Required IEP Sections in Vermont
What sections are required in an IEP in Vermont?
Vermont IEPs must contain all components required by federal law (34 CFR 300.320) as implemented through Vermont State Board of Education Rule 2363.7 (Content of IEP). Required sections include: present levels of academic achievement and functional performance (PLAAFP); measurable annual goals with benchmarks or short-term objectives for students taking alternate assessments; special education and related services, supplementary aids and services, and program modifications or supports for school personnel; an explanation of the extent to which the student will not participate with nondisabled peers; individual accommodations for state and districtwide assessments (Vermont uses SBAC/Smarter Balanced for general assessments and the Vermont Alternate Assessment for students with the most significant cognitive disabilities); projected start date, frequency, location, and duration of services; and how progress will be measured and reported to parents. Vermont additionally requires that the IEP team consider extended school year (ESY) services each year and document the determination (Rule 2363.7). For students age 16 and older, Vermont requires transition service components on the IEP, including measurable postsecondary goals, transition services, and a course of study (Rule 2363.7(i); 34 CFR 300.320(b)); Vermont encourages transition planning beginning at age 14 as best practice. At age 18, the IEP must document the transfer of educational rights to the student unless the student has been adjudicated incompetent under Vermont law (Rule 2365.1.12). Vermont's IEP team composition under Rule 2363.3 includes the parent, the student (when appropriate), at least one regular education teacher, at least one special education teacher, an LEA representative (typically from the supervisory union), a person who can interpret evaluation results, and other individuals at the discretion of the parent or LEA.
What Vermont Requires
Present levels of academic achievement and functional performance (PLAAFP) must describe how the disability affects involvement and progress in the general curriculum, or for preschool students, participation in appropriate activities (Rule 2363.7; 34 CFR 300.320(a)(1)).
Measurable annual goals must address disability-related needs and enable progress in the general curriculum; Vermont requires benchmarks or short-term objectives for students taking the Vermont Alternate Assessment aligned to alternate achievement standards (Rule 2363.7; 34 CFR 300.320(a)(2)).
The IEP must specify all special education, related services, supplementary aids and services, and program modifications with projected start date, frequency, location, and duration (Rule 2363.7; 34 CFR 300.320(a)(7)).
Individual accommodations for state and districtwide assessments (SBAC/Smarter Balanced) must be specified, or the IEP must explain why the student cannot participate in the regular assessment and identify the Vermont Alternate Assessment (Rule 2363.7; 34 CFR 300.320(a)(6)).
Beginning at age 16, the IEP must include an Individual Transition Plan with measurable postsecondary goals based on age-appropriate transition assessments, transition services, and a course of study; Vermont encourages transition planning beginning at age 14 (Rule 2363.7(i); 34 CFR 300.320(b)).
At age 18, the IEP must document that the student has been informed of the transfer of educational rights (Rule 2365.1.12; 34 CFR 300.520).
ESY eligibility must be considered by the IEP team each year; if determined necessary for FAPE, ESY services must be documented and provided at no cost to the family (Rule 2363.7; 34 CFR 300.106).
The IEP team composition must include the parent, student (when appropriate), regular education teacher, special education teacher, LEA representative with authority over resources, and a person qualified to interpret evaluation results (Rule 2363.3; 34 CFR 300.321).
Key Timelines
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a); Rule 2363.1).
Initial IEP must be developed within 30 calendar days of the eligibility determination (Rule 2363.1; 34 CFR 300.323(c)).
The IEP must be reviewed at least annually and revised as needed (Rule 2363.6; 34 CFR 300.324(b)).
Transition service needs must be formally addressed beginning at age 16; earlier transition planning at age 14 is encouraged as best practice (Rule 2363.7(i); 34 CFR 300.320(b)).
Prior written notice must be provided a reasonable time before the proposed effective date of any IEP change (Rule 2365.1.2; 34 CFR 300.503).
Sources
Related IEP Guides
How to Read Your Child's IEP: A Parent's Guide
A plain-language guide to every section of your child's IEP. Learn what each part means, what to look for, and what questions to ask the school team.
Your IEP Rights: What Schools Must Do
Know your rights in the IEP process. Learn about Prior Written Notice, independent evaluations, stay-put, due process, and 10 rights every parent should know.