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X-WR-CALNAME:Vermont Higher Education Collaborative
X-ORIGINAL-URL:https://www.vthec.org
X-WR-CALDESC:Events for Vermont Higher Education Collaborative
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DTSTART;TZID=America/New_York:20250129T083000
DTEND;TZID=America/New_York:20250129T143000
DTSTAMP:20260505T035406
CREATED:20241108T200358Z
LAST-MODIFIED:20250116T191326Z
UID:10000096-1738139400-1738161000@www.vthec.org
SUMMARY:Resetting Special Education Evaluation Processes with Purpose
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nSpecial education evaluations can often become routine\, following a cookie-cutter approach without a clear understanding of the purpose behind each step. This workshop invites participants to assess current practices and reset approaches to special education evaluations\, moving away from standardized processes and adopting more personalized\, purpose-driven strategies. Participants will learn to create evaluations that better inform decisions regarding specialized programming for both academic and functional skills. \n\n\n\nParticipants will: \n\n\n\n\nDevelop a clearer understanding of the purpose behind each step in the evaluation process\, ensuring that every component serves the student’s unique needs.\n\n\n\nMake intentional decisions about what data is necessary\, refining evaluation plans to focus on relevant\, meaningful information based upon current student performance.\n\n\n\nGain confidence in designing evaluations that are tailored to individual learning profiles\, leading to more accurate and impactful educational decisions.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJen Patenaude
URL:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose/
LOCATION:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/close-up-photography-of-person-writing-on-white-paper-955392-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250130T000000
DTEND;TZID=America/New_York:20250130T235959
DTSTAMP:20260505T035406
CREATED:20241115T164331Z
LAST-MODIFIED:20250123T203552Z
UID:10000115-1738195200-1738281599@www.vthec.org
SUMMARY:Child Care Business Administration: Legal and Financial Management
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\nBrenda Bolio\, M.Ed. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nCredits:  \n\n\n\n3 \n\n\n\n\n\n\n\nDetails and 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
URL:https://www.vthec.org/event/child-care-business-administration-legal-and-financial-management/
LOCATION:https://www.vthec.org/event/child-care-business-administration-legal-and-financial-management/
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/gautam-arora-78Ae6N7rNvI-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250203T000000
DTEND;TZID=America/New_York:20250203T235959
DTSTAMP:20260505T035407
CREATED:20241113T161058Z
LAST-MODIFIED:20241202T192902Z
UID:10000109-1738540800-1738627199@www.vthec.org
SUMMARY:Concepts in Personal and Community Health for Educators
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\nBrenda Bolio\, M.Ed. and Melanie Laquerre  \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\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date
URL:https://www.vthec.org/event/concepts-in-personal-and-community-health-for-educators/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/helena-lopes-PGnqT0rXWLs-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250206T083000
DTEND;TZID=America/New_York:20250206T143000
DTSTAMP:20260505T035407
CREATED:20241121T202932Z
LAST-MODIFIED:20250116T190314Z
UID:10000120-1738830600-1738852200@www.vthec.org
SUMMARY:Gender and Sexuality Development and Considerations in Autism Spectrum Disorder
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nThe intersection of gender identity\, sexual health\, and neurodiversity is complex. While the needs of each individual are unique\, there are important common factors to consider that help support the academic and social success of students with autism spectrum disorder (ASD). Because identity development –  including gender identity and sexuality – are social processes\, autistic students can benefit from instruction that proactively addresses these topics. Participants will expand their knowledge around the intersectionality of autism\, gender identity\, and sexuality\, including LGBTQIA+\, and learn how to design educational settings that support students’ healthy development consistent with their peers. \n\n\n\nParticipants will: \n\n\n\n\nLearn about foundational developmental concepts related to gender identity and sexual development.\n\n\n\nConsider the social and developmental barriers common in the LGBTQIA+ community.\n\n\n\nUnderstand how the social challenges of autism relate to overall identity development\, including sexuality and gender identity. \n\n\n\nBe able to describe common social and cultural factors that drive gender development\, and how these can be uniquely experienced in the autistic community. \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nMark Palmieri
URL:https://www.vthec.org/event/gender-and-sexuality-development-and-considerations-in-autism-spectrum-disorder/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/04/5.9.23-Gender-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250213T153000
DTEND;TZID=America/New_York:20250213T170000
DTSTAMP:20260505T035407
CREATED:20241031T164513Z
LAST-MODIFIED:20241031T164514Z
UID:10000092-1739460600-1739466000@www.vthec.org
SUMMARY:Free Webinar: Co-Teaching and Working in Teams
DESCRIPTION:Speaker Series for New Middle and High School Educators\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\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nPurpose & FormatNew teachers describe their first years in schools as overwhelming and isolating. This series offers content of immediate need to middle and high school educators in their first or second year teaching. Monthly Zoom sessions will feature an educational leader with expertise in a particular topic area. Participants will be given time for collaboration through Q&A\, group discussions\, and collaborative activities. \n\n\n\nSchedule & Upcoming TopicsZoom sessions will be held once a month on Thursdays from 3:30 to 5 p.m. Participants may choose to attend the sessions that interest them most; no sessions are prerequisite for others. \n\n\n\n\nFebruary 13 – Co-Teaching and Working in Teams\n\n\n\nMarch 13 –  Equitable Grading\n\n\n\nApril 17 – Involving Families\n\n\n\nMay 15 – Wrapping Up the School Year and Planning for the Next\n\n\n\n\nOutcomesEducators will leave with helpful resources and content and skills that can be immediately applied in classrooms. Documentation of 1.5 professional learning hours will be provided for each session (up to 12 hours for the series). \n\n\n\nFREEThanks to a grant from the Agency of Education\, the speaker series is being offered at no cost to participants in 2024-2025.
URL:https://www.vthec.org/event/free-webinar-co-teaching-and-working-in-teams/
LOCATION:VT
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/iStock-178748573-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250214T083000
DTEND;TZID=America/New_York:20250214T143000
DTSTAMP:20260505T035407
CREATED:20241126T155234Z
LAST-MODIFIED:20250116T190742Z
UID:10000122-1739521800-1739543400@www.vthec.org
SUMMARY:What is Specially Designed Instruction?
