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:20230312T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20231105T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20240310T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20241103T060000
END:STANDARD
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
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241023T083000
DTEND;TZID=America/New_York:20241023T143000
DTSTAMP:20260403T225914
CREATED:20240904T234042Z
LAST-MODIFIED:20240930T144146Z
UID:10000051-1729672200-1729693800@www.vthec.org
SUMMARY:Weaving Together Play\, Language\, and Literacy
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\n \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\nIn this workshop\, participants will explore the dynamic intersection of play and literacy\, equipping them with innovative strategies to weave literacy and language instruction into authentic learning and play experiences. With a focus on the most recent research on literacy and language learning\, classroom examples\, and discussion\, participants will discover play-based literacy techniques\, explore developmentally appropriate practices\, and understand how to create engaging learning environments.  \n\n\n\nParticipants will:  \n\n\n\n\nLearn how to integrate literacy-rich activities into the day\, fostering emergent reading and writing skills without disrupting the natural flow of play. \n\n\n\nUnderstand how to tailor literacy activities to meet the diverse needs and developmental stages of young children\, ensuring that all learners are supported and challenged. \n\n\n\nGain practical tips for setting up play spaces that encourage literacy exploration. \n\n\n\nCollaborate with fellow educators to share successful strategies\, discuss challenges\, and reflect on how to implement new ideas in your own classroom setting.
URL:https://www.vthec.org/event/weaving-together-play-language-and-literacy/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_23_24_EC_Lit.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241030T083000
DTEND;TZID=America/New_York:20241030T143000
DTSTAMP:20260403T225914
CREATED:20240904T221013Z
LAST-MODIFIED:20241023T203228Z
UID:10000032-1730277000-1730298600@www.vthec.org
SUMMARY:Executive Function Skills: Strategies for Identifying and Overcoming Learning Barriers
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\nSarah will offer a functional definition of executive function skills and their typical development. Additionally\, participants will understand how to foster a student’s ability to develop more independent executive function skills through targeted interventions.  \n\n\n\nParticipants will be able to:  \n\n\n\n\nDevelop strategies to help students follow routines\, manage materials effectively\, and control impulses and emotions for successful self-regulation. \n\n\n\nImplement techniques to support task planning\, task initiation\, smooth transitions within and between tasks\, and the ability to sense the passage of time. \n\n\n\nEnhance students’ situational awareness\, ability to infer possible outcomes\, and carry out routines and tasks within allotted time frames. \n\n\n\nTeach students to develop a “memory for the future” and devise plans to achieve their goals.\n\n\n\n\nSarah Ward will return on March 14\, 2025 with a workshop for educators who work with middle and high school students. More information here.
URL:https://www.vthec.org/event/executive-function-skills-strategies-for-identifying-and-overcoming-learning-barriers/
LOCATION:VT
CATEGORIES:Endorsements,Initial Teaching License,Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_30_24_Executive_Functioning.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241106T083000
DTEND;TZID=America/New_York:20241106T143000
DTSTAMP:20260403T225914
CREATED:20240904T233202Z
LAST-MODIFIED:20240927T133819Z
UID:10000046-1730881800-1730903400@www.vthec.org
SUMMARY:Act 139: Using Reading Assessment Data to Guide MTSS-Based Instructional Decisions
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\nThis workshop will introduce Act 139 and explore best practices for administering and interpreting literacy assessments in accordance with the new requirements. It will highlight the importance of administering more individualized diagnostic assessments for students identified as having more complex learning needs. These students may struggle because there is an underlying learning difference\, or they may struggle because they haven’t yet received the explicit instruction they need. The workshop will also explore evidence-based literacy instructional practices and common misconceptions around these practices. In addition\, participants will consider how to organize instruction across the MTSS layers of support\, ensuring coordination based on testing data to effectively support students.Participants will: \n\n\n\n\nUnderstand the provisions of Act 139 related to literacy instruction and assessment.\n\n\n\nConsider the neurological and developmental processes critical for children to become proficient readers.\n\n\n\nReview the five key components of reading: phonemic awareness\, phonics\, vocabulary\, fluency\, and comprehension.\n\n\n\nUnderstand and discuss examples of different types of assessments\, including screeners\, diagnostics\, and progress monitoring.\n\n\n\nAnalyze universal screening data to plan for diagnostic testing and determine the necessary steps for targeted instruction.
URL:https://www.vthec.org/event/act-139-mtss/
LOCATION:VT
CATEGORIES:Endorsements,Initial Teaching License,Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/11_6_24_Science_of_Reading.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241108T083000
DTEND;TZID=America/New_York:20241108T143000
DTSTAMP:20260403T225914
CREATED:20240904T232507Z
LAST-MODIFIED:20240930T145516Z
UID:10000037-1731054600-1731076200@www.vthec.org
SUMMARY:Self Regulation in Young Learners: A Framework for Understanding and Reframing Behaviors
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. & Danielle Kent MS\, CCC-SLP \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\nParticular focus will be given to executive function skills\, communication skills\, co-regulation experiences\, sensory processing skills\, and individual differences. Participants will enhance their professional toolkit of strategies and tailored scaffolding to support these essential skills.  \n\n\n\nParticipants will:  \n\n\n\n\nGain a comprehensive understanding of self-regulation development and associated skills. \n\n\n\nAnalyze and discuss observed behaviors that could indicate underdeveloped or lagging skills. \n\n\n\nDraft a framework for supporting at least one key area discussed – such as executive function\, communication\, co-regulation\, sensory processing\, or individual differences – within the context of Universal Design for Learning. \n\n\n\nEnhance effective team collaboration skills for individualizing functional goals\, instructional plans\, and corresponding supports.
