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X-WR-CALDESC:Events for Vermont Higher Education Collaborative
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DTSTART;TZID=America/New_York:20260201T000000
DTEND;TZID=America/New_York:20260201T235959
DTSTAMP:20260414T211025
CREATED:20251113T160837Z
LAST-MODIFIED:20251113T163905Z
UID:10000204-1769904000-1769990399@www.vthec.org
SUMMARY:Introduction to the Mathematics and Science Classroom
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\nScholarships are available up to the full cost of the course for those who have insufficient professional learning funds to cover tuition.Apply for a scholarship here (choose the ‘Mathematics & Science Program Course’ option)  \n\n\n\n\n\n\n\n\n \n\n\n\n\n\n\n\n\nThis course serves as an introduction to the middle and high school science and mathematics classroom. Participants plan\, design\, and implement lessons in a science or mathematics context\, with a focus on inquiry-based learning. Cross-disciplinary connections\, student engagement\, and collaborative learning are introduced.  \n\n\n\nStart/End Dates: February 1\, 2026 – April 4\, 2026 \n\n\n\nSynchronous Online Class Meetings | 9:00 AM – 12:00 PM \n\n\n\n2/21/2026 \n\n\n\n3/7/2026 \n\n\n\n3/21/2026
URL:https://www.vthec.org/event/introduction-to-the-mathematics-and-science-classroom-2/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/students-and-teacher-engage-in-science-lesson-using-a-microscope-fostering-curiosity-and-learning.-8617841-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260129T083000
DTEND;TZID=America/New_York:20260129T143000
DTSTAMP:20260414T211025
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260124T000000
DTEND;TZID=America/New_York:20260124T235959
DTSTAMP:20260414T211025
CREATED:20251114T125111Z
LAST-MODIFIED:20251212T163906Z
UID:10000208-1769212800-1769299199@www.vthec.org
SUMMARY:Mutually Beneficial Community Partnerships for Work-Based Learning
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\n\n\n\n\n\n\nWork-Based Learning (WBL) provides many youth an introduction to the world of professional work. These authentic learning experiences prove to be an invaluable part of students’ learning experiences\, helping youth develop the assets they need to survive and thrive as adults. Local businesses\, post-secondary institutions\, organizations\, and community members are key partners for high school WBL programs. Recruiting and retaining stakeholders is the bread and butter of Work-Based Learning.In this course\, candidates explore the perspectives of WBL partners and the opportunities that exist in the communities in which they work. They focus on how to create\, grow\, and sustain community partners; how to align their work with workforce and community development stakeholders and their needs; and the best strategies to connect WBL experiences to student proficiencies and transferable skills. \n\n\n\n \n\n\n\n\nCourse Dates and Times\n\n\n\nIn Person Course Meetings\, 9:00am – 2:00pm\n\n\n\n \n\n\n\nJanuary 24\, 2026 February 14\, 2026March 21\, 2026 April 11\, 2026 May 2\, 2026 \n\n\n\n\n\n\nOnline Course Meetings\, 7:00pm – 8:00pm\n\n\n\n \n\n\n\nFebruary 11\, 2026March 11\, 2026
URL:https://www.vthec.org/event/mutually-beneficial-community-partnerships-for-work-based-learning/
LOCATION:Spaulding High School\, 155 Ayers St #2\, Barre\, Vermont\, 05641\, United States
CATEGORIES:Endorsements,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/Copy-of-iStock-469223718.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260123T083000
DTEND;TZID=America/New_York:20260123T143000
DTSTAMP:20260414T211025
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:20260123T083000
DTEND;TZID=America/New_York:20260123T143000
DTSTAMP:20260414T211025
CREATED:20251204T142618Z
LAST-MODIFIED:20251204T172343Z
UID:10000211-1769157000-1769178600@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers
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\nAlso available as a workshop series for professional learning hours. Choose any or all of the four workshops below to register: \n\n\n\n\nTargeted Literacy Intervention 1: Foundational Literacy Skills\n\n\n\nTargeted Literacy Intervention 2: Word-Level Accuracy and Automaticity\n\n\n\nTargeting Literacy Intervention 3: Fluency and Comprehension\n\n\n\nTargeting Literacy Intervention 4: Writing Development and Written Expression\n\n\n\n\n\n\n\n\n\nThis course will focus on the use of diagnostic literacy assessment to identify and address the needs of students who require targeted intervention. The emphasis will be on interpreting assessment data to inform instructional decisions for learners who are not making expected progress with core instruction.Participants will learn how to use a combination of formal and informal assessments to pinpoint the barriers or core deficits interfering with literacy development. Participants will learn how to use diagnostic information to understand why a student is struggling\, and then identify evidence-based interventions to guide instructional planning in reading and writing.   \n\n\n\nStart/End Dates: January 23\, 2026 – May 10\, 2026 \n\n\n\nClass Meetings | 8:30 – 2:30 \n\n\n\nJanuary 23\, 2026 \n\n\n\nFebruary\, 3\, 2026 \n\n\n\nMarch 18\, 2026 \n\n\n\nApril 10\, 2026 \n\n\n\n\n\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/targeted-literacy-intervention-for-striving-readers-5/
