Looking for professional development options for Election Day? Join us on November 5th for a variety of high quality professional development options for a variety of audiences including guidance counselors, school psychologists, SLPs & music educators, administrators and more!
Courses Offered on November 5th:
Audience | All Educators |
Presenter Name(s) | Dr. Judy Larsen |
Presenter Bio(s) | Dr. Judy Larsen is an associate professor at the University of the Fraser Valley and a dedicated Building Thinking Classrooms (BTC) consultant. With a Ph.D. in Mathematics Education under Dr. Peter Liljedahl’s supervision, Judy has been deeply involved with BTC since 2011. She has extensive experience implementing BTC practices across various educational settings and has collaborated closely with Peter on numerous professional development approaches and events. Judy’s expertise in BTC stems from her academic research, practical implementation, and commitment to improving mathematics education. She offers customized workshops and presentations on BTC for K-12 and post-secondary educators, focusing on engaging learners, promoting inclusivity, and reshaping mathematics education narratives. |
Description | Join us for an engaging online introductory session on Building Thinking Classrooms, where we will explore innovative practices that empower student thinking and transform traditional teaching methods. Led by Dr. Judy Larsen, a core collaborator of Dr. Peter Liljedahl for over a decade, this workshop will draw on more than 15 years of research to examine some of the 14 high-impact teaching practices from the bestselling book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning. Discover how to effectively begin to integrate these practices with curriculum content to create a vibrant learning atmosphere that fosters critical thinking and collaboration. Whether you teach in-person or online, this session will provide you with actionable insights and tools to revolutionize your educational approach. Don’t miss this opportunity to inspire your teaching and ignite your students’ passion for learning! |
Synchronous / Asynchronous | Synchronous |
Location | Live via Zoom |
Dates & Times | Tuesday, November 5th; 8:30am – 10:30am |
PDPs | 2 PDPs |
Credit | n/a |
Cost | Single Registrations: $250 ACCEPT members / $300 non-members
Group Registrations: MEMBER 25 participants and below – $780
NON-MEMBER 25 participants and below – $936 |
Registration Deadline | October 22, 2024 |
Audience | Elementary Guidance Counselors |
Presenter Name(s) | Dr. Haley Wikoff |
Presenter Bio(s) | Dr. Haley Wikoff is in her 6th year as an Assistant Professor in the Counselor Education program at Western Illinois University. Prior to earning her Ph.D. from the University of Iowa in Counselor Education and Supervision, she worked as a middle school teacher for two years, an elementary counselor for five years, and a middle school counselor for nine years. Dr. Wikoff is a Licensed Clinical Professional Counselor (LCPC) in the state of Illinois, a National Certified Counselor (NCC) and holds licensure as a teacher and professional school counselor in the state of Iowa. Dr. Wikoff has been a member of the American School Counselor Association (ASCA) Ethics Committee since 2018, worked on the 2022 revision of the ethical standards, and in August 2022 was named as the co-chair of the committee. Dr. Wikoff’s research interests are largely formed from her experiences as a school counselor including the ethical decision-making of school counselors, advocacy for LGBTQ+ students, and creating safe, inclusive and welcoming environments for LGBTQ+ families, and the school counselor’s role in the suicide information gathering process. Dr. Wikoff has presented at the state and national level on the ethical responsibility of advocating for LGBTQ+ students. She has also published on the need for ongoing professional development and school counselor-principal collaboration to support the needs and social capital of LGBTQ+ youth. In addition, Dr. Wikoff often works with local and national school district staff on ways to support and advocate for LGBTQ+ students. |
Description | LGBTQ+ students describe schools as hostile environments due to harassment they face on a daily basis. School counselors are called to ensure a safe school environment for all students and work to reduce barriers to their overall success. Research indicates that school counselors are not always knowledgable on how to advocate for LGBTQ students. In addition, barriers might be present that impede school counselors from actively advocating. We will examine the professional and ethical responsibilities for school counselors, as outlined by ASCA, to ensure LGBTQ+ students can learn in a safe and inclusive environment. Discover ways to use ASCA’s guiding documents and Federal legislation to advocate for inclusive policies and promote sensitivity and acceptance among students, and identify strategies to navigate barriers and advocate for LGBTQ students from the micro to the macro level. |
