Program Director of Strategic and Budgeting Contracts at Vermont Agency of Education
Employing Organization
Team
Decision makers at Vermont Agency of Education
Administrative Services Director
AOE Agency Director of Digital Services
Assess & Accountability Data Admin Dir
Chief Academic Officer
Chief Financial Officer
Key decision makers in the same organization
RFP Activity
These public RFPs list Meg Porcella as a point of contact.
Posted
Aug 6, 2026
Aug 31, 2026
Seeking to establish contracts with one or more companies that can design, develop, and implement an integrated improvement planning ecosystem that enables districts to move seamlessly from understanding educational needs to planning strategic investments, evaluating governance structures, and monitoring implementation over time.
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This document outlines performance indicators and data collection categories under Part B of the Individuals with Disabilities Education Act (IDEA), specifically for the State Performance Plan / Annual Performance Report (SPP/APR). It covers 18 key indicators, including graduation and dropout rates, assessment outcomes, educational and preschool environments, parent involvement, disciplinary actions, disproportionate representation, child identification, transition services, and post-school outcomes for youth with IEPs. The plan also details data collections related to child count, personnel, exiting students, discipline, and assessment, with the overarching goal of improving results for children with disabilities.
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This document introduces 'Count on Vermont,' a statewide comprehensive initiative aimed at strengthening mathematics teaching and learning across pre-K through 12th grades. Its vision is to provide all students with rigorous, coherent, equitable, and grade-level aligned mathematics education, fostering deep understanding, ensuring high-quality learning experiences, and supporting proficiency from early childhood through adulthood. The initiative is part of the agency's broader academic excellence strategic pillar and focuses on four key strategies: ensuring equitable access to content, improving evidence-based instructional practices, embedding continuous improvement in professional learning, and building local capacity. Key activities include offering networked improvement communities in the 2026-2027 school year, focusing on assisting students struggling with mathematics (K-5) and teaching fractions (4-8). The ultimate goal is to ensure proficiency and decrease achievement and opportunity gaps in mathematics.
This document outlines the State Systemic Improvement Plan (SSIP), a comprehensive, multi-year plan designed to enhance educational services and improve outcomes for students with disabilities. It details the plan's components, including data analysis, infrastructure for support and capacity building, stakeholder engagement, and a theory of action. A key focus is the State Identified Measurable Result (SIMR) to improve mathematics proficiency levels for all students with disabilities in grades three, four, and five through high-quality instruction and resource allocation. The plan emphasizes continuous improvement and collaboration across state and local levels.
The board meeting involved discussions on several key topics. These included a review of the agenda, board announcements, and updates on committee work, including the class size implementation committee and the state school construction advisory board. The board also focused on their response to legislative mandates, specifically Act 170 of 2026, which involved establishing a new committee to recommend updates to the length of the school day. Additionally, the chair reviewed committee memberships and planned for transitions in leadership roles within the committees.
Extracted from official board minutes, strategic plans, and video transcripts.
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