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DTSTART;TZID=America/New_York:20260415T083000
DTEND;TZID=America/New_York:20260415T143000
DTSTAMP:20260415T232658
CREATED:20251204T202600Z
LAST-MODIFIED:20260310T160348Z
UID:10000234-1776241800-1776263400@www.vthec.org
SUMMARY:Teaching About Bodies and Human Development: Practical Tools for Inclusive Classrooms
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\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\nRegistration Coming Soon!  \n\n\n\n\n\n\n\n\nIn this workshop\, participants will examine their existing lessons and identify opportunities to strengthen accuracy and belonging—while remaining aligned with district\, state\, and national standards (SHAPE America\, National Sex Education Standards\, CDC\, NGSS). Educators will gain practical strategies\, sample language\, and vetted resources to embed gender inclusivity into lessons on puberty\, anatomy\, and physiology. Participants will leave better equipped to teach about bodies and development in ways that are scientifically accurate\, inclusive of real student diversity\, and grounded in student wellbeing \n\n\n\nThis session will also build educators’ confidence to respond thoughtfully and professionally\, grounding instruction in science and student wellbeing. \n\n\n\nOutcomes: \n\n\n\n\nIdentify where puberty and body-system lessons may unintentionally reinforce gender binaries or overlook the diversity of real students.\n\n\n\nStrengthen lessons to reflect scientific accuracy and the natural variation found across human bodies and experiences.\n\n\n\nPractice inclusive\, developmentally appropriate language for teaching about the human body in ways that foster belonging.\n\n\n\nBuild confidence navigating family questions\, opt-outs\, and policy considerations while maintaining professionalism and alignment with standards.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nLaura Pascoe
URL:https://www.vthec.org/event/teaching-physiology-and-anatomy-inclusively/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/12/teacher-and-student-interact-with-a-skeleton-model-during-a-lively-biology-lesson-in-a-classroom.-5428146-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260410T083000
DTEND;TZID=America/New_York:20260410T143000
DTSTAMP:20260415T232658
CREATED:20251203T211803Z
LAST-MODIFIED:20251210T131348Z
UID:10000231-1775809800-1775831400@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #4
DESCRIPTION:Workshop 4: Writing Development and Written Expression\n\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\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 #4 of a 4-part series. \n\n\n\n\n\n\n\n\nThis series will focus on the use of literacy assessment data to identify and address the needs of students who require targeted intervention. Participants will learn how to use formal and informal assessments to pinpoint the barriers to a student’s literacy development. They will then learn how to use this diagnostic information to understand the learner’s specific needs\, and identify evidence-based interventions to guide instructional planning.Participants will gain a set of practical tools and resources to both support instructional planning and guide team discussions and decisions around literacy. \n\n\n\nParticipants will be able to: \n\n\n\n\nAnalyze and interpret diagnostic assessment data to determine specific barriers to reading and writing development.\n\n\n\nConnect diagnostic findings to appropriate\, evidence-based interventions.\n\n\n\nApply tools and strategies to monitor progress\, adjust instruction\, and support collaborative problem-solving for students needing targeted literacy intervention.\n\n\n\n\n\n\n\n\nJanuary 23\, 2026: Foundational Literacy SkillsFebruary 13\, 2026: Word-Level Accuracy and AutomaticityMarch 18\, 2026: Fluency and ComprehensionApril 10\, 2026: Writing Development and Written Expression \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-4/
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:20260408T083000
DTEND;TZID=America/New_York:20260408T143000
DTSTAMP:20260415T232659
CREATED:20260122T181722Z
LAST-MODIFIED:20260122T213201Z
UID:10000238-1775637000-1775658600@www.vthec.org
SUMMARY:Resetting Special Education Evaluation Processes with Purpose
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\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\nSpecial education evaluations can often become routine\, following a cookie-cutter approach without a clear understanding of the purpose behind each step. This workshop invites participants to assess current practices and reset approaches to special education evaluations\, moving away from standardized processes and adopting more personalized\, purpose-driven strategies. Participants will learn to create evaluations that better inform decisions regarding specialized programming for both academic and functional skills. \n\n\n\nParticipants will: \n\n\n\n\nDevelop a clearer understanding of the purpose behind each step in the evaluation process\, ensuring that every component serves the student’s unique needs.\n\n\n\nMake intentional decisions about what data is necessary\, refining evaluation plans to focus on relevant\, meaningful information based upon current student performance.\n\n\n\nGain confidence in designing evaluations that are tailored to individual learning profiles\, leading to more accurate and impactful educational decisions.\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nJen Patenaude
