cape cod collaborative all cape in-service day october 10, … · 2014. 10. 10. · social studies...
TRANSCRIPT
“INTER-DISTRICT IN-SERVICE WORKSHOPS
and
COLLEGIAL SHARING SESSIONS FOR CAPE COD EDUCATORS”
WORKSHOP GROUPS and LOCATIONS Workshops are 8:30 AM (coffee 8:00 AM) – 12:00 PM & 12:45 – 2:45 PM (unless noted)
Early Childhood PreK - Grade 1 Specialists/Teachers – Mashpee High School,
Early Childhood Educators – Green Briar Nature Center, 6 Discovery Hill Road, E. Sandwich
Early Childhood PreK-3 Specialists/Teachers – Upper Cape Tech, Bourne
School Nursing – Forestdale School, 151 Route 30, Sandwich
Paraprofessionals/Pupil Personnel Staff
Trowbridge Conference Center -100 Trowbridge Road, Bourne
Library Media Specialists – Bourne Middle School
Music K-12 – Mattacheese Middle School
PE/Health K-12 – Mattacheese Middle School
Counselors/Psychologists, Special Education Teachers – Cape Cod Collaborative, Osterville Campus
OT/PT/Speech – Cape Cod Collaborative, Osterville Campus
Civics, History & Social Studies – Cape Cod Community College, Lorusso Technology Building
Pupil Personnel Staff, Special Education Teachers - D/Y High School
ELL; World Languages - D/Y High School
Art K-12 - D/Y High School
Registrations for workshops must be coordinated through the district’s central office,
Curriculum Administrator’s Office.
Please see a copy of this booklet on our website: www.capecodcollaborative.org
CAPE COD COLLABORATIVE
All Cape In-Service Day
October 10, 2014
2
Targeted Audience Workshop
Number
Page
Number
Content
Area
Title of
Workshop Instructor Location
Early Childhood to
Grade 1 001 6
Science,
Technology,
Engineering,
Math
Supporting
STEM in Early
Childhood
Programs
Jody
Figuerido Mashpee
High School
Early Childhood to
Grade 1 002 7 Mathematics
Intentional
Teaching:
Mathematics Donna Jasek Mashpee
High School
Early Childhood to
Grade 1 003 8
Social
Science
Strengthening
Families Nicole Miles Mashpee
High School
Early Childhood to
Grade 1 004 9
Social
Emotional
Development
Developmentally
Appropriate
Activities (DAP)
Gail
Epstein,
M.Ed. Mashpee
High School
Early Childhood to
Grade 1 005 10 ELA
Introduction to
Literacy
Learning
Michelle
Campbell-
Gaylord Mashpee
High School
Early Childhood to
Grade 1 006 11 ELA
Integrating
Language &
Literacy across
Learning
Domains
Linda
Schumacher,
M. Ed. Mashpee
High School
Early Childhood to
Grade 1 007 12
EC Social &
Emotional
Development
Teaching Self-
Regulation to
Young Children
Jeanine K.
Fitzgerald Mashpee
High School
Early Childhood
Primary PreK-3 008 13 Science
Growing Up
Wild: Exploring
Nature with
Young Children
Mary Beers,
M.Ed.,
Green
Briar
Nature
Center,
Sandwich
Early Childhood
Primary PreK-3 009 14-15
Early
Childhood
A Tool Box for
Expanding Oral
Language &
enhancing
Listening
Comprehension
Sally
Grimes,
Ed.M.
Upper Cape
Tech,
Bourne
Early Childhood
Primary PreK-3 010 16-17
Reading,
ELA,
Science,
Social
Studies,
Math
An Overview of
the Key
Comprehension
Routine for
Early Childhood
and Primary
Grades
Colleen M.
Yasenchock,
Keys to
Literacy
Upper Cape
Tech,
Bourne
School Nurses 011 18-21
School
Nursing
Issues Various Topics
Carolyn
Raines
Forestdale
School,
Sandwich
3
Targeted Audience Workshop
Number
Page
Number
Content
Area
Title of
Workshop Instructor Location
School Library
Teachers 012 22
Library
Media
Meet the
National
Archives Annie Davis
Bourne
Middle
School
Pupil Personnel
Staff,
Paraprofessionals 013 23
Brain &
learning,
evidence-
based
practices
linked to
IEPs
Transforming
the IEP
Dr. Marc
Hauser
Trowbridge
Tavern,
Bourne
Physical Ed/Health
Educators K-12,
Paraprofessionals 014 24 PE/ Health
Initiatives in PE:
Dance, Yoga,
DDM’s
Stephanie
Wright
Mattacheese
Middle
School
Music Educators,
K-12 015 25-26
Music
Education
Initiatives in
Music Education
John New
Alex
Pendleton
Mattacheese
Middle
School
Pupil Personnel
Staff K-12 016 27
Pupil
Personnel
The Bio
Psychosocial
Model
Bart Main,
M.D., Child
Psychiatrist
CCC
418 Bumps
River Rd,
Osterville
OT, PT, Speech,
Nutrition 017 28-29
OT, PT,
Speech
Nutrition, OT,
PT, Speech
Abigail
Usen
Berner, Lisa
Coolidge,
Lauren
Marble,
Cheryl
Pelletier
CCC
418 Bumps
River Rd,
Osterville
High School &
Middle School
Educators 018 30-31
Civics,
History &
Social
Studies
Resources &
Models for the
Active Civics
Curriculum
Dr. Nell
Breyer,
Justine
Bunis, John
Dickson,
Michael
McNamara,
Dr. Karen
Mazza
Solarium
4C’s
Lorusso
Applied
Technology
Building
Pupil Personnel
Staff, Grades 9-12 019 32 SPED
Transitional
Planning for
Students with
Disabilities Ted Mello DY High
School
Pupil Personnel Staff,
SPED Teachers K-12,
Regular Ed Teachers
K-12 020 33-35
Pupil
Personnel
Staff
AM Session:
Calmer Choice
PM Session:
Accessing
Resources
Deborah
Ennis, Fiona
Jensen, Diane
Kovanda
DY High
School
4
Targeted Audience Workshop
Number
Page
Number
Content
Area
Title of
Workshop Instructor Location
Foreign Language
Educators,
Paraprofessionals 021 36-37
Promoting
Film &
Media
Literacy In
World
Languages
Language,
Literacy & Film
(Making) at all
levels
Gisela
Hoecherl-
Alden,
Ph.D. DY High
School
General Education;
Pupil Personnel
Staff 022 38 Assessment
Looking at
Student Work
(LASW) Jane Daly DY High
School
EL Educators,
Special Educators 023 39-40 ELL Issues
Meeting the
Needs of our
Cape & Islands
Second
Language
Learners
Dr. Maria
Serpa DY High
School
Academic Teachers
K-12 024 41
ELL
Learners,
Sheltered
English
Instruction
Amplifying
Instruction for
ELL in Your
Classroom,
Understanding
& Implementing
WiDA standards Leah Palmer DY High
School
Art Educators
K-12 025 42
Art/Art
History
The Shock of the
New! Working
with the
National Core
Standards &
DDM’s for the
Visual Arts
Daniel
Springer DY High
School
Art Educators
K-12 026 43 Art
Teaching
Drawing
Techniques with
Problem-based
Learning & Skill
based Learning John Krenik DY High
School
5
Schedule for the Day
(All workshops are 5.5 PDP’s unless otherwise noted)
8:00 – 8:30 Coffee (Mashpee High School)
Coffee (Upper Cape Tech)
Coffee (Forestdale School)
Coffee (Trowbridge Inn – Bourne)
Coffee (Bourne Middle School)
Coffee (Mattacheese Middle)
Coffee (Cape Cod Collaborative)
Coffee (Cape Cod Community College)
Coffee (Dennis Yarmouth High School)
8:30 – 12:00 AM Workshops
12:00 – 12:45 Lunch (Participants will be able to purchase
lunch locally or at the facility cafeterias)
12:45 – 2:45 PM Workshops
Note: Timing of breaks will be at the discretion of the presenters
6
Workshop 001
Location: Mashpee High School
Please note: .5 CEU’s and 5.5 PDPs will be awarded for this workshop
CONTENT AREA:
Science, Technology/Engineering, Mathematics
(MA Guidelines for Preschool Learning Experiences, 2003).
TARGETED AUDIENCE:
Early Childhood – Grade1 Specialists/Teachers
WORKSHOP TITLE:
Supporting STEM in Early Childhood Programs
INSTRUCTOR(S): Jody Figuerido, Ph.D.
