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This course will include 5 additional hours online. 

Designed specifically for school P.E. teachers, this 15-hour course will satisfy the requirement that all educators, including school P.E. teachers, must have 15 hours of professional development in teaching English Learners (ELs).

This course will focus on helping teachers truly integrate ELs into P.E. classroom activities by ensuring that they understand directions and can effectively communicate with other students in the class. The course will give participating PE teachers an overview of Universal Design for Learning (UDL) with specific reference to designing PE lessons that are inclusive and meet the needs of ELs.

Teachers will look at how to incorporate UDL principles into lessons that they have already been teaching. Teachers will work in age-alike small groups to discuss challenges they are facing in meeting unique needs and will problem-solve with one another. There will be whole group discussions on topics of concern with an emphasis on discovering how to think through unusual situations and needs. Through peer sharing and reading they will learn new activities that lend themselves well to an inclusive classroom.

Topics to be explored include:
  • understanding the different levels and abilities of ELs 
  • using multiple modalities for introducing materials and concepts, so that students understand and are engaged in the lesson and its goals 
  • employing communication strategies for ELs 
  • designing lessons using UDL principles, which offer a wide range of ways in students can participate and meet the lesson's goals 
  • creative ways to meet state and federal standards which can apply to all learners 
Audience: K - 12 P.E. and Health/Wellness teachers

Graduate Credit: At the first class, participants may choose to apply for one graduate credit for an additional fee of $125 payable to Worcester State University.
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Starts Starts: 5/12/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE to ensure that they receive the member rate.

This workshop directly fulfills the new 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. 

Pick a curriculum unit….any unit. Now, “googlify” it by spending the next 4 weeks transforming this existing unit of study into a digitally dynamic, interactive and collaborative learning experience for your students based upon the integration of a variety of Google tools. Explore apps, extensions and basic Google resources that can be combined with your existing curriculum material to create a unit of study that will be interesting, fun, and accessible to all students.

Each session will include a short reading, collaborative discussion and an exploration of two or more Google tools that will be applied to a facet of your unit of study. Also, as part of each session, participants will be asked to contribute to a comprehensive and collaborative collection of lesson plans and ideas that will be shared amongst the group.

Graduate Credit Option:  Participants may choose to apply for one graduate credit through Worcester State University for an additional fee of $125 payable to WSU.  A registration form will be available before the start of the class.
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Dates Dates: This course will run online 5/21/18 - 6/18/18 with no set times.
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
PreK - 6 Literacy Conference
Commonwealth Learning, Keys to Literacy and EDCO Collaborative invite you to join us for an interactive day of literacy and learning!  

Details, Sessions and Presenters


Click here to register!


Who should attend? Teachers of PreK – 6 grade, reading specialists, special educators, coaches and curriculum directors and administrators.

Register by April 1st to receive the Early Bird rate of $175! After April 1st, the registration fee will increase to $200.

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Starts Starts: 6/1/2018 8:30 AM
Sessions Session: 1
Credits Credits: 5 Contact Hours
Pricing Pricing:
Location Location:
Just Right Phonological Awareness
Just Right Phonological Awareness is a Kindergarten curriculum for teaching the necessary foundational skills for reading. Research has shown that a Kindergartener’s success in phonological awareness is a strong predictor of successful reading in later grades. This curriculum is an explicit, systematic, and sequential means for building phonological and phonemic skills in the classroom. It can be used as a whole group or small group, with many center-based activities to support instruction.

Please join us in this full day workshop as we learn the skills necessary to teach phonological awareness. We will begin with an overview of the entire program to better appreciate the cumulative scope and sequence. We will then dive into all twelve units of study to understand and practice the skills of each unit. The lessons are scripted and will be practiced during the workshop, as well as a review of progress monitoring. Participants are expected to leave confident in their ability to implement this program in their Kindergarten classrooms.

Target Audience: K Teachers and Reading Specialists

Cost: $145 EDCO members; $175 non members

The cost includes materials that will be used throughout the day. Participants have the option of purchasing the full kit for an additional fee of $325 but it is not required.  More details about purchasing the kit will be available at the session.
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Starts Starts: 6/11/2018 8:00 AM
Sessions Session: 1
Credits Credits: 7 Contact Hours
Pricing Pricing:
Location Location:
This course is a co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE.

This course will require approximately 3 hours per week with no set times. There will be no sessions the week of July 2nd.

This course will support you as you integrate 21st Century Digital Storytelling pedagogy into a curriculum unit of study. While digital storytelling is often thought of as a literacy activity, it should also be seen as a way to demonstrate understanding in any content area. As the Common Core focuses more on informational texts, digital storytelling allows students an accessible means to present their learning.

