implement. Restorative principles, equity considerations, and trauma-responsive practices are infused throughout.

Learning Objectives:

School Teams will:

• Assess current Targeted-level systems, including teaming structures, request for assistance process, etc.
• Develop criteria and procedures for providing Targeted supports, with a primary focus on Check-in/Check-out and Teacher Check, Connect, and Expect
• Develop a foundational understanding of Functional Behavior Assessment and Universal Screening, and create a plan to integrate these into the Targeted level of PBIS
• Explore how data is used to match students to Targeted-level supports, monitor progress, and evaluate implementation
• Consider how to center equity by ensuring access, representation, meaningful participation, and high outcomes for all
• Design a system for training staff and supporting students and families/caregivers’ understanding of PBIS at the Targeted level.

Intended Audience:

School team participants should include: principal and/or assistant principal, school PBIS coordinator, Supervisory Union/Supervisory District PBIS coordinator, classroom teacher(s), staff member(s) who are likely to provide Check-in/Check-out support, other representative staff members, and, if possible, caregiver/parent/guardian representative.

This training is also appropriate for Teams who previously attended this training and who want a refresher in targeted systems and CICO.

Wondering if this strand is for you? Contact Amy Wheeler-Sutton at amy.wheeler-sutton@uvm.edu.

Prerequisites:

1. School has attended the PBIS Targeted Training and is implementing Check-In/Check-Out (CICO) or Teacher Check, Connect, and Expect.

2. Complete the training and implementation readiness steps using the VTPBIS Advanced Levels Pre-Training Activities Checklist. *Note: An Advanced Levels Systems Leadership Overview training will be held on February 12, 2026 (more details coming soon).

3. Submit the completed checklist to Anne Dubie at anne.dubie@uvm.edu.

Description:

The Beyond Check-In-Check-Out (CICO) training within the Advanced Levels series is designed for eligible school teams to explore ways to strengthen and build upon Universal systems and practices while enhancing and developing new Targeted-level interventions. Participants will focus on expanding “check-in/check-out,” using a function-based lens for matching interventions to student needs; and learning new Targeted-level interventions that meet the needs of students with internalizing and externalizing behaviors. Several classroom and school-wide examples will be provided.

Learning Objectives:

School Teams will:

• Expand current thinking about student needs and how to meet them
• Strengthen and enhance your school’s inventory of Targeted interventions
• Identify methods to collect and use data to monitor progress and make decisions about duration, modification, and fading of supports
• Hear examples from multiple Vermont schools
• Plan a process for supporting staff to implement all targeted interventions with fidelity.

Intended Audience:

School teams consisting of PBIS Targeted coordinator/members, EST members, school counselors, special educators, administrators, other representative staff members, and, if possible, student and/or caregiver/parent/guardian representative(s).

Wondering if this strand is for you? Contact Amy Wheeler-Sutton at amy.wheeler-sutton@uvm.edu.

Prerequisites:

1. The school has rolled out PBIS at the Universal and Targeted levels.
2. School is implementing PBIS at the Universal Level and has achieved a score of at least 70% on the Tiered Fidelity Inventory 2.1 Tier 1 or 50% on the Tiered Fidelity Inventory 3.0 Tier 1 within the past four months and completed Tiers II and III of the TFI
3. The team has identified school personnel who can complete simple and full Functional Behavioral Assessments (FBAs) and Behavior Support Plans (BSPs).
4. Complete the training and implementation readiness steps using the VTPBIS Advanced Levels Pre-Training Activities Checklist. *Note: An Advanced Levels Systems Leadership Overview training will be held on February 12, 2026 (more details coming soon).
5. Submit the completed checklist to Anne Dubie at anne.dubie@uvm.edu.

Description:

The Installing Intensive Systems training within the Advanced Levels series is designed to provide a continuum of individualized, comprehensive, and team-based interventions for students with complex needs that have not been adequately addressed with less intensive interventions at the Universal and Targeted levels. Participants will also explore systems that support access to functional behavioral assessments and pathways for community-based services, including a request for assistance process, and strategies for engaging families/caregivers. Restorative principles, equity considerations, and trauma-responsive practices are infused throughout.

Learning Objectives:

School Teams will:

• Refine and strengthen an Inventory of Targeted practices that can be adapted for individualized supports
• Increase knowledge and fluency about the Intensive level of VTPBIS with a restorative approach lens
• Understand the features of individualized supports, including teaming; setting goals; assessments; intervention(s); and evaluation
• Explore ways to involve students and their family members meaningfully in goal-setting and intervention design
• Develop strategies for building effective Student Support Plans and data systems needed to facilitate effective Student Support Plans
• Consider strategies for building community supports that can support students across home, school, and community environments
• Plan a process for supporting all staff in understanding intensive levels of support and equitable access for all. 

Intended Audience:

School or Supervisory Union/Supervisory District team participants should include: the principal and/or assistant principal, school PBIS coordinator, Supervisory Union/Supervisory District PBIS coordinator, special educator/s, classroom teacher/s, staff member trained in FBA, other representative staff members, and, if possible, caregiver/parent/guardian representative. This training is also appropriate for Teams who previously attended this training and who want an Intensive refresher training.

Wondering if this strand is for you? Contact Amy Wheeler-Sutton at amy.wheeler-sutton@uvm.edu.