BACKGROUND OF INSTRUCTOR(S)
Degrees include a B.S. Elementary Education (K-8) and a M.Ed. in Early Childhood Education:
Curriculum and Instruction. Jody has been working in early childhood education 27 years; 9 years as
Director of IEPD with lead teacher and Director II certification, employment as the statewide training
coordinator for EEC, past President of MassAEYC, currently Policy Chair for MassAEYC and MA State
Affiliate Representative to NAEYC, and over ten years of experience as adjunct faculty at local colleges.
Jody designs and offers professional development courses as well as program consultation and evaluation.
DESCRIPTION OF WORKSHOP:
Children use math and science skills from birth to interpret and react to their world. Research indicates
that baby’s brains work like a statistical program sifting through all the sounds they hear and determining
how these go together in their native language1. In this learning event, participants will discover the
STEM capabilities of young children and explore strategies designed to weave STEM content into
learning experiences throughout the day.
EXPECTED OUTCOMES OF WORKSHOP:
Participants will have a greater understanding of the innate ability children have to participate in and learn
from STEM based activities. They will integrate STEM based learning activities in throughout the
curriculum.
1 Ginsburg, H.P., Sun Lee, J., & Boyd, J. (2008). Mathematics education for young children: What it is
and how to promote it. Society for Research in Child Development. Social Policy Report, 22 (1), p. 1-
23. Retrieved from, http://www.researchconnections.org/childcare/resources/13812
7
Workshop 002
Location: Mashpee High School
Please note: .5 CEU’s and 5.5 PDPs will be awarded for this workshop
CONTENT AREA:
Mathematics (MA Guidelines for Preschool Learning Experiences, 2003).
TARGETED AUDIENCE:
Early Childhood – Grade 1 Specialists/Teachers
TITLE OF WORKSHOP:
Intentional Teaching: Mathematics
INSTRUCTOR(S):
Donna Jasek
BACKGROUND OF INSTRUCTOR(S):
Donna Jasek has a BA in Early Childhood Education. She coordinates professional development,
coaching and mentoring, TA for QRIS, and outreach for ABCD, Inc. in Boston, MA. Donna has
extensive training experience in all age ranges with a focus on out of school time programming.
DESCRIPTION OF WORKSHOP:
Young learners’ future understanding of math requires an early foundation2 . Early math learning can be
engaging and fun! Participants will experience activities that support all five math content areas and math
standards and review the path of children’s learning in this area. Activities will also include the
development of a math rich learning environment and strategies to support math learning into each area of
the program throughout the day. Participants will develop resources they can take back to their programs
to use with the children.
EXPECTED OUTCOMES OF WORKSHOP:
Participants will have a greater understanding of how children develop math concepts. They will have a
greater knowledge guiding principles, standards, and components of early mathematics as referenced in
the MA Guidelines for Preschool Learning Experiences and the Massachusetts Curriculum Frameworks
for Mathematics. They will use this information to promote mathematical exploration and scaffold
children’s learning. Finally, they will build home-school partnerships that will promote children’s
enjoyment and engagement in math learning activities at home.
2 National Council of Teachers of Mathematics. (2013, Oct.). What is important in early childhood mathematics? Retrieved
from, http://www.nctm.org/about/content.aspx?id=12590
8
Workshop 003
Location: Mashpee High School
Please note: .5 CEU’s and 5.5 PDPs will be awarded for this workshop
CONTENT AREA:
Health Education, social–emotional development (Social Science) (MA Guidelines for Preschool
Learning Experiences, 2003) and physical health and well-being (MA Early Learning Guidelines for
Infants and Toddlers, 2011)
TARGETED AUDIENCE:
Early Childhood – Grade 1 Specialists/Teachers
TITLE OF WORKSHOP:
Strengthening Families
INSTRUCTOR(S):
Nicole Miles
BACKGROUND OF INSTRUCTOR(S):
Nicole Miles, B.A., Project Manager for IEPD and QRIS. She has worked with preschool age and Out of
school time site coordinator for 13 years. Nicole holds certification as a Lead Teacher for preschool and
infants/toddlers, and Site Coordinator for Out of School Time.
DESCRIPTION OF WORKSHOP:
The Strengthening Families approach was developed by The Center for the Study of Social
Policy (CSSP) after conducting research on early care and education programs across the country.
Starting in 2001, the CSSP began documenting the role early education and care programs can have in the
reduction of child abuse and neglect. As a result of this study, a new framework and approach to the
prevention of abuse and neglect emerged. The researchers found a positive link between good early
childhood education and care programs and the reduction of abuse and neglect. This training will include
an in-depth review of the Strengthening Families Approach, risk and protective factors, strategies to
support families, and of use of the early childhood educator self-assessment.
EXPECTED OUTCOMES OF WORKSHOP:
Participants will gain an understanding of the risk factors that can cause child abuse and neglect, as well
as the protective factors framework which are the foundation for the Strengthening Families Approach.
9
Workshop 004
Location: Mashpee High School
Please note: .5 CEU’s and 5.5 PDPs will be awarded for this workshop
CONTENT AREA:
Social-emotional development, language and communication, cognitive, and physical health
and well-being
(MA Early Learning Guidelines for Infants and Toddlers, 2011)
TARGETED AUDIENCE:
Early Childhood – Grade 1 Specialists/Teachers
TITLE OF WORKSHOP:
Developmentally Appropriate Activities (DAP) for Children under Two
INSTRUCTOR(S):
Gail Epstein, M.Ed.
BACKGROUND OF INSTRUCTOR(S):
Gail Epstein, M.Ed. Training for IEPD since 2011, experience as a social worker, educational
consultant/parenting specialist, and Director of an early childhood program, also experience working as a
college professor in the early childhood department.
DESCRIPTION OF WORKSHOP:
Experiences in the early years of life form the foundation for life-long learning. It is important to
understand how children develop in order to support their self-concept and learning. Topics in this course
will include infant and toddler development, understanding temperament and how it impacts curriculum
planning, and activities that support development. Curriculum will be linked to the Massachusetts Early
Learning Guidelines for Infants and Toddlers.
EXPECTED OUTCOMES OF WORKSHOP:
As a result of completing this training, infant and toddler educators will be able to plan and implement
developmentally appropriate curriculum based on their knowledge and review of infant and toddler
development. The concept infants and toddlers have diverse learning needs and styles will be embedded
throughout the course. Learners will participate in a hands-on activity where they make a safe appropriate
book for infants and/or toddlers. Educators will explore why sensory activities support learning and
development of infants and toddlers.
10
Workshop 005
Location: Mashpee High School
Please note: .5 CEU’s and 5.5 PDPs will be awarded for this workshop
CONTENT AREA:
English Language Arts (MA Guidelines for Preschool Learning Experiences, 2003)
TARGETED AUDIENCE:
Early Childhood – Grade 1 Specialists/Teachers
TITLE OF WORKSHOP:
Introduction to Literacy Learning
INSTRUCTOR(S):
Michelle Campbell-Gaylord
BACKGROUND OF INSTRUCTOR(S):
Michelle Campbell-Gaylord, M.A. in Early Childhood Education, BS in Human Services with a
specialization in Early Intervention. Over 20 years of experience in early childhood education serving as
a Center Director, working in public special education, private early childhood education, family support
programs, and MA Early Intervention.
DESCRIPTION OF WORKSHOP:
Early literacy includes many factors such as developing vocabulary, using language to communicate
ideas, and understanding that printed words are important. 3 During this training, participants will explore
the world of literacy learning. They will review and discuss current research that supports literacy
learning from birth to school age. Also, participants will examine the seven components of literacy
learning related to the environment, teaching strategies, and learning activities.
EXPECTED OUTCOMES OF WORKSHOP:
Participants will broaden their knowledge of literacy learning. They will strengthen their ability to apply
knowledge of children to planning meaningful, purposeful, activities that extend children’s literacy
learning throughout the classroom day.
3 Reach out and Read. (2012). Why we do this: The importance of early literacy. Retrieved from,
http://www.reachoutandread.org/FileRepository/03_WhyWeDo.pdf
11
Workshop 006
Location: Mashpee High School
Please note: .5 CEU’s and 5.5 PDPs will be awarded for this workshop
CONTENT AREA:
English Language Arts
(MA Guidelines for Preschool Learning Experiences, 2003)
TARGETED AUDIENCE:
Early Childhood – Grade 1 Specialists/Teachers
TITLE OF WORKSHOP:
Integrating Language and Literacy across Learning Domains
INSTRUCTOR(S):
Linda Schumacher, M.Ed.
BACKGROUND OF INSTRUCTOR(S):
Linda Schumacher, M.Ed. in special education, BA in early childhood education. Experience as an
instructor for IEPD since 2006, serves on the NAFCC National Accreditation Advisory Council, worked
as a licensed Family Child Care provider and Monitor, Lead Teacher for Preschool, Infant/Toddler, and
Director II certified, experience as a special education teacher, and grant coordinator for the Community
Partnerships for Children.