LOCATION:VT
CATEGORIES:Graduate Courses
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:20260122T083000
DTEND;TZID=America/New_York:20260122T143000
DTSTAMP:20260414T211025
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260119T000000
DTEND;TZID=America/New_York:20260119T235959
DTSTAMP:20260414T211025
CREATED:20241113T163315Z
LAST-MODIFIED:20251125T214907Z
UID:10000110-1768780800-1768867199@www.vthec.org
SUMMARY:Promoting Personal Health and Safety Through the Prevention of Injury and Violence
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. and Sunny Naughton \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 course is designed for K-12 health educators\, school health staff\, consultants and community partners to provide a sufficient level of knowledge\, skills and resources to teach and support a school’s health curriculum and Injury and Violence Prevention Education Program. The aim is to prevent negative consequences of intentional and unintentional injury\, and to prepare educators and professionals to serve as resources for youth\, families and school staff within the school’s comprehensive health education and school wellness program. The course content\, activities\, and course projects are aligned to the National Health Education Knowledge and Performance Standards and the Vermont Rules Governing the Licensing of Educators and the Preparation of Educational Professionals (pp. 125-127). Participants apply the course teachings in a school-based project. \n\n\n\nStart/End Dates: January 19\, 2026 – May 2\, 2026 \n\n\n\nSynchronous Online Class Meetings: \n\n\n\n1/22/2026: 7:00 PM – 8:00 PM  \n\n\n\n3/24/2026: 5:30 PM – 8:00 PM (Mental Health First Aid online class) \n\n\n\n3/25/2026: 5:30 PM – 8:00 PM (Mental Health First Aid online class) \n\n\n\n4/30/2026: 7:00 PM – 8:00 PM
URL:https://www.vthec.org/event/promoting-personal-health-and-safety-through-the-prevention-of-injury-and-violence/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/graficon-stuff-rQfkpzspghc-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260119T000000
DTEND;TZID=America/New_York:20260119T235959
DTSTAMP:20260414T211025
CREATED:20251112T165655Z
LAST-MODIFIED:20251113T163601Z
UID:10000205-1768780800-1768867199@www.vthec.org
SUMMARY:Planning and Practices in Early Intervention/Early Childhood Special Education
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nVT-HEC Office \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\n\n\nThis course will examine issues related to planning\, designing\, and implementing developmentally appropriate intervention practices and individualized services and support for young children (0-6) with disabilities or developmental delays\, and for their families. We will develop an Individual Family Service Plan (known in Vermont as the “One Plan”) for children from the age of infancy to three years\,  and an Individualized Education Plan (IEP) for children three- to six-years-old. \n\n\n\nWe will learn how to use embedded learning opportunities and how to develop appropriate accommodations. Also\, we will design strategies to look at ongoing progress monitoring and data collection for child outcomes. Discussions will center on the research and practical implications for play-based\, child-centered\, and inclusive learning approaches. \n\n\n\nStart/End Dates: January 19\, 2026 – May 6\, 2026 \n\n\n\nSynchronous Class Meetings | 8:30 AM –  3:30PM \n\n\n\n1/24/2026: (in person) \n\n\n\n2/21/2026: (online) \n\n\n\n3/28/2026: (online) \n\n\n\n5/2/2026: (in person)
URL:https://www.vthec.org/event/planning-and-practices-in-early-intervention-early-childhood-special-education-2/
LOCATION:Chamber of Commerce\, 33 Stewart St.\, Berlin\, VT\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/jsb-co-5g6pK99JHXc-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260117T000000
DTEND;TZID=America/New_York:20260117T235959
DTSTAMP:20260414T211025
CREATED:20251111T162137Z
LAST-MODIFIED:20251204T174613Z
UID:10000202-1768608000-1768694399@www.vthec.org
SUMMARY:Meeting the Instructional Needs of Students with Learning Disabilities: Math (Section 3)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nVT-HEC Office \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. and Abby Wiggins \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\n\n\nThis course prepares special educators to design and implement effective mathematics instruction for students with learning disabilities. Building on research in cognition\, numeracy development\, and special education\, participants will learn how to use formative assessment\, CRA (Concrete-Representational-Abstract) instructional sequences\, and evidence-based strategies to support student growth. Emphasis will be placed on access and equity\, reducing math anxiety\, and connecting high-leverage math concepts to the Vermont Core Teaching Standards and the Vermont Special Educator Standards. \n\n\n\nStart/End Dates: January 17\, 2026 – May 3\, 2026 Synchronous Class Meetings: \n\n\n\n1/17/2026: 9:00 AM – 3:00 PM (in person) \n\n\n\n2/7/2026: 12:30 PM – 3:30 PM (online) \n\n\n\n3/14/2026: 12:30 PM – 3:30 PM (online) \n\n\n\n4/11/2026: 12:30 PM – 3:30 PM (online) \n\n\n\n5/2/2026: 12:30 PM – 3:30 PM (online)
