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:20260319T083000
DTEND;TZID=America/New_York:20260319T143000
DTSTAMP:20260405T092138
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\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\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/
LOCATION:VT
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:20260318T083000
DTEND;TZID=America/New_York:20260318T143000
DTSTAMP:20260405T092138
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\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 #3 of a 4-part series. \n\n\n\nParticipants may register for workshops individually.  \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/
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:20260313T083000
DTEND;TZID=America/New_York:20260313T143000
DTSTAMP:20260405T092138
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\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\nMarch 13\, 2026\n\n\n\nApril 2\, 2026\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/
LOCATION:VT
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:20260313T000000
DTEND;TZID=America/New_York:20260313T235959
DTSTAMP:20260405T092138
CREATED:20251125T193610Z
LAST-MODIFIED:20260218T160158Z
UID:10000216-1773360000-1773446399@www.vthec.org
SUMMARY:Brain-Based Strategies for Early Language Development
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\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\nMarch 13\, 2026\n\n\n\nApril 2\, 2026\n\n\n\n\n\n\n\n\n\nCourse Dates & Required Texts\n\n\n\n \n\n\n\nCourse DescriptionThis course is designed to deepen participants’ understanding of early brain development and its critical connection to language acquisition from birth through kindergarten. Participants will study how young children’s brains grow and how this growth supports language development across infancy\, toddlerhood\, and the preschool years. Participants will then examine key developmental milestones\, learn how language is co-constructed through responsive interactions\, and practice strategies that promote strong communication skills in young children. Lastly\, participants will shift the focus from knowledge of these milestones to adult action steps\, helping participants bridge the gap between understanding and consistent practice. Through guided reflection and collaborative problem-solving\, attendees will identify practical solutions to common implementation obstacles and tailor strategies to fit their unique environments.  \n\n\n\nParticipants will: \n\n\n\n\nDescribe how early childhood brain development underpins language growth\, including expected receptive and expressive milestones during infancy\, toddlerhood\, and preschool.\n\n\n\nUnderstand responsive caregiver strategies\, including serve and return\, co-regulation and expansion\, and therapeutic interventions such as Toy Talk.  \n\n\n\nApply learned strategies to real‑world caregiver–child interactions\, troubleshoot common barriers (e.g.\, limited time\, distractions\, inconsistent routines)\, and practice scaffolding and responsive techniques in realistic scenarios.\n\n\n\n\nWith a focus on the critical connection between early brain development and language growth\, participants will explore how language emerges through meaningful interactions and relationships. Emphasizing a co-constructed approach—where language develops within social and communicative contexts—this course provides practical strategies to support young children’s language development across diverse settings. Through reflective practice\, discussion\, and application of research-based concepts\, participants will deepen their understanding of how to intentionally nurture early communication and language skills.  \n\n\n\n\n\nTo attend the workshops series only\, not for graduate credit\, please register here.