DESCRIPTION OF WORKSHOP:
Early language and literacy development are the foundation for communicating, reading, and learning
across each developmental domain. A rich vocabulary has been determined to be a predictor of later
reading ability. These skills emerge within the context of the children’s experience both at home and
within the early education setting. Participants in this training will develop strategies to integrate
language and literacy learning experiences within multiple domains and content areas.
EXPECTED OUTCOMES OF WORKSHOP:
Participants will integrate language and literacy learning experiences within multiple domains and content
areas in their early childhood setting. These rich experiences will increase children’s vocabulary, build
comprehension, and encourage use of language in many forms throughout the day.
12
Workshop 007
Location: Mashpee High School
Please note: .5 CEU’s and 5.5 PDPs will be awarded for this workshop
CONTENT AREA: Early Childhood Social and Emotional Development
TARGETED AUDIENCE: Early Childhood Educators – (Birth to 8)
TITLE OF WORKSHOP: Teaching Self-Regulation to Young Children
INSTRUCTOR(S):
Jeanine K. Fitzgerald
BACKGROUND OF INSTRUCTOR:
Jeanine draws on more than 35 years of professional experience to empower teachers and parents to
achieve more with children “at risk.” With experience as a certified teacher, mental health professional
and mother of three grown children, she understands the promise of every child, as well as the diversity of
their needs. As a certified Human Behavior Consultant and Specialist, and Owner of The Fitzgerald
Institute of Lifelong Learning, Jeanine specializes in research-based strategies in educational leadership,
relationship-building, motivation, preventing the factors that compromise the fulfillment of a child’s
maximum potential and implementing positive interventions in “real life” settings.
DESCRIPTION OF WORKSHOP:
Self-regulation is a complex set of skills that exert influence over internal sensations and states. These
skills are necessary for consistent performance, behavior and school readiness. Without them, a child may
experience a life of chaos characterized by explosiveness, violence, anxiety, substance abuse, impulsivity,
hyperactivity, distractibility or mood disorders. This skill development begins at the point of conception
and continues into the late twenties. This session examines self-regulatory functions through a
developmental lense and offers proven strategies to develop and strengthen them.
EXPECTED OUTCOMES OF WORKSHOP:
Participants will leave with an increased understanding of self-regulation skills and the factors that can
affect the development of these skills. Participants will gain knowledge of proven strategies to develop
and support Self-Regulation Skills in young children.
13
Workshop 008
Location: Green Briar Nature Center, 6 Discovery Hill Road, East Sandwich
Please note: .5 CEU’s and 5.5 PDPs will be awarded for this workshop
CONTENT AREA: Participants explore a wide variety of Science topics including life cycles, adaptations including sensory,
predator/prey and habitats through hands-on indoor and outdoor exploration. The updated curriculum
guide includes the three new domains added to the Head Start Child Development and Early Learning
Framework: Promoting Positive Outcomes in Early Childhood Programs Service Children 3-5 Years
Old.
TARGETED AUDIENCE:
Early Childhood Educators
TITLE OF WORKSHOP:
Growing Up Wild: Exploring Nature with Young Children
INSTRUCTOR(S):
Mary Beers, M.Ed., Education Director, Thornton Burgess Society and Project WILD Facilitator
BACKGROUND OF INSTRUCTOR:
Mary Beers is the Education Director for the Thornton Burgess Society in East Sandwich. She holds a
Bachelor of Science Degree in Biology from Bridgewater State University and a Masters Degree in
Education from American Intercontinental University. She has been a Project WILD Facilitator since
1987 offering workshops for Project WILD Aquatic and Growing Up WILD.
DESCRIPTION OF WORKSHOP:
"Growing Up WILD" is a nature-based early childhood program from the Council for Environmental
Education and Project WILD. Developed by state coordinators of Project WILD, the curriculum guide
contains 27 activities. Each activity links math, art, language and literacy with options for assessing
learning. Participants will explore nature indoors and outdoors. Time is allotted for peer sharing.
Assessment is achieved through a written Life Science exam containing both multiple choice and essay
questions.
EXPECTED OUTCOMES OF WORKSHOP:
Growing Up Wild workshops provide educators of young children with the background knowledge,
strategies and confidence needed to lead young learners through a variety of science topics using ready-
made activities. Participants learn how early childhood learning objectives can be reached through use of
the outdoors and nature-themed activities combined art, music and play.
14
Workshop 009
Location: Upper Cape Tech 5.5 PDPs only; no CEUs
Please note: this workshop is limited to 35 participants
CONTENT AREA:
Pre K -3
TARGETED AUDIENCE:
All Pre K-3 directors, Day Care providers, instructors, community members such as librarians and
parents.
TITLE OF WORKSHOP:
A Tool Box for Expanding Oral Language and Enhancing Listening Comprehension
INSTRUCTOR:
Sally Grimes, Ed.M.
BACKGROUND OF INSTRUCTOR:
Sally Grimes has provided consulting and professional development services nation-wide in the area of
Language and Literacy for teachers and administrators Pre K-Grade 4, for the last15 years. Prior to that,
Sally’s experiences included teaching (pre-K through graduate school), clinical diagnostic work, policy
development, public service, and administration.
Sally received her Master’s Degree in Reading and Human Development from the Harvard Graduate
School of Education and her Bachelor’s Degree from University of Illinois at Chicago in Special
Education and Elementary Education.
DESCRIPTION OF WORKSHOP:
This workshop will be a hands-on exploration of activities to “use tomorrow” with children whose oral
language and listening skills need improvement, but participants will find that all children may benefit.
The presenter will demonstrate activities such as “The Talking Table”, the “Describing Hierarchy”,
Dialogic Reading and Vocabulary games. Current information about Dual Language Learners will be
woven into the content. Attendees will receive templates for various activities and a resource guide of
important websites, materials, curricula and parent-friendly information.
EXPECTED OUTCOMES OF WORKSHOP:
Attendees will be knowledgeable in the rationale and basics of Oral Language and Listening
activities appropriate for children Pre K- Grade 3, including Dual Language Learners.
They will receive a “mini-manual” of resources that includes links to videos, web sites, books and
other relevant information.
15
Workshop 010 – 5.5 PDPs only
Location: Upper Cape Tech, 220 Sandwich Road, Bourne 5.5 PDPs only; NO CEUs
Please note: this workshop is limited to 35 participants
CONTENT AREA:
This workshop is appropriate for all content areas- including Reading, ELA, Science, Social Studies,
Mathematics, etc.
TARGETED AUDIENCE:
Teachers / administrators / support staff of grades PK-3
TITLE OF WORKSHOP:
An Overview of the Key Comprehension Routine: For Early Childhood and Primary Grades
INSTRUCTOR(S):
Colleen M. Yasenchock
BACKGROUND OF INSTRUCTOR(S):
Through her roles as a classroom teacher, special educator, reading coach and consultant, Colleen has
developed a strong background in literacy, assessment, data analysis, and instructional design. She began
her career working with ELLs and struggling high school students in NJ. In the years since she has
worked at the Pre-K to college level in such places as Fort Bliss TX, Richmond VA, and Rochester NH.
As a faculty member for Granite State College, Colleen worked with the undergraduate, post
baccalaureate, and external programs teaching and developing courses in linguistics and reading. Colleen
attended Notre Dame College, graduating with a BA in Education. She completed her MA in Curriculum
and Instruction with a focus in Reading from Grand Canyon University. Colleen played a leading role in
school improvement and reform, working to plan and implement RTI / MTSS and data teams at the
William Allen School, and supporting these efforts throughout the Rochester, NH School District. She has
delivered workshops at the local, state and national levels covering a variety of literacy topics, including
data team development. In addition to being a trainer for Keys to Literacy, Colleen is a Dibels Next
mentor/trainer, a regional LETRS trainer, and a consultant working with districts to develop competency
based standards and related assessments.
DESCRIPTION OF WORKSHOP:
This one-day workshop experience will provide an overview of comprehension strategies and routines for
grades PK-3 that emphasize the integration of listening, (pre) reading and (pre) writing skills. These
strategies can be used during the reading instruction block as well as throughout the day during other
content area instruction (Math, Science, etc). Educators should bring reading materials (such as those
from a core reading program, leveled readers, and Big books) that can be referred to throughout the day as
you plan for embedding these strategies into your upcoming instruction.