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\n*Session 1 is required and participants can then choose any or all of the remaining sessions. \n\n\n\nRegister for the graduate course instead \n\n\n\n\n\n\n\n\n\n\nOverview\n\n\n\n*Session 1 of a 4-part series\, “Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers”\n\n\n\nThis series will focus upon what is truly special and distinct about specially designed instruction for literacy\, math\, and functional skills.  \n\n\n\nEducators are continually navigating the complexities of delivering increasingly intensive instruction within a multi-tiered system of supports (MTSS). Making informed special education eligibility decisions relies on a deep understanding of the difference between special education and general education layers of intervention. Vermont’s Special Education Rules define specially designed instruction (SDI) as adapting “the content\, methodology\, or delivery of instruction to address the unique needs of the child that result from the child’s disability.” This series aims to shift system-wide thinking away from merely reteaching the same content based on a student’s academic or functional ‘behindedness’ and move toward a focus on individualized instruction that addresses the unique ways a disability affects their learning. In addition\, this series addresses the differences between specialized instruction that supports student access to universal instruction and provides supplemental intensive instruction in areas of need.  \n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: math\, literacy\, and functional skills.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of the distinctions between general education instruction and specialized instruction for each core basic skill area through a developmental model\n\n\n\nExamine the decision-making process for identifying a student’s need for SDI within an MTSS framework\, focusing on the role of data-based decision-making teams\n\n\n\nDevelop an understanding of the difference between offering support to help students access universal instruction—focused on enabling them to ‘keep up’—and providing intensive\, targeted instruction in areas of need designed to help them ‘catch up’\n\n\n\nIdentify evidence-based instructional resources that support specialized instruction\, with adjustments to content\, delivery\, and methodology that address the specific impacts of a student’s disability\n\n\n\n\nWorkshops in this series: \n\n\n\n*February 14\, 2025    What is Specially Designed Instruction?  \n\n\n\nMarch 21\, 2025        Specially Designed Instruction for Functional Skills  \n\n\n\nApril 2\, 2025             Specially Designed Instruction for Math  \n\n\n\nMay 9\, 2025              Specially Designed Instruction for Literacy  \n\n\n\n \n\n\n\n*Session 1 is required and participants can then choose any or all of the remaining sessions \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJen Patenaude
URL:https://www.vthec.org/event/understanding-specially-designed-instruction-clarifying-its-role-within-mtss-layers/
LOCATION:https://www.vthec.org/event/understanding-specially-designed-instruction-clarifying-its-role-within-mtss-layers/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/2.14.25-SDI-Series-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250214T083000
DTEND;TZID=America/New_York:20250214T153000
DTSTAMP:20260505T035407
CREATED:20241126T204422Z
LAST-MODIFIED:20241202T195544Z
UID:10000129-1739521800-1739547000@www.vthec.org
SUMMARY:Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers (Course)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor:  \n\n\n\nBrenda Bolio\, 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\nDetails and Registration\n\n\n\n\n\n\n\n\n\n\nAdditional Course Dates:  \n\n\n\n\nMarch 21\, 2025\n\n\n\nApril 2\, 2025\n\n\n\nMay 9\, 2025\n\n\n\n\n\n\n\n\n\n\n\nOverview\n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: functional skills\, math\, and literacy. \n\n\n\nDuring the course\, students attend four workshops and will be required to design and implement SDI and then reflect upon that experience. Alternative independent projects that are relevant and useful to the course takers’ context will also be considered.
URL:https://www.vthec.org/event/understanding-specially-designed-instruction-clarifying-its-role-within-mtss-layers-graduate-course/
LOCATION:VT
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/2.14.25-SDI-Series-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250311T083000
DTEND;TZID=America/New_York:20250311T143000
DTSTAMP:20260505T035407
CREATED:20250124T210216Z
LAST-MODIFIED:20250128T211616Z
UID:10000135-1741681800-1741703400@www.vthec.org
SUMMARY:Student Behavior: From Naming to Reframing
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nOne of the most significant design flaws in our neurobiological programming is bias. Whether our bias is emotional or cognitive\, implicit or explicit\, protective or restrictive\, it shapes how we see and interpret the world. Harmful biases can surface during times of stress\, especially in the challenging fields of human services. A powerful strategy to shift our reference points and beliefs–and as a result\, improve outcomes with students–is called reframing. \n\n\n\nReframing is the ability to look at something from a number of different perspectives and vantage points\, whether it is the behavior of someone else or our own beliefs. It is not simply a technique; it is a socio-political practice to see our students differently\, and in the process build more equitable and just systems. Reframing allows us to maneuver through some of the trickiest landscapes with students\, keeping our integrity and stress in check. When we can successfully reframe\, we are working to shift our own understanding and biases\, as well as the potential meaning and impact that other people’s powerful emotions and concerning actions can have on us. While the concept of reframing is relatively easy to understand\, applying it when it is most needed takes time and practice.  \n\n\n\nParticipants will: \n\n\n\n\nExplore and examine the benefits of reframing\, and how this essential skill can transform trauma and other challenges with our students.\n\n\n\nLearn to recognize situations where shifting perspective can lead to more effective responses and outcomes. \n\n\n\nPractice applying reframing in school-based scenarios.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/student-behavior-from-naming-to-reframing/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/a-stunning-mountain-landscape-magnified-through-a-handheld-lens-highlighting-exploration-and-adventure.-2853432-scaled-e1737754812862.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250313T083000
DTEND;TZID=America/New_York:20250313T153000
DTSTAMP:20260505T035407
CREATED:20241111T172734Z
LAST-MODIFIED:20250123T162647Z
UID:10000101-1741854600-1741879800@www.vthec.org
SUMMARY:Building Regulation and Restorative Interventions into the School Day
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nChamber of Commerce \n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nMarch 13\, 2025\n\n\n\nApril 3\, 2025\n\n\n\n\n\n\n\n\n\n\n\n\n\nWith all of the challenges today’s students face\, previously useful skills and tools to address complex student behavior are often insufficient. In this experiential series\, participants will apply an understanding of trauma to everyday\, restorative practices to proactively prevent\, mitigate\, and respond effectively. Implementing these approaches supports the creation of restorative communities of care\, dignity\, and accountability. \n\n\n\nParticipants will: \n\n\n\n\n\n\nUtilize their understanding of trauma to more effectively respond to student behaviors restoratively and proactively.\n\n\n\nDevelop trauma-informed restorative structures and approaches to create the conditions for student engagement.\n\n\n\nBring increased compassion and understanding to their own and others’ unexpected\, unsafe\, and inappropriate behaviors to build a collective culture of care.\n\n\n\nPractice methods and use tools that mitigate and respond to complex student behavior.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nCamille Koosman
