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X-WR-CALDESC:Events for Vermont Higher Education Collaborative
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DTSTART;TZID=America/New_York:20260220T000000
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CREATED:20251112T195733Z
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UID:10000207-1771545600-1771631999@www.vthec.org
SUMMARY:Neurodivergent-Centered Practices for Collaboration & Advocacy 
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nDave Melnick\, LICSW & Kelly Cray \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\nIntended Audience:  \n\n\n\nAll PK-12 educators\, SU/school leaders\, mental health professionals\, and support faculty. \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nRegister for workshop series instead \n\n\n\n\n\n\n\n\n\n\nThis course is designed to support educators\, professionals\, and others whose work impacts students in PreK – 12 and beyond in building their knowledge and skills in the areas of collaboration and advocacy. With an emphasis on understanding inter-disciplinary processes for assessment and planning\, centering the student and family\, and navigating challenging conversations\, this course will highlight considerations necessary to implementing neurodiversity affirming practices at the team level. \n\n\n\nStart/End Dates: February 20\, 2026 – April 24\, 2026 \n\n\n\nSynchronous Online Class Meetings | 8:30 AM – 2:30 PM \n\n\n\n2/20/2026 \n\n\n\n3/27/2026 \n\n\n\n4/17/2026
URL:https://www.vthec.org/event/neurodivergent-centered-practices-for-collaboration-advocacy/
CATEGORIES:Certificate Programs,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/Neurodiversity-gears.jpg
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DTSTART;TZID=America/New_York:20260304T000000
DTEND;TZID=America/New_York:20260304T235959
DTSTAMP:20260422T071703
CREATED:20251204T163357Z
LAST-MODIFIED:20260130T160627Z
UID:10000233-1772582400-1772668799@www.vthec.org
SUMMARY:Curiosity at the Core: Human-Centered Approaches to Teaching and Learning
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nDave Melnick\, LICSW \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\nIntended Audience:  \n\n\n\nAll PK-12 educators\, SU/school leaders\, mental health professionals\, and support faculty. \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nThis course examines how curiosity\, compassion\, and connection transform teaching and learning. Drawing on topics and strategies covered in A Stance of Curiosity podcast and companion webinar series—participants will explore the effects of trauma\, stress\, and adversity on students and educators\, and develop strategies that foster resilience\, belonging\, and authentic learning. The course emphasizes neurodiversity-affirming and trauma-informed approaches\, highlighting the power of co-regulation\, play\, communication\, and professional wellness to create inclusive classrooms and thriving school communities. Through applied practice and reflection\, participants will critically evaluate systemic barriers in education and design curiosity-driven solutions that honor both student and educator well-being. \n\n\n\nStart/End Dates: March 4\,2026 – June 3\,2026 \n\n\n\nThis is an asynchronous course\, meaning there are no class meetings. Work will be completed independently\, with assignments due weekly. \n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our instructor:\n\n\n\nGillian Boudreau
URL:https://www.vthec.org/event/curiosity-at-the-core-human-centered-approaches-to-teaching-and-learning/
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/09/students-engage-eagerly-in-a-classroom-raising-hands-and-participating-in-a-lesson-with-their-teacher.-5212329-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260313T000000
DTEND;TZID=America/New_York:20260313T235959
DTSTAMP:20260422T071704
CREATED:20251125T193610Z
LAST-MODIFIED:20260218T160158Z
UID:10000216-1773360000-1773446399@www.vthec.org
SUMMARY:Brain-Based Strategies for Early Language Development
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education | Special Education | Well-Being\n\n\n\n\nInstructor(s):  \n\n\n\nDave Melnick\, LICSW \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\nIntended Audience:  \n\n\n\nAll PK-12 educators\, SU/school leaders\, mental health professionals\, and support faculty. \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nMarch 13\, 2026\n\n\n\nApril 2\, 2026\n\n\n\n\n\n\n\n\n\n\n\nCourse Dates & Required Texts\n\n\n\n \n\n\n\nCourse DescriptionThis course is designed to deepen participants’ understanding of early brain development and its critical connection to language acquisition from birth through kindergarten. Participants will study how young children’s brains grow and how this growth supports language development across infancy\, toddlerhood\, and the preschool years. Participants will then examine key developmental milestones\, learn how language is co-constructed through responsive interactions\, and practice strategies that promote strong communication skills in young children. Lastly\, participants will shift the focus from knowledge of these milestones to adult action steps\, helping participants bridge the gap between understanding and consistent practice. Through guided reflection and collaborative problem-solving\, attendees will identify practical solutions to common implementation obstacles and tailor strategies to fit their unique environments.  \n\n\n\nParticipants will: \n\n\n\n\nDescribe how early childhood brain development underpins language growth\, including expected receptive and expressive milestones during infancy\, toddlerhood\, and preschool.\n\n\n\nUnderstand responsive caregiver strategies\, including serve and return\, co-regulation and expansion\, and therapeutic interventions such as Toy Talk.  \n\n\n\nApply learned strategies to real‑world caregiver–child interactions\, troubleshoot common barriers (e.g.\, limited time\, distractions\, inconsistent routines)\, and practice scaffolding and responsive techniques in realistic scenarios.\n\n\n\n\nWith a focus on the critical connection between early brain development and language growth\, participants will explore how language emerges through meaningful interactions and relationships. Emphasizing a co-constructed approach—where language develops within social and communicative contexts—this course provides practical strategies to support young children’s language development across diverse settings. Through reflective practice\, discussion\, and application of research-based concepts\, participants will deepen their understanding of how to intentionally nurture early communication and language skills.  \n\n\n\n\n\nTo attend the workshops series only\, not for graduate credit\, please register here.
