Specifications include, but are not limited to: The vendor will support the scale-up and sustainability of Early MTSS statewide by providing professional learning activities to allow the implementation of strategies approved in the 2022 Preschool Development Grant (Appendix 1). These include training Early MTSS systems and practice-based coaches, training personnel at up to 20 implementation sites on Early MTSS, and using and expanding Vermont’s early childhood data and evaluation systems and tools. The professional learning activities will be provided to participants either in year 1 or year 2 of the period of performance. Activities for participants in year 1 will begin in January 2024. Activities for participants in year 2 will begin in August 2024. The vendor will: 1. Fourteen business days after contract execution, submit a project plan to the VIP B-5 Early MTSS Project personnel that includes key deliverables and milestones, the person(s) responsible, and the timeline for delivery. 2. Attend regular meetings with identified personnel coordinating the VIP B-5 project for up to 6 hours on a monthly basis throughout the period of performance. 3. Implement and facilitate a Community of Practice virtual meeting approximately monthly, beginning in October 2023, for participants from the implementation sites. 4. Beginning August 2024, support and facilitate the monthly, 2-hour Early MTSS State Early Leadership Team (SLT) along with members of the VIP B-5 Early MTSS Project, Agency of Human Services Mental Health, and Building Bright Futures. 5. Provide up to 20 hours of in-person or virtual technical assistance to participants and implementation sites on an as-needed basis. 6. Provide training and ensure fidelity of use for Early MTSS and Pyramid Model fidelity tools such as the following: a. Teaching Pyramid Observation Tool (TPOT), b. Teaching Pyramid Infant Toddler Observation Scale (TPITOS), c. Inclusive Classroom Profile (ICP), d. Classroom Assessment Scoring System (CLASS), e. Preliminary Pyramid Assessment, f. Early MTSS System Inventory, g. Benchmarks of Quality (BOQ), and h. Pyramid Implementation Data System (PIDS). 2. Provide coaching and technical assistance on fidelity and use of educator and child-level fidelity measures such as the following: a. Teaching Pyramid Observation Tool (TPOT) b. Teaching Pyramid Infant Toddler Observation Scale (TPITOS) c. Inclusive Classroom Profile (ICP) d. Classroom Assessment Scoring System (CLASS) e. Preliminary Pyramid Assessment f. Teaching Strategies Gold (TSG) g. Ages and Stages-3 (ASQ3) h. Ages and Stages-Social and Emotional (ASQ-SE) i. IDEA Early Childhood Outcomes j. Behavior Incident Reports k. Early MTSS Functional Behavior Assessment 7. Provide consultative services to identified VIP B-5 Early MTSS Project personnel to update, as needed, the UPK Early MTSS Implementation Manual. 8. Utilize the PIDS to record all training and coaching activities, track applicable implementation and fidelity information, and generate monthly summary reports. System and Practice-Based Coach Training 1. Provide Early MTSS system implementation coach training to early childhood professionals. VIP B-5 Early MTSS Project personnel will assist in identifying and selecting participants. a. Year 1, cadre 1 will consist of a minimum of 10 and a maximum of 20 participants. b. Year 2, cadre 2 will consist of a minimum of 10 and a maximum of 20 participants. c. Participants in both cadres will receive multi-day Early MTSS system implementation coach training that should include, but is not limited to, the following: i. Systems-level Early MTSS fidelity measures and information collection tools such as the Early MTSS Systems Inventory or Benchmarks of Quality (BOQ) as well as the use of the Pyramid Information Data System (PIDS). ii. Educator-level Early MTSS fidelity tools such as the Teaching Pyramid Observation Tool (TPOT), Teaching Pyramid Infant Toddler Observation Scale (TPITOS), Inclusive Classroom Profile (ICP), and the Preliminary Pyramid Assessment. iii. The systems coach training should be available in person. Virtual training, coaching, and technical assistance should be available if needed or if preferred by the participants and/or implementation sites.
