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X-WR-CALDESC:Events for Vermont Higher Education Collaborative
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DTSTART;TZID=America/New_York:20260112T000000
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DTSTAMP:20260416T073808
CREATED:20251107T142647Z
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UID:10000198-1768176000-1768262399@www.vthec.org
SUMMARY:Media Literacy in the Age of Algorithms\, AI\, and Disinformation
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\nCourse Description: This course focuses on the implications of artificial intelligence (AI)\, mis/disinformation\, social media\, and related topics on equitable participation in a global democracy. Participants will examine the impacts of AI\, algorithmic racism and other inequities\, and profit-focused surveillance on our capacities to think\, teach\, and learn. The impacts of social media on child and adolescent mental health will also be explored. Participants will consider how to critically evaluate\, use\, and limit technologies for instruction and assessment. They will explore potential uses of AI with their students by drafting\, revising\, and disclosing the use of AI in their own work. \n\n\n\nThis course encourages participants to evaluate their own paradigms around digital and media literacy – content that is universally relevant regardless of grade level or subject area. Participants will apply content and skills to the age/grade bands and/or subject areas that are most relevant to their own roles and contexts. \n\n\n\nStart/End Dates: January 12\, 2026 – April 26\, 2026 \n\n\n\nThis is an asynchronous course with optional one-on-one\, small group\, and/or whole group synchronous Zoom meetings on days to be determined by student schedules and needs. \n\n\n\nIn addition\, students are invited to attend an optional course kick-off meeting on either: \n\n\n\n1/13/2026 or 1/14/2026 | 3:30 PM – 4:30 PM \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAlicia Beth
URL:https://www.vthec.org/event/media-literacy-in-the-age-of-algorithms-ai-and-disinformation/
LOCATION:VT
CATEGORIES:Graduate Courses,Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/laptop-with-hands-working-icons-flowing-out-of-it.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260114T083000
DTEND;TZID=America/New_York:20260114T143000
DTSTAMP:20260416T073808
CREATED:20251003T183042Z
LAST-MODIFIED:20251117T141739Z
UID:10000194-1768379400-1768401000@www.vthec.org
SUMMARY:Collaborating for Inclusion: Shared Expertise\, Shared Responsibility
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\nNOTE: The Vermont Agency of Education is providing 3 free registrations to each VT LEA. Reach out to Ana Russo\, Ana.Russo@vermont.gov\, in order to access this opportunity.  \n\n\n\nAdditional team members should register themselves here.  \n\n\n\nRegister\n\n\n\n\n\n\n\n\nParticipants must attend both dates: \n\n\n\n\nJanuary 14\, 2026\n\n\n\nJanuary 28\, 2026\n\n\n\n\n\n\n\n\n\nMany educators feel uncomfortable when they realize that the needs of some students with disabilities extend beyond their expertise. A deeper understanding of the impact of specific disabilities upon learning helps to ensure that students with unique needs are fully included and supported. General educators bring content expertise\, and special educators and related service providers serve as access specialists. Together\, they can design inclusive learning experiences that are both meaningful and accessible.   \n\n\n\nThis workshop helps educators explore how disability impacts vary across students\, why Universal Design of Learning (UDL) is essential but not always sufficient\, and how to recognize when specialized supports are needed. Through practical examples and exploration of Vermont service delivery models\, participants will clarify their role in inclusive practice. \n\n\n\nParticipants will: \n\n\n\n\nDeepen their understanding of how disability impacts vary and affect engagement in learning.\n\n\n\nUnderstand that UDL alone may not fulfill the entitlements guaranteed under special education law (IDEA)\, nor does it address all of the unique impact of specific disabilities on learning and participation. \n\n\n\nRecognize when individualized accommodations and supports are necessary to access grade level curriculum and foster independence in the school environment.\n\n\n\nExamine service delivery models that support inclusive access\, distinguishing between universal and supplemental instructional approaches.\n\n\n\nConsider processes and practices that support effective collaboration and planning\, as well as clarify roles and responsibilities. \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/collaborating-for-inclusion-shared-expertise-shared-responsibility/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/students-focused-on-schoolwork-in-a-classroom-setting-highlighting-diversity-and-education.-8423089-scaled-e1759514970592.jpg
END:VEVENT
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DTSTART;TZID=America/New_York:20260122T083000
DTEND;TZID=America/New_York:20260122T143000
DTSTAMP:20260416T073808
CREATED:20251121T143906Z
LAST-MODIFIED:20260115T204332Z
UID:10000213-1769070600-1769092200@www.vthec.org
SUMMARY:Creating Gender-Inclusive Early Learning Environments
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\nFrom the colors we associate with boys and girls to the roles we assign in storybooks\, gender cues shape how children see themselves and others long before they can name them. This interactive workshop helps early childhood educators recognize how gender messages influence children’s developing sense of self. We’ll explore how rigid gender norms can limit how children dress\, play\, form friendships\, express emotion\, feel about their bodies\, and imagine their futures. Participants will examine how these patterns appear in early childhood classrooms—and learn to use moments of discomfort or uncertainty as tools for growth rather than barriers to inclusion.Drawing on behavioral insights and nudge theory\, participants will identify small\, practical changes that make inclusion the easy\, everyday default. Each educator will leave with an Early Childhood Nudge Action Plan—concrete tools\, language\, and next steps to support their own confidence\, engage families and administrators\, and help every child feel safe\, seen\, and free to be their authentic self.Participants will: \n\n\n\n\nRecognize how gender norms and socialization shape children’s development\, play\, friendships\, and sense of self.\n\n\n\nGain a clear\, developmentally appropriate understanding of gender diversity\, identity\, expression\, assigned sex\, and sexual orientation. \n\n\n\nBuild confidence in navigating gender-related comments and moments of discomfort with curiosity\, empathy\, and clarity.\n\n\n\nLeave equipped with an Early Childhood Nudge Action Plan—including sample language\, strategies\, and concrete steps. \n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDr. Laura Pascoe\, Ph.D.
