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DTSTART;TZID=America/New_York:20260204T083000
DTEND;TZID=America/New_York:20260204T143000
DTSTAMP:20260418T050450
CREATED:20251121T164123Z
LAST-MODIFIED:20260128T205204Z
UID:10000215-1770193800-1770215400@www.vthec.org
SUMMARY:Supporting Gender-Inclusive Classrooms: From Awareness to Action
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\nGender norms shape how young people see themselves and others—affecting how they express emotion\, build friendships\, and imagine their futures. Many educators want to support gender-diverse students but haven’t had the chance to learn the foundations. This interactive workshop will introduce key concepts related to gender and explore how gender norms and stereotypes constrain possibilities for all students. Through real stories and data on both risks and resilience\, participants will deepen their understanding of gender diversity\, equity\, and the realities facing trans and nonbinary students across grade levels.Building on this foundation\, we’ll move from awareness to action: we will practice perspective-taking\, explore case studies\, engage in role plays and reflection. Each participant will leave with practical tools\, sample language\, and everyday practices to help make equity and inclusion the default in their schools.Participants will:  \n\n\n\n\nUnderstand the distinctions among gender identity\, gender expression\, assigned sex\, and sexual orientation.\n\n\n\nAnalyze how gender-related bias and misgendering affect student well-being and classroom climate.\n\n\n\nBuild confidence in responding with compassion to misgendering\, bias\, and exclusionary behavior with evidence-based strategies that promote safety and belonging.\n\n\n\nGain tools\, language\, and approaches for engaging families and colleagues in constructive dialogue.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nLaura Pascoe
URL:https://www.vthec.org/event/supporting-gender-inclusive-classrooms-from-awareness-to-action/
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:20260205T083000
DTEND;TZID=America/New_York:20260205T143000
DTSTAMP:20260418T050450
CREATED:20251125T171939Z
LAST-MODIFIED:20251211T114845Z
UID:10000218-1770280200-1770301800@www.vthec.org
SUMMARY:Removing the Barriers: Supporting Neurodivergent Students Through UDL
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\nLearning is like climbing a mountain—effort and challenge are part of the journey. But too often\, the way we “do school” adds unnecessary obstacles that block students’ path to learning. In this interactive workshop\, participants will use Universal Design for Learning (UDL) as a guide for reshaping the learning landscape. We’ll examine the strengths and needs of neurodivergent students\, uncover hidden demands that create barriers to learning\, and explore tier-one\, whole-class strategies that support students’ executive functioning\, language\, and sensory needs. With variability\, voice\, and choice at the center\, participants will learn how to design lessons that help all students.Participants will: \n\n\n\n\nInterrogate the conventional design of schooling and its role in excluding students. \n\n\n\nInvestigate factors that get in the way of student learning and strategies for removing them. \n\n\n\nApply the principles of UDL to lesson planning.\n\n\n\nExamine foundational inclusive practices to support neurodivergent students. \n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nAaron Lanou
URL:https://www.vthec.org/event/removing-the-barriers-supporting-neurodivergent-students-through-udl/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/12/a-group-of-happy-students-and-a-teacher-clapping-together-in-a-school-classroom.-5212700-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260206T083000
DTEND;TZID=America/New_York:20260206T143000
DTSTAMP:20260418T050450
CREATED:20251124T143448Z
LAST-MODIFIED:20260130T200949Z
UID:10000209-1770366600-1770388200@www.vthec.org
SUMMARY:Building Inclusive Early Childhood Environments: From Principles to Practice
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\nFebruary 6\, 2026\n\n\n\nMarch 6\, 2026\n\n\n\n\n\n\n\n\n\nThis series invites early childhood educators to deepen their understanding and application of inclusive practices for children from infancy through kindergarten. Participants will explore the policies and principles of inclusion\, with a focus on Universal Design for Learning (UDL) as a framework for equitable access and participation. \n\n\n\nThrough exploration of evidence-based Tier 1 (universal) and Tier 2 (targeted) strategies\, participants will learn to create welcoming environments\, adapt curriculum\, embed learning opportunities\, and implement child-focused instructional methods. Participants will also consider effective approaches to assessment and progress monitoring\, as well as meaningful ways to collaborate with colleagues and families. \n\n\n\nParticipants will: \n\n\n\n\nDefine inclusion in early childhood settings and identify elements of high-quality programs.