Audience

OT and PT Practitioners

Presenter Name(s)

Jan Hollenbeck, OT, OTD, OTR, FAOTA

Presenter Bio(s)

Dr. Hollenbeck has practiced in public school settings for more than 30 years as both an occupational therapist and special education administrator. She has presented extensively at local, state, and national levels sharing her expertise in school practice, secondary transition, and leadership. She is an active contributor as author and editor to professional publications on best practices including peer-reviewed journals, articles, chapters, and textbooks. She is the MAOT liaison to the MA DESE and first author of the Guidelines for Provision of Occupational Therapy Services in Massachusetts Public Schools.

Description

The NEW Massachusetts IEP will be implemented in the fall across the state. This new IEP form and process facilitates greater collaboration among IEP team members and sets the stage for creating a prioritized set of student IEP goals. As school-based practitioners, this helps to move us toward more meaningful goals and objectives that are addressing the biggest, most important needs of each student.

This course is designed for school-based physical therapy and occupational therapy practitioners. Participants will learn how the new MA IEP facilitates collaborative process including the development of a unified set of student IEP goals addressed by the team members who can most effectively support student progress. Strategies will be provided for working with your teams using the new MA IEP form, evaluating student participation, generating academic and functional student-centered IEP goals, establishing data collection systems that measure goals and progress in natural school contexts, and enhancing meaningful consultation and contextual services. There will be opportunities for discussion, reflection on current practice, and development of next steps so that you have a plan to move forward upon return to school in the fall.

The last hour of this course will be an open-ended Question & Answer session for any and all OT/PT school-related topics!

Join us to learn more about collaborative IEPs, goals, and services! The New MA IEP is an opportunity to move us forward to better align with special education law and with best practices!

Synchronous / Asynchronous

Synchronous

Location

ACCEPT Collaborative, 4 Tech Circle, Natick

Dates & Times

Saturday, September 28, 2024, 8:30am – 2:30pm

PDPs

5 PDPs (MAOT approved)

Credit

n/a

Cost

$250 ACCEPT members/$300 non-members

Registration Deadline

September 13, 2024

Audience

Special Education Administrators

Presenter Name(s)

Attorney Michael Joyce

Presenter Bio(s)

Michael J. Joyce is a former public school teacher and currently an attorney with Nuttall, MacAvoy & Joyce, P.C. specializing in general education and special education law in public schools. Prior to joining the firm, Mr. Joyce served as a Civil Rights Attorney for the United States Department of Education’s Office for Civil Rights (OCR), conducting investigations and trainings throughout New England concerning a wide range of civil rights concerns arising in public schools, including the enforcement of Section 504 and the federal statutes pertaining to harassment and discrimination based on race, color, national origin, gender and age. Before working for OCR, Mr. Joyce served as prosecuting attorney in the Gang Unit of the Suffolk County District Attorney’s Office, conducting dozens of trials and evidentiary hearings with a specialized focus on gun violence and firearms prosecution. Mr. Joyce also served as a law clerk to the Justices of the Massachusetts Superior Court. Prior to pursuing a legal career, Mr. Joyce taught for three years in public elementary schools as a member of Teach for America during which time he was nominated for Teacher of the Year. Mr. Joyce graduated from Boston College Law School and holds a Master’s Degree in Educational Administration from the Lynch School of Education at Boston College. From 2008-2011, Mr. Joyce taught legal research and writing at Northeastern School of Law, and, since 2011, he has served as an Adjunct Professor at the Lynch School of Education and Boston College Law School where he teaches a graduate level course on education law and policy. Mr. Joyce has conducted dozens of presentations on educational law, including presentations to local, regional and national audiences.

Description

School law attorney Michael J. Joyce 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

ACCEPT Collaborative, 4 Tech Circle, Natick

Dates & Times

Thursday, September 26, 2024, 9:00am – 12:00pm

PDPs

3 PDPs

Credit

n/a

Cost

$225 ACCEPT members/$275 non-members

Registration Deadline

September 13, 2024

Audience

K-12 Educators

Presenter Name(s)

Grace Kelemanik and Amy Lucenta

Presenter Bio(s)

Amy Lucenta, M.Ed., has extensive K–12 mathematics education experience, which includes a focus on special populations. She is a coauthor of Curriculum Associates’ i-Ready Classroom Mathematics and Routines for Reasoning: Fostering the Mathematical Practices in All Students. She is also a cofounder of Fostering Math Practices, an organization that provides resources, training, and collaboration opportunities for anyone interested in helping all students learn to “think like mathematicians.”

Grace Kelemanik has more than 30 years of mathematics education experience. A frequent presenter at national conferences, her work focuses on urban education, special populations, and teacher training. She is a former urban high school mathematics teacher and Project Director at Education Development Center. Grace has also worked extensively with new and preservice teachers through the Boston Teacher Residency program.

