IEP Transition Services in Vermont
When does IEP transition planning start in Vermont?
Vermont requires transition planning beginning at age 16 consistent with the federal IDEA minimum. Vermont encourages transition planning beginning at age 14 as a best practice, and the IEP team should begin addressing transition service needs at age 14 when appropriate. Under Rule 2363.7(i) and 34 CFR 300.320(b), beginning no later than the first IEP in effect when the student is 16, the IEP must include appropriate measurable postsecondary goals based on age-appropriate transition assessments relating to training, education, employment, and (where appropriate) independent living skills; transition services needed to achieve those goals; and a course of study. Transition assessments, the date they were administered, and a summary of the assessment results must be documented in the IEP (Rule 2363.7(i)). Vermont's Community-Based Transition Services programs and connections with the Department of Disabilities, Aging and Independent Living (DAIL) and Division of Vocational Rehabilitation (DVR) support post-school outcomes. The IEP team must invite the student to the meeting when transition is discussed; if the student does not attend, the district must take steps to ensure the student's preferences and interests are considered (Rule 2363.7(i); 34 CFR 300.321(b)). At age 18, educational rights transfer to the student unless the student has been adjudicated incompetent under Vermont law (Rule 2365.1.12). Students with disabilities remain eligible for FAPE through age 21 in Vermont — meaning until their 22nd birthday (Rule 2360.2; 16 V.S.A. § 2942). A Summary of Performance must be provided to a student whose eligibility terminates due to graduation or aging out (34 CFR 300.305(e)(3)).
What Vermont Requires
Vermont's formal transition planning requirement begins at age 16 consistent with IDEA; earlier planning at age 14 is encouraged as best practice (Rule 2363.7(i); 34 CFR 300.320(b)).
By age 16, the IEP must include appropriate measurable postsecondary goals (training, education, employment, independent living), transition services needed to achieve those goals, and a course of study (Rule 2363.7(i); 34 CFR 300.320(b)).
Transition assessments, dates administered, and summary results must be documented in the IEP (Rule 2363.7(i)).
The IEP team must invite the student to attend any IEP meeting where transition services will be discussed; if the student does not attend, the district must take other steps to ensure the student's preferences are considered (Rule 2363.7(i); 34 CFR 300.321(b)).
Vermont IEP teams may invite representatives from DAIL, DVR, and other community agencies when transition is discussed, with parental consent (Rule 2363.7(i); 34 CFR 300.321(b)(3)).
At age 18, educational rights transfer to the student; the IEP must document that the student has been notified (Rule 2365.1.12; 34 CFR 300.520).
A Summary of Performance must be provided when eligibility terminates due to graduation or aging out (34 CFR 300.305(e)(3)).
Key Timelines
Transition service needs must be formally addressed beginning at age 16; earlier transition planning at age 14 is encouraged (Rule 2363.7(i); 34 CFR 300.320(b)).
Age 18: educational rights transfer to the student; IEP must document notice of transfer (Rule 2365.1.12; 34 CFR 300.520).
FAPE eligibility: Vermont provides FAPE through age 21 (until the student's 22nd birthday); if a student turns 22 within 3 months of graduation, LEAs may apply for a waiver to the Secretary of Education (Rule 2360.2; 16 V.S.A. § 2942).
Part C to Part B transition: an IEP must be in effect by the child's third birthday; the transition conference must occur at least 90 days before the child's third birthday (Rule 2361; 34 CFR 300.124).
Sources
Related IEP Guides
IEP Transition Goals: Preparing Your Child for Life After High School
What IEP transition planning is, when it starts, what transition goals should include, and how to prepare your child for life after school.
Intellectual Disability and the IEP: What Real Support Looks Like
How students with intellectual disabilities qualify for IEPs, what services to expect, transition planning, and how to advocate for high expectations.