URL:https://www.vthec.org/event/self-regulation-in-young-learners-a-framework-for-understanding-and-reframing-behaviors/
LOCATION:VT
CATEGORIES:Endorsements,Initial Teaching License,Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/11_8_24_EC_Self_Regulation.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241115T083000
DTEND;TZID=America/New_York:20241115T143000
DTSTAMP:20260403T225914
CREATED:20240904T220412Z
LAST-MODIFIED:20240930T150237Z
UID:10000030-1731659400-1731681000@www.vthec.org
SUMMARY:Establishing and Maintaining Effective Educational Support Teams
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\nStrong multi-tiered systems of support (MTSS) require well-functioning educational support teams (ESTs). This has become especially crucial with the implementation of the 2023 special education rule changes\, which require evidence of the impact of layered interventions using recent and reliable progress monitoring data. This workshop will focus on the key systems and processes necessary for ensuring the establishment and maintenance of effective EST collaboration.  \n\n\n\nParticipants will:  \n\n\n\n\nUnderstand the role of an EST within a broader MTSS framework\, particularly in relation to the special education rule changes.\n\n\n\nAlign procedures and practices with a shared vision of the purpose of an EST. \n\n\n\nDelineate the roles and responsibilities of each EST member and the relational practices needed to maintain successful collaboration. \n\n\n\nIdentify effective systems for documenting the evidence used to intensify layers of intervention within EST plans\, using both diagnostic and progress monitoring data.
URL:https://www.vthec.org/event/establishing-and-maintaining-effective-educational-support-teams/
LOCATION:VT
CATEGORIES:Endorsements,Initial Teaching License,Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/11_15_24_EST_Reset.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241120T083000
DTEND;TZID=America/New_York:20241120T153000
DTSTAMP:20260403T225914
CREATED:20240904T221322Z
LAST-MODIFIED:20241118T181511Z
UID:10000033-1732091400-1732116600@www.vthec.org
SUMMARY:Integrating STEM\, Play\, Literacy\, and SEL in Early Childhood
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\nParticipants will learn how to weave together play\, literacy\, STEM\, and social-emotional learning (SEL) to design engaging\, developmentally appropriate\, and rigorous units of inquiry.  \n\n\n\nParticipants will:  \n\n\n\n\nDiscover how to guide young learners from initial exploration to deeper investigation\, nurturing their natural curiosity and encouraging critical thinking\, problem solving\, and other STEM skills. \n\n\n\nLearn how to identify and weave together the sparks and interests that arise in your classroom\, creating cohesive units that align with early childhood standards and developmental goals. Specific focus will be paid to the NGSS Cross-Cutting Concepts in the early childhood setting. \n\n\n\nEngage in collaborative discussions with fellow educators to share ideas\, reflect on your own practices\, and receive feedback on your unit plans. Leave with actionable insights and inspiration for your own classroom.
URL:https://www.vthec.org/event/integrating-stem-play-literacy-and-sel-in-early-childhood/
LOCATION:Capitol Plaza\, Montpelier\, VT\, 100 State Street\, Montpelier\, VT\, 05602\, United States
CATEGORIES:Endorsements,Initial Teaching License,Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/11_20_24EC_STEM.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241206T083000
DTEND;TZID=America/New_York:20241206T143000
DTSTAMP:20260403T225914
CREATED:20240904T233918Z
LAST-MODIFIED:20240930T175955Z
UID:10000050-1733473800-1733495400@www.vthec.org
SUMMARY:Using a Pattern of Strength and Weakness Approach to Determine SLD
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\nParticipants will be offered guidance for conducting a comprehensive\, reliable\, multi-battery assessment of learning-related cognitive abilities\, followed by recommendations for identifying statistically significant strengths and weaknesses. The workshop will also address how to determine when a PSW assessment supports the identification of a SLD. Additionally\, there will be a demonstration of Dehn’s PSW software and an interpretation of a case study.  \n\n\n\nParticipants will:  \n\n\n\n\nIdentify the cognitive processes essential for effective learning and the specific areas of academic achievement that rely heavily on these cognitive processes. \n\n\n\nDescribe how to use PSW analysis to identify SLD in a consistent\, reliable manner. \n\n\n\nReflect on current practices related to SLD determination and consider how these practices may need to be modified to better align with the intentions of the PSW model. \n\n\n\nRecognize several unique features of Dehn’s PSW model and software.
URL:https://www.vthec.org/event/using-a-pattern-of-strength-and-weakness-approach-to-determine-sld/
LOCATION:VT
CATEGORIES:Endorsements,Initial Teaching License,Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/08/12_6_24_PSW2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241213T083000
DTEND;TZID=America/New_York:20241213T143000
DTSTAMP:20260403T225914
CREATED:20240904T234205Z
LAST-MODIFIED:20241210T195408Z
UID:10000052-1734078600-1734100200@www.vthec.org
SUMMARY:Writing Measurable IEP Goals and Objectives to Monitor Educational Benefit
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\nBy aligning IEP goals with clear\, sequential learning steps\, educators can effectively monitor and communicate student progress over time to ensure educational benefit from specialized programming. Participants will be able to: Use standards-based learning progressions for both academic and functional skills to write specific and measurable present level of performance statements\, as well as goals and objectives. Create goals and objectives that support reliable data collection\, facilitating clear communication with families and other team members. Understand how writing measurable IEP goals and objectives supports the determination of educational benefit and subsequent decision-making. Better align the language of the IEP with corresponding specialized instruction.
URL:https://www.vthec.org/event/writing-measurable-iep-goals-and-objectives-to-monitor-educational-benefit/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/08/12_13_24_Measurable_IEP_Goals.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250116T083000
DTEND;TZID=America/New_York:20250116T143000
DTSTAMP:20260403T225914
CREATED:20241031T192025Z
LAST-MODIFIED:20241202T191122Z
UID:10000085-1737016200-1737037800@www.vthec.org
SUMMARY:Critical Use of Artificial Intelligence in Classrooms
DESCRIPTION:Date:  \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.\, Bradley Beth \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\nArtificial intelligence (AI) presents both promise and problems for educators and learners. Tools such as ChatGPT\, Copilot\, and Magic School offer unprecedented opportunities for educators to enhance their craft and create engaging lessons\, activities\, assessments\, rubrics\, and exemplars of student work. They also may perpetuate bias and misinformation. How can educators support learners to use AI appropriately? How can we leverage AI to engage learners in higher order thinking? How can we apply AI to efficiently design experiences that scaffold learning and minimize student misuse? In this session\, participants will learn how generative AI works and how it can and cannot be used. They will consider how to use AI to conserve time and expand opportunities to engage and support learners. Time will be allocated for participants to explore AI in the design of content supporting critical thinking in the classroom.Participants will be able to: \n\n\n\n\nDescribe what constitutes artificial intelligence (AI) and what it does and does not do;\n\n\n\nIdentify implications of generative AI for bias and inaccurate information;\n\n\n\nReflect on plagiarism concerns around student use of AI and the possibilities for AI-resistant learning experiences;\n\n\n\nSupport learners to use AI critically;\n\n\n\nApply AI tools to instruction\, assessment\, and content generation.
