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This workshop is co-sponsored by TEC and EDCO Collaborative. TEC members should register directly through TEC to receive the member rate.

The role of the public school teacher has shifted over the past many years in many ways. Supporting, teaching, managing, and navigating the schema involved with academics, behavior, executive functioning, attention, and social skills for our students who have been formally (and informally!) identified as having special learning needs is now part of your ever-growing set of expectations! Participants in this course will develop Behavior Management Language and Systems considering the lenses of functional behavior, social skill deficits, executive functioning, and environment/schedule to support students BEFORE the wheels come off the bus. And, if the wheels do come off the bus, your toolbox will be on hand to help you develop a plan fast!

Target Audience: K-5 Classroom Teachers, Special Education Teachers, Specialists, Paraprofessionals

Graduate Credit Option:
Participants may choose to apply for 1 graduate credit for an additional fee of $125 payable to Worcester State University.
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Dates Dates: Online June 21 - June 27, 2019; Final project due July 8th.
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This workshop is co-sponsored with TEC.  TEC members should register through TEC to receive the member rate.

It’s TED. It’s the MOTH. It’s all about storytelling. And even better, it’s a fabulous resource for helping kids to speak and express themselves as well as a fascinating tool for teaching. Through this course, we’ll use storytelling games, exercises and resources to explore and practice the art and delight of storytelling both for and with children.

Participants will receive guidelines for walking through five steps of the storytelling process:

  • selecting a story
  • analyzing the story
  • learning the story
  • telling the story
  • evaluating the story
Selecting a story to tell is an important first step. Participants will be provided with guidelines and examples of stories that are best suited for telling. We will use story excerpts and examples to demonstrate how effective storytelling elements work in practice. Characteristics of resources that help storytellers select appropriate stories will be identified. Problems associated with traditional stories, such as violence, are also covered. Identifying curricular goals and developing storytelling-based units is a part of selecting stories.

Analyzing a story is the next step which comes before learning the story and helps to prevent pitfall-ridden memorization and rote repeating. Beginning storytellers follow a set of guidelines that will help them to understand the story in context and to be aware of the essence of the story which cannot and should not be tampered with. Students will be introduced to Stith Thompson’s work in folktale types, and to a variety of story models including Accumulative, Pourquoi and Circular stories (Although storytelling is often viewed as a library-based activity, it supplements and enriches the teaching of genre, character development and many other ELA requirements)

Learning the story varies with each prospective storyteller. Again, general guidelines are provided within which each student is expected to develop effective methods. Constant reference to the analysis is essential to learning. Practice with the story and integrated evaluation related to learning/relearning are emphasized.

Telling the story is more about developing the personal self-consciousness of the storyteller and a sense of performance than it is about simply repeating words out loud. We will discuss voice and tone, body language and gesture, and awareness of and responsiveness to the audience, as well as other aspects that affect storytelling presentations.

Evaluating the told story is the final step that each storyteller must take in order to identify ways to improve the experience and to increase skills levels. The evaluation is a personal exercise, and workshop participants in the past have found it supportive and constructive rather than judgmental.

As part of this three-day course, participants will select, learn and tell three stories. The stories should be on a continuum, growing in length and complexity as the class goes on. Each story will be evaluated by the student as well as by the instructor with the emphasis on the identification and development of strengths and the identification and elimination of weaknesses. Participants will then develop one complete unit in which storytelling around a Frameworks topic is essential to the unit. The unit is due by July 10th.

Target Audience: K- 12 teachers and librarians


Graduate Credit: At the first class, participants may choose to apply for one graduate credit for an additional fee of $125 payable to Worcester State University.
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Starts Starts: 6/24/2019 9:00 AM
Sessions Sessions: 3
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This workshop is co-sponsored by TEC and EDCO Collaborative. TEC members should register directly through TEC to receive the member rate.

Transition assessment is mandatory, and often feels overwhelming. It does not have to be! Good transition connects a student’s vision and current performance to a plan that helps her or him make progress toward goals. Before you can develop this beautiful plan you need to conduct transition assessment. Participants will learn to navigate the process of conducting ongoing transition assessment and how to easily integrate this information into an accessible IEP. Using practical and efficient tools, participants will see that valuable transition data is everywhere. Participants will also build their own toolkit of transition assessments. There are so many resources available that transition assessment can be free, easy, and practical. It does not have to be hard!