Synchronous / Asynchronous | Synchronous |
Location | Live via Zoom |
Dates & Times | Tuesday, November 5th; 8:30am – 11:30am |
PDPs | 3 PDPs |
Credit | n/a |
Cost | Cost Single Registrations: $250 ACCEPT members / $300 non-members
Group Registrations: MEMBER 25 participants and below – $780 NON-MEMBER 25 participants and below – $936 |
Registration Deadline | October 22, 2024 |
Audience | All Administrators |
Presenter Name(s) | Attorney Craig Kowalski |
Presenter Bio(s) | Craig F. Kowalski is an attorney with Nuttall, MacAvoy & Joyce, P.C. who represents school districts on general education and special education matters. Prior to joining the firm, Craig committed himself to public service as an Assistant District Attorney at the Norfolk County District Attorney’s Office for fifteen years. As an experienced and distinguished member of the District Attorney’s Homicide Team, Craig investigated and prosecuted numerous murder cases from crime scene to jury trial, and also handled cases involving other major violent felonies, drug trafficking offenses, sexual assaults and crimes involving child victims. During his last two years, Craig served as Senior Trial Counsel, where he mentored and advised all the office’s attorneys with their investigations and prosecutions at all stages of cases in Superior and District courts while maintaining a busy caseload of his own. A recognized leader in the area of professional responsibility, Craig has taught at Boston College Law School as an adjunct professor for a course on Prosecutorial Ethics. Craig has also been a guest lecturer at Boston College Law School for criminal law courses where he has been invited to speak about various topics including mental health issues in criminal cases and trial strategy. Craig is a proud graduate of Whitman-Hanson Regional High School and later went on to serve as an elected member of the Whitman-Hanson Regional School Committee. Following his graduation from Boston College with a Bachelor of Arts in History, Craig enrolled in the dual degree program in law and education at Boston College Law School and the Lynch Graduate School of Education, eventually earning both a J.D. and an M.A. in Higher Education Administration. |
Description | School law attorney Craig Kowalski will provide a legal update regarding applicable federal and state law, including new regulations for Title IX. Attorney Joyce will review the most recent updates and change in legal interpretation so that special education directors, team chairs and staff with the expertise to ensure compliance with state and federal law. |
Synchronous / Asynchronous | Synchronous |
Location | Online via Zoom |
Dates & Times | Tuesday, November 5th; 8:30am – 11:30am |
PDPs | 3 PDPs |
Credit | n/a |
Cost |
Cost Single Registrations: $250 ACCEPT members / $300 non-members
Group Registrations: MEMBER 25 participants and below – $780
NON-MEMBER 25 participants and below – $936 |
Registration Deadline | October 22, 2024 |
Audience | K-12 School Psychologists |
Presenter Name(s) | Jason Kaplan |
Presenter Bio(s) | Jason Kaplan, Ph.D., is the Chair and Associate Professor in the School Psychology Department at William James College. He is a MA Licensed Psychologist and Health Service Provider (HSP), Nationally Certified School Psychologist (NCSP), and MA Licensed School and Educational Psychologist. He has been in education for over 20 years, working across a range of educational and clinical settings, including as a teacher for students with learning and emotional disabilities and as a school psychologist K-12. Dr. Kaplan also consults with various Massachusetts schools and conducts workshops on evidence-based counseling practices, best practices in supervision, violence prevention in schools, trauma, and ethical and professional issues in education. Additionally, Dr. Kaplan co-authors an article and a book chapter on Understanding Learning Disabilities: Implications for Teachers and Parents and Home-school Partnerships with Culturally Diverse Families: Challenges and Solutions for School Personnel. His clinical interests involve supervision and mentorship, systems change, including integrating social and emotional learning (SEL), and assessing and treating children with learning and emotional disabilities.
