IEP Accommodations in Vermont
What IEP accommodations are available in Vermont?
Vermont IEPs must specify all accommodations that enable the student with a disability to access the general curriculum and participate in assessments. Under Rule 2363.7, the IEP must include a statement of supplementary aids and services and program modifications to support the student in regular education settings. For state and districtwide assessments, the IEP must specify any individual appropriate accommodations; if the student will take the Vermont Alternate Assessment, the IEP must explain why the student cannot participate in the regular assessment (SBAC/Smarter Balanced) and identify the appropriate alternate assessment (Rule 2363.7; 34 CFR 300.320(a)(6)). Vermont participates in the Smarter Balanced Assessment Consortium (SBAC) for general assessments and uses the Vermont Alternate Assessment for students with the most significant cognitive disabilities. Accommodations must be provided at no cost to the family as part of FAPE (16 V.S.A. § 2942; Rule 2360.2). All teachers and service providers responsible for implementing the IEP must be informed of their specific responsibilities for providing accommodations (Rule 2363.2; 34 CFR 300.323(d)). Vermont's UDL framework encourages designing instruction that is accessible to all learners, reducing the need for individual accommodations where possible.
What Vermont Requires
The IEP must specify all supplementary aids and services and program modifications to support the student's access to the general curriculum and participation in regular education settings (Rule 2363.7; 34 CFR 300.320(a)(4)).
For state and districtwide assessments (SBAC/Smarter Balanced), the IEP must list individual appropriate accommodations (Rule 2363.7; 34 CFR 300.320(a)(6)).
If the student will take the Vermont Alternate Assessment, the IEP must explain why the student cannot participate in the regular assessment and identify the alternate assessment (Rule 2363.7; 34 CFR 300.320(a)(6)(ii)).
All regular and special education teachers and related service providers must be informed of their responsibilities for implementing accommodations listed in the IEP (Rule 2363.2; 34 CFR 300.323(d)).
Accommodations must be provided at no cost to the family as part of FAPE (16 V.S.A. § 2942; Rule 2360.2; 34 CFR 300.17).
Vermont's UDL framework, promoted by the AOE, encourages universally accessible instructional design as a complement to individual accommodations.
Key Timelines
Accommodations must be in effect at the beginning of each school year (34 CFR 300.323(a); Rule 2363.1).
IEP accommodations must be reviewed at least annually and revised as needed (Rule 2363.6; 34 CFR 300.324(b)).
Progress on the effectiveness of accommodations is reviewed through periodic progress reports at least as frequently as report cards (Rule 2363.7; 34 CFR 300.320(a)(3)).
Sources
Related IEP Guides
IEP Accommodations vs Modifications: What Parents Need to Know
Accommodations change how your child learns. Modifications change what — and can affect their diploma. Know the difference before your next IEP meeting.
Sensory Accommodations: The Full List Schools Don't Tell You About
The complete list of sensory accommodations for IEPs — auditory, visual, tactile, movement, oral, environmental, and testing. Sample IEP language included.