URL:https://www.vthec.org/event/meeting-the-instructional-needs-of-students-with-learning-disabilities-math-section-3/
LOCATION:Chamber of Commerce\, 33 Stewart St.\, Berlin\, VT\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260114T083000
DTEND;TZID=America/New_York:20260114T143000
DTSTAMP:20260414T211025
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
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260112T000000
DTEND;TZID=America/New_York:20260112T235959
DTSTAMP:20260414T211026
CREATED:20251107T142647Z
LAST-MODIFIED:20251113T163710Z
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:20260112T000000
DTEND;TZID=America/New_York:20260112T235959
DTSTAMP:20260414T211026
CREATED:20251111T164938Z
LAST-MODIFIED:20251113T163440Z
UID:10000203-1768176000-1768262399@www.vthec.org
SUMMARY:Investigations in PreK-Grade 3 Science and Social Studies
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nVT-HEC Office \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\n\n\n\n\nThis course prepares early childhood educators (PreK–3) to design and implement engaging science and social studies learning experiences that reflect the Vermont Early Learning Standards (VELS) and Next Generation Science Standards (NGSS). Emphasis is placed on fostering children’s curiosity through inquiry\, play\, and multisensory approaches to learning. Educators will explore strategies for integrating literacy\, community-based learning\, and cultural perspectives into instruction while supporting children’s developing scientific and historical thinking. Coursework combines readings\, collaborative discussion\, classroom observations\, and reflective practice to create a shared vision for high-quality science and social studies instruction in early childhood settings. \n\n\n\nStart/End Dates: January 12\, 2026 – May 6\, 2026 Synchronous Class Meetings | 8:30 AM – 3:00 PM \n\n\n\n1/17/2026 (online) \n\n\n\n2/28/2026 (online) \n\n\n\n4/4/2026 (online) \n\n\n\n5/2/2026 (in person)
URL:https://www.vthec.org/event/investigations-in-prek-grade-3-science-and-social-studies-2/
LOCATION:Chamber of Commerce\, 33 Stewart St.\, Berlin\, VT\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/getty-images-aLZHOXuBOC4-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260110T000000
DTEND;TZID=America/New_York:20260110T235959
DTSTAMP:20260414T211026
CREATED:20251111T161058Z
LAST-MODIFIED:20251204T174522Z
UID:10000201-1768003200-1768089599@www.vthec.org
SUMMARY:Meeting the Instructional Needs of Students with Learning Disabilities: Math (Section 2)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nVT-HEC Office \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. and Abby Wiggins \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\n\n\nThis course prepares special educators to design and implement effective mathematics instruction for students with learning disabilities. Building on research in cognition\, numeracy development\, and special education\, participants will learn how to use formative assessment\, CRA (Concrete-Representational-Abstract) instructional sequences\, and evidence-based strategies to support student growth. Emphasis will be placed on access and equity\, reducing math anxiety\, and connecting high-leverage math concepts to the Vermont Core Teaching Standards and the Vermont Special Educator Standards. \n\n\n\nStart/End Dates: January 10\, 2026 – May 3\, 2026 \n\n\n\nSynchronous Class Meetings: \n\n\n\n1/10/2026: 9:00 AM – 3:00 PM (in person) \n\n\n\n2/7/2026: 8:30 AM – 11:30 AM (online) \n\n\n\n3/14/2026: 8:30 AM – 11:30 AM (online) \n\n\n\n4/11/2026: 8:30 AM – 11:30 AM (online) \n\n\n\n5/2/2026: 8:30 AM – 11:30 AM (online)
URL:https://www.vthec.org/event/meeting-the-instructional-needs-of-students-with-learning-disabilities-math-section-2-2/
LOCATION:Chamber of Commerce\, 33 Stewart St.\, Berlin\, VT\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/iStock-538665574.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260105T000000
DTEND;TZID=America/New_York:20260105T235959
DTSTAMP:20260414T211026
CREATED:20251107T213750Z
LAST-MODIFIED:20251125T222610Z
UID:10000199-1767571200-1767657599@www.vthec.org
SUMMARY:Teaching PreK-Grade 3 Language Arts
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nVPA Conference Room\, Montpelier \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\n\n\nThis course is designed to address the competencies for the early childhood educator (PreK-3rd grade) endorsement. It delves into how children construct knowledge about literacy and  develop the ability to read and write. It also focuses on how teachers can support the early literacy development of children in preschool\, kindergarten\, and the primary grades by creating literacy rich environments and using developmentally appropriate instructional and assessment strategies.  \n\n\n\nStart/End Dates: January 5\, 2026 – April 26\, 2026 In Person Class Meetings | 8:30 AM – 3:00 PM \n\n\n\n1/10/2026 \n\n\n\n2/7/2026 \n\n\n\n3/7/2026  \n\n\n\n4/11/2026
URL:https://www.vthec.org/event/teaching-prek-grade-3-language-arts-2/
LOCATION:Community National Bank\, 316 N. Main St.\, Barre\, Vermont\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/getty-images-2AcT1x8Uy7s-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260105T000000
DTEND;TZID=America/New_York:20260105T235959
DTSTAMP:20260414T211026
CREATED:20251107T220258Z
