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X-WR-CALNAME:Vermont Higher Education Collaborative
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X-WR-CALDESC:Events for Vermont Higher Education Collaborative
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DTSTART;TZID=America/New_York:20260410T083000
DTEND;TZID=America/New_York:20260410T143000
DTSTAMP:20260416T024307
CREATED:20251203T211803Z
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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
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DTSTART;TZID=America/New_York:20260415T083000
DTEND;TZID=America/New_York:20260415T143000
DTSTAMP:20260416T024307
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
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DTSTART;TZID=America/New_York:20260416T083000
DTEND;TZID=America/New_York:20260416T143000
DTSTAMP:20260416T024307
CREATED:20251204T202011Z
LAST-MODIFIED:20251212T200114Z
UID:10000228-1776328200-1776349800@www.vthec.org
SUMMARY:Behavior as Communication: A Functional Approach to Understanding and Supporting Student Behavior
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. and Shaunessy Egan \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 days:  \n\n\n\n\nApril 16\, 2026\n\n\n\nApril 30\, 2026\n\n\n\n\n\n\n\n\n\n\nThis series will introduce educators to an evidence-based framework for understanding behavior as a form of communication. Through a functional lens\, participants will learn to identify the underlying skill-based needs that may contribute to student behaviors and explore supportive\, proactive strategies to address them. The series will also highlight ways to create responsive learning environments\, implement individualized supports\, and foster meaningful\, sustainable behavioral growth.Day one will introduce educators to a functional understanding of behavior as purposeful and communicative. Participants will explore the ABCs (Antecedent–Behavior–Consequence) of behavior\, the four common functions (attention\, access\, escape\, sensory)\, and how unmet needs often drive behavioral escalations that impact learning and participation. The session will then focus on observing\, documenting\, and assessing behavior in the classroom—highlighting how to identify patterns and evaluate environmental\, instructional\, and relational factors. Educators will also be introduced to tools used when both conducting functional behavior assessments (FBAs) and gathering meaningful data to guide effective person-centered support planning. These concepts set the stage for person-centered support planning.Day two will focus on how to build upon an individualized and functional understanding of behavior from a needs-based perspective to support the development of person-centered support plans. This includes how to successfully observe\, document\, and measure behavior in the classroom. Participants will explore strategies that emphasize proactive approaches\, skill-building\, and supports for navigating moments of escalation. An individualized planning framework will be introduced\, which allows teams to customize supports to match the student’s needs and environment. The training will also address strategies for generalizing across special education and inclusion settings.Participants will: \n\n\n\n\nDescribe behavior as a form of communication and identify its functional purpose.\n\n\n\nUnderstand how to build supports from a functional and individualized\, needs-based perspective.\n\n\n\nDefine methods for distinguishing between skill deficits and performance/environmental issues in behavioral presentations.\n\n\n\nLearn methods for developing proactive and personalized strategies that reduce the likelihood of challenges.\n\n\n\nLearn strategies for effective measurement and data collection that can be implemented in all settings.\n\n\n\nAssess strategies for developing person-centered plans that encourage effective skills generalization and independence.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenters:\n\n\n\nMark Palmieri\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nShaunessy Egan
URL:https://www.vthec.org/event/behavior-as-communication-a-functional-approach-to-understanding-and-supporting-student-behavior/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_10_24_MTSS_Social_emotional-1.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260501T083000
DTEND;TZID=America/New_York:20260501T143000
DTSTAMP:20260416T024307
CREATED:20260312T165228Z
LAST-MODIFIED:20260415T134325Z
UID:10000240-1777624200-1777645800@www.vthec.org
SUMMARY:Inclusive Teaching and Design for Students with Complex Profiles
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\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\nTeachers are often trained to plan for a narrow range of learners\, historically centered around the idea of an “average” student. In inclusive classrooms\, this model no longer reflects reality. Students with complex communication\, sensory\, motor\, and learning profiles require intentional systems to ensure meaningful access to grade-level learning.This workshop will support educators in creating a concrete\, repeatable\, six-step system for modifying instruction to meet the needs of students. Each step is designed for collaborative input from multiple team members – classroom teachers\, therapists\, paraprofessionals\, and specialists all contribute essential perspectives and strategies. Emphasis will be placed on building student independence through predictable routines and structured supports\, while maintaining high expectations for meaningful participation. Participants will leave with practical tools to design instruction that both promotes autonomy and consistency\, and aligns with grade level standards. \n\n\n\nParticipants will \n\n\n\n\nIdentify key characteristics of effective inclusive practices for learners with complex profiles.\n\n\n\nLearn strategies to scaffold grade-level content standards to increase meaningful participation using the alternative access points in the Essential Elements and Core Content Connectors resources.\n\n\n\nLearn how to use an accessibility planner to support access and independence across the school day.\n\n\n\nDiscuss collaborative IEP goals and effective co-planning structures that apply to the accessibility planning process.\n\n\n\nConsider supplemental supports and predictable routines that promote generalization and independence across the learner’s day (content areas\, environment\, independent work time).\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJacqueline Feiss\, M.Ed.