Dr. Kaplan earned his Ph.D. in Counseling Psychology from Northeastern University and his M.Ed. and CAGS in School Psychology from the University of Massachusetts, Boston. While at Northeastern University, he completed a practicum at McLean Hospital Child and Adolescent Testing Service and his predoctoral clinical internship at Community Services Institute, a community-based mental health agency where he treated children, adolescents, and adults. |
Description | School Refusal (SR) constitutes an unparalleled and often overlooked burdensome issue for students, parents, teachers, administrators, and systems-at -large. It is estimated that 5% to 28% of school-aged youth in the United States are adversely impacted by School Refusal (SR) at some point during their academic careers. Failing to attend school consistently can have a negative effect on students, families, teachers, and administrators. This effect, which can be short and/or long-term, significantly impacts students’ social-emotional, behavioral, and educational development. In brief, SR generates significant stressors for families, school systems, and society-at-large. Given the highly complex nature of SR behavior(s), optimal assessment and intervention necessitate a collaborative approach that includes families, community and school-based mental health professionals, medical professionals, and school staff.
The following presentation is designed to provide essential information, techniques, and targeted research-based remediation efforts for individuals working with youth aged 5-21 in schools or community mental health settings (e.g., private practice, clinic) or those working with adult clients with school-aged children. Examining SR from an ecological perspective, this presentation will explore contributing factors associated with the development and maintenance of SR. The critical importance of linking assessment and intervention will be addressed. Specific strategies will be collectively discussed to enhance effective communication between school and community providers to help ensure a successful and sustained return to school for youth.
Participants will be able to:
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Synchronous / Asynchronous | Synchronous |
Location | Live via Zoom |
Dates & Times | Tuesday, November 5th; 8:30am – 11:30am |
PDPs | 3 PDPs |
Credit | n/a |
Cost |
Cost Single Registrations: $250 ACCEPT members / $300 non-members
Group Registrations: MEMBER 25 participants and below – $780
NON-MEMBER 25 participants and below – $936 |
Registration Deadline | October 15, 2024 |
Audience | K-12 teachers and Specialists |
Presenter Name(s) | Kristin Osbourne |
Presenter Bio(s) | Kristin Osborne is a former classroom teacher and literacy instructional coach who currently serves as a technical assistance provider for the Department of Education’s Inclusive Instruction and MTSS Tiered Literacy Academy in Massachusetts. Kristin has experience with professional learning workshops, book clubs, coaching, graduate courses, modeling, and planning support. She focuses on evidence-based comprehensive literacy instruction, inclusive of the science of reading. She has designed graduate courses on the science of reading, accelerating literacy, and literacy interventions. She has also created book guides and study group PLCs on topics such as the language of literacy, literacy block, and Overcoming Dyslexia. Kristin has also successfully led curriculum development projects in MA and has led multiple districts through a positive initial implementation process. |
Description | This professional learning session will focus on the science of reading and evidence-based practices for teaching reading. This session will include understanding how the brain processes written language, the importance of phonemic awareness, phonics, vocabulary, fluency, and comprehension. |
Synchronous / Asynchronous | Synchronous – live and recorded & Asynchronous time online |
Location | Live and Recorded via Zoom; Online |
Dates & Times | Tuesday, November 5th; 12:00pm – 2:00pm |
PDPs | 2 PDPs |
Credit | n/a |
Cost |
Cost Single Registrations: $250 ACCEPT members / $300 non-members
Group Registrations: MEMBER 25 participants and below – $780
NON-MEMBER 25 participants and below – $936 |
Registration Deadline | October 22, 2024 |
Audience | K-12 teachers and Specialists |
Presenter Name(s) | Kristin Osbourne |
