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

K-12 School Psychologists & anyone who administers the ADOS2

Presenter Name(s)

Dr. Rhiannon Luyster

Presenter Bio(s)

Dr. Luyster is a developmental psychologist whose program of research focuses on autism spectrum disorder (ASD). She has a longstanding interest in early social communication and language in ASD, and she is an author on the Toddler Module of the Autism Diagnostic Observation Schedule – 2nd edition (ADOS-2). Her work has been supported by the National Institutes of Health, National Science Foundation, American Speech-Language-Hearing Association, American Philosophical Society, Brain & Behavior Research Foundation, Organization for Autism Research, and Emerson College. Dr. Luyster has published her work in several peer-reviewed journals, including Developmental Psychology, Development & Psychopathology, Journal of Child Language, Journal of Speech, Language and Hearing Research, Autism Research, and Journal of Autism and Developmental Disorders.

Description

In just two days, learn the potential uses of the ADOS-2 as part of a diagnostic evaluation for autism. You’ll have the opportunity to practice scoring while observing the instructor administer the ADOS-2 to a child with autism. The workshop focuses primarily on Modules 1 through 4, and attendees are given materials to study later to complete training in the Toddler Module. 

Synchronous / Asynchronous

Synchronous

Location

ACCEPT Collaborative, 4 Tech Circle, Natick

Dates & Times

May 19 and 20, 2025, 8:00am – 4:30pm

PDPs

12 CEs

Credit

n/a

Cost

$1,200 ACCEPT members/$1,400 non-members

Audience

SPED Teachers, Team Chairs, Transition Leaders and anyone involved in the Transition process

Presenter Name(s)

Presenters from Exceptional Lives

Presenter Bio(s)

Marisa Howard-Karp, MS, Chief Operating Officer, Exceptional Lives

Marisa Howard-Karp has spent her career focused on improving access to health care and education, including 15+ years providing professional development training to educators and social workers. As a parent and caregiver to four children with disabilities, she has been part of more than 40 IEP meetings (and counting) and has more experience than she wishes she needed navigating complex services and systems. She loves the work of making these systems easier for other families. She’s a non-profit lifer and a Georgia native who has made her home in the Boston area.

Julie McKinney, MS, Director of Training / Health Literacy Specialist, Exceptional Lives

Julie McKinney has over 25 years of experience in health literacy, plain language, and adult education. She has deep expertise in writing information so it’s easy to understand, and has developed trainings for educators in clear communication. At Exceptional Lives, she ensures that our content is clear and friendly. She also works to strengthen relationships with community partners, and designs trainings that help them connect with families.

Julie also has experience parenting kids with ADHD, learning disabilities and significant intellectual disability. She has ushered her own children through schooling and transition to adulthood, and is committed to helping make this process easier for others. Her core view is that good relationships are the key to just about anything we hope for.

Description

This workshop will cover strategies to help schools guide SPED families and students through transition planning, to help the student prepare for life after school. Participants will learn about the mindset and needs of families at this time and how to encourage ongoing discussions about the student’s future goals. We’ll also cover key parts of transition planning that parents will need to know, and share resources to help them engage in the process. After this session, attendees will be able to:

1. Identify and lower barriers families and students face in collaborating in the Transition Planning process.

2. Outline effective practices for transition planning that will lead to more engaged, satisfied families and successful student outcomes.

3. Find and use tools and resources to inform and engage families, and support successful Transition Planning.

Synchronous / Asynchronous

Synchronous

Location

Live via Zoom

Dates & Times

Friday, May 16, 2025;  12pm – 2pm

PDPs

2 PDPs

Credit

n/a

Cost

$150 ACCEPT members/$189 non-members

Registration Deadline

May 1, 2025

Audience

K – 12 Librarians

Presenter Name(s)

Barbara Fecteau, Librarian, Beverly High School

Presenter Bio(s)

Barbara Fecteau has been the library media specialist at Beverly High School since 2005. She is a senior visiting instructor of library media at Salem State University. She has been involved with the Massachusetts School Library Association and the Massachusetts Teen Choice Book Award and really needs to rein in her desire to do all the Massachusetts library things! When not librarianing, she enjoys swimming and watching soothing half-hour comedies. And reading, of course.