URL:https://www.vthec.org/event/critical-use-of-artificial-intelligence-in-classrooms/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
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:20250117T083000
DTEND;TZID=America/New_York:20250117T150000
DTSTAMP:20260403T225914
CREATED:20241024T213612Z
LAST-MODIFIED:20250115T201658Z
UID:10000084-1737102600-1737126000@www.vthec.org
SUMMARY:Trauma Informed Schools in 2025: Creating Thriving School Communities 
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\nJanuary 17\, 2025\n\n\n\nFebruary 7\, 2025\n\n\n\n\n\n\n\n\n\nOverview\n\n\n\nCreating enriching learning environments has become increasingly daunting. Schools face complex and interwoven challenges\, as well as rich opportunities to renew and strengthen understandings of trauma-informed practices\, and reinforce a collective commitment to the well-being of students and staff. This workshop series will connect the impact of stress and adversity on development with practical strategies that promote resilience.  \n\n\n\nParticipants will: \n\n\n\n\nLearn how caregiver\, racial\, and other forms of trauma impact both the formation of healthy relational patterns and the ways students respond to various experiences in school.  \n\n\n\nUnderstand how healthy motivation develops\, and learn practical strategies to enhance student motivation and engagement – even in situations of learned helplessness and/or chronic disengagement. \n\n\n\nExamine how trauma-informed discipline can both improve a sense of belonging and diminish inequities within a school community. \n\n\n\nGain strategies to improve self-regulation\, replace undesired behavioral responses\, and increase students’ resilience to the inherent stressors of school\, learning\, and social endeavors. \n\n\n\nIncrease understanding of the factors essential to building a culture of community care\, including the risks for compassion fatigue\, vicarious trauma\, and burnout. 
URL:https://www.vthec.org/event/trauma-informed-schools-in-2025-creating-thriving-school-communities-2/
LOCATION:https://www.vthec.org/event/trauma-informed-schools-in-2025-creating-thriving-school-communities-2/
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:20250123T083000
DTEND;TZID=America/New_York:20250123T153000
DTSTAMP:20260403T225914
CREATED:20241028T164121Z
LAST-MODIFIED:20250116T182023Z
UID:10000087-1737621000-1737646200@www.vthec.org
SUMMARY:White Educators\, (Mostly) White Schools\, and Racial Justice
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 both dates:  \n\n\n\n\nJanuary 23\, 2025\n\n\n\nFebruary 13\, 2025\n\n\n\n\n\n\n\n\n\n“There is nothing you can do for me. There is nothing you can do for Negroes. It must be done for you!” – James Baldwin\, author and activist\, to a mostly white audience. \n\n\n\nIt is important that white educators in 2025 continue to center racial justice efforts in our work. How can we strategically allocate resources to this work? What do these efforts look like in different settings? How can we see racial justice work as being as much about us as about others? In this series\, we will consider how white identity intersects with white school leaders’ efforts to advance racial justice school reform. We will discuss the importance of redistributing important resources that educators control\, including: the time dedicated to adult/student learning\, the topics adults and students learn about\, and the processes and pedagogies we use. Whether you identify as a white school educator or someone who works in collaboration with white educators\, you will leave the workshop with suggestions for concrete actions to continue to center and advance racial justice in our work. \n\n\n\nParticipants will: \n\n\n\n\nConsider how our own identity informs racial justice and school reform work.\n\n\n\nIdentify how to redistribute resources to create a more democratic community.\n\n\n\nDiscover resources for further learning and action.
URL:https://www.vthec.org/event/white-educators-mostly-white-schools-and-racial-justice/
LOCATION:https://www.vthec.org/event/white-educators-mostly-white-schools-and-racial-justice/
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:20250124T083000
DTEND;TZID=America/New_York:20250124T143000
DTSTAMP:20260403T225914
CREATED:20241111T222400Z
LAST-MODIFIED:20250116T182422Z
UID:10000103-1737707400-1737729000@www.vthec.org
SUMMARY:Autism Identification Under IDEA: Diagnostic Tools and Recent Research
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\nWith the Centers for Disease Control and Prevention (CDC) estimating that 1 in 36 children is identified with autism spectrum disorder (ASD)\, educational teams are increasingly tasked with determining eligibility for services. This workshop will provide an understanding of the Individuals with Disabilities Act (IDEA) autism classification criteria.  \n\n\n\nWhile there are similarities between the IDEA educational criteria and the DSM-5 diagnostic criteria for ASD\, understanding their distinctions is crucial for accurately identifying adverse effects\, planning appropriate supports\, and predicting educational outcomes. Additionally\, participants will explore how high rates of co-occurring conditions and trauma history can further complicate the identification process. The session will also provide an update on recent research trends in ASD diagnosis and review of various diagnostic and assessment tools\, highlighting their advantages and limitations for learners across grade levels. \n\n\n\nParticipants will: \n\n\n\n\nIdentify the criteria required for an educational classification of autism under IDEA.\n\n\n\nCompare and contrast the IDEA educational classification of autism with the DSM-5 clinical diagnostic criteria.\n\n\n\nIncrease knowledge and awareness of current trends in autism assessment\, as evident in recent empirical studies.\n\n\n\nEvaluate different assessment tools and measures used for diagnosing ASD\, their suitability for various purposes\, and how they can inform recommendations for specialized programming. \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\nHeather Flynn
URL:https://www.vthec.org/event/autism-identification-under-idea-diagnostic-tools-and-recent-research/
LOCATION:https://www.vthec.org/event/autism-identification-under-idea-diagnostic-tools-and-recent-research/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/creative-still-life-highlighting-autism-awareness-with-scrabble-tiles-and-chalk-drawings.-8709147-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250129T083000
DTEND;TZID=America/New_York:20250129T143000
DTSTAMP:20260403T225914
CREATED:20241108T200358Z
LAST-MODIFIED:20250116T191326Z
UID:10000096-1738139400-1738161000@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\n\n\n\n\n\nPresented by\n\n\n\nJen Patenaude
URL:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose/
LOCATION:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose/
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:20250206T083000
DTEND;TZID=America/New_York:20250206T143000
DTSTAMP:20260403T225914
CREATED:20241121T202932Z
LAST-MODIFIED:20250116T190314Z
UID:10000120-1738830600-1738852200@www.vthec.org
SUMMARY:Gender and Sexuality Development and Considerations in Autism Spectrum Disorder
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\nThe intersection of gender identity\, sexual health\, and neurodiversity is complex. While the needs of each individual are unique\, there are important common factors to consider that help support the academic and social success of students with autism spectrum disorder (ASD). Because identity development –  including gender identity and sexuality – are social processes\, autistic students can benefit from instruction that proactively addresses these topics. Participants will expand their knowledge around the intersectionality of autism\, gender identity\, and sexuality\, including LGBTQIA+\, and learn how to design educational settings that support students’ healthy development consistent with their peers. \n\n\n\nParticipants will: \n\n\n\n\nLearn about foundational developmental concepts related to gender identity and sexual development.\n\n\n\nConsider the social and developmental barriers common in the LGBTQIA+ community.\n\n\n\nUnderstand how the social challenges of autism relate to overall identity development\, including sexuality and gender identity. \n\n\n\nBe able to describe common social and cultural factors that drive gender development\, and how these can be uniquely experienced in the autistic community. \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\nMark Palmieri
URL:https://www.vthec.org/event/gender-and-sexuality-development-and-considerations-in-autism-spectrum-disorder/
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:20250214T083000
DTEND;TZID=America/New_York:20250214T143000
DTSTAMP:20260403T225914
CREATED:20241126T155234Z
LAST-MODIFIED:20250116T190742Z
UID:10000122-1739521800-1739543400@www.vthec.org
SUMMARY:What is Specially Designed Instruction?
