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This document provides interim guidelines related to distance education proxy hours excerpted from a revised Adult Education and Literacy Assessment Manual submitted to the Office of Career, Technical, and Adult Education (OCTAE) for final approval. OCTAE has already approved the proxy hour change as part of the distance education policy and is provided below. Remaining sections of the current published AEL assessment manual are in effect until further notice. Upon approval of the complete assessment policy by OCTAE, these guidelines will be rescinded.

Distinguishing a learning difficulty resulting from learning English as a second language and one caused by a disability requires a consideration of many variables. This document focuses on helping special educators and administrators better serve Multilingual Learners with disabilities, particularly when identifying Multilingual Learners’ need for special education services. Best practice is outlined from pre-referral to the development of an IEP that ensures Multilingual Learners receive a Free Appropriate Public Education (FAPE).

In accordance with the Elementary and Secondary Act (ESEA) §4104(a)(2), the Vermont Agency of Education must publicly report on how funds made available under Title IV, Part A are being expended by local education agencies (LEAs).

In this Act 166 Tenth Anniversary Special Edition the Early Education team provides a detailed overview of Vermont’s Early Multi-Tiered Systems of Support (Early MTSS).