URL:https://www.vthec.org/event/building-regulation-and-restorative-interventions-into-the-school-day/
LOCATION:Delta Hotel\, S. Burlington\, VT\, 1117 Williston Rd\, South Burlington\, VT\, 05403\, United States
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2022/08/9.16.22-Transform-Trauma-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250313T153000
DTEND;TZID=America/New_York:20250313T170000
DTSTAMP:20260505T035407
CREATED:20241031T164921Z
LAST-MODIFIED:20241031T164922Z
UID:10000093-1741879800-1741885200@www.vthec.org
SUMMARY:Free Webinar: Equitable Grading
DESCRIPTION:Speaker Series for New Middle and High School Educators\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\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nPurpose & FormatNew teachers describe their first years in schools as overwhelming and isolating. This series offers content of immediate need to middle and high school educators in their first or second year teaching. Monthly Zoom sessions will feature an educational leader with expertise in a particular topic area. Participants will be given time for collaboration through Q&A\, group discussions\, and collaborative activities. \n\n\n\nSchedule & Upcoming TopicsZoom sessions will be held once a month on Thursdays from 3:30 to 5 p.m. Participants may choose to attend the sessions that interest them most; no sessions are prerequisite for others. \n\n\n\n\nMarch 13 –  Equitable Grading\n\n\n\nApril 17 – Involving Families\n\n\n\nMay 15 – Wrapping Up the School Year and Planning for the Next\n\n\n\n\nOutcomesEducators will leave with helpful resources and content and skills that can be immediately applied in classrooms. Documentation of 1.5 professional learning hours will be provided for each session (up to 12 hours for the series). \n\n\n\nFREEThanks to a grant from the Agency of Education\, the speaker series is being offered at no cost to participants in 2024-2025.
URL:https://www.vthec.org/event/free-webinar-equitable-grading/
LOCATION:VT
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/iStock-178748573-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250314T083000
DTEND;TZID=America/New_York:20250314T143000
DTSTAMP:20260505T035407
CREATED:20241023T195305Z
LAST-MODIFIED:20250123T165336Z
UID:10000075-1741941000-1741962600@www.vthec.org
SUMMARY:Executive Function Skills (MS/HS): Strategies for Identifying and Overcoming Learning Barriers
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nTopics: \n\n\nEarly Childhood Special Education\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nSarah will offer a functional definition of executive function skills and their typical development. Additionally\, participants will understand how to foster a student’s ability to develop more independent executive function skills through targeted interventions.  \n\n\n\nParticipants will be able to:  \n\n\n\n\nFacilitate the development of skills in older students for planning and initiating tasks\, navigating transitions between classes and activities\, and enhancing their time management abilities.\n\n\n\nEquip middle and high school students with strategies to establish effective routines\, independently manage their materials\, and regulate emotions and impulses for better self-management in a complex school environment.\n\n\n\nGuide middle and high school students in creating forward-thinking strategies and formulating detailed plans to achieve both short-term and long-term academic and personal goals.\n\n\n\nStrengthen students’ capacity to evaluate situations\, anticipate potential outcomes\, and complete assignments and projects within designated time frames.\n\n\n\nPrepare a plan with at least 3 effective instructional strategies for developing a student’s capacity to visualize and plan hourly\, daily\, weekly and monthly time.
URL:https://www.vthec.org/event/executive-function-skills-ms-hs-strategies-for-identifying-and-overcoming-learning-barriers-2/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_30_24_Executive_Functioning.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250319T090000
DTEND;TZID=America/New_York:20250319T150000
DTSTAMP:20260505T035407
CREATED:20250130T231949Z
LAST-MODIFIED:20250203T175717Z
UID:10000142-1742374800-1742396400@www.vthec.org
SUMMARY:Transforming Trauma (Level 1): The School as a Healing Community
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\nBrenda Bolio\, 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\nSpecial 25th Anniversary Pricing! \n\n\n\nREGISTER BEFORE MARCH 1 AND AUTOMATICALLY RECEIVE $250 OFF! \n\n\n\n\n\n\n\n\n\n\nIn this course\, students will study the harmful effects of trauma on students\, their families\, and the workforce\, as well as the unique\, adaptive capacities people form under conditions of pain and adversity. The course will offer new ways of thinking about old problems and better equip participants to think and act differently in their workplaces.   \n\n\n\nClass Meetings:3/19/2025:  9:00 AM – 3:00 PM4/4/2025:    9:00 PM – 3:00 PM4/29/2025:  2:00 PM – 5:00 PM5/13/2025:   2:00 PM – 5:00 PM6/3/2025:    1:00 PM – 4:00 PM6/20/2025:  9:00 AM – 3:00 PM  \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/transforming-trauma-level-1-the-school-as-a-healing-community-2/
LOCATION:https://www.vthec.org/event/transforming-trauma-level-1-the-school-as-a-healing-community-2/
CATEGORIES:Graduate Courses,Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/jay-castor-7AcMUSYRZpU-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250320T000000
DTEND;TZID=America/New_York:20250320T235959
DTSTAMP:20260505T035407
CREATED:20241202T181944Z
LAST-MODIFIED:20250204T180124Z
UID:10000131-1742428800-1742515199@www.vthec.org
SUMMARY:Neurodiversity Centered Practices for Collaboration & Advocacy (Course)
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\nBrenda Bolio\, M.Ed. & Kelly Cray \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nDetails and Registration\n\n\n\n\n\n\n\n\n\n\nRegister for workshop series instead \n\n\n\n\n\n\n\n\n\n\nIn this three part series\, participants will look carefully at the language around neurodiversity—including buzzwords and popular terminology — to consider how best to honor and reflect the experiences of being a student in an educational culture that is still evolving to meet diverse needs. They will explore the power and impact of centering students and supporting families. Finally\, participants will hear from expert panelists representing several different disciplines to gain insight into common misconceptions\, miscommunications\, and challenges that occur in collaborative work. Participants will leave equipped and inspired to engage in ongoing learning and contribute to the success and well being of every student.  \n\n\n\nIn addition to the three workshop days\, course takers will complete readings and engage with recommended content; complete reflections and analyses; engage asynchronously with peers to help synthesize new learning; participate in optional additional meetings with the course instructors; engage in field work while applying course concepts; and produce a culminating artifact demonstrating evolution of professional practice.