EXPECTED OUTCOMES OF WORKSHOP:
Starting in the primary grades, the Common Core Literacy Standards place significant emphasis on
teaching increasingly complex comprehension skills for narrative and informational text. The Key
Comprehension Routine provides instruction that all teachers can immediately use. During this one-day
workshop experience we will highlight ways to teach and support:
16
Oral language: using oral language and a rich language environment to develop, improve and
expand speaking, listening, and discussion skills
Categorizing and main idea skills: expanding basic categorizing into main idea skills, using 3
techniques to help students identify main topics, main ideas, and key details, based on what has
been “read, said, or done” in the classroom
Top-down topic webs: using a flexible, foundational graphic organizer to organize verbal or
written information, with a closer look in this workshop at its application to Categorizing.
Retell and summary: using retell to organize and describe the events from a story, and for those
working with grades 2 and 3, ways to support the summary process
Question generation: beginning with an understanding and use of basic question terminology, our
goal is that as students move up they will also learn, through an introduction to Bloom’s
Taxonomy, that thinking can occur at different levels from easy to difficult.
17
Workshop 011
Location: Forestdale School, 151 Route 130, Sandwich Please note: this workshop is limited to 100 participants
All Cape In-Service for School Nurses Agenda Forestdale School Multi-Purpose Room
October 10, 2014
“The School Age Child: Conditions that Impact Health and Learning”
8:00 - 8:30 Registration - Coffee and Networking
8:30 - 8:45 Welcome and Opening Remarks
8:45 - 9:45 Behavioral/Mental Health Issues: a Community Provider’s Perspective
9:45 - 10:45 The School Nurse’s Role and Responsibilities for Homeless Students
10:45 - 11:00 Break – vendors and resources
11:00 - 12:00 Expressive Art Therapy in the Treatment of Self Injurious Behaviors
12:00 - 12:45 Lunch – vendors and resources 12:45 - 1:30 Mental and Behavioral Health Issues in the School Setting
1:30 - 3:00 A Toxic Mixture: Teens, Drugs and Alcohol
3:00 - 3:15 Evaluations - must be completed to receive PDP’s/CEU’s
18
Presenters
Dr. Richard Bloom B.A. Biology (Washington University)
M.D. (Medical College of Pennsylvania)
Pediatrician and Asthma Specialist (Board Certified)
Briarpatch Pediatrics, Sandwich and Yarmouth Port, MA
School Physician Consultant, Sandwich Public Schools
1. Karen Regan BSN (Salve Regina University)
MSN (UMASS Dartmouth)
DESE Licensures: Supervisor/Director and Professional School Nurse
Supervisor of School Nurses, New Bedford Public Schools
Homeless Liaison, New Bedford Public Schools
2. Stephanie Page B.A., Anthropology and Women’s Studies (Vassar College)
M.A., Expressive Therapy and Mental Health Counseling (Lesley University)
Licensed Mental Health Counselor specializing in Expressive Therapies,
Private Practice
3. Joe Dowick Bachelor of Science Degree in Social Work (Salve Regina University)
MSW (Boston University)
Licensed Independent Clinical Social Worker (LICSW)
School Social Worker, Sandwich Public Schools
Private Practice
4. Traci Wojciechowski BS in Psychology (Bridgewater State University)
Regional Director, Student Assistance Programs
Caron Treatment Centers
19
Presenters and Presentation Objectives:
Dr. Richard Bloom
Pediatrician, Briarpatch Pediatrics
School Physician Consultant, Sandwich Public Schools
Title: Behavioral/Mental Health a Community Provider’s Perspective
Objectives:
Program participants will:
be able to identify the more common mental/behavioral health conditions seen in the primary care
setting
have a greater understanding of the indications/referral process with behavioral/mental health
concerns
become more familiar with the CRAFFT Screening Tool
____________________________________________________________________________________
Karen Regan RN, MSN
Supervisor, New Bedford School Nurses
Homeless Liaison, New Bedford Public Schools
Title: The Nurse’s Role and Responsibilities for Homeless Students
Objectives:
Program participants will:
be able to list 3 risk factors that may indicate homelessness
be able to name 3 health conditions associated with homeless youth
be able to list three interventions school nurses can do to help homeless students
__________________________________________________________________________________
Stephanie Page
Licensed Mental Health Counselor
Private Practice - specializing in Expressive Therapies
Title: Expressive Art Therapy in the Treatment of Self-Injurious Behaviors
Objectives:
Program participants will:
have a greater understanding of self-injurious behaviors in the adolescent female
become familiar with theories and practical applications of expressive art therapy
learn how to lead an arts based support group for teenage girls with Self-Harm
learn three expressive therapy based stress reduction techniques
_______________________________________________________________________
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Joe Dowick
MSW, LICSW
School Social Worker, Sandwich Public Schools
Private practice
Title: Mental and Behavioral Health Issues in the School Setting, a Social Worker’s Perspective
Objectives:
Program participants will:
have a greater understanding of the range of mental/behavioral health issues seen in the school
setting
become more familiar with the strategies utilized by the School SW in supporting students (with
mental/behavioral health issues) to achieve optimal success in the classroom - including referral
and treatment planning
recognize the critical importance of multidisciplinary collaboration in the school setting
___________________________________________________________________________________
Traci Wojciechowski Regional Director of Student Assistance Programs-Northeast, Caron Treatment Centers
Title: A Toxic Mixture: Teens, Drugs and Alcohol
Objectives:
Program participants will:
be updated on the latest significant drug trends,
have a greater awareness of signs and symptoms of use
be able to use effective communication skills when talking with teens about alcohol, tobacco and
other drug use
be able evaluate resiliency factors that help protect kids from substance use and be given resources
should a family be in need of addiction treatment services
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Workshop 012
Location: Bourne Middle School
CONTENT AREA:
Library Media
TARGETED AUDIENCE:
School Library Teachers
TITLE OF WORKSHOP:
Meet the National Archives
INSTRUCTOR(S):
Annie Davis
BACKGROUND OF INSTRUCTOR(S):
Annie Davis is the Education Specialist for the National Archives at Boston, located in Waltham, where
she coordinates public and education programs. Prior to being with the National Archives, Annie was the
Coordinator of Education and Collections at the Forbes House Museum (Milton, MA), where she was
responsible for exhibits and programs related to the extensive collection of 18th and 19th c. decorative
arts from the American China Trade and a significant Lincoln collection. She was previously a manager
in an educational software company, and was part of the interpretation staff at Adams National Historical
Park (Quincy, MA). Annie has taught high school in urban and suburban settings and is certified to teach
history and English grades 7-12 in Massachusetts. She holds her BA in Literature from the University of
California, San Diego, and a master’s degree in education from Harvard University.
DESCRIPTION OF WORKSHOP:
Using primary sources for teaching and learning enlivens the classroom. They get our students up close
and personal with the real people and events that have shaped us. And we’re supposed to use primary
sources in teaching, learning, and research.
Your National Archives is here to help! Whether for the teaching of English Language Arts, STEM, ELL,
SpEd, Geography, Home Ec, or Social Studies… the experience can be enriched by incorporating
historical documents about the characters, settings, conflicts, and facts and interpretations that connect
with our academic subjects. In this hands-on session, we demonstrate classroom strategies for teaching,
from Revolution to Civil Rights: eyewitness accounts of the battle Emerson described as a “shot heard
round the world,” Jefferson’s account of the storming of the Bastille described by Dickens as “the worst
of times,” the context for Angelou’s caged bird that “sings of freedom.”
We’ll work with a variety of teaching strategies. In the afternoon, you’ll learn to access primary sources
online to enhance your facility to share primary sources with your students. And of course, these address
the state curriculum frameworks and the Common Core!
The MA Library Systems Youth Service Advisors are planning a “book talk” in the afternoon.
EXPECTED OUTCOMES OF WORKSHOP:
Participants will be able to access and utilize primary digital resources from the National Archives.
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Workshop 013
Location: Trowbridge Tavern & Canal Club
100 Trowbridge Road, Bourne, MA Please note: this workshop is limited to 70 participants
CONTENT AREA:
Brain and learning, Evidence-based practices linked to IEPs
TARGETED AUDIENCE:
Pupil Personnel Staff; Paraprofessionals
TITLE OF WORKSHOP: Transforming the IEP: how the mind sciences can enhance the quality and objectivity of our
determination of children’s goals
INSTRUCTOR(S): Dr. Marc Hauser, President Risk-Eraser, LLC
BACKGROUND OF INSTRUCTOR(S)
PhD in the biological sciences; research on clinical populations; work with dozens of programs servicing
at-risk children; development of software for tracking and quantifying IEP goals
DESCRIPTION OF WORKSHOP:
In this workshop, I will first provide a primer on the development and functioning of the executive
system, and then provide a primer on the nature of evidence in education. Together, these two primers
help shape the discussion about the future of IEPs, including how to write measurable goals and
objectives, how to handle biases in human judgment, how to develop interventions that can be tested for
their impact on student growth, how to make use of new tools for assessing student growth and
stagnation, and how, as a community, we can crowd-source materials that all special ed educators can
harness to more powerfully impact the lives of such children. Following the primer, therefore, participants
will be invited to discuss IEP goals and challenges in small groups, and then come together to review the
core issues and develop solutions.