URL:https://www.vthec.org/event/brain-based-strategies-for-early-language-development-course/
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/getty-images-QpHETqhhi6U-unsplash-scaled.jpg
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DTSTART;TZID=America/New_York:20260324T000000
DTEND;TZID=America/New_York:20260324T235959
DTSTAMP:20260422T071704
CREATED:20251112T191845Z
LAST-MODIFIED:20260217T194726Z
UID:10000206-1774310400-1774396799@www.vthec.org
SUMMARY:Neurodiversity-Affirming Practices for Supporting Student Behavior
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor:  \n\n\n\nDave Melnick\, LICSW \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\nIntended Audience:  \n\n\n\nAll PK-12 educators\, SU/school leaders\, mental health professionals\, and support faculty. \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThis course will discuss the provision of neurodiversity-affirming behavior supports within a collaborative model. How can evidence based practices\, with complex legacies and cultural meaning\, be used with a neurodivergent lens and within the neurodiversity paradigm? The course will also address practices that enable students to more effectively engage in self-regulation and factors outside of intervention that can influence student behavior. \n\n\n\nStart/End Dates: March 24\, 2026  –  May 21\, 2026 \n\n\n\nVirtual Class Meetings: \n\n\n\n3/24/2026: 3:15 PM – 4:15 PM  \n\n\n\n3/31/2026: 3:15 PM – 4:15 PM \n\n\n\n4/7/2026: 3:15 PM – 4:15 PM \n\n\n\n4/16/2026: 8:30 AM – 2:30 PM  \n\n\n\n4/21/2026: 3:15 PM – 4:15 PM \n\n\n\n4/30/2026: 8:30 AM – 2:30 PM  \n\n\n\n5/5/2026: 3:15 PM – 4:15 PM
URL:https://www.vthec.org/event/neurodiversity-affirming-practices-for-supporting-student-behavior-course/
CATEGORIES:Certificate Programs,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/12/getty-images-1sRAXHQdbPo-unsplash-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260427T000000
DTEND;TZID=America/New_York:20260427T235959
DTSTAMP:20260422T071704
CREATED:20260319T180955Z
LAST-MODIFIED:20260319T180956Z
UID:10000241-1777248000-1777334399@www.vthec.org
SUMMARY:History\, Legal Issues\, and Support Systems in Special Education - Section 1
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nDave Melnick\, LICSW \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\nIntended Audience:  \n\n\n\nAll PK-12 educators\, SU/school leaders\, mental health professionals\, and support faculty. \n\n\n\n\n\nDetails and Registration\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThis course examines the legal and ethical issues embedded in the provision of special education services to individuals with disabilities and their families. The course addresses the historical treatment of people with disabilities from a service delivery model perspective. Significant legislation and court decisions will be addressed along with current special education legal requirements and local\, state\, and community issues impacting services. Specific attention will be given to ways in which disability may be viewed as a form of diversity. Additionally\, important frameworks and concepts including social construction of disability\, self-determination\, inclusion\, collaboration with diverse families and person-centered planning will be explored in-depth. \n\n\n\nThis is part of a sequence of courses in the VT-HEC’s Special Educator Initial Licensure or Endorsement Program. It is designed to meet the competencies for licensure as a special educator in Vermont. \n\n\n\nStart/End Dates: April 27—June 6\, 2026 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nMary Lundeen\, M.Ed.
