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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).

This year marks the Tenth Anniversary of the signing of Act 166 Universal PreK (2014-2024). In this Special Edition of the UPK Café the Early Education team provides a historical timeline of prekindergarten education in Vermont.

This document was prepared by a non-State of Vermont entity and may not be fully accessible to all users. If you require alternate access to this content, please contact Kate Connizzo at kate.connizzo@vermont.gov