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This course satisfies the requirement that all educators must have 15 PDPs related to special education when they re-certify after July 1, 2016.

This 15 hour online course is designed for teachers and paraprofessionals who are working with students with Autism Spectrum Disorders (ASD). Through readings, case study analysis, documentary film viewing, research, discussion board, and writing assignment activities, participants will be introduced to concepts, data, information and best practices which will support their ability to:


  • Understand and apply the most current definition of Autism Spectrum Disorders (ASD) to their teaching and classroom environment
  • Learn about the educational needs and behavioral characteristics of learners on the Autism Spectrum
  • Become familiar with strategies and best practices to support their students in their classroom who have been identified as learners on the Autism Spectrum
  • Learn strategies to apply best practices using Universal Design for Instruction for students with disabilities and with diverse learning styles
Graduate Credit Option: Application for one graduate credit through Worcester State University is pending. If approved, participants will have the option to apply for (1) graduate credit for an additional fee of $125, payable to WSU. 

Target Audience: K – 12 general ed teachers, paraprofessionals and special education teachers
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Dates Dates: Online 4/11 - 5/2/20 approximately 5 hours per week, no set times
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course will meet REMOTELY.  Participants will be required to participate via Zoom on the scheduled dates and times.

This course is an IDEAS sponsored event. To register, please contact mcswineyctr@edcollab.org.

Please note that the IDEAS member rate applies after all course slots have been used.


This course is designed to introduce educators to the complex issues raised by race and racism and their impact on student engagement and achievement. This course will provide educators with an understanding of racial identity and the importance of building authentic student teacher relationships. This course will also help educators increase their skills of cultural proficiency.

Please note that this course may be canceled if there are fewer than 12 participants.

Target Audience: K - 12 Educators

Credit Option: Participants may choose to register for 2 graduate credits through Framingham State College for an additional charge of $150 payable to FSU.



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Starts Starts: 4/13/2020 4:00 PM
Sessions Sessions: 8
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Dana Mullaley - mcswineyctr@edcollab.org or (339) 222-5606.
This course will meet REMOTELY.  Participants will be required to participate in a live Zoom meeting on the scheduled dates and times.

This course is an IDEAS sponsored event. To register, please contact mcswineyctr@edcollab.org.

Please note that the IDEAS member rate applies after all course slots have been used.

This course is designed to help educators develop a better understanding of ways to address and respond to issues of race and racism on a personal and professional level. Participants will consider the experiences of students and families from ethnically or racially diverse backgrounds in predominantly white schools, and will examine both the barriers to/challenges of talking about race/racism/ethnicity and strategies for engaging in productive discussions.


Please note that this course may be canceled if there are fewer than 12 participants.

Target Audience: K - 12 Educators

Credit Option: Participants may choose to register for 1 graduate credit through Framingham State College for an additional charge of $75 payable to FSU.

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Starts Starts: 4/15/2020 3:00 PM
Sessions Sessions: 4
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Dana Mullaley - mcswineyctr@edcollab.org.
This 15 hour course fulfills the requirement that all educators must have 15 PDPs related to English as a Second Language when they re-certify after July 1, 2016. The instructor is a DESE-approved PD provider.

This online 15 PDP ESL course involves 4 (approximately 2-hour) weekly self-paced modules followed by the (approximately 7-hour) development of a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan to synthesize learning from the reading and modules. The SIOP Lesson Plan will be due by June 19. This 15 hour course fulfills the requirement that all educators must have 15 PDPs related to English as a Second Language when they recertify after July 1, 2016. The instructor is a DESE-approved PD provider.

 

How will students analyze complex texts across content areas while we meet their broad range of needs in all educator roles in our K-12 classrooms? Research demonstrates that students greatly benefit from consistent use of graphic organizers. Participants will work with two research-based, visual comprehension strategy tools, top-down webs and two-column notes, to support all our students to comprehend higher-level concepts and to assist ELs to work at a higher level while still building their academic vocabulary. Course topics to be covered include top­-down web and two­-column notes skills and application, Sheltered English Immersion (SEI) strategies, and review of lesson examples aligned with Massachusetts Curriculum Frameworks. Participants will share best practices, plan, and design scaffolded lessons applying top-down web or two-column notes graphic organizers or prerequisite skills that they can implement in the classroom the following day. The final assignment of the development of a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan synthesizes the module learning, incorporating course applications and takeaways from online reading.

 

Graduate Credit:  Application to apply for one optional graduate credit through Worcester State University for an additional $125 is pending.

 

Target Audience:  K – 12 Teachers

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Dates Dates: This course will be held for (4) weeks online starting 4/15 with a final assignment due 6/19/20.
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course will meet REMOTELY.  Participants will be required to participate via Zoom on the scheduled dates and times.

