BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Vermont Higher Education Collaborative - ECPv6.15.18//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:Vermont Higher Education Collaborative
X-ORIGINAL-URL:https://www.vthec.org
X-WR-CALDESC:Events for Vermont Higher Education Collaborative
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20250309T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20251102T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20260308T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20261101T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20270314T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20271107T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260205T083000
DTEND;TZID=America/New_York:20260205T143000
DTSTAMP:20260405T092143
CREATED:20251125T171939Z
LAST-MODIFIED:20251211T114845Z
UID:10000218-1770280200-1770301800@www.vthec.org
SUMMARY:Removing the Barriers: Supporting Neurodivergent Students Through UDL
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nMath | Special Education\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nLearning is like climbing a mountain—effort and challenge are part of the journey. But too often\, the way we “do school” adds unnecessary obstacles that block students’ path to learning. In this interactive workshop\, participants will use Universal Design for Learning (UDL) as a guide for reshaping the learning landscape. We’ll examine the strengths and needs of neurodivergent students\, uncover hidden demands that create barriers to learning\, and explore tier-one\, whole-class strategies that support students’ executive functioning\, language\, and sensory needs. With variability\, voice\, and choice at the center\, participants will learn how to design lessons that help all students.Participants will: \n\n\n\n\nInterrogate the conventional design of schooling and its role in excluding students. \n\n\n\nInvestigate factors that get in the way of student learning and strategies for removing them. \n\n\n\nApply the principles of UDL to lesson planning.\n\n\n\nExamine foundational inclusive practices to support neurodivergent students. \n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAaron Lanou
URL:https://www.vthec.org/event/removing-the-barriers-supporting-neurodivergent-students-through-udl/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/12/a-group-of-happy-students-and-a-teacher-clapping-together-in-a-school-classroom.-5212700-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260206T083000
DTEND;TZID=America/New_York:20260206T143000
DTSTAMP:20260405T092143
CREATED:20251124T143448Z
LAST-MODIFIED:20260130T200949Z
UID:10000209-1770366600-1770388200@www.vthec.org
SUMMARY:Building Inclusive Early Childhood Environments: From Principles to Practice
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nMath | Special Education\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\nFebruary 6\, 2026\n\n\n\nMarch 6\, 2026\n\n\n\n\n\n\n\n\n\n\n\nThis series invites early childhood educators to deepen their understanding and application of inclusive practices for children from infancy through kindergarten. Participants will explore the policies and principles of inclusion\, with a focus on Universal Design for Learning (UDL) as a framework for equitable access and participation. \n\n\n\nThrough exploration of evidence-based Tier 1 (universal) and Tier 2 (targeted) strategies\, participants will learn to create welcoming environments\, adapt curriculum\, embed learning opportunities\, and implement child-focused instructional methods. Participants will also consider effective approaches to assessment and progress monitoring\, as well as meaningful ways to collaborate with colleagues and families. \n\n\n\nParticipants will: \n\n\n\n\nDefine inclusion in early childhood settings and identify elements of high-quality programs.\n\n\n\nExplain UDL principles and apply developmentally appropriate Tier 1 (universal) practices.\n\n\n\nIdentify Tier 2 (targeted) practices to support diverse learners.\n\n\n\nDiscuss approaches to collaboration\, assessment\, and progress monitoring that strengthen inclusion.\n\n\n\n\n\n\nGraduate Course OptionAn optional one-credit course will support participants to apply selected practices in their classrooms\, gather and analyze progress monitoring data\, and reflect on their implementation with guidance and peer collaboration.  \n\n\n\nCourse takers will: \n\n\n\n\nDesign and implement at least two evidence-based inclusionary practices in their own setting.\n\n\n\nReflect on their use of inclusionary practices and identify actionable next steps for growth.\n\n\n\n\nRegister for 1-Credit Graduate Course. \n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nLori Cassidy
URL:https://www.vthec.org/event/building-inclusive-early-childhood-environments-from-principles-to-practice-workshop-series/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/students-and-teacher-interacting-in-a-bright-colorful-classroom-setting.-8923036-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260211T083000
DTEND;TZID=America/New_York:20260211T143000
DTSTAMP:20260405T092143
CREATED:20251201T175424Z
LAST-MODIFIED:20251204T174823Z
UID:10000221-1770798600-1770820200@www.vthec.org
SUMMARY:Using the Woodcock-Johnson V Tests of Achievement to Inform Specialized Programming
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\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nThis workshop will provide a comprehensive overview of the new Woodcock-Johnson V (WJV) Tests of Achievement—an expanded battery of 26 tests designed to assess all key areas of academic performance in depth. Participants will learn selective testing strategies\, as well as general administration and scoring procedures. In addition\, they will understand the updates to the WJV structure and how to use its new digital tools.  \n\n\n\nThe session will emphasize interpreting test results to understand learning profiles\, identifying specific learning disabilities\, assessing oral language levels\, and designing instructionally relevant programming. Participants will also explore the phonological and rapid automatic naming tests available in the WJ Virtual Test Library and learn how to use WJV data to support the identification of dyslexia—one of the most important learning profiles identified within the WJV structure. \n\n\n\nParticipants will: \n\n\n\n\nFamiliarize themselves with the task demand of the new WJV and be able to explain these tasks and their implications. \n\n\n\nUnderstand how to use WJV to understand and explain a learner’s profile to evaluation and IEP teams.\n\n\n\nInterpret the results of the WJV to make recommendations for accommodations and specialized instruction. \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nMilton Dehn\, Ed.D.
