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The Key Comprehension Routine
This course provides grades 4-12 educators an opportunity to participate in Keys to Literacy professional development via an online format.

The online course is organized into modules that include interactive activities, reading assignments, quizzes, and video clips from live training. It is designed for use with The Key Comprehension Routine training book. Course participants complete “use your content” activities that allow them to generate lessons that incorporate the instructional practices into classroom instruction using existing content reading and teaching material. Registration for the online course includes a copy of the training book. 

Target Audience: Classroom teachers in grades 4 - 12
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Dates Dates: Rolling access; this course is web-based and self-paced.
Credits Credits: 13.5 Contact Hours
Pricing Pricing:
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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 asynchronous, online 15 PDP ESL course involves 4 (approximately 2-hour) weekly self-paced modules. After finishing the 4 weekly modules, participants will have an additional week to complete the other 7 hours of the course by developing a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan to synthesize learning from the reading and modules.

 

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 teaching environments? 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 right away- synchronously or asynchronously. 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. How can we provide our students consistent support for distance learning in a changing environment? 

 

Graduate Credit:  Participants may choose to apply for one graduate credit for an additional fee of $125 to Worcester State University.

 

Target Audience:  K – 12 Teachers


Deadline for Registration:   December 15th
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Dates Dates: Registration for this course will remain open until December 15th.
Credits Credits: 15 Contact Hours and 1 Grad Credit
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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 January 4 - February 8, 2021 15 hours
Credits Credits: 15 Contact Hours and 1 Grad Credit
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This course will meet live via Zoom. Each session will be recorded in the event participants are unable to attend all of them but participation in the live sessions is strongly encouraged.  Participants are invited to practice yoga with the instructor from 5:30 p.m. - 6:15 p.m. following each session.  This portion is optional and included in the cost of the course.

Happy teachers teach better. It’s that simple. Especially during the 2020-2021 school year, when educators are being asked to do so much more than ever before, self-care matters. As the teacher, you are expected to be a constant source of stability. This is virtually impossible if you don’t take care of yourself. Participants in this course will learn about the four primary domains of personal development that require self-care. Participants will learn how applying principles of mindfulness to their teaching can create a happier classroom or virtual learning space. Participants will learn about the science of habit creation and how to create healthy lifelong habits.

Topics to be Covered:

  • How taking care of yourself physically, emotionally, intellectually, and spiritually can benefit your teaching 
  • How to create habits that last 
  • How to apply basic mindful awareness skills to your whole day 
  • Understanding your negative emotions & the power of positivity 
  • The power of affirmations, intention setting, and gratitude

To learn more about the instructor and her practice, please visit her website -  Tracy Affonso Yoga.

Target Audience: K–12 educators

Graduate Credit: Participants can choose to apply for one graduate for an additional fee of $125 payable to Worcester State University.  Registration forms and details will be available before the class begins.

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Starts Starts: 1/4/2021 4:00 PM
Sessions Sessions: 8
Credits Credits: 12 Contact Hours and 1 Grad Credit
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Additional dates for Whole Class Make Up Sessions/Capstone Presentations*:

April 6, April 13 & April 27, 2021


This class will be held remotely via live Zoom sessions.


Teachers who successfully complete this course will fulfill the requirement that all core academic teachers who have one or more English language learners (ELLs) in their classroom during the period from SY 2013 through SY 2016 must earn the SEI Endorsement.

The SEI Teacher Endorsement course focuses on current theories and evidence-based instructional practices related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. Throughout the course, effective research-based strategies will be modeled. Teachers will have opportunities to practice the modeled strategies, to analyze their practice, to provide and receive feedback, and to reflect on their experiences. Through this cycle of reflective practice, teachers will gain new skills, knowledge, and dispositions for the education of English learners.

Assignments are designed to reinforce key concepts and practices. As participants proceed through the course, assignments will include a paper drawing on classroom data and information, classroom tryouts of modeled strategies which teachers will assess using a tool provided for the purpose and the development, implementation, and presentation of instructional segments. Throughout, participants will be asked to reflect upon the impact of the course material and activities on their practice.