LAST-MODIFIED:20251113T163525Z
UID:10000200-1767571200-1767657599@www.vthec.org
SUMMARY:Introduction to Early Intervention / Early Childhood Special Education
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nVT-HEC Office \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\n\n\n\n\n\n\nThis course is designed to provide students interested in obtaining the early childhood special educator endorsement with an introduction to the fields of early intervention (EI) and early childhood special education (ECSE).  It will focus on the following topics: historical perspectives and theoretical approaches of EI/ECSE; laws and regulations that govern EI and ECSE; professional roles\, responsibilities\, and ethics; and specific disabilities and their impact on young children’s development. In addition\, this course will introduce and provide an overview of the special education evaluation process\, eligibility determination\, collaboration\, and the development of the Individualized Education Plan (IEP) and the Individual Family Service Plan (IFSP) (known as the One Plan in Vermont). \n\n\n\nStudents will engage in online and virtual discussions\, create documents\, and reflect and write about their experiences. Students will explore a variety of evidenced-based practices and learn about several developmental disabilities and differences. \n\n\n\nStart/End Dates: January 5\, 2026 – May 6\, 2026 \n\n\n\nSynchronous Class Meetings | 8:30 AM – 3:00 PM \n\n\n\n1/10/2026 (in person) \n\n\n\n2/14/2026 (online) \n\n\n\n4/4/2026 (online) \n\n\n\n5/2/2026 (in person)
URL:https://www.vthec.org/event/introduction-to-early-intervention-early-childhood-special-education-2/
LOCATION:Community National Bank\, 316 N. Main St.\, Barre\, Vermont\, United States
CATEGORIES:Endorsements,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2022/08/9.28.22-Tips-and-Tools-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251217T083000
DTEND;TZID=America/New_York:20251217T143000
DTSTAMP:20260414T211026
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251212T083000
DTEND;TZID=America/New_York:20251212T143000
DTSTAMP:20260414T211026
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251211T083000
DTEND;TZID=America/New_York:20251211T143000
DTSTAMP:20260414T211026
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251205T083000
DTEND;TZID=America/New_York:20251205T143000
DTSTAMP:20260414T211026
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251204T083000
DTEND;TZID=America/New_York:20251204T143000
DTSTAMP:20260414T211026
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251203T083000
DTEND;TZID=America/New_York:20251203T143000
DTSTAMP:20260414T211026
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:20251120T083000
DTEND;TZID=America/New_York:20251120T153000
DTSTAMP:20260414T211026
CREATED:20250819T183844Z
LAST-MODIFIED:20250904T113302Z
UID:10000180-1763627400-1763652600@www.vthec.org
SUMMARY:From Tension to Trust: Navigating Hard Conversations in Education
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\n\n\nThis workshop is designed for educators seeking to strengthen their ability to navigate difficult conversations with students\, colleagues\, families\, and community members. Grounded in the realities of school environments\, the session equips participants with the mindset\, skills\, and strategies needed to approach challenging dialogue with greater confidence\, care\, and clarity. Through engaging activities\, role plays\, and guided reflection\, participants will explore frameworks for effective communication\, practice de-escalation techniques\, and examine the personal and systemic dynamics that shape how we show up in moments of tension. By the end of the day\, educators will leave with a practical toolkit to foster trust\, build stronger school communities\, and support growth through discomfort and repair.Participants will: \n\n\n\n\nIdentify the factors that make conversations difficult in school settings and how to prepare for them with clarity and care.\n\n\n\nLearn and practice tools for active listening\, boundary-setting\, and de-escalation\, specifically tailored to classroom and staff interactions.\n\n\n\nDevelop strategies for managing their own emotional responses while supporting the emotional needs of students and colleagues.\n\n\n\nGain a framework for fostering accountability\, repairing harm\, and building mutual understanding within educational communities.\n\n\n\nLeave with a customizable toolkit to support effective communication\, conflict navigation\, and relational leadership in schools.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nEsther Charlestin
URL:https://www.vthec.org/event/from-tension-to-trust-navigating-hard-conversations-in-education/
LOCATION:Taconic Hotel\, 3855 Main St\, Manchester\, VT\, 05254\, United States
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/group-of-diverse-students-laughing-and-holding-books-in-a-library-environment.-6684600-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251114T083000
DTEND;TZID=America/New_York:20251114T143000
DTSTAMP:20260414T211026
CREATED:20250818T185215Z
LAST-MODIFIED:20251104T222723Z
UID:10000178-1763109000-1763130600@www.vthec.org
