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

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

This course considers the importance of understanding the interconnection of race, ethnicity, and oppression (i.e. stereotypes, prejudice, discrimination) on academic achievement and student engagement. Participants have the opportunity to explore concepts of racial identity development, micro-aggressions, and colorblindness. Research by Derald W. Sue, Ron Ferguson, and others is highlighted. Participants will develop culturally proficient skills and adapt identified successful strategies to promote excellence and equity in the educational environment.

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. 


Deadline for Registration:  June 15, 2019
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Starts Starts: 7/16/2019 8:30 AM
Sessions Sessions: 2
Credits Credits: 12.5 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This workshop is co-sponsored by TEC and EDCO Collaborative. TEC members should register directly through TEC to receive the member rate.

The October 24th and November 21st sessions will be conducted online.

Dialectical Behavior Therapy (DBT) Skills Training is part of a specific form of Cognitive Behavior Therapy that was created by Dr. Marcia Linehan to treat Borderline Personality Disorder. Over the years, these skills have proven to benefit adolescents experiencing depression, anxiety, self-harming behaviors, and suicidal ideation. Recently, the skills have been integrated into the school setting to help all students manage stress and anxiety in a healthy way. 
This course is for educators who have some basic knowledge of DBT Skills Training and would like to increase their comfort with teaching the skills to others. The goal of this course is to provide participants with the opportunity to deepen their understanding of DBT Skills through hands-on activities, discussion, and class presentations.

Suggested/Optional Texts: Mazza, J., Dexter-Mazza, E., Miller, A., Rathus, J.,Murphy, H. (2016). DBT Skills in Schools: Skills Training for Emotional Problem Solving for Adolescence and Rathus, J. and Miller, A. (2015) DBT Skills Manual for Adolescents.

Target Audience: Special Educators and Counselors

Graduate Credit: At the first class, participants may choose to apply for two graduate credits for an additional fee of $250 payable to Worcester State University.
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Starts Starts: 7/17/2019 8:30 AM
Sessions Sessions: 5
Credits Credits: 24 Contact Hours and 2 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.

Reaching the needs of all learners is a challenge all educators strive to meet every day. Small adjustments can revolutionize the way your classroom functions and meets learners at their level of learning. Through this course, you will incorporate universal accommodations, build on your understanding of the importance of relationships, and design social/emotional lessons to meet the needs of all learners within your classroom without having to create more time in your schedule. In fact, if implemented correctly and consistently, these accommodations and lessons will help your overall classroom management and free up more time for instruction. The beginning course module will expand on the importance of establishing connections. The second-course module will delve comprehensively into the concept and importance of creating universal accommodations. The final course module will guide you in the design of social and emotional lessons to embed in your classroom instruction. This course will equip you with readily available tools and practices to better meet the needs of all learners in your classroom.

Target Audience:  K-5 Classroom Teachers, Special Subject Teachers, and Special Educators

Graduate Credit Option: Participants may choose to apply for 2 graduate credits for an additional fee of $250 payable to Worcester State University. Those who opt for the graduate credit are required to submit a final project by August 16th.
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Dates Dates: Online July 22 - August 9, 2019
Credits Credits: 24 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
This course is an IDEAS sponsored event. To register, please contact jbagni@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.


Deadline for Registration: June 15, 2019
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Starts Starts: 7/23/2019 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course is co-sponsored with MassCUE. MassCUE members should register directly through MassCUE.

Participants will explore the SAMR model to transform their classroom following the 4Cs of Learning and Innovation. Various Google Apps, Chrome Extensions and other online tools will be used in this course for teachers to gain the student perspective, and determine the best tools for their own classroom. We will collaborate using your existing class lessons and activities to see how they can be boosted using technology. The end result will be integrated lessons & activities for your classroom.

Target Audience: K - 12 classroom teachers and specialists

Graduate Credit: Participants may choose to apply for one graduate credit for an additional fee of $125 payable to Worcester State University.
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Dates Dates: Online July 29 - August 26, 2019; approximately 16 hours with no set times
Credits Credits: 16 Contact Hours and 1 Grad Credit
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 require approximately 6 hours of independent work in between sessions.

Gain the tools you need to incorporate nonfiction sequential texts in K-12 social studies, science, and math units and classrooms. Enhance your ability to connect with visual learners as you explore current thinking about ways in which more and more teachers are integrating graphic nonfiction into their curricula to meet divergent student needs. Participants in this two-session, one-credit class will build one lesson that integrates a nonfiction graphic novel into one of the curricular units they teach, add to a reading list of recommended books to use in social studies, science and math classrooms, as well contribute to a shared resource of current articles that show the ways in which nonfiction graphic texts supports student learning.

Participants will be required to choose and read one specific chapter from a book list provided by the instructor. The instructor will have on hand many books for teachers and librarians to peruse/choose from that connect with their teaching subjects. See her online LibGuide on the topic.

Audience: K-12 social studies, math, and science teachers and librarians

Credit Option: 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: 7/29/2019 9:00 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored with MassCUE. MassCUE members should register through MassCUE to receive the member rate.

This course will meet face-to-face twice and include additional time online July 30 - August 4, 2019 and August 6 - August 11, 2019.

