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DTSTART;TZID=America/New_York:20260904T000000
DTEND;TZID=America/New_York:20260904T235959
DTSTAMP:20260810T193312Z
CREATED:20260730T153545Z
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UID:10000265-1788480000-1788566399@www.vthec.org
SUMMARY:Introduction to Early Intervention/Early Childhood Special Education
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\nDates & Registration\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nStart/End Dates:  September 4 – December 13\, 2026 \n\n\n\nThis course is designed to provide students interested in obtaining the early childhood special educator endorsement with an introduction to the fields of early intervention (EI) and early childhood special education (ECSE).  It will focus on the following topics: historical perspectives and theoretical approaches of EI/ECSE; laws and regulations that govern EI and ECSE; professional roles\, responsibilities\, and ethics; and specific disabilities and their impact on young children’s development. In addition\, this course will introduce and provide an overview of the special education evaluation process\, eligibility determination\, collaboration\, and the development of the Individualized Education Plan (IEP) and the Individual Family Service Plan (IFSP) (known as the One Plan in Vermont).Students will engage in online and virtual discussions\, create documents\, and reflect and write about their experiences. Students will explore a variety of evidenced-based practices and learn about several developmental disabilities and differences. \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nBrenda Bolio
URL:https://www.vthec.org/event/introduction-to-early-intervention-early-childhood-special-education-3/
LOCATION:Community National Bank\, 316 N. Main St.\, Barre\, Vermont\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2022/08/9.28.22-Tips-and-Tools-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260905T000000
DTEND;TZID=America/New_York:20260905T235959
DTSTAMP:20260810T185300Z
CREATED:20260730T181832Z
LAST-MODIFIED:20260810T185300Z
UID:10000270-1788566400-1788652799@www.vthec.org
SUMMARY:Legal and Safety Issues of Work-Based Learning Programs
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\nDates & Registration\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nStart/End Dates: September 12 – December 12\, 2026 \n\n\n\nThis course provides a thorough examination of the legal and safety issues that affect work-based and community-based learning programs and experiences. Participants will develop a comprehensive understanding of federal and Vermont law and safety requirements and be able to provide effective systems that ensure safe and legal student experiences.  \n\n\n\nThe course is aligned to and uses as a guiding framework Standard 7 of the Vermont Agency of Education’s Work-Based Learning Standards (VT AOE’s WBL Standard #7). The course will provide a comprehensive exploration of relevant federal and state labor\, employment\, civil rights\, and education laws; safety requirements; insurance and liability considerations; and the legal\, safety\, and ethical issues that should inform effective work-based learning agreements and placements. The course will also explore how to effectively educate students about their own rights\, safety\, behavior\, and responsibilities in the workplace.  \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nRuth Durkee\, J.D.
URL:https://www.vthec.org/event/legal-and-safety-issues-of-work-based-learning-programs/
LOCATION:VT-HEC Office\, 2 Prospect Street\, Montpelier\, VT\, 05602\, United States
CATEGORIES:Endorsements,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2026/07/high-angle-view-of-a-contract-document-with-pens-and-a-case-on-a-wooden-table.-7841410-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260908T000000
DTEND;TZID=America/New_York:20260908T235959
DTSTAMP:20260810T184940Z
CREATED:20260730T175538Z
LAST-MODIFIED:20260810T184940Z
UID:10000269-1788825600-1788911999@www.vthec.org
SUMMARY:Nutrition and Food Education
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\nDates & Registration\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\nStart/End Dates: September 8 – December 19\, 2026Physical inactivity and poor nutrition have caused lifestyle diseases to increase in the past 30 years. Students\, schools\, and communities need guidance in making positive nutrition and physical activity changes to protect their health. This course is designed for professionals to learn how to teach nutrition education while working collaboratively across school and local communities to establish healthful\, sustainable\, food systems for schools. Students will consider a comprehensive view of nutrition education and physical activity in their schools and create an improvement plan. Students will also learn nutrition and physical activity concepts while developing skills-based lessons to utilize in their classroom. \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nMelanie Laquerre
URL:https://www.vthec.org/event/nutrition-and-food-education-2/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/brooke-lark-nTZOILVZuOg-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260914T000000
DTEND;TZID=America/New_York:20260914T235959
DTSTAMP:20260810T185145Z
CREATED:20260730T173735Z
LAST-MODIFIED:20260810T185145Z
UID:10000268-1789344000-1789430399@www.vthec.org
SUMMARY:Assessment in Early Intervention and Early Childhood Special Education
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\nDates & Registration\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n \n\n\n\n\n\nStart/End Dates: September 14 – December 17\, 2026This course is designed to provide individuals seeking an endorsement in early  childhood special education with an opportunity to integrate and reflect on theory and  evidence-based practices related to assessing children from infancy to age six.  We will review federal and state laws and national position statements\, such as the Division for Early Childhood (DEC) of the Council of Exceptional Children’s  Recommended Practices that address the assessment of infants\, toddlers\, and young  children with diverse cultural\, linguistic\, and socio-economic backgrounds. This course  will examine various assessment purposes and corresponding assessment tools\,  formative and standardized assessments and procedures. We will also study the  evaluation planning process. Participants will have opportunities to learn about  different family and child assessment strategies and tools. Participants will practice the  evaluation process including planning meetings\, evaluations\, and determination of  eligibility for services.   \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nKara McDonough