*In addition to the course sessions, each participant is required to participate in a Capstone session at which they will make a 10 – 15 minute presentation utilizing the skills gained from the course. Participants will choose which capstone date they prefer to attend at the first session.


Audience:  K  - 12  educators

Graduate Credit Option:  At the first class, participants may choose to register for 3 graduate credits through Worcester State University for an additional fee of $225. 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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Starts Starts: 1/5/2021 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
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This course is an IDEAS sponsored event. To register, please contact dmullaley@edcollab.org. Please note that the IDEAS member rate applies after all course slots have been used.

This course will be held live via zoom and is designed to build upon the foundational theories and complex issues studied in IDEAS 1: Anti-Racist School Practices to Support the Success of All Students. Participants will study systemic change models and develop, enact, and evaluate a project to effect change in their educational setting, whether that setting is working with a small group of students, a classroom, a grade level, a school, or an entire district.

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

Prerequisite: Successful completion of IDEAS 1.

Target Audience: K - 12 Educators who have completed IDEAS 1.

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

Deadline for Registration: December 23rd
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Starts Starts: 1/14/2021 4:00 PM
Sessions Sessions: 8
Credits Credits: 25 Contact Hours and 2 Grad Credit
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To register please contact Dana Mullaley - dmullaley@edcollab.org.
This two-day training will meet live via zoom.

Research has provided substantial evidence that traumatic experiences and chronic stress impact children’s physical and mental health, ability to problem solve, and regulation of emotion, behavior, and attention. An ongoing sense of danger can lead to a chronic state of hyper-vigilance and self-protection, so that children are unable to effectively differentiate safe from unsafe situations. In a school setting, this chronic state can impede the development of interpersonal relationships and access to learning. Traumatic responses in schools are often misidentified as behavior disorders or learning disabilities and students are subsequently treated with disciplinary measures or placed in substantially separate special education classes. 

During the past year students have experienced higher levels of trauma and chronic stress than at any other point in recent history. Due to COVID-19 and the stay at home order, large numbers of children and adolescents have been exposed to death of family members, unexpected separations, isolation, and parental stress due to unemployment, poverty, and life in overcrowded quarters. As students have re-entered schools, they have done so in a fashion that is inconsistent with their past experiences, where masks and social distancing are commonplace and methods for initiating and maintaining connections with peers and teachers have been completely altered. These changes place children at greater risk for a traumatic response.

Despite the adverse experiences faced by many students, K-12 schools have an opportunity to increase resilience and moderate the effects of trauma. Through direct work with students, consultation with teachers and parents, and promotion of classroom and school-wide interventions, educators are in a unique position to promote trauma-responsive practices that will ensure that all students have the support they need to be successful. 

Part I will cover:
  • Impact of trauma and chronic stress on learning and behavior
  • Influence of COVID-19 on students and schools
  • Elements of Trauma Responsive Schools
  • Social emotional learning
  • The importance of School Climate
Part II will cover:
  • Tier 1, 2 & 3 strategies to build resilience
  • Using existing data to inform practice
By the end of the two part series, participants will be able to:
  • Recognize behavior and learning indicators that a child may be reacting to traumatic experiences
  • Identify policy initiatives to embed trauma-responsive approaches throughout the school
  • Implement classroom based interventions that can moderate the impact of trauma on learning and behavior
Target Audience: K - 12 Educators, Specialists, Counselors, School Psychologists, Administrators
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Starts Starts: 1/22/2021 9:00 AM
Sessions Sessions: 2
Credits Credits: 6 Contact Hours
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How to Implement the Three Reads Routine Remotely
Please note that the time is 4:00 p.m. - 5:30 p.m. Eastern Standard Time 

This is a live webinar and will not be recorded.

Are you worried about your students being able to make sense of problems independently in a remote setting. The Three Reads instructional routine will build your students’ capacity to be independent problem solvers. In this webinar we will share materials, tools, and strategies for remote implementation of the Three Reads routine. We will address a variety of teaching/learning formats - print materials sent home, asynchronous engagements, and synchronous interactive teaching.





