Described is Vermont's program of individualized driver education for handicapped secondary students 15 years or older and for disabled adults no longer in school. Sections outline the following program components: three R's of driver's education (responsibilities of the schools, regulations of motor vehicles, and rights of the handicapped…

Describes the development, beginning in 1988, of Vermont's portfolio-based writing assessment program, pointing out the inevitable tension in assessment programs between the need for measurement and a wish for professional development that leads to improved instruction. (SR)

The major outcome of a study conducted to help Vermont implement P.L. 94-142 was the identification and prioritization of special education competencies required of general education administrators and the specification of training needs related to the competencies. (Author/IRT)

Interest is growing in planning and implementing new systems of holding child and family services accountable for results. The Results-Based Accountability (RBA) Project at the Harvard Family Research Project (HFRP) has supported and built upon recent state efforts to develop these new accountability systems for child and family services. The RBA…

The five states featured in this second edition of "Innovative States" were chosen because they reflect crucial elements in an emerging understanding of state policy making in family support and education. Creative state partnerships involving program development and funding are a key ingredient to successful endeavors. States rely on…

The Facilitator's Role in Collaborative Rural Development Project began in 1979 as a study of 12 rural development efforts which comprised the North Carolina Rural Employment Laboratory and was expanded in 1980-81 to include rural development in 6 other states (California, Kentucky, Maine, Massachusetts, Oklahoma, and Vermont). A wide range of…

Vermont's I-Team has provided technical assistance and training to educational team members serving children with disabilities for 25 years. Characteristics of sustainable human services programs include flexibility, collaborative consultation, consideration and inclusion of families and communities, competent management, on-going training for all…

Selected information is displayed in the form of charts, tables, and graphs about: (1) the State Student Incentive Grant (SSIG) program and other state-level student financial assistance programs; (2) the primary state agency or organization responsible for administering these programs; and (3) the general state characteristics relating to student…

This report offers an assessment of the status of child development programs in Vermont based on information gathered by the Interagency Council on Child Development which was created by the Vermont legislature in 1974. Program descriptions for each state department, division and agency represented on the Council, and several not represented, are…

The Vermont Basic Competency Program is described, and its assessment results are reported for its second year of implementation. Data were collected on students in Vermont who were born in 1963, who are in the high school class of 1981 (which will be the first class to require mastery of 51 basic competencies for graduation), and who have already…

This booklet describes early childhood education opportunities in the state of Vermont. The booklet was designed with the vision of early childhood education as a career lattice (rather than ladder) that allows workers to advance along broader pathways, crossing from one setting or program into another for which he or she is qualified. The…