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\n*Session 1 is required and participants can then choose any or all of the remaining sessions. \n\n\n\nRegister for the graduate course instead \n\n\n\n\n\n\n\n\nOverview\n\n\n\n*Session 1 of a 4-part series\, “Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers”\n\n\n\nThis series will focus upon what is truly special and distinct about specially designed instruction for literacy\, math\, and functional skills.  \n\n\n\nEducators are continually navigating the complexities of delivering increasingly intensive instruction within a multi-tiered system of supports (MTSS). Making informed special education eligibility decisions relies on a deep understanding of the difference between special education and general education layers of intervention. Vermont’s Special Education Rules define specially designed instruction (SDI) as adapting “the content\, methodology\, or delivery of instruction to address the unique needs of the child that result from the child’s disability.” This series aims to shift system-wide thinking away from merely reteaching the same content based on a student’s academic or functional ‘behindedness’ and move toward a focus on individualized instruction that addresses the unique ways a disability affects their learning. In addition\, this series addresses the differences between specialized instruction that supports student access to universal instruction and provides supplemental intensive instruction in areas of need.  \n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: math\, literacy\, and functional skills.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of the distinctions between general education instruction and specialized instruction for each core basic skill area through a developmental model\n\n\n\nExamine the decision-making process for identifying a student’s need for SDI within an MTSS framework\, focusing on the role of data-based decision-making teams\n\n\n\nDevelop an understanding of the difference between offering support to help students access universal instruction—focused on enabling them to ‘keep up’—and providing intensive\, targeted instruction in areas of need designed to help them ‘catch up’\n\n\n\nIdentify evidence-based instructional resources that support specialized instruction\, with adjustments to content\, delivery\, and methodology that address the specific impacts of a student’s disability\n\n\n\n\nWorkshops in this series: \n\n\n\n*February 14\, 2025    What is Specially Designed Instruction?  \n\n\n\nMarch 21\, 2025        Specially Designed Instruction for Functional Skills  \n\n\n\nApril 2\, 2025             Specially Designed Instruction for Math  \n\n\n\nMay 9\, 2025              Specially Designed Instruction for Literacy  \n\n\n\n \n\n\n\n*Session 1 is required and participants can then choose any or all of the remaining sessions \n\n\n\n\n\n\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/understanding-specially-designed-instruction-clarifying-its-role-within-mtss-layers/
LOCATION:https://www.vthec.org/event/understanding-specially-designed-instruction-clarifying-its-role-within-mtss-layers/
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:20250311T083000
DTEND;TZID=America/New_York:20250311T143000
DTSTAMP:20260403T225914
CREATED:20250124T210216Z
LAST-MODIFIED:20250128T211616Z
UID:10000135-1741681800-1741703400@www.vthec.org
SUMMARY:Student Behavior: From Naming to Reframing
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\nOne of the most significant design flaws in our neurobiological programming is bias. Whether our bias is emotional or cognitive\, implicit or explicit\, protective or restrictive\, it shapes how we see and interpret the world. Harmful biases can surface during times of stress\, especially in the challenging fields of human services. A powerful strategy to shift our reference points and beliefs–and as a result\, improve outcomes with students–is called reframing. \n\n\n\nReframing is the ability to look at something from a number of different perspectives and vantage points\, whether it is the behavior of someone else or our own beliefs. It is not simply a technique; it is a socio-political practice to see our students differently\, and in the process build more equitable and just systems. Reframing allows us to maneuver through some of the trickiest landscapes with students\, keeping our integrity and stress in check. When we can successfully reframe\, we are working to shift our own understanding and biases\, as well as the potential meaning and impact that other people’s powerful emotions and concerning actions can have on us. While the concept of reframing is relatively easy to understand\, applying it when it is most needed takes time and practice.  \n\n\n\nParticipants will: \n\n\n\n\nExplore and examine the benefits of reframing\, and how this essential skill can transform trauma and other challenges with our students.\n\n\n\nLearn to recognize situations where shifting perspective can lead to more effective responses and outcomes. \n\n\n\nPractice applying reframing in school-based scenarios.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/student-behavior-from-naming-to-reframing/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/a-stunning-mountain-landscape-magnified-through-a-handheld-lens-highlighting-exploration-and-adventure.-2853432-scaled-e1737754812862.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250313T083000
DTEND;TZID=America/New_York:20250313T153000
DTSTAMP:20260403T225914
CREATED:20241111T172734Z
LAST-MODIFIED:20250123T162647Z
UID:10000101-1741854600-1741879800@www.vthec.org
SUMMARY:Building Regulation and Restorative Interventions into the School Day
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\nMarch 13\, 2025\n\n\n\nApril 3\, 2025\n\n\n\n\n\n\n\n\n\n\n\nWith all of the challenges today’s students face\, previously useful skills and tools to address complex student behavior are often insufficient. In this experiential series\, participants will apply an understanding of trauma to everyday\, restorative practices to proactively prevent\, mitigate\, and respond effectively. Implementing these approaches supports the creation of restorative communities of care\, dignity\, and accountability. \n\n\n\nParticipants will: \n\n\n\n\n\n\nUtilize their understanding of trauma to more effectively respond to student behaviors restoratively and proactively.\n\n\n\nDevelop trauma-informed restorative structures and approaches to create the conditions for student engagement.\n\n\n\nBring increased compassion and understanding to their own and others’ unexpected\, unsafe\, and inappropriate behaviors to build a collective culture of care.\n\n\n\nPractice methods and use tools that mitigate and respond to complex student behavior.\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\nCamille Koosman
URL:https://www.vthec.org/event/building-regulation-and-restorative-interventions-into-the-school-day/
LOCATION:Delta Hotel\, S. Burlington\, VT\, 1117 Williston Rd\, South Burlington\, VT\, 05403\, United States
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2022/08/9.16.22-Transform-Trauma-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250314T083000
DTEND;TZID=America/New_York:20250314T143000
DTSTAMP:20260403T225914