Target Audience: Grades 8-12 Special Education Teachers, Transition Program Teachers, Transition Specialists, and related Service Providers (SLPs, Social Workers, OTs, PTs)

Graduate Credit Option: Participants may choose to apply for 1 graduate credit for an additional fee of $125 payable to Worcester State University. A final project will be due by July 12th for those who opt for the credit.
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Dates Dates: F2F Session: June 24th, 8:30 a.m. - 2:00 p.m. Online: June 25 - June 28, 2019
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored with TEC.  TEC members should register directly through TEC to receive the member rate.

This course will require approximately 3 hours per week with no set times. There will be no sessions the week of July 1st.

This course will support you as you integrate 21st Century Digital Storytelling pedagogy into a curriculum unit of study. While digital storytelling is often thought of as a literacy activity, it should also be seen as a way to demonstrate understanding in any content area. As the Common Core focuses more on informational texts, digital storytelling allows students an accessible means to present their learning.

Students who participate in the creation of digital stories may develop enhanced communications skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. It also can help students as they learn to create stories for an audience, and present their ideas and knowledge in an individual and meaningful way.”

http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30

Participants will reshape existing curriculum units, or build a new one, to include these tools to enhance their teaching and/or their students’ learning. Activities include readings and/or videos, with periods for discussion and reflection. Using Backwards Design theory and a Constructivist approach, participants will design a lesson that supports the curriculum by creating a digital storytelling project experience for students.

Audience: K - 12 Classroom teachers and technology specialists

Credit Option: At the first class, participants may choose to register for 2 graduate credits through Worcester State University for an additional fee of $250 payable to WSU. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
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Dates Dates: Online June 24 - August 26, 2018
Credits Credits: 24 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
This offering is co-sponsored by MassCUE.  MassCUE members should register directly through MassCUE.

This session is geared toward school administrators who work in districts where Google is the preferred tool for creation and collaboration. Let’s face it, lots of training has been provided for classroom teachers on how to use Google with their students. This training solely focuses on how school administrators can use Google in their daily routine. Example of topics provided during this training:


  
  • Google Docs – basics of how to collaboratively work on documents and assign tasks with one another 
  • Google Drive – how to organize content as well as determine when and when not to use Team Drive 
  • Google Keep – how to create and manage collaborative tasks and to-do lists 
  • Google Forms – how to create forms to collect necessary data 
  • Google Forms & Google Keep – how to provide feedback instantaneously to those that need it 
  • Google Classroom – how to communicate with staff 

Pre-requisite: Participants must bring a Chromebook to the session updated with the latest version of Chrome.





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Starts Starts: 6/24/2019 8:30 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:

This four-day course will provide teachers with the knowledge and strategies they need to ensure that their students develop the capacity to look for and make use of structure, a critical mathematical practice. By the end of the training, participants will leave:

  • Understanding what it means for students to look for and make use of structure

  • Knowing two instructional routines that are designed to
    foster structural thinking in ALL students

  • Ready to launch the school year with the Contemplate
    then Calculate routine

  • Ready to enact the Connecting Representations routine
    in an upcoming unit

Grace Kelemanik and Amy Lucenta are co-founders of Fostering Math Practices and the authors of Routines for Reasoning: Fostering the Math Practices in ALL Students (Heinemann). Grace Kelemanik and Amy Lucenta have extensive and varied experience in mathematics education and a fierce commitment to developing thinking and reasoning in each and every student. Together, they work locally and nationally with teachers, districts, and educational collaborative organizations to support teachers as they work to foster mathematical practice standards in all students.

Target Audience: K – 12 teachers, coaches and specialists 

Graduate Credit: At the first class, participants may choose to apply for two optional graduate credits for an additional fee of $250 payable to Worcester State University.

In addition to thisoffering, the instructors will be presenting a two-day workshop in August.  Additional details about this workshop can be found in the link below.

Essential Strategies for Teaching Students with Learning Disabilities to Think Mathematically

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Starts Starts: 6/24/2019 8:30 AM
Sessions Sessions: 4
Credits Credits: 24 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored with TEC.  TEC members should register through TEC to receive the member rate.

Help students create meaningful projects in your content area using MIT’s Scratch. Scratch is a free online community and program that encourages students to code, draw, and create. Through this workshop you can learn Scratch or expand on knowledge you have. You will design your own Scratch projects, share ideas with classmates, and create a Scratch based lesson plan for your content area. You can get an overview of Scratch by visiting their website at scratch.mit.edu.

