# data[].attributes.body
What if the grant goals are not a match for the division goals?

# data[].attributes.headline
need to bring Superintendents on board at the beginning - more than just having a conversation with them from our directors- possibly build this into E&I?

# data[].attributes.subject
need to bring Superintendents on board at the beginning - more than just having a conversation with them from our directors- possibly build this into E&I?

# data[].attributes.headline
Do these grants align with the work we are really doing with VTSS? Or do we really have a clear vision of what VTSS is? 

# data[].attributes.subject
Do these grants align with the work we are really doing with VTSS? Or do we really have a clear vision of what VTSS is? 

# data[].attributes.headline
Division goas should support state goals. Should this be in E&I? 

# data[].attributes.subject
Division goas should support state goals. Should this be in E&I? 

# data[].attributes.headline
Clear expectations of what division outcomes would be after Strand 1. If they don't have a data dashboard or defined problem solving process how do they move outcomes? Divisions don't move into strands until they have this.

# data[].attributes.subject
Clear expectations of what division outcomes would be after Strand 1. If they don't have a data dashboard or defined problem solving process how do they move outcomes? Divisions don't move into strands until they have this.

# data[].attributes.headline
Goal 3: Smaller divisions may struggle with identifying people who can add internal coaching to their already challenging level of responsibilities

# data[].attributes.subject
Goal 3: Smaller divisions may struggle with identifying people who can add internal coaching to their already challenging level of responsibilities

# data[].attributes.headline
Common data dashboard/lack of efficient and effective tools to do what we ask to do

# data[].attributes.subject
Common data dashboard/lack of efficient and effective tools to do what we ask to do

# data[].attributes.headline
For Goal 3: limited offering of Systems Coaching

# data[].attributes.subject
For Goal 3: limited offering of Systems Coaching

# data[].attributes.headline
Lack of examples.  Divisions want to see and hear what it looks like and sounds like (what does it look like from beginning to end; what will be different as a result of doing this?)

# data[].attributes.subject
Lack of examples.  Divisions want to see and hear what it looks like and sounds like (what does it look like from beginning to end; what will be different as a result of doing this?)

# data[].attributes.headline
Lack of understanding/ experience/fluency with Tier 3

# data[].attributes.subject
Lack of understanding/ experience/fluency with Tier 3

# data[].attributes.headline
Balancing theory and practice.  Is our systems professional learning too heavy in theory, and not practical and applicable  enough to  divisions to translate to implemenation

# data[].attributes.subject
Balancing theory and practice.  Is our systems professional learning too heavy in theory, and not practical and applicable  enough to  divisions to translate to implemenation

# data[].attributes.headline
For Tier 3: Coordinating and communicating with external service providers

# data[].attributes.subject
For Tier 3: Coordinating and communicating with external service providers

# data[].attributes.headline
One VTSS way of implementation 2 sets of grant goals

# data[].attributes.subject
One VTSS way of implementation 2 sets of grant goals

# data[].attributes.body
This needs to be aligned

# data[].attributes.headline
Lack of recognition and follow through in the role of family and community engagement in supporting our student outcomes. We will never get to Tier 3 progress if we don't embrace the wrap around. 

# data[].attributes.subject
Lack of recognition and follow through in the role of family and community engagement in supporting our student outcomes. We will never get to Tier 3 progress if we don't embrace the wrap around. 

# data[].attributes.body
Coach clarity will create more division clarity. Is there an easier way for us to look at the data in a more systemic way and action plan around this?

# data[].attributes.headline
For Tier 3: Additional practices, policies, and stakeholders that need to be involved in the school divisions when it comes to Tier 3 implementation (ex: legal team for FBA)

# data[].attributes.subject
For Tier 3: Additional practices, policies, and stakeholders that need to be involved in the school divisions when it comes to Tier 3 implementation (ex: legal team for FBA)

# data[].attributes.headline
Understanding who is in the driver's seat?  Are divisions joining us to attain our goals, or are we partnering with divisions to coach the framework to meet their goals?

# data[].attributes.subject
Understanding who is in the driver's seat?  Are divisions joining us to attain our goals, or are we partnering with divisions to coach the framework to meet their goals?

# data[].attributes.body
Helping school districts see that VTSS is a great way to manage all of their challenges

# data[].attributes.body
If divisions are given goals during E&I and they have new leadership within a year. Are the divisions given these goals very year? Are these written?

# data[].attributes.headline
LEAs lack readily available data. Need for better accessibility to data.

# data[].attributes.subject
LEAs lack readily available data. Need for better accessibility to data.

# data[].attributes.body
1.  Advanced Tiers focus on Tier 3 is limited.  Currently it is Tier II with a major focus on CICO.

2.  Changes in executive leadership sometimes result in a change in priorities that are not aligned with the VTSS grant goals.

3.  Principal buy in and understanding is limited.  Their is a need to have principal focused PD.

4.   Using data to inform our decisions in an ongoing way.

Solutions:
Broaden advanced tiers to include a greater focus on Tier III.

Continued access to virtual PD opportunities.

Provide targeted PD for building administrators.  Provide a VTSS overview with new executive leaders. Ensuring that there is a connection between having an executive leader on DLT as stated in the DCA that is aligned to the cooperative agreement and has accountability.

Provide greater opportunity during implementation to review data related to grants and reporting divisions/schools.

# data[].attributes.body
Communication with all stakeholders (divisions, coaches, VTSS SCs, etc.)

# data[].attributes.body
School districts are so focused on the new normal that they struggle not to be reactionary and focus on the implementation of VTSS

# data[].attributes.headline
advanced tiers training only offered in the summer, especially tier 3 - need more focus in this area

# data[].attributes.subject
advanced tiers training only offered in the summer, especially tier 3 - need more focus in this area

# data[].attributes.headline
Moving too fast. Not building the system to sustain entire problem-solving process first along with building good communication with the right people

# data[].attributes.subject
Moving too fast. Not building the system to sustain entire problem-solving process first along with building good communication with the right people

# data[].attributes.headline
Clear explicit expectations/goals clearly communicated and understood by all (cascading model)  State coach, division leadership, school leaders, teachers have shared understanding of goals

# data[].attributes.subject
Clear explicit expectations/goals clearly communicated and understood by all (cascading model)  State coach, division leadership, school leaders, teachers have shared understanding of goals