URL:https://www.vthec.org/event/neurodivergent-centered-practices-for-collaboration-advocacy-course/
LOCATION:VT
CATEGORIES:Certificate Programs,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/Neurodiversity-gears.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250320T083000
DTEND;TZID=America/New_York:20250320T153000
DTSTAMP:20260505T035407
CREATED:20241030T175913Z
LAST-MODIFIED:20250225T185235Z
UID:10000086-1742459400-1742484600@www.vthec.org
SUMMARY:Essential Communication Skills: Where SEL\, Academics\, and Discipline Intersect (Virtual)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nTopics: \n\n\nEarly Childhood Special Education\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend both dates:  \n\n\n\n\nMarch 20\, 2025\n\n\n\nApril 10\, 2025\n\n\n\n\nThis event is now virtual only. \n\n\n\n\n\n\n\n\n\n\nEffective disciplinary interventions\, particularly restorative practices\, require truthful self-expression and active listening. Efforts to cultivate community and belonging depend on healthy communication\, including the sharing of stories and intentions. Students demonstrate academic proficiency through voicing ideas\, giving and receiving feedback\, and collaboratively seeking solutions. \n\n\n\nThis series will consider how we can make speaking and listening skills more front-and-center in our work\, so that we better leverage their power to create schools that are both dynamic academic learning environments and healthy democratic communities where people feel belonging. Whether it’s sentence stems in elementary grades\, math talk in middle school\, restorative circles\, whole class discussion or protocols in meetings\, participants in this workshop will explore the myriad of ways that a commitment to communication skills can strengthen how we learn and problem-solve in schools. \n\n\n\nParticipants will: \n\n\n\n\nUnderstand how speaking and listening are central to participating in academics\, social-emotional learning\, and restorative discipline\n\n\n\nLearn how to prioritize and leverage speaking and listening skills to create dynamic and democratic learning communities among students and adults\n\n\n\nExplore the many practical ways we can deploy and develop speaking and listening skills\, including: classroom pedagogical techniques\, meeting facilitation strategies\, norms for productive dialogue\, and more.
URL:https://www.vthec.org/event/essential-communication-skills-where-sel-academics-and-discipline-intersect-virtual/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/9.24.21_-Power-Dynamics-in-Schools.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250321T083000
DTEND;TZID=America/New_York:20250321T143000
DTSTAMP:20260505T035407
CREATED:20241126T210100Z
LAST-MODIFIED:20250123T162938Z
UID:10000125-1742545800-1742567400@www.vthec.org
SUMMARY:Specially Designed Instruction for Functional Skills
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nThis is session 2 of a 4-part series. Session 1 is required and participants can then choose any or all of the remaining sessions.* \n\n\n\n\n\n\n\n\n\n\nOverview\n\n\n\n*Session 2 of a 4-part series\, “Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers.”\n\n\n\nThis series will focus upon what is truly special and distinct about specially designed instruction for literacy\, math\, and functional skills.  \n\n\n\nEducators are continually navigating the complexities of delivering increasingly intensive instruction within a multi-tiered system of supports (MTSS). Making informed special education eligibility decisions relies on a deep understanding of the difference between special education and general education layers of intervention. Vermont’s Special Education Rules define specially designed instruction (SDI) as adapting “the content\, methodology\, or delivery of instruction to address the unique needs of the child that result from the child’s disability.” This series aims to shift system-wide thinking away from merely reteaching the same content based on a student’s academic or functional ‘behindedness’ and move toward a focus on individualized instruction that addresses the unique ways a disability affects their learning. In addition\, this series addresses the differences between specialized instruction that supports student access to universal instruction and provides supplemental intensive instruction in areas of need.  \n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: math\, literacy\, and functional skills.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of the distinctions between general education instruction and specialized instruction for each core basic skill area through a developmental model\n\n\n\nExamine the decision-making process for identifying a student’s need for SDI within an MTSS framework\, focusing on the role of data-based decision-making teams\n\n\n\nDevelop an understanding of the difference between offering support to help students access universal instruction—focused on enabling them to ‘keep up’—and providing intensive\, targeted instruction in areas of need designed to help them ‘catch up’\n\n\n\nIdentify evidence-based instructional resources that support specialized instruction\, with adjustments to content\, delivery\, and methodology that address the specific impacts of a student’s disability\n\n\n\n\nWorkshops in this series: \n\n\n\n*February 14\, 2025    What is Specially Designed Instruction?  \n\n\n\nMarch 21\, 2025        Specially Designed Instruction for Functional Skills  \n\n\n\nApril 2\, 2025             Specially Designed Instruction for Math  \n\n\n\nMay 9\, 2025              Specially Designed Instruction for Literacy  \n\n\n\n \n\n\n\n*Session 1 is required and participants can then choose any or all of the remaining sessions \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDanielle Kent
URL:https://www.vthec.org/event/specially-designed-instruction-for-functional-skills/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/kids-writing-on-a-whiteboard-8923027-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250326T083000
DTEND;TZID=America/New_York:20250326T143000
DTSTAMP:20260505T035407
CREATED:20241112T224809Z
LAST-MODIFIED:20250123T163019Z
UID:10000105-1742977800-1742999400@www.vthec.org
SUMMARY:Building Effective MTSS Data Practices
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nParticipants will explore tools and structures that help derive meaning from their data within the context of a Multi-Tiered System of Supports (MTSS). They will learn about data organization methods that make information more accessible and manageable\, enabling teams to quickly identify trends\, set goals\, and monitor progress from individual students to entire districts. In addition\, strategies for reviewing data sources will be introduced. Participants will work collaboratively to create an action plan that integrates these tools into their MTSS framework\, empowering teams to make informed and confident data-driven decisions. \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of organizational tools and structures to improve data access and use within a MTSS.\n\n\n\nUnderstand the key components of effective data practices and how to embed data tools to create a strong\, functional data action team.\n\n\n\nGain access to resources to build a district-wide actionable plan for improving data practices\, focusing on better decision-making and student outcomes.\n\n\n\n\n \n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nBrittany Preston
