Our resources are intended to help educators and administrators in Vermont understand and navigate legal expectations, access best practices and tips, and become more informed on current topics and issues in special education.
Technical Assistance and Professional Development
The Agency offers extensive Technical Assistance and Professional Development for Special Educators.
Act 173 of 2018 is an act relating to enhancing the effectiveness, availability and equity of services provided to students who require additional support. The Agency of Education is integrating procedures and processes in order to support the field to adapt and adopt the systemic changes necessary to respond to the act. Learn more on the Agency of Education Act 173 webpage.
Act 173 also required a revision to the special education rules scheduled to take effect in July of 2022. For a calendar of events, guidance, tools, and other supports for the implementation of the rule changes please visit the Special Education Rule Changes page.
Historically determining whether a disability has an adverse effect on the child’s educational performance has been inconsistent and confusing to special education staff throughout the state. Criteria were developed through a collaboration of stakeholders, and the Agency of Education has developed training materials to represent those guidelines.
- Chart of Measures
- Frequently Asked Questions
- Training Materials
- Training Materials are available as a PowerPoint presentation. To request these materials please email firstname.lastname@example.org.
An approved plan is necessary in order to comply with Vermont state special education rules and regulations to receive special education reimbursement for a co-teaching arrangement. Please direct inquiries to email@example.com.
All publicly funded Students With Significant Disabilities (SWSD) enrolled in grades 3 through 9 are required to participate in a statewide assessment for reading and math. All publicly funded students in grades 5, 8, and 11 are assessed in science. Students who cannot participate in the general assessment with accommodations may be eligible to take an alternate assessment.
The BEST Project
Building Effective Supports for Teaching (BEST) has provided training, coaching and technical assistance to supervisory unions and supervisory districts for several decades. The project provides support for educators to offer better support to students experiencing emotional or behavioral challenges. BEST provides support to schools based on a strategic plan and annual training calendar, with a goal to build statewide, regional and local capacity.
Forms for Special Education
Programs that opt to use Vermont's special education forms will be evaluating children age three through 21 years of age to determine their eligibility for special education services. Users will also use the individualized education program (IEP) form to develop a document of appropriate services, if the child is eligible.
Independent Schools Serving Special Education Students
Learn about independent schools serving special education students, including an application and a list of approved schools.
Restraint and Seclusion (Rule 4500)
The use of restraint and seclusion in schools is governed by Vermont State Board of Education Rule 4500. The purpose of State Board Rule 4500 is to create and maintain a positive and safe learning environment in schools, promote positive behavioral interventions and supports in schools, and ensure that students are not subjected to inapprporiate use of restraint or seclusion. The Agency of Education provides Rule 4500 guidance, reporting forms and Q&A.
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities
- Continuation of Special Education Services: Provision for Students Turning 22
- Transition Assessment Planning form is a tool which helps IEP teams determine what assessments will be done and when.
- Indicator 13 Training: Spotlight on Transition Assessments (September 28, 2021): This session goes in depth into the world of transition assessments. It covers the many different types available for measuring a student's strengths, needs, preferences and interests in order to create a legitimate transition plan.
Transition Goals Training (October 19, 2021): This training covers postsecondary goals, annual IEP transition goals, and transition services. Each of these three different aspects of an IEP transition plan are defined and examples are given for each so the participant can make distinctions between these three items.
Comprehensive Overview of Indicator 13 Covering All 8 Elements of the Transition Plan in the IEP: This is a comprehensive and condensed overview of all elements of Indicator 13 (Transition Plan in the IEP). This training includes I13 compliant examples and best practices for all aspects of the transition plan in the IEP.”
Graduation Readiness Tool: The Vermont Graduation Readiness Tool is designed to address a long standing challenge for IEP teams in VT, which is, how to determine the graduation date for students with disabilities particularly students with developmental disabilities.
- Implementing Transition Services During Remote Learning is a resource document which provides recommendations for the local-level provision of transition services during remote learning, with the goal of ensuring continued quality implementation of special education.
- Indicator 13: Secondary Transition Training (Video): This training is a recording of the Indicator 13 training that VT AOE provided on October 20, 2020. This training provides a complete overview of Vermont's new IEP Post-Secondary Transition Plan Form and the suite of new tools designed to help Special Educators be in compliance with Indicator 13.
