VERMONT
For Each Educational Environment, What Is the Disability Distribution of
Students (Ages 6-21) in that Environment? How Does the Distribution Compare Across
Environment Categories? How does the Distribution Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	34.4	25.8	7.1	12.5	32.2
Speech/Language Impairments	22.0	15.9	9.5	6.9	20.7
Mental Retardation	7.2	11.0	23.2	6.3	8.0
Emotional Disturbance	8.0	12.2	25.0	47.2	10.0
Multiple Disabilities	0.4	1.4	0.6	2.1	0.6
Hearing Impairments	0.7	0.6	2.4	8.3	1.0
Orthopedic Impairments	0.7	1.4	1.2	0.0	0.7
Other Health Impairments	13.8	15.0	11.3	10.4	13.7
Visual Impairments	0.3	0.6	1.2	0.0	0.3
Autism	2.0	4.8	13.7	2.8	2.6
Deaf-Blindness	<0.1	0.0	0.0	0.7	<0.1
Traumatic Brain Injury	0.2	0.0	0.6	0.0	0.2
Developmental Delay	10.3	11.3	4.2	2.8	9.9
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	4,334	353	168	144	4,999

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	46.7	35.2	14.1	12.7	39.6
Speech/Language Impairments	13.2	13.3	8.8	4.0	12.0
Mental Retardation	8.1	15.4	26.7	5.3	10.3
Emotional Disturbance	15.7	18.9	33.4	63.1	21.7
Multiple Disabilities	0.3	0.6	1.1	0.5	0.4
Hearing Impairments	0.9	0.8	0.4	4.1	1.1
Orthopedic Impairments	0.8	0.4	1.2	0.5	0.7
Other Health Impairments	12.8	12.7	9.5	8.1	12.1
Visual Impairments	0.2	0.4	0.0	0.0	0.2
Autism	1.1	1.8	4.0	0.9	1.4
Deaf-Blindness	0.0	0.1	0.0	0.2	<0.1
Traumatic Brain Injury	0.3	0.4	0.9	0.7	0.4
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	4,795	825	569	582	6,771

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	35.5	37.4	10.0	9.7	27.8
Speech/Language Impairments	11.4	7.7	9.2	12.5	10.5
Mental Retardation	15.9	31.9	41.5	23.6	24.2
Emotional Disturbance	21.9	14.3	14.6	25.0	19.7
Multiple Disabilities	0.9	2.2	5.4	6.9	2.6
Hearing Impairments	1.1	0.0	0.8	2.8	1.1
Orthopedic Impairments	0.3	0.0	0.0	0.0	0.2
Other Health Impairments	8.8	4.4	6.9	6.9	7.6
Visual Impairments	0.3	0.0	1.5	1.4	0.6
Autism	2.6	1.1	7.7	5.6	3.7
Deaf-Blindness	0.0	0.0	0.0	0.0	0.0
Traumatic Brain Injury	1.4	1.1	2.3	5.6	2.0
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	352	91	130	72	645
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

VERMONT (continued)
For Each Disability, What Percent of Students (Age 6-21) are Served in Each
Educational Environment? How Does this Percentage Compare Across
Disability Categories? How does this Percentage Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	92.5	5.6	0.7	1.1	100.0	1,611
Speech/Language Impairments	92.1	5.4	1.5	1.0	100.0	1,037
Mental Retardation	78.3	9.7	9.7	2.2	100.0	401
Emotional Disturbance	69.3	8.6	8.4	13.6	100.0	499
Multiple Disabilities	67.9	17.9	3.6	10.7	100.0	28
Hearing Impairments	63.3	4.1	8.2	24.5	100.0	49
Orthopedic Impairments	80.6	13.9	5.6	0.0	100.0	36
Other Health Impairments	87.3	7.7	2.8	2.2	100.0	685
Visual Impairments	75.0	12.5	12.5	0.0	100.0	16
Autism	65.9	13.2	17.8	3.1	100.0	129
Deaf-Blindness	50.0	0.0	0.0	50.0	100.0	2
Traumatic Brain Injury	90.0	0.0	10.0	0.0	100.0	10
Developmental Delay	89.7	8.1	1.4	0.8	100.0	496
All Disabilities	86.7	7.1	3.4	2.9	100.0	4,999