URL:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose-2/
LOCATION:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose-2/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/close-up-photography-of-person-writing-on-white-paper-955392-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T083000
DTEND;TZID=America/New_York:20260403T143000
DTSTAMP:20260415T232659
CREATED:20251204T160632Z
LAST-MODIFIED:20251204T175300Z
UID:10000232-1775205000-1775226600@www.vthec.org
SUMMARY:Approaching Pathological Demand Avoidance with UDL-Aligned Strategies
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\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\nPathological demand avoidance (PDA)\, sometimes reframed as a persistent or pervasive drive for autonomy\, is gaining traction in educational discourse and reshaping how we interpret behaviors that educators may find challenging. PDA is not a formal diagnosis\, is not included in the DSM\, and lacks standardized\, clinically validated assessments. As a result\, educators may find themselves wondering whether a student’s learning profile aligns with PDA traits—and how best to support these learners effectively and ethically\, without inadvertently causing harm. \n\n\n\nThis workshop explores neurodiversity-affirming\, UDL – aligned practices that reduce the barriers encountered by students who present with a PDA profile\, while simultaneously increasing access\, autonomy\, and belonging. Participants will gain practical strategies for supporting students whose patterns are rooted in anxiety\, perceived threat\, or a need for control\, and will leave with tools that can be implemented immediately in diverse educational settings. \n\n\n\nParticipants will: \n\n\n\n\nIdentify key features of a PDA profile\, and understand the current research and its limitations.\n\n\n\nAnalyze classroom demands through a neurodiversity-affirming lens\, identifying which types of demands are most likely to present challenges and which ones can be universally adjusted.\n\n\n\nLearn to apply UDL-aligned strategies—including autonomy-supportive practices\, flexible pathways\, and scaffolding for transitions.\n\n\n\nDevelop relationship-centered approaches that build trust\, co-regulation\, and psychological safety\, with an emphasis on supporting students’ sense of control.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nHannah Markos
URL:https://www.vthec.org/event/approaching-pathological-demand-avoidance-with-udl-aligned-strategies/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/04/milhad-art-4DHhWai8Iqs-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260325T083000
DTEND;TZID=America/New_York:20260325T143000
DTSTAMP:20260415T232659
CREATED:20251204T213623Z
LAST-MODIFIED:20260122T162923Z
UID:10000235-1774427400-1774449000@www.vthec.org
SUMMARY:Teaching STEM to Examine and Understand Social Inequities
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n     Thanks to grant support from the Agency of Education for VT-HEC’s new Mathematics & Science program\, this workshop is being offered at a reduced cost. \n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\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\nStudying the intersections of STEM and social inequality empowers students and educators to see mathematics and science not just as abstract disciplines\, but as tools for understanding—and ultimately transforming—the world around them. This workshop will explore how STEM can be used as a powerful tool to understand systemic\, social inequalities. Participants will examine real-world data\, external resources\, and their own curriculum to uncover patterns of inequity and connect mathematical learning to social issues such as education\, healthcare\, housing\, and environmental access. Through this work\, teachers will use critical thinking skills and gain a deeper understanding of how structural disparities are measured\, analyzed\, and addressed. The workshop will emphasize ethical inquiry\, civic responsibility\, and the application of STEM knowledge to promote social justice and equity. Participants will leave with ideas for revising a current unit or developing a new one. \n\n\n\nParticipants will: \n\n\n\n\nAnalyze and interpret data to identify patterns of inequity in societal and community contexts.\n\n\n\nApply mathematical and scientific reasoning to real-world social issues.\n\n\n\nConnect Common Core Math and Next Generation Science Standards to lessons that explore systemic inequalities.\n\n\n\nCritically evaluate and select teaching and curricular resources that promote equity.\n\n\n\nDevelop lesson plans or units that integrate STEM concepts with social justice themes.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nMonica Desrochers