URL:https://www.vthec.org/event/assessment-in-early-intervention-and-early-childhood-special-education/
LOCATION:Chamber of Commerce\, 33 Stewart St.\, Berlin\, VT\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260914T000000
DTEND;TZID=America/New_York:20260914T235959
DTSTAMP:20260810T185113Z
CREATED:20260730T160516Z
LAST-MODIFIED:20260810T185113Z
UID:10000266-1789344000-1789430399@www.vthec.org
SUMMARY:Curriculum Development in Early Childhood Education
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nDates & Registration\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nStart/End Dates: September 14 – December 13\, 2026 \n\n\n\nDeveloping curriculum in early childhood education requires educators to have a thorough understanding of child development\, early learning standards\, and the principles of developmentally appropriate practices. Early educators also recognize the importance of planning the environment and the role of family engagement. This knowledge enables early educators to plan effective and engaging learning experiences for all children.  \n\n\n\nIn this course\, the learner will practice using observations of children and knowledge of the Vermont Early Learning Standards to develop and implement a learning sequence with activities and experiences that integrate all learning domains and support relevant goals and objectives for children’s individual learning needs. Through required assignments and application in classroom settings\, the student will demonstrate their abilities to assess children’s learning\, evaluate curricula\, and plan a learning environment. Additionally\, they will learn to identify opportunities for engaging families to support their young children’s learning and development. In this course\, the student will review and analyze several pedagogical approaches for developing and implementing early childhood curriculum and apply this knowledge to enhance their own approach to planning and teaching. Additionally\, the student will learn how to plan a curriculum that integrates various disciplines\, including the visual arts and creative expression. Strategies for promoting young children’s social and emotional development and for including children of all abilities will be explored. \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nCathy Siggins
URL:https://www.vthec.org/event/curriculum-development-in-early-childhood-education/
LOCATION:VT-HEC Office\, 2 Prospect Street\, Montpelier\, VT\, 05602\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/08/kids-writing-on-a-whiteboard-8923027-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260919T000000
DTEND;TZID=America/New_York:20260919T235959
DTSTAMP:20260810T185227Z
CREATED:20260730T184420Z
LAST-MODIFIED:20260810T185227Z
UID:10000271-1789776000-1789862399@www.vthec.org
SUMMARY:Understanding and Supporting Individual Learning Needs​ 
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. & Hannah Bloom\, MOTR/L \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\nDates & Registration\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\nStart/End Dates: September 19 – December 12\, 2026 \n\n\n\nThis course will investigate the sensory components of cognition and communication. Sensory integration is the ability to receive sensory information from internal senses and external inputs\, integrate the information\, and create an adaptive response to the sensory information. Participants will leave with a foundational understanding of the neurobiological development of sensory processing and the importance of integrating the senses for functional and accessible learning and communication.  \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructors\n\n\n\nLeah Sophrin\, M.S.\, CCP-SLP \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n Hannah Bloom\, MOTR/L
URL:https://www.vthec.org/event/understanding-and-supporting-individual-learning-needs-3/
LOCATION:VT
CATEGORIES:Certificate Programs,Graduate Courses
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260921T000000
DTEND;TZID=America/New_York:20260921T235959
DTSTAMP:20260810T185425Z
CREATED:20260730T170510Z
LAST-MODIFIED:20260810T185425Z
UID:10000267-1789948800-1790035199@www.vthec.org
SUMMARY:Early Language and Literacy Development
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nDates & Registration\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\nStart/End Dates: September 21 – November 30\, 2026This course focuses on the nature of language development (including phonology\, morphology\, syntax\, semantics\, and pragmatics) from infancy through grade three and includes a focus on the development of these skills in preschool and kindergarten.Various theoretical perspectives on how language develops will be discussed. This course provides a basic understanding of cultural and linguistic aspects of first and second language acquisition and an overview of communication disorders. The connections between oral speech and language skills to early literacy development are examined\, as well as a preliminary introduction to early reading and writing strategies. This course includes an overview of assistive technologies used for communication and literacy in early childhood. The Vermont Early Learning Standards will be integrated as a tool for creating developmentally appropriate language learning opportunities.  \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nDanielle Kent\, M.S.\, CCC-SLP
URL:https://www.vthec.org/event/early-language-and-literacy-development-3/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/03/a-child-points-to-animals-in-a-colorful-alphabet-book-learning-letters.-8923994-scaled-e1785431073274.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260921T000000
DTEND;TZID=America/New_York:20260921T235959
DTSTAMP:20260810T185341Z
CREATED:20260730T151559Z
LAST-MODIFIED:20260810T185341Z
UID:10000264-1789948800-1790035199@www.vthec.org
SUMMARY:Explorations in PreK-Grade 3 Mathematics
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\nDates & Registration\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nStart/End Dates: September 21 – December 20\, 2026  This course is designed to provide individuals with a deeper understanding of the foundational concepts of number and operations\, measurement\, geometry\, and spatial reasoning. It will examine how children develop these understandings and explore ways to promote mathematical reasoning in pre-K through grade three. Individuals will have the opportunity to develop and implement appropriate assessment and instructional strategies in an early education setting. This course emphasizes the importance of establishing a culture in which mathematics is encountered in relevant\, authentic ways and in which young children have the opportunity to reason and build their own mathematical understanding. \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nPam Maile