URL:https://www.vthec.org/event/creating-gender-inclusive-early-learning-environments/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/02/children-in-circle-time-with-teachers-engaging-in-a-kindergarten-classroom-activity.-8422248-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260123T083000
DTEND;TZID=America/New_York:20260123T143000
DTSTAMP:20260416T073808
CREATED:20251201T171408Z
LAST-MODIFIED:20260205T210411Z
UID:10000224-1769157000-1769178600@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #1
DESCRIPTION:Workshop 1: Foundational Literacy Skills\n\n\n\n\n\n\n\n\nDate:  \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\nSession #1 of a 4-part series. \n\n\n\nIf you missed the live session and want to register for the recording\, email info@vthec.org \n\n\n\n\n\n\n\n\nThis series will focus on the use of literacy assessment data to identify and address the needs of students who require targeted intervention. Participants will learn how to use formal and informal assessments to pinpoint the barriers to a student’s literacy development. They will then learn how to use this diagnostic information to understand the learner’s specific needs\, and identify evidence-based interventions to guide instructional planning.Participants will gain a set of practical tools and resources to both support instructional planning and guide team discussions and decisions around literacy. \n\n\n\nParticipants will be able to: \n\n\n\n\nAnalyze and interpret diagnostic assessment data to determine specific barriers to reading and writing development.\n\n\n\nConnect diagnostic findings to appropriate\, evidence-based interventions.\n\n\n\nApply tools and strategies to monitor progress\, adjust instruction\, and support collaborative problem-solving for students needing targeted literacy intervention.\n\n\n\n\nWorkshops in this series: \n\n\n\nJanuary 23\, 2026: Foundational Literacy SkillsFebruary 13\, 2026: Word-Level Accuracy and AutomaticityMarch 18\, 2026: Fluency and ComprehensionApril 10\, 2026: Writing Development and Written Expression \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/10/bright-colorful-wooden-alphabet-letters-scattered-on-a-surface-ideal-for-childrens-learning.-7335412-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260129T083000
DTEND;TZID=America/New_York:20260129T143000
DTSTAMP:20260416T073808
CREATED:20251121T155954Z
LAST-MODIFIED:20251210T195816Z
UID:10000214-1769675400-1769697000@www.vthec.org
SUMMARY:Planning for Independence with Data Driven Behavioral Supports
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\nBehavioral support planning should start with the end goal in mind: helping students build the skills for long-term regulation and engagement. Yet in daily practice\, how students communicate their needs often demands our immediate attention\, making it easy to lose sight of the larger goal of skill-building and independence.Participants will examine how strengths-based\, collaborative planning can foster growth and belonging within a comprehensive student support system. They will explore the behavior support planning process by engaging with a mock behavior plan template and case example to consider how to promote independence while meeting each student where they are.  \n\n\n\nParticipants will also learn to integrate high leverage practices that enhance engagement\, build self-regulation\, and promote authentic participation across environments. Participants will: \n\n\n\n\nExamine the role of behavior support planning within a holistic system of student supports\n\n\n\nUnderstand the essential components of a comprehensive and strengths-based behavior support plan\n\n\n\nIdentify the importance of and strategies for incorporating student/caregiver voice at all stages of behavior support planning and implementation\n\n\n\nRecognize how behavioral shaping and skill-building support long-term success\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJeremy Tretiak
URL:https://www.vthec.org/event/planning-for-independence-with-data-driven-behavioral-supports/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/cheerful-students-enjoying-a-break-in-a-lively-diverse-classroom-setting.-5212676-scaled.jpg
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