URL:https://www.vthec.org/event/using-the-woodcock-johnson-v-tests-of-achievement-to-inform-specialized-programming/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/07/a-teacher-helps-a-young-student-with-writing-tasks-at-a-desk-indoors.-8923075-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260212T083000
DTEND;TZID=America/New_York:20260212T143000
DTSTAMP:20260405T092143
CREATED:20250903T200822Z
LAST-MODIFIED:20251112T155901Z
UID:10000190-1770885000-1770906600@www.vthec.org
SUMMARY:Transforming Service Learning: Building Citizenship and Community Impact
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nTopics: \n\n\nMath | Special Education\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\n \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\n \n\n\n\n \n\n\n\n\n\n\n\n\n\n\nIn this workshop\, service learning projects will be a point of departure for learning how to design units of study that are built on the needs of students\, families\, and the broader community. By shifting from a model of service for others to one of shared problem-solving and civic engagement\, participants will explore how centering real community needs within the curriculum can compel both instructional innovation and a deeper commitment to understanding and addressing injustice. \n\n\n\nParticipants will: \n\n\n\n\nLearn a framework for planning curriculum that has personal\, political\, and practical implications.\n\n\n\nPlan for an interdisciplinary unit of study that connects to core academic standards and engages students and partners in the pursuit of a more just community.\n\n\n\nNetwork with Vermont educators and learn from the models and frameworks provided.\n\n\n\nGain a repository of resources to support future work.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nElijah Hawkes\, MSEd
URL:https://www.vthec.org/event/transforming-service-learning-building-citizenship-and-community-impact/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/9.24.21_-Power-Dynamics-in-Schools.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260213T083000
DTEND;TZID=America/New_York:20260213T143000
DTSTAMP:20260405T092143
CREATED:20251201T234447Z
LAST-MODIFIED:20260205T212829Z
UID:10000226-1770971400-1770993000@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #2
DESCRIPTION:Workshop 2: Word-Level Accuracy and Automaticity\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\nMath | Special Education\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\n \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #2 of a 4-part series.If you want to register for the Session 1 recording\, email info@vthec.org.  \n\n\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\n\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\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-2/
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:20260218T083000
DTEND;TZID=America/New_York:20260218T143000
DTSTAMP:20260405T092143
CREATED:20251124T185802Z
LAST-MODIFIED:20251204T234043Z
UID:10000217-1771403400-1771425000@www.vthec.org
SUMMARY:Special Education Case Management: Legal Considerations and Best Practices 
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nMath | Special Education\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nThis legal workshop is designed to strengthen understanding of the statutory and procedural requirements that govern evaluations\, IEP team meetings\, and the development and implementation of legally compliant IEPs. Drawing on real cases where districts faced disputes\, corrective action\, or administrative complaints for failing to follow best practices\, the session will examine key legal standards in special education. Participants will review requirements for conducting evaluations\, running lawful and effective team meetings\, documenting decisions\, and using progress monitoring data to justify instructional and placement determinations. The workshop will also address the often-overlooked but legally significant practices of maintaining compliant files outside of team meetings and communicating effectively with families and colleagues in ways that reduce risk and enhance clarity. Participants will gain practical guidance for navigating complex cases\, maintaining procedural integrity\, and developing defensible\, high-quality IEPs that withstand legal scrutiny. \n\n\n\nOutcomes \n\n\n\n\nUnderstand best practice documentation for Meeting Notices\, Prior Written Notices\, and Meeting Minutes.\n\n\n\nUnderstand when evaluations should be conducted and the timelines and procedural steps that are needed to complete comprehensive evaluations correctly.\n\n\n\nIdentify key moments in team meetings where decisions must be made\, and understand when the LEA is responsible for making a final determination if the team cannot reach consensus.\n\n\n\nReview IEPs for clarity\, compliance\, and alignment with data to ensure they provide meaningful educational benefit.\n\n\n\nGain insight into how to maintain student files and communicate effectively with team members outside of meetings to ensure ongoing documentation is accurate\, clear\, and legally compliant.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAdrienne Shea
URL:https://www.vthec.org/event/special-education-case-management-legal-considerations-and-best-practices/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/2.14.25-SDI-Series-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260220T083000
