BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Vermont Higher Education Collaborative - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:Vermont Higher Education Collaborative
X-ORIGINAL-URL:https://www.vthec.org
X-WR-CALDESC:Events for Vermont Higher Education Collaborative
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20250309T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20251102T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20260308T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20261101T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20270314T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20271107T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260311T083000
DTEND;TZID=America/New_York:20260311T143000
DTSTAMP:20260416T021703
CREATED:20251201T233604Z
LAST-MODIFIED:20260205T190431Z
UID:10000223-1773217800-1773239400@www.vthec.org
SUMMARY:Defining Academic and Functional Skill Layers Within an MTSS Framework
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\nUnderstanding the distinction between the layers/tiers of an MTSS framework can be challenging. What distinguishes one layer of instructional intensity from another? How do you know when a learner needs something more or less individualized? What is the right data to have on the table when determining progress? When should an educational support team (EST) consider a special education evaluation\, and what makes specialized instruction different from other layers of intervention?  \n\n\n\nIn this workshop\, participants will learn how the layers of MTSS work together to create responsive systems that match supports to student needs. \n\n\n\nParticipants will: \n\n\n\n\nLearn how to intensify instruction through clear\, data-informed decision-making processes.\n\n\n\nIdentify systems and structures that support effective collaboration among teams and service providers.\n\n\n\nLearn to distinguish between adult supports and direct instruction when meeting student needs.\n\n\n\nDesign or refine progress monitoring and data collection systems to guide instructional adjustments.\n\n\n\nUnderstand the differences between EST\, 504\, and special education processes\, and make informed decisions about which supports best meet individual student needs.\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\nJennifer Patenaude\, M.A.
URL:https://www.vthec.org/event/defining-academic-and-functional-skill-layers-within-an-mtss-framework/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/12/getty-images-TcXy5FDLivw-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260313T083000
DTEND;TZID=America/New_York:20260313T143000
DTSTAMP:20260416T021703
CREATED:20251125T193817Z
LAST-MODIFIED:20251204T232110Z
UID:10000212-1773390600-1773412200@www.vthec.org
SUMMARY:Brain-Based Strategies for Early Language Development 
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nMarch 13\, 2026\n\n\n\nApril 2\, 2026\n\n\n\n\n\n\n\n\n\nThis workshop series is designed to deepen participants’ understanding of early brain development and its critical connection to language acquisition from birth through kindergarten. Participants will study how young children’s brains grow and how this growth supports language development across infancy\, toddlerhood\, and the preschool years. Participants will then examine key developmental milestones\, learn how language is co-constructed through responsive interactions\, and practice strategies that promote strong communication skills in young children. Lastly\, participants will shift the focus from knowledge of these milestones to adult action steps\, helping participants bridge the gap between understanding and consistent practice. Through guided reflection and collaborative problem-solving\, attendees will identify practical solutions to common implementation obstacles and tailor strategies to fit their unique environments.  \n\n\n\nParticipants will: \n\n\n\n\nDescribe how early childhood brain development underpins language growth\, including expected receptive and expressive milestones during infancy\, toddlerhood\, and preschool.\n\n\n\nUnderstand responsive caregiver strategies\,including serve and return\, co-regulation and expansion\, and therapeutic interventions such as Toy Talk.  \n\n\n\nApply learned strategies to real‑world caregiver–child interactions\, troubleshoot common barriers (e.g.\, limited time\, distractions\, inconsistent routines)\, and practice scaffolding and responsive techniques in realistic scenarios.\n\n\n\n\n\n\nGraduate Course OptionAn optional 1-credit graduate course\, which includes additional meeting times and required coursework\, is available. \n\n\n\nLearn more and register for 1-Credit Graduate Course \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/brain-based-strategies-for-early-language-development/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/getty-images-QpHETqhhi6U-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260318T083000
DTEND;TZID=America/New_York:20260318T143000
DTSTAMP:20260416T021703
CREATED:20251203T211428Z
LAST-MODIFIED:20251210T131202Z
UID:10000230-1773822600-1773844200@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #3
DESCRIPTION:Workshop 3: Fluency and Comprehension\n\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #3 of a 4-part series. \n\n\n\nParticipants may register for workshops individually.  \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\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-3/
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:20260319T083000
DTEND;TZID=America/New_York:20260319T143000
DTSTAMP:20260416T021703
CREATED:20251201T225952Z
LAST-MODIFIED:20251201T233928Z
UID:10000193-1773909000-1773930600@www.vthec.org
SUMMARY:Rethinking Childhood Anxiety: What Educators Need to Know