Week 1 (3 hours):
  • Learn: Intro to Scratch. Create a Scratch account and join our studio.
  • Create: Build a Race.
  • Explore: GoogleFirst Unusual Discoveries.
  • Share: Feedback on building the project and projects you found related to your content area.
Week 2 (3) hours:
  • Learn: More Scratch Features. Look for Scratch projects related to your content area.
  • Create: Design a ScratchPop (BrainPop style Scratch Animation) or game related to your content and share in our studio.
  • Explore: Look at classmates races in our studio. Comment on several using reflection question #2.
  • Share: What ideas do you have for the Week 4 lesson plan. How might you use or assign Scratch to students in your content area.

Week 3 (3 hours):
  • Create: Start a model Scratch project related to your content area and/or exemplifies a Scratch project you will assign students in your Week 4 lesson plan.
  • Explore and Share: Explore classmates ScratchPops in our studio and comment on reflection question #3.
Week 4 (3 hours):
  • Create: A Lesson Plan for students.
  • Create: Include a model Scratch project for the lesson along with any instructions needed for students. This could be based on the Race or ScratchPop you already created or be entirely new.
  • Share: Explore classmate projects in studio and comment on reflection question #4.
  • Do: Complete your reflection
Audience: K – 12 educators looking to integrate Scratch. This course is for participants with any level of experience using Scratch.

Credit Option: Participants can choose to apply for one optional graduate credit for an additional fee of $125 payable to Worcester State University. Participants who opt for the credit must submit a lesson plan and sample projects one week after the last class day.
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Dates Dates: Online June 25 - July 23, 2019
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This workshop is co-sponsored with TEC.  TEC members should register through TEC to receive the member rate.

Just Words® is a highly explicit, multisensory decoding and spelling program for students in grades 4 - 12 who have mild to moderate gaps in their decoding and spelling proficiency but do not require intensive intervention. The program is designed for students with below-average decoding and spelling scores and should be combined with other literature-rich programs.

Just Words aligns with a school or district’s Multi-tiered System of Supports (MTSS) or Response to Intervention (RTI) framework of instruction by delivering a Tier 2 intervention addressing a sophisticated study of word structure with explicit teaching of “how English works” for both decoding and spelling automaticity. It is designed for students who can benefit from the targeted word study focus without requiring the more comprehensive intervention of the Wilson Reading System®.

Target Audience: Teachers and Reading Specialists, Grades 4 - 12
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Starts Starts: 6/27/2019 9:00 AM
Sessions Sessions: 2
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
This course is co-sponsored with TEC.  TEC members should register through TEC to receive the member rate.

This course will include a face-to-face session on August 16, 2019 from 9:00 a.m. - 10:30 a.m.

Film can be an effective tool for helping students to learn some important regional distinctions in the Spanish language. An understanding of these differences is critical for students to be able to use and understand the language in real life situations. 

This online course will focus on identifying and sharing films that help to highlight regional characteristics of the language.  The presenter will share a model for creating activities for students that help to focus on those differences that result in difficulty in understanding.  Participants will then research and identify a film to be used in their own classrooms, create supporting materials for students including relevant cultural and/or historical background summaries, vocabulary lists that are specific to the region, and an activity based on the 3 P's - Product, Practice and Perspective that is shown in the film. Participants will also transcribe a challenging scene (portion of a scene) from the film and create an assessment
that focuses on the regional aspects of how the language is spoken which may include pronunciation, enunciation, or vocabulary. The goal is understanding and tackling difficult words or expressions.

Each participant will also create a Teacher Tips page for the film that s/he chooses, with tips for other teachers who might want to use the film, identifying issues such as inappropriate scenes, flashbacks that might be confusing, or references to historical or political figures that students might not know.

On August 16th, the course will include a tertulia at which participants will partner with another member of the class to discuss in detail the themes of both of their movies, and to share as a class the regional characteristics that were highlighted in all of the films. This face-to-face session will be held at EDCO.

By the end of the course, participants will have developed a rich series of activities to use with the film of their choice, and will have at their disposal a list of other films and associated activities from the other participants in the class.    

Target Audience: Spanish teachers of Grades 5 - 12

Credit Option: Participants may choose to apply for one optional graduate credit through Worcester State University for an additional fee of $125 payable to WSU.

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Dates Dates: Online July 6 - August 16, 2019; F2F Session August 16th 9:00 a.m. - 10:30 a.m.
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course satisfies the requirement that all educators must have 15 PDPs related to special education when they re-certify after July 1, 2016.

