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Gifted and Talented Education · Vermont
Gifted Education in Vermont: A Statutory Five-Domain Definition, an MTSS Enrichment Mandate, Mandatory PLPs for Grades 7–12, and Flexible Pathways Serving Advanced Learners Without a State Mandate
Vermont recognizes gifted and talented children by statute (16 V.S.A. §13) across five domains but creates no entitlement to services. The VTmtss framework explicitly requires educational support teams to assist teachers in planning enrichment activities. PLPs are mandatory for all students in grades 7–12. Flexible Pathways (dual enrollment, early college, independent study) provide acceleration for any student regardless of formal G/T identification.
5
domains in Vermont’s statutory definition (§13): intellectual, creative, artistic, leadership, specific academic fields
§2902
explicitly requires educational support teams to assist teachers in planning enrichment activities; the MTSS hook for advanced learner services
Gr. 7–12
mandatory Personalized Learning Plans for all students; document individual needs including advanced learning; developed with student and family
52 SUs
Supervisory Unions with strong local design authority; serve approximately 119 school districts; full flexibility on advanced learner program design
Vermont’s statutory framework: definition without entitlement
Vermont’s Two Key Statutes: Recognition Without a Mandate, and the “No Entitlement” Clauses That Shape Every District’s Approach
Vermont is distinctive in this series because it has both a statutory definition of giftedness and an explicit legislative intent that gifted students access MTSS services, yet both statutes include explicit no-entitlement language. Understanding the precise wording of each statute is essential for districts building local programs:
16 V.S.A. §13
Gifted and Talented Children: Definition
(a) “Gifted and talented children” means children identified by professionally qualified persons who, when compared to others of their age, experience, or environment, exhibit capability of high performance in intellectual, creative, or artistic areas, possess an unusual capacity for leadership, or excel in specific academic fields.
(b) It is the intent of the General Assembly that those who provide educational services to children be encouraged to apply for any available funding that will help to provide teacher training and other services for the benefit of gifted and talented children.
(c) Nothing in this section shall create an additional entitlement to educational or other services.
Added 1995, No. 139 (Adj. Sess.), §1. The good news, as Vermont’s TDI notes: Vermont officially recognizes that gifted children exist.
(b) It is the intent of the General Assembly that those who provide educational services to children be encouraged to apply for any available funding that will help to provide teacher training and other services for the benefit of gifted and talented children.
(c) Nothing in this section shall create an additional entitlement to educational or other services.
Added 1995, No. 139 (Adj. Sess.), §1. The good news, as Vermont’s TDI notes: Vermont officially recognizes that gifted children exist.
16 V.S.A. §2902(f)
MTSS/Educational Support Team: Gifted Intent Clause
(f) It is the intent of the General Assembly that a gifted and talented student shall be able to take advantage of services that an educational support team can provide. It is not the intent of the General Assembly that funding under chapter 101 of this title shall be available for a gifted and talented student unless the student has been otherwise determined to be a student for whom funding under that chapter is available.
The practical meaning: Gifted students can use MTSS services, including enrichment, but special education chapter 101 funding cannot be drawn for them on gifted grounds alone. The legislature’s intent is to make the educational support team’s enrichment pathway available; it is not creating a new funding entitlement.
The critical hook for gifted learners is in §2902(c)(3), which requires educational support teams to “assist teachers to plan for and provide services and accommodations to students in need of classroom supports or enrichment activities.” This is the only explicit “enrichment activities” mandate in Vermont statute.
The practical meaning: Gifted students can use MTSS services, including enrichment, but special education chapter 101 funding cannot be drawn for them on gifted grounds alone. The legislature’s intent is to make the educational support team’s enrichment pathway available; it is not creating a new funding entitlement.
The critical hook for gifted learners is in §2902(c)(3), which requires educational support teams to “assist teachers to plan for and provide services and accommodations to students in need of classroom supports or enrichment activities.” This is the only explicit “enrichment activities” mandate in Vermont statute.