EXPECTED OUTCOMES OF WORKSHOP:
Deeper understanding of the development of executive functioning
Deeper understanding of the sources of variation and error in data collection and use within
education, including human error and biases
Ability to write more measurable IEP goals and objectives, along with the methodologies to
establish relevant scales of measurement
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Workshop 014
Location: Mattacheese Middle School Please note: workshop is limited to 75 participants
CONTENT AREA:
Teaching yoga to children ages K-12
Teaching dance/rhythmic movement to children ages K-12
TARGETED AUDIENCE:
K-12 Physical Education Teachers
TITLE OF WORKSHOP:
Teaching Yoga to Your Students – AM Session
Get into Dance – PM Session
INSTRUCTOR(S):
Andrea Odrzywolski
Eric Clark
BACKGROUND OF INSTRUCTOR(S):
Andrea began tap, jazz and ballet at the age of three. At 12 years old, she turned all of her attention to
ballet, focusing in the Cecchetti Method. Ultimately, Andrea decided to pursue college degrees in hotel
management, criminal justice, and psychology instead of continuing in ballet. However, she finished one
exam shy of becoming a professional ballet dancer and has never lost her passion for choreography and
movement. Andrea has performed in The Nutcracker Ballet for thirteen years and has also performed in
Swan Lake and A Midsummer Night’s Dream. Andrea taught ballet for several years to students ranging
from 3-18 years old. She now teaches yoga and Pilates to students of all ages and often incorporates the
art of dance within her classes.
Eric taught high school math in Connecticut for 10 years. He is a licensed Acupuncturist, a licensed
massage therapist, a 200 hour registered yoga teacher (currently working toward 500 hours) and a
personal trainer. Eric has been teaching children and adults for 15 years.
DESCRIPTION OF WORKSHOP – AM Session:
Participants will be led through a class
Different components of class will be broken down
Discussion of how this can fit into the curriculum
Options for further instruction/education
If possible please bring a yoga mat with you and dress to participate in workshop.
DESCRIPTION OF WORKSHOP – PM Session:
The workshop will include a brief introduction to the methods that will be presented and taught. Two
sequences will be given to the attendees in a handout and we will practice teach each sequence. Music
will b e provided, as well as instruction in how to count beats and move to the rhythm of each piece.
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There will be a variety of music. Andrea will use her classical training in dance, to teach participants
how to teach their students’ contemporary dance.
By using a variety of music Andrea will use her years of classical dance training to teach participants
how to instruct contemporary dance. There will be time at the end for questions and suggestions as to
how to apply these new skills into the physical education curriculum.
District Determined Measures (DDM’s) Discussion
The development of DDM’s as required as part of the new Educator Evaluation Model for all educators
continues to be a challenge in districts statewide. Especially challenging is the development of DDM’s for
special subject teachers. In order to take advantage of the collective knowledge of special subject teachers
attending the All Cape Day Trainings, 1 hour of this PD day will be set aside for a facilitated sharing
among participants on the development of DDM’s. It is anticipated that this discussion will provide ideas
that will add to the enrichment of DDM work back in each participant’s district. Please come prepared to
share your thoughts on this matter.
EXPECTED OUTCOMES OF WORKSHOP – AM Session:
Teachers will have a background in yoga and how to instruct their students to safely incorporate a practice
into their fitness/sport regimen.
EXPECTED OUTCOMES OF WORKSHOP – PM Session:
Participants will be given a background in dance, along with the basic tools he/she needs to incorporate
what they have learned into a physical education setting. Additional resources will be provided for
participants interested in more support.
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Workshop 015
Location: Mattacheese Middle School Please note: workshop is limited to 45 participants
TARGETED AUDIENCE:
Music Educators
TITLE OF WORKSHOP:
Two Part Professional Development for Music Educators:
Cape Districts’ Music Education Initiatives Utilizing the “SMART Music” Program and other
Teaching Approaches
Facilitated Sharing/Discussion of Cape schools’ work on District Determined Measures for Music
Educators
INSTRUCTOR(S)/ BACKGROUND OF INSTRUCTOR(S):
John New and Alex Pendleton (Music Department Chair) are veteran music teachers with more than 30
years of experience. Falmouth Schools’ music educators will assist with presentations. Representatives
from SMART Music will assist with Part I of the training.
DESCRIPTION OF WORKSHOP:
Part 1 of the workshop will involve presentations by D/Y and Falmouth staff relative to the application of
SMART Music approaches. An appraisal of student success with this product will be part of the
presentation. A company representative will assist with demonstration. Time will be available for sharing
other proprietary products that are in use in Cape districts. A promotional statement succinctly explaining
SMARTMusic is as follows:
“SmartMusic transforms the way students practice and learn. This interactive tool, used by music educators across
the country to enhance their programs, provides a way to dramatically improve students’ skills. As students play
along with music onscreen, SmartMusic gives them immediate feedback on their performance by showing correct
pitches and rhythms in green and incorrect in red. They are also able to hear their part in context with
SmartMusic’s background accompaniment of a full ensemble. With SmartMusic, you also have the ability to create
and send assignments to each of your students. And since you can easily follow, document and grade their
progress, individualized instruction and evidence of student achievement all become a reality. SmartMusic extends
your reach as a music educator–letting you spend more time teaching music”
Part 2 of the workshop will involve a facilitated discussion of the work done in Cape schools relative to
District Determined Measures for Music Educators. Participants are requested to come prepared to share
their progress on the development of DDM’s. The following format will be utilized to share:
An approach for measuring growth- describe how approaches other than a pre-/post-test
model will ensure that district music educators have developed DDM’s that are in-line with
ESE's four recommended methods for measuring student growth with DDMs
Items-Describe the process your district has used to support the development of items,
directions, or prompts. Include the process of brainstorming and generating items, editing
and reviewing those items.
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Scoring Guide-Describe how your district will determine a process for scoring and
measuring growth (high, moderate or low growth. What steps will you take to ensure that
conclusions about student growth are comparable across the scale.
EXPECTED OUTCOMES OF WORKSHOP:
Gain an understanding of proprietary products in use in Cape districts including SMARTMusic
Gain an understanding of Cape districts’ process for developing DDMs for music educators
including a review of ESE’s 4 recommended methods for measuring student growth
Gain an understanding of Cape districts’ work to date on DDM’s including sample DDM’s from
districts
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Workshop 016
Location: Cape Cod Collaborative, 418 Bumps River Road, Osterville, Please note: this workshop is limited to 25 participants
CONTENT AREA:
Review of the bio psychosocial formulation of psychiatric symptoms from the perspective of a child
psychiatrist.
TARGETED AUDIENCE:
Pupil Personnel Staff; Grades K-12
TITLE OF WORKSHOP:
The Bio Psychosocial Model – Look over the shoulder of a child psychiatrist in thinking through
understanding and treating kids.
INSTRUCTOR(S):
Bart Main, MD, Child Psychiatrist
BACKGROUND OF INSTRUCTOR:
Dr. Main is certified by the American Board of Psychiatry and Neurology. Dr. Main has evaluated and
treated many thousands of children over 30 years in many settings.
DESCRIPTION OF WORKSHOP:
An interactive exploration of the collaboration of educators and other mental health professions with child
psychiatry, around the broad range of childhood and youth mental health diagnoses.
EXPECTED OUTCOMES OF WORKSHOP:
1. Gain an appreciation of the interaction of biology, psychology and social context of youth in
shaping their behavior and experience.
2. Explore the complexities of subtypes of ADHD and understand better why some treatments work
for some kids but no treatment works for all.
3. Become familiar with various dysphoric mood states (depression) and understand how different
treatment approaches serve each.
4. Wrestle with the potential benefits and side effects of medication strategies for a wide range of
psychiatric presentations.
5. Improve your success in collaborating between disciplines.
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Workshop 017
Location: Cape Cod Collaborative, 418 Bumps River Road, Osterville
TARGETED AUDIENCE: OTs, SLPs, PTs, Nutritionists, Special Educators
TITLE OF WORKSHOP:
Nutrition: Healthy Eating Tips (working title)
Sensory Integration: Challenges and learning strategies
Not so Secret Weapons: A Look inside my Bag of Tricks
Addressing common Feeding-Swallowing Disorders in School-Aged Children with Special Needs
INSTRUCTOR(S)/ BACKGROUND OF INSTRUCTOR(S): Abigail Usen Berner, MS, RD, LDN- 10 yrs experience as a Pediatric Dietitian with a specialty of
working with patients/students with developmental disabilities. Abigail Usen Berner, MS, RD, LDN-
10yrs.experience as a Pediatric Dietitian with a specialty of working with patients/students with
developmental disabilities.
