22-006 Code Vt. R. 22-000-006-X - SPECIAL EDUCATION RULES (2360-2369)
Introduction.
INDIVIDUALS WITH DISABILITIES EDUCATION ACT 2004
The Individuals with Disabilities Education Act (IDEA), first enacted in 1975 and most recently revised in 2004, is a federal law governing how State provide accommodations, and services to support children and students with disabilities in their education.
IDEA is composed of four parts:
Part A - General Provisions
* Part B - Assistance for Education of All Children with Disabilities (ages three through 21)
* Part C - Infants and Toddlers with Disabilities (birth up to age three)
* Part D - National Activities to Improve Education of Children with Disabilities
These Rules relate specifically to Part C and Part B of IDEA and also provide reference to other pertinent federal and State Rules governing special education in Vermont. Major Rules Sections are organized based on chronology:
GENERAL PROVISIONS OF VERMONT'S SPECIAL EDUCATION RULES
These rules are designed to ensure that:
These rules implement the Individuals with Disabilities Education Improvement Act (IDEA), as amended. These rules provide for the education of children and students between the ages of three through 21, inclusive, including children with disabilities who have been suspended or expelled from school, as provided for in Rule 4313. The Agency may use whatever State, local, federal, and private sources of support are available in the State to meet the requirements of this part. For example, if it is necessary to place a child with a disability in a residential facility, the State could use joint agreements between the agencies involved for sharing the cost of that placement. Nothing in this part relieves an insurer or similar third party from an otherwise valid obligation to provide or to pay for services provided to a child with a disability. Consistent with Rule 2363.1 the Agency shall ensure that there is no delay in implementing a child's IEP, including any case in which the payment source for providing or paying for special education and related services to the child is being determined.
An eligible child shall be entitled to a free appropriate public education beginning no later than the child's third birthday and continuing, unless otherwise provided herein, through 21 years of age. An individualized education program (IEP), rather than an individualized family service plan (IFSP/One Plan), shall be in effect for an eligible child by his or her third birthday. If a child's third birthday occurs during the summer, the child's IEP team shall determine the date when services under the IEP will begin.
A student who has graduated from high school with a regular high school diploma shall not be entitled to a FAPE. A student who has not yet graduated and whose entitlement to a FAPE ends because the upper age limit of eligibility is reached as described in Rule 2360.2, may be allowed to complete the remaining academic year with IEP team approval and approval from the Agency of Education.
If a student drops out of school, that student may return at any time and request to be provided with a FAPE until the student graduates with a high school diploma or the student's entitlement to a FAPE ends because the upper age limit of eligibility is reached as described in Rule 2360.2.
Each LEA shall provide a FAPE to any individual child with a disability, who is eligible for special education, even though the child has not failed or been retained in a course or grade and is advancing from grade to grade. The determination that a child advancing from grade to grade may be eligible for special education shall be made on an individual basis by the child's Evaluation Planning Team (EPT) or IEP team.
If placement in a public or private residential program is necessary to provide special education and related services to a child with a disability, the program, including non-medical care and room and board, shall be at no cost to the parents of the child.
Each LEA shall ensure that Extended School Year Services (ESY) are available as necessary to provide FAPE consistent with Rule 2363.7 and at no cost to the parents of the child.
Each LEA shall:
Each LEA shall ensure that children receiving special education have available to them the variety of educational programs and services available to nondisabled children in the LEA, including art, music, industrial arts, consumer and homemaking education, and vocational education.
The Secretary shall develop, make available, and publish a list of required and suggested special education forms for use by LEAs in implementing special education and related services. Responsible agencies shall use the special education forms, which the Secretary designates for required use. The forms provided by the Secretary shall not require more paperwork than is required by federal law and regulation.
An IEP shall be developed, reviewed, and revised for each child with a disability consistent with Rule 2363.
PART C VERMONT RULES GOVERNING SERVICES TO CHILDREN BIRTH UP TO AGE THREE
Part C of the Individuals with Disabilities Education Act (IDEA) Serving Children from Birth Up to Age Three
In Vermont, Part C of IDEA is referred to as Children's Integrated Services/Early Intervention (CIS/EI) and is responsible for the provision of early intervention services for eligible children birth up to their third birthday. Part B of IDEA requires LEAs to provide FAPE to eligible children and students from their third birthday through 21 years of age, whereas Part C of IDEA does not require the provision of FAPE. The Agency of Education (AOE) and the Agency of Human Services (AHS) serve as co-lead agencies in Vermont for the implementation of early intervention services under Part C of IDEA.
One Plan refers to Vermont's revised IFSP and meets all IDEA Part C requirements.
Native language, when used with respect to an individual who is deaf or hard of hearing, blind or visually impaired, or for an individual with no written language, means the mode of communication that is normally used by the individual (such as sign language, Braille, or oral communication).