URL:https://www.vthec.org/event/explorations-in-prek-grade-3-mathematics-2/
LOCATION:VT-HEC Office\, 2 Prospect Street\, Montpelier\, VT\, 05602\, United States
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260929T000000
DTEND;TZID=America/New_York:20260929T235959
DTSTAMP:20260820T180521Z
CREATED:20260814T184905Z
LAST-MODIFIED:20260820T180521Z
UID:10000287-1790640000-1790726399@www.vthec.org
SUMMARY:Trauma-Transforming Practices: Critical Literacies for Educators (Level 2)
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\n\n\n\nCouse start/end dates: September 29\, 2026 – January 17\, 2027 \n\n\n\nThis course\, which includes three workshop days\, will equip educators with three essential literacies needed to thrive in today’s schools: the literacy of prediction\, the literacy of pausing\, and the literacy of possibility. Together these literacies offer a practical framework for understanding human behavior and navigating the complex realities of schools\, while creating environments where both students and adults can flourish. The course will help educators develop the skills and mindsets to move beyond trauma-informed awareness toward trauma-transforming action.  \n\n\n\nCourse takers will participate in 3 synchronous days and engage in four additional facilitated implementation seminars designed to support the transfer of learning into practice. These sessions will provide opportunities to examine real-world challenges\, consult with peers and instructors\, analyze implementation barriers\, and reflect on successes and setbacks. Students will also complete independent learning activities and develop the capacity to adapt and implement these literacies within the unique contexts of their own schools and organizations.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop fluency in the SOS.\n\n\n\nAnalyze predictable stress patterns to understand shifts in cognitive\, emotional\, and behavioral capacity.\n\n\n\nEstablish shared non-pathologizing language to shift school dialogue from blame to regulation.\n\n\n\nIntegrate the SOS as a daily reflective practice\, using body and environmental cues to interrupt reactivity and make regulated decisions.\n\n\n\n\nTo attend workshop series only\, not for graduate credit\, please register here. \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor:\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/trauma-transforming-practices-critical-literacies-for-educators-level-2/
LOCATION:VT
CATEGORIES:Graduate Courses,Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/06/hands-united-around-a-plant-symbolizing-teamwork-and-eco-friendly-efforts-outdoors.-5029919-scaled-1-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261006T000000
DTEND;TZID=America/New_York:20261006T235959
DTSTAMP:20260810T185500Z
CREATED:20260730T185606Z
LAST-MODIFIED:20260810T185500Z
UID:10000273-1791244800-1791331199@www.vthec.org
SUMMARY:Implementing UDL in Neuro-Shared Spaces
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\nDates & Registration\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\nStart/End Dates: October 6 – December 3\, 2026 \n\n\n\nThis course will offer a brief introduction to the principles of Universal Design for Learning and deep exploration into the ways UDL can be harnessed to balance and meet the varied needs of students with different learning profiles\, identify and surmount challenges and limitations in environments where the needs of different students may vary widely\, support well-being and belonging for both neurotypical and neurodivergent students\, and create truly neuro-shared spaces across settings.  \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nHannah Markos
URL:https://www.vthec.org/event/implementing-udl-in-neuro-shared-spaces-2/
LOCATION:VT
CATEGORIES:Certificate Programs,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/teacher-helping-students-in-classroom-enhancing-learning-with-personalized-attention.-5212354-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261006T090000
DTEND;TZID=America/New_York:20261006T150000
DTSTAMP:20260820T003439Z
CREATED:20260814T170751Z
LAST-MODIFIED:20260820T003439Z
UID:10000286-1791277200-1791298800@www.vthec.org
SUMMARY:Trauma-Transforming Practices: Critical Literacies for Educators 1
DESCRIPTION:Workshop 1 – The Science of Stress: The Literacy of Predictability\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #1 of a 3-part series.  \n\n\n\n \n\n\n\n\n\n\n\n\nThis series will equip educators with three essential literacies needed to thrive in today’s schools: the literacy of prediction\, the literacy of pausing\, and the literacy of possibility. Together these literacies offer a practical framework for understanding human behavior and navigating the complex realities of schools\, while creating environments where both students and adults can flourish. The series will help educators develop the skills and mindsets to move beyond trauma-informed awareness toward trauma-transforming action.  \n\n\n\nThe first session will explore how stress and distress fundamentally impact adult and student functioning and capacities. Participants will learn that stress physiology is not random; it often follows predictable patterns\, even during times of prolonged uncertainty. This workshop will offer educators a shared\, universal language for understanding shifts in human behavior.By understanding the science of stress (SOS)\, educators can learn predictable patterns to make sense of complex behavior without blame or reduction. Used as a systemic and reflective practice tool\, this literacy of predictability supports school cultures that prioritize regulation\, dignity\, and wellbeing over reactivity and control. \n\n\n\nParticipants will: \n\n\n\n\nDevelop fluency in the SOS.\n\n\n\nAnalyze predictable stress patterns to understand shifts in cognitive\, emotional\, and behavioral capacity.\n\n\n\nEstablish shared non-pathologizing language to shift school dialogue from blame to regulation.\n\n\n\nIntegrate the SOS as a daily reflective practice\, using body and environmental cues to interrupt reactivity and make regulated decisions.\n\n\n\n\nWorkshops in this series:\n\n\n\nOctober 6\, 2026: The Science of Stress: The Literacy of PredictabilityNovember 4\, 2026: Reflective Practice: The Literacy of PausingDecember 16\, 2026: Reframing Challenging Behaviors: The Literacy of Possibility \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/trauma-transforming-practices-critical-literacies-for-educators-1/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/06/hands-united-around-a-plant-symbolizing-teamwork-and-eco-friendly-efforts-outdoors.-5029919-scaled-1-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261007T000000
DTEND;TZID=America/New_York:20261007T235959
