SPDG+3+Round+UP




 * Foundations of Early Learning (FEL)**
 * VT Integrated Instruction Model (ViiM)**
 * OnLine SLP Masters**
 * VT Family Network (VFN)**


 * What the future SPDG 4 could look like: **

** SPDG Round Up **** Modified Small Group Reporting ** Purpose: To gather ideas for the upcoming SPDG grant proposal that will assist VT in scaling up the Multi-Tiered System of Supports (MTSS). Total time for the activity = 45 minutes.


 * 1) Discuss ideas to address current gaps in the categories below.
 * 2) Select and record 2 to 3 ideas for each of the categories.
 * 3) Label each idea as personnel preparation (pre-service) or professional development (in-service).


 * Early Intervention **
 * 1) Better continuity between early intervention and K-12.
 * 2) Transitions
 * 3) Parent Engagement
 * 4) Increased training around early math skills and interventions.
 * 5) Increased coaching – same coach could possibly work within a geographical area and cover Pre-K – 12.
 * 6) Gaps in training – setting expectations for academics and behavior across the board starting with early ed – Pre and In-Service
 * 7) Gaps in teaching strategies within early ed and across all grades – more training in assessment (in-service); what are intervention strategies for the tiers, developmental/outcome based trainings are needed
 * 8) Parent engagement in ViiM and FEL -How do we access services for all groups of students? Cross trainings educators and parents. GOLD standard for parent engagement
 * 9) Need for Tier 3/intensive supports (literacy and behavior)
 * 10) Lack of institutionalized process for transition from pre-school to kindergarten
 * 11) More coaching supports

See Early Intervention section above Need to define the role of internal and external coaches/trainers (all areas) Need internal coaches in existing cohorts (literacy and PBIS) Fidelity measure for coaching/training implementation (internal and external) Need to move more towards Tier 3, yet still need to stabilize Tier 1. Need a system that allows schools to revisit previous learning. Be careful about how much PD we put on school plates.
 * K- 12 Educational Settings **
 * Know a lot about early reading. Need to develop a body of training materials for adolescent literacy (4th – 12th grade).
 * Secondary teachers need to understand not all their students are readers. Need to meet their needs.
 * Train administrators to be leaders in this process. Develop a leadership training cadre.
 * Implement an interagency system to support all children/families across the multi-tiered system of support –multileveled tiered supports to children/families – In-service (family wellness training, coaching, home visits)
 * Gaps in teaching strategies within early ed and across all grades – more training in assessment (in-service); what are intervention strategies for the tiers, developmental/outcome based trainings are needed
 * Need for coaching training and hands-on practice – time needed! In-service


 * Secondary Transition **
 * 1) Within an SU, all schools should be FEL/ViiM schools and that the transition to secondary should be consistent with practices in the early grades.
 * 2) Need for Tier 3/intensive supports (literacy and behavior)
 * 3) Students get a certain amount of hours working with the transitioning groups at other grade levels (pre-K to K, K-8 and 12 to higher learning). What can SLPs do to help get kids become college and career ready? Even though we are looking at the transition age group we have to look back further to see what happened in past grade levels. It’s supporting the child, teacher and family.
 * 4) SLP’s assigned and working with real, live families.
 * 5) Where do student with intellectual disabilities go after high school? (There is a federal grant in this area in Vermont to provide certificate programs at UVM and JSC for this group.)
 * 6) Post school indicator outcome measures for students with disabilities. Identify gaps in instruction, supports, parent training, interagency supports.
 * 7) Post school indicator survey only focused on students on IEPs. Need a way to track students who were previously on an IEP but came off of the IEP.
 * 8) Analyze the impact of requiring Algebra I, II and Geometry in youth in independent schools – concerned for DCF kids


 * Institutions of Higher Education **
 * 1) Embedding foundational pyramid model within teacher preparation programs.
 * 2) Creating more online learning programs.
 * 3) Need classes that illustrate how to analyze data and use the information to inform instruction.
 * 4) Increase number of student teachers who complete their practicum in a ViIM or FEL school.
 * 5) Teach teachers how to teach reading.
 * 6) Training in RTI and ViiM practices should be included in pre-service training
 * 7) Behavior/classroom management and how to teach reading MUST be a part of the program

1. Implement an interagency system to support all children/families across the multi-tiered system of support –multileveled tiered supports to children/families – In-service 2. FEL and ViiM - Need to develop parent leadership groups within SU’s – cross representations pre-K to 12; support families and foster family engagement – In-service 3. Parent engagement in ViiM and FEL -How do we access services for all groups of students? Cross trainings educators and parents. GOLD standard for parent engagement 4. VFN – utilize to assist with explaining the difference between family engagement in early intervention, elementary school, middle school, and high schools 5. Assist with transition planning. 6. Trainings for school staff surrounding parent engagement. 7. Research into practices for effective parent engagement.
 * Family Engagement **


 * Across Areas **
 * 1) Focus on research based practices.
 * 2) Ongoing support for coaching/training
 * 3) Fidelity measure for coaching/training implementation (internal and external)
 * 4) Need to define the role of internal and external coaches/trainers (all areas)


 * Other **
 * 1) Improved special education teaching
 * 2) Transitions from pre-K to kindergarten are not anchored in anything formal. Could use implementation science to make this happen better.