This course will explore and examine strategies and techniques to create innovative STEAM lessons for your classroom. Activities will include readings, videos, hands-on activities, discussions, and feedback sessions. The course will identify and study leading innovators in the field, such as Education Closet, Turnaround Arts, and Tricia Fuglestad with Dryden Arts to name a few. Participants of this workshop will walk away with a library of engaging ideas and lessons that can be implemented starting on day 1.

Target Audience: Elementary Educators, Arts Educators

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: 7/29/2019 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:

We are in the midst of a mindfulness revolution. Businesses are offering classes for their workers, health care providers are recommending its practice to their patients, and now educators are discovering the benefits of integrating mindfulness in their classrooms.

The school day is filled with numerous internal and external distractions for both students, teachers, and other school-based professionals. Noticing when these interruptions in the day arise and being able to redirect one’s attention to the task at hand is an important skill for students and teachers alike. Research has proven that when young people learn to be more present and less anxious, they often find they can pay attention better and improve the quality of their performance. Teachers, too, can improve their practice when they are more focused and able to put aside distractions.


Topics to be Covered: 

  • The differences between mindfulness and meditation.
  • The research-backed benefits of mindfulness and meditation.
  • The science behind meditation
  • How to create new, sustainable habits, including setting up a personal mindfulness or meditation practice.
  • The five literacies of mindful learning and how they apply to teaching.
  • How to conduct simple breathing exercises with students.
  • The research behind gratitude and its potential benefits.
  • Why today’s students are more anxious than ever and how mindfulness might help.
  • Mindfulness applications for daily activities.

Comments from past participant: “Everything about this workshop was wonderful - the presenter, the group process (both small and large), the resources, the instruction - I wanted more!

Target Audience: K - 8 classroom teachers, specialists, learning center teachers

Graduate Credit Option: At the first class, participants may choose to apply for one optional graduate credit through Worcester State University for an additional fee of $125, payable to Worcester.
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Starts Starts: 7/30/2019 9:00 AM
Sessions Sessions: 3
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Struggling readers are often not identified until they reach grade two, making the remediation process longer and more difficult. Screening Kindergarten students for reading disabilities, and providing early and appropriate intervention, can yield the strong foundation required for successful reading. In this workshop, we will discuss appropriate screening tools used as indicators for reading disabilities in young students and review how to group these students accordingly. We will then discuss specific intervention strategies that can be used to target the foundational skills for each group. Participants will leave with an understanding of the reading profiles of struggling young readers and have some clear intervention routines to take back to their classroom. The workshop is focused, but not limited to, Kindergarten students. The assessments and intervention strategies can be used at any grade level. This workshop is perfect for classroom teachers, special educators, and reading interventionists that would like some additional routines in teaching young students to read.

Target Audience: Classroom teachers, special educators and reading specialists
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Starts Starts: 8/5/2019 9:00 AM
Sessions Session: 1
Credits Credits: 3 Contact Hours
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This two-day course will provide teachers with 4 research-based strategies to teach students with learning disabilities how to think and reason mathematically.

Participants will leave:
  • Understanding what it looks like when students reason mathematically – quantitatively, structurally, and through repetition
  • Knowing 4 essential strategies to engage students, support their development of mathematical thinking, and develop independence
  • Ready to support each and every learner to develop as mathematicians
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.

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 general education and special education teachers, coaches and specialists

In addition to this offering, the instructors will be presenting a four day workshop in June. Additional details about this workshop can be found in the link below.

Routines for Reasoning: Fostering Structural Thinking in All Students
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Starts Starts: 8/6/2019 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This is a co-sponsored workshop with MassCUE. Participants who are MassCUE members should register through them.

How do you engage students in discussions and collaborative sense-making? In this hand-on workshop I will introduce how to use Web 2.0 tools which allows students to contribute and exchange written, verbal, and visual ideas in the classroom. Sample Web 2.0 Tools will include Visual Classrooms, Linoit, Padlet, Rocketbooks, or AnswerGarden.

This workshop is based on InterLACE, an NSF project from the Center for Engineering Education and Outreach (CEEO) at Tufts University to use innovative web-based learning environments to support students in carrying out collaborative inquiry-based lessons. The goal is to use Web 2.0 tools to encourage discussion, debate, self-assessment, reflection, and collective sense making.

We will explore various Web 2.0 Tools, learn how to use them by doing several collaborative activities. We will develop written, visual, and tangible ideas using these tools. We will have a discussion of pedagogy and how to develop good activities. Participants will have time to develop an activity using these tools.

Target Audience: Classroom Teachers and Specialist, 6 - 12
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Starts Starts: 8/6/2019 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
This course satisfies the requirement that all educators must have 15 PDPs related to special education.

The diversity of students within a regular education classroom continues to expand. As we work to meet all learners, many regular education teachers find themselves being asked to do more and more for students on IEP's. However, many teachers have not received adequate support to meet these varied and often challenging needs. This course will help teachers develop a deeper understanding of assessment results and implement accessible, practical strategies and lessons for all students. Among the topics to be addressed are:
  • how testing results apply to daily classroom learning
  • applicable, practical methods to differentiate lessons for all
  • how to mitigate skill deficits to allow for student engagement and participation, regardless of disability
  • supplemental supports to increase meaningful classroom time for students on IEP's
Target Audience: K-12 general education teachers

Credit Option: 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: 8/6/2019 9:00 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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