Description

This workshop satisfies the requirement for 15 PDPs in Special Education for recertification.  

This professional development course, specifically created for School Librarians, focuses on the disability experience, disability law, teaching all learners, adaptive and assistive technology and school library accessibility.

Upon completion of the course, participants will be able to:

• Understand disability law and its implications for the school library
• Recognize ways that supporting students with special needs can influence every aspect of our role as school librarians
• Plan ways to steer our libraries towards providing exceptional access for all students 

Synchronous / Asynchronous

Synchronous & Asynchronous

Location

Live via Zoom and Online

Dates & Times

Live via Zoom on Saturdays, May 3rd and May 31st from 9:00am – 12:00pm with an additional (9) asynchronous hours online

PDPs

15

Credit

1 optional graduate credit available for an additional fee of $125 payable to Worcester State University

Cost

$295 ACCEPT members/$355 non-members

Registration Deadline

April 18, 2025

Audience

OT 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

This training focuses on delivering meaningful and effective school-based occupational therapy by embedding services within students’ natural school environments. Participants will explore strategies to move beyond traditional pull-out models and integrate OT interventions into classrooms, playgrounds, cafeterias, and other real-world school settings. Through course content, case studies, and collaborative discussions, attendees will learn how to align OT services with prioritized student needs, promote student participation, and build capacity among IEP teams.

Learning Objectives:

By the end of this training, participants will be able to:

1.  Explain the benefits of delivering OT services in natural school settings and how it aligns with IDEA and best practices.

2. Identify and implement strategies for embedding OT interventions into classroom routines, recess, cafeteria, and other school environments.

3. Utilize collaborative approaches to work effectively with teachers, paraprofessionals, and school staff to support student participation.

[NOTE: This course is pending MAOT approval for 2.5 continuing education contact hours.]

Synchronous / Asynchronous

Synchronous

Location

Virtual via Zoom

Dates & Times

Friday, May 16, 2025;  12pm – 2:30pm

PDPs

2.5 PDPs;  pending approval from MAOT 2.5 CEs

Credit

n/a

Cost

$150 ACCEPT members/$180 non-members

Registration Deadline

May 1, 2025

Audience

All Educators

Presenter Name(s)

Friends Academy

Presenter Bio(s)

Maryann Chatfield

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

June 4th, June 5th, June 9th, June 10th & June 18th  8:30am – 3:30pm

PDPs

30 PDPs

Credits

n/a

Cost

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

Registration Deadline

May 1, 2025

Audience

K – 12 educators

Presenter Name(s)

Liz Kerrigan, Integration Technology Specialist, Sudbury Public Schools

Presenter Bio(s)

Liz Kerrigan has worked in Sudbury Public Schools for 17 years, starting as an elementary teacher and then moving into a middle school math classroom.  For the last 7 years, she has held the role of  Instructional Technology Integration Specialist.  While at Sudbury, Liz has played a role in many technology pilots, ranging from smartboards and iPads to G-Suite and a 1:1 Chromebook initiative.  She facilitates the technology integration professional development in Sudbury, supports teacher, student, and parent tech-needs on a daily basis, and most recently manages her district Makerspace.  Liz is a Google Certified Educator, a facilitator for Code.org, and a practicum supervisor for Lesley University.   She holds a Bachelor’s degree in Elementary Education and Math/Computer science from Boston College, a Master’s degree in Science Education from Lesley University, and an Instructional Technology certificate.  You will quickly be able to tell that she has a passion for anything technology related that gets kids excited about learning and hopes that you will also experience some excitement during this course work!  

Description

Just as everyone has a unique fingerprint, each student has an individual style of learning.  Not all students in a classroom learn a subject in the same way or share the same level of ability.  Technology Integration, which supports differentiated instruction, is a method of designing and delivering instruction to best reach each student.  Tablets and laptops provide students with opportunities to complete classroom assignments in ways that capture their personal interests and learning styles.  With a technology-enhanced program, a teacher can foster student creativity and engagement while also differentiating according to students’ abilities, multiple intelligences, and specific needs.