Lisa Coolidge MA, OTL-BA in Psychology-MA in Occupational Therapy-
16 Years of experience as an occupational therapist with more than 12 years in the pediatric field
Lauren Marble M.S. CCC-SLP- Lauren has over 10 years of experience working with children diagnosed
with a variety of developmental, cognitive, neurological and physical impairments. She runs the
Augmentative and Alternative Communication (AAC) Program at Spaulding Center for Children.
Cheryl Pelletier, MS/CCC-SLP Lead Clinician- Spaulding Center for Children’s Feeding-Nutrition Team-
Cheryl is a certified speech-language pathologist and lactation counselor with 30 years of experience in
the field of communication disorders. She has specialized in pediatric feeding-swallowing disorders for
over 10 years. She is a team member and lead clinician on the pediatric Feeding-Nutrition Team that
consists of an occupational therapist, registered dietitian, social worker and other professional services
including physical therapy, equipment clinic, and Boston-based physicians with specialties in
gastroenterology, pulmonology and neurology at Spaulding Center for Children.
DESCRIPTION OF WORKSHOP – AM Presentation:
An update of goals of healthy eating and how to promote healthy eating in challenging
populations.
An overview of sensory modulation and sensory discrimination disorders, how they impact
children’s performance, and common strategies used to improve classroom performance.
Sharing of some of the speech and language and AAC treatment tools, strategies and resources
that are an integral part of her practice.
An educational forum to teach special educators and support staff to recognize and address
common feeding disturbances in their school-aged students. Educational Team-Family problem
solving methods will be a major focus in order to best assist families with children who are
struggling to eat or drink in coping with barriers to feeding and nutrition.
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EXPECTED OUTCOMES OF WORKSHOP: AM Presentation
Be able to educate others on the components of healthy meals and snacks
Increase knowledge of sensory modulation and discrimination disorders and how they impact
children’s function in the classroom setting
Identify and recognize the purpose of common modifications/accommodations used in the
classroom for children with sensory modulation or discrimination deficits
Use examples of iOS apps which can be adapted to target multiple treatment goals.
Use web based resources for apps, treatment tools, and research and intervention strategies.
Gain knowledge of motivational activities/toys which can be adapted to target multiple treatment
goals.
Be able to offer examples of parent education strategies and handouts.
Use a data collection form to best identify the common areas of feeding and nutritional needs.
Use educational team-family problem solving methods to best assist families with children
struggling to eat or drink in coping with barriers to feeding and nutrition.
Relate the content of this workshop to their students based on anonymous case history discussions.
PM PRESENTATION
WORKSHOP DESCRIPTION:
Vendors will present on new equipment options with special emphasis on pediatric seating and
positioning- access to medical equipment with appropriate demonstrations will be part of the Program
EXPECTED OUTCOMES:
Enhance knowledge of augmentative and alternative equipment
Obtain knowledge of local resources
Enhance knowledge of seating and positioning for multi-handicapped students
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Workshop 018 Location: Cape Cod Community College, Lorusso Applied Technology Building,
Lorusso Solarium – top floor
Please note: Parking lots 10 & 11 are closest to the Lorusso Building
CONTENT AREA: Civics, History and Social Studies
TARGETED AUDIENCE:
High School and Middle School teachers who teach, or who want to teach civics and government.
TITLE OF WORKSHOP:
Resources and Models for the Active Civics Curriculum
INSTRUCTOR (S):
Dr. Nell Breyer, Director of Programming and Education at the Edward M. Kennedy Institute for the
United States Senate
Justine Bunis, Media, Exhibit, and Content Coordinator at the Edward M. Kennedy Institute for the
United States Senate
John Dickson, Government Teacher at Monomoy Regional High School
Michael McNamara, Government Teacher at Nauset Regional High School
Dr. Karen Mazza, Retired Assistant Superintendent for Curriculum, Co-President of the League of
Women Voters of the Cape Cod Area
BACKGROUND OF INSTRUCTOR(S): Dr. Breyer’s research and professional work includes a focus on interactive design in public space, and on
the impact of critical computing skills on children’s comprehension and learning. She has served as a
faculty member or guest lecturer at Harvard University, Tufts, University, Massachusetts College of Art
& Design and the Rhode Island School of Design. She received Masters Degrees from Oxford University
in Neuroscience and from MIT Media Lab in Media, Arts and Sciences. Her doctorate is from Harvard’s
Graduate School of Design.
Justine Bunis has a degree in American Studies
John Dickson has taught Social Studies at Harwich High School for 17 years and is a Selectman in
Brewster. Since 2007 he has served as advisor to a student activist anti-genocide club, Students Taking
Action Now Darfur.
Michael McNamara has taught for 17 years and teaches History and US Government at Nauset Regional
High School. Prior to teaching he worked for the Massachusetts State Legislature and as a Producer for C-
Span in Washington DC.
Karen Mazza served as Assistant Superintendent for Curriculum & Instruction in districts in
Massachusetts and New York. She retired from the Chelmsford Public Schools. She serves as Co-
President of the League of Women Voters of the Cape Cod Area, and serves as Chair of the League’s
Youth Support Committee, with a focus on empowering youth by expanding opportunities for youth to
participate in active civic engagement. She is the League’s Liaison to The Cape Cod Foundation’s Youth
Action Plan.
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DESCRIPTION OF WORKSHOP:
Part I of this day-long workshop will feature The Edward M. Kennedy Institute, which will open in spring
2015 in Boston. Staff from the institute will preview the resources that are available to engage students in
active simulations of the legislative process. They will explain the teacher training that will be available
at the Institute to design curriculum using the interactive technology applications of the Institute.
Part II will focus on present resources and curriculum for civics education currently used at Cape area
schools. Government teachers, John Dickson and Michael McNamara will facilitate discussion and
sharing among Cape government/civics teachers about present course offerings, model curriculum, school
requirements, and opportunities for active civic engagement.
The workshop will conclude with a discussion of the potential of grant funding and community support
for the development of civics curriculum that supports enhanced opportunities for active civics
engagement. Karen Mazza will facilitate this portion of the discussion.
EXPECTED OUTCOMES OF WORKSHOP:
1. Participants will be aware of the resources available at the Edward M. Kennedy Institute for the
development of active simulation experiences for civics curriculum. They will identify ways that
they can integrate these resources into the Social Studies and civics curriculum.
2. Participants will develop an understanding of the variety of approaches to civics curriculum in
Cape Area schools and take away resource information and model curriculum/lessons.
3. Participants will learn about opportunities for community support and grant funding for
curriculum experiences for students and have the opportunity to shape the nature of that support.
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Workshop 019
Location: Dennis Yarmouth High School
CONTENT AREA:
Transitional Planning for Students with Disabilities
Making Connections with the State Agencies that Provide Coordination for Transitioning Students
into Adult Services
The 688 Process
Resources Available to Families by Community Providers
TARGETED AUDIENCE:
Pupil Personnel Staff; Grades 9-12
INSTRUCTOR(S): MORNING PRESENTATION
Ted Mello, Larry Paige, Tina Napolitan, Tresa Salters
AFTERNOON PRESENTATION
Provider Panel: Polly Sherman, Jessica Whelan, Kathi Hackett, Tania Vitorino
BACKGROUND OF INSTRUCTOR(S):
Ted Mello, Area Director, Massachusetts Rehabilitation Commission, Cape & Islands
Tina Napolitan, 688 Transition Coordinator, Department of Developmental Services
Larry Paige, Supervisor, Case Management Services, Department of Mental Health
Jessica Whelan, Transition to Adulthood Program, CORD Independent Living Center
Polly Sherman, Family Support, Kennedy Donovan Center
Kathi Hackett, Program Coordinator, Family Support Center and Island Employment Services, Martha’s
Vineyard Community Services
Tresa Salters, Parents of Transitional Age Youth Coordinator, Parent Information Network - BAMSI
TITLE OF WORKSHOP:
Resources for Students with Disabilities Transitioning to Adult Services/Life after High School
DESCRIPTION OF WORKSHOP:
This all day workshop will:
Describe the Services available through State Agencies working with people with disabilities
Describe the Services available through some key community providers
Be interactive, discussing real case scenarios and problem solving strategies related to Transition
Planning
EXPECTED OUTCOMES OF WORKSHOP:
Participants will learn the eligibility process, services and timeframes for every State Agency for
Adult Services
Participants will meet the key representatives from these State Agencies
Participants will become familiar with some of the key community providers in our area
Each participant will receive a “Cape and Islands Transition Resource Guide”
Community based resource table will be set up throughout the day for all In-service Day
participants
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Workshop 020
Location: Dennis Yarmouth High School
Please note: this is a two-session workshop
CONTENT AREA:
Pupil Personnel Staff
TARGETED AUDIENCE:
Pupil Personnel Staff; Special Education Teachers K-12; Regular Education Teachers K-12
TITLE OF WORKSHOP:
Morning Session: Calmer Choice: Mindfulness based practices for the classroom and for you.