Presenter Bio(s) | Kristin Osborne is a former classroom teacher and literacy instructional coach who currently serves as a technical assistance provider for the Department of Education’s Inclusive Instruction and MTSS Tiered Literacy Academy in Massachusetts. Kristin has experience with professional learning workshops, book clubs, coaching, graduate courses, modeling, and planning support. She focuses on evidence-based comprehensive literacy instruction, inclusive of the science of reading. She has designed graduate courses on the science of reading, accelerating literacy, and literacy interventions. She has also created book guides and study group PLCs on topics such as the language of literacy, literacy block, and Overcoming Dyslexia. Kristin has also successfully led curriculum development projects in MA and has led multiple districts through a positive initial implementation process. |
Description | This professional learning session on complex text focuses on strategies for teaching students to navigate and comprehend challenging literary and informational texts. We will learn techniques to foster discussions, encourage deeper understanding, and integrate complex texts across disciplines. The aim is to prepare students for the demands of academic and real-world literacy by building their capacity to engage with diverse and sophisticated materials. |
Synchronous / Asynchronous | Synchronous – live and recorded & Asynchronous time online |
Location | Live and Recorded via Zoom; Online |
Dates & Times | Tuesday, November 5th; 9:00 am – 11:00am |
PDPs | 2 PDPs |
Credit | n/a |
Cost |
Cost Single Registrations: $250 ACCEPT members / $300 non-members
Group Registrations: MEMBER 25 participants and below – $780
NON-MEMBER 25 participants and below – $936 |
Registration Deadline | October 22, 2024 |
Audience | K – 12 Music Teachers and Special Education Teachers |
Presenter Name(s) | Jen Kass, Music Therapist, (MA, MT-BC) Jessica Corwin, Adaptive Music Program Director of the Community Music School of Springfield |
Presenter Bio(s) | Jennifer Kass graduated from Clark University with a B.A. in Music and earned a M.A. in Music Therapy at Lesley University. She is certified by the Board of Music Therapists. Jen is a teaching artist in CMSS’ Adaptive Music Program. In addition to her work as a music therapist, Jen is also a visual artist and photographer.
Jessica Corwin is a Pioneer Valley-based music educator and performer. After fifteen years of teaching in Massachusetts public schools, she joined CMSS as the Director of the Adaptive Music Program in 2021. As a multi-instrumentalist, Jessica’s varied resume includes work as Strings Director, Assistant Conductor of the Brookline Chorus, Kodaly educator, and infant and toddler music teacher. In 2016, she was a recipient of the Pioneer Valley Excellence in Teaching Award from the Harold Grinspoon Foundation. Jessica holds a Graduate Certificate in Music Education and Autism from Berklee School of Music as well as degrees from Oberlin Conservatory of Music and The Boston Conservatory. She also serves as the Chair of the Sunderland School Committee and is an active member of the Massachusetts Association of School Committees. Jessica plays viola professionally and was a founding member of the mission-based chamber ensembles Larcom Strings and the Quark Quartet. |
Description | This one-day, in-person course is for in-service general music teachers who are looking for philosophy, language, tools, and activities to support their work with students with disabilities including autism. Music Therapist Jen Kass (MA, MT-BC) and Adaptive Music Program Director Jessica Corwin of the Community Music School of Springfield will give participants tools to bring to their classrooms for accommodation, meaningful inclusion, joyful music-making, and social connection. Topics will include anti-ableist language, neurodivergence-affirming practices, current research on autism, learning differences and corresponding teaching strategies, and the imperative of listening to neurodivergent voices. Participants will engage in a variety of sample classroom activities that can be replicated in their own classrooms. |
Synchronous / Asynchronous | Live, Synchronous |
Location | ACCEPT Collaborative, 4 Tech Circle, Natick, MA |
Dates & Times | Tuesday, November 5th; 9:00am – 3:00pm |
PDPs | (6) PDPs or (15) PDPs for participants who sign up for the online extension |
Credits | Participants who attend the November 5th session have the option of registering for an extension with the option of (1) graduate credit |
Cost |
Cost Single Registrations: $250 ACCEPT members / $300 non-members
Group Registrations: MEMBER 25 participants and below – $780
NON-MEMBER 25 participants and below – $936 |
Registration Deadline | October 22, 2024 |
Name | Live and On Demand Professional Development for BCBAs |
Audience | BCBAs |
Presenter Name(s) | Lisa Gurdin MS, BCBA, LABA |