Incorporating technology in lesson plans, classroom routines, and behavior monitoring systems can increase special education students’ motivation to learn, make progress, and act appropriately as a member of the classroom community. Technology allows for teachers to personalize instructional needs, both academic and behavioral, to a student’s individual needs.  In the past, we thought of assistive technology tools to be just word processors, spell-check tools, or books-on-tape, but in “today’s classroom” we have many more tools that can be used to assist students to reach their goals. 

This workshop directly fulfills the current DESE Individual Professional Development plan requirement of 15 PDPs in the area of training related to strategies for effective schools for students with disabilities and instruction of students with diverse learning styles. Each session will include a short reading, collaborative discussion and an exploration of two or more digital tools. 

Session 1:

Using Technology to Support Executive Functioning 

During this session, you will explore web tools to aid students with tasks that require planning, organization, memory, and time management.  You will also do a self-assessment of your LMS. 

Session 2: 

Using Technology to Support a Safe Learning Environment 

During this session, you will have the opportunity to explore web tools in order to build a safe learning environment for their students to feel welcome and valued.  

Session 3:

Using Technology to Support Student Voice through Differentiated Instruction 

During this session, you will have the opportunity to explore web tools to strengthen student voice in your classroom and encourage all learners to see the value in their thinking. 

Session 4:

Using Technology to Create Meaningful Homework Experiences 

During this session, you will have the opportunity to explore web tools to support students who struggle with engagement and work completion through the use of video, audio, and other digital tools to reach all learners. 

Synchronous / Asynchronous

Asynchronous

Location

Online

Dates & Times

June 23 – July 21, 2025

PDPs

15

Credits

Participants may choose to apply for (1) optional graduate credit for an additional fee of $125 payable to Worcester State University.

Cost

$295 ACCEPT members/$355 non-members

Audience

K-12 Classroom teachers, EL teachers and Specialists

Presenter Name(s)

Kristin Osborne

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

Asynchronous

Location

Online

Dates & Times

June 23 – August 22, 2025

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

Name

Science of Reading Course

Audience

K-12 teachers and Specialists

Presenter Name(s)

Kristin Osborne

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

Asynchronous

Location

Online

Dates & Times

Asynchronous, June 23 – August 22, 2025

PDPs

10 PDPs

Credit

n/a

Cost

$300 ACCEPT members/$360 non-members

Audience

PreK – 3 Teachers, Coaches and Specialists

Presenter Name(s)

Kristin Osborne

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 graduate course will provide a scaffolded opportunity to learn more from foundational documents and key components of literacy as well as supplemental scholarly literature, tools, and activities that help to strengthen pedagogical practices and target interventions based on real live data.   In addition to exploring resources on the site, learners will explore peer-reviewed research, critically examine their own literacy practice, reflect on the connections between identity, pedagogical practices, and new learning, and will design artifacts to leverage new learning using best practices in literacy, equity, Universal Design for Learning (UDL) and MTSS. 

Course Objectives & Learning Outcomes

As a result of the learning experiences in the course, you will:

• become more cognizant of important components of targeted intervention lessons to transform teaching and learning to improve the outcomes of all learners.
• become more competent in your ability to create better targeted intervention opportunities and outcomes for students by using the state standards and the science of reading  to design sustainable curriculum and lessons.
• become more competent in your ability to create effective data meeting cycles and use data to drive instruction.

Synchronous / Asynchronous

Asynchronous

Location

Online

Dates & Times

June 23 – August 22, 2025

PDPs

30 PDPs

Credit

Participants may choose to apply for 2 optional graduate credits

Cost

$500 ACCEPT members/$600 non-members

Audience

Grades 4 – 9 Teachers, Coaches and Specialists

Presenter Name(s)

Kristin Osborne

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 graduate course will provide a scaffolded opportunity to learn more from foundational documents and key components of literacy as well as supplemental scholarly literature, tools, and activities that help to strengthen pedagogical practices and target interventions based on real live data.   In addition to exploring resources on the site, learners will explore peer-reviewed research, critically examine their own literacy practice, reflect on the connections between identity, pedagogical practices, and new learning, and will design artifacts to leverage new learning using best practices in literacy, equity, Universal Design for Learning (UDL) and MTSS. 