DTSTAMP:20260810T185521Z
CREATED:20260803T171837Z
LAST-MODIFIED:20260810T185521Z
UID:10000277-1791331200-1791417599@www.vthec.org
SUMMARY:Introduction to the Mathematics and Science Classroom
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\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\nDates & Registration\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\nStart/End Dates: October 7 – November 21\, 2026 \n\n\n\nThis course serves as an introduction to the middle and high school science and mathematics classroom. Participants plan\, design\, and implement lessons in a science or mathematics context\, with a focus on inquiry-based learning. Cross-disciplinary connections\, student engagement\, and collaborative learning are introduced.  \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nBradley Beth
URL:https://www.vthec.org/event/introduction-to-the-mathematics-and-science-classroom-3/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/getty-images-r21fXeZCXAA-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261007T083000
DTEND;TZID=America/New_York:20261007T153000
DTSTAMP:20260710T180642Z
CREATED:20260623T183434Z
LAST-MODIFIED:20260710T180642Z
UID:10000262-1791361800-1791387000@www.vthec.org
SUMMARY:Orientation to Special Education
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 both days:  \n\n\n\n\nOctober 7\, 2026\n\n\n\nOctober 8\, 2026\n\n\n\n\n\n\n\n\n\n\n\nThis two-day workshop will provide an overview of the thread of special education\, from the comprehensive evaluation through the development of a standards-based IEP. Participants will understand the rationale behind the process that ensures a free\, appropriate\, public education\, an educational benefit\, and evidence-based best practices for special education. The series aligns with Vermont special education regulations. Participants will build an understanding of: \n\n\n\n\nCriteria for determining high incidence disabilities and associated impact on learning.\n\n\n\nHow to determine whether a disability has had an adverse effect upon educational performance across basic skill areas\, including functional skills.\n\n\n\nDetermining need for special education – what makes it special?\n\n\n\nIdentifying and documenting present levels of educational and functional performance.\n\n\n\nDeveloping specific\, measurable goals and objectives.\n\n\n\nSelecting accommodations and modifications related to disability impact that ensure access to general education and foster learner independence.\n\n\n\nDecision-making related to special education service delivery models.\n\n\n\nEffective meeting facilitation tips\, including strategies for engaging parents and other team members.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJennifer Patenaude
URL:https://www.vthec.org/event/orientation-to-special-education-2/
LOCATION:Capitol Plaza\, Montpelier\, VT\, 100 State Street\, Montpelier\, VT\, 05602\, United States
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261015T083000
DTEND;TZID=America/New_York:20261015T143000
DTSTAMP:20260810T185603Z
CREATED:20260804T183210Z
LAST-MODIFIED:20260810T185603Z
UID:10000278-1792053000-1792074600@www.vthec.org
SUMMARY:Reframing Attendance: From Compliance to Connection
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\nThis workshop will begin by establishing a clear differentiation between chronic absenteeism\, truancy\, and average daily attendance – key terms often misunderstood. Moving beyond definitions\, we’ll dive into the nuanced nature of chronic absenteeism\, exploring its causes\, impact\, and the latest research. This comprehensive workshop will cover everything from overarching policies and systemic approaches to practical\, day-to-day interventions that can be implemented in schools and classrooms. Participants will gain valuable insights into developing effective strategies to improve student attendance and engagement. They will leave prepared to move from compliance-based attendance practices\, to those grounded in student and family connection. \n\n\n\nParticipants will: \n\n\n\n\nGain an understanding of chronic absenteeism and its impact on student success and educational equity.\n\n\n\nLearn how shifting mindsets\, using actionable data\, and working with families as partners moves your practices from compliance to connection.\n\n\n\nAnalyze data to understand both the scale of absenteeism and its disproportionate effects on various student populations.\n\n\n\nLeave with immediately actionable strategies and tools to boost attendance and increase engagement.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNick Conner
URL:https://www.vthec.org/event/reframing-attendance-from-compliance-to-connection-2/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/students-in-a-diverse-classroom-eagerly-raising-hands-during-a-lesson.-bright-educational-atmosphere.-8423051-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261016T083000
DTEND;TZID=America/New_York:20261016T143000
DTSTAMP:20260818T134726Z
CREATED:20260817T224731Z
LAST-MODIFIED:20260818T134726Z
UID:10000291-1792139400-1792161000@www.vthec.org
SUMMARY:Growing Writers: The Science Behind Skilled Writing
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\nWriting is one of the most challenging literacy skills we ask students to learn\, yet many educators have had limited opportunities to understand how writing develops and how to teach it explicitly. This workshop provides an introduction to the science of writing\, examining what research tells us about how students become skilled writers and what instructional practices have the greatest impact on student success.Participants will learn about the cognitive demands of writing\, the connection between reading and writing\, and the key components of skilled writing. Throughout the day\, we will examine evidence-based practices that support writing at the word\, sentence\, and text levels. We will also analyze student writing to identify strengths\, areas of need\, and next instructional steps\, and discuss practical ways to strengthen writing instruction across grade levels and content areas. Educators will leave with a deeper understanding of the science of writing and practical strategies they can begin using immediately to support all students in becoming stronger\, more confident writers. \n\n\n\nParticipants will: \n\n\n\n\nDescribe the foundational principles of the science of writing\, including the connection between reading and writing\, and explain how they inform writing instruction.\n\n\n\nIdentify and explain the key components of skilled writing\, including transcription\, sentence construction\, text generation\, planning\, revising\, and self-regulation\, and how they work together as students develop as writers.\n\n\n\nAnalyze student work to identify strengths and needs related to transcription\, sentence construction\, idea development\, organization\, planning\, revising\, and self-regulation.\n\n\n\nApply evidence-based practices\, including explicit modeling\, sentence expansion and combining\, planning and organizing strategies\, goal setting\, and guided practice\, to support students from sentence-level writing to extended composition.\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/growing-writers-the-science-behind-skilled-writing/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/07/high-angle-of-crop-black-teacher-helping-asian-girl-with-assignment-while-writing-on-paper-in-classroom-5905926-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261021T083000