DTEND;TZID=America/New_York:20260220T143000
DTSTAMP:20260405T092143
CREATED:20251125T184437Z
LAST-MODIFIED:20251215T193111Z
UID:10000220-1771576200-1771597800@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\nTopics: \n\n\nMath | Special Education\n\n\n\n\nInstructor(s): Danielle Kent & Kelly Cray \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\nFebruary 20\, 2026\n\n\n\nMarch 27\, 2026\n\n\n\nApril 17\, 2026\n\n\n\n\n\n\n\n\n\n\n\nIn this series\, participants will look carefully at the language around neurodiversity\, including buzzwords and popular terminology\, to consider how best to honor and reflect the experiences of being a student in an educational culture that is still evolving to meet diverse needs. They will explore the power and impact of centering students and supporting families. Finally\, participants will hear from expert panelists representing several disciplines to gain insight into common misconceptions\, miscommunications\, and challenges that occur in collaborative work. Participants will leave inspired to engage in ongoing learning\, and contribute to the success and wellbeing of every student. Day 1: How We Talk about Neurodiversity \n\n\n\nParticipants will: \n\n\n\n\nBuild an understanding of the buzzwords and popular trends that exist in neurodiversity discourse\n\n\n\nUnderstand evidence-based practices and suss out ideas that have popular appeal but are not backed by research\n\n\n\nCommunicate effectively and collaboratively with professionals who may have differing views on neurodiversity\n\n\n\nBegin to develop a toolbox of affirming practices that invites and honors access needs\n\n\n\n\nDay 2: Centering the Student and Supporting the Family \n\n\n\nParticipants will:  \n\n\n\n\nUnderstand the importance of student and family participation in the educational process and when/why deference to the student is crucial\n\n\n\nLearn to navigate situations where the student’s needs or preferences may be at odds with the family’s \n\n\n\nApply principles of Universal Design for Learning to remove unnecessary communication and participation barriers with professionals\, family members\, and the student \n\n\n\nContinue to develop a toolbox of affirming practices to invite and honor access needs\n\n\n\n\nDay 3: Panel Discussion & Presentation \n\n\n\n\nExplore the challenges that can arise in collaboration across professional disciplines and perspectives \n\n\n\nGain new insight into the student and family experience\n\n\n\nDemystify the practices and vocabulary specific to individual professional disciplines\n\n\n\nBuild understanding of assessment types used by various professionals and how data from different sources can be appropriately used to inform decision-making\n\n\n\n\n\n\n3-Credit Course Option \n\n\n\nIn addition to the three workshop days\, course takers will complete readings and engage with recommended content; complete reflections and analyses; engage asynchronously with peers to help synthesize new learning; participate in optional additional meetings with the course instructors; engage in field work while applying course concepts; and produce a culminating artifact demonstrating evolution of professional practice. \n\n\n\nRegister for 3-Credit Graduate Course \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDanielle Kent \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nKelly Cray
URL:https://www.vthec.org/event/neurodivergent-centered-practices-for-collaboration-advocacy-workshop-series/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/Neurodiversity-gears.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260311T083000
DTEND;TZID=America/New_York:20260311T143000
DTSTAMP:20260405T092143
CREATED:20251201T233604Z
LAST-MODIFIED:20260205T190431Z
UID:10000223-1773217800-1773239400@www.vthec.org
SUMMARY:Defining Academic and Functional Skill Layers Within an MTSS Framework
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\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nUnderstanding the distinction between the layers/tiers of an MTSS framework can be challenging. What distinguishes one layer of instructional intensity from another? How do you know when a learner needs something more or less individualized? What is the right data to have on the table when determining progress? When should an educational support team (EST) consider a special education evaluation\, and what makes specialized instruction different from other layers of intervention?  \n\n\n\nIn this workshop\, participants will learn how the layers of MTSS work together to create responsive systems that match supports to student needs. \n\n\n\nParticipants will: \n\n\n\n\nLearn how to intensify instruction through clear\, data-informed decision-making processes.\n\n\n\nIdentify systems and structures that support effective collaboration among teams and service providers.\n\n\n\nLearn to distinguish between adult supports and direct instruction when meeting student needs.\n\n\n\nDesign or refine progress monitoring and data collection systems to guide instructional adjustments.\n\n\n\nUnderstand the differences between EST\, 504\, and special education processes\, and make informed decisions about which supports best meet individual student needs.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by \n\n\n\nJennifer Patenaude\, M.A.