\n\n\n\nExplain UDL principles and apply developmentally appropriate Tier 1 (universal) practices.\n\n\n\nIdentify Tier 2 (targeted) practices to support diverse learners.\n\n\n\nDiscuss approaches to collaboration\, assessment\, and progress monitoring that strengthen inclusion.\n\n\n\n\n\n\nGraduate Course OptionAn optional one-credit course will support participants to apply selected practices in their classrooms\, gather and analyze progress monitoring data\, and reflect on their implementation with guidance and peer collaboration.  \n\n\n\nCourse takers will: \n\n\n\n\nDesign and implement at least two evidence-based inclusionary practices in their own setting.\n\n\n\nReflect on their use of inclusionary practices and identify actionable next steps for growth.\n\n\n\n\nRegister for 1-Credit Graduate Course. \n\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nLori Cassidy
URL:https://www.vthec.org/event/building-inclusive-early-childhood-environments-from-principles-to-practice-workshop-series/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/08/students-and-teacher-interacting-in-a-bright-colorful-classroom-setting.-8923036-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260211T083000
DTEND;TZID=America/New_York:20260211T143000
DTSTAMP:20260418T050450
CREATED:20251201T175424Z
LAST-MODIFIED:20251204T174823Z
UID:10000221-1770798600-1770820200@www.vthec.org
SUMMARY:Using the Woodcock-Johnson V Tests of Achievement to Inform Specialized Programming
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\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 provide a comprehensive overview of the new Woodcock-Johnson V (WJV) Tests of Achievement—an expanded battery of 26 tests designed to assess all key areas of academic performance in depth. Participants will learn selective testing strategies\, as well as general administration and scoring procedures. In addition\, they will understand the updates to the WJV structure and how to use its new digital tools.  \n\n\n\nThe session will emphasize interpreting test results to understand learning profiles\, identifying specific learning disabilities\, assessing oral language levels\, and designing instructionally relevant programming. Participants will also explore the phonological and rapid automatic naming tests available in the WJ Virtual Test Library and learn how to use WJV data to support the identification of dyslexia—one of the most important learning profiles identified within the WJV structure. \n\n\n\nParticipants will: \n\n\n\n\nFamiliarize themselves with the task demand of the new WJV and be able to explain these tasks and their implications. \n\n\n\nUnderstand how to use WJV to understand and explain a learner’s profile to evaluation and IEP teams.\n\n\n\nInterpret the results of the WJV to make recommendations for accommodations and specialized instruction. \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\nMilton Dehn\, Ed.D.
URL:https://www.vthec.org/event/using-the-woodcock-johnson-v-tests-of-achievement-to-inform-specialized-programming/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/07/a-teacher-helps-a-young-student-with-writing-tasks-at-a-desk-indoors.-8923075-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260212T083000
DTEND;TZID=America/New_York:20260212T143000
DTSTAMP:20260418T050450
CREATED:20250903T200822Z
LAST-MODIFIED:20251112T155901Z
UID:10000190-1770885000-1770906600@www.vthec.org
SUMMARY:Transforming Service Learning: Building Citizenship and Community Impact
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\n\n\n \n\n\n\n \n\n\n\n\n\n\n\n\nIn this workshop\, service learning projects will be a point of departure for learning how to design units of study that are built on the needs of students\, families\, and the broader community. By shifting from a model of service for others to one of shared problem-solving and civic engagement\, participants will explore how centering real community needs within the curriculum can compel both instructional innovation and a deeper commitment to understanding and addressing injustice. \n\n\n\nParticipants will: \n\n\n\n\nLearn a framework for planning curriculum that has personal\, political\, and practical implications.\n\n\n\nPlan for an interdisciplinary unit of study that connects to core academic standards and engages students and partners in the pursuit of a more just community.\n\n\n\nNetwork with Vermont educators and learn from the models and frameworks provided.\n\n\n\nGain a repository of resources to support future work.\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nElijah Hawkes\, MSEd
URL:https://www.vthec.org/event/transforming-service-learning-building-citizenship-and-community-impact/
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:20260213T083000
DTEND;TZID=America/New_York:20260213T143000
DTSTAMP:20260418T050450
CREATED:20251201T234447Z
LAST-MODIFIED:20260205T212829Z