What “no entitlement” means for Vermont districts: Vermont’s two no-entitlement clauses (§13(c) and §941(d) for PLPs) are a pattern, not an accident. Vermont’s education system is built on local control: supervisory unions and districts design programs reflecting their communities. The statutory recognition of giftedness (§13), the legislative intent that gifted students access MTSS (§2902(f)), and the enrichment activities requirement (§2902(c)(3)) create a framework and a philosophy, not a mandate. Districts that choose to build strong programs for gifted learners have clear statutory authority and explicit legislative endorsement. Districts that do not are not in violation of any law. The practical consequence: the range of services available to a gifted student in Vermont depends entirely on which SU they attend.
Vermont’s statutory definition: five domains
Vermont’s Five Domains of Giftedness: Broader Than Most States, Aligned With the ESSA Definition
Vermont’s §13 definition is a five-domain, comparison-based definition. “When compared to others of their age, experience, or environment” is a local norms standard: a student’s giftedness is evaluated relative to peers with similar experiences and environments, not just against state or national norms. This supports equitable identification in Vermont’s diverse communities from Burlington’s immigrant and refugee populations to its rural agricultural communities.
Intellectual
Capability of high performance in intellectual areas; broad cognitive ability across domains
Creative
Capability of high performance in creative areas; original thinking, divergent problem solving
Artistic
Capability of high performance in artistic areas; visual art, music, theatre, dance, and other arts domains
Leadership
Unusual capacity for leadership; organizational, interpersonal, and community leadership ability
Specific Academic Fields
Excellence in one or more specific academic subjects; domain-specific giftedness in math, science, language, etc.
The local comparison standard and Vermont’s geographic diversity: The phrase “compared to others of their age, experience, or environment” in §13 is significant. It permits identification using local norms, not only state or national norms. A student living in a rural Vermont agricultural community with limited formal enrichment exposure can be identified as gifted relative to their local peer group even if their test scores would not meet a state or national percentile threshold. Vermont’s communities span Burlington’s growing refugee and immigrant populations (with students from Africa, Southeast Asia, and the Middle East), rural farming communities in the Northeast Kingdom, and affluent ski-resort towns in central Vermont. The “experience or environment” language acknowledges that giftedness can be obscured by circumstance and should be recognized relative to it.
The four-system framework for advanced learners
Vermont’s Interconnected Systems for Advanced Learners: VTmtss, EQS, PLPs, and Flexible Pathways
Vermont does not have a separate G/T program framework. Instead, advanced learner services are embedded within four interconnected statewide systems. Together these systems provide the infrastructure that districts use to serve gifted students:
System 1
VTmtss (16 V.S.A. §2902)
Vermont’s Multi-Tiered System of Supports: every public school must develop and maintain a tiered system of academic and behavioral supports. The educational support team must assist teachers in planning enrichment activities (§2902(c)(3)). Gifted students’ legislative access to MTSS services is expressed in §2902(f). The VTmtss Field Guide operationalizes the framework across all five components.
System 2
EQS (State Board Rule 2000)
Education Quality Standards: the foundational quality framework ensuring all Vermont children have substantially equal educational opportunities (16 V.S.A. §165). Requires rigorous, relevant, and comprehensive learning opportunities for every student. Requires proficiency-based learning. Incorporates VTmtss and PLP requirements (EQS §2121.5). Updated EQS took effect July 1, 2025. Enforced through the District Quality Standards (DQS) self-evaluation system.
System 3
PLPs (16 V.S.A. §941, Act 77)
Personalized Learning Plans: mandatory for all students in grades 7 through 12. Developed by the student, a school representative, and (if a minor) the parent or guardian. Describes individual needs with a tailored plan to personalize learning, meet state standards, and stay on track to graduate. For gifted students: the PLP is the documentation vehicle for advanced learning needs, acceleration accommodations, and enrichment pathways. Supports and any specific student services are specified within the PLP.
System 4
Flexible Pathways (Act 77, Ch. 23)
Any combination of high-quality academic and experiential components leading to secondary school completion and postsecondary readiness. Available to any Vermont student regardless of G/T identification. Includes dual enrollment, early college, virtual learning, CTE, work-based learning, service learning, and independent study. All must be aligned with standards and supervised by appropriately licensed educators.
