IEP Progress Monitoring in Vermont
How often should you receive IEP progress reports in Vermont?
Vermont requires that each IEP include a statement of how the student's progress toward annual goals will be measured and how parents will be regularly informed (Rule 2363.7; 34 CFR 300.320(a)(3)). Parents must be informed of progress at least as frequently as progress reports are provided to parents of nondisabled students. Under Rule 2363.6, the IEP team must review and revise IEPs when a student is not making expected progress toward annual goals, when reevaluation information indicates a need, or when the parent or teacher provides relevant information. Vermont's emphasis on VTmtss (Vermont Multi-Tiered System of Supports) informs progress monitoring practices statewide — ongoing data collection through the Educational Support Team (EST) process is integral to both general and special education in Vermont. The IEP's progress monitoring section should specify the measurement tools, data collection frequency, criteria for determining whether objectives are being achieved, and reporting schedule. Vermont's EST framework encourages evidence-based progress monitoring tools aligned with the student's goals, ensuring that data-driven decision-making guides instructional adjustments throughout the year.
What Vermont Requires
The IEP must include a statement of how progress toward annual goals will be measured and how parents will be informed of progress (Rule 2363.7; 34 CFR 300.320(a)(3)).
Parents must be informed of progress toward annual goals at least as frequently as progress reports are issued to parents of nondisabled students (Rule 2363.7; 34 CFR 300.320(a)(3)(ii)).
When a student is not making expected progress toward annual goals, the IEP must be revised and the team reconvened as necessary (Rule 2363.6; 34 CFR 300.324(b)(1)).
Progress measurement tools and data collection methods must be specified in the IEP; Vermont's VTmtss framework and EST process influence the selection of evidence-based progress monitoring tools (Rule 2363.7; VT AOE VTmtss Guidance).
Progress reports must specify whether the student is on track to achieve the annual goal by the end of the IEP period (Rule 2363.7; 34 CFR 300.320(a)(3)(i)).
Vermont's EST meets regularly (typically weekly or bi-weekly) to review student progress data, which informs the IEP team's decisions about whether goals and services need revision.
Key Timelines
Progress reports must be issued at least as frequently as progress reports for nondisabled students (Rule 2363.7; 34 CFR 300.320(a)(3)).
The IEP team must review progress at least annually and revise the IEP when progress is insufficient (Rule 2363.6; 34 CFR 300.324(b)).
If progress is insufficient, the IEP team should reconvene promptly; parents may request an IEP meeting at any time (Rule 2363.6; Rule 2363.4).
Sources
Related IEP Guides
IEP Goal Progress Monitoring: How to Know If Your Child Is Actually Making Progress
How IEP goal progress is measured, what progress reports should include, what to do when progress stalls, and how to hold schools accountable.
IEP Goals: How to Tell If They're Actually Good (With Examples)
Are your child's IEP goals actually good enough? Real examples of vague vs. strong goals, plus the exact questions to ask at your next meeting.
How to Request Your Child's Service Logs (And What to Do When the School Acts Confused)
How to request your child's IEP service logs, therapy session notes, and raw data under FERPA — and what to do when the school claims they don't exist.