URL:https://www.vthec.org/event/building-effective-mtss-data-practices/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/campaign-creators-pypeCEaJeZY-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250327T083000
DTEND;TZID=America/New_York:20250327T143000
DTSTAMP:20260505T035407
CREATED:20241202T183507Z
LAST-MODIFIED:20250204T175608Z
UID:10000133-1743064200-1743085800@www.vthec.org
SUMMARY:Neurodiversity Centered Practices for Collaboration & Advocacy (Workshop Series)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, M.Ed. & Kelly Cray \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nMarch 27\, 2025\n\n\n\nApril 11\, 2025\n\n\n\nMay 2\, 2025\n\n\n\n\nRegister for graduate course instead \n\n\n\n\n\n\n\n\n\n\nOverview\n\n\n\nIn this three part series\, participants will look carefully at the language around neurodiversity—including buzzwords and popular terminology — to consider how best to honor and reflect the experiences of being a student in an educational culture that is still evolving to meet diverse needs. They will explore the power and impact of centering students and supporting families. Finally\, participants will hear from expert panelists representing several different disciplines to gain insight into common misconceptions\, miscommunications\, and challenges that occur in collaborative work. Participants will leave equipped and inspired to engage in ongoing learning and contribute to the success and well being of every student.  \n\n\n\nDay 1: How we Talk about Neurodiversity  \n\n\n\nParticipants will: \n\n\n\n\nGain a framework for language and its connection with the Neurodivergent and Disability communities; understand how language can facilitate student connection to the greater community (or not)\n\n\n\nBuild an understanding of the buzzwords and popular trends that exist in neurodiversity discourse\n\n\n\nUnderstand & emphasize evidence-based practices and suss out ideas with popular appeal but with little research support\n\n\n\nCommunicate effectively and collaboratively with professionals whose positions on neurodiversity-related issues may be different from one’s own\n\n\n\n\nDay 2: Centering the Student and Supporting the Family  \n\n\n\nParticipants will: \n\n\n\n\nUnderstand the importance of the student and family’s participation in all aspects of the educational process and when/why deference to the student is crucial\n\n\n\nDevelop a toolbox of affirming practices to invite and honor access needs\n\n\n\nLearn to navigate situations where the student’s needs or preferences may be at odds with the family’s \n\n\n\nApply principles of Universal Design for Learning to meetings and communication to remove unnecessary participation barriers with professionals\, family members\, and/or the student\n\n\n\n\nDay 3: Panel Discussion & Presentation  \n\n\n\nParticipants will: \n\n\n\n\nExplore the challenges that can arise in collaboration across professional disciplines and perspectives \n\n\n\nGain new insight into the student and family experience\n\n\n\nDemystify the practices and vocabulary specific to individual professional disciplines\n\n\n\nBuild understanding of assessment types used by various professionals and how data from various sources can be appropriately used to inform decision making\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDanielle Kent & Kelly Cray
URL:https://www.vthec.org/event/neurodiversity-affirming-practices-for-collaboration-advocacy-workshop-series/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/Neurodiversity-gears.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250328T083000
DTEND;TZID=America/New_York:20250328T143000
DTSTAMP:20260505T035407
CREATED:20241121T162940Z
LAST-MODIFIED:20250123T163047Z
UID:10000117-1743150600-1743172200@www.vthec.org
SUMMARY:Legal Requirements for Student Discipline: Ensuring Due Process for All Students
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\nBrenda Bolio\, 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\nThis workshop will highlight a school’s obligation to provide students with due process when implementing suspensions and expulsions and will identify specific steps you must take to protect student rights. The workshop will also review the specific due process requirements and other rights to be addressed when discipling students with disabilities. This will include a discussion of when disciplinary removals constitute a “change of placement” under the law; when and how to conduct a manifestation determination; and special considerations for disciplinary incidents involving drugs\, alcohols\, weapons\, or serious bodily injury. \n\n\n\nParticipants will: \n\n\n\n\nHow to provide all students with their due process rights prior to suspension.\n\n\n\nThe different due process considerations and procedures associated with short-term suspensions and long-term suspensions.\n\n\n\nWhen parents have the right to a hearing before the school board to contest a discipline decision.\n\n\n\nThe additional due process rights provided to students with disabilities under Section 504 and IDEA in connection with discipline decisions.\n\n\n\nWhen and how to conduct a “manifestation determination” to comply with Section 504 and IDEA when disciplining students with disabilities.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAdrienne Shea
URL:https://www.vthec.org/event/legal-requirements-for-student-discipline-ensuring-due-process-for-all-students/
LOCATION:VT
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2021/12/1.13.22-Social-Justice_-Engaging-Learners-in-Literacy-and-Global-Citizenship-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250402T083000
DTEND;TZID=America/New_York:20250402T143000
DTSTAMP:20260505T035407
CREATED:20241126T211420Z
LAST-MODIFIED:20250123T162922Z
UID:10000127-1743582600-1743604200@www.vthec.org
SUMMARY:Specially Designed Instruction for Math