Why §2902(c)(3) is the most important line in Vermont’s G/T framework: The statute requires educational support teams to “assist teachers to plan for and provide services and accommodations to students in need of classroom supports or enrichment activities.” The word “or” is critical: enrichment activities are not a subcategory of classroom supports; they are a parallel and equally required category. This means Vermont’s educational support teams cannot focus exclusively on struggling students and ignore advanced learners. The law requires them to plan for enrichment alongside remediation. For districts wondering whether their educational support team should address gifted students, the answer is in statute: yes, planning enrichment activities is explicitly part of the educational support team’s mandate.
Flexible Pathways: acceleration for all Vermont students
Act 77’s Flexible Pathways: Six Acceleration and Enrichment Options Available to Every Vermont Student
Act 77 (2013) created Vermont’s Flexible Pathways to Secondary School Completion (16 V.S.A. Chapter 23). These pathways are not G/T programs; they are available to any Vermont student whose PLP or educational support team identifies them as appropriate. For advanced learners, they are the primary acceleration mechanism:
Dual Enrollment
Secondary student enrolls in an accredited postsecondary course and earns both secondary credit toward graduation and postsecondary credit from the institution. Available at multiple Vermont higher education institutions. Requires no formal G/T identification.
Early College
Full-time enrollment by a 12th-grade Vermont student for one academic year in a postsecondary institution program. Credits earned apply to secondary school graduation requirements. State pays tuition at public institutions.
Virtual Learning
Online and distance learning options that allow students to access courses not available in their local school or district. Particularly valuable in Vermont’s rural communities where course offerings are limited by small school size.
Career and Technical Education
CTE programs at Vermont’s technical centers provide advanced coursework in specific career fields. For academically advanced students interested in applied fields, CTE programs offer rigorous content and hands-on learning at above-grade-level depth.
Work-Based Learning
Learning that occurs in a workplace environment, including apprenticeships, internships, and structured work experiences. Can be counted toward graduation requirements when aligned with standards and supervised by licensed educators.
Independent Study
Advanced-level research and investigation on an individual basis according to interest and ability. Vermont’s TDI explicitly names independent study as one of the strategies for gifted learners: “opportunities to do advanced level research on an individual basis according to interest and ability level, resulting in examining real problems leading to tangible results.”
The Flexible Pathways and local control combination: Vermont’s local control tradition means that the range of flexible pathway options a gifted student can access depends significantly on their supervisory union. A student in a large SU near Burlington or near a Vermont State University campus has more immediate access to dual enrollment and early college than a student in a small Northeast Kingdom SU with limited local postsecondary infrastructure. Vermont’s Act 77 intent was to overcome this disparity through virtual learning and structured state support for dual enrollment, but geographic reality still shapes access. This is why Renzulli Learning’s web-based platform matters in Vermont: a gifted student in Lyndonville or Island Pond can access the same depth of enrichment activities, PBL investigations, and student profiling as a student in Burlington or South Burlington.
Platform tools for Vermont’s statutory framework
What Renzulli Learning Provides: Mapped to §13’s Five Domains, §2902’s Enrichment Mandate, and PLP Documentation Requirements
Renzulli Profiler, PLP Development (Mandatory Grades 7–12) and §2902(c)(3) Enrichment Planning (Educational Support Team Mandate): Vermont’s PLPs must be developed with the student and describe their individual needs with a tailored plan. The Profiler generates the student self-report data that the PLP process requires: where are this student’s interests concentrated? What modes of learning engage them most? What intellectual areas show strongest curiosity? This student-generated data directly informs the PLP’s advanced learning needs section, which is developed collaboratively with the student. For §2902(c)(3)’s enrichment planning mandate, Profiler data gives the educational support team the individualized enrichment direction that moves beyond generic “advanced activities” toward genuinely interest-matched challenge. Vermont’s “experience or environment” local norms language makes the Profiler’s approach particularly relevant: student self-report captures intellectual engagement that may be invisible in formal academic records for students from disadvantaged or limited-experience backgrounds.
Cebeci Test of Creativity (CTC), §13 Creative and Artistic Domains and §2902(c)(3) Enrichment Evidence: Vermont’s definition explicitly names creative and artistic areas as separate domains of giftedness. The CTC provides scored creativity evidence that directly addresses these two statutory domains. Vermont’s emphasis on all students and its comparison-to-peers-of-similar-experience standard means creativity evidence is particularly valuable for identification: a student whose creative capability is high relative to their environment may not score at a national percentile threshold, but the “experience or environment” comparison standard in §13 permits recognition of their creativity relative to local peers. For educational support teams planning enrichment activities under §2902(c)(3), CTC data identifies which students would benefit from creativity-focused enrichment and what domains of creativity to address.