- Transition Plan Improvement Training (Indicator 13) Using Fictional Transition Plans (Video): This highly requested training was done on January 12, 2021 and goes through actual transition plans (fictional or names redacted) and checks them against the Indicator 13 checklist. John Spinney goes through and explains why items in these plans passed or didn’t pass (in terms of meeting Indicator 13 compliance). Please follow along and have the Indicator 13 checklist special educator edition pulled up.
- Participation in Graduation Activities for Students Eligible for Special Education
- Personalized Learning and Transition Planning Module Series, a professional learning opportunity presented by Lee Ann Jung and Lead Inclusion - In this five module series participants will identify and explore the implications for students with disabilities accessing personalized learning plans and proficiency-based graduation requirements. This module series is a companion to the VT AOE Case Study Learning Project. These modules were created by Lee Ann Jung, a nationally recognized expert on disability, inclusion, personalization and proficiency based learning.
- Post-Secondary Education Opportunities for Youth with Disabilities
- Post Secondary Transition Planning Presentation 2020
- Proficiency-Based Graduation Requirements (PBGR) – Access Plan
- Proficiency-Based Graduation Requirements (PBGR) – Access Plan (Blank Template)
- Dual Enrollment: Implications for Special Education
- Dual Enrollment: Disability Services Contact Information
- Career and Technical Education Resources Related to Disability
- Vermont AOE Case Study Project
The Vermont AOE Case Study Project provides exemplars of the inter-relationship between a student’s personalized learning plan (PLP), IEP transition plan and the student’s pathway to meeting proficiency-based graduation requirements (PBGRs).
- Vermont Indicator 13 Suite of Tools
- Individualized Education Program Post-Secondary Transition Plan Template (Fillable Form)
This is Vermont’s new post-secondary transition plan template of the IEP. This template has embedded technical assistance to improve Indicator 13 documentation
- Individualized Education Program Post-Secondary Transition Plan Sample - Jodi (From the Case Study Project)
This is a sample IEP transition plan on the new form using a fictional student named Jodi from the VT AOE Case Study Project.
- Vermont Indicator 13 Checklist – Self Assessment for Special Educators
This one page tool for high school special educators is designed to be a quick reference guide to the 8 elements of Indicator 13 as well as an easy way to self-assess for I-13 compliance.
- Vermont Indicator 13 Technical Assistance Sheet
This is an in-depth technical assistance sheet for completing the Indicator 13 checklist.
- Individualized Education Program Post-Secondary Transition Plan Template (Fillable Form)
- Summary of Performance Exit Report
- Sample Summary of Performance Exit Report
- VT Summary of Performance (SOP) – Special Educator Self-Assessment
- VT Family Network - Family Guide to Transition Services in Vermont
- VT Family Network - Transition to Adulthood Toolkit
The Severe Learning Discrepancy (SLD) software is to be used by Evaluation Planning Teams to determine whether the cognitive and achievement test scores for students suspected of having a specific learning disability meet the regulatory requirement of a 1.5 standard deviation gap between expected achievement levels and actual achievement levels.
Please note: The Agency of Education is no longer supporting or updating this software.
Special Education Acronyms/Initialisms List
This is a list of acronyms of technical terms.
This training is designed as a high-level introduction on accessing the Learner Characteristic Inventory (LCI) and the test selection process. The LCI is the registration tool, and first step educators must take, in order to assign the VTAA to their student. This brief training is not intended to replace the comprehensive Alternate Test Administrator (ATA) certification course found on the Vermont Common Assessment Portal. All educators will need to complete the TA Certification Course to access the LCI and the ATA Certification Course to launch the VTAA.
Vermont Family Engagement Toolkit and Self-Assessment
The Vermont Family Engagement Toolkit and Self-Assessment was designed to be an easy-to-use, practical guide for educators seeking to develop and maintain growth of school, district, Supervisory Union (SU), or Supervisory District (SD) family engagement work, including for students with Individualized Education Programs (IEPs). The Toolkit provides researched-based information, proven strategies, a Self-Assessment to reflect on your own practice, and links to additional tools that can be customized to SU, district and school needs.
Waiver: Special Education/Independent School Waiver Request
LEA-placed students in independent schools MUST be approved for ALL disability categories in which the student has been identified. The Secretary may permit, in exceptional circumstances, a special education placement in an independent school that is not approved for ALL of a student’s disabilities. The LEA is required to complete the Special Education/Independent School Waiver Request for the Secretary consider approving a waiver request. A team of four (representing legal, interagency, independent schools and special education) review the waiver requests and provide recommendations to the Secretary of Education. Any approved waiver is only good for the current school year.