URL:https://www.vthec.org/event/defining-academic-and-functional-skill-layers-within-an-mtss-framework/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/12/getty-images-TcXy5FDLivw-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260313T083000
DTEND;TZID=America/New_York:20260313T143000
DTSTAMP:20260405T092143
CREATED:20251125T193817Z
LAST-MODIFIED:20251204T232110Z
UID:10000212-1773390600-1773412200@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\nMath | Special Education\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\nMarch 13\, 2026\n\n\n\nApril 2\, 2026\n\n\n\n\n\n\n\n\n\n\n\nThis workshop series 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\n\n\nGraduate Course OptionAn optional 1-credit graduate course\, which includes additional meeting times and required coursework\, is available. \n\n\n\nLearn more and register for 1-Credit Graduate Course \n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDanielle Kent
URL:https://www.vthec.org/event/brain-based-strategies-for-early-language-development/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/getty-images-QpHETqhhi6U-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260318T083000
DTEND;TZID=America/New_York:20260318T143000
DTSTAMP:20260405T092143
CREATED:20251203T211428Z
LAST-MODIFIED:20251210T131202Z
UID:10000230-1773822600-1773844200@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #3
DESCRIPTION:Workshop 3: Fluency and Comprehension\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\nMath | Special Education\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\n \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #3 of a 4-part series. \n\n\n\nParticipants may register for workshops individually.  \n\n\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\n\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-3/
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:20260319T083000
DTEND;TZID=America/New_York:20260319T143000
DTSTAMP:20260405T092143
CREATED:20251201T225952Z
LAST-MODIFIED:20251201T233928Z
UID:10000193-1773909000-1773930600@www.vthec.org
SUMMARY:Rethinking Childhood Anxiety: What Educators Need to Know
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\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nInformed by the latest research\, this workshop is for educators seeking to better understand the rising rates of anxiety in children and adolescents. Participants will explore current data and examine emerging approaches that empower adults to understand how their own behaviors can promote or hinder coping skills. The session will address what these changes mean for educators\, emphasizing the critical role schools play in recognizing anxiety and supporting affected students. Educators will gain strategies for creating thoughtful classroom accommodations and programming that foster a supportive learning environment. \n\n\n\nParticipants will: \n\n\n\n\nUnderstand current research on the increasing prevalence of anxiety in children and adolescents\, how best practices have shifted\, and implications for school environments.\n\n\n\nIdentify and explain emerging intervention approaches that prioritize what adults can do to support brave behavior and reinforce effective coping skills.\n\n\n\nLearn practical strategies to create classroom accommodations and programming that support students experiencing challenges – learning\, social-emotional\, and/or behavioral – related to anxiety.\n\n\n\n\n\n\n\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/rethinking-childhood-anxiety-what-educators-need-to-know/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/06/creative-illustration-of-butterflies-representing-thoughts-over-a-brain-silhouette.-8849272-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260320T083000
DTEND;TZID=America/New_York:20260320T143000
DTSTAMP:20260405T092143
CREATED:20251203T182232Z
LAST-MODIFIED:20251204T232747Z
UID:10000229-1773995400-1774017000@www.vthec.org
SUMMARY:Executive Functioning in Action: Practical Strategies for Classroom Implementation
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\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\n \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nThis event includes a 90 minute recording to be viewed prior to attending the live workshop. \n\n\n\n\n\n\n\n\n\n\nThis recording and workshop series will equip educators with a working understanding of executive functioning (EF) and its critical role in student learning\, behavior\, and emotional regulation across grade levels. Participants will gain practical\, developmentally appropriate strategies to identify EF challenges\, adapt instruction\, and support students in building executive functioning skills. Grounded in inclusive education practices\, this training will empower educators to create supportive classroom environments that foster independence\, self-regulation\, and academic resilience for all learners.The recording will introduce the core components of EF\, including working memory\, cognitive flexibility\, and inhibitory control. They will examine how EF develops across childhood and adolescence\, how EF challenges manifest in different grade levels\, and how they intersect with learning disabilities\, ADHD\, and other complex needs. Foundational strategies for observing and supporting EF in the classroom will be shared.Participants will: \n\n\n\n\nDefine EF’s core components.\n\n\n\nDescribe how EF develops across childhood and adolescence.\n\n\n\nIdentify common signs of EF difficulties at different grade levels.