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DTSTART;TZID=America/New_York:20251203T083000
DTEND;TZID=America/New_York:20251203T143000
DTSTAMP:20260422T070617
CREATED:20251023T172057Z
LAST-MODIFIED:20251029T145410Z
UID:10000196-1764750600-1764772200@www.vthec.org
SUMMARY:The Science of Reading within a Structured Literacy Framework
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\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\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\nThis workshop is designed for educators who are new to the Science of Reading – the research that explains how children learn to read. Participants will explore the essential components of reading – including phonology\, phonics\, fluency\, vocabulary\, and comprehension – and learn how these elements work together to support literacy development. This workshop emphasizes how a structured literacy approach guides classroom instruction to support developing readers. Participants will see how the core practices of structured literacy – explicit instruction\, systemic skill progression\, and diagnostic teaching – can be applied to everyday classroom instruction. Through interactive activities\, case studies\, and guided discussions\, educators will gain practical tools to analyze student work\, interpret assessment data\, and plan targeted instruction. By the end of this workshop\, participants will have a solid understanding of the Science of Reading and a framework for implementing structured literacy practices that help students become confident\, skilled readers.Participants will be able to: \n\n\n\n\nDescribe the foundational principles of the Science of Reading.\n\n\n\nIdentify and explain the key components of reading and their place within a structured literacy framework. \n\n\n\nRecognize common reading challenges and their underlying causes.\n\n\n\nApply evidence-based strategies to support reading and literacy development. \n\n\n\nExplore how the essential principles of structured literacy inform lesson planning.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/the-science-of-reading-with-a-structured-literacy-framework/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/10/young_children_reading.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251204T083000
DTEND;TZID=America/New_York:20251204T143000
DTSTAMP:20260422T070617
CREATED:20250903T180826Z
LAST-MODIFIED:20251013T185730Z
UID:10000186-1764837000-1764858600@www.vthec.org
SUMMARY:Using a Responsiveness to Intervention Approach for the Identification of Specific Learning Disabilities
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\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\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\nIn the United States\, approximately one-third of students receiving special education services are identified with a specific learning disability (SLD)\, making it the most common eligibility category under the Individuals with Disabilities Education Act. Although response to intervention (RTI) has been an allowable method for identifying SLD for more than two decades\, many schools still do not fully leverage its potential. This workshop will guide participants through tools designed to evaluate the effectiveness of their multi-tiered system of supports (MTSS)\, the broader framework that encompasses RTI. Educators will learn strategies to strengthen MTSS and use RTI effectively while considering the defined criteria required to make informed SLD identification decisions. The session will focus on analyzing evidence of academic underperformance and insufficient response to targeted interventions. Additionally\, we will address how to rule out other contributing factors\, such as lack of appropriate instruction. \n\n\n\nBy the end of this session\, participants will be able to: \n\n\n\n\nEvaluate current strengths and gaps in their school’s MTSS framework\n\n\n\nIdentify and explain the four federal criteria for determining SLD eligibility\n\n\n\nDefine what academic performance level meets SLD identification (Criterion #1)\n\n\n\nCompare different ways to measure a student’s response to intervention (Criterion #2)\n\n\n\nUnderstand how to rule out other factors that may impact learning (Criterion #3 & #4)\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nTimothy J. Runge
URL:https://www.vthec.org/event/using-a-responsiveness-to-intervention-approach-for-the-identification-of-specific-learning-disabilities/
LOCATION:VT
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/07/high-angle-of-crop-black-teacher-helping-asian-girl-with-assignment-while-writing-on-paper-in-classroom-5905926-scaled.jpg
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DTSTART;TZID=America/New_York:20251205T083000
DTEND;TZID=America/New_York:20251205T143000
DTSTAMP:20260422T070617
CREATED:20250903T150624Z
LAST-MODIFIED:20251110T201956Z
UID:10000184-1764923400-1764945000@www.vthec.org
SUMMARY:Brick by Brick: Building Stronger Foundations to Sustain Equity in Our Schools 
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\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\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\nEquity work will always be met with barriers and challenges. The recent attacks on diversity\, equity\, and inclusion serve as a reminder that we have to build a strong foundation of systems and structures in order to maintain and sustain equity in our schools. When we embed equity into everyday systems – like MTSS\, professional learning\, and family engagement – schools can ensure that equity work moves beyond short-term initiatives\, is resistant to short-term political shifts\, and shapes school culture over time. This workshop will give you insights into how one school district is approaching equity work\, what challenges they are meeting\, and how they continue to move forward.  \n\n\n\nParticipants will: \n\n\n\n\nReflect on their beliefs about equity and education\n\n\n\nIdentify areas of growth for their own school/district\n\n\n\nDevelop a plan to keep equity work moving forward in their school/district\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJulia Lau
URL:https://www.vthec.org/event/brick-by-brick-building-stronger-foundations-to-sustain-equity-in-our-schools/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/iStock-1366274631.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251211T083000