Course Objectives & Learning Outcomes

As a result of the learning experiences in the course, you will:

• become more cognizant of important components of targeted intervention lessons to transform teaching and learning to improve the outcomes of all learners.
• become more competent in your ability to create better targeted intervention opportunities and outcomes for students by using the state standards and the science of reading  to design sustainable curriculum and lessons.
• become more competent in your ability to create effective data meeting cycles and use data to drive instruction.

Synchronous / Asynchronous

Asynchronous

Location

Online

Dates & Times

June 23 – August 22, 2025

PDPs

30 PDPs

Credit

Participants may choose to apply for 2 optional graduate credits

Cost

$500 ACCEPT members/$600 non-members

Audience

Grades 3 – 5 Educators, Coaches and Specialists

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

Do your students struggle to understand and apply operations to multi-step problems? If so, this course is tailored for you. This one-day course introduces concrete strategies and innovative micro-routines to help your students make sense of and master grade-level content. Facilitators will model these strategies and micro-routines, allowing you to experience them firsthand within operations and algebraic thinking content. You will also have the opportunity to analyze classroom videos and discuss the practical aspects of implementing course content and pedagogies. 

Participants can register to attend in-person sessions at ACCEPT or virtually via ZOOM with a dedicated online facilitator. 

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

Tuesday, June 24, 2025; 10:00am – 4:00pm (EST)

PDPs

6

Credit

n/a

Cost

Virtual Participation – $99 ACCEPT members/$119 non-members

In Person:  $149 ACCEPT members/$169 non-members

Discounted Team Rates Available

Registration Deadline

June 3, 2025

Audience

K-12 Administrators, Teachers, Counselors, School Psychologists and Social Workers

Presenter Name(s)

Gail Okerman, M.Ed. and Will Guerra, M.Ed. 

Presenter Bio(s)

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 

Description

What does belonging look like—for our students and for ourselves—and how do we build positive, supportive communities? In this course, we’ll explore the roots of community and belonging, then dive into strategies and practices that deepen connections in both the classroom and the broader school environment.

Educators everywhere know that students face significant emotional, social, and academic needs. This course aims to help identify these unmet needs and take steps toward meaningful change. We’ll use choice, voice, and shared power to learn from the collective expertise of fellow educators, creating space to collaborate and exchange ideas.

Each participant will design an impact project to drive positive changes in their own setting, applying course concepts to a specific area of need. By the end, our goal is for you to feel inspired, empowered, and fully equipped to build stronger communities in your school—where everyone can thrive

Participants will engage with key frameworks including the Educator Empowerment Model- G. Okerman,Okerman, G. (2021) The Educator Empowerment Model pd,  Belonging:The Science of Creating Connections and Bridging Divides-G Cohen and The Art of Gathering-P Parker.   The course emphasizes self-inquiry and reflection, guiding educators through a transformative process to identify, address and embrace their strengths, interests and needs to ground all professional practice in a joyful culture of care. Educators will also identify,  cultivate and integrate  joyful practices in consideration of the diverse needs of students and the communities served.  

Synchronous / Asynchronous

Synchronous

Location

Lunenburg Middle School, Lunenburg

Dates & Times

June 23 – 26, 2025;  9am – 12pm with additional time in small groups

PDPs

67.5

Credit

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

Cost

$350 ACCEPT members/$420 non-members

Registration Deadline

Until filled

Audience

PreK – 12 educators, counselors, administrators and specialists

Presenter Name(s)

Theresa Melito-Conners, PhD

Presenter Bio(s)

Theresa Melito-Conners, Ph.D. (Dr. MC), a special education administrator and the founder of Dr. MC’s Self-Care Cabaret. The Self-Care Cabaret encompasses workshops, a podcast, and educational curricula —  focused on accessible, realistic strategies that equip and empower. Dr. MC holds PhD in educational leadership from Lesley University. In addition to her doctorate, she is a licensed K-12 counselor with a master’s of education in school counseling from Salem State University and a B.A. in theatre studies from Emerson College. A recognized MA DESE PDP Provider. Her thought leadership is evident in recently published articles such as ASCD’s Educational Leadership Magazine, Edutopia, Exceptional Parent, and School Administrator’s Magazine. She has a growing social community @DrMCselfcare on Facebook, Instagram, and LinkedIn and lives in Massachusetts. 