URL:https://www.vthec.org/event/brain-based-strategies-for-early-language-development-course/
LOCATION:VT
CATEGORIES:Graduate Courses
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:20260311T083000
DTEND;TZID=America/New_York:20260311T143000
DTSTAMP:20260405T092138
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\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\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/
LOCATION:VT
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:20260304T000000
DTEND;TZID=America/New_York:20260304T235959
DTSTAMP:20260405T092138
CREATED:20251204T163357Z
LAST-MODIFIED:20260130T160627Z
UID:10000233-1772582400-1772668799@www.vthec.org
SUMMARY:Curiosity at the Core: Human-Centered Approaches to Teaching and Learning
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\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 course examines how curiosity\, compassion\, and connection transform teaching and learning. Drawing on topics and strategies covered in A Stance of Curiosity podcast and companion webinar series—participants will explore the effects of trauma\, stress\, and adversity on students and educators\, and develop strategies that foster resilience\, belonging\, and authentic learning. The course emphasizes neurodiversity-affirming and trauma-informed approaches\, highlighting the power of co-regulation\, play\, communication\, and professional wellness to create inclusive classrooms and thriving school communities. Through applied practice and reflection\, participants will critically evaluate systemic barriers in education and design curiosity-driven solutions that honor both student and educator well-being. \n\n\n\nStart/End Dates: March 4\,2026 – June 3\,2026 \n\n\n\nThis is an asynchronous course\, meaning there are no class meetings. Work will be completed independently\, with assignments due weekly. \n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our instructor:\n\n\n\nGillian Boudreau
URL:https://www.vthec.org/event/curiosity-at-the-core-human-centered-approaches-to-teaching-and-learning/
LOCATION:VT
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/09/students-engage-eagerly-in-a-classroom-raising-hands-and-participating-in-a-lesson-with-their-teacher.-5212329-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260220T083000
DTEND;TZID=America/New_York:20260220T143000
DTSTAMP:20260405T092139
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\nGeneral Education\n\n\n\n\nInstructor(s): Danielle Kent & Kelly Cray \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\nFebruary 20\, 2026\n\n\n\nMarch 27\, 2026\n\n\n\nApril 17\, 2026\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/
LOCATION:VT
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:20260220T000000
DTEND;TZID=America/New_York:20260220T235959
DTSTAMP:20260405T092139
CREATED:20251112T195733Z
LAST-MODIFIED:20251205T120952Z
UID:10000207-1771545600-1771631999@www.vthec.org
SUMMARY:Neurodivergent-Centered Practices for Collaboration & Advocacy 
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. & Kelly Cray \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\nRegister for workshop series instead \n\n\n\n\n\n\n\n\nThis course is designed to support educators\, professionals\, and others whose work impacts students in PreK – 12 and beyond in building their knowledge and skills in the areas of collaboration and advocacy. With an emphasis on understanding inter-disciplinary processes for assessment and planning\, centering the student and family\, and navigating challenging conversations\, this course will highlight considerations necessary to implementing neurodiversity affirming practices at the team level. \n\n\n\nStart/End Dates: February 20\, 2026 – April 24\, 2026 \n\n\n\nSynchronous Online Class Meetings | 8:30 AM – 2:30 PM \n\n\n\n2/20/2026 \n\n\n\n3/27/2026 \n\n\n\n4/17/2026
URL:https://www.vthec.org/event/neurodivergent-centered-practices-for-collaboration-advocacy/
LOCATION:VT
CATEGORIES:Certificate Programs,Graduate Courses
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:20260218T083000
DTEND;TZID=America/New_York:20260218T143000
DTSTAMP:20260405T092139
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\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 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/
LOCATION:VT
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:20260213T083000
DTEND;TZID=America/New_York:20260213T143000
DTSTAMP:20260405T092139
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\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 #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\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/
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:20260212T083000
DTEND;TZID=America/New_York:20260212T143000
DTSTAMP:20260405T092139
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\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\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/
LOCATION:VT
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:20260211T083000
DTEND;TZID=America/New_York:20260211T143000
DTSTAMP:20260405T092139
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\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 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/
LOCATION:VT
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:20260206T083000
DTEND;TZID=America/New_York:20260206T143000
DTSTAMP:20260405T092139
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\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\nFebruary 6\, 2026\n\n\n\nMarch 6\, 2026\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/
LOCATION:VT
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:20260205T083000
DTEND;TZID=America/New_York:20260205T143000
DTSTAMP:20260405T092139
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\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\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/
LOCATION:VT
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:20260204T083000
