Vermont Agency of Education releases special education delivery report under Act 73

The Vermont Agency of Education has released a new report on special education, highlighting the current strengths and challenges in providing services to students with disabilities. The report is part of the agency’s ongoing strategic planning and supports the implementation of Act 73, Vermont’s recent education transformation law.

“This report was strengthened by the collaboration, insights, and feedback of educators across Vermont working with subject matter experts within the Agency of Education,” said Secretary of Education Zoie Saunders. “Analyzing the data alongside the lived experience of local communities and schools sharpened our understanding of existing gaps and helped illuminate a path forward,” Saunders continued. “The Agency has made significant changes to strengthen our leadership and ability to support the field in implementing best practices, strengthening special education delivery, and advancing our shared commitment to supporting all learners.”

Key findings from the report indicate that while overall student enrollment in Vermont is declining, there is an increase in students receiving Individualized Education Programs (IEPs). There is also a rise in students qualifying for extraordinary cost reimbursement, pointing to growing complexity and intensity in student needs. These trends are contributing to higher costs for tuition and transportation as many districts face staffing shortages or lack specialized resources.

Statewide academic performance has declined overall, with persistent achievement gaps remaining for students with IEPs. The report notes this highlights a need for improved instruction quality for all students as well as better access to academic support for those who are struggling.

Under federal law through the Individuals with Disabilities Education Act (IDEA), every student is entitled to a free appropriate public education. For some students this includes an IEP developed collaboratively by caregivers and school staff.

“This report underscores Vermont’s deep commitment to inclusive learning environments for students with disabilities while also revealing an urgent need to strengthen the system of support for all learners,” said State Director of Special Education Cassie Santo. “The data and feedback from the field confirms that inclusion alone is not enough. To create belonging for all learners, we must improve the quality of instruction and build a stronger, more connected system that better supports all students. By working side by side across classrooms, communities, and the state we can ensure that all students have the opportunities they need to learn and thrive.”

According to national comparisons included in the report, about 82% of Vermont’s students with IEPs spend most or all their day—80% or more—in regular education settings compared with 67% nationally. However, over 5% are placed in separate schools—more than double the national average—which suggests both strong inclusion efforts but also reliance on costly out-of-district placements.

Act 73 aims to address these issues statewide by creating greater scale in service delivery and tackling workforce challenges related to educational quality. The act’s timeline aligns closely with ongoing strategic planning at the agency where special education remains central.

Informed by continued collaboration among educators statewide, officials plan to develop a three-year strategic plan focused on special education improvements. This will include guidance from national experts intended to boost state capacity so schools receive necessary tools and advice.

A second upcoming report will offer recommendations on funding special education services ahead of legislative discussions about potential changes in how these programs are financed across Vermont.