This course is an IDEAS sponsored event. To register, please contact mcswineyctr@edcollab.org. Please note that the IDEAS member rate applies after all course slots have been used.

This 12.5-hour course will encourage participants to examine their cultural identity, relative privileges, and address issues of diversity. Through experiential activities, participants will develop an understanding of the importance of affirming culture and appreciating the history and experiences of people/students from cultural backgrounds different than their own. Participants will reflect on their own cultural dimensions, paying particular attention to cultural archetypes, and develop an understanding of the communication and learning styles of students from diverse backgrounds. These understandings will help participants develop culturally proficient strategies that will enhance their ability to meet the needs of all students.

Please note that this course may be canceled if there are fewer than 12 participants.

Target Audience: K - 12 Educators 


Credit Option: Participants may choose to register for 1 graduate credit through Framingham State College for an additional charge of $75 payable to FSU.

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Starts Starts: 4/15/2020 4:00 PM
Sessions Sessions: 4
Credits Credits: 12.5 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact mcswineyctr@edcollab.org.
Math Workshop (aka Math Stations or Math Centers) is a widely implemented learning structure in many Grades 3-5 classrooms. I t can be a productive time for self directed , highly engaged learning. However, sometimes, it can feel too loose, too loud, too unstructured, and less productive than it could be.

In this course Grades 3-5 classroom teachers will deepen their understanding of how students learn math facts by exploring memorization and understanding fluency and automaticity and isolated facts and related facts. Teachers will analyze their current math workshop practice, identify areas for improvement, and make the revisions needed for a more productive math workshop. The focus will be on how math workshop time can efficiently support multiplication and division fact fluency for students.

Through articles, video, and hands-on game playing, we will explore formative assessment, targeted practice, student autonomy, workshop structure, number strings, discourse, and the role of teacher. Teachers will leave the course with a bank of multiplication and division games and an updated plan for math workshop.

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Dates Dates: Online 4/17 - 4/27/20 No Set Times
Pricing Pricing:
Location Location:
Math Workshop (aka Math Stations or Math Centers) is a widely implemented learning structure in many K-2 classrooms. I t can be a productive time for self directed , highly engaged learning. However, sometimes, it can feel too loose, too loud, too unstructured, and less productive than it could be.
 
In this course K-2 classroom teachers will deepen their understanding of how students learn math facts by exploring memorization and understanding fluency and automaticity and isolated facts and related facts. Teachers will analyze their current math workshop practice, identify areas for improvement, and make the revisions needed for a more productive math workshop. The focus will be on how math workshop time can efficiently support addition and subtraction fact fluency for students.

Through articles, video, and hands-on game playing, we will explore formative assessment, targeted practice, student autonomy, workshop structure, number strings, discourse, and the role of teacher. Teachers will leave the course with a bank of addition and subtraction games and an updated plan for math workshop.

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Dates Dates: This course will meet online 4/17 - 4/27 No set times
Pricing Pricing:
Location Location:
This course will meet REMOTELY.  Participants will be required to participant in a live Zoom meeting on the scheduled dates and times.

This course is an IDEAS sponsored event. To register, please contact mcswineyctr@edcollab.org.

Please note that the IDEAS member rate applies after all course slots have been used.


This course is designed for educators who wish to integrate issues of identity and equity into a subject area through student-centered activities that are designed to promote social justice conversations. Participants will also develop an understanding of how multiple forms of oppression (poverty, LGBT, gender/sexism) overlap with their own unique characteristics. Participants will practice the skills necessary to encourage students to recognize differences, see inherent values, appropriately handle conflict and misunderstandings, and engage in conversations of equity in order to be prepared to navigate through a world that is increasingly more diverse. This course will provide educators with resources to develop lessons and apply research-based strategies to encourage students to work together to build caring, just, diverse classroom/school communities while growing in their personal identity, confidence, and courage. Activities and discussions from this course can also be integrated into specific "Race/Culture/Identity" courses, and/or be part of programs, such as, Advisory, Open Circle, Developmental Designs, Responsive Classroom, Steps to Respect.

Please note that this course may be canceled if there are fewer than 12 participants. 


Target Audience: K - 12 Educators

Credit Option: Participants may choose to register for 1 graduate credits through Framingham State College for an additional charge of $75 payable to FSU.

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Starts Starts: 4/21/2020 3:00 PM
Sessions Sessions: 4
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Dana Mullaley- mcswineyctr@edcollab.org.
This is a 30 hour course that includes 10 additional hours online. Two hours online must be completed before the first face-to-face session on April 29th.



