This workshop satisfies the requirement for 15 PDPs in Special Education for re-certification. The course will begin and end with a live zoom session and include approximately 11 hours online in between live sessions.
The purpose of this course is to provide an overview about the special education process. This course will help staff to understand, instruct, and assess students with varying disabilities, as well as collaborate to employ strategies that ultimately help all students access curriculum. Staff enrolled in this course will learn the ins and outs of special education in the state of Massachusetts that include the referral and eligibility process as well as the development and implementation of the IEP. Together, we will “unpack” both an academic and a psychological evaluation to further understand how these results can inform teachers when planning to ensure they are reaching all students. A variety of teaching methods will be modeled, and the course lessons will be presented using presentations, videos and current articles and publications.
Audience: Grade K-12 Teachers, Counselors, Social Workers and Administrators
Date & Times: Live Zoom sessions on 6/27 & 8/15/22; 8:30am - 10:30am. Approximately 11 asynchronous hours online in between sessions.
Do you have too many tabs open in your browser? Do you have bookmarks running down the side of your screen? Do you have hundreds (or thousands) of emails in your inbox? Do you have random files in your Google Drive that you can never find? Is your (Google) Calendar overpopulated but underutilized? If you answered ‘Yes’ to any of these questions OR you want to a better job staying organized, then this class is for you. In this class you will learn practical ways to help you get and stay organized, which will save you valuable time each and every day.
Dates and Times July 11 – August 12, 202
Location: Live zoom sessions on July 11 and July 21, 2022 from 10:00am - 10:30am. The rest of the course will run asynchronously between 7/11 – 8/12/22
Audience: This course is open to all educators, administrators and support staff at all levels.
The course will begin by examining our own language history, as well as the diversity of ELs and their experiences. We will complete an overview of second language acquisition research, analyze important sociocultural factors, and learn how to best communicate with and partner with families and caregivers of ELs.
Overall Goal: Participants will more deeply understand the experiences and strengths of their ELs. Participants will view the strengths and needs of ELs with an anti-deficit lens.
Dates & Times: July 11 - August 12, 2022; asynchronous, approximately 3 hours per week, no set times
Audience: K - 12 educators
Cost: $295 members | $355 non-members
Earn: 15 PDP's or 1 optional graduate credit (pending approval)
7/12 | Integrating the MA Social Studies Frameworks (K-5)
Presenter: Dr. Kaylene Stevens Petrin
In this workshop, Dr. Kaylene Stevens, author and program director for Social Studies Education at Boston University Wheelock, will introduce the Massachusetts 2018 Social Studies Frameworks to K-5 teachers. Teachers, curriculum writers, and school leaders are encouraged to bring curriculum they are developing to the workshop, as they will have an opportunity to apply the 2018 frameworks to their own lessons. In elementary classrooms social studies can be an essential tool to teaching young minds about the world around them and how to be active citizens in their communities. This workshop helps K-5 educators to integrate the social studies frameworks in a meaningful and equitable way.
7/13 | Integrating the MA Social Studies Framework (6-12)
Presenter: Dr. Kaylene Stevens Petrin
In this workshop, Dr. Kaylene Stevens, author and program director for Social Studies Education at Boston University Wheelock, will introduce the Massachusetts 2018 Social Studies Framework and civic requirement to secondary social studies teachers. Teachers, curriculum writers, and school leaders are encouraged to bring curriculum they are developing to the workshop, as they will have an opportunity to apply the 2018 frameworks and civics requirement to their own work. Social studies can be an essential tool to teaching young minds about the world around them and how to be active citizens in their communities. This workshop provides a way for secondary social studies educators to integrate the social studies frameworks and civics requirement in a meaningful and equitable way.
With up to one in four children struggling with anxiety in this country, overwhelmed adults are in need of a new approach as well as an effective and easy-to-implement toolkit of strategies that work.
Through the use of case studies, humorous stories, and examples of everyday challenging situations, participants will learn easy to implement preventive tools, strategies, and interventions for reducing anxiety, increasing self regulation, accurate thinking, work engagement , and self-monitoring in students.
In this workshop, Dr. Kaylene Stevens will introduce the concepts in her recent book, Teaching History for Justice: Centering Activism in Students’ Study of the Past, where Martell and Stevens argue that we need a major transformation in history education toward justice by centering activism and movement building within the study of the past. Teachers, curriculum writers, and school leaders are encouraged to bring curriculum they are developing to the workshop, as they will have an opportunity to apply the framework of teaching for justice to their own work. As educators we hope to develop students who have a critical lens on the world around them and who work to promote social change in their communities and beyond; this workshop offers a practical way to do this work.
Location: Live via Zoom
Date: July 20, 2022
Time: 8:30am to 11:30am
Earn: 3-Participation Hours
Cost: $175 members | $225 non-members
Cost includes a copy of the book "Teaching History for Justice: Centering Activism in Students' Study of the Past"
Some statistics suggest that children with autism are 40% more likely to be overweight and obsese when compared to their typically developing peers (MacDonald, et al. 2011). Additionally, the risk of obesity may increase when children with ASD are in quarantine due to their sedentary lifestyles (Erkan Yarimkaya & Oguz Kaan Esturk, 2020). While addressing this topic it is important to talk about procedures to promote maintenance of behavior change programs (BACB task list G-22). For example, studies have suggested that parental involvement is important while delivering programs incorporating physical activity (Sefen, et al, 2020). During this presentation we will discuss different strategies to promote physical activity such as modeling and the use of instructions and rules (BACB task list G-5, G-6) and will discuss how behavior analysts have a responsibility to identify and prioritize socially significant behavior change goals (BACB task list F-3).