DTEND;TZID=America/New_York:20251211T143000
DTSTAMP:20260422T070617
CREATED:20250903T183359Z
LAST-MODIFIED:20251125T201410Z
UID:10000187-1765441800-1765463400@www.vthec.org
SUMMARY:Building Vocabulary to Strengthen Oral and Written Language
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\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\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\nThis workshop will equip participants with practical strategies to support vocabulary development and comprehension skills. Participants will explore the benefits of targeting Tier 2 vocabulary words\, understand why students with language challenges often struggle with word knowledge\, and discover activities that promote long-term vocabulary retention. Participants will learn innovative ways to target comprehension skills —without relying on traditional texts—making lessons more accessible and flexible. Finally\, attendees will learn how to integrate these strategies into literacy-based therapy\, using texts to address a range of speech and language goals. Clinicians will leave with a versatile set of low-prep tools they can apply across groups and goal areas.Participants will: \n\n\n\n\nIdentify the three tiers of vocabulary and explain the benefits of targeting Tier 2 vocabulary in speech-language therapy sessions.\n\n\n\nDescribe common factors that contribute to vocabulary and comprehension difficulties in students with speech and language disorders.\n\n\n\nImplement at least three low-preparation activities to teach and reinforce Tier 2 and Tier 3 vocabulary in a school-based setting.\n\n\n\nApply strategies to target main idea\, summarizing\, and inferencing skills without the use of written texts.\n\n\n\nDevelop a literacy-based therapy plan that incorporates pre-reading\, during reading\, and post-reading activities to address both vocabulary and comprehension goals.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nHallie Sherman
URL:https://www.vthec.org/event/building-vocabulary-to-strengthen-oral-and-written-language/
LOCATION:VT
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/10/a-close-up-of-people-playing-a-word-board-game-indoors-enhancing-cognitive-skills.-5649890-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251212T083000
DTEND;TZID=America/New_York:20251212T143000
DTSTAMP:20260422T070617
CREATED:20251010T183158Z
LAST-MODIFIED:20251010T183159Z
UID:10000195-1765528200-1765549800@www.vthec.org
SUMMARY:Anxiety and ADHD: Distinctions to Guide Intervention Planning
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\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\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\nThis workshop will explore the nuanced similarities and differences between anxiety and ADHD diagnoses\, and will review key features involved in the process of differential diagnosis. Participants will gain a deeper understanding of the overlapping symptoms—such as inattention\, restlessness\, and emotional dysregulation—and how these often co-occur and may be misinterpreted. Through case examples and practical tools\, the workshop will highlight how identifying the distinct and shared challenges associated with each diagnosis can inform both targeted interventions and individualized classroom accommodations. Participants will leave with actionable strategies to better support students’ learning\, behavior\, and emotional needs. \n\n\n\nParticipants will: \n\n\n\n\nDifferentiate between the core symptoms of anxiety and ADHD\, including overlapping features\, to improve accuracy in identifying and understanding each diagnosis.\n\n\n\nAnalyze the impact of executive functioning and coping challenges specific to anxiety and ADHD\, and how these contribute to behavior and performance in academic and social settings.\n\n\n\nUse an accurate understanding of the diagnosis to identify targeted strategies and accommodations that support students with anxiety\, ADHD\, or both.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nHeather Flynn
URL:https://www.vthec.org/event/anxiety-and-adhd-distinctions-to-guide-intervention-planning/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/04/abstract-illustration-symbolizing-mental-health-and-adhd-awareness-with-arrows-representing-thoughts.-8378740-scaled-e1731362262756.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251217T083000
DTEND;TZID=America/New_York:20251217T143000
DTSTAMP:20260422T070617
CREATED:20251023T173448Z
LAST-MODIFIED:20251023T173449Z
UID:10000197-1765960200-1765981800@www.vthec.org
SUMMARY:Writing Measurable\, Standards-Based IEPs for Functional Skills
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\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\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\nSince the Vermont Special Education Rule Changes went into effect in summer 2023\, educators have increasingly focused on refining practices to integrate functional skills as a foundational area in special education. This workshop will explore how social-emotional learning (SEL) standards and their learning progressions can inform the writing of meaningful Present Levels of Educational and Functional Performance (PLEFPs) statements and the development of specific\, measurable IEP goals and objectives. The session will also emphasize creating goals and objectives that facilitate efficient data collection and accurate progress monitoring.Participants will:  \n\n\n\n\nUse the CASEL framework to identify and interpret key SEL standards relevant to functional skill development\n\n\n\nConsider a variety of assessments that can be used to inform PLEFPs for functional skills.\n\n\n\nWrite clear\, specific\, standards-based\, and measurable IEP present level statements and goals and objectives for functional skills that follow a defined learning progression.\n\n\n\nEvaluate reliable and efficient methods for collecting data on progress toward functional skill goals.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJen Patenaude
URL:https://www.vthec.org/event/writing-measurable-standards-based-ieps-for-functional-skills/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_3_2_Orientation_to_Special_Education.jpg
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