URL:https://www.vthec.org/event/analyzing-injustice-through-stem/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/11/a-young-boy-viewing-a-digital-screen-with-data-streams-symbolizing-technology-interaction.-9783353-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260320T083000
DTEND;TZID=America/New_York:20260320T143000
DTSTAMP:20260415T232659
CREATED:20251203T182232Z
LAST-MODIFIED:20251204T232747Z
UID:10000229-1773995400-1774017000@www.vthec.org
SUMMARY:Executive Functioning in Action: Practical Strategies for Classroom Implementation
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\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\nThis event includes a 90 minute recording to be viewed prior to attending the live workshop. \n\n\n\n\n\n\n\n\nThis recording and workshop series will equip educators with a working understanding of executive functioning (EF) and its critical role in student learning\, behavior\, and emotional regulation across grade levels. Participants will gain practical\, developmentally appropriate strategies to identify EF challenges\, adapt instruction\, and support students in building executive functioning skills. Grounded in inclusive education practices\, this training will empower educators to create supportive classroom environments that foster independence\, self-regulation\, and academic resilience for all learners.The recording will introduce the core components of EF\, including working memory\, cognitive flexibility\, and inhibitory control. They will examine how EF develops across childhood and adolescence\, how EF challenges manifest in different grade levels\, and how they intersect with learning disabilities\, ADHD\, and other complex needs. Foundational strategies for observing and supporting EF in the classroom will be shared.Participants will: \n\n\n\n\nDefine EF’s core components.\n\n\n\nDescribe how EF develops across childhood and adolescence.\n\n\n\nIdentify common signs of EF difficulties at different grade levels.\n\n\n\nRecognize the relationship between EF challenges and academic\, behavioral\, and emotional outcomes.\n\n\n\n\nThe workshop will build on the foundational learning from the recording\, guiding educators in embedding EF supports into everyday instruction and routines. With a focus on practical application\, participants will learn strategies for modeling metacognition\, scaffolding tasks\, supporting transitions\, and using visual prompts. Participants will explore how to adapt these tools for their setting through case examples and breakout discussions. The training will conclude with approaches for explicitly teaching EF skills—such as goal-setting\, task initiation\, and emotional regulation—while promoting student independence through balanced guidance\, structured supports\, and feedback loops.Participants will: \n\n\n\n\nApply classroom-based strategies to support organization\, time management\, and self-monitoring.\n\n\n\nIntegrate visual aids\, structured routines\, and prompts to scaffold EF skills in instruction.\n\n\n\nDesign classroom environments that promote autonomy\, goal-setting\, and problem-solving in students with varying EF needs.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nShaunessy Egan
URL:https://www.vthec.org/event/executive-functioning-in-action-practical-strategies-for-classroom-implementation/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/04/getty-images-WXCroQFBhio-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260319T083000
DTEND;TZID=America/New_York:20260319T143000
DTSTAMP:20260415T232659
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:20260415T232659
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:20260415T232659
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
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260311T083000
DTEND;TZID=America/New_York:20260311T143000
DTSTAMP:20260415T232659
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:20260220T083000
DTEND;TZID=America/New_York:20260220T143000
DTSTAMP:20260415T232659
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:20260218T083000
DTEND;TZID=America/New_York:20260218T143000
DTSTAMP:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260129T083000
DTEND;TZID=America/New_York:20260129T143000
DTSTAMP:20260415T232659
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:20260123T083000
DTEND;TZID=America/New_York:20260123T143000
DTSTAMP:20260415T232659
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:20260122T083000
DTEND;TZID=America/New_York:20260122T143000
DTSTAMP:20260415T232659
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:20260114T083000
DTEND;TZID=America/New_York:20260114T143000
DTSTAMP:20260415T232659
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:20251217T083000
DTEND;TZID=America/New_York:20251217T143000
DTSTAMP:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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:20260415T232659
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
END:VCALENDAR