Executive Function Assessment, Twice-Exceptional Students (Equity in Identification) and PLP Social-Emotional Supports: Vermont’s PLPs explicitly address social-emotional well-being alongside academic needs. EQS requires schools to address the whole child. The EFA provides the executive function and self-regulation profile that makes twice-exceptional students visible: a student whose giftedness is masked by a disability, ADHD, autism, or learning difference may not trigger academic identification systems, but the EFA’s profile of metacognitive strength alongside specific self-regulatory challenges makes the 2E profile explicit. Vermont’s small school environments (many Vermont schools are very small, with fewer than 200 students) mean that classroom teachers often know students well enough to notice something is “off,” but they need structured data to understand whether they are seeing a gifted student who is underengaged or a student with additional needs. The EFA provides that structure.
Leadership Assessment, §13 Leadership Domain and Vermont’s Civic and Community Culture: Vermont’s statutory definition explicitly includes “unusual capacity for leadership” as a named domain of giftedness. Vermont’s civic culture (town meeting democracy, strong voluntarism, active local governance) creates environments where student leadership gifts can manifest in community contexts that academic tests do not capture. The Leadership Assessment provides scored behavioral evidence of leadership capacity that can be used for §13-based identification in the leadership domain. For small Vermont schools where the same student who leads the student council also excels in mathematics and participates in theatrical productions, the Leadership Assessment contributes to the multi-source evidence that documents giftedness across multiple of the five §13 domains.
Enrichment Database, §2902(c)(3) Enrichment Activities Mandate and Flexible Pathways Content Support: The educational support team’s statutory obligation to plan enrichment activities (§2902(c)(3)) requires actual enrichment content, not just a plan to provide it. The enrichment database delivers 40,000+ interest-matched, above-grade-level activities that are the content of enrichment planning. For Vermont’s many small rural schools where a single teacher must serve all grades and all ability levels, the database provides the breadth of enrichment content that a dedicated gifted specialist would otherwise supply. For Flexible Pathways planning: students who are beginning independent study under Act 77 need a scaffold of relevant content to launch their investigations; the enrichment database provides that scaffold. For the EQS requirement for rigorous, relevant, and comprehensive learning opportunities: the database delivers the “rigorous and relevant” content that advanced learners need beyond grade-level curriculum.
Project-Based Learning (PBL) Tools, Independent Study Pathway (Act 77) and VTmtss Enrichment Activities: Vermont’s TDI explicitly describes independent study as the appropriate gifted pathway: “opportunities to do advanced level research on an individual basis according to interest and ability level, resulting in examining real problems leading to tangible results.” PBL tools are exactly this: they scaffold original student investigations that examine real problems and produce genuine academic products. For Act 77’s independent study pathway, PBL provides the structure that makes independent study academically rigorous rather than unguided self-direction. For §2902(c)(3)’s enrichment activities mandate, PBL investigations are the most substantive form of enrichment the educational support team can plan: they align with Vermont’s proficiency-based learning philosophy by producing observable evidence of skill mastery in authentic contexts.
Personal Success Plan (PSP), PLP Documentation Infrastructure and VTmtss Educational Support Team Records: Vermont’s PLPs are mandatory for all students grades 7–12 and must be developed collaboratively with the student. The PSP functions as the individual student record that supports and augments the PLP process: it documents interest and strength profiles (from the Profiler), assessment results (from CTC, Leadership Assessment, EFA), enrichment activities engaged, PBL projects undertaken, and progress over time. This data feeds into the PLP’s tailored plan sections. For the educational support team’s annual reporting requirement (§2903 requires the superintendent to report on the educational support system’s status), PSP records provide the enrichment activity documentation that demonstrates the educational support team is fulfilling its §2902(c)(3) obligation. Vermont’s DQS self-evaluation system (effective July 2025) will increasingly require districts to demonstrate how they are serving the full range of learners; PSP records provide that evidence.
