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DTSTART;TZID=America/New_York:20260429T000000
DTEND;TZID=America/New_York:20260429T235959
DTSTAMP:20260430T043904
CREATED:20260216T150259Z
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UID:10000239-1777420800-1777507199@www.vthec.org
SUMMARY:Regulating\, Reflecting\, and Reframing: Trauma-Transforming Practice in Education (Level 2)
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\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\nSchools have long served as hubs of learning\, relationships\, and civic life. Today\, educators are doing this work under conditions of unprecedented complexity—shaped by chronic stress\, racial reckonings\, and sociocultural trauma. Many of the pedagogies\, discipline practices\, and belief systems still guiding schools were not designed for these realities—and too often intensify harm for both students and adults.This advanced course invites educators to move from reactivity toward a more responsive and effective understanding of human behavior and school culture. Grounded in the developmental sciences\, pro-equity work\, and the lived realities of school communities\, participants will examine not only what happens in classrooms and schools—but why—and how our own nervous systems\, beliefs\, and positional power shape daily practice.The focus of this course is on trauma-transforming work and our collective responsibility to deepen our understanding of the stress response system (SRS) at individual\, relational\, and organizational levels. We will make a distinction between learning trauma-informed strategies and engaging in true culture change. Culture change embeds essential human capacities—such as humility\, emotional literacy\, cognitive agility\, and tolerance for ambiguity—into how we teach\, lead\, and relate to one another. Participants will explore how school culture is produced through everyday interactions\, language\, policy\, beliefs\, and power dynamics\, and how educators — regardless of role — can influence that culture through regulation\, reflection\, and reframing. \n\n\n\nTransforming trauma is also deeply personal work. It requires not only a sustained commitment to the growth and well-being of students and families\, but also a willingness to examine and expand our own capacity to change.  Participants will strengthen three core capacities essential to trauma-transforming practice: \n\n\n\n\nRegulate: Strengthening individual and collective regulation by recognizing stress responses in ourselves\, our students\, and our systems—and practicing strategies that restore safety\, predictability\, dignity\, and connection.\n\n\n\nReflect: Advancing reflective practice as a professional responsibility by slowing down decision-making to examine implicit beliefs\, narratives\, and action patterns shaped by experience and context.\n\n\n\nReframe: Developing reframing as both a mindset and a social justice practice\, transforming meaning-making around behavior from blame and control toward curiosity and relationship. Reframing is treated not as a technique\, but as a disciplined practice—rehearsed\, modeled\, and integrated into daily interactions.\n\n\n\n\nThroughout the course\, participants will engage in shared readings\, media\, and reflective exercises to examine how dominant ideologies and power structures continue to shape educational spaces. By the end of the course\, educators will be better equipped to function effectively under real-world conditions—contributing to learning environments that are equitable\, responsive\, and sustainable\, where both students and adults are supported not just to cope\, but to grow and thrive. \n\n\n\nStart/End Dates: April 29 – August 2\, 2026 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/regulating-reflecting-and-reframing-trauma-transforming-practice-in-education-level-2/
LOCATION:VT
CATEGORIES:Graduate Courses
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260501T083000
DTEND;TZID=America/New_York:20260501T143000
DTSTAMP:20260430T043904
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
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260507T083000
DTEND;TZID=America/New_York:20260507T153000
DTSTAMP:20260430T043904
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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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260615T000000
DTEND;TZID=America/New_York:20260615T235959
DTSTAMP:20260430T043904
CREATED:20260319T181548Z
LAST-MODIFIED:20260319T181549Z
UID:10000242-1781481600-1781567999@www.vthec.org
SUMMARY:History\, Legal Issues\, and Support Systems in Special Education - Section 2
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\nDetails and Registration\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThis course examines the legal and ethical issues embedded in the provision of special education services to individuals with disabilities and their families. The course addresses the historical treatment of people with disabilities from a service delivery model perspective. Significant legislation and court decisions will be addressed along with current special education legal requirements and local\, state\, and community issues impacting services. Specific attention will be given to ways in which disability may be viewed as a form of diversity. Additionally\, important frameworks and concepts including social construction of disability\, self-determination\, inclusion\, collaboration with diverse families and person-centered planning will be explored in-depth. \n\n\n\n \n\n\n\nThis is part of a sequence of courses in the VT-HEC’s Special Educator Initial Licensure or Endorsement Program. It is designed to meet the competencies for licensure as a special educator in Vermont. \n\n\n\nStart/End Dates: June 15 – July 25\, 2026 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nBecky Ebel