UID:10000226-1770971400-1770993000@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\n\n\nSession #2 of a 4-part series.If you want to register for the Session 1 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 needing targeted literacy intervention.\n\n\n\n\n\n\n\n\nJanuary 23\, 2026: Foundational Literacy SkillsFebruary 13\, 2026: Word-Level Accuracy and AutomaticityMarch 18\, 2026: Fluency and ComprehensionApril 10\, 2026: Writing Development and Written Expression \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-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:20260218T083000
DTEND;TZID=America/New_York:20260218T143000
DTSTAMP:20260418T050450
CREATED:20251124T185802Z
LAST-MODIFIED:20251204T234043Z
UID:10000217-1771403400-1771425000@www.vthec.org
SUMMARY:Special Education Case Management: Legal Considerations and Best Practices 
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 legal workshop is designed to strengthen understanding of the statutory and procedural requirements that govern evaluations\, IEP team meetings\, and the development and implementation of legally compliant IEPs. Drawing on real cases where districts faced disputes\, corrective action\, or administrative complaints for failing to follow best practices\, the session will examine key legal standards in special education. Participants will review requirements for conducting evaluations\, running lawful and effective team meetings\, documenting decisions\, and using progress monitoring data to justify instructional and placement determinations. The workshop will also address the often-overlooked but legally significant practices of maintaining compliant files outside of team meetings and communicating effectively with families and colleagues in ways that reduce risk and enhance clarity. Participants will gain practical guidance for navigating complex cases\, maintaining procedural integrity\, and developing defensible\, high-quality IEPs that withstand legal scrutiny. \n\n\n\nOutcomes \n\n\n\n\nUnderstand best practice documentation for Meeting Notices\, Prior Written Notices\, and Meeting Minutes.\n\n\n\nUnderstand when evaluations should be conducted and the timelines and procedural steps that are needed to complete comprehensive evaluations correctly.\n\n\n\nIdentify key moments in team meetings where decisions must be made\, and understand when the LEA is responsible for making a final determination if the team cannot reach consensus.\n\n\n\nReview IEPs for clarity\, compliance\, and alignment with data to ensure they provide meaningful educational benefit.\n\n\n\nGain insight into how to maintain student files and communicate effectively with team members outside of meetings to ensure ongoing documentation is accurate\, clear\, and legally compliant.\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/special-education-case-management-legal-considerations-and-best-practices/
LOCATION:VT
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:20260220T083000
DTEND;TZID=America/New_York:20260220T143000
DTSTAMP:20260418T050450
CREATED:20251125T184437Z
LAST-MODIFIED:20251215T193111Z
UID:10000220-1771576200-1771597800@www.vthec.org
SUMMARY:Neurodivergent-Centered Practices for Collaboration & Advocacy
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): Danielle Kent & 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\nFebruary 20\, 2026\n\n\n\nMarch 27\, 2026\n\n\n\nApril 17\, 2026\n\n\n\n\n\n\n\n\n\nIn this 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 disciplines to gain insight into common misconceptions\, miscommunications\, and challenges that occur in collaborative work. Participants will leave inspired to engage in ongoing learning\, and contribute to the success and wellbeing of every student. Day 1: How We Talk about Neurodiversity \n\n\n\nParticipants will: \n\n\n\n\nBuild an understanding of the buzzwords and popular trends that exist in neurodiversity discourse\n\n\n\nUnderstand evidence-based practices and suss out ideas that have popular appeal but are not backed by research\n\n\n\nCommunicate effectively and collaboratively with professionals who may have differing views on neurodiversity\n\n\n\nBegin to develop a toolbox of affirming practices that invites and honors access needs\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 student and family participation in the educational process and when/why deference to the student is crucial\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 remove unnecessary communication and participation barriers with professionals\, family members\, and the student \n\n\n\nContinue to develop a toolbox of affirming practices to invite and honor access needs\n\n\n\n\nDay 3: Panel Discussion & Presentation \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 different sources can be appropriately used to inform decision-making\n\n\n\n\n\n\n3-Credit Course Option \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. \n\n\n\nRegister for 3-Credit Graduate Course \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDanielle Kent \n\n\n\n\n\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/neurodivergent-centered-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
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