Description

Backdrop to Success is an engaging, on-demand professional development course for educators, administrators, school counselors, social workers, and paraprofessionals. Discover the impact trauma has on brain development, the importance of Adverse Childhood Experiences (ACEs), and dispel common misconceptions. Then, dive into academic instruction techniques and relationship-building strategies for working with students impacted by trauma. This version of the course will also explore an educator’s self-care practice and resilience skills and how both translate into student success. By the end of this course, participants will be able to:

• Define trauma and recognize its potential impact on students’ behavior, learning, and well-being.
• Understand the basics of brain development and the neuroscience of trauma.
• Create safe classroom environments that promote students’ sense of security and belonging.
• Explain methods to cultivate resilience in both students and yourself, fostering a culture of emotional growth and self-care.

By the end of this course, participants will be able to:

• Define trauma and recognize its potential impact on students’ behavior, learning, and well-being. Understand the basics of brain development and the neuroscience of trauma.
• Create safe classroom environments that promote students’ sense of security and belonging.
• Explain methods to cultivate resilience in both students and yourself, fostering a culture of emotional growth and self-care.

Synchronous / Asynchronous

Asynchronous & Synchronous

Location

Asynchronous & Live and Recorded Zoom Sessions 

Dates & Times

Asynchronous modules between July 7 – August 8, 2025;

Three (1) hour Live zoom sessions on Tuesdays, July 8th, July 22nd & August 5th; 9:00am – 10:00am

Zoom sessions will be recorded.

Final assignment due by August 8th

PDPs

20 PDPs

Credit

Pending approval from Worcester State University (WSU), participants can apply for (1) optional graduate credit for an additional fee of $125 payable to WSU.

Cost

$295 ACCEPT members/$355 non-members

Registration Deadline

June 30, 2025

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

Thursday, July 10, 2025;  10:00am – 12:00pm

PDPs

2 PDPs

Credit

n/a

Cost

$250 ACCEPT members /$300 non-members

Discounted Group Rates Available

Registration Deadline

July 1, 2025

Audience

K-12 School Psychologists, Administrators, Counselors and all other educators impacted by this topic

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) is a complex and growing challenge that significantly impacts students, families, and school systems. This interactive workshop offers a practical, ecological, and systemic approach to understanding and addressing SR through prevention, assessment, and intervention strategies.

In the morning, participants will collaborate with colleagues from their own and other districts to examine systemic factors contributing to SR and explore effective school-wide prevention strategies. Using the School Refusal Assessment Policy & Procedure (Kaplan, 2024) Worksheet, attendees will evaluate their current district or school practices to identify strengths and areas for improvement.

The afternoon will focus on applying these insights through real or sample case studies. Participants will use the Cultural and Ecological Intervention Planning Worksheet (Kaplan, 2024) to design individualized, student-centered intervention plans that support successful re-engagement with school.

This session builds on the fall workshop, though prior attendance is not required. All materials from the previous session will be shared in advance. Participants are welcome to attend in the morning, afternoon, or both portions of the workshop.

Who Should Attend

This workshop is designed for school and district administrators, mental health professionals, and educators. Teams from the same district are highly encouraged to attend together. Questions are welcome in advance to tailor the experience to participants’ needs.

By the end of this workshop, participants will be able to:

1. Collaborate with colleagues to identify systemic and ecological factors contributing to School Refusal and evaluate current school or district practices using structured assessment tools.
2. Apply prevention and intervention planning frameworks to real or sample case studies to develop individualized, student-centered support strategies.
3. Design or refine school-wide and district-level approaches that promote early identification, prevention, and effective intervention for students experiencing School Refusal.