\n\n\n\nRecognize the relationship between EF challenges and academic\, behavioral\, and emotional outcomes.\n\n\n\n\nThe workshop will build on the foundational learning from the recording\, guiding educators in embedding EF supports into everyday instruction and routines. With a focus on practical application\, participants will learn strategies for modeling metacognition\, scaffolding tasks\, supporting transitions\, and using visual prompts. Participants will explore how to adapt these tools for their setting through case examples and breakout discussions. The training will conclude with approaches for explicitly teaching EF skills—such as goal-setting\, task initiation\, and emotional regulation—while promoting student independence through balanced guidance\, structured supports\, and feedback loops.Participants will: \n\n\n\n\nApply classroom-based strategies to support organization\, time management\, and self-monitoring.\n\n\n\nIntegrate visual aids\, structured routines\, and prompts to scaffold EF skills in instruction.\n\n\n\nDesign classroom environments that promote autonomy\, goal-setting\, and problem-solving in students with varying EF needs.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nShaunessy Egan
URL:https://www.vthec.org/event/executive-functioning-in-action-practical-strategies-for-classroom-implementation/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/04/getty-images-WXCroQFBhio-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260325T083000
DTEND;TZID=America/New_York:20260325T143000
DTSTAMP:20260405T092143
CREATED:20251204T213623Z
LAST-MODIFIED:20260122T162923Z
UID:10000235-1774427400-1774449000@www.vthec.org
SUMMARY:Teaching STEM to Examine and Understand Social Inequities
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n     Thanks to grant support from the Agency of Education for VT-HEC’s new Mathematics & Science program\, this workshop is being offered at a reduced cost. \n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nStudying the intersections of STEM and social inequality empowers students and educators to see mathematics and science not just as abstract disciplines\, but as tools for understanding—and ultimately transforming—the world around them. This workshop will explore how STEM can be used as a powerful tool to understand systemic\, social inequalities. Participants will examine real-world data\, external resources\, and their own curriculum to uncover patterns of inequity and connect mathematical learning to social issues such as education\, healthcare\, housing\, and environmental access. Through this work\, teachers will use critical thinking skills and gain a deeper understanding of how structural disparities are measured\, analyzed\, and addressed. The workshop will emphasize ethical inquiry\, civic responsibility\, and the application of STEM knowledge to promote social justice and equity. Participants will leave with ideas for revising a current unit or developing a new one. \n\n\n\nParticipants will: \n\n\n\n\nAnalyze and interpret data to identify patterns of inequity in societal and community contexts.\n\n\n\nApply mathematical and scientific reasoning to real-world social issues.\n\n\n\nConnect Common Core Math and Next Generation Science Standards to lessons that explore systemic inequalities.\n\n\n\nCritically evaluate and select teaching and curricular resources that promote equity.\n\n\n\nDevelop lesson plans or units that integrate STEM concepts with social justice themes.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nMonica Desrochers
URL:https://www.vthec.org/event/analyzing-injustice-through-stem/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/11/a-young-boy-viewing-a-digital-screen-with-data-streams-symbolizing-technology-interaction.-9783353-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T083000
DTEND;TZID=America/New_York:20260403T143000
DTSTAMP:20260405T092143
CREATED:20251204T160632Z
LAST-MODIFIED:20251204T175300Z
UID:10000232-1775205000-1775226600@www.vthec.org
SUMMARY:Approaching Pathological Demand Avoidance with UDL-Aligned Strategies
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\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nPathological demand avoidance (PDA)\, sometimes reframed as a persistent or pervasive drive for autonomy\, is gaining traction in educational discourse and reshaping how we interpret behaviors that educators may find challenging. PDA is not a formal diagnosis\, is not included in the DSM\, and lacks standardized\, clinically validated assessments. As a result\, educators may find themselves wondering whether a student’s learning profile aligns with PDA traits—and how best to support these learners effectively and ethically\, without inadvertently causing harm. \n\n\n\nThis workshop explores neurodiversity-affirming\, UDL – aligned practices that reduce the barriers encountered by students who present with a PDA profile\, while simultaneously increasing access\, autonomy\, and belonging. Participants will gain practical strategies for supporting students whose patterns are rooted in anxiety\, perceived threat\, or a need for control\, and will leave with tools that can be implemented immediately in diverse educational settings. \n\n\n\nParticipants will: \n\n\n\n\nIdentify key features of a PDA profile\, and understand the current research and its limitations.\n\n\n\nAnalyze classroom demands through a neurodiversity-affirming lens\, identifying which types of demands are most likely to present challenges and which ones can be universally adjusted.\n\n\n\nLearn to apply UDL-aligned strategies—including autonomy-supportive practices\, flexible pathways\, and scaffolding for transitions.\n\n\n\nDevelop relationship-centered approaches that build trust\, co-regulation\, and psychological safety\, with an emphasis on supporting students’ sense of control.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nHannah Markos
