Quiet Roads
Active Minds
Vermont’s Preliminary Integration of MTSS
for 3 -5 year olds.
Vermont’s Demographics
Population estimate 2011 – 626,431
Persons under 5 years of age – 5.0%
High school graduates, percentage of persons 25+ 2006 -2010 – 90.6%
Homeownership rate 2006 – 2010 – 71.4%
Per capita money income in past 12 months (2010 dollars) – 2006 -2010 $27,478
Child population 2008 – 2010 – 20.9%
Children in poverty 2008 -2010 – 18,550
Students enrolled in free and reduced lunch price school meals program
2011 – 2012 – 40.7%
Children benefiting from Dr. Dynosaur and Medicaid 2008 – 2010 – 43.9%
Statewide Initiative to
build Tier I capacity
To ensure a high quality universal environment in early care and
education settings two national models are being implemented:
• Pyramid Model for promoting social-emotional competence of
young children (CSEFEL)
• Use of evidence –based practices to support early language and
literacy learning of young children (CELL)
The Beginning…
*In 2008 Vermont received TA grants from CSEFEL and CELL
allowing for a state model – Foundations for Early Learning (FEL) to
be created.
• Additional funding from SPDG, 619 (IDEA), and Early
Intervention (PartC)
• Train the trainer model has produced trainers and coaches who
become FEL champions throughout the state
• The effectiveness of this model has been recognized by the VT
Department of Education Leadership Team who has supported
it’s continuation
Few
children
Children
at-risk
All
Children
Not Milking – Sugaring
the System
Vermont’s initiatives at each level of the pyramid focus on
the implementation of scientifically research based
practices that work for young children. Awareness of
these practices informs initiatives statewide.
Pyramid Framework is inclusive of other state initiatives..
Intervention
EEE, CIS: EI/EC, FMH, EST
Prevention
CIS: Nursing and Family services/
EI/ECFMH, Nurse Family Partnership,
Head Start
Universal Promotion
DAP, Touchpoints, Second Step, IMIL,
Building Blocks for Literacy
Road to Sustainability
Vermont’s state plan across programs and communities
‘The Road to Sustainability’
(across Programs and Communities) and
Implementation Fidelity
Phase 1
Implementation
• Statewide TOT
• Demo Sites identified across
state
Phase 2
Full operation and
Innovation
Phase 3
Sustained System-wide
Practice
• Capacity building and scaling
up
• Quality control
• Use of data for evidenced based
decision making
• Statewide adoption of FEL
• Ongoing targeted evaluation
• Continued support of TA
providers
• Incorporation of new initiatives
into quality programs
North Country Supervisory Union
Demographics

North Country Supervisory Union /Northeast Kingdom:

·
Largest geographic area for a district; sixty miles west to east

·
32 people per square mile compared to 68 for the state average

·
53% free and reduced lunch compared to VT state’s 40.7%

·
80% Medicaid eligible compared to VT state’s 43%

·
Highest unemployment rate for Vermont at 9.8% averaging 2 % higher than
the state

·

WWW.NVDA-StrategicIndustries_Report_June_2011 ;
http://datacenter.kidscount.org
About 50% of three to five year olds receive no formal preschool education
North Country Supervisory Union
Vermont’s Public Preschool MTSS Pilot Site
7 miles
6 miles
8 miles
6 miles
7 miles
8 miles
NCSU ECP
(West Side)
Creative
Minds
Daycare
NCSU ECP
(Newport)
Newport
Head Start
(partner)
Holland
School
(ADM)
NCSU
ECP/Derby
ADM
(Derby)
Brighton
Head Start
25 miles
Derby
Head Start
15
miles
Charleston
School
(ADM)
Brighton
School
(ADM)
Focusing on both sides of the coin
Multi-Tiered Approach
Systems development
Implementation of Practice
Progress and Sustainability
Creating systems and functional practices
MTSS
(RTI) Support Mapping System
Implementation of
Instruction
Who will provide small group instruction?
Duration / frequency?
Domain specific sessions?
What screening and assessment tools to assess Tier I & Tier II ?
Pilot Site Sustainability

State (Vermont DOE) Support

§ Funding through the SPDG

District support

·
District-wide goals·
Capacity building with coaches

·
Designated “data days”
Role of retired teachers

Administrative support

·
Scheduling

·
Prioritizing current funding streams and exploring new sources
Commitment to partnership
Committing resources
Vermont’s vision for
continued progress
Continue to build statewide capacity to provide ongoing support for
the universal tier
As pilot sites demonstrate fidelity at the universal level support a
multi-tiered system of supports that includes screening and
instruction at tiers two and three
Focus on ensuring that all initiatives fit in the pyramid model
Develop a common vocabulary and articulation of MTSS systems in
order to ensure successful transitions to kindergarten
Bridges to Success
“Coming together is a beginning. Keeping together is
progress. Working together is success. ”
Henry Ford