SUMMARY:AI in Education: Guiding Policies and 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\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D.\, Shaun Langevin\, Renee Langevin \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 guide educational leaders through the foundational steps of navigating Artificial Intelligence (AI) in schools. Participants will explore the current and emerging impacts of AI on teaching\, learning\, and leadership\, and will collaboratively develop draft guidelines or policies that address AI integration\, ethical use of AI\, and student data protection.The session will also support participants in identifying staff development needs\, designing equitable and responsive professional learning opportunities\, and aligning AI use with school and district goals. Through a mix of expert input\, scenario-based planning\, policy templates\, and peer collaboration\, leaders will leave with a clearer vision\, a set of draft guidelines or use policies\, and a preliminary plan for staff development. \n\n\n\nParticipants will: \n\n\n\n\nUnderstand the current educational implications\, opportunities\, and challenges of AI tools.\n\n\n\nReview and evaluate sample AI policies and guidance documents.\n\n\n\nDraft initial AI guidelines or policy language tailored to their local context.\n\n\n\nIdentify core professional development priorities for staff around AI literacy and implementation.\n\n\n\nLeave with a concrete action plan to support policy creation and staff development in their schools or districts.\n\n\n\n\nPresented by: \n\n\n\n\n\n\n\n\n\n\nMike Berry \n\n\n\n\n\n\n\n\n\n\n\nRenee Langevin \n\n\n\n\n\n\n\n\n\n\n\nShaun Langevin
URL:https://www.vthec.org/event/getting-started-with-ai-building-foundations-for-policy-and-practice/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/top-view-of-a-diverse-team-collaborating-in-an-office-setting-with-laptops-and-tablets-promoting-cooperation.-3183197-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251113T083000
DTEND;TZID=America/New_York:20251113T143000
DTSTAMP:20260414T211026
CREATED:20250903T143459Z
LAST-MODIFIED:20251106T173409Z
UID:10000183-1763022600-1763044200@www.vthec.org
SUMMARY:AI & Work-Based Learning: Preparing Students for the Future of Work
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.\, Mike Berry\, & Renee Langevin \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 help work-based learning (WBL) educators navigate the rapidly evolving world of artificial intelligence (AI) and its implications for student preparation\, industry partnerships\, and career readiness programming.Participants will explore how AI is transforming the world of work\, analyze emerging labor trends\, and consider how to embed AI awareness and responsible use into their existing WBL structures. Through collaborative planning\, reflection\, and resource sharing\, attendees will draft strategies to prepare students for AI-influenced careers\, as well as develop AI-related workplace learning experiences. \n\n\n\nParticipants will: \n\n\n\n\nUnderstand the impact of AI on the workforce and how it affects career pathway planning.\n\n\n\nIdentify opportunities to integrate AI literacy into existing WBL programs.\n\n\n\nExplore examples of AI-infused WBL experiences that promote career readiness.\n\n\n\nPlan for partnerships with industry to reflect emerging AI skills.\n\n\n\nDevelop a customized strategy to prepare students for AI-influenced careers and ethical workplace use of AI.\n\n\n\n\nPresented By:\n\n\n\n\n\n\n\n\n\n\nMike Berry \n\n\n\n\n\n\n\n\n\n\n\nRenee Langevin \n\n\n\n\n\n\n\n\n\n\n\nShaun Langevin
URL:https://www.vthec.org/event/ai-work-based-learning-preparing-students-for-the-future-of-work/
LOCATION:VT
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/two-engineers-collaborating-on-testing-a-futuristic-robotic-prototype-in-a-modern-indoor-lab.-3913031-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251112T083000
DTEND;TZID=America/New_York:20251112T150000
DTSTAMP:20260414T211026
CREATED:20250904T123833Z
LAST-MODIFIED:20251031T173455Z
UID:10000188-1762936200-1762959600@www.vthec.org
SUMMARY:Reimagining Advisory and Grade Teams in Middle and High School (In-Person)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nPrice:  \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\nTopics: \n\n\nGeneral Education\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\nLocation:  \n\n\n\n\n\n\n\n\n\nParticipants must attend both dates:  \n\n\n\n\nNovember 12\, 2025\n\n\n\nDecember 10\, 2025\n\n\n\n\nThis is a hybrid event.  \n\n\n\nThe in-person option is full. Waitlist only.  \n\n\n\n Virtual option available. \n\n\n\n\n\n\n\n\nThis two-day workshop invites educators to reimagine school practices that must work to meet the needs of today’s young people and the teachers who support their social-emotional and academic development. Participants will focus on two high-impact areas: Advisory and Grade Teams. In exploring these two structures\, we will consider many elements of a thriving school community: shared decision-making\, restorative practices\, the cultivation of transferable skills\, and daily routines that foster belonging\, agency\, and empowerment for young people and adults. \n\n\n\nOn Day 1\, participants will deepen their understanding of Advisory as an engine for community belonging as well as advancing the academic program of the school. Through examples from Vermont schools\, and reflective