Presenter Bio(s) | For over 20 years, Lisa Gurdin MS, BCBA, LABA, (she/her) has been working with students, families, and school-based professionals with students from preschool to age 22 with a range of special needs and complex profiles. Ms. Gurdin supports educational professionals through consultation, student evaluations, and staff training. She works collaboratively with parents and school professionals to facilitate integrated supports across settings thereby maximizing behavior change and skill development. Ms. Gurdin also provides parent coaching to help parents implement behavioral strategies to improve behavior, encourage independence, and build stronger family relationships. Prior to starting her own private practice, she worked as the Clinical Coordinator for LABBB Collaborative in Massachusetts. In this role, she supervised a team of BCBAs, provided clinical oversight, managed home-based programming, consulted with school teams on complex cases in area school districts, conducted staff training, and provided ongoing consultation to classrooms across the collaborative. Ms. Gurdin is also a Part-Time Lecturer at Northeastern University. Before becoming an ACE Provider, she was the ACE Coordinator for the BCBA Roundtable at EDCO Collaborative in Massachusetts. As an ACE Provider, she coordinates and presents continuing education workshops for local school-based behavior analysts. When she is not working, she is taking care of her three children, ages 19, 17, and 13, and two dogs. |
Description | Join us the first Friday of every month to explore cutting edge topics specifically designed for BCBAs. Topics will include:
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Synchronous / Asynchronous | Synchronous and Asynchronous |
Location | Live via Zoom and On Demand Options |
Dates & Times | Fridays, November 1, December 6, 2024; January 3, February 7, March 7, April 4, May 2 and June 6, 2025 Sessions meet live via Zoom 12pm – 1:30pm with an optional Q & A from 1:30pm – 2:00pm All sessions are recorded and are available On Demand after the session |
PDPs | Participants can earn up to (14) CEs |
Credit | n/a |
Cost | $235 ACCEPT members/$285 non-members |
Registration Deadline | Rolling registration |
REGISTER
Audience | Paraprofessionals and Behavior Specialists |
Presenter Name(s) | Lisa Gurdin MS, BCBA, LABA |
Presenter Bio(s) | For over 20 years, Lisa Gurdin MS, BCBA, LABA, (she/her) has been working with students, families, and school-based professionals with students from preschool to age 22 with a range of special needs and complex profiles. Ms. Gurdin supports educational professionals through consultation, student evaluations, and staff training. She works collaboratively with parents and school professionals to facilitate integrated supports across settings thereby maximizing behavior change and skill development. Ms. Gurdin also provides parent coaching to help parents implement behavioral strategies to improve behavior, encourage independence, and build stronger family relationships. Prior to starting her own private practice, she worked as the Clinical Coordinator for LABBB Collaborative in Massachusetts. In this role, she supervised a team of BCBAs, provided clinical oversight, managed home-based programming, consulted with school teams on complex cases in area school districts, conducted staff training, and provided ongoing consultation to classrooms across the collaborative. Ms. Gurdin is also a Part-Time Lecturer at Northeastern University. Before becoming an ACE Provider, she was the ACE Coordinator for the BCBA Roundtable at EDCO Collaborative in Massachusetts. As an ACE Provider, she coordinates and presents continuing education workshops for local school-based behavior analysts. When she is not working, she is taking care of her three children, ages 19, 17, and 13, and two dogs. |
Description | This 3-part training series is designed for behavior support specialists (i.e., teaching assistants and behavior technicians) who support students in both special education and inclusive classrooms. Attendees will learn foundational information about how best to help students with different diagnoses and learning profiles to do academic tasks, transition between activities, have more positive interactions with peers and adults, self-advocate, become more independent, and use coping strategies. Topics covered will include (but are not limited to):
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Synchronous / Asynchronous | Asynchronous |
Location | Online |
Dates & Times | Asynchronous and On Demand; Each module will take approximately 2 hours to complete |
PDPs | A certificate of completion will be awarded. |
Credit | n/a |
Cost | $110 ACCEPT members/$140 non-members Group Rates for 20 or more participants: $90 ACCEPT members / $120 non-members |
Registration Deadline | Rolling registration |
Note: Accommodations for Persons with Disabilities: We want to provide the best learning experience for everyone in compliance of the ADA, should you require any accommodations to fully participate in this training please contact [email protected].