URL:https://www.vthec.org/event/history-legal-issues-and-support-systems-in-special-education-section-2/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260615T000000
DTEND;TZID=America/New_York:20260615T235959
DTSTAMP:20260430T043904
CREATED:20260428T193509Z
LAST-MODIFIED:20260428T203251Z
UID:10000247-1781481600-1781567999@www.vthec.org
SUMMARY:Collaboration and Consultation in Early Intervention/Early Childhood Special Education
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation: Montpelier\, 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\nSchedule & 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\nThis course focuses on the characteristics\, processes\, and roles associated with effective collaboration\, teaming\, consultation\, facilitation\, and communication within family\, school\, and community systems. We will examine strategies for collaboration and consultation with professionals and agencies involved in supporting the family and child in a variety of settings\, as well as with families of children under the age of six who have special needs. Students will learn about the skills needed to create a successful team and how to communicate with others effectively. We will analyze how interdisciplinary teams function and make suggestions for improvements. We will also review working with and supporting paraeducatorsAs part of this course\, we will examine family systems theory\, diverse family structures\, and the role of the family as the primary context for children’s development. The differences among families due to race\, culture\, language\, socio-economic status\, and/or composition will be discussed so that early childhood special education professionals can understand and come to value each family’s unique strengths. \n\n\n\nCourse Start/End Dates: June 15 – August 23\, 2026 \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor:\n\n\n\nJennifer Knowles
URL:https://www.vthec.org/event/collaboration-and-consultation-in-early-intervention-early-childhood-special-education-2/
LOCATION:Montpelier\, VT
CATEGORIES:Graduate Courses
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260620T000000
DTEND;TZID=America/New_York:20260620T235959
DTSTAMP:20260430T043905
CREATED:20260428T193759Z
LAST-MODIFIED:20260428T203211Z
UID:10000245-1781913600-1781999999@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\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\nSchedule &  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\nThis course focuses on the nature of language development (including phonology\, morphology\, syntax\, semantics\, and pragmatics) from infancy through grade three with a specific 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.  \n\n\n\nThe 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\nStart/End Dates: June 20 – August 15\, 2026 \n\n\n\n\n\n\n\n\n\n\n\nMeet Your Instructor\n\n\n\nDanielle Kent
URL:https://www.vthec.org/event/early-language-and-literacy-development-2/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260729T090000
DTEND;TZID=America/New_York:20260729T153000
DTSTAMP:20260430T043905
CREATED:20260429T191939Z
LAST-MODIFIED:20260429T193233Z
UID:10000254-1785315600-1785339000@www.vthec.org
SUMMARY:The AI Strategy Residency: Leading Systemic Implementation in Vermont Schools
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\nLocation:  \n\n\n\n\n\n\n\n\n\nParticipants must attend all dates:  \n\n\n\n\nJuly 29\, 2026 (in-person/virtual)\n\n\n\nNovember 6\, 2026 (virtual)\n\n\n\nMarch 19\, 2026 (virtual)\n\n\n\n\nSelect one registration option:  \n\n\n\nRegister (July 29 in person)  |  Register (full series virtual) \n\n\n\n\n\n\n\n\nThis workshop series will immerse participants in the foundational knowledge and practical tools needed to lead AI implementation in their schools and districts. Each day will build toward a coherent implementation vision — moving from staff training design and productivity strategies\, through roadmap and pyramid planning\, to data privacy and policy review. Every session will culminate in concrete next steps\, including structured homework: drafting an AI training deck for staff\, mapping their district’s implementation pyramid and roadmap\, auditing vendor data privacy practices\, and beginning to build a finalized AI “Gem” — a reusable\, context-specific resource for their school community. \n\n\n\nParticipants will: \n\n\n\n\nDraft a foundational AI staff training deck aligned to the Teachers First philosophy and Tier 4 teacher productivity strategies\n\n\n\nDevelop a preliminary K-12 AI implementation roadmap using the implementation pyramid framework and aligned to state-level guidance\n\n\n\nComplete an initial data privacy & policy audit\, identifying gaps between current board policy and emerging AI use guidelines\n\n\n\nBegin building a district-specific AI Gem guided by a 48-hour action plan
URL:https://www.vthec.org/event/the-ai-strategy-residency-leading-systemic-implementation-in-vermont-schools/
LOCATION:Lake Morey Resort\, 82 Clubhouse Rd\, Fairlee\, VT\, 05045\, United States
CATEGORIES:Professional Learning,Workshops
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