protocols\, educators will identify ways to build upon strengths already in place to enable Advisory to be a vehicle for tier-1 restorative practices\, family engagement\, effective student-led conferences\, proficiency-based learning systems\, community building\, and deprivatized classroom practice. \n\n\n\nOn Day 2\, participants will turn their attention to Grade Teams as a practice for supporting student growth and teacher collaboration. Often thought of as a middle school structure\, effective grade teams are crucial for student learning and teacher efficacy at every grade level. Participants will examine challenges that often undermine effective teaming and design solutions that align with their school’s values—whether strengthening communication\, improving responsiveness to student needs\, or building shared accountability. They will leave with strategies for making teacher teams more purposeful\, cohesive\, and effective in supporting the needs of students. Across both days\, educators will collaborate with peers\, bring fresh ideas\, and see how to adapt proven practices and frameworks to their settings. \n\n\n\nParticipants will: \n\n\n\n\nAssess strengths and growth areas of current Advisory and Grade Team structures.\n\n\n\nDevelop strategies for both expanding the capacity of Advisory systems and overcoming barriers to forming effective Grade Level Teams.\n\n\n\nOutline concrete steps for implementation.\n\n\n\nIdentify meaningful ways to integrate core values into the daily routines and practices of Advisory and Grade Teams so they are lived\, not just stated\n\n\n\nBuild a personalized set of tools and resources to guide ongoing work after the workshop.
URL:https://www.vthec.org/event/reimagining-advisory-and-grade-teams-in-middle-and-high-school-in-person/
LOCATION:VPA Conference Room\, 2 Prospect Street\, Montpelier\, Vermont\, 05602
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/06/hands-united-around-a-plant-symbolizing-teamwork-and-eco-friendly-efforts-outdoors.-5029919-scaled-2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251112T083000
DTEND;TZID=America/New_York:20251112T150000
DTSTAMP:20260414T211026
CREATED:20250904T150422Z
LAST-MODIFIED:20251106T141133Z
UID:10000189-1762936200-1762959600@www.vthec.org
SUMMARY:Reimagining Advisory and Grade Teams in Middle and High School (Virtual)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nPrice:  \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\nTopics: \n\n\nGeneral Education\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend both dates:  \n\n\n\n\nNovember 12\, 2025\n\n\n\nDecember 10\, 2025\n\n\n\n\nThis is a hybrid event. In-person option is full – waitlist only.  \n\n\n\n\n\n\n\n\nThis two-day workshop invites educators to reimagine school practices that must work to meet the needs of today’s young people and the teachers who support their social-emotional and academic development. Participants will focus on two high-impact areas: Advisory and Grade Teams. In exploring these two structures\, we will consider many elements of a thriving school community: shared decision-making\, restorative practices\, the cultivation of transferable skills\, and daily routines that foster belonging\, agency\, and empowerment for young people and adults.On Day 1\, participants will deepen their understanding of Advisory as an engine for community belonging as well as advancing the academic program of the school. Through examples from Vermont schools\, and reflective protocols\, educators will identify ways to build upon strengths already in place to enable Advisory to be a vehicle for tier-1 restorative practices\, family engagement\, effective student-led conferences\, proficiency-based learning systems\, community building\, and deprivatized classroom practice. \n\n\n\nOn Day 2\, participants will turn their attention to Grade Teams as a practice for supporting student growth and teacher collaboration. Often thought of as a middle school structure\, effective grade teams are crucial for student learning and teacher efficacy at every grade level. Participants will examine challenges that often undermine effective teaming and design solutions that align with their school’s values—whether strengthening communication\, improving responsiveness to student needs\, or building shared accountability. They will leave with strategies for making teacher teams more purposeful\, cohesive\, and effective in supporting the needs of students. Across both days\, educators will collaborate with peers\, bring fresh ideas\, and see how to adapt proven practices and frameworks to their settings. \n\n\n\nParticipants will: \n\n\n\n\nAssess strengths and growth areas of current Advisory and Grade Team structures.\n\n\n\nDevelop strategies for both expanding the capacity of Advisory systems and overcoming barriers to forming effective Grade Level Teams.\n\n\n\nOutline concrete steps for implementation.\n\n\n\nIdentify meaningful ways to integrate core values into the daily routines and practices of Advisory and Grade Teams so they are lived\, not just stated\n\n\n\nBuild a personalized set of tools and resources to guide ongoing work after the workshop.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nElijah Hawkes