Students who participate in the creation of digital stories may develop enhanced communications skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. It also can help students as they learn to create stories for an audience, and present their ideas and knowledge in an individual and meaningful way.”

http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30

Participants will reshape existing curriculum units, or build a new one, to include these tools to enhance their teaching and/or their students’ learning. Activities include readings and/or videos, with periods for discussion and reflection. Using Backwards Design theory and a Constructivist approach, participants will design a lesson that supports the curriculum by creating a digital storytelling project experience for students.

Audience: K - 12 Classroom teachers and technology specialists

Credit Option: At the first class, participants may choose to register for 2 graduate credits through Worcester State University for an additional fee of $250 payable to WSU. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
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Dates Dates: Online June 25 - August 27, 2017
Credits Credits: 24 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
Teachers who use instructional video report that their students retain more information, understand concepts more rapidly and are more enthusiastic about what they are learning. With video as one component in a thoughtful lesson plan, students often make new connections between curriculum topics, and discover links between these topics and the world outside the classroom.

http://www.thirteen.org/edonline/ntti/resources/video1.html

In this online course you will learn how to locate quality video resources, how to embed them into a variety of applications, have a better understanding of the flipped classroom model, as well as how to use video to assess understanding. There will be four online sessions:


Session 1: The “Tubes” 
Learn how to use YouTube for Education, TeacherTube and other video resources in your teaching.

Session 2: Flipping Your Classroom
In addition to learning about the ‘flipped classroom’ model and pedagogy, you will also learn how to create your own videos with a few web based screen casting tools.

Session 3: Assessment 
Experience tools like Educanon that allow you to take existing video and insert questions to prompts along the way.

Session 4: Demonstrating Understanding
Learn ways that students can create their own video(s) to demonstrate understanding using the same (or similar) screen casting tools you experienced in Session 2.

Upon completion of this course, participants will be able to:
  • demonstrate understanding of the use and integration of video resources into the curriculum, and the role they play in the teaching/learning process 
  • determine appropriateness of educational video resources for their respective student populations (understanding differentiation) as well as for personal and professional use 
  • develop and apply educational video resources into the curriculum and design learning activities for students (both as a teaching tool and as an assessment tool). 
  • apply critical thinking and problem-solving skills in developing video enhanced lessons 

Audience:  K – 12 classroom teachers and specialists

Graduate Credit: Participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125.

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Dates Dates: Online June 25 - August 6, 2018; No set times; No class the week of 4th of July;
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:

This 15 hour course fulfills the requirement that all educators must have 15 PDPs in teaching ELLs in order to re-certify after July 1, 2016.

This course is designed for classroom teachers who are interested in examining current methodologies for promoting active learning for English language learners. Participants will focus on developing approaches for maximizing and improving language use of ELLs in all four domains: speaking, listening, reading and writing.

Participants will watch and respond to videos of classroom teachers working with ELLs, and observe a colleague teaching a lesson, using a protocol for providing feedback about the observation.

By the end of the course, participants will have developed an understanding of how to contextualize language instruction to address ELL standards and the Curriculum Frameworks, and created instructional materials for ELLs appropriate to their respective teaching environments.

Targeted Audience:  K - 12 teachers and specialists, ELL teachers

Credit Option:  At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.

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Starts Starts: 6/27/2018 9:00 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored among the CASE, EDCO and LABBB collaboratives (CELC). CASE and LABBB members are eligible for the member rate. Please contact mcswineyctr@edcollab.org for a discount code before registering.

This course will review what makes up a comprehensive academic evaluation, how to choose which measures to use, and how to analyze and write up a report based on the information gained. We will also discuss testing tools for each academic area, how to incorporate non-standardized assessments or data into a report, and how to develop recommendations and IEP goals/objectives based upon behavioral observations and data obtained during testing. Testing questions around initial eligibility determination, 3 year re-evaluations, and annual progress monitoring will also be discussed.

Audience: New K - 12 special education teachers or those wishing to "brush up" or extend their knowledge of assessments and writing evaluation reports.

Lunch is included with the registration fee.
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Starts Starts: 6/27/2018 8:30 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:

This course is a sponsored by the CASE, EDCO and LABBB Collaboratives (CELC). CASE and LABBB members are eligible for the member rate and should email mcswineyctr@edcollab.org for a discount code before registering.


Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.

Target Audience: Middle and High School teachers, counselors, school psychologists, administrators and anyone else who interacts with adolescents.