URL:https://www.vthec.org/event/approaching-pathological-demand-avoidance-with-udl-aligned-strategies/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/04/milhad-art-4DHhWai8Iqs-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260408T083000
DTEND;TZID=America/New_York:20260408T143000
DTSTAMP:20260405T092143
CREATED:20260122T181722Z
LAST-MODIFIED:20260122T213201Z
UID:10000238-1775637000-1775658600@www.vthec.org
SUMMARY:Resetting Special Education Evaluation Processes with Purpose
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\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nSpecial education evaluations can often become routine\, following a cookie-cutter approach without a clear understanding of the purpose behind each step. This workshop invites participants to assess current practices and reset approaches to special education evaluations\, moving away from standardized processes and adopting more personalized\, purpose-driven strategies. Participants will learn to create evaluations that better inform decisions regarding specialized programming for both academic and functional skills. \n\n\n\nParticipants will: \n\n\n\n\nDevelop a clearer understanding of the purpose behind each step in the evaluation process\, ensuring that every component serves the student’s unique needs.\n\n\n\nMake intentional decisions about what data is necessary\, refining evaluation plans to focus on relevant\, meaningful information based upon current student performance.\n\n\n\nGain confidence in designing evaluations that are tailored to individual learning profiles\, leading to more accurate and impactful educational decisions.\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nJen Patenaude
URL:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose-2/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/close-up-photography-of-person-writing-on-white-paper-955392-scaled.jpg
LOCATION:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose-2/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260410T083000
DTEND;TZID=America/New_York:20260410T143000
DTSTAMP:20260405T092143
CREATED:20251203T211803Z
LAST-MODIFIED:20251210T131348Z
UID:10000231-1775809800-1775831400@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #4
DESCRIPTION:Workshop 4: Writing Development and Written Expression\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\nMath | Special Education\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\n \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #4 of a 4-part series. \n\n\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\n\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\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-4/
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:20260415T083000
DTEND;TZID=America/New_York:20260415T143000
DTSTAMP:20260405T092143
CREATED:20251204T202600Z
LAST-MODIFIED:20260310T160348Z
UID:10000234-1776241800-1776263400@www.vthec.org
SUMMARY:Teaching About Bodies and Human Development: Practical Tools for Inclusive Classrooms
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\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\n \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nRegistration Coming Soon!  \n\n\n\n\n\n\n\n\n\n\nIn this workshop\, participants will examine their existing lessons and identify opportunities to strengthen accuracy and belonging—while remaining aligned with district\, state\, and national standards (SHAPE America\, National Sex Education Standards\, CDC\, NGSS). Educators will gain practical strategies\, sample language\, and vetted resources to embed gender inclusivity into lessons on puberty\, anatomy\, and physiology. Participants will leave better equipped to teach about bodies and development in ways that are scientifically accurate\, inclusive of real student diversity\, and grounded in student wellbeing \n\n\n\nThis session will also build educators’ confidence to respond thoughtfully and professionally\, grounding instruction in science and student wellbeing. \n\n\n\nOutcomes: \n\n\n\n\nIdentify where puberty and body-system lessons may unintentionally reinforce gender binaries or overlook the diversity of real students.\n\n\n\nStrengthen lessons to reflect scientific accuracy and the natural variation found across human bodies and experiences.\n\n\n\nPractice inclusive\, developmentally appropriate language for teaching about the human body in ways that foster belonging.\n\n\n\nBuild confidence navigating family questions\, opt-outs\, and policy considerations while maintaining professionalism and alignment with standards.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nLaura Pascoe
URL:https://www.vthec.org/event/teaching-physiology-and-anatomy-inclusively/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/12/teacher-and-student-interact-with-a-skeleton-model-during-a-lively-biology-lesson-in-a-classroom.-5428146-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260416T083000
DTEND;TZID=America/New_York:20260416T143000
DTSTAMP:20260405T092143
CREATED:20251204T202011Z
LAST-MODIFIED:20251212T200114Z
UID:10000228-1776328200-1776349800@www.vthec.org