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	83.5	10.8	3.0	2.8	100.0	2,684
Speech/Language Impairments	77.5	13.5	6.1	2.8	100.0	815
Mental Retardation	55.5	18.2	21.8	4.5	100.0	696
Emotional Disturbance	51.4	10.6	12.9	25.0	100.0	1,468
Multiple Disabilities	50.0	17.9	21.4	10.7	100.0	28
Hearing Impairments	56.6	9.2	2.6	31.6	100.0	76
Orthopedic Impairments	73.5	6.1	14.3	6.1	100.0	49
Other Health Impairments	74.8	12.8	6.6	5.7	100.0	819
Visual Impairments	75.0	25.0	0.0	0.0	100.0	12
Autism	54.3	16.0	24.5	5.3	100.0	94
Deaf-Blindness	0.0	50.0	0.0	50.0	100.0	2
Traumatic Brain Injury	57.1	10.7	17.9	14.3	100.0	28
All Disabilities	70.8	12.2	8.4	8.6	100.0	6,771

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	69.8	19.0	7.3	3.9	100.0	179
Speech/Language Impairments	58.8	10.3	17.6	13.2	100.0	68
Mental Retardation	35.9	18.6	34.6	10.9	100.0	156
Emotional Disturbance	60.6	10.2	15.0	14.2	100.0	127
Multiple Disabilities	17.6	11.8	41.2	29.4	100.0	17
Hearing Impairments	57.1	0.0	14.3	28.6	100.0	7
Orthopedic Impairments	100.0	0.0	0.0	0.0	100.0	1
Other Health Impairments	63.3	8.2	18.4	10.2	100.0	49
Visual Impairments	25.0	0.0	50.0	25.0	100.0	4
Autism	37.5	4.2	41.7	16.7	100.0	24
Deaf-Blindness	.	.	.	.	.	0
Traumatic Brain Injury	38.5	7.7	23.1	30.8	100.0	13
All Disabilities	54.6	14.1	20.2	11.2	100.0	645
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

VERMONT (continued)
For Each Preschool Environment, What Is the Disability Distribution of Children (Ages 3-5) in that Environment?
How Does the Distribution Compare Across Environment Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments
Specific Learning Disabilities	0.3	0.3	0.0	1.0	0.0	0.0	.	0.4
Speech/Language Impairments	7.7	9.7	5.6	7.6	0.0	0.0	.	7.8
Mental Retardation	1.0	0.3	0.0	0.5	0.0	0.0	.	0.7
Emotional Disturbance	0.0	0.3	0.0	0.5	0.0	0.0	.	0.2
Multiple Disabilities	0.0	0.3	1.1	0.5	0.0	0.0	.	0.2
Hearing Impairments	0.3	1.3	0.0	1.5	4.0	0.0	.	0.8
Orthopedic Impairments	0.1	0.7	0.0	0.5	0.0	0.0	.	0.3
Other Health Impairments	1.6	0.7	1.1	3.0	0.0	0.0	.	1.5
Visual Impairments	0.0	0.3	0.0	0.5	0.0	0.0	.	0.2
Autism	2.2	3.3	0.0	2.5	0.0	0.0	.	2.3
Deaf-Blindness	0.1	0.0	0.0	0.0	0.0	0.0	.	<0.1
Traumatic Brain Injury	0.0	0.0	0.0	0.0	0.0	0.0	.	0.0
Developmental Delay	86.6	82.6	92.2	81.7	96.0	100.0	.	85.6
All Disabilities	100.0	100.0	100.0	100.0	100.0	100.0	.	100.0
Total N (in 2002)	689	299	90	197	25	7	0	1,307
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

