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Vermont Multi-tiered System of Supports Framework

The goal of VTmtss is to guide Vermont educators as they work to prevent difficulties where possible and to support students when needed so that all students can succeed.

In 2015, Vermont‘s Title 16 (16 V.S.A. § 2902) replaced the term "Education Support System" with "Tiered System of Support". The term also appears in the Vermont State Board of Education Rules Series 2000 – Education Quality Standards under 2121.5. More than just a name change, a Multi-tiered System of Support provides a framework that “at a minimum, includes an educational support team, instructional and behavioral interventions, and accommodations that are available as needed for any student who requires support beyond what can be provided in the general education classroom, and may include intensive, individualized interventions for any student requiring a higher level of support”.

VTmtss is about changing opportunity for all students. VTmtss unifies a progressive system of supports, personalization, flexible pathways and proficiencies. Context matters: VTmtss promotes a systemic approach that acknowledges the importance of Vermont’s cultural context and connects schools with services and institutions in the community.

The VTmtss Framework supports a focus, among both general and special educators, on preventing academic, social emotional, and behavioral difficulties and improving learning for all students through increasingly differentiated and intensified assessment, instruction, and intervention. It is both a framework for decision making and a call to action.

VTmtss Framework Supporting Documents

We offer these supporting documents to lay a common foundation and use of language for collective work to improve and expand tiered systems of support for each and every child in Vermont.

Vermont Multi-Tiered System of Supports (VTmtss) Professional Learning Providers

Below are suggested criteria and questions for SU/SD/schools to use when selecting professional learning providers to support expanding and improving the systemic infrastructure provided by the VTmtss Framework.

  1. Describe your business or organization, including the number of years you have provided professional learning to educators at either a school or district level.  
  2. What types of services do you provide?  
  • Professional learning for educators (short or long term)   
  • Consultation for educators and education systems (short or long term)  
  • Facilitation of Networked Improvement Communities  
  • Facilitation of Communities of Practice   
  • Other
  1. What experience do you have providing professional learning to educators related to the components of the VTmtss Framework (2019)?
  • Emphasis on the interconnectedness, inter-dependence, and interrelated
  • Apply systemic and comprehensive approaches to making decisions     
  • Apply continuous improvement principles and practices in addressing needs     
  • Apply inclusive and culturally responsive practices that reduce or eliminate equity gaps in schools (academic and non-academic), and     
  • Apply research-based practices to improve academic and non-academic outcomes for all students, e.g., Response to Intervention, Restorative Approaches.   
  1. What experience do you have connecting the 2019 VTmtss Framework to school-level and systems-level (SU/SD) continuous improvement processes and action plans for the development of the following?  
  • Local comprehensive assessment systems      
  • Educational Support Teams      
  • Coordinated curricula      
  • Professional learning plans and models      
  • Student, family, and community engagement practice 
  1. Please provide a data summary and examples demonstrating the impact your work has had on improved student and school systems outcomes.

The VTmtss Framework Professional Learning Providers 2022 list reflects individuals and organizations that have demonstrated knowledge of the VTmtss Framework and experience supporting educators based on the five criteria above. Inclusion on this list does not constitute an endorsement from the State of Vermont; school systems are encouraged to conduct additional research and reference checks to identify the resource(s) that will work best for their needs.