Afternoon Session: Accessing Community Resources through the Cape & Islands Workforce
Investment Board Youth Council
INSTRUCTOR(S):
Deborah Ennis, M.A., LMHC
Fiona Jensen, OTR/L
Diane Kovanda
BACKGROUND OF INSTRUCTOR(S):
Deborah Ennis, M.A., LMHC, has been teaching mindfulness and stress reduction to adults and
adolescents since 1987. She is in private practice as a psychotherapist in Orleans with a specialty in body-
mind approaches to mood disorders and to trauma.
Fiona Jensen, OTR/L, is the founder & Executive Director of Calmer Choice, a non-profit organization
that brings mindfulness programs into the schools of Cape Cod, Massachusetts. Fiona started Calmer
Choice in 2009 in response to the emotional devastation she witnessed in her daughter and her friends
after the tragic deaths of several of their high school classmates. To date, Calmer Choice has reached over
3500 students, their teachers, and their families
Diane Kovanda has a Masters degree in Education with a specialty in Stress Management. She is a trained
mediator, previously providing mediation in Barnstable, Orleans, Falmouth and Salem court systems, and
she is also a Justice of the Peace.
DESCRIPTION OF WORKSHOP:
Calmer Choice is a 501(c) (3) non-profit organization serving young people on Cape Cod from pre-K to
grade 12. Programs have been provided on Cape Cod within 6 school districts, 14 schools, with more than
4,000 children participating. Over 275 classroom teachers, parents and community members have also
received Calmer Choice training.
Research shows that teachers who have their own practice of mindfulness are happier, more resilient….In
today's program we will give you an overview of what we do and take you through some direct mindful
experiences. You will have experiences of mindfulness we share with students, and we will also adapt
some for adult practice; practical for your own stress reduction.
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Discuss development of a grassroots initiative that is bringing mindfulness into community
schools
Explore the potential benefits of mindfulness programs in schools
Share results of a successful outcomes measurement for evaluation of a mindfulness program in
grades 3 to 6
Educate participants in their own mindfulness practice and ways they might be able to apply it in
their own lives and into their classrooms
EXPECTED OUTCOMES OF WORKSHOP:
In this workshop participants will learn about an innovative, evidenced based universal prevention
program being implemented in Cape Cod schools. This program integrates mindfulness with social
emotional learning, current brain neuroscience, health promotion and wellness education delivered in the
classroom.
The lessons taught in this mindful awareness, 16 session program, allow students and teachers to embody
and personally experience the benefits of mindful practice.
The benefits of mindful practice are well researched and support the development of important skills
shown to help youth and adults to:
manage and reduce the impact of stress in their lives
enhance ability to regulate their own emotional responses
better cope with complex pressures present in their lives
increase emotional well-being and stability
decrease impulsivity
increase focus and attention
improve cognitive and executive function
decrease anxiety, depression and other affective symptoms
reduce blood pressure
improve eating habits
reduce behavioral problems, aggression and bullying
improve sleep
increase self-esteem
Afternoon Session
TITLE OF WORKSHOP:
Accessing community Resources through the Cape & Islands Workforce Investment Board Youth
Council
Finding community resources accessible to schools, your students and their families may seem like an
impossible task. Learn about local resources available to schools, students and their families that can help
a student be successful in and out of school. A panel of professionals will offer a spectrum of resources
readily available in your communities.
35
The Cape and Islands Workforce Investment Board Youth Council’s mission is to: Fund programs, foster
collaboration, and strategically link organizations across the Cape & Islands to promote opportunities for
all youth to acquire the necessary college and career readiness skills and experience that will enhance
their educational experiences leading to valuable careers and the development of productive citizens.
Panel:
Suicide Prevention, Maura Weir, YSPP, Community Health Center of Cape Cod
Keep Them Coming Program, Kathy Quatromoni, Deb Martin, Community Programs Cape &
Islands District Attorney’s Office and Cindy Horgan, Cape Cod Children’s Place
Job Corps, Christine Pires,
Big Brothers, Big Sisters, Hadley Luddy, Executive Director
Boys and Girls Club, Ruth Provost, Executive Director
The Cape & Islands Workforce Investment Board Youth Council
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Workshop 021
Location: Dennis Yarmouth High School Please note: this workshop is limited to 40 participants
CONTENT AREA: Promoting Film and Media Literacy in World Languages
TARGETED AUDIENCE:
Foreign Language Educators, Paraprofessionals
TITLE OF WORKSHOP:
Language, Literacy and Film (Making) at all Levels
INSTRUCTOR (S):
Gisela Hoecherl-Alden, Ph.D.
BACKGROUND OF INSTRUCTOR(S):
Assistant Dean, Director of Language Instruction and Professor of German at Boston University. Works
with all 25 language programs at BU to provide professional development and assistance in proficiency-
oriented and outcomes-based curriculum design. Teaches all levels of undergraduate German language,
literature and film classes and graduate-level methods classes for K-16 language instructors. Regularly
publishes on film and language pedagogy, presents at regional and national conferences, and conducts
hands-on workshops for K-12 and post-secondary faculty on all aspects of language teaching. Most
recently, presented workshops on Teaching Language through Film and Digital Storytelling for K-16
German teachers in Pennsylvania, Teaching Language to STEM Students to mixed audience of K-16
language instructors in Massachusetts, and Integrating ACTFL Proficiency Standards into a Spanish
College Curriculum in California.
DESCRIPTION OF WORKSHOP:
No doubt up-to-date audio-visual content stimulates students’ intellectual curiosity and engages them
affectively, behaviorally, and cognitively. Through intercultural comparisons, language learners gain
better understanding of their own cultural identity and learn how to engage successfully with members of
the target culture. As world language teachers use films, commercials, tv-series and other audio-visual
material to make world cultures come alive, fast speech, dialects, and unfamiliar vocabulary or
grammatical structures can frustrate learners. Through hands-on activities, participants will discuss how to
integrate authentic film-based material into all levels of language teaching effectively. They will also see
how simple digital narrative assignments help promote students’ media literacy and analytic skills and
discuss how they can implement film-based activities and assess student learning.
District Determined Measures (DDM’s) Discussion
The development of DDM’s as required as part of the new Educator Evaluation Model for all educators
continues to be a challenge in districts statewide. Especially challenging is the development of DDM’s for
special subject teachers. In order to take advantage of the collective knowledge of special subject teachers
attending the All Cape Day Trainings, 1 hour of this PD day will be set aside for a facilitated sharing
among participants on the development of DDM’s. It is anticipated that this discussion will provide ideas
that will add to the enrichment of DDM work back in each participant’s district. Please come prepared to
share your thoughts on this matter.
37
EXPECTED OUTCOMES OF WORKSHOP:
Acquire techniques to teach authentic, target-language material
Ensure that students understand target language material and simultaneously acquire critical
thinking skills
Develop assessment parameters to determine student learning
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Workshop 022
Location: Dennis/Yarmouth High School
Please note: this workshop is limited to 25 participants
CONTENT AREA:
Assessment. Any content area in which educators could use analytic and/or holistic rubrics to assess
student learning
TARGETED AUDIENCE:
General Education; Pupil Personnel Staff
TITLE OF WORKSHOP:
Looking at Student Work (LASW) Protocol: Optimizing Rubrics and Assessments
INSTRUCTOR (S):
Jane Daly, Southeast DSAC Data Specialist
BACKGROUND OF INSTRUCTOR(S):
Jane Daly brings PK-12 educational experience from both urban and suburban schools and districts. She
has served in district leadership positions as the Assistant Superintendent for Accountability and School
Improvement in New Bedford and Director of Curriculum and Instruction for Seekonk Public Schools.
For over ten years, she held school leadership positions in middle schools in Seekonk, Dartmouth, and
Bridgewater. She is experienced in leading, implementing, and monitoring the success of improvement
efforts and change in small and large schools and districts. She has served on various MA DESE school
panel reviews and committees. Jane holds a B.S. in Math from the University of Massachusetts,
Dartmouth, a Master’s Degree in Education Administration from Bridgewater State University, and a
C.A.G.S. in Education Leadership Management from Northeastern University.
DESCRIPTION OF WORKSHOP:
Participants will discuss criteria for informative and aligned assessments. They will practice using the
Looking at Student Work Protocol in small groups to evaluate and modify assessments as needed.