8/02 Teaching for Deeper Learning: Engaging Students in Meaning Making
Presented by: Jay McTighe
Join well-known author and consultant, Jay McTighe, as he explores ideas from his bestselling and award-winning new book, Teaching for Deeper Learning. Jay will explore the following questions:
What is deeper learning and why is it important?
How does deep learning occur?
What’s worth learning deeply?
How should curriculum be framed to promote deeper learning?
What kinds of instruction will help students learn deeply?
Jay will present a set of practical and proven instructional strategies and associated tools to help students make meaning, build deep understanding, and transfer their learning from school into the wider world.
This workshop is designed for teachers and team chairs to ensure a legally defensible IEP. Each portion of the IEP will be disseminated and explained in a user friendly way. Exemplar IEPs will be reviewed and shared for future use.
Audience: Team Chairs and Special Education Teachers
Quality DCAP documents are chunked into sections so that it is easily understood by all. This training will support district administrators and participants to develop, edit or “revamp” their current DCAP document. They will reference multiple exemplar DCAPs and be able to create appropriate documents for elementary, middle, and high schools.As part of the workshop, participants will create a presentation (multiple models will be offered) to present this to faculty and parents.*
Audience: Special Education Administrators, Principal
8/23 Essential Math Strategies for Teaching Students with Disabilities to Think Mathematically
Participants will develop a deep understanding of how five research-based strategies (ask yourself questions, sentence frames and starters, annotation, the Four R’s, and turn-and-talks) can be used to help students with learning disabilities develop mathematical thinking. They will learn about six accessibility areas (conceptual processing, visual-spatial processing, language, attention, organization, and memory) math learners must use when doing mathematics. They will see how the essential strategies support students as they work in each of the accessibility areas by engaging in two instructional routines designed to develop quantitative reasoning.
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.* Dates and Times: August 23 and 24, 2022; 8:30am - 3:00p
Location: ACCEPT Collaborative, 4 Tech Circle, Natick MA 0176
Cost: $529 ACCEPT members/ $629 non-member
Fee includes a copy of the required book Routines for Reasoning
Asynchronous Maximizing Mentorships: Best Practices in Mentoring New Teachers PART I
Based on the popular work of master teacher mentors, Carol Pelletier (Mentoring in Action) and Lois Zachary (The Mentor's Guide) and the MA DESE Mentoring Guidelines, this workshop is designed to provide practical and reflective principles and activities that help the teacher mentor maximize trust, collegiality, communication, reflection and personal growth with their mentee. The asynchronous format allows the mentor, to go at their own pace, while completing activities that will be useful in their mentoring journey.
The first workshop focuses on the Effective Principles of Effective Mentoring as outlined in the work of Carol Pelletier in Mentoring in Action. This workshop lays the foundation for thoughtful, successful mentorship for either beginning teachers or teachers who are new to a district.
The second workshop focuses on the work of Lois Zachary (The Mentor's Guide) and extends the 5 principles of effective mentoring into actionable practices for the mentor.
By the end of this 8 hour workshop, participants will be able to:
Be able to facilitate trusting, collegial mentor relationships using a variety of listening and communication skills
Develop effective coaching/feedback skills to promote growth and effective teaching
Develop an understanding of the principles of effective mentoring
Facilitate a mentoring process that assists their mentee with planning, building relationships, lesson planning, reflection and goal settings
Cost: Multiple price tiers based on number of participants, click below to learn more
Written withdrawals addressed to ACCEPT via mail, fax or email will be accepted without penalty ten (10) business days prior to the workshop. After that time, there will be no refunds or billing adjustments, however, you may send a substitute if approved by your supervisor. Once the class begins Districts are responsible for the cost of the program regardless of attendance.
Upcoming Fall Courses at ACCEPT
Fall Behavioral Technician (RBT Course)
This course will introduce participants to basic concepts and principles of behavior analysis as they relate to children and adolescents, with an emphasis on students with Autism Spectrum. Disorders and related developmental disabilities. Participants will become knowledgeable about evidence-based interventions, based on basic principles of behavior, for intervening on behalf of children and adolescents in educational settings. This is a hybrid-model course that includes both face-to-face meetings and online learning modules that meet the requirements set forth by the Behavior Analysis Certification Board® for the 40-hour training program based on the RBT Task List.
PROFESSIONAL PRACTICES SYMPOSIUM FOR BEHAVIOR ANALYSTS: DEVELOPING EFFECTIVE ABA PROGRAMS IN PUBLIC SCHOOL SYSTEM
This monthly symposium is offered in partnership with MassABA and is designed for BCBAs currently practicing within the framework of local public school districts. Participants will discuss the unique challenges that Behavior Analysts face in developing quality behavioral programming for students with special needs in public school settings. Expert speakers will join group meetings periodically throughout the year to address relevant topics that BCBAs face in their districts. Participants will engage in group initiatives to help standardize the role of ABA practitioners in schools and streamline the delivery of ABA services. *The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse ACCEPT Education Collaborative, the materials, information, or sessions identified herein.
Audience: Public School District BCBA’
Location: Online Via Zoo
Time: 1:00pm - 3:00p
Cost: $235 ACCEPT Members; $285 Non-Member
Earn: 18 Type II BACB CEUs for the entire series(2.0 CEUs per session attended
Dates: October 3, 2022; November 7, 2022; December 5, 2022; January 9, 2023 February 6, 2023; March 6, 2023; April 3, 2023; May 1, 2023; June 5, 2023