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Vermont State Personnel Development Grant (SPDG) 

The Office of Special Education Programs at the U.S. Department of Education has awarded the Vermont Agency of Education (AOE) a State Personnel Development Grant (SPDG) to address students’ access to high-quality instruction and intervention delivery systems along the continuum from birth through age 21. Implementing an effective instruction and intervention delivery system will ensure children and students receive appropriate instruction, intervention and/or services as soon as a need is identified by educators, families, or students.

Disclaimer: (The contents of this website were developed under a grant from the U.S. Department of Education, #H323A220009. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.)


SPDG Intent to Participate

The SPDG Intent to Participate is a non-binding application that is being used to inform potential Children’s Integrated Service (CIS) regional teams, Supervisory Unions/Districts (SU/SD), Preschool Centers, and/or schools of the expectations and requirements to participate in the professional learning offered through the State Personnel Development Grant (SPDG). 

SPDG Office Hour Materials 

For more information about the State Personnel Development Grant (SPDG), review our slide presentation and recording. These office hours provided information specific to Children’s Integrated Service and Early Intervention providers as well as PreK through 12th grade educators.  For more information, contact Meg Porcella at  

State Personnel Development Grant (SPDG) Informational Office Hour Recording

PreK-Grade 12

  • Increase the percentage of students with disabilities who score proficient or above on their local universal language arts or math assessments, through rigorous and sustained professional learning, focused on the analysis, implementation, and monitoring of effective assessment, instruction, and intervention delivery.​​ 
  • Expected outcomes include: ​​ 
  1. Timely and accurate student identification within an initial evaluation process, ​​ 
  2. Identification of instructional strategies, interventions, and related supports that are appropriate and evidence-based, ​​ 
  3. Delivery of instruction, intervention, and related supports with fidelity, as identified using evidence-based standards and by appropriate and highly-qualified staff members, ​​ 
  4. Progress monitoring to assess the impact of instruction, intervention, and related supports related to student-specific achievement goals, and ​​ 
  5. Family involvement and engagement as partners and decision-makers in the education and development of their children. ​ 

Infants and Toddlers

  • Improve social and emotional skills for infants and toddlers (birth to age 3) with a OnePlan through the provision of Early MTSS/Pyramid Model training to Children’s Integrated Services/Part C early intervention (CIS and CIS/EI) personnel.
  • Expected outcomes include: ​​ 
  1. Greater capacity of CIS Early Intervention services to support infants and toddlers, 
  2. Improved social and or emotional functional development of infants and toddlers, and 
  3. Families are better able to help their infants and toddlers develop and learn functional, social, and/or emotional skills.​​ 

Training, Resources, and Materials