DTEND;TZID=America/New_York:20261021T143000
DTSTAMP:20260817T173016Z
CREATED:20260817T172018Z
LAST-MODIFIED:20260817T173016Z
UID:10000290-1792571400-1792593000@www.vthec.org
SUMMARY:Navigating IDEA Through a Neurodiversity-Affirming Lens
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. & Hannah Markos\, MFA\, M.Ed.  \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nEducators often navigate a tension between two important frameworks. The regulatory requirements of the Individuals with Disabilities Education Act (IDEA) are grounded in identifying disability-related needs to determine eligibility and provide services. At the same time\, many educators have a growing commitment to neurodiversity-affirming practices that recognize disability as a natural aspect of diversity. While regulations often compel the use of a deficit-based model(s)\, neurodiversity-affirming practices emphasize individual strengths\, identity\, and belonging.This workshop explores how educators can meet legal requirements while shifting away from deficit-focused language and practices whenever possible. Through examples\, discussion\, and application activities\, participants will explore ways to describe learner characteristics and communicate individualized educational plans (IEPs) that acknowledge both disability-related needs and learner strengths. The session emphasizes that educators have agency to create and support educational experiences that honor the uniqueness and potential of every learner. \n\n\n\n\nUnderstand the distinctions between the medical and social models of disability and how they influence educational practice.\n\n\n\nExplore how IDEA regulations shape eligibility\, evaluation\, and IEP development while identifying opportunities to use more affirming\, strengths-based language.\n\n\n\nLearn strategies for writing IEPs and evaluation reports that accurately describe disability-related needs without defining learners by their challenges.\n\n\n\nApply practical approaches for fostering belonging\, self-determination\, and meaningful participation while maintaining compliance with special education regulations.\n\n\n\nReflect on how a strengths-based\, neurodiversity-affirming mindset can enhance educational planning and outcomes.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJen Patenaude\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nHannah Markos
URL:https://www.vthec.org/event/navigating-idea-through-a-neurodiversity-affirming-lens/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261104T090000
DTEND;TZID=America/New_York:20261104T150000
DTSTAMP:20260820T003517Z
CREATED:20260814T181608Z
LAST-MODIFIED:20260820T003517Z
UID:10000288-1793782800-1793804400@www.vthec.org
SUMMARY:Trauma-Transforming Practices: Critical Literacies for Educators 2
DESCRIPTION:Workshop 2 – Reflective Practice: The Literacy of Pausing\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #2 of a 3-part series.  \n\n\n\n \n\n\n\n\n\n\n\n\nThis series will equip educators with three essential literacies needed to thrive in today’s schools: the literacy of prediction\, the literacy of pausing\, and the literacy of possibility. Together these literacies offer a practical framework for understanding human behavior and navigating the complex realities of schools\, while creating environments where both students and adults can flourish. The series will help educators develop the skills and mindsets to move beyond trauma-informed awareness toward trauma-transforming action.  \n\n\n\nThe second session will invite participants into a culture of curiosity\, where it is safe to hold\, share\, and make sense of our emotional experiences. By exploring the limits of our own stories and biases\, we strengthen our individual and collective fluency in reflection. When we use inquiry rather than certainty to navigate challenges\, emotions become clues\, not obstacles. The literacy of pausing equips educators to respond thoughtfully rather than reactively in complex\, human-centered school environments.  \n\n\n\nParticipants will: \n\n\n\n\nUse structured pausing techniques to replace reactive patterns with intentional responses.\n\n\n\nAnalyze emotional experiences as diagnostic tools for understanding school and relational dynamics.\n\n\n\nCritique professional narratives to evaluate how personal presence and assumptions influence educational outcomes.\n\n\n\nApply curiosity-based strategies to shift peer dialogue from certainty to collective wisdom.\n\n\n\n\nWorkshops in this series:\n\n\n\nOctober 6\, 2026: The Science of Stress: The Literacy of PredictabilityNovember 4\, 2026: Reflective Practice: The Literacy of PausingDecember 16\, 2026: Reframing Challenging Behaviors: The Literacy of Possibility \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/trauma-transforming-practices-critical-literacies-for-educators-2/
LOCATION:VT
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/06/hands-united-around-a-plant-symbolizing-teamwork-and-eco-friendly-efforts-outdoors.-5029919-scaled-1-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261105T083000
DTEND;TZID=America/New_York:20261105T143000
DTSTAMP:20260818T140844Z
CREATED:20260810T153121Z
LAST-MODIFIED:20260818T140844Z
UID:10000279-1793867400-1793889000@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #1
DESCRIPTION:Workshop 1: Foundational Literacy Skills\n\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\nSession #1 of a 4-part series. \n\n\n\nIf you missed the live session and want to register for the recording\, email info@vthec.org \n\n\n\n\n\n\n\n\nThis series will focus on the use of literacy assessment data to identify and address the needs of students who require targeted intervention. Participants will learn how to use formal and informal assessments to pinpoint the barriers to a student’s literacy development. They will then learn how to use this diagnostic information to understand the learner’s specific needs\, and identify evidence-based interventions to guide instructional planning.Participants will gain a set of practical tools and resources to both support instructional planning and guide team discussions and decisions around literacy. \n\n\n\nParticipants will be able to: \n\n\n\n\nAnalyze and interpret diagnostic assessment data to determine specific barriers to reading and writing development.\n\n\n\nConnect diagnostic findings to appropriate\, evidence-based interventions.\n\n\n\nApply tools and strategies to monitor progress\, adjust instruction\, and support collaborative problem-solving for students.\n\n\n\n\nWorkshops in this series: \n\n\n\nNovember 5\, 2026: Foundational Literacy SkillsDecember 4\, 2026: Word-Level Accuracy and AutomaticityJanuary 15\, 2027: Fluency and ComprehensionFebruary 12\, 2027: Writing Development and Written Expression \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-1/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261105T083000