Registration fee includes materials.
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Starts Starts: 6/28/2018 7:30 AM
Sessions Session: 1
Credits Credits: 8 Contact Hours
Pricing Pricing:
Location Location:
This workshop is sponsored by the CASE, EDCO and LABB Collaboratives (CELC).  CASE and LABBB members are eligible for the member rate and should email mcswineyctr@edcollab.org for a discount code before registering.

This workshop will offer tips and strategies to help you avoid the pitfalls that lead to dispute and litigation. Do your Team meetings seem to last forever? We will discuss ways to conduct efficient and effective Team meetings that ensure input from all attendees, cover all required components, and result in consensus.



Participants will:

  • Learn strategies to work with aggressive Team members 
  • Become familiar with documentation and timelines in all aspects of the Team process 
  • Become familiar with timelines associated with Team process 
  • Learn the options available through due process 
  • Learn strategies to avoid the pitfalls of Team Process 
  • Acquire strategies aimed at conducting efficient and effective Team meetings 
  • Understand new regulations governing transition, discipline, and restraint 
Target Audience: Team Chairpersons, Evaluation Team Leaders, anyone who facilitates Team Meetings



Deadline for Registration: June 14, 2018

Registration and coffee will begin at 8:30 a.m. The presentation will begin at 9:00 a.m.

Registration fee includes lunch.
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Starts Starts: 6/28/2018 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
This course is a collaboration among the CASE, EDCO and LABBB Collaboratives. CASE and LABBB members are eligible to receive the EDCO member rate. Please contact mcswineyctr@edcollab.org for a discount code before registering.

This four-day course prepares teachers to help students develop phonemic awareness for reading and spelling using the Lindamood Phoneme Sequencing (
LIPS®) Program for reading, spelling, and speech methodology and materials. 

Phonemic awareness, the ability to perceive and manipulate speech sounds within words, underlies decoding and spelling. In this course, participants will learn how speech sounds are articulated and will use this knowledge to identify and sequence sounds within single syllables. Gradually, students will apply this learning to multi-syllable words, contextual reading, and spelling. Participants will gain knowledge of current research in phonemic awareness and reading development and become familiar with assessment instruments, including the Lindamood
® Auditory Conceptualization (LAC-3) Test.

Audience: K – 12 special educators, K – 3 general education teachers, reading specialists, EL teachers and speech and language pathologists.

Graduate Credit Option:
At the first class, participants may choose to apply for (2) optional graduate credits through Fitchburg State University for an additional fee of $245, payable to FSU. A short assignment will be required. Additional details will be available at the first class. All participants, regardless of graduate credit will receive a certificate for 36 hours upon completion of the program.

Cost: $780 for CASE, EDCO and LABBB members; $940 non-members

The cost includes a LiPS
® manual and handouts.

The Commonwealth Learning Center is an independent, non-profit teaching facility and is not affiliated with the Lindamood-Bell Learning Processes, Pat Lindamood, Phyllis Lindamood or Nanci Bell.

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Starts Starts: 7/9/2018 8:30 AM
Sessions Sessions: 4
Credits Credits: 36 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
This is a co-sponsored workshop with CASE, EDCO and LABBB Collaboratives (CELC).  Members of CASE and LABBB are eligible to receive the EDCCO member rate of $305.  Please email mcswineyctr@edcollab.org for a discount code before registering.

How can we best prepare students for MCAS's new 'Text-based Essays' in ways that align with both writer's workshop and evidence-based practices? Instead of lost time, learn how preparing students for text-based writing can strengthen their reading comprehension, critical thinking and command of the writing process overall. Prepare your students to write to sources, write to learn in all content areas, and to fill their writing (even in high quality text-based essays!) with rich voice. Over 100 empirical studies show the effectiveness of the strategies featured in this course (Self-regulated Strategy Development).  Every district using these make significant gains on MCAS.  These strategies include: genre vocabulary instruction, formative assessment, graphic organizers, analyzing models, think alouds, collaborative writing, mnemonics, goal setting, and self-talk.  Overall, enable students to cultivate the self-regulation capabilities expert writers use.  Weave this into any literacy framework from balanced literacy workshop to core programs.  Gain a deeper understanding of how to meet MCAS writing requirements while also deepening your understanding of how writer's workshop can support this type of writing as well. Taught by a 30 year workshop veteran who studied at Teachers College with Lucy Calkins, and now leads districts and full states in shifting to embrace text-based writing. 

Target Audience:  Grades 2 - 5 classroom teachers and special education teachers

Credit Option: At the first class, participants may choose to register for 1 graduate credit through Endicott College for an additional fee of $70. Projects will be due in mid-August. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
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Starts Starts: 7/9/2018 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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