Synchronous / Asynchronous

Synchronous

Location

Live at ACCEPT, 4 Tech Circle, Natick, MA

Dates & Times

August 7, 2025;  9:00 am – 2:30pm

PDPs

2.5 or 5 PDPs

Credit

n/a

Cost

$250 ACCEPT members /$300 non-members

$150/$200 to participate in the morning or afternoon only

Discounted Group Rates Available for Teams of (3) or more

Registration Deadline

July 7, 2025

Audience

K-12 Educators, Administrator and Coaches

Presenter Name(s)

Kristin Osborne

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

Tuesdays, August 5th, August 12th & August 19th,  9:30am – 11:30am and Thursday, August 14th, 9:30am – 11:30am

PDPs

8 PDPs

Credit

n/a

Cost

$300 ACCEPT members/$360 non-members

Audience

K-12 Administrators and School & District Leaders

Presenter Name(s)

Chanelle R. Walker, M.Ed

Presenter Bio(s)

Chanelle R. Walker, M.Ed., CEO of Professional Inspiration

Chanelle, who is known as the Teacher Wellness Guru, inspires educators across the country to live a life of wellness, purpose and greatness. Chanelle’s passion to inspire educators to be well and stay connected to their passion began long before the Covid-19 pandemic drew attention to teacher burnout. Chanelle, who has 20 years of experience as an educator, 10 of which were as a middle school ELA teacher, brought her advocacy for teacher wellness and burnout prevention to the TEDx stage in 2019 in a talk titled, “The Elephant in the Classroom”, which now has over a quarter of a million views. Since then, Chanelle has inspired and taught thousands of educators from New York to as far as Hawaii on topics such as educator resilience, educator preservation, growth mindset, burnout prevention, mindfulness and motivation.

Chanelle, who is an author, course developer, part-time professor and national speaker, is on a mission to inspire educators through professional growth opportunities that give participants L.I.F.E. – That’s Learning, Inspiration, Fun and Empowerment. With hope, courage, expertise and a ton of tenacity, Chanelle is committed to being a change agent that will help shift the culture in schools so that there will be a focus on education and wellness for all.

Description

This engaging, practical, evidence-based virtual workshop equips educators with tools to prevent burnout and foster a thriving environment. Delivered in 3 fun and impactful parts:  

• Part 1: Fill It Up – Administrators explore easy to implement personal wellness strategies and self-care practices that stick.
• Part 2: Stronger Together – Administrators will learn collaborative approaches to building supportive, connected teams.
• Part 3: Thrive Mode Activated – Administrators will develop a plan to implement actionable steps to sustain a positive culture and climate for long-term success.  

Synchronous / Asynchronous

Synchronous

Location

Live via Zoom

Dates & Times

Tuesday, August 5, 2025  9:00am – 11:00am 

PDPs

2 PDPs

Credit

n/a

Cost

$150 ACCEPT members/$180 non-members; Team Rates Available

Audience

PreK – 12 Educators

Presenter Name(s)

JoAnne Woods Young, M.ED Speaker, Counselor, Coach

Presenter Bio(s)

JoAnne Woods Young is the best selling author of Stress Less for Student Success. 

JoAnne is a former high school counselor and college admissions representative. She is very aware of the stresses facing students today. She has traveled for the last 10 years speaking to high school and college students about best practices for stressing less and also Inspiring students to follow their dreams. 

JoAnnehas been chosen to be on the advisory board of several high schools in her area.  

She has a private practice in Easton MA where she works with students and adults on stress management as well as teaching Yoga and Meditation to kids. 

She holds a Masters degree in Counseling Psychology and a doctoral degree in CORE counseling.

Description

Feeling like you are just getting through the day? Stress and burnout doesn’t have to derail you. This session will show you how to Refocus and Recharge daily. Providing fun interactive exercises, discussion and activities that can be put to use immediately to shift your perspective. You will leave feeling a stronger sense of calm, resilience and power in all areas.

Implementing the tools provided will leave you feeling Uplifted and Inspired renewing your passion and purpose.

Synchronous / Asynchronous

Synchronous

Location

ACCEPT Collaborative, 4 Tech Circle, Natick

Dates & Times

Tuesday, August 12, 2025; 9:00am – 12:00pm

PDPs

3 PDPs

Credit

n/a

Cost

$150 ACCEPT members/$180 non-members

Team Rates Available

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.

This course is a pre-requisite for the Adaptive Music Extension course. Participants who partake in this course will have opportunities to register for the additional extension course which will provide a total of (15) PDPs or (1) optional credit.