DTEND;TZID=America/New_York:20261105T143000
DTSTAMP:20260818T140703Z
CREATED:20260818T140701Z
LAST-MODIFIED:20260818T140703Z
UID:10000282-1793867400-1793889000@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nAlso available as a workshop series for professional learning hours. Choose any or all of the four workshops below to register: \n\n\n\n\nTargeted Literacy Intervention 1: Foundational Literacy Skills\n\n\n\nTargeted Literacy Intervention 2: Word-Level Accuracy and Automaticity\n\n\n\nTargeting Literacy Intervention 3: Fluency and Comprehension\n\n\n\nTargeting Literacy Intervention 4: Writing Development and Written Expression\n\n\n\n\n\n\n\n\n\nStart/End Dates: November 5\, 2026 – February 19\, 2027 \n\n\n\nThis course will focus on the use of diagnostic literacy assessment to identify and address the needs of students who require targeted intervention. The emphasis will be on interpreting assessment data to inform instructional decisions for learners who are not making expected progress with core instruction.Participants will learn how to use a combination of formal and informal assessments to pinpoint the barriers or core deficits interfering with literacy development. Participants will learn how to use diagnostic information to understand why a student is struggling\, and then identify evidence-based interventions to guide instructional planning in reading and writing.   \n\n\n\n\n\nTo attend the workshops series only\, not for graduate credit\, please register here. \n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-6/
LOCATION:VT
CATEGORIES:Graduate Courses
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261106T000000
DTEND;TZID=America/New_York:20261106T235959
DTSTAMP:20260814T143044Z
CREATED:20260731T165918Z
LAST-MODIFIED:20260814T143044Z
UID:10000276-1793923200-1794009599@www.vthec.org
SUMMARY:AAC Assessment Process
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nStart/End Dates: November 6 – December 18\, 2026 \n\n\n\nStudents will learn how to navigate the AAC assessment process with young children with complex communication needs. An emphasis will be placed on using a multi-step AAC assessment process that includes the use of observational and standardized tools to gather information about the child\, environment\, communication partners\, and opportunity barriers\, the AAC feature match process\, and the AAC funding process. Additionally\, students will learn about specific AAC assessment considerations for young children on the autism spectrum.  \n\n\n\nIn addition to participating in the workshop days\, course participants will complete readings and assignments. Coursework will include the development of an assessment plan\, barrier assessment\, exploration and trial plan\, and final paper exploring AAC considerations for children on the autism spectrum. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAmy Starble\, M.S. CCC-SLP
URL:https://www.vthec.org/event/aac-assessment-process/
LOCATION:Capitol Plaza\, Montpelier\, VT\, 100 State Street\, Montpelier\, VT\, 05602\, United States
CATEGORIES:Certificate Programs,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2026/07/asian-mother-and-daughter-enjoying-learning-together-with-a-laptop-and-educational-cards-indoors.-7943513-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261112T083000
DTEND;TZID=America/New_York:20261112T143000
DTSTAMP:20260728T203738Z
CREATED:20260504T182656Z
LAST-MODIFIED:20260728T203738Z
UID:10000256-1794472200-1794493800@www.vthec.org
SUMMARY:Teaching in the Age of AI: Strategies for Integrity and Engagement
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\nThis workshop will equip educators with the knowledge and tools to navigate the evolving role of artificial intelligence (AI) in education while maintaining rigor and integrity in student learning. Participants will build foundational understanding of AI and explore practical classroom applications using AI tools. Participants will analyze curriculum for AI vulnerability and redesign assignments to prioritize authentic\, process-oriented\, higher order learning. Through collaborative examination of real-world examples\, participants will also develop strategies to maintain academic integrity without sacrificing content. Finally\, the workshop will engage educators in critical conversations about the ethical dimensions of AI\, including bias\, copyright\, and environmental and human impacts\, fostering a more informed and responsible approach to its use in schools. \n\n\n\nParticipants will: \n\n\n\n\nLearn strategies to adapt current assignments and create new ones that are AI resistant \n\n\n\nDistinguish between traditional and generative systems/models\n\n\n\nPractice integrating tools like Gemini into the student learning experience\n\n\n\nLearn about emerging technologies and AI tool integration\n\n\n\nDiscuss ethical considerations such as bias\, environmental impacts\, and copyright issues\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAllison Cram
URL:https://www.vthec.org/event/teaching-in-the-age-of-ai-strategies-for-integrity-and-engagement/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261118T083000
DTEND;TZID=America/New_York:20261118T143000
DTSTAMP:20260813T182003Z
CREATED:20260812T172908Z
LAST-MODIFIED:20260813T182003Z
UID:10000284-1794990600-1795012200@www.vthec.org
SUMMARY:Writing Effective PreK IEP Goals: Foundations for Program Planning and Progress Monitoring