Most recently, Grace is the coauthor of Routines for Reasoning: Fostering the Mathematical Practices in All Students. She is also coauthor of The Fostering Geometric Thinking Toolkit. She is a mathematics education consultant and professional development provider.

Description

Are you an educator working with students who struggle to access grade-level math class content? If so, this course is tailored for you. The course is structured into three sessions, each focusing on concrete strategies and routines that can be used to help your students make sense of and master grade-level content. The facilitators will model these strategies and routines, allowing you to experience them firsthand. You will also have the opportunity to analyze classroom videos and discuss the practical aspects of implementation. By the end of the course, you will have practiced and planned to implement these strategies and routines in your classroom. You will be encouraged to apply the course ideas in your classroom and bring back artifacts to subsequent sessions for sharing and discussion.

Synchronous / Asynchronous

Synchronous/In Person & Virtually

Location

ACCEPT Collaborative, 4 Tech Circle, Natick & Live via Zoom;  participants can choose to join in person or virtually.

Dates & Times

Tuesdays, October 8th, October 15th & October 29th; 4:00pm – 7:00pm

PDPs

10

Credit

n/a

Cost

$300 ACCEPT members/$360 non-members

Registration Deadline

October 1, 2024

K-12 administrators, educators, school psychologists, school counselors and school social workers

Gail Okerman

Ms. Okerman is the owner of Gail Okerman Five Points Counseling and Consultation in Lunenburg, MA. She has been counseling and educating children, teenagers, and adults in public and private institutions/agencies for over 30 years. She is an educational consultant working with numerous districts in Massachusetts and New Hampshire. Ms. Okerman is an Assistant Professor at Fitchburg State University and has offered numerous courses through the Center for Professional Studies, as well as in collaboration with Worcester State University. Ms. Okerman works with children, teenagers, and adults by utilizing a strength-based collaborative problem-solving approach that supports resilience. She has co-authored a book entitled Developing Minds: Essential Brain-Based Strategies to Support Success. Ms. Okerman has also co-authored Project EXSEL- An Integrated Executive Functioning and Social-EmotionalModel (2019). Ms Okerman developed  the Educator Empowerment Model that is used as the basis in all her courses . Her love of family informs her practice

https://www.gailokerman.com/about 

This course is designed to deliberately explore and examine the accelerated rate of change that we are experiencing as educators, administrators and counselors during these unprecedented times. The purpose of this course is to engage in a deep reflective process to determine how to best inform practice moving forward. The intention is to create innovative impact projects that reflect the essential changes needed to provide equitable access to all populations served.                                                         We will create a working professional learning community to frame constructive conversations and dynamic dialogs for exploring how to equitably meet the diverse needs of the populations we serve during these rapidly changing times.  We will explore:

• world view intelligence, connectivity  and our relationship with the future
• what we have learned as educators as a result of current conditions, while relating this information to the populations we serve
•  the essential elements of effective collaborative teams that have a high capacity for managing change that better serve the unique academic and social emotional needs of all our students
• how to create innovative blended practice to engage and meet the needs of all students through a deliberate integration of the “innovator’s mindset”   

This course enables educators to better facilitate the learning of students by acquiring and applying knowledge, skills, and abilities that address student needs and improvement goals of the district, school, and individual. The course conforms to best practices in research and relates to educators’ assignments and professional responsibilities. 

Synchronous and Asynchronous

Live via Zoom and Online

Mondays, 10/21, 11/18, 12/16 2024; 1/13, 2/10, 3/10, 4/14, 5/19, 6/9 2025;  3:30pm – 6:00pm;  Additional time online

36 PDPs

Participants can apply for (3) optional graduate credits for an additional fee of $375 payable to Worcester State University

$600 ACCEPT members/$720 non-members

October 7, 2024

Audience

K-12 teachers, coaches and school psychologists

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

Unlock the potential of your students by understanding and improving executive functioning skills with our insightful workshop. Designed for educators, coaches, and school psychologists, this workshop delves into the critical role executive functioning plays in student achievement and provides actionable strategies to support and enhance these essential cognitive skills.

Synchronous / Asynchronous

Synchronous;  live and recorded

Location

Live and Recorded via Zoom

Dates & Times

Monday, October 21st, Fridays, November 15th & December 6th;  9:30am – 11:30am

PDPs

6 PDPs

Credit

n/a

Cost

$200 ACCEPT members/$240 non-members

Registration Deadline

October 7, 2024

Audience

K-12 Educators, Administrator and Coaches

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

Unlock the power of data to enhance student outcomes with our in-depth workshop on Data-Based Decision Making and Multi-Tiered Systems of Support (MTSS). This workshop is tailored for educators, school leaders, and support staff who are committed to leveraging data to drive instructional practices and support all students effectively.