Vermont’s framework and Renzulli alignment
Vermont’s Gifted Education Statutes, Systems, and Renzulli Learning: Side by Side
| Vermont Statute or Framework Element | Renzulli Learning Contribution |
|---|---|
| §13: Five-Domain Definition Intellectual, creative, artistic, leadership, specific academic fields; compared to others of same age, experience, or environment; local norms comparison standard; no entitlement created | CTC (creative and artistic domains), Leadership Assessment (leadership domain), Profiler (intellectual interests and specific academic engagement), EFA (developmental profile for twice-exceptional students). Together, all five domains are addressed with purpose-built instruments. |
| §2902(c)(3): Enrichment Activities Mandate Educational support teams SHALL assist teachers to plan for and provide services to students in need of enrichment activities; “or enrichment activities” is parallel to supports, not subordinate | Enrichment database delivers the content of enrichment activities. Profiler data gives the educational support team the interest-matched direction for planning enrichment. PBL tools provide the in-depth investigations that constitute substantive enrichment programming. Together they operationalize the enrichment activities mandate. |
| §2902(f): G/T MTSS Intent Clause Legislative intent that gifted students shall be able to take advantage of educational support team services; no entitlement to chapter 101 special education funding on gifted grounds alone | Renzulli tools provide the structured data and programming that make educational support team discussions about gifted students actionable: Profiler identifies who needs enrichment, enrichment database provides what enrichment to offer, PSP documents that the educational support team has fulfilled its enrichment planning obligation. |
| PLPs (Mandatory Grades 7–12) Act 77 and EQS: developed with student and parent/guardian; tailored plan addressing individual needs; aligned with state standards; proficiency toward graduation; no individual entitlement created (§941(d)) | Profiler generates the student self-report data that informs the PLP’s advanced learning needs section. PSP documents the enrichment activities and PBL investigations that the PLP plan specifies. EFA contributes the social-emotional and executive function data that PLPs must address for whole-child planning. |
| Flexible Pathways (Act 77) Dual enrollment, early college, virtual learning, CTE, work-based learning, independent study; available to any student regardless of G/T identification; must be standards-aligned and supervised | Enrichment database and PBL provide the in-school enrichment that complements flexible pathways: a student in dual enrollment still needs differentiated challenge in their home school. PBL scaffolds independent study so it is academically rigorous. PSP documents flexible pathway participation and outcomes. |
| EQS (State Board Rule 2000) All students: rigorous, relevant, comprehensive learning; proficiency-based; personalized; updated July 2025; District Quality Standards self-evaluation effective 2025-26 | Enrichment database (rigorous, relevant, comprehensive content beyond grade level), PBL (proficiency-demonstrated through authentic products), Profiler (personalized learning direction), PSP (DQS self-evaluation evidence that the district is serving its full range of learners including advanced learners). |
| Local Control: 52 SUs, Geographic Equity Strong local design authority; rural-urban disparity in program capacity; small school context; Northeast Kingdom access vs. Chittenden County access; 52 SUs deciding independently | Web-based platform equalizes access regardless of SU size or location: a student in a one-room school in the Northeast Kingdom accesses the same Profiler, enrichment database, CTC, Leadership Assessment, EFA, PBL tools, and PSP as a student in Burlington’s largest school. Vermont’s geographic equity challenge is Renzulli’s clearest value proposition in the state. |
Frequently asked questions
Vermont Gifted and Talented Education: Common Questions
Vermont has two provisions directly relevant to gifted education. 16 V.S.A. §13 provides a five-domain definition of gifted and talented children (intellectual, creative, artistic, leadership, specific academic fields), expresses the legislature’s intent to encourage applying for available funding for teacher training and services, but explicitly states: “Nothing in this section shall create an additional entitlement to educational or other services.” 16 V.S.A. §2902(f) expresses the legislature’s intent that gifted students “shall be able to take advantage of services that an educational support team can provide,” but specifies that special education chapter 101 funding is not available for gifted students unless they have been independently determined to be special education eligible. The most operationally significant provision for gifted learners is §2902(c)(3), which requires educational support teams to assist teachers in planning enrichment activities as a parallel mandate alongside classroom supports.