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\nThis interactive workshop equips educators\, service providers\, and case managers with the skills to develop high-quality\, developmentally appropriate IEP goals for preschool-aged children. Participants will learn how to write measurable\, relevant\, individualized goals aligned with evidence-based practices as well as federal and state regulations.Through practical strategies and real-life examples\, attendees will explore how well-crafted goals support program planning\, guide instructional decisions\, and drive meaningful progress monitoring. The session also covers systems for tracking and reporting progress\, ensuring goals remain relevant and actionable across the span of the year. \n\n\n\nParticipants will leave this session with the knowledge and tools to: \n\n\n\n\nDevelop developmentally appropriate\, measurable IEP goals for preschoolers that meet federal and state requirements and align with best practices.\n\n\n\nUse IEP goals to guide program planning and instructional decision-making in early childhood settings.\n\n\n\nStrengthen collaborative practices among IEP team members—including families\, educators\, and specialists—to ensure goals are individualized\, shared\, and supported consistently.\n\n\n\nDesign practical systems that support instructional tracking and reporting progress across goals\, environments\, and service providers.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJudith Masson
URL:https://www.vthec.org/event/writing-effective-prek-iep-goals-foundations-for-program-planning-and-progress-monitoring/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2026/05/a-childs-hand-using-a-colorful-wooden-abacus-on-green-turf-emphasizing-playful-learning.-8612931-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261119T083000
DTEND;TZID=America/New_York:20261119T143000
DTSTAMP:20260819T153202Z
CREATED:20260819T152343Z
LAST-MODIFIED:20260819T153202Z
UID:10000293-1795077000-1795098600@www.vthec.org
SUMMARY:UDL to Promote Genuine Belonging in Neurodiverse Classrooms
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\nThis workshop will empower educators to create an inclusive and supportive classroom environment that fosters a sense of belonging through the principles of Universal Design for Learning (UDL). Workshop topics will include understanding UDL\, its impact on belonging\, and the importance of developing reflective processes to ensure our practices meet the needs of neurotypical and neurodivergent students. Participants will explore tools and best practices for meeting the diverse needs of their students while promoting engagement\, motivation\, and academic success. They will leave ready to implement UDL-aligned practices within their own classrooms and in their wider school communities.Participants will: \n\n\n\n\nGain a better understanding of the range of access barriers facing neurodivergent students and how UDL can be leveraged to address them.\n\n\n\nExplore strategies for fostering belonging as it pertains to school communities\, especially in the context of neurodiverse classrooms.\n\n\n\nExplore UDL through a disability justice lens\, considering how designing for access from the start can reduce the burden on students to disclose diagnoses\, share personal information\, or continually advocate for accommodations.\n\n\n\nAdd new resources\, practices\, and tools to their existing UDL-oriented tool boxes.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nKelly Cray
URL:https://www.vthec.org/event/udl-to-promote-genuine-belonging-in-neurodiverse-classrooms-2/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/iStock_000070115355_Small.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261204T083000
DTEND;TZID=America/New_York:20261204T143000
DTSTAMP:20260818T140926Z
CREATED:20260810T153718Z
LAST-MODIFIED:20260818T140926Z
UID:10000280-1796373000-1796394600@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #2
DESCRIPTION:Workshop 2: Word-Level Accuracy and Automaticity\n\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\nSession #2 of a 4-part series. \n\n\n\nIf you missed the live session and want to register for the recording\, email info@vthec.org \n\n\n\n\n\n\n\n\nThis series will focus on the use of literacy assessment data to identify and address the needs of students who require targeted intervention. Participants will learn how to use formal and informal assessments to pinpoint the barriers to a student’s literacy development. They will then learn how to use this diagnostic information to understand the learner’s specific needs\, and identify evidence-based interventions to guide instructional planning.Participants will gain a set of practical tools and resources to both support instructional planning and guide team discussions and decisions around literacy. \n\n\n\nParticipants will be able to: \n\n\n\n\nAnalyze and interpret diagnostic assessment data to determine specific barriers to reading and writing development.\n\n\n\nConnect diagnostic findings to appropriate\, evidence-based interventions.\n\n\n\nApply tools and strategies to monitor progress\, adjust instruction\, and support collaborative problem-solving for students.\n\n\n\n\nWorkshops in this series: \n\n\n\nNovember 5\, 2026: Foundational Literacy SkillsDecember 4\, 2026: Word-Level Accuracy and AutomaticityJanuary 15\, 2027: Fluency and ComprehensionFebruary 12\, 2027: Writing Development and Written Expression \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-2-2/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/10/bright-colorful-wooden-alphabet-letters-scattered-on-a-surface-ideal-for-childrens-learning.-7335412-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261209T083000
DTEND;TZID=America/New_York:20261209T143000
DTSTAMP:20260819T161759Z
CREATED:20260819T160147Z
LAST-MODIFIED:20260819T161759Z
UID:10000294-1796805000-1796826600@www.vthec.org
SUMMARY:Play\, Literacy\, and the Science of Reading in Early Childhood Classrooms
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\nThe VT-HEC Mission Investment Fund provides scholarships to participants who have minimal or no financial support for professional learning from their employer. Access the scholarship application through our website\, or reach out with any questions. \n\n\n\n\n\n\n\n\nGrounded in current research on the science of reading and best practices in early childhood education\, this session will highlight how playful\, meaningful interactions build the foundational skills children need for later reading success. Through classroom examples\, hands-on activities\, and collaborative discussion\, participants will learn how to intentionally embed evidence-based literacy practices into authentic play experiences while honoring children’s curiosity\, agency\, and developmental needs. \n\n\n\nParticipants will:  \n\n\n\n\nExplore how play-based experiences can strengthen the foundational skills identified by the science of reading\, including oral language\, vocabulary\, phonological awareness\, print concepts\, and alphabet knowledge.\n\n\n\nLearn how to integrate literacy-rich opportunities throughout the day\, supporting emergent reading and writing without disrupting authentic play.\n\n\n\nDiscover strategies for designing developmentally appropriate learning experiences that meet the diverse strengths\, interests\, and needs of young learners.\n\n\n\nCollaborate with fellow educators to reflect on current practice\, share successful strategies\, and develop actionable plans for implementing play-centered literacy instruction in their own classrooms.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nChristine Hertz Hausman
