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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
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DTSTART;TZID=America/New_York:20260507T083000
DTEND;TZID=America/New_York:20260507T153000
DTSTAMP:20260416T023502
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
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