Specific Service Coordination activities include:
An assessment of each child with a disability must be conducted by qualified personnel in order to identify the child's unique strengths and needs and the early intervention services appropriate to meet those needs. The assessment of the child must include the following:
A family-directed assessment must be conducted by qualified personnel in order to identify the family's resources, priorities, and concerns and the supports and services necessary to enhance the family's capacity to meet the developmental needs of the family's child with a disability.
The family-directed assessment must:
If, based on the initial evaluation, the regional CIS/EI team determines that a child is not eligible under this part, the regional CIS/EI team must provide the parent with prior written notice regarding this determination, and include in the notice information about the parent's right to dispute the eligibility determination through dispute resolution mechanisms under Rule 2365.
The regional CIS/EI programs shall ensure the development, review, and implementation of an IFSP/One Plan. The plan shall be developed by a multidisciplinary team, which includes the parent for each eligible child. Changes or revisions to the plan must be a team decision.
The contents of the IFSP/One Plan shall be fully explained to parents and shall include the following:
Each participating agency that has a direct role in the provision of early intervention services is responsible for making a good faith effort to assist each eligible child in achieving the outcomes in the child's IFSP/One Plan. However, Part C of the IDEA does not require that any participating agency be held accountable if an eligible child does not achieve the growth projected in the child's IFSP/One Plan.
AOE and AHS have developed policies and procedures that are also included in the Part C Interagency Agreement to ensure a smooth and effective transition for children with disabilities and their families who transition from Part C services to Part B services at age three.
AOE and AHS shall ensure that regional CIS/EI and LEA representatives participate in transition planning conferences for children who may be potentially eligible for Part B EEE services. The family's service coordinator is responsible for initiating and scheduling the transition planning conference.
Within 90 days of the child's third birthday and with parental consent, copies of the following IFSP/One Plan records shall be sent to the LEA where the child resides:
For children who transition to Part B EEE services, the parent shall be asked to sign consent for:
If a parent disagrees with the decisions made by the IFSP/One Plan team the parent may pursue any of the dispute resolution options set forth in Rule 2365.
PART B VERMONT RULES GOVERNING SERVICES TO CHILDREN AGES THREE THROUGH 21
Part B of the Individuals with Disabilities Education Act (IDEA) Serving Children and Students Ages Three through 21
IDEA Part B in Vermont is categorized into two distinct age groups. Children ages three through age five are served through Essential Early Education/Early Childhood Special Education (EEE/ECSE). The second age group, ages six through 21 are students served through the LEA where the student resides.
The following definitions shall apply to terminology used throughout Part B of these rules:
Essential Early Education (EEE) is IDEA Part B Early Childhood Special Education (ECSE) services for children ages three through five, inclusive. Special education and related services are provided by LEAs to ensure children receive age appropriate services within inclusive early childhood settings, including the child's home, to the extent possible.
The content of the child's IEP shall be as set forth in Rule 2363.7. For a preschool age child, the IEP shall address how the child's disability affects their access to and active participation in age appropriate activities within the LRE. The IEP present levels of performance, goals, and objectives shall align with the following early childhood outcome areas:
The existence of one or more of the following categories of disability shall be established according to the criteria set forth below.
Age | Phonemes |
6.0 - 6.11 | m, n, h, w, p, b, t, d, k, g, f, v (y), (ch), (th) as in the word "mother", (sh), and "j" as in jump |
7.0 - 7.11 | (th) as in the word "thin", l |
8.0 and above | s, z, r, (zh) as in "measure", ng and consonant blends with s, l, and r |
Either a parent of a child, or an LEA, or the AOE, or other State agency, may initiate a request for an initial evaluation to determine if a child or student is eligible for special education and related services. Implementation of Response to Intervention (RTI), Multitiered System of Supports (MTSS) or other strategies for academic and behavioral support shall not cause the evaluation of a child or student suspected of having a disability to be delayed or denied.
An "independent educational evaluation" means an evaluation conducted by a qualified examiner who is not employed by the LEA responsible for the education of the child in question.
The term "Individualized Education Program" or "IEP" means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with this rule and includes:
An IEP shall be:
Except as otherwise provided by these rules, each LEA shall ensure that an IEP is developed and implemented by the responsible LEA for each eligible child residing and attending public school in that district.
If the team cannot reach consensus, the LEA Representative shall determine the contents of the IEP pursuant to Rule 2363.7 and shall notify the parents of their rights to revoke consent pursuant to Rule 2363.8, seek mediation, file an administrative complaint or request a due process hearing.