CREATED:20241023T195305Z
LAST-MODIFIED:20250123T165336Z
UID:10000075-1741941000-1741962600@www.vthec.org
SUMMARY:Executive Function Skills (MS/HS): Strategies for Identifying and Overcoming Learning Barriers
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\nSarah will offer a functional definition of executive function skills and their typical development. Additionally\, participants will understand how to foster a student’s ability to develop more independent executive function skills through targeted interventions.  \n\n\n\nParticipants will be able to:  \n\n\n\n\nFacilitate the development of skills in older students for planning and initiating tasks\, navigating transitions between classes and activities\, and enhancing their time management abilities.\n\n\n\nEquip middle and high school students with strategies to establish effective routines\, independently manage their materials\, and regulate emotions and impulses for better self-management in a complex school environment.\n\n\n\nGuide middle and high school students in creating forward-thinking strategies and formulating detailed plans to achieve both short-term and long-term academic and personal goals.\n\n\n\nStrengthen students’ capacity to evaluate situations\, anticipate potential outcomes\, and complete assignments and projects within designated time frames.\n\n\n\nPrepare a plan with at least 3 effective instructional strategies for developing a student’s capacity to visualize and plan hourly\, daily\, weekly and monthly time.
URL:https://www.vthec.org/event/executive-function-skills-ms-hs-strategies-for-identifying-and-overcoming-learning-barriers-2/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_30_24_Executive_Functioning.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250320T083000
DTEND;TZID=America/New_York:20250320T153000
DTSTAMP:20260403T225915
CREATED:20241030T175913Z
LAST-MODIFIED:20250225T185235Z
UID:10000086-1742459400-1742484600@www.vthec.org
SUMMARY:Essential Communication Skills: Where SEL\, Academics\, and Discipline Intersect (Virtual)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend both dates:  \n\n\n\n\nMarch 20\, 2025\n\n\n\nApril 10\, 2025\n\n\n\n\nThis event is now virtual only. \n\n\n\n\n\n\n\n\nEffective disciplinary interventions\, particularly restorative practices\, require truthful self-expression and active listening. Efforts to cultivate community and belonging depend on healthy communication\, including the sharing of stories and intentions. Students demonstrate academic proficiency through voicing ideas\, giving and receiving feedback\, and collaboratively seeking solutions. \n\n\n\nThis series will consider how we can make speaking and listening skills more front-and-center in our work\, so that we better leverage their power to create schools that are both dynamic academic learning environments and healthy democratic communities where people feel belonging. Whether it’s sentence stems in elementary grades\, math talk in middle school\, restorative circles\, whole class discussion or protocols in meetings\, participants in this workshop will explore the myriad of ways that a commitment to communication skills can strengthen how we learn and problem-solve in schools. \n\n\n\nParticipants will: \n\n\n\n\nUnderstand how speaking and listening are central to participating in academics\, social-emotional learning\, and restorative discipline\n\n\n\nLearn how to prioritize and leverage speaking and listening skills to create dynamic and democratic learning communities among students and adults\n\n\n\nExplore the many practical ways we can deploy and develop speaking and listening skills\, including: classroom pedagogical techniques\, meeting facilitation strategies\, norms for productive dialogue\, and more.
URL:https://www.vthec.org/event/essential-communication-skills-where-sel-academics-and-discipline-intersect-virtual/
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:20250321T083000
DTEND;TZID=America/New_York:20250321T143000
DTSTAMP:20260403T225915
CREATED:20241126T210100Z
LAST-MODIFIED:20250123T162938Z
UID:10000125-1742545800-1742567400@www.vthec.org
SUMMARY:Specially Designed Instruction for Functional Skills
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 is session 2 of a 4-part series. Session 1 is required and participants can then choose any or all of the remaining sessions.* \n\n\n\n\n\n\n\n\nOverview\n\n\n\n*Session 2 of a 4-part series\, “Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers.”\n\n\n\nThis series will focus upon what is truly special and distinct about specially designed instruction for literacy\, math\, and functional skills.  \n\n\n\nEducators are continually navigating the complexities of delivering increasingly intensive instruction within a multi-tiered system of supports (MTSS). Making informed special education eligibility decisions relies on a deep understanding of the difference between special education and general education layers of intervention. Vermont’s Special Education Rules define specially designed instruction (SDI) as adapting “the content\, methodology\, or delivery of instruction to address the unique needs of the child that result from the child’s disability.” This series aims to shift system-wide thinking away from merely reteaching the same content based on a student’s academic or functional ‘behindedness’ and move toward a focus on individualized instruction that addresses the unique ways a disability affects their learning. In addition\, this series addresses the differences between specialized instruction that supports student access to universal instruction and provides supplemental intensive instruction in areas of need.  \n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: math\, literacy\, and functional skills.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of the distinctions between general education instruction and specialized instruction for each core basic skill area through a developmental model\n\n\n\nExamine the decision-making process for identifying a student’s need for SDI within an MTSS framework\, focusing on the role of data-based decision-making teams\n\n\n\nDevelop an understanding of the difference between offering support to help students access universal instruction—focused on enabling them to ‘keep up’—and providing intensive\, targeted instruction in areas of need designed to help them ‘catch up’\n\n\n\nIdentify evidence-based instructional resources that support specialized instruction\, with adjustments to content\, delivery\, and methodology that address the specific impacts of a student’s disability\n\n\n\n\nWorkshops in this series: \n\n\n\n*February 14\, 2025    What is Specially Designed Instruction?  \n\n\n\nMarch 21\, 2025        Specially Designed Instruction for Functional Skills  \n\n\n\nApril 2\, 2025             Specially Designed Instruction for Math  \n\n\n\nMay 9\, 2025              Specially Designed Instruction for Literacy  \n\n\n\n \n\n\n\n*Session 1 is required and participants can then choose any or all of the remaining sessions \n\n\n\n\n\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/specially-designed-instruction-for-functional-skills/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/kids-writing-on-a-whiteboard-8923027-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250326T083000