Synchronous / Asynchronous

Live, Synchronous

Location

ACCEPT Collaborative, 4 Tech Circle, Natick, MA

Dates & Times

Friday, August 15, 2025;  9:00am – 3:00pm

PDPs

6

Credits

N/A

Cost

$150 ACCEPT members / $180 non-members

Registration Deadline

August 1, 2025

Name

Igniting Joy:  A Path to Innovative Learning

Audience

K-12 Administrators, Teachers, Counselors, School Psychologists and Social Workers

Presenter Name(s)

Gail Okerman, M.Ed. and Will Guerra, M.Ed. 

Presenter Bio(s)

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 

Description

Step into a world where education is ignited with passion and innovation. ‘Igniting Joy in the Classroom: A Path to Innovative Learning’ is a transformative course designed to empower educators to reignite their passion for educating  while embracing innovative strategies that spark creativity, engagement, and growth in the classroom. Led by seasoned educators and experts in the field, this course delves into dynamic teaching methodologies, harnessing the power of technology, fostering a culture of collaboration, and cultivating a classroom environment where every student thrives. This course is designed to deliberately explore and examine the accelerated rate of change that we are experiencing as educators, administrators and counselors and to frame this change as an opportunity for transformation.  We will create a working professional learning community to support constructive conversations and dynamic dialogs  in our exploration of  how to equitably meet the diverse needs of the populations we serve. Through this reflective practice, participants will glean insights with the intention of integrating those insights into meaningful, purposeful tasks and transformative impact projects. We will utilize constructive conversations and dynamic dialogues to deepen our understanding and to strengthen our practice focusing on the work of Pasi Sahlberg and the Finnish Educational Paradigm. Engagement in a committed deep reflective process to determine how to best inform practice moving forward empowers educators and administrators in the process.Whether you’re a seasoned educator seeking fresh inspiration or a newcomer eager to revolutionize your teaching approach, join us on a journey to unleash the full potential of your classroom and ignite the joy of learning.

We will:

•  Explore innovative teaching methodologies including current Finnish pedagogy and  the research on wonder  that enhance student engagement and learning outcomes.
• Cultivate  strategies for integrating meaningful,  joyful learning into the classroom environment.
•  Explore how to create  a culture of care.collaboration and inclusivity among students as presented in Worldview, Finnish 3.0 and Culturally Responsive Pedagogy.
• Come to understand how to  cultivate a positive classroom environment that promotes joy, curiosity, creativity, and growth.
• Provide educators with opportunities to use  practical tools and resources for implementing innovative teaching practices that promote inquiry, investigation and critical thinking
• Integrate the essential elements of the educator empowerment model, Finnish 3.0 and the Culturally Responsive Model 
• Explore the intersectionality of worldview Intelligence, cultural competence, connectivity  and our relationship with the future
• We will consider what we have learned as leaders and educators as a result of current conditions and rapid change while relating this information to equitable practice – exploring the elements of choice, voice and shared power in systems 
• Integrate the essential elements of effective collaborative teams that have a high capacity for managing change that better serves communities 
• Delve into how to create innovative blended practice to engage and meet the needs of all students through a joyful deliberate integration of the elements of Finnish 3.0, the six C’e and The Power of wonder in learning 

Synchronous / Asynchronous

Synchronous

Location

ACCEPT Collaborative, 4 Tech Circle, Natick

Dates & Times

August 18 – August 21, 2025;  9am – 12pm with additional time working in small groups

PDPs

67.5

Credit

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

Cost

$400 ACCEPT members/$480 non-members

Registration Deadline

August 1, 2025

Audience

Grades 6 – 8 Educators, Coaches and Specialists

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

Do your students struggle to interpret and work with algebraic expressions and equations? If so, this course is tailored for you. This one-day course introduces concrete strategies and innovative micro-routines to help your students make sense of and master grade-level content. Facilitators will model these strategies and micro-routines, allowing you to experience them firsthand within the content of expressions and equations. You will also have the opportunity to analyze classroom videos and discuss the practical aspects of implementing course content and pedagogies. 

Participants can register to attend in-person sessions at ACCEPT or virtually via ZOOM with a dedicated online facilitator. 

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

Thursday, August 14, 2025; 10:00am – 4:00pm (EST)

PDPs

6

Credit

n/a

Cost

Virtual Participation – $99 ACCEPT members/$119 non-members

In Person:  $149 ACCEPT members/$169 non-members

Discounted Team Rates Available

Registration Deadline

August 1, 2025