An IEP that contains information under one component need not repeat the same information under another component. The IEP for each child with a disability shall include:
As needed, the Secretary may appoint Agency of Education employees and others to a residential placement review team. Members of the team shall be subject to the confidentiality provisions of State and federal law. The team shall have those responsibilities set forth in 16 V.S.A. § 2958(b). The team shall be composed of at least two members:
Unless extraordinary circumstances are presented, each LEA shall notify the Secretary at least 30 days prior to a change of placement to a residential placement, or other program, or 30 days prior to the IEP meeting where continuation at a residential placement or program is being considered. Such notice shall be given as soon as possible so that the involvement of the review team, if deemed necessary by the Secretary, does not interfere with the timelines for the placement decision.
Prior to an IEP team's determination that a student requires residential placement, the LEA shall forward the following documents to the Secretary:
When the residential review team recommends that a student does not require residential placement, the Secretary may initiate a special education due process hearing under Rule 2365.1.6 to determine the appropriate placement for the child.
An LEA shall provide written notice to the parent or guardian of a student within a reasonable time before it proposes to initiate or change, or refuses to initiate or change, a student's identification, evaluation, educational placement, or the provision of a free appropriate public education. This written notice shall contain:
The Secretary shall appoint a complaint investigator to conduct an investigation.
If the due process complaint is initiated by a parent, the Secretary shall within 24 hours notify the LEA by facsimile transmission, telephone, or electronic mail, confirmed in writing by first class mail. Notification to the LEA by the Agency shall be made specifically to the special education administrator, if the LEA has a special education administrator on staff. If the LEA does not have a special education administrator on staff, notification to the LEA shall be made to the superintendent.
Definitions. For the purposes of Rule 2365.2 through 2365.2.15:
Each participating agency shall keep a record of parties obtaining access to a child's education records which are collected, maintained, or used under the IDEA, except access by parents and authorized employees of the participating agency. The record shall include the name of the party, the date access was given, and the purpose for which the party is authorized to use the records.
If any education record includes information on more than one child, the parents of those children have the right to inspect and review only the information relating to their child or to be informed of that specific information.
Each participating agency shall provide parents on request a written list of the types and locations of education records collected, maintained, or used by the agency.
The participating agency shall, on request, provide an opportunity for a hearing within the agency where the parent or eligible student may challenge information in education records on the grounds that it is inaccurate, misleading, or otherwise in violation of the privacy or other rights of the child.
A participating agency shall, at a minimum, meet the following requirements when it conducts a hearing under this section. The agency's hearing shall:
The Vermont Agency of Education's policy shall be to protect the privacy rights of students with disabilities:
Independent school children means children who are enrolled by their parents in kindergarten through grade twelve in recognized or approved independent schools, as defined in 16 V.S.A § 166, including religious elementary and secondary schools. Home study children means children enrolled with the Vermont Agency of Education in a home study program pursuant to 16 V.S.A § 166b. For the purposes of Rule 2367, home study children shall be deemed the same as children enrolled by their parents in an independent school. This section does not apply to children who are either:
The child count shall be used to determine the amount of IDEA-B flow-through funds that the LEA shall spend on providing special education and related services to independent school and home study children with disabilities in the next fiscal year.
No parentally-placed child has an entitlement to a FAPE in an independent school or home study program.
To ensure timely and meaningful consultation, an LEA representative shall consult with independent school representatives and representatives of parents of independent school and home study children with disabilities during the design and development of special education and related services for the children regarding the following:
Independent school and home study children with disabilities have the right to file a complaint for due process under Rule 2365.1.6 only for the purpose of pursuing complaints that an LEA has failed to meet its responsibilities with regard to Child Find, including following procedures for evaluation and determination of eligibility. All other complaints may be pursued by way of the Agency of Education's administrative complaint procedure.
A school district that does not maintain a public school or has not designated, in accordance with applicable law, an approved independent school at the grade level needed by a resident student eligible for special education, shall provide the student a free appropriate public education. All special education evaluations, planning and due process procedures, as required by these rules and by federal law, shall be made available to students who are referred for a special education evaluation or who are eligible for special education and to their parents. The location for IEP services shall be determined in the following manner:
Effective Date:
These rules will take effect on July 1, 2022.
Notes
Original effective date not provided.
AMENDED:
August 5, 1994 Secretary of State Rule Log #94-59; August 20, 1994 Secretary of State Rule Log #94-62; January 25, 1996 Secretary of State Rule Log #96-03; May 9, 1997 Secretary of State Rule Log #97-14; August 16, 2001 Secretary of State Rule Log #01-44; January 22, 2002 Secretary of State Rule Log #02-03; August 29, 2003 Secretary of State Rule Log #03-29; August 24, 2006 Secretary of State Rule Log #06-023; September 17, 2007 Secretary of State Rule Log #07-033; June 10, 2010 Secretary of State Rule Log #10-011; June 25, 2013 Secretary of State Rule Log #13-013; October 17, 2018 Secretary of State Rule Log #18-034; July 1, 2022 Secretary of State Rule Log #21-007
STATUTORY AUTHORITY:
16 V.S.A. Chapter 3 § 164; Chapter 101
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