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nThis is session 3 of a 4-part series. Session 1 is required and participants can then choose any or all of the remaining sessions.* \n\n\n\n\n\n\n\n\n\n\nOverview\n\n\n\n*Session 3 of a 4-part series\, “Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers.”\n\n\n\nThis series will focus upon what is truly special and distinct about specially designed instruction for literacy\, math\, and functional skills.  \n\n\n\nEducators are continually navigating the complexities of delivering increasingly intensive instruction within a multi-tiered system of supports (MTSS). Making informed special education eligibility decisions relies on a deep understanding of the difference between special education and general education layers of intervention. Vermont’s Special Education Rules define specially designed instruction (SDI) as adapting “the content\, methodology\, or delivery of instruction to address the unique needs of the child that result from the child’s disability.” This series aims to shift system-wide thinking away from merely reteaching the same content based on a student’s academic or functional ‘behindedness’ and move toward a focus on individualized instruction that addresses the unique ways a disability affects their learning. In addition\, this series addresses the differences between specialized instruction that supports student access to universal instruction and provides supplemental intensive instruction in areas of need.  \n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: math\, literacy\, and functional skills.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of the distinctions between general education instruction and specialized instruction for each core basic skill area through a developmental model\n\n\n\nExamine the decision-making process for identifying a student’s need for SDI within an MTSS framework\, focusing on the role of data-based decision-making teams\n\n\n\nDevelop an understanding of the difference between offering support to help students access universal instruction—focused on enabling them to ‘keep up’—and providing intensive\, targeted instruction in areas of need designed to help them ‘catch up’\n\n\n\nIdentify evidence-based instructional resources that support specialized instruction\, with adjustments to content\, delivery\, and methodology that address the specific impacts of a student’s disability\n\n\n\n\nWorkshops in this series: \n\n\n\n*February 14\, 2025    What is Specially Designed Instruction?  \n\n\n\nMarch 21\, 2025        Specially Designed Instruction for Functional Skills  \n\n\n\nApril 2\, 2025             Specially Designed Instruction for Math  \n\n\n\nMay 9\, 2025              Specially Designed Instruction for Literacy  \n\n\n\n \n\n\n\n*Session 1 is required and participants can then choose any or all of the remaining sessions \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nKate Hughes
URL:https://www.vthec.org/event/specially-designed-instruction-for-math/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/4.2.25-SDI-Series-3.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250404T083000
DTEND;TZID=America/New_York:20250404T150000
DTSTAMP:20260505T035407
CREATED:20241111T190119Z
LAST-MODIFIED:20250324T192020Z
UID:10000102-1743755400-1743778800@www.vthec.org
SUMMARY:Selective Mutism and Social Anxiety: Helping Students Face Their Fears
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\n \n\n\n\nThis event is now VIRTUAL. \n\n\n\n\n\n\n\n\n\n\nSocial anxiety\, and selective mutism in particular\, are quite frequent among students. Given the often hidden nature of the symptoms and their impact on social development and academics\, they are associated with significant problems in school settings. Participants will learn how to apply evidence-based strategies to help students work past their social anxiety\, helping them to get comfortable being uncomfortable. Participants will view intervention videos and experience guided role plays with feedback to maximize their application of these tools with students. \n\n\n\nParticipants will: \n\n\n\n\nIdentify elements of the negative reinforcement cycle that maintain the avoidant behavior of mutism\n\n\n\nIdentify the steps for reducing excessive accommodations in school and at home\n\n\n\nUnderstand how to create an appropriate exposure hierarchy that includes changes to people\, places\, and activities\n\n\n\nUnderstand the rationale for including extrinsic reinforcers in treatment\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nZohra Chalal\, PhD
URL:https://www.vthec.org/event/selective-mutism-and-social-anxiety-helping-students-face-their-fears/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/a-child-playfully-hides-behind-a-dried-palm-leaf-capturing-an-innocent-and-curious-expression.-6801441-scaled-e1742843371525.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250409T083000
DTEND;TZID=America/New_York:20250409T143000
DTSTAMP:20260505T035407
CREATED:20241118T182633Z
LAST-MODIFIED:20241119T191731Z
UID:10000114-1744187400-1744209000@www.vthec.org
SUMMARY:Use the Vermont Early Learning Standards (VELS) to Engage Learners
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nThis workshop will focus on practical strategies for understanding and using the VELS to plan learning experiences that are purposeful\, playful\, developmentally appropriate. We will also explore the alignment between the VELS and Teaching Strategies Gold (TSG)\, VT’s early childhood recommended assessment tool. \n\n\n\nParticipants will: \n\n\n\n\nIncrease understanding of the VELS and their use in designing intentional\,  developmentally appropriate activities that engage learners across content areas\n\n\n\nExplore different curriculum and lesson planning tools that can be used to develop VELS-aligned instruction and assessment.  \n\n\n\nIncrease knowledge of the TSG formative assessment cycle\n\n\n\nPractice recognizing opportunities to increase standards-based planning and teaching in the context of daily routines and play-based experiences.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nCathy Siggins
URL:https://www.vthec.org/event/use-the-vermont-early-learning-standards-vels-to-engage-learners/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/curated-lifestyle-r40_gAbFInM-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250417T153000
DTEND;TZID=America/New_York:20250417T170000
DTSTAMP:20260505T035407
CREATED:20241031T165213Z
LAST-MODIFIED:20241202T201722Z
UID:10000094-1744903800-1744909200@www.vthec.org
SUMMARY:Free Webinar: Involving Families
DESCRIPTION:Speaker Series for New Middle and High School Educators\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\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nPurpose & FormatNew teachers describe their first years in schools as overwhelming and isolating. This series offers content of immediate need to middle and high school educators in their first or second year teaching. Monthly Zoom sessions will feature an educational leader with expertise in a particular topic area. Participants will be given time for collaboration through Q&A\, group discussions\, and collaborative activities. \n\n\n\nSchedule & Upcoming TopicsZoom sessions will be held once a month on Thursdays from 3:30 to 5 p.m. Participants may choose to attend the sessions that interest them most; no sessions are prerequisite for others. \n\n\n\n\nApril 17 – Involving Families\n\n\n\nMay 15 – Wrapping Up the School Year and Planning for the Next\n\n\n\n\nOutcomesEducators will leave with helpful resources and content and skills that can be immediately applied in classrooms. Documentation of 1.5 professional learning hours will be provided for each session (up to 12 hours for the series). \n\n\n\nFREEThanks to a grant from the Agency of Education\, the speaker series is being offered at no cost to participants in 2024-2025.