DTEND;TZID=America/New_York:20250326T143000
DTSTAMP:20260403T225915
CREATED:20241112T224809Z
LAST-MODIFIED:20250123T163019Z
UID:10000105-1742977800-1742999400@www.vthec.org
SUMMARY:Building Effective MTSS Data Practices
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\nParticipants will explore tools and structures that help derive meaning from their data within the context of a Multi-Tiered System of Supports (MTSS). They will learn about data organization methods that make information more accessible and manageable\, enabling teams to quickly identify trends\, set goals\, and monitor progress from individual students to entire districts. In addition\, strategies for reviewing data sources will be introduced. Participants will work collaboratively to create an action plan that integrates these tools into their MTSS framework\, empowering teams to make informed and confident data-driven decisions. \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of organizational tools and structures to improve data access and use within a MTSS.\n\n\n\nUnderstand the key components of effective data practices and how to embed data tools to create a strong\, functional data action team.\n\n\n\nGain access to resources to build a district-wide actionable plan for improving data practices\, focusing on better decision-making and student outcomes.\n\n\n\n\n \n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nBrittany Preston
URL:https://www.vthec.org/event/building-effective-mtss-data-practices/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/campaign-creators-pypeCEaJeZY-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250327T083000
DTEND;TZID=America/New_York:20250327T143000
DTSTAMP:20260403T225915
CREATED:20241202T183507Z
LAST-MODIFIED:20250204T175608Z
UID:10000133-1743064200-1743085800@www.vthec.org
SUMMARY:Neurodiversity Centered Practices for Collaboration & Advocacy (Workshop Series)
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\nParticipants must attend all events:  \n\n\n\n\nMarch 27\, 2025\n\n\n\nApril 11\, 2025\n\n\n\nMay 2\, 2025\n\n\n\n\nRegister for graduate course instead \n\n\n\n\n\n\n\n\nOverview\n\n\n\nIn this three part 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 different disciplines to gain insight into common misconceptions\, miscommunications\, and challenges that occur in collaborative work. Participants will leave equipped and inspired to engage in ongoing learning and contribute to the success and well being of every student.  \n\n\n\nDay 1: How we Talk about Neurodiversity  \n\n\n\nParticipants will: \n\n\n\n\nGain a framework for language and its connection with the Neurodivergent and Disability communities; understand how language can facilitate student connection to the greater community (or not)\n\n\n\nBuild an understanding of the buzzwords and popular trends that exist in neurodiversity discourse\n\n\n\nUnderstand & emphasize evidence-based practices and suss out ideas with popular appeal but with little research support\n\n\n\nCommunicate effectively and collaboratively with professionals whose positions on neurodiversity-related issues may be different from one’s own\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 the student and family’s participation in all aspects of the educational process and when/why deference to the student is crucial\n\n\n\nDevelop a toolbox of affirming practices to invite and honor access needs\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 meetings and communication to remove unnecessary participation barriers with professionals\, family members\, and/or the student\n\n\n\n\nDay 3: Panel Discussion & Presentation  \n\n\n\nParticipants will: \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 various sources can be appropriately used to inform decision making\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDanielle Kent & Kelly Cray
URL:https://www.vthec.org/event/neurodiversity-affirming-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:20250402T083000
DTEND;TZID=America/New_York:20250402T143000
DTSTAMP:20260403T225915
CREATED:20241126T211420Z
LAST-MODIFIED:20250123T162922Z
UID:10000127-1743582600-1743604200@www.vthec.org
SUMMARY:Specially Designed Instruction for Math
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 is session 3 of a 4-part series. Session 1 is required and participants can then choose any or all of the remaining sessions.* \n\n\n\n\n\n\n\n\nOverview\n\n\n\n*Session 3 of a 4-part series\, “Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers.”\n\n\n\nThis series will focus upon what is truly special and distinct about specially designed instruction for literacy\, math\, and functional skills.  \n\n\n\nEducators are continually navigating the complexities of delivering increasingly intensive instruction within a multi-tiered system of supports (MTSS). Making informed special education eligibility decisions relies on a deep understanding of the difference between special education and general education layers of intervention. Vermont’s Special Education Rules define specially designed instruction (SDI) as adapting “the content\, methodology\, or delivery of instruction to address the unique needs of the child that result from the child’s disability.” This series aims to shift system-wide thinking away from merely reteaching the same content based on a student’s academic or functional ‘behindedness’ and move toward a focus on individualized instruction that addresses the unique ways a disability affects their learning. In addition\, this series addresses the differences between specialized instruction that supports student access to universal instruction and provides supplemental intensive instruction in areas of need.  \n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: math\, literacy\, and functional skills.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of the distinctions between general education instruction and specialized instruction for each core basic skill area through a developmental model\n\n\n\nExamine the decision-making process for identifying a student’s need for SDI within an MTSS framework\, focusing on the role of data-based decision-making teams\n\n\n\nDevelop an understanding of the difference between offering support to help students access universal instruction—focused on enabling them to ‘keep up’—and providing intensive\, targeted instruction in areas of need designed to help them ‘catch up’\n\n\n\nIdentify evidence-based instructional resources that support specialized instruction\, with adjustments to content\, delivery\, and methodology that address the specific impacts of a student’s disability\n\n\n\n\nWorkshops in this series: \n\n\n\n*February 14\, 2025    What is Specially Designed Instruction?  \n\n\n\nMarch 21\, 2025        Specially Designed Instruction for Functional Skills  \n\n\n\nApril 2\, 2025             Specially Designed Instruction for Math  \n\n\n\nMay 9\, 2025              Specially Designed Instruction for Literacy  \n\n\n\n \n\n\n\n*Session 1 is required and participants can then choose any or all of the remaining sessions \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nKate Hughes
URL:https://www.vthec.org/event/specially-designed-instruction-for-math/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/4.2.25-SDI-Series-3.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250404T083000