SUMMARY:Behavior as Communication: A Functional Approach to Understanding and 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(s):  \n\n\n\nKate Hughes and Shaunessy Egan \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\n \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend both days:  \n\n\n\n\nApril 16\, 2026\n\n\n\nApril 30\, 2026\n\n\n\n\n\n\n\n\n\n\n\n\nThis series will introduce educators to an evidence-based framework for understanding behavior as a form of communication. Through a functional lens\, participants will learn to identify the underlying skill-based needs that may contribute to student behaviors and explore supportive\, proactive strategies to address them. The series will also highlight ways to create responsive learning environments\, implement individualized supports\, and foster meaningful\, sustainable behavioral growth.Day one will introduce educators to a functional understanding of behavior as purposeful and communicative. Participants will explore the ABCs (Antecedent–Behavior–Consequence) of behavior\, the four common functions (attention\, access\, escape\, sensory)\, and how unmet needs often drive behavioral escalations that impact learning and participation. The session will then focus on observing\, documenting\, and assessing behavior in the classroom—highlighting how to identify patterns and evaluate environmental\, instructional\, and relational factors. Educators will also be introduced to tools used when both conducting functional behavior assessments (FBAs) and gathering meaningful data to guide effective person-centered support planning. These concepts set the stage for person-centered support planning.Day two will focus on how to build upon an individualized and functional understanding of behavior from a needs-based perspective to support the development of person-centered support plans. This includes how to successfully observe\, document\, and measure behavior in the classroom. Participants will explore strategies that emphasize proactive approaches\, skill-building\, and supports for navigating moments of escalation. An individualized planning framework will be introduced\, which allows teams to customize supports to match the student’s needs and environment. The training will also address strategies for generalizing across special education and inclusion settings.Participants will: \n\n\n\n\nDescribe behavior as a form of communication and identify its functional purpose.\n\n\n\nUnderstand how to build supports from a functional and individualized\, needs-based perspective.\n\n\n\nDefine methods for distinguishing between skill deficits and performance/environmental issues in behavioral presentations.\n\n\n\nLearn methods for developing proactive and personalized strategies that reduce the likelihood of challenges.\n\n\n\nLearn strategies for effective measurement and data collection that can be implemented in all settings.\n\n\n\nAssess strategies for developing person-centered plans that encourage effective skills generalization and independence.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenters:\n\n\n\nMark Palmieri\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nShaunessy Egan
URL:https://www.vthec.org/event/behavior-as-communication-a-functional-approach-to-understanding-and-supporting-student-behavior/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_10_24_MTSS_Social_emotional-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260501T083000
DTEND;TZID=America/New_York:20260501T143000
DTSTAMP:20260405T092143
CREATED:20260312T165228Z
LAST-MODIFIED:20260312T190615Z
UID:10000240-1777624200-1777645800@www.vthec.org
SUMMARY:Inclusive Teaching and Design for Students with Complex Profiles
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nMath | Special Education\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\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\n\n\nTeachers are often trained to plan for a narrow range of learners\, historically centered around the idea of an “average” student. In inclusive classrooms\, this model no longer reflects reality. Students with complex communication\, sensory\, motor\, and learning profiles require intentional systems to ensure meaningful access to grade-level learning.This workshop will support educators in creating a concrete\, repeatable\, six-step system for modifying instruction to meet the needs of students. Each step is designed for collaborative input from multiple team members – classroom teachers\, therapists\, paraprofessionals\, and specialists all contribute essential perspectives and strategies. Emphasis will be placed on building student independence through predictable routines and structured supports\, while maintaining high expectations for meaningful participation. Participants will leave with practical tools to design instruction that both promotes autonomy and consistency\, and aligns with grade level standards. \n\n\n\nParticipants will” \n\n\n\n\nIdentify key characteristics of effective inclusive practices for learners with complex profiles.\n\n\n\nLearn strategies to scaffold grade-level content standards to increase meaningful participation using the alternative access points in the Essential Elements and Core Content Connectors resources.\n\n\n\nLearn how to use an accessibility planner to support access and independence across the school day.\n\n\n\nDiscuss collaborative IEP goals and effective co-planning structures that apply to the accessibility planning process.\n\n\n\nConsider supplemental supports and predictable routines that promote generalization and independence across the learner’s day (content areas\, environment\, independent work time).\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJacqueline Feiss\, M.Ed.