URL:https://www.vthec.org/event/play-lit-science-of-reading-ec/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261216T090000
DTEND;TZID=America/New_York:20261216T150000
DTSTAMP:20260820T003549Z
CREATED:20260814T182627Z
LAST-MODIFIED:20260820T003549Z
UID:10000289-1797411600-1797433200@www.vthec.org
SUMMARY:Trauma-Transforming Practices: Critical Literacies for Educators 3
DESCRIPTION:Workshop 3 – Reframing Challenging Behaviors: The Literacy of Possibility\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #3 of a 3-part series.  \n\n\n\n \n\n\n\n\n\n\n\n\nThis series will equip educators with three essential literacies needed to thrive in today’s schools: the literacy of prediction\, the literacy of pausing\, and the literacy of possibility. Together these literacies offer a practical framework for understanding human behavior and navigating the complex realities of schools\, while creating environments where both students and adults can flourish. The series will help educators develop the skills and mindsets to move beyond trauma-informed awareness toward trauma-transforming action.  \n\n\n\nReframing is both a language shift and a perception shift—an intentional move away from deficit-based labels toward asset-informed understanding. This session explores reframing as a literacy of possibility: an intentional practice of questioning the first (often inaccurate) stories we tell about behavior\, motivation\, and capacity.  \n\n\n\nReframing is not denial or toxic positivity; it is an equity-driven act of replacement that expands what becomes possible in our classrooms. When we become more fluent in the literacy of possibility\, we invite students to see themselves more fully\, while also protecting educators from the trap of narrow\, one-dimensional narratives.  \n\n\n\nParticipants will: \n\n\n\n\nPractice noticing assumptions and generating alternative interpretations of challenging behavior.\n\n\n\nReplace deficit-based labels with language that honors a student’s full capacity and context.\n\n\n\nApply equity-driven reframing practices to challenge the status quo and expand instructional and relational possibilities.\n\n\n\nIdentify and mitigate  cognitive biases that can lock educators into rigid\, adversarial power dynamics.\n\n\n\n\nWorkshops in this series:\n\n\n\nOctober 6\, 2026: The Science of Stress: The Literacy of PredictabilityNovember 4\, 2026: Reflective Practice: The Literacy of PausingDecember 16\, 2026: Reframing Challenging Behaviors: The Literacy of Possibility \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/trauma-transforming-practices-critical-literacies-for-educators-3/
LOCATION:VT
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/06/hands-united-around-a-plant-symbolizing-teamwork-and-eco-friendly-efforts-outdoors.-5029919-scaled-1-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20270115T083000
DTEND;TZID=America/New_York:20270115T143000
DTSTAMP:20260818T141007Z
CREATED:20260810T180703Z
LAST-MODIFIED:20260818T141007Z
UID:10000281-1800001800-1800023400@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #3
DESCRIPTION:Workshop 3: Fluency and Comprehension\n\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\nSession #3 of a 4-part series. \n\n\n\nIf you missed the live session and want to register for the recording\, email info@vthec.org \n\n\n\n\n\n\n\n\nThis series will focus on the use of literacy assessment data to identify and address the needs of students who require targeted intervention. Participants will learn how to use formal and informal assessments to pinpoint the barriers to a student’s literacy development. They will then learn how to use this diagnostic information to understand the learner’s specific needs\, and identify evidence-based interventions to guide instructional planning.Participants will gain a set of practical tools and resources to both support instructional planning and guide team discussions and decisions around literacy. \n\n\n\nParticipants will be able to: \n\n\n\n\nAnalyze and interpret diagnostic assessment data to determine specific barriers to reading and writing development.\n\n\n\nConnect diagnostic findings to appropriate\, evidence-based interventions.\n\n\n\nApply tools and strategies to monitor progress\, adjust instruction\, and support collaborative problem-solving for students.\n\n\n\n\nWorkshops in this series: \n\n\n\nNovember 5\, 2026: Foundational Literacy SkillsDecember 4\, 2026: Word-Level Accuracy and AutomaticityJanuary 15\, 2027: Fluency and ComprehensionFebruary 12\, 2027: Writing Development and Written Expression \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-3-2/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20270212T083000
DTEND;TZID=America/New_York:20270212T143000
DTSTAMP:20260818T141057Z
CREATED:20260810T183446Z
LAST-MODIFIED:20260818T141057Z
UID:10000283-1802421000-1802442600@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\nSession #4 of a 4-part series. \n\n\n\nIf you missed the live session and want to register for the recording\, email info@vthec.org \n\n\n\n\n\n\n\n\nThis series will focus on the use of literacy assessment data to identify and address the needs of students who require targeted intervention. Participants will learn how to use formal and informal assessments to pinpoint the barriers to a student’s literacy development. They will then learn how to use this diagnostic information to understand the learner’s specific needs\, and identify evidence-based interventions to guide instructional planning.Participants will gain a set of practical tools and resources to both support instructional planning and guide team discussions and decisions around literacy. \n\n\n\nParticipants will be able to: \n\n\n\n\nAnalyze and interpret diagnostic assessment data to determine specific barriers to reading and writing development.\n\n\n\nConnect diagnostic findings to appropriate\, evidence-based interventions.\n\n\n\nApply tools and strategies to monitor progress\, adjust instruction\, and support collaborative problem-solving for students.\n\n\n\n\nWorkshops in this series: \n\n\n\nNovember 5\, 2026: Foundational Literacy SkillsDecember 4\, 2026: Word-Level Accuracy and AutomaticityJanuary 15\, 2027: Fluency and ComprehensionFebruary 12\, 2027: Writing Development and Written Expression \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-4-2/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/10/bright-colorful-wooden-alphabet-letters-scattered-on-a-surface-ideal-for-childrens-learning.-7335412-scaled.jpg
END:VEVENT
END:VCALENDAR