Participants will also discuss current approaches to measuring student growth using analytic and holistic
rubrics.
EXPECTED OUTCOMES OF WORKSHOP:
Educators will identify and discuss criteria of effective and informative rubric assessments.
Through applying the Looking at Student Work Protocol:
Educators will assess the effectiveness of assessment items or tasks
Review overall alignment to instruction
Discuss approaches to measuring student growth
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Workshop 023
Location: Dennis/Yarmouth High School Please note: this workshop is limited to 35 participants
CONTENT AREA:
Support for meeting the needs of second language learners at all levels in our Cape and Islands districts
with emphasis on bridging the fields of special education, assessment, and bilingual education.
PARTICIPANTS:
English language educators, special educators, and administrators – all levels.
TITLE OF WORKSHOP: Initial Meeting of the 2014-15 English Language Educators - Cape and Islands Network (ELE-CI) with
presentation entitled, English Language Learners – Toward Equity in Learning for All Students
INSTRUCTOR (S): Guest Speaker: Dr. Maria Serpa, Lesley College Professor of Bilingual/Special Education
Facilitators: Mary Ellen Caesar, Regional Literacy Specialist (ESE), Patricia Leon-Finan, Language
Acquisition Coach and Team Leader (Dennis-Yarmouth), Christine Nicholson, ELL Teacher (Falmouth).
BACKGROUND OF INSTRUCTOR(S):
Dr. Maria de Lourdes Serpa has had a distinguished thirty-year career in the Graduate School of
Education serving both the Special Education and the Language and Literacy Divisions in many
capacities. Professor Serpa is known for her work as a scholar, a researcher, and as an advocate for
improved education for EL students with and without disabilities. As a scholar, teacher, and program
developer, Maria Serpa has made lasting contributions, bridging the fields of special education,
assessment and bilingual education.
Dr. Serpa is the Professor of Education and TESOL Bilingual and Special Education at Lesley University
and a leading expert in the area of ELLs and special education assessment. She is the author of An
imperative for change: Bridging special and language learning education to ensure a free and
appropriate education in the least restrictive environment for ELLs with disabilities in Massachusetts
(2011).
Mary Ellen Caesar, Patricia Leon-Finan, and Christine Nicholson worked as a team to successfully
facilitate a year-long series of network meetings for English language educators and their administrators
during the 2013-2014 school year.
DESCRIPTION OF WORKSHOP:
The two major goals of this guest presentation are to develop a clear understanding of why typical
evaluation tools may not be culturally appropriate for English Language Learners and to gain knowledge
of tools and proven strategies for evaluating the learning concerns of these students. The ELE-CI Network
will establish meeting dates and topics for the coming year.
EXPECTED OUTCOMES OF WORKSHOP:
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Participants will leave with a clearer understanding of how to assess and work with students who present
a language versus special needs puzzle, including:
the ability to identify resources that educators can access to properly assess ELLs,
knowledge of the essential elements for valid and reliable assessment of ELLs relative to special
education placements,
the ability to recognize causality of under-identification and over-identification of ELLs in special
education.
Additionally, participants will have opportunities to influence and lead the direction of the 2014-2015
ELE-CI Network.
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Workshop 024
Location: Dennis/Yarmouth High School Please note: this workshop is limited to 25 participants
CONTENT AREA: English Language Learners, Sheltered English Instruction
TARGETED AUDIENCE: Academic Teachers K-12
TITLE OF WORKSHOP: Amplifying Instruction for English Language Learners in Your Classroom, Understanding and
implementing WiDA standards
INSTRUCTOR:
Leah Palmer
BACKGROUND OF INSTRUCTOR:
ELL Director Martha’s Vineyard Public Schools, K-12
ELL Consultant, professional development, curriculum development, and coaching
Current Falmouth School Committee member
Past Chair of the MA ELL Bilingual Advisory Council for the Commissioner and Board of
Education
10 years as an ESL teacher/classroom teacher grades k-12
DESCRIPTION OF WORKSHOP: The workshop Amplifying Instruction for English Language Learners in Your Classroom is an overview
of the components of WiDA’s English language development standards. Participants will complete the
workshop with a better understanding of the components of the WiDA standards and how to implement
these components into their classroom instruction.
EXPECTED OUTCOMES OF WORKSHOP: Understand and begin to utilize the components of WiDA standards:
ELD Standards
Academic Language
Socio-Cultural Context
Language features
Can Do descriptors
Model Performance Indicators
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Workshop 025
Location: DY High School Please note: this workshop is limited to 24 participants
CONTENT AREA:
Art/ Art History
TARGETED AUDIENCE:
Art Educators K-12
TITLE OF WORKSHOP:
The Shock of the NEW! Working with the National Core Arts Standards & DDM’s for the Visual Arts
INSTRUCTOR(S):
Daniel Springer
BACKGROUND OF INSTRUCTOR(S):
Painter and educator, Daniel Springer is a graduate of Parsons School of Design (BFA) and Northeastern
University (MA English). Springer currently chairs the Fine Arts program at Dennis-Yarmouth Regional
High School where he has taught for the last eighteen years. He was named the “Arts Educator of the
Year” in 2010 by the Arts Foundation of Cape Cod. Springer has had multiple solo shows at the Brewster
Ladies Library and has been in group shows at the Cape Cod Museum of Art, the Cultural Center, the
Centerville Historical Museum and the Falmouth Arts Center with colleagues from the Cape Cod &
Islands Art Educators Association. He has also shown at PAAM and most recently, in a group show at
The Cove Gallery in Chatham. He had an exhibition at Barnstable High School in April/May 2013.
DESCRIPTION OF WORKSHOP:
This workshop would give teachers the chance to engage in meaningful conversations regarding the
newly released the National Core Arts Standards and their impact/alignment with DDM’s. Teachers
would have the opportunity to reflect on their current practice and assessments and how/if these could be
adapted/transformed to align with the changes and/or replaced with NEW units/lessons. In addition,
teachers could bring their DDM examples to compare, contrast, create or revise with colleagues across the
region.
EXPECTED OUTCOMES OF WORKSHOP:
Improved understanding of the NEW National Core Arts Standards.
Integrating standards into existing practice and/or changing your practice to be in alignment.
Improved understanding of how to craft and use DDM’s to assess student growth in the Visual
Arts.
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Workshop 026 Location: Dennis/Yarmouth High School
Please note: this workshop is limited to 24 participants
CONTENT AREA:
Art
TARGETED AUDIENCE:
Art Educators K-12
TITLE OF WORKSHOP:
Teaching drawing techniques with Problem-based Learning and Skill-based Learning
INSTRUCTOR(S):
John Krenik, Art Teacher, Nauset Schools
BACKGROUND OF INSTRUCTOR(S):
DESCRIPTION OF WORKSHOP:
We will be drawing through both Problem-based Learning (PBL) and Skill-based Learning (SBL) using a
variety of drawing techniques. PBL is teaching through student interest and all of the projects look very
different from each other. In SBL, students are taught how to draw using a topic and technique chosen by
the teacher and all students learn the skill together, all drawing the same thing at the same time and the
projects look similar.
District Determined Measures (DDM’s) Discussion
The development of DDM’s as required as part of the new Educator Evaluation Model for all educators
continues to be a challenge in districts statewide. Especially challenging is the development of DDM’s for
special subject teachers. In order to take advantage of the collective knowledge of special subject teachers
attending the All Cape Day Trainings, 1 hour of this PD day will be set aside for a facilitated sharing
among participants on the development of DDM’s. It is anticipated that this discussion will provide ideas
that will add to the enrichment of DDM work back in each participant’s district. Please come prepared to
share your thoughts on this matter.
EXPECTED OUTCOMES OF WORKSHOP:
1. Participants will become familiar with the Problem-based Learning teaching method.
2. Participants will create a series of drawings using the Problem-based Learning teaching method
3. Participants will become familiar with the Skills-based Learning teaching method.
4. Participants will create a series of drawings using the Skills-based Learning teaching method.
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THE CAPE COD COLLABORATIVE,
ON BEHALF OF ITS MEMBER SCHOOL DISTRICTS, WISHES TO
THANK THE FOLLOWING ORGANIZATIONS FOR THEIR INPUT AND
CONTRIBUTIONS TO THE
“ALL CAPE IN-SERVICE DAY”
Cape Cod Community College
Cape and Island’s Workforce Investment Board Youth Council
Cape Cod and Islands Art Educators Association
Boys and Girls Club of Cape Cod
Barnstable County Department of Health and Environment
Massachusetts School Psychologist Association- Cape Cod
Massachusetts Department of Public Health
Massachusetts Rehabilitation Commission
Cape Cod Symphony- Education Division
The Edward M. Kennedy Institute for the US Senate