URL:https://www.vthec.org/event/inclusive-teaching-and-design-complex-profiles/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_31_24_Cultivating_adult_Belonging-1-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260507T083000
DTEND;TZID=America/New_York:20260507T153000
DTSTAMP:20260416T024307
CREATED:20250813T191418Z
LAST-MODIFIED:20251222T175418Z
UID:10000177-1778142600-1778167800@www.vthec.org
SUMMARY:Trauma-Informed Restorative Supports & Interventions 
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nVT-HEC Office\, Ludlow VT \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\nVT-HEC is working together with the Vermont Learning Collaborative (VTLC) to bring you this offering. VTLC is an educational service agency serving the southeast region of Vermont.*Staff from VTLC member districts and SUs are eligible for a discounted rate of $560: Mountain Views\, Windsor Southeast\, Springfield\, Two Rivers\, Windham Northeast\, Windham Southeast\, Windham Central\, and Windham Southwest. \n\n\n\n\n\n\n\n\nParticipants must attend both days:  \n\n\n\n\nMay 7\, 2026\n\n\n\nMay 8\, 2026\n\n\n\n\nParticipants are eligible for an overnight discount at Okemo Mountain Resort.  Call 855-945-0553  and reference the group code SOKVLC26 to make a reservation.  \n\n\n\n\n\n\n\n\n\n\nDescripton \n\n\n\nWith all of the challenges today’s students face\, previously useful skills and tools to address complex student behavior are often insufficient. In this experiential series\, participants will apply the concepts of a trauma-informed approach to every day restorative practices to prevent\, mitigate\, and respond to these behaviors. Implementing these approaches supports the creation of restorative communities of care\, dignity\, and accountability. \n\n\n\nOn day one\, participants will deepen their understanding of trauma\, brain-science\, and restorative practices to build routines that strengthen student capacity\, skill\, and motivation\, as well as increase a sense of efficacy and connectedness. On day two\, participants will explore in-the moment strategies for responding restoratively to three types of behavior we see frequently in schools: lid-flipping\, stress-relieving\, and need-meeting. In addition\, school teams will learn a framework for problem-solving ongoing and complex behaviors. The second session builds significantly on the content of the first. \n\n\n\n\n\nParticipants will learn to more effectively:  \n\n\n\n\nCreate the conditions for student engagement that are both proactive and responsive.\n\n\n\nBring increased compassion and understanding to their own and others’ unexpected\, unsafe\, and inappropriate behaviors.\n\n\n\nRespond to student behaviors restoratively in-the-moment. \n\n\n\nCollaboratively problem-solve ongoing behavior concerns with school teams. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nCamille Koosmann\, Starling Collaborative
URL:https://www.vthec.org/event/building-regulation-and-restorative-interventions-into-the-school-day-2/
LOCATION:Okemo Mountain Resort\, Ludlow\, Vermont\, 05149
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2022/08/9.16.22-Transform-Trauma-scaled-1.jpg
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