DTEND;TZID=America/New_York:20260204T143000
DTSTAMP:20260405T092139
CREATED:20251121T164123Z
LAST-MODIFIED:20260128T205204Z
UID:10000215-1770193800-1770215400@www.vthec.org
SUMMARY:Supporting Gender-Inclusive Classrooms: From Awareness to Action
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\nGender norms shape how young people see themselves and others—affecting how they express emotion\, build friendships\, and imagine their futures. Many educators want to support gender-diverse students but haven’t had the chance to learn the foundations. This interactive workshop will introduce key concepts related to gender and explore how gender norms and stereotypes constrain possibilities for all students. Through real stories and data on both risks and resilience\, participants will deepen their understanding of gender diversity\, equity\, and the realities facing trans and nonbinary students across grade levels.Building on this foundation\, we’ll move from awareness to action: we will practice perspective-taking\, explore case studies\, engage in role plays and reflection. Each participant will leave with practical tools\, sample language\, and everyday practices to help make equity and inclusion the default in their schools.Participants will:  \n\n\n\n\nUnderstand the distinctions among gender identity\, gender expression\, assigned sex\, and sexual orientation.\n\n\n\nAnalyze how gender-related bias and misgendering affect student well-being and classroom climate.\n\n\n\nBuild confidence in responding with compassion to misgendering\, bias\, and exclusionary behavior with evidence-based strategies that promote safety and belonging.\n\n\n\nGain tools\, language\, and approaches for engaging families and colleagues in constructive dialogue.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nLaura Pascoe
URL:https://www.vthec.org/event/supporting-gender-inclusive-classrooms-from-awareness-to-action/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/04/5.9.23-Gender-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260203T000000
DTEND;TZID=America/New_York:20260203T235959
DTSTAMP:20260405T092139
CREATED:20251216T204605Z
LAST-MODIFIED:20251216T211257Z
UID:10000236-1770076800-1770163199@www.vthec.org
SUMMARY:Child Care Business Administration: Legal and Financial Management
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 hands-on\, 3-credit course (offered at both the undergraduate and graduate level through Vermont State University) is designed for early childhood professionals interested in child care administration\, as well as current and seasoned administrators seeking additional program management training. It will be delivered through four sessions plus online work that participants complete between sessions. Each meeting is designed to help early childhood directors/entrepreneurs develop skills\, knowledge\, resources\, and tools for effective legal and financial program management. Each session will be taught by experts in specific areas of program administration and early childhood education. Participants will use their own child care programs to apply what they are learning in this course. Each will develop a business plan\, network with other directors\, gather resources\, examine business strategies\, and develop techniques to improve business performance.  \n\n\n\nPre-Session February 3\, 2026 – Program OverviewInstructor\, Jen SeveranceVirtual Zoom meeting to review syllabus\, course description\, and assignments.Session #1 – February 10\, 2026: Leadership and Financial Strategies Part IElena Gustavson and Jen SeveranceReflect on your framework for leadership and prepare for a deep dive into financial and legal systems that will strengthen your business practices. Learn to assess your business\, plan strategically for growth\, and improve accounting practices.Session #2 – March 10\, 2026: Financial Strategies Part IIElena Gustavson and Jen SeveranceLearn to develop a budget for sustainability and growth. Session #3 – April 14\, 2026: Business LawShane McCormack and Jen SeveranceExamine the state and national legal systems that affect child care and business laws\, including liability\, contracts\, legal forms\, bylaws\, mandated reporting\, and legal structures to protect your business.Session #4 – May 5\, 2026:  The Law and Child Care: Human Resources/Employment LawKerin Stackpole and Jen SeveranceExamine specific laws related to human resources\, employment law\, and confidentiality to strengthen your policies\, practices\, and resources to lead. \n\n\n\n\n\n\n\n\n\n\n\nInstructed by\n\n\n\nJen Severence
URL:https://www.vthec.org/event/child-care-business-administration-legal-and-financial-management-3/
LOCATION:VT
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/gautam-arora-78Ae6N7rNvI-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260201T000000
DTEND;TZID=America/New_York:20260201T235959
DTSTAMP:20260405T092139
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:20260405T092139
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:20260405T092139
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:20260405T092139
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:20260405T092139
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:20260405T092139
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:20260405T092139
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:20260405T092139
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:20260405T092139
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
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:20260114T083000
DTEND;TZID=America/New_York:20260114T143000
DTSTAMP:20260405T092139
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:20260405T092139
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:20260405T092139
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:20260405T092139
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:20260405T092139
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
END:VCALENDAR