Synchronous / Asynchronous

Synchronous;  live and recorded

Location

Live and Recorded via Zoom

Dates & Times

Thursdays, November 7th & December 12th, Mondays, November 18th & December 16th;  9:30am – 11:30am

PDPs

8 PDPs

Credit

n/a

Cost

$300 ACCEPT members/$360 non-members

Registration Deadline

October 24, 2024

Audience

K-12 Classroom teachers, EL 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 course serves as a foundation in the methods, materials and approaches for teaching foundational literacy to English learners in grades PK-4.  Educators will be provided a scaffolded opportunity to learn more from foundational documents and key components of the Mass Literacy site as well as supplemental scholarly literature, tools, and activities that help to strengthen pedagogical practices and accelerate the outcomes of all English Learners 

Course Objectives & Learning Outcomes

• Describe the issues regarding the achievement gap between ELs and native English speakers.
• Explain the recommended strategies to improve English Learners’ oral language skills.
• Examine the National Literacy Panel report and the essential components of literacy instruction for native English speakers
• Summarize how phonological awareness , phonics, fluency, vocabulary, comprehension and writing develops among speakers of other native languages and strategies to improve all components among ELs.

Synchronous / Asynchronous

Synchronous –  live and recorded & Asynchronous time online

Location

Live and Recorded via Zoom;  Online

Dates & Times

Thursday, October 24th & Tuesday, December 3rd; 7pm – 9pm

PDPs

30 PDPs

Credit

Participants may choose to apply for (2) optional Graduate Credits through Gordon College for an additional fee

Cost

$500 ACCEPT members/$600 non-members

Registration Deadline

October 10, 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 course provides a strong foundation in the best practices of literacy instruction. Essential areas of reading instruction are addressed: understanding the science of reading, phonological and phonemic awareness, phonics and decoding, vocabulary development, fluency, and comprehension. The course offers opportunities to gain knowledge of the mechanics of the reading process and to design and implement effective instruction for all students.

Course Objectives

• As a result of the learning experiences in the course, you will become more cognizant to important components of foundations of literacy to transform teaching and learning to improve the outcomes of all learners.
• As a result of the learning experiences in the course, you will become more competent in your ability to create better learning opportunities and outcomes for students by using the state standards to design sustainable curriculum and lessons.
• As a result of the learning experiences in the course, you will become more competent in your ability to create effective foundational literacy lessons.

Synchronous / Asynchronous

Synchronous –  live and recorded & Asynchronous time online

Location

Live and Recorded via Zoom;  Online

Dates & Times

Thursdays, November 7th & December 5th; 7pm – 9pm

PDPs

30 PDPs

Credit

Participants may choose to apply for (2) optional Graduate Credits through Gordon College for an additional fee

Cost

$500 ACCEPT members/$600 non-members

Registration Deadline

October 24, 2024

Audience

Grade K-12 Educators

Presenter Name(s)

Kelly Mertens, M.Ed., CAGS

Presenter Bio(s)

Kelly Mertens, M.Ed., CAGS,  has worked in special education for the past eighteen years.  She is currently a Supervisor of Special Education for Stoneham Public Schools. Previous to this position, she was a Special Education Administrator for Lexington Public Schools.  Kelly is also an adjunct faculty member at Boston University (where she focuses on student teacher programs that include teachers at the Landmark School in Beverly), Salem State University and a consultant for EDCO Collaborative. She has provided extensive PD for districts across the state. Kelly was a special education teacher at both the middle and high school level.  

Kelly earned her Bachelor’s degree from Union College,  a Master’s degree in Special Education from Salem State University and a C.A.G.S. in School Leadership and Administration from American International College.

Kelly is an approved independent PDP provider through the Department of Elementary and Secondary Education in Massachusetts and holds the following licenses:

• Superintendent
• Administrator of Special Education, All Levels
• Principal/Assistant Principal, levels PK-6, 5-8, 9-12
• Teacher of Moderate Disabilities, levels PK-5, 5-8, 9-12
• SEI Endorsed

Description

This workshop provides an in-depth exploration of the various types of educational disabilities and how they manifest both inside and outside the classroom. Participants will focus on strategies to help students access the curriculum effectively by learning about accommodations and modifications tailored to different disabilities. We will analyze a variety of learning profiles and collaborate to determine the most effective support strategies.

Key areas of focus include:

• Understanding how disabilities affect learning and participation in the classroom.
• Differentiating between accommodations and modifications.
• Learning how to implement an IEP with fidelity, ensuring that all students’ needs are met.