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\nInformed by the latest research\, this workshop is for educators seeking to better understand the rising rates of anxiety in children and adolescents. Participants will explore current data and examine emerging approaches that empower adults to understand how their own behaviors can promote or hinder coping skills. The session will address what these changes mean for educators\, emphasizing the critical role schools play in recognizing anxiety and supporting affected students. Educators will gain strategies for creating thoughtful classroom accommodations and programming that foster a supportive learning environment. \n\n\n\nParticipants will: \n\n\n\n\nUnderstand current research on the increasing prevalence of anxiety in children and adolescents\, how best practices have shifted\, and implications for school environments.\n\n\n\nIdentify and explain emerging intervention approaches that prioritize what adults can do to support brave behavior and reinforce effective coping skills.\n\n\n\nLearn practical strategies to create classroom accommodations and programming that support students experiencing challenges – learning\, social-emotional\, and/or behavioral – related to anxiety.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nHeather Flynn
URL:https://www.vthec.org/event/rethinking-childhood-anxiety-what-educators-need-to-know/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/06/creative-illustration-of-butterflies-representing-thoughts-over-a-brain-silhouette.-8849272-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260320T083000
DTEND;TZID=America/New_York:20260320T143000
DTSTAMP:20260416T021703
CREATED:20251203T182232Z
LAST-MODIFIED:20251204T232747Z
UID:10000229-1773995400-1774017000@www.vthec.org
SUMMARY:Executive Functioning in Action: Practical Strategies for Classroom Implementation
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\nThis event includes a 90 minute recording to be viewed prior to attending the live workshop. \n\n\n\n\n\n\n\n\nThis recording and workshop series will equip educators with a working understanding of executive functioning (EF) and its critical role in student learning\, behavior\, and emotional regulation across grade levels. Participants will gain practical\, developmentally appropriate strategies to identify EF challenges\, adapt instruction\, and support students in building executive functioning skills. Grounded in inclusive education practices\, this training will empower educators to create supportive classroom environments that foster independence\, self-regulation\, and academic resilience for all learners.The recording will introduce the core components of EF\, including working memory\, cognitive flexibility\, and inhibitory control. They will examine how EF develops across childhood and adolescence\, how EF challenges manifest in different grade levels\, and how they intersect with learning disabilities\, ADHD\, and other complex needs. Foundational strategies for observing and supporting EF in the classroom will be shared.Participants will: \n\n\n\n\nDefine EF’s core components.\n\n\n\nDescribe how EF develops across childhood and adolescence.\n\n\n\nIdentify common signs of EF difficulties at different grade levels.\n\n\n\nRecognize the relationship between EF challenges and academic\, behavioral\, and emotional outcomes.\n\n\n\n\nThe workshop will build on the foundational learning from the recording\, guiding educators in embedding EF supports into everyday instruction and routines. With a focus on practical application\, participants will learn strategies for modeling metacognition\, scaffolding tasks\, supporting transitions\, and using visual prompts. Participants will explore how to adapt these tools for their setting through case examples and breakout discussions. The training will conclude with approaches for explicitly teaching EF skills—such as goal-setting\, task initiation\, and emotional regulation—while promoting student independence through balanced guidance\, structured supports\, and feedback loops.Participants will: \n\n\n\n\nApply classroom-based strategies to support organization\, time management\, and self-monitoring.\n\n\n\nIntegrate visual aids\, structured routines\, and prompts to scaffold EF skills in instruction.\n\n\n\nDesign classroom environments that promote autonomy\, goal-setting\, and problem-solving in students with varying EF needs.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nShaunessy Egan
URL:https://www.vthec.org/event/executive-functioning-in-action-practical-strategies-for-classroom-implementation/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/04/getty-images-WXCroQFBhio-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260325T083000
DTEND;TZID=America/New_York:20260325T143000
DTSTAMP:20260416T021703
CREATED:20251204T213623Z
LAST-MODIFIED:20260122T162923Z
UID:10000235-1774427400-1774449000@www.vthec.org
SUMMARY:Teaching STEM to Examine and Understand Social Inequities
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n     Thanks to grant support from the Agency of Education for VT-HEC’s new Mathematics & Science program\, this workshop is being offered at a reduced cost. \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\nStudying the intersections of STEM and social inequality empowers students and educators to see mathematics and science not just as abstract disciplines\, but as tools for understanding—and ultimately transforming—the world around them. This workshop will explore how STEM can be used as a powerful tool to understand systemic\, social inequalities. Participants will examine real-world data\, external resources\, and their own curriculum to uncover patterns of inequity and connect mathematical learning to social issues such as education\, healthcare\, housing\, and environmental access. Through this work\, teachers will use critical thinking skills and gain a deeper understanding of how structural disparities are measured\, analyzed\, and addressed. The workshop will emphasize ethical inquiry\, civic responsibility\, and the application of STEM knowledge to promote social justice and equity. Participants will leave with ideas for revising a current unit or developing a new one. \n\n\n\nParticipants will: \n\n\n\n\nAnalyze and interpret data to identify patterns of inequity in societal and community contexts.\n\n\n\nApply mathematical and scientific reasoning to real-world social issues.\n\n\n\nConnect Common Core Math and Next Generation Science Standards to lessons that explore systemic inequalities.\n\n\n\nCritically evaluate and select teaching and curricular resources that promote equity.\n\n\n\nDevelop lesson plans or units that integrate STEM concepts with social justice themes.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nMonica Desrochers
URL:https://www.vthec.org/event/analyzing-injustice-through-stem/
LOCATION:VT
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/11/a-young-boy-viewing-a-digital-screen-with-data-streams-symbolizing-technology-interaction.-9783353-scaled.jpg
END:VEVENT
END:VCALENDAR