The course bridges research and practice by providing insights into assessment, prevention, identification, and remediation of dyslexia. Using an MTSS framework, coursework will examine best practices for developing reading abilities across the tiers. Particular attention will be spent on early screening, targeted instruction and progress monitoring practices from kindergarten to second grade. In regard to dyslexia, significant time will be dedicated to understanding the neural signature of dyslexia, and implications for assessment, practice and remediation. At the conclusion of the course participants will be able to share recommendations for assessment and targeted support for literacy instruction at the Tier 2 level, and demonstrate proficiency with eligibility testing and identification of dyslexia as well as developing individualized education plans that match a student’s unique learning profile. For a final project, participants will select a topic on which to write an implementation plan for their district.



By the end of the course, participants will use knowledge from behavioral and cognitive neuroscience to identify and then, using evidence-based solutions, plan interventions for students with dyslexia.  Participants will be able to:

  • Demonstrate an enhanced research-based knowledge of the brain areas and systems involved in typical and atypical reading.
  • Demonstrate an enhanced knowledge and a common understanding of the National Reading Panel’s recommendations for the Essential Components of Reading Instruction for best practices for Tier 1 (Core Instruction) in reading.
  • Demonstrate familiarity with valid and reliable progress monitoring tools that evaluate skill development among students who require Tier 2 support, or have been identified with dyslexia.
  • Interpret students’ performance on assessments to plan appropriate Tier 2 support in the areas of reading.
  • Use a science/research-based framework to develop an assessment battery for screening, benchmark assessment and eligibility testing in reading.
  • Demonstrate an enhanced knowledge of the definitions, behavioral characteristics, and federal and state standards pertaining to dyslexia.
  • Develop effective evidence-based intervention plans for students with dyslexia, which reflect students’ unique profiles of strengths and weaknesses.

Target Audience: We strongly encourage teams of like-minded colleagues from districts to apply so that the application group represents different areas of expertise (i.e. principal, classroom teachers, special educators, reading specialists, school psychologists, speech and language pathologists).  The courses targets grades K - 2.



Graduate Credit Option: At the first class, participants may choose to apply for (2) graduate credits for an additional fee of $250 payable to Worcester State University. Registration forms will be available at the first class.



Registration fees: $450 EDCO members/$530 non-members.  
The registration fee includes the textbook Essentials of Assessing, Preventing, and Overcoming Reading Difficulties and a binder of course materials.
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Starts Starts: 4/29/2020 8:30 AM
Sessions Sessions: 3
Credits Credits: 30 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
This course will require 15 hours online, approximately 5 hours per week.


This course satisfies the requirement that all educators must have 15 PDPs related to special education when they re-certify after July 1, 2016.

This course is an introduction to a broad range of topics related to student developmental disabilities, including categories of cognitive, physical, emotional, and learning delays. The inclusion of students into educational environments will be highlighted. Topics will include:
  • History of special education and inclusion 
  • Laws which govern inclusion, IDEA, and the integration of students with disabilities 
  • Family concerns and challenges 
  • Current and future trends and best practices 
  • Specific disability exploration and knowledge through readings documentaries and case study analysis 
  • Best practices in Universal Design for Instruction for students with disabilities and diverse learning styles 
  • Supporting the successful transition to post-secondary environment 
Target Audience: Teachers, Guidance Counselors and Administrators

Graduate Credit:
At the first class, 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 May 2, 2020 - May 23, 2020 15 hours
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Google Data Studio is a platform that has all the technology you need to create and share Real-Time Actionable Analytics. The best part - these tools are already available District’s Google Domain at no additional cost! Join us for a hands-on workshop to get started accessing and using these tools. Google Data Studio will allow you and your district to find new ways to visualize, connect to your data while sharing and collaborating using g-suite apps you are already familiar with. Upon the conclusion of this workshop, you should understand how to access Google Data Studio, create and connect series of data, display simple reports, and collaborate with other staff members to input and share data. This workshop will be presented by Paul Miniutti of The Analytics Platform. The Analytics Platform helps districts implement a district-wide data solution utilizing the free technology in their Google domain. 25 districts currently leverage The Analytics Platform. More information can be found here: TheAnalyticsPlatform.com 

Participants should have at least intermediate spreadsheet skills and be comfortable working with data and the Google suite of tools. Participants should bring a laptop or Chromebook and have access to a Google account.

Target Audience: K - 12 Tech Directors, Data Specialists, Assistant Superintendents, Curriculum Directors
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Starts Starts: 5/15/2020 9:00 AM
Sessions Session: 1
Credits Credits: 3 Contact Hours
Pricing Pricing:
Location Location:
This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE to receive the member rate.

This course will require approximately 3 hours per week with no set times. 

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)


This course is designed to introduce different ways students can share their learning through technology. Participants will reshape an existing lesson, or build a new one, to include these tools to enhance your teaching and/or your students’ learning. Activities include readings and/or videos, with periods for discussion and reflection. Using Backwards Design theory and a Constructivist approach, you will design a lesson that supports the curriculum by creating a digital storytelling project experience for your 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 29 - August 24, 2020; No Set Times
Credits Credits: 24 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
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