DTEND;TZID=America/New_York:20250404T150000
DTSTAMP:20260403T225915
CREATED:20241111T190119Z
LAST-MODIFIED:20250324T192020Z
UID:10000102-1743755400-1743778800@www.vthec.org
SUMMARY:Selective Mutism and Social Anxiety: Helping Students Face Their Fears
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \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\n \n\n\n\nThis event is now VIRTUAL. \n\n\n\n\n\n\n\n\nSocial anxiety\, and selective mutism in particular\, are quite frequent among students. Given the often hidden nature of the symptoms and their impact on social development and academics\, they are associated with significant problems in school settings. Participants will learn how to apply evidence-based strategies to help students work past their social anxiety\, helping them to get comfortable being uncomfortable. Participants will view intervention videos and experience guided role plays with feedback to maximize their application of these tools with students. \n\n\n\nParticipants will: \n\n\n\n\nIdentify elements of the negative reinforcement cycle that maintain the avoidant behavior of mutism\n\n\n\nIdentify the steps for reducing excessive accommodations in school and at home\n\n\n\nUnderstand how to create an appropriate exposure hierarchy that includes changes to people\, places\, and activities\n\n\n\nUnderstand the rationale for including extrinsic reinforcers in treatment\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nZohra Chalal\, PhD
URL:https://www.vthec.org/event/selective-mutism-and-social-anxiety-helping-students-face-their-fears/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/a-child-playfully-hides-behind-a-dried-palm-leaf-capturing-an-innocent-and-curious-expression.-6801441-scaled-e1742843371525.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250409T083000
DTEND;TZID=America/New_York:20250409T143000
DTSTAMP:20260403T225915
CREATED:20241118T182633Z
LAST-MODIFIED:20241119T191731Z
UID:10000114-1744187400-1744209000@www.vthec.org
SUMMARY:Use the Vermont Early Learning Standards (VELS) to Engage Learners
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 focus on practical strategies for understanding and using the VELS to plan learning experiences that are purposeful\, playful\, developmentally appropriate. We will also explore the alignment between the VELS and Teaching Strategies Gold (TSG)\, VT’s early childhood recommended assessment tool. \n\n\n\nParticipants will: \n\n\n\n\nIncrease understanding of the VELS and their use in designing intentional\,  developmentally appropriate activities that engage learners across content areas\n\n\n\nExplore different curriculum and lesson planning tools that can be used to develop VELS-aligned instruction and assessment.  \n\n\n\nIncrease knowledge of the TSG formative assessment cycle\n\n\n\nPractice recognizing opportunities to increase standards-based planning and teaching in the context of daily routines and play-based experiences.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nCathy Siggins
URL:https://www.vthec.org/event/use-the-vermont-early-learning-standards-vels-to-engage-learners/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/curated-lifestyle-r40_gAbFInM-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250430T083000
DTEND;TZID=America/New_York:20250430T143000
DTSTAMP:20260403T225915
CREATED:20241126T183657Z
LAST-MODIFIED:20250415T175455Z
UID:10000124-1746001800-1746023400@www.vthec.org
SUMMARY:(Canceled) Act 139: Systematic and Responsive Literacy Instruction that Empowers Every Learner
DESCRIPTION:Date:  \n\n\n\n\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\nDescription\n\n\n\nResponsive literacy instruction\, as emphasized in Act 139\, involves differentiating instructional methods by leveraging continuous assessments\, evidence-based practices\, and data-driven instruction. This workshop will break down the components of code-based and comprehension-based explicit and systematic instruction. Emphasizing the importance of universal literacy instruction\, participants will learn how to be attentive to cues in student performance and adjust strategies for students who require additional support. Participants will collaboratively analyze data sets to identify patterns and determine next steps for instruction. \n\n\n\nParticipants will: \n\n\n\n\nDevelop a comprehensive understanding of Act 139 and its implications for literacy instruction.\n\n\n\nReview the five essential components of reading: phonemic awareness\, phonics\, vocabulary\, fluency\, and comprehension.\n\n\n\nExplore evidence-based approaches for each reading component. \n\n\n\nExamine responsive practices and their critical role in supporting student success. \n\n\n\nAnalyze student responses to instruction\, and learn how to act on these cues \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/act-139-systematic-and-responsive-literacy-instruction-that-empowers-every-learner/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/06/iStock-474967010-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250508T083000
DTEND;TZID=America/New_York:20250508T153000
DTSTAMP:20260403T225915
CREATED:20241126T194516Z
LAST-MODIFIED:20241202T201559Z
UID:10000126-1746693000-1746718200@www.vthec.org
SUMMARY:Inclusive Design: Leveraging UDL\, MTSS\, and AI in Curriculum Planning
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\nDescription\n\n\n\nThis workshop will facilitate continuous learning and the application of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) to lesson planning and/or curriculum design. Throughout the day\, participants will engage in interactive activities designed to deepen their understanding of UDL and its integration with MTSS. In addition\, participants will contextualize and apply the information to their current materials\, ensuring that their lesson planning and curriculum content is relevant and immediately actionable. Loui will conduct brief check-ins with individuals and teams\, providing personalized support and fostering an environment of collaboration and reflective practice. By the end of the workshop\, attendees will have a clear vision for their lesson and curriculum planning\, equipped with strategies\, examples\, and tools to consider their application of UDL and MTSS.  \n\n\n\nParticipants will: \n\n\n\n\nIntegrate UDL-aligned practices into written lesson/curriculum designs.\n\n\n\nIntegrate MTSS universal level supports into written lesson/curriculum designs.\n\n\n\nUtilize AI to discover practices that are UDL and MTSS aligned.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nLoui Lord Nelson
URL:https://www.vthec.org/event/inclusive-design-leveraging-udl-mtss-and-ai-in-curriculum-planning/
LOCATION:Capitol Plaza\, Montpelier\, VT\, 100 State Street\, Montpelier\, VT\, 05602\, United States
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/5.8.25-Inclusive-Design.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250509T083000
DTEND;TZID=America/New_York:20250509T143000
DTSTAMP:20260403T225915
CREATED:20241126T212518Z
LAST-MODIFIED:20250123T162905Z
UID:10000128-1746779400-1746801000@www.vthec.org
SUMMARY:Specially Designed Instruction for Literacy