Incorporating technology in lesson plans, classroom routines, and behavior monitoring systems, can increase special education students' motivation to learn, make progress, and act appropriately as a member of the classroom community. Technology allows for teachers to personalize instructional needs, both academic and behavioral, to a student's individual needs. In the past, we thought of assistive technology tools to be just word processors, spell-check tools, or books-on-tape, but in "today's classroom," we have many more tools that can be used to assist students to reach their goals.

This online course will allow teachers, who support students with learning disabilities, an opportunity to learn how simple web-based tools can help to differentiate instruction in order to meet individual student needs. Many of these tools will you help you successfully implement accommodations from a student's IEP. During this course, participants will enroll as students in a Learning Management System and this platform will be used to post assignments and tasks, and will also provide participants a look at how the tool serves as a means for supporting students with disabilities in the classroom. Participants will work with web 2.0 tools such as Google Drive, Read & Write for Google, Socrative, Kahoot, Padlet, and many more!

Target Audience: Teachers of Grades 2 - 8

Graduate Credit: At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
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Dates Dates: Online July 7 - August 11, 2019; Approximately 4 hrs per week - No set times
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This online course is intended to provide participants with tips, tricks, and best practice to successfully implement the use of Google Apps for Education (now known as G-Suite for Education) in your classroom for your use and/or your students' use. To be successful in this course, you should already have a basic understanding of how to use and navigate the Google Suite. We will build off these skills to show you how to navigate and create, change, and interact more efficiently to make your teaching and utilization of Google Tools more effective. You should expect to dedicate three hours weekly to complete each module.

The course is divided up into weekly modules covering areas such as Getting Organized, Google Keep, Classroom, Drive, and more. Each module will have resources for you to view (such as articles, web pages, and videos), an assignment or two, and discussion boards. In addition, each module has a Q&A board to ask any clarifying questions to the instructor and colleagues within the course. To be successful in this class, weekly participation is required.

The class will run over 4 weeks asynchronously with the instructor being available for questions and participation. Each module will last one week.

Prerequisites:
  • A school G-Suite for Education Account (not a gmail.com account) 
  • A basic understanding of G-Suite for Education including navigation and available apps 
Target Audience: K - 12 classroom teachers and specialists
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Dates Dates: Online 7/8 - 8/2/19; approximately 4 hours per week, no set times
Credits Credits: 12 Contact Hours
Pricing Pricing:
Location Location:
This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE

Weekly Outline:
Online Session 1: In this first module, you will be introduced to Carol Dweck’s research in mindsets. You will learn the differences between fixed mindset and growth mindset and take a pre-assessment to determine your own mindset. Course work will include reading articles, watching videos and participating in a discussion board with classmates. You will learn how to use the pre-assessment tool in your own classroom.

Online Session 2: The second module will focus on effective teacher-to-student communication that fosters a growth mindset. You will learn about the importance of word choice and power of “not yet.” Course work will include reading articles, watching videos and participating in a discussion board with classmates. You will learn how to use Google tools to create an introductory activity for your students to learn about Growth Mindset. You will also be introduced to several Growth Mindset OERs that you can use as resources for your lessons.

Online Session 3: In this module, we will discuss what we should do when students fail. You will learn about celebrating mistakes, providing students with multiple opportunities to demonstrate mastery, and providing continuous feedback to students that promotes a growth mindset. Course work will include reading articles, watching videos and participating in a discussion board with classmates. Tech tools covered in this module will be ones that help teachers provide growth-oriented feedback to students, including Google tools, Padlet and EdPuzzle.

Online Session 4: The final module will focus on integrating classroom activities to foster a growth-oriented classroom. You will learn about modeling a growth mindset with technology in your classroom. Course work will include reading articles, watching videos and participating in a discussion board with classmates. As a final assignment, you will create a lesson plan that fosters a growth mindset that 1) uses at least one tech tool, 2) incorporates teacher-to-student feedback, and 3) gives students the opportunity to learn from their initial mistakes and demonstrate mastery.

Note: Each session will incorporate tech tools that help foster a growth mindset in the classroom and building.

Target Audience:  Teachers and Administrators of Grades 6 - 12
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Dates Dates: Online July 8 - August 8, 2019; No set times
Credits Credits: 16 Contact Hours
Pricing Pricing:
Location Location:
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