URL:https://www.vthec.org/event/free-webinar-involving-families/
LOCATION:VT
CATEGORIES:Professional Learning,Webinars
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/iStock-178748573-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250430T083000
DTEND;TZID=America/New_York:20250430T143000
DTSTAMP:20260505T035407
CREATED:20241126T183657Z
LAST-MODIFIED:20250415T175455Z
UID:10000124-1746001800-1746023400@www.vthec.org
SUMMARY:(Canceled) Act 139: Systematic and Responsive Literacy Instruction that Empowers Every Learner
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n  \n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nDescription\n\n\n\nResponsive literacy instruction\, as emphasized in Act 139\, involves differentiating instructional methods by leveraging continuous assessments\, evidence-based practices\, and data-driven instruction. This workshop will break down the components of code-based and comprehension-based explicit and systematic instruction. Emphasizing the importance of universal literacy instruction\, participants will learn how to be attentive to cues in student performance and adjust strategies for students who require additional support. Participants will collaboratively analyze data sets to identify patterns and determine next steps for instruction. \n\n\n\nParticipants will: \n\n\n\n\nDevelop a comprehensive understanding of Act 139 and its implications for literacy instruction.\n\n\n\nReview the five essential components of reading: phonemic awareness\, phonics\, vocabulary\, fluency\, and comprehension.\n\n\n\nExplore evidence-based approaches for each reading component. \n\n\n\nExamine responsive practices and their critical role in supporting student success. \n\n\n\nAnalyze student responses to instruction\, and learn how to act on these cues \n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/act-139-systematic-and-responsive-literacy-instruction-that-empowers-every-learner/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/06/iStock-474967010-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250501T000000
DTEND;TZID=America/New_York:20250501T235959
DTSTAMP:20260505T035407
CREATED:20250326T192044Z
LAST-MODIFIED:20250409T173148Z
UID:10000148-1746057600-1746143999@www.vthec.org
SUMMARY:Transforming Trauma (Level 2): From Harm to Healing
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\nBrenda Bolio\, 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\nVisit any school or classroom and we quickly get a sense of its culture\, including its values\, expectations\, discourse\, and how belonging is navigated. One can also see perceptions of behavior and conflict\, how problems are solved\, what rituals are embedded\, and who has and uses power. The culture of any community impacts how its members experience\, hold\, and metabolize pain (e.g. emotional\, psychological\, social\, interpersonal)\, how they make meaning of events and interactions\, and how they individually and collectively define their purpose. In this course\, participants build on work from Level 1 and take a deeper look at both the culture of our schools and the ones we inherited from our own families and communities.This course will also center on the critical importance of understanding and living the 5 Commitments to Transformation\, with a particular focus on being reflective about our work.  Schools place a premium on educators having content and curricular expertise\, as well as deeply knowing their students. While these understandings are important\, they should not replace the expertise we develop by examining our own beliefs\, biases\, assumptions\, worldviews\, and action patterns. Reflective Practice is a centerpiece of any trauma-informed and pro-equity work. Relationships are the primary casualty of trauma\, and relational health and wealth help us recover\, grow\, and heal. We will advance our work in the 5 Key Practices to Transform Trauma\, while deepening our skills in developing and sustaining strong relationships with our colleagues\, students\, and families. Fundamental to these key practices is a comprehensive understanding of just how vital reframing is as both a mindset and a social justice practice. We will spend time rehearsing and role modeling reframing so it becomes a facile part of one’s regular approach with students and colleagues. Participants will read\, watch\, listen\, discuss\, and reflect together in pursuit of innovative shifts. We will challenge one another’s pedagogy and ideology\, examine the effects of white supremacy and sociocultural/racial trauma\, and work to make meaningful improvements in our mindset\, biases\, and behaviors. \n\n\n\nStart/End Dates: May 1 – July 20\, 2025 \n\n\n\nSynchronous Online Learning Sessions: \n\n\n\n5/7/2024: 9:00 – 3:00 \n\n\n\n5/23/25: 1:00 – 4:00 \n\n\n\n6/4/2025: 1:00 – 5:00 \n\n\n\n6/18/2025: 9:00 – 3:00 \n\n\n\n6/24/25: 9:00 – 12:00 \n\n\n\n7/9/2025: 9:00 – 3:00 \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/holding-pain-healing-and-humanizing-our-work-in-schools-how-we-transform-trauma-level-2-course/
LOCATION:VT
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/jay-castor-7AcMUSYRZpU-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250508T083000
DTEND;TZID=America/New_York:20250508T153000
DTSTAMP:20260505T035407
CREATED:20241126T194516Z
LAST-MODIFIED:20241202T201559Z
UID:10000126-1746693000-1746718200@www.vthec.org
SUMMARY:Inclusive Design: Leveraging UDL\, MTSS\, and AI in Curriculum Planning
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\nChamber of Commerce \n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nDescription\n\n\n\nThis workshop will facilitate continuous learning and the application of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) to lesson planning and/or curriculum design. Throughout the day\, participants will engage in interactive activities designed to deepen their understanding of UDL and its integration with MTSS. In addition\, participants will contextualize and apply the information to their current materials\, ensuring that their lesson planning and curriculum content is relevant and immediately actionable. Loui will conduct brief check-ins with individuals and teams\, providing personalized support and fostering an environment of collaboration and reflective practice. By the end of the workshop\, attendees will have a clear vision for their lesson and curriculum planning\, equipped with strategies\, examples\, and tools to consider their application of UDL and MTSS.  \n\n\n\nParticipants will: \n\n\n\n\nIntegrate UDL-aligned practices into written lesson/curriculum designs.\n\n\n\nIntegrate MTSS universal level supports into written lesson/curriculum designs.\n\n\n\nUtilize AI to discover practices that are UDL and MTSS aligned.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nLoui Lord Nelson
URL:https://www.vthec.org/event/inclusive-design-leveraging-udl-mtss-and-ai-in-curriculum-planning/
LOCATION:Capitol Plaza\, Montpelier\, VT\, 100 State Street\, Montpelier\, VT\, 05602\, United States
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/5.8.25-Inclusive-Design.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250509T083000
DTEND;TZID=America/New_York:20250509T143000
DTSTAMP:20260505T035407
CREATED:20241126T212518Z
LAST-MODIFIED:20250123T162905Z
UID:10000128-1746779400-1746801000@www.vthec.org
SUMMARY:Specially Designed Instruction for Literacy