URL:https://www.vthec.org/event/reimagining-advisory-and-grade-teams-in-middle-and-high-school-virtual/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/06/hands-united-around-a-plant-symbolizing-teamwork-and-eco-friendly-efforts-outdoors.-5029919-scaled-2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251106T083000
DTEND;TZID=America/New_York:20251106T143000
DTSTAMP:20260414T211026
CREATED:20250725T181607Z
LAST-MODIFIED:20251031T165411Z
UID:10000161-1762417800-1762439400@www.vthec.org
SUMMARY:Designing Responsive\, Integrated Units for Early Literacy and Exploration
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\nThis workshop will support educators in creating integrated units that build strong foundations in reading comprehension through hands-on\, inquiry-driven instruction. Grounded in the Science of Reading\, this approach aligns with research showing that young children need rich opportunities for knowledge building\, oral language development\, and vocabulary growth to support deep comprehension. Participants will create an integrated unit that weaves together literacy skills and science or social studies. Emphasis will be placed on how to make these units responsive to children’s authentic interests and lived experiences\, creating learning environments where children feel ownership and joy in their investigations.Participants will: \n\n\n\n\nCreate an integrated\, inquiry-based unit of study.\n\n\n\nDesign NGSS-aligned science and C-3 aligned social studies investigations that support vocabulary\, language\, and literacy development.\n\n\n\nExplore how to create units that are responsive to children’s identities\, questions\, and observations.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nChristine Hertz Hausman
URL:https://www.vthec.org/event/designing-responsive-integrated-units-for-early-literacy-and-exploration/
LOCATION:VT
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/07/group-of-children-learning-about-geography-using-a-globe-in-a-bright-classroom-setting.-8926551-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251104T130000
DTEND;TZID=America/New_York:20251104T150000
DTSTAMP:20260414T211026
CREATED:20250806T174213Z
LAST-MODIFIED:20251022T141708Z
UID:10000165-1762261200-1762268400@www.vthec.org
SUMMARY:Guiding Practices for New Special Educators
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. & Kara Griswold\, M.Ed \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\n\nParticipants must attend all events: \n\n\n\n\n\n\nNovember 4\n\n\n\nDecember 9\n\n\n\nJanuary 13\n\n\n\n\n\n\n\nFebruary 10\n\n\n\nMarch 10\n\n\n\nApril 14\n\n\n\n\n\n\n\n\n\n\nThe early years of special education teaching can feel overwhelming\, stressful\, and isolating. This professional learning opportunity supports Vermont special education teachers  during their first five years on the job. These monthly sessions will include presentations by experienced Vermont educational leaders focusing on timely\, high-impact topics relevant to new special educators. Each meeting will conclude with group discussions and space to share tools and ideas.  \n\n\n\nCase Management and Facilitation of Effective Meetings – 11/4/25This session will focus on best practices for effective special education case management\, including strategies for organizing documentation\, monitoring service delivery\, and ensuring compliance with timelines. Participants will explore tools for managing communication\, collaborating with team members\, and maintaining a clear connection between student needs and IEP implementation.IEP Development – Present Levels and Measurable Goals & Objectives – 12/9/25This session will focus on strengthening IEP development through the lens of writing clear\, measurable present levels of academic and functional performance\, as well as aligned goals and objectives. Participants will review examples\, practice identifying key data\, and learn how to craft language that reflects both the student’s current abilities and targeted growth opportunities grounded in standards-based learning progressions.Mindset\, Self Care\, and Professional Identity – 1/13/26This session will explore the importance of developing a healthy professional identity\, maintaining a growth mindset\, and building sustainable self-care practices as a new special education teacher. Participants will reflect on the emotional demands of the role and identify strategies to manage stress\, maintain balance\, and stay grounded in purpose. The goal is to support long-term success and resilience in this rewarding but challenging field.Progress Monitoring and Data Collection – 2/10/26This session will focus on strategies for monitoring student progress toward IEP goals through meaningful and manageable data collection practices. Participants will explore tools and methods for collecting\, organizing\, and analyzing data that directly align with measurable goals and objectives. Emphasis will be placed on using data to inform instruction\, support decision-making\, and communicate student growth effectively.Specially Designed Instruction and Service Delivery Models – 3/10/26This session will focus on understanding specially designed instruction (SDI) and how it differs from general education interventions. Participants will explore how to design specialized instruction that aligns with a student’s identified disability-related needs\, including adjustments to content\, methodology\, or