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 is session 4 of a 4-part series. Session 1 is required and participants can then choose any or all of the remaining sessions.* \n\n\n\n\n\n\n\n\nOverview\n\n\n\n*Session 4 of a 4-part series\, “Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers.”\n\n\n\nThis series will focus upon what is truly special and distinct about specially designed instruction for literacy\, math\, and functional skills.  \n\n\n\nEducators are continually navigating the complexities of delivering increasingly intensive instruction within a multi-tiered system of supports (MTSS). Making informed special education eligibility decisions relies on a deep understanding of the difference between special education and general education layers of intervention. Vermont’s Special Education Rules define specially designed instruction (SDI) as adapting “the content\, methodology\, or delivery of instruction to address the unique needs of the child that result from the child’s disability.” This series aims to shift system-wide thinking away from merely reteaching the same content based on a student’s academic or functional ‘behindedness’ and move toward a focus on individualized instruction that addresses the unique ways a disability affects their learning. In addition\, this series addresses the differences between specialized instruction that supports student access to universal instruction and provides supplemental intensive instruction in areas of need.  \n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: math\, literacy\, and functional skills.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of the distinctions between general education instruction and specialized instruction for each core basic skill area through a developmental model\n\n\n\nExamine the decision-making process for identifying a student’s need for SDI within an MTSS framework\, focusing on the role of data-based decision-making teams\n\n\n\nDevelop an understanding of the difference between offering support to help students access universal instruction—focused on enabling them to ‘keep up’—and providing intensive\, targeted instruction in areas of need designed to help them ‘catch up’\n\n\n\nIdentify evidence-based instructional resources that support specialized instruction\, with adjustments to content\, delivery\, and methodology that address the specific impacts of a student’s disability\n\n\n\n\nWorkshops in this series: \n\n\n\n*February 14\, 2025    What is Specially Designed Instruction?  \n\n\n\nMarch 21\, 2025        Specially Designed Instruction for Functional Skills  \n\n\n\nApril 2\, 2025             Specially Designed Instruction for Math  \n\n\n\nMay 9\, 2025              Specially Designed Instruction for Literacy  \n\n\n\n \n\n\n\n*Session 1 is required and participants can then choose any or all of the remaining sessions \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJulie Burtscher Brown
URL:https://www.vthec.org/event/specially-designed-instruction-for-literacy/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/compare-fibre-e5sTz361Jzg-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250716T083000
DTEND;TZID=America/New_York:20250716T143000
DTSTAMP:20260403T225915
CREATED:20250421T165312Z
LAST-MODIFIED:20250506T163942Z
UID:10000157-1752654600-1752676200@www.vthec.org
SUMMARY:Play-Based AAC Practices for Young Autistic Children (Workshop Series)
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\nJuly 16 (Virtual)\n\n\n\nJuly 30 (In person)\n\n\n\nAugust 13 (In person)\n\n\n\n\n\n\n\n\n\nIn this workshop series\, participants will build their knowledge and skills in the identification and implementation of Augmentative and Alternative Communication (AAC) supports for young autistic children. An emphasis will be placed on using observations to gather information about a child’s spontaneous communication\, interests\, engagement and social play; identifying AAC tools that best match a child’s needs and strengths; and implementing play-based AAC practices that support communicative initiation and autonomy. \n\n\n\nParticipants will gain foundational knowledge and experience with: \n\n\n\n\nVarious observational tools used in the AAC process.\n\n\n\nThe AAC exploration and trial process for young autistic children.\n\n\n\nPlay-based AAC practices that support engagement\, play\, connection and spontaneous communication.\n\n\n\nImplementing inclusionary practices in early childhood settings for young autistic children who use AAC. \n\n\n\n\nCourse takers will participate in the three workshop days\, review research literature and other texts\, and complete assignments between workshop days. Course takers will also apply new learning and course content to their current professional practice and receive instructor support and feedback in the development of an assessment plan\, trial plan\, implementation plan\, and inclusion plan based on their own student(s) and/or on case study examples.   \n\n\n\nLearn more about the 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAmy Starble
URL:https://www.vthec.org/event/play-based-aac-practices-for-young-autistic-children-workshop-series/
LOCATION:VT
CATEGORIES:Certificate Programs,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/04/iStock-105090166.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250926T083000
DTEND;TZID=America/New_York:20250926T143000
DTSTAMP:20260403T225915
CREATED:20250813T122228Z
LAST-MODIFIED:20250829T193425Z
UID:10000176-1758875400-1758897000@www.vthec.org
SUMMARY:UDL in the STEM 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.\, Gabe Hamilton \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\nThis interactive workshop is designed to empower middle and high school STEM (science\, technology\, engineering\, math) educators with practical strategies to create more inclusive and effective learning environments. The session explores how to plan lessons and design classroom experiences that accommodate learner variability without sacrificing rigor. Through collaborative activities\, participants will examine how UDL (Universal Design for Learning) principles intersect with STEM practices—like inquiry\, problem solving\, and lab work—to help make learning more accessible and engaging. Participants will leave with tools and strategies they can immediately apply to enhance student voice\, increase persistence\, and support deep conceptual understanding.By the end of the workshop\, participants will be able to: \n\n\n\n\nExplain the core principles of UDL (multiple means of engagement\, representation\, and action/expression)\n\n\n\nIdentify common barriers to access and engagement in STEM classrooms\, and map these barriers to potential UDL-informed solutions\n\n\n\nApply UDL principles to analyze and revise math and science lessons\n\n\n\nDesign or modify a math or science activity that incorporates multiple means of representation\, engagement\, and expression\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nBradley Beth\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nGabe Hamilton
URL:https://www.vthec.org/event/udl-in-the-stem-classroom/
LOCATION:VT
CATEGORIES:Endorsements,Initial Teaching License,Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/07/three-teenagers-focused-on-a-stem-project-using-a-3d-printer-in-a-collaborative-indoor-setting.-7869231-scaled.jpg
END:VEVENT
END:VCALENDAR