Vermont Agency of Education Releases Act 73 Special Education Delivery Report

Montpelier, Vt.- The Agency of Education released a new Special Education Report, which identifies strengths, challenges, and opportunities in the delivery of services to students with disabilities. The report is an important part of the Agency's ongoing strategic planning process and a key step in implementing Act 73, the state's new 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 went on to say. "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

The report highlights important trends shaping special education in Vermont. While student enrollment is declining, the number of students with Individualized Education Programs (IEPs) is increasing. More students are also qualifying for extraordinary cost reimbursement, suggesting that both the complexity and intensity of student needs are growing. This is contributing to rising costs, especially in tuition and transportation, as many schools lack staffing and specialized resources, in part due to issues with scale, to meet these needs in their own districts. Overall statewide academic performance decline coupled with persistent achievement gaps for students with IEPs underscore the need for higher quality instruction for all students and greater access to academic supports for struggling learners.

Under the Individuals with Disabilities Education Act (IDEA) every student is entitled to a free appropriate public education. For some students this means they receive an IEP. The IEP is developed with a student's caregivers and members of the school system to ensure that the students in reaching their goals.

"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."

Vermont serves a larger percentage of students with IEPs in inclusive classrooms than the national average. Nearly 82% of students with IEPs spend 80% or more of their day in regular education settings, compared to 67% nationally. At the same time, over 5% of Vermont students with IEPs are placed in separate schools, more than double the national average of 2.4%. These patterns suggest both a commitment to inclusion and a reliance on out-of-district placements that carry high costs and may not always align with best practices.

Next Steps

Act 73 of 2025 reflects Vermont's statewide commitment to improving educational outcomes for all students, no matter where they live. The law aims to create scale to help tackle issues related to service gaps, workforce challenges, and education quality.

The timeline in Act 73 aligns closely with the Agency of Education's strategic planning process, where special education is a key pillar. Informed by ongoing collaboration with educators, the Agency will put findings into action and develop a three-year special education strategic plan. The strategic plan will include advice from national experts to build state level capacity and give schools the tools and guidance they need to support their students.

A second, forthcoming special education report will offer recommendations and considerations for special education funding to help inform legislative discussions as lawmakers make decisions about a new system to fund education. Together, these efforts will strengthen support systems so that all students, including those with disabilities, can thrive in inclusive, high-quality learning environments.