Online Asynchronous Extension: For participants interested in extending their learning, an optional asynchronous online session is available. This self-paced course offers up to 15 PDPs. 

Synchronous / Asynchronous

Synchronous

Location

ACCEPT Education Collaborative, 4 Tech Circle, Natick

Dates & Times

October 22, 2024, 9:00am – 12:00pm

PDPs

3

Credit

n/a

Cost

$250 ACCEPT members/$300 non-members; OR

$400 ACCEPT members/$500 non-members for the in person and online extension

Registration Deadline

October 15, 2024

Audience

Grade K-12 Educators

Presenter Name(s)

Kelly Mertens, M.Ed., CAGS

Presenter Bio(s)

Kelly Mertens, M.Ed., CAGS,  has worked in special education for the past eighteen years.  She is currently a Supervisor of Special Education for Stoneham Public Schools. Previous to this position, she was a Special Education Administrator for Lexington Public Schools.  Kelly is also an adjunct faculty member at Boston University (where she focuses on student teacher programs that include teachers at the Landmark School in Beverly), Salem State University and a consultant for EDCO Collaborative. She has provided extensive PD for districts across the state. Kelly was a special education teacher at both the middle and high school level.  

Kelly earned her Bachelor’s degree from Union College,  a Master’s degree in Special Education from Salem State University and a C.A.G.S. in School Leadership and Administration from American International College.

Kelly is an approved independent PDP provider through the Department of Elementary and Secondary Education in Massachusetts and holds the following licenses:

• Superintendent
• Administrator of Special Education, All Levels
• Principal/Assistant Principal, levels PK-6, 5-8, 9-12
• Teacher of Moderate Disabilities, levels PK-5, 5-8, 9-12
• SEI Endorsed

Description

This course will provide an opportunity to deepen your understanding of disabilities in education and improve your implementation of IEPs in real-world classroom settings.

By joining this extension, you’ll have the opportunity to:

• Engage in further discussions and activities on disability types.
• Explore case studies and apply strategies to hypothetical and real classroom situations.
• Earn professional development points while advancing your practice.

Participation in the in person on October 22nd session is not required to join this course. 

Synchronous / Asynchronous

Asynchronous

Location

Online

Dates & Times

Approximately 12 hours online October 23rd – December 11th

PDPs

12 

Credit

Pending approval from Worcester State University, participants may apply for 1 optional graduate credit 

Cost

$250 ACCEPT members/$300 non-members; OR

$400 ACCEPT members/$500 non-members for the in person and online extension

Registration Deadline

October 15, 2024

Audience

K – 12 BCBAs and All Educators

Presenter Name(s)

Mary Young

Presenter Bio(s)

Description

De-escalation covers the phases students go through when they become upset in the school environment.  During this two hour session, participants will learn:

• How to prevent escalation/dysregulation (Pro-Active Plans)
• What may trigger escalation/dysregulation?
• What does escalation look like?
• How to manage an escalated student,
• Effective limit-setting,
• How to help a student return to a state of calm,
• Using past experiences to plan for the future.

Synchronous / Asynchronous

Synchronous

Location

ACCEPT Collaborative, 4 Tech Circle, Natick

Dates & Times

Wednesday, October 23, 2024;  3:30pm – 5:30pm

PDPs

2

Credit

n/a

Cost

$150 ACCEPT members/$180 non-members

Registration Deadline

October 9, 2024

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:

• Oppositional Behavior & Pathological Demand Avoidance
• ACT for BCBAs
• Supervision
• Trauma
• Innovations in School-Based Functional Assessment
• Behavior Analysts as Coaches
• Executive Functioning

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

Additional Notes

Participants who enroll through ACCEPT will receive an email with additional details and a coupon code for accessing the courses and zoom links through Behavior Live.

Audience

All Educators

Presenter Name(s)

Friends Academy

Presenter Bio(s)

Description

The 30-hour Orton-Gillingham Classroom Level training is for individuals who are looking for an introduction to the Orton-Gillingham approach. Participants include parents, administrators, and educators working in a classroom or with a small group. Topics include:

• The background of dyslexia
• The history of the Orton-Gillingham approach
• Phonological and phonemic awareness
• Phonics and spelling rules
• Strategies for multi-sensory instruction
• Spelling and phonics rules
• Types of syllables
• Syllable division
• Orton-Gillingham lesson planning

Synchronous / Asynchronous

Live Sessions

Location

Via Zoom

Dates & Times

Tuesdays, January 28, February 4, 11, 25 and March 4, 2025 ;  9am – 4pm

PDPs

30 PDPs

Credits

n/a

Cost

$1,000 ACCEPT members/$1,200 non-members