VERMONT (continued)
For Each Disability, What Percent of Children (Ages 3-5) are Served in Each Preschool Environment?
How Does this Percentage Compare Across Disability Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments	Total N (in 2002)
Specific Learning Disabilities	40.0	20.0	0.0	40.0	0.0	0.0	0.0	100.0	5
Speech/Language Impairments	52.0	28.4	4.9	14.7	0.0	0.0	0.0	100.0	102
Mental Retardation	77.8	11.1	0.0	11.1	0.0	0.0	0.0	100.0	9
Emotional Disturbance	0.0	50.0	0.0	50.0	0.0	0.0	0.0	100.0	2
Multiple Disabilities	0.0	33.3	33.3	33.3	0.0	0.0	0.0	100.0	3
Hearing Impairments	20.0	40.0	0.0	30.0	10.0	0.0	0.0	100.0	10
Orthopedic Impairments	25.0	50.0	0.0	25.0	0.0	0.0	0.0	100.0	4
Other Health Impairments	55.0	10.0	5.0	30.0	0.0	0.0	0.0	100.0	20
Visual Impairments	0.0	50.0	0.0	50.0	0.0	0.0	0.0	100.0	2
Autism	50.0	33.3	0.0	16.7	0.0	0.0	0.0	100.0	30
Deaf-Blindness	100.0	0.0	0.0	0.0	0.0	0.0	0.0	100.0	1
Traumatic Brain Injury	.	.	.	.	.	.	.	.	0
Developmental Delay	53.4	22.1	7.4	14.4	2.1	0.6	0.0	100.0	1,119
All Disabilities	52.7	22.9	6.9	15.1	1.9	0.5	0.0	100.0	1,307
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

VERMONT (continued)
How Will the OSEP Graduation Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Diplomas	2001-02 Graduation Rate (current)	2001-02 Graduation Rate (new)	Difference in Graduation Rate
Specific Learning Disabilities	366	31	397	251	69	63	-5
Speech/Language Impairments	100	7	107	70	70	65	-5
Mental Retardation	119	5	124	77	65	62	-3
Emotional Disturbance	262	30	292	109	42	37	-4
Multiple Disabilities	12	0	12	3	25	25	0
Hearing Impairments	10	0	10	7	70	70	0
Orthopedic Impairments	4	0	4	4	100	100	0
Other Health Impairments	77	4	81	56	73	69	-4
Visual Impairments	3	0	3	2	67	67	0
Autism	9	0	9	6	67	67	0
Deaf-Blindness	0	0	0	0	.	.	.
Traumatic Brain Injury	3	0	3	1	33	33	0
All Disabilities	965	77	1,042	586	61	56	-4
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Graduation Rate = [Diploma Recipients ÷ Number Leaving School (current)] * 100.   New Graduation Rate = [Diploma Recipients ÷ Number Leaving School (new)] * 100.   Difference in Graduation Rate = New Graduation Rate - Current Graduation Rate. Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

VERMONT (continued)
How Will the OSEP Drop Out Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Dropouts (current)	Number of Dropouts (new)	2001-02 Dropout Rate (current)	2001-02 Dropout Rate (new)	Difference in Dropout Rate
Specific Learning Disabilities	366	31	397	106	137	29	35	6
Speech/Language Impairments	100	7	107	28	35	28	33	5
Mental Retardation	119	5	124	28	33	24	27	3
Emotional Disturbance	262	30	292	147	177	56	61	5
Multiple Disabilities	12	0	12	1	1	8	8	0
Hearing Impairments	10	0	10	3	3	30	30	0
Orthopedic Impairments	4	0	4	0	0	0	0	0
Other Health Impairments	77	4	81	16	20	21	25	4
Visual Impairments	3	0	3	1	1	33	33	0
Autism	9	0	9	1	1	11	11	0
Deaf-Blindness	0	0	0	0	0	.	.	.
Traumatic Brain Injury	3	0	3	1	1	33	33	0
All Disabilities	965	77	1,042	332	409	34	39	5
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Number of Dropouts includes only the "Dropped Out" exiting category.   New Number of Dropouts includes the "Dropped Out" and "Moved, Not Known to Be Continuing" exiting categories.   Current Dropout Rate = [Number of Dropouts (current) ÷ Number Leaving School (current)] * 100.   New Dropout Rate = [Number of Dropouts (new) ÷ Number Leaving School (new)] * 100.   Difference in Dropout Rate = New Dropout Rate - Current Dropout Rate.  Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).