Target Audience: All educators. The routine is adaptable for all grades, however content we will explore together will target math concepts from grades 3-8.
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Dates Dates: This webinar will run on 1/22, 4:00 p.m. - 5:30 p.m. E.S.T. (1:00 p.m. - 2:30 p.m. PST)
Credits Credits: 1.5 Contact Hours
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This course will include (2) live sessions via Zoom on February 27th and March 20th from 9:00 a.m. - 2:30 p.m. with five hours online at your own pace in between sessions.

This course satisfies the requirement that all educators must have 15 PDPs related to special education.

Physical Educators typically teach the entire student population within a school. With this in mind, they are teaching hundreds of children throughout each school year. It's critical for Physical Educators to understand the components of Special Education, support students on IEP's and 504 plans, and provide differentiated instruction for all learners.

In this course, participants will:
  • Discuss the history of the Special Education Law, including the state and federal regulations 
  • Review the components of an IEP and 504 plan 
  • Gain an understanding of the process of eligibility (special education services and adapted physical education) 
  • Explore a variety of Adapted Physical Education objectives 
  • Experience adaptations and modifications used for different abilities
  • Discuss the role of anxiety and how it effects children school, but specifically in PE
Graduate Credit Option: At the first class, participants may choose to apply for one optional graduate credit for an additional fee of $125 payable to Worcester State University.

Target Audience: K – 12 Physical Education and Health and Wellness teachers.
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Starts Starts: 2/27/2021 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
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This class will meet live via Zoom from 7:00 p.m. - 8:15 p.m. and then there will be online activities from 8:15 p.m. - 9:30 p.m.

As students who have received services on IEP's and 504 plans enter the post-secondary arena, the need for collaboration and communication between sending high schools and receiving colleges and universities is imperative. High School personnel (Pupil Services, Guidance Counselors, Special Educators and Transition Specialists) want to begin the process of preparing their students and their families for this successful transition. Current information on the guiding laws, process, and procedures to access accommodations in the post-secondary settings, as well as ways that the high school can foster their student's independence, metacognition and self-advocacy skills, can make all the difference in the student's success. Workshop attendees will gain an understanding of the difference between services and accommodations for students from K-12 to college/post-secondary and how best to prepare their students for success to include:


  • Understand the differences between K-12 and college for students who have received services under IDEA. 
  • Define and gain an understanding of applicable laws in post-secondary settings under the Americans with Disabilities Act and 504 of the Rehab Act. 
  • Discuss the process for determining eligibility, documentation and requesting accommodations. 
  • Identify documentation needed to support students' request for accommodations 
  • Discuss the concept of "reasonable accommodations" in post-secondary settings and distinguish between reasonable accommodations in a college setting and services provided under IDEA. 
  • Learn how to assist students in the transition to college/post-secondary environments, including what to expect, how to prepare for the next step in their academic career and questions to ask the College/University Disability Services Office. 
Target Audience: High School Guidance, Special Education, Pupil Services and Transition Specialists
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Starts Starts: 3/2/2021 7:00 PM
Sessions Sessions: 2
Credits Credits: 5 Contact Hours
Pricing Pricing:
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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 3/22- 4/26/20 approximately 5 hours per week, no set times
Credits Credits: 15 Contact Hours and 1 Grad Credit
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This highly interactive workshop offers 10 hours (PDPs) of asynchronous coursework for elementary school educators who support struggling readers and those with dyslexia. All coursework is asynchronous and can be completed on your own schedule. Presentations, activities, and supplemental readings offer teachers motivational games, lessons, and strategies to seamlessly embed into remote instruction.

Course content and activities will:
  • Synthesize research findings on fostering intrinsic motivation.
  • Provide educators with strategies and activities.
  • Offer guided demonstrations utilizing online platforms to develop accuracy and fluency in word reading skills.
  • Supply lesson planning templates and routines that can be used in small group and/or individual interventions.

Participants are invited to join twice monthly, live "office hour" sessions via Zoom to troubleshoot, problem-solve, and provide content support and clarification.

Enrollment is on a rolling basis. Course Access begins September 7, 2020. 

Target Audience: Elementary Teachers, Special Education Teachers and Specialists
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Dates Dates: This is a 10 hour asynchronous class that opens on September 7th. Participants can join at any time and work at their own pace.
Credits Credits: 10 Contact Hours
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