URL:https://www.vthec.org/event/history-legal-issues-and-support-systems-in-special-education-section-1-2/
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/06/iStock-1198351647-scaled-1.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260429T000000
DTEND;TZID=America/New_York:20260429T235959
DTSTAMP:20260422T071704
CREATED:20260216T150259Z
LAST-MODIFIED:20260417T154737Z
UID:10000239-1777420800-1777507199@www.vthec.org
SUMMARY:Regulating\, Reflecting\, and Reframing: Trauma-Transforming Practice in Education (Level 2)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nDave Melnick\, LICSW \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\nIntended Audience:  \n\n\n\nAll PK-12 educators\, SU/school leaders\, mental health professionals\, and support faculty. \n\n\n\n\n\nDates & Registration\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nSchools have long served as hubs of learning\, relationships\, and civic life. Today\, educators are doing this work under conditions of unprecedented complexity—shaped by chronic stress\, racial reckonings\, and sociocultural trauma. Many of the pedagogies\, discipline practices\, and belief systems still guiding schools were not designed for these realities—and too often intensify harm for both students and adults.This advanced course invites educators to move from reactivity toward a more responsive and effective understanding of human behavior and school culture. Grounded in the developmental sciences\, pro-equity work\, and the lived realities of school communities\, participants will examine not only what happens in classrooms and schools—but why—and how our own nervous systems\, beliefs\, and positional power shape daily practice.The focus of this course is on trauma-transforming work and our collective responsibility to deepen our understanding of the stress response system (SRS) at individual\, relational\, and organizational levels. We will make a distinction between learning trauma-informed strategies and engaging in true culture change. Culture change embeds essential human capacities—such as humility\, emotional literacy\, cognitive agility\, and tolerance for ambiguity—into how we teach\, lead\, and relate to one another. Participants will explore how school culture is produced through everyday interactions\, language\, policy\, beliefs\, and power dynamics\, and how educators — regardless of role — can influence that culture through regulation\, reflection\, and reframing. \n\n\n\nTransforming trauma is also deeply personal work. It requires not only a sustained commitment to the growth and well-being of students and families\, but also a willingness to examine and expand our own capacity to change.  Participants will strengthen three core capacities essential to trauma-transforming practice: \n\n\n\n\nRegulate: Strengthening individual and collective regulation by recognizing stress responses in ourselves\, our students\, and our systems—and practicing strategies that restore safety\, predictability\, dignity\, and connection.\n\n\n\nReflect: Advancing reflective practice as a professional responsibility by slowing down decision-making to examine implicit beliefs\, narratives\, and action patterns shaped by experience and context.\n\n\n\nReframe: Developing reframing as both a mindset and a social justice practice\, transforming meaning-making around behavior from blame and control toward curiosity and relationship. Reframing is treated not as a technique\, but as a disciplined practice—rehearsed\, modeled\, and integrated into daily interactions.\n\n\n\n\nThroughout the course\, participants will engage in shared readings\, media\, and reflective exercises to examine how dominant ideologies and power structures continue to shape educational spaces. By the end of the course\, educators will be better equipped to function effectively under real-world conditions—contributing to learning environments that are equitable\, responsive\, and sustainable\, where both students and adults are supported not just to cope\, but to grow and thrive. \n\n\n\nStart/End Dates: April 29 – August 2\, 2026 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/regulating-reflecting-and-reframing-trauma-transforming-practice-in-education-level-2/
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/jay-castor-7AcMUSYRZpU-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260615T000000
DTEND;TZID=America/New_York:20260615T235959
DTSTAMP:20260422T071704
CREATED:20260319T181548Z
LAST-MODIFIED:20260319T181549Z
UID:10000242-1781481600-1781567999@www.vthec.org
SUMMARY:History\, Legal Issues\, and Support Systems in Special Education - Section 2
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nDave Melnick\, LICSW \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\nIntended Audience:  \n\n\n\nAll PK-12 educators\, SU/school leaders\, mental health professionals\, and support faculty. \n\n\n\n\n\nDetails and Registration\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThis course examines the legal and ethical issues embedded in the provision of special education services to individuals with disabilities and their families. The course addresses the historical treatment of people with disabilities from a service delivery model perspective. Significant legislation and court decisions will be addressed along with current special education legal requirements and local\, state\, and community issues impacting services. Specific attention will be given to ways in which disability may be viewed as a form of diversity. Additionally\, important frameworks and concepts including social construction of disability\, self-determination\, inclusion\, collaboration with diverse families and person-centered planning will be explored in-depth. \n\n\n\n \n\n\n\nThis is part of a sequence of courses in the VT-HEC’s Special Educator Initial Licensure or Endorsement Program. It is designed to meet the competencies for licensure as a special educator in Vermont. \n\n\n\nStart/End Dates: June 15 – July 25\, 2026 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nBecky Ebel
URL:https://www.vthec.org/event/history-legal-issues-and-support-systems-in-special-education-section-2/
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/06/iStock-1198351647-scaled-1.jpg
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