URL:https://www.vthec.org/event/inclusive-teaching-and-design-complex-profiles/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_31_24_Cultivating_adult_Belonging-1-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260507T083000
DTEND;TZID=America/New_York:20260507T153000
DTSTAMP:20260405T092144
CREATED:20250813T191418Z
LAST-MODIFIED:20251222T175418Z
UID:10000177-1778142600-1778167800@www.vthec.org
SUMMARY:Trauma-Informed Restorative Supports & Interventions 
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\n\, Ludlow VT \n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nKate Hughes \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-12 special education teachers\, special education administrators\, general education interventionists\, and SLPs.\n \n\n\n\n\n\nRegister\n\n\n\n\n\nVT-HEC is working together with the Vermont Learning Collaborative (VTLC) to bring you this offering. VTLC is an educational service agency serving the southeast region of Vermont.*Staff from VTLC member districts and SUs are eligible for a discounted rate of $560: Mountain Views\, Windsor Southeast\, Springfield\, Two Rivers\, Windham Northeast\, Windham Southeast\, Windham Central\, and Windham Southwest. \n\n\n\n\n\n\n\n\nParticipants must attend both days:  \n\n\n\n\nMay 7\, 2026\n\n\n\nMay 8\, 2026\n\n\n\n\nParticipants are eligible for an overnight discount at Okemo Mountain Resort.  Call 855-945-0553  and reference the group code SOKVLC26 to make a reservation.  \n\n\n\n\n\n\n\n\n\n\n\n\nDescripton \n\n\n\nWith all of the challenges today’s students face\, previously useful skills and tools to address complex student behavior are often insufficient. In this experiential series\, participants will apply the concepts of a trauma-informed approach to every day restorative practices to prevent\, mitigate\, and respond to these behaviors. Implementing these approaches supports the creation of restorative communities of care\, dignity\, and accountability. \n\n\n\nOn day one\, participants will deepen their understanding of trauma\, brain-science\, and restorative practices to build routines that strengthen student capacity\, skill\, and motivation\, as well as increase a sense of efficacy and connectedness. On day two\, participants will explore in-the moment strategies for responding restoratively to three types of behavior we see frequently in schools: lid-flipping\, stress-relieving\, and need-meeting. In addition\, school teams will learn a framework for problem-solving ongoing and complex behaviors. The second session builds significantly on the content of the first. \n\n\n\n\n\nParticipants will learn to more effectively:  \n\n\n\n\nCreate the conditions for student engagement that are both proactive and responsive.\n\n\n\nBring increased compassion and understanding to their own and others’ unexpected\, unsafe\, and inappropriate behaviors.\n\n\n\nRespond to student behaviors restoratively in-the-moment. \n\n\n\nCollaboratively problem-solve ongoing behavior concerns with school teams. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nCamille Koosmann\, Starling Collaborative
URL:https://www.vthec.org/event/building-regulation-and-restorative-interventions-into-the-school-day-2/
LOCATION:Okemo Mountain Resort\, Ludlow\, Vermont\, 05149
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2022/08/9.16.22-Transform-Trauma-scaled-1.jpg
END:VEVENT
END:VCALENDAR