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nThis is session 4 of a 4-part series. Session 1 is required and participants can then choose any or all of the remaining sessions.* \n\n\n\n\n\n\n\n\n\n\nOverview\n\n\n\n*Session 4 of a 4-part series\, “Understanding Specially Designed Instruction: Clarifying Its Role Within MTSS Layers.”\n\n\n\nThis series will focus upon what is truly special and distinct about specially designed instruction for literacy\, math\, and functional skills.  \n\n\n\nEducators are continually navigating the complexities of delivering increasingly intensive instruction within a multi-tiered system of supports (MTSS). Making informed special education eligibility decisions relies on a deep understanding of the difference between special education and general education layers of intervention. Vermont’s Special Education Rules define specially designed instruction (SDI) as adapting “the content\, methodology\, or delivery of instruction to address the unique needs of the child that result from the child’s disability.” This series aims to shift system-wide thinking away from merely reteaching the same content based on a student’s academic or functional ‘behindedness’ and move toward a focus on individualized instruction that addresses the unique ways a disability affects their learning. In addition\, this series addresses the differences between specialized instruction that supports student access to universal instruction and provides supplemental intensive instruction in areas of need.  \n\n\n\nThe first session will provide an overview of SDI across disability and content areas\, and will serve as a frame of reference for the rest of the series. Each remaining session will focus on the development of SDI in specific content areas: math\, literacy\, and functional skills.  \n\n\n\nParticipants will: \n\n\n\n\nDevelop an understanding of the distinctions between general education instruction and specialized instruction for each core basic skill area through a developmental model\n\n\n\nExamine the decision-making process for identifying a student’s need for SDI within an MTSS framework\, focusing on the role of data-based decision-making teams\n\n\n\nDevelop an understanding of the difference between offering support to help students access universal instruction—focused on enabling them to ‘keep up’—and providing intensive\, targeted instruction in areas of need designed to help them ‘catch up’\n\n\n\nIdentify evidence-based instructional resources that support specialized instruction\, with adjustments to content\, delivery\, and methodology that address the specific impacts of a student’s disability\n\n\n\n\nWorkshops in this series: \n\n\n\n*February 14\, 2025    What is Specially Designed Instruction?  \n\n\n\nMarch 21\, 2025        Specially Designed Instruction for Functional Skills  \n\n\n\nApril 2\, 2025             Specially Designed Instruction for Math  \n\n\n\nMay 9\, 2025              Specially Designed Instruction for Literacy  \n\n\n\n \n\n\n\n*Session 1 is required and participants can then choose any or all of the remaining sessions \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJulie Burtscher Brown
URL:https://www.vthec.org/event/specially-designed-instruction-for-literacy/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/compare-fibre-e5sTz361Jzg-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250515T153000
DTEND;TZID=America/New_York:20250515T170000
DTSTAMP:20260505T035407
CREATED:20241031T165457Z
LAST-MODIFIED:20250507T173416Z
UID:10000095-1747323000-1747328400@www.vthec.org
SUMMARY:Free Webinar: Wrapping Up the School Year and Planning for the Next
DESCRIPTION:Speaker Series for New Middle and High School Educators\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\n\n\nInstructor(s):  \n\n\n\nBrenda Bolio\, 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\nPurpose & FormatNew teachers describe their first years in schools as overwhelming and isolating. This series offers content of immediate need to middle and high school educators in their first or second year teaching. Monthly Zoom sessions will feature an educational leader with expertise in a particular topic area. Participants will be given time for collaboration through Q&A\, group discussions\, and collaborative activities. \n\n\n\nSchedule & Upcoming TopicsZoom sessions will be held once a month on Thursdays from 3:30 to 5 p.m. Participants may choose to attend the sessions that interest them most; no sessions are prerequisite for others. \n\n\n\n\nMay 15 – Wrapping Up the School Year and Planning for the Next\n\n\n\n\nOutcomesEducators will leave with helpful resources and content and skills that can be immediately applied in classrooms. Documentation of 1.5 professional learning hours will be provided for each session (up to 12 hours for the series). \n\n\n\nFREEThanks to a grant from the Agency of Education\, the speaker series is being offered at no cost to participants in 2024-2025.
URL:https://www.vthec.org/event/free-webinar-wrapping-up-the-school-year-and-planning-for-the-next/
LOCATION:VT
CATEGORIES:Professional Learning,Webinars
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/10/iStock-178748573-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250519T000000
DTEND;TZID=America/New_York:20250519T235959
DTSTAMP:20260505T035407
CREATED:20250324T200808Z
LAST-MODIFIED:20250418T160915Z
UID:10000144-1747612800-1747699199@www.vthec.org
SUMMARY:History\, Legal Issues\, and Support Systems in Special Education - Section 1
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\nBrenda Bolio\, 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\nDetails and Registration\n\n\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\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: May 19 – June 21\, 2025 \n\n\n\nSynchronous Learning Sessions: \n\n\n\n5/21/25: 3:30-6:00 PM  \n\n\n\n5/28/25: 3:30-5:30 PM \n\n\n\n6/4/25:  3:30-5:30 PM    \n\n\n\n6/11/25: 3:30-5:30 PM  \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAndrea Wasson
URL:https://www.vthec.org/event/history-legal-issues-and-support-systems-in-special-education-section-1/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/06/iStock-1198351647-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250609T000000
DTEND;TZID=America/New_York:20250609T235959
DTSTAMP:20260505T035407
CREATED:20250331T211245Z
LAST-MODIFIED:20250409T140945Z
UID:10000149-1749427200-1749513599@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\nBrenda Bolio\, 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\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 19 – August 3\, 2025 \n\n\n\nClass Meetings: \n\n\n\n6/14/2025: 8:30 AM – 3:00 PM (in person class) \n\n\n\n7/5/2025: 8:30 AM – 3:00 PM (synchronous online class) \n\n\n\n7/26/2025: 8:30 AM – 3:00 PM (in person class) \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDanielle Kent
URL:https://www.vthec.org/event/early-language-and-literacy-development/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/03/a-young-child-engages-with-educational-puzzles-on-a-wooden-floor-fostering-learning-and-creativity.-7296379-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250616T000000
DTEND;TZID=America/New_York:20250616T235959
DTSTAMP:20260505T035407
CREATED:20250325T161417Z
LAST-MODIFIED:20250527T153328Z
UID:10000145-1750032000-1750118399@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\nBrenda Bolio\, 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\nDetails and Registration\n\n\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 16 – July 26\, 2025 \n\n\n\nSynchronous Online Learning Sessions: \n\n\n\n6/24/2025: 3:30 PM – 6:00 PM  \n\n\n\n7/1/2025: 3:30 PM – 5:30 PM  \n\n\n\n7/9/2025: 3:30 PM – 5:30 PM \n\n\n\n7/15/2025: 3:30 PM – 5:30 PM  \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nMary Lundeen\, M.Ed.
URL:https://www.vthec.org/event/history-legal-issues-and-support-systems-in-special-education-section-2-course/
LOCATION:VT
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/06/iStock-1198351647-scaled-1.jpg
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END:VCALENDAR