delivery. Various special education service delivery models will be discussed\, along with how to determine which models best support access and progress in the general curriculum.Effective Collaboration and Supervision of Support Staff  –  4/14/26This session will focus on effective strategies for collaborating with and supervising support staff\, including paraeducators and instructional assistants. Participants will explore ways to establish clear roles\, provide meaningful feedback\, and foster shared responsibility for student success. Communication practices that promote consistency\, clarity\, and trust across teams will also be discussed. \n\n\n\nLooking to go further?Start with  Orientation to Special Education\, a two-day workshop series that provides helpful context for new special educators\, and then continue with this series and/or additional coursework to complete Essential Skills for New Special Education Teachers\, a 2-credit graduate course (registration coming soon!) \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJen Patenaude\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nKara Griswold
URL:https://www.vthec.org/event/guiding-practices-for-new-special-educators/
LOCATION:VT
CATEGORIES:Professional Learning,Webinars
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/iStock-1767378255-e1754428250360.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251030T083000
DTEND;TZID=America/New_York:20251030T143000
DTSTAMP:20260414T211026
CREATED:20250730T181649Z
LAST-MODIFIED:20250904T113019Z
UID:10000164-1761813000-1761834600@www.vthec.org
SUMMARY:Writing Effective IEP Goals for Preschoolers
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\nThis interactive workshop will equip participants with skills to develop high-quality\, developmentally appropriate IEP goals for preschool-aged children. Through practical strategies and real-life examples\, attendees will explore how well-crafted IEP goals support program planning\, guide instructional decisions\, and drive meaningful progress monitoring. Participants will learn how to write measurable\, relevant\, individualized goals aligned with evidence-based practices as well as federal and state special education regulations. The session will also address systems for tracking and reporting progress\, ensuring goals remain relevant and actionable across the span of the year. \n\n\n\nParticipants will leave this session with the knowledge and tools to: \n\n\n\n\nWrite meaningful goals: Develop developmentally appropriate\, measurable IEP goals for preschoolers that meet federal and state requirements and align with best practices.\n\n\n\nPlan with purpose: Use IEP goals to guide program planning and instructional decision-making in early childhood settings.\n\n\n\nCollaborate as a team: Strengthen collaborative practices among IEP team members—including families\, educators\, and specialists—to ensure goals are individualized\, shared\, and supported consistently.\n\n\n\nMonitor progress effectively: Design practical systems that support instructional tracking and reporting progress across goals\, environments and service providers.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJudith Masson\, M.Ed
URL:https://www.vthec.org/event/writing-effective-iep-goals-for-preschoolers/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/11.18.22-IEP-Goals-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251025T083000
DTEND;TZID=America/New_York:20251025T143000
DTSTAMP:20260414T211026
CREATED:20250815T185012Z
LAST-MODIFIED:20250903T181646Z
UID:10000179-1761381000-1761402600@www.vthec.org
SUMMARY:UDL to Promote Genuine Belonging in Neurodiverse 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\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 empower educators to create an inclusive and supportive classroom environment that fosters a sense of belonging through the principles of UDL. Workshop topics will include understanding UDL\, its impact on belonging\, and the importance of developing reflective processes to ensure our practices meet the needs of neurotypical and neurodivergent students. Participants will explore tools and best practices for meeting the diverse needs of their students while promoting engagement\, motivation\, and academic success. They will leave ready to implement UDL-aligned practices that create a culture of belonging within their own classrooms and in their wider school communities. Participants will: \n\n\n\n\nGain a better understanding of the range of access barriers facing neurodivergent students and how UDL can be leveraged to address them.\n\n\n\nExplore belonging as it pertains to school communities\, especially in the context of neurodiverse classrooms\, and identify strategies for fostering cultures of belonging.\n\n\n\nAdd new resources\, practices\, and tools to their existing UDL-oriented tool boxes.\n\n\n\n\nThis workshop can be taken on it’s own or as part of the 3-credit graduate course Implementing Universal Design for Learning (UDL) in Neuro-Shared Spaces. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nKelly Cray\, M.Ed
URL:https://www.vthec.org/event/udl-to-promote-genuine-belonging-in-neurodiverse-classrooms/
LOCATION:VT
CATEGORIES: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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END:VCALENDAR