VTmtss (Vermont Multi-Tiered System of Supports) is Vermont’s implementation of the three-tier MTSS framework, updated in 2015 from the earlier “Education Support System” terminology. Every Vermont public school is required to develop and maintain a tiered system of academic and behavioral supports providing all students the opportunity to “succeed or to be challenged” in the general education environment. For advanced learners: the “or to be challenged” language is significant and intentional; the system is not only for students who are struggling. The educational support team must plan enrichment activities under §2902(c)(3). VTmtss unifies a progressive system of supports, personalization, flexible pathways, and proficiencies; all four elements apply to advanced learners as much as to any other student population.
Yes, significantly. PLPs are mandatory for all Vermont students in grades 7 through 12 and are developed collaboratively with the student, a school representative, and the parent or guardian. For gifted students, the PLP is the primary documentation vehicle for: advanced learning needs (identifying what the student needs beyond the standard program), acceleration accommodations (documenting what modifications have been made), enrichment pathways (recording what flexible pathways the student is using), and social-emotional needs (addressing the whole-child dimensions of giftedness). PLPs should be aligned with VTmtss supports, so that enrichment activities planned by the educational support team are documented in the student’s PLP. Note: PLPs do not create individual entitlements or private rights of action (16 V.S.A. §941(d)), but they are the most powerful planning and documentation tool available to Vermont districts for gifted learners.
Act 77 (2013) created Vermont’s Flexible Pathways to Secondary School Completion (16 V.S.A. Chapter 23). Available pathways include: dual enrollment (secondary student earns both secondary and college credit from an accredited postsecondary institution); early college (12th-grade students can enroll full-time for one year at a postsecondary institution, with the state paying tuition at public institutions); virtual learning; career and technical education; work-based learning; and independent study. All pathways must be aligned with state standards and supervised by appropriately licensed educators. No formal G/T identification is required to access any flexible pathway; they are available to any student whose PLP or educational support team identifies them as appropriate.
Vermont is a strong local control state. Its 52 Supervisory Unions serve approximately 119 school districts; each SU has substantial latitude in how it implements the EQS, VTmtss, and PLP requirements. This means the quality and extent of services available to a gifted student in Vermont depends significantly on which SU they attend. A student in a large Chittenden County SU near Burlington with access to University of Vermont, Vermont State University Castleton, and Community College of Vermont has immediate access to dual enrollment and early college pathways. A student in a small Northeast Kingdom SU with one high school and no local postsecondary institution has different access. Vermont’s Act 77 intent was to use virtual learning and structured state support to overcome this disparity, but geographic reality still shapes what students can access. The state’s new District Quality Standards self-evaluation system (effective July 2025) may gradually increase accountability for equitable access.
The primary Vermont organization for gifted children is the Green Mountain Center for Gifted Education (GMCGE) in Colchester (802-658-9941), which operates the Talent Development Institute (TDI), a summer camp for gifted youth, and has taken stewardship of the Vermont Gifted Resource Directory (originally developed by the Vermont Council for Gifted Education, which closed in Spring 2017). GMCGE advocates for gifted children in state and local government. The Talent Development Institute (tdivermont.org) provides resources for parents, educators, and gifted students including guidance on navigating Vermont’s education system. For national resources, the National Association for Gifted Children (NAGC) provides research, advocacy tools, and policy information relevant to Vermont districts and families.
Official sources
Vermont Gifted and Talented Education Resources
- 16 V.S.A. §13 (full text): definition of gifted and talented children; five domains; legislative intent; no-entitlement clause; Added 1995 No. 139 (Adj. Sess.) §1
- 16 V.S.A. §2902 (full text): tiered system of supports and educational support team; §2902(c)(3) enrichment activities mandate; §2902(f) gifted student MTSS intent clause; no chapter 101 special education funding for G/T on gifted grounds alone
- Vermont Agency of Education Coordinated Curriculum page: links to PLP Manual, VTmtss Field Guide, Flexible Pathways Implementation resources, Act 173 implementation support, and EQS guidance
- VTmtss Framework and Field Guide: five VTmtss components, enrichment connection, flexible pathways alignment, proficiency-based learning integration, vignettes from Vermont schools
- Talent Development Institute (TDI): Navigating Your Child’s Education in Vermont: parent and educator guide to Vermont G/T law, PLP strategies, VTmtss enrichment, flexible pathways, and classroom accommodations
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