CAPE COD COLLABORATIVE All Cape In-Service Day November 8, 2016

“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,

Nurses, Social Workers, Counselors, Pupil Personnel Staff Sandwich Hollows Golf Course, East Sandwich

OT/PT/Speech – Cape Cod Collaborative, Osterville Campus Grief Counseling – Cape Cod Collaborative, Osterville Campus

Library Media Specialists – M. E. Small Elementary School PE/Health K-12 – Mattacheese Middle School Paraprofessionals – Cape Cod Community College, Lorusso Technology Building

Paraprofessionals – Dennis Yarmouth High School Pupil Personnel Staff, Special Education Teachers - Dennis Yarmouth High School ELL; World Languages - Dennis Yarmouth High School Art K-12 - Dennis Yarmouth High School Music K-12 – Dennis Yarmouth 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 Targeted Workshop Page Title of Content Area Instructor Location Audience Number Number Workshop

Elaine M. Gabovitch, The Road to Mashpee 001 Celebrating MPA; 2 Early Middle/High Keynote Development Jacqueline Identification School Early Childhood William- to Grade 1 Hines

Considering Culture in Elaine M. Mashpee Celebrating 001 PM 4 Developmental Gabovitch, Middle/High Development Early Childhood Monitoring & MPA; School to Grade 1 Screening

Tools of the Overview of Laney Early Childhood Mind Tools of the Mashpee 002 PM 5 Cooke- to Grade 1 Curriculum for Mind Curriculum Middle/High Johnson Kindergarten for Kindergarten School Early Childhood Dotti Mashpee Early Childhood Water Play with 003 PM 6 Learning McDevitt, Middle/High to Grade 1 Young Children Environments M.ED. School & Curriculum Optimizing Outcomes for Mashpee Early Childhood ASQ/ASQSE Children: The 004 PM 7 Mary Wilson Middle/High to Grade 1 Review ASQ/ASQSE School Developmental Assessment Tool Early Childhood Melissa Mashpee “I Have a to Grade 1 005 PM 8 STEM Russell, Middle/High Hypothesis!” M.Ed. School MA DeconstructI got Frameworks MA Frameworks Standards for PreK Standards Mashpee Early Childhood English for Alignment- 006 PM 10 Ms. Jan Middle/High to Grade 1 Language Arts Specifically in Rotella School & Literacy and ELA & Literacy Standards for & Standards for Mathematics Mathematics Violence in the Sandwich Family: The Various School Nurses 007 11 School Nurses Hollows Golf Impact on the Presenters Course School-age Child Professional M.E. Small Skills by Various Library Media 008 17 Library Media Elementary Learning from Presenters School our Colleagues

Targeted Workshop Page Title of Content Area Instructor Location Audience Number Number Workshop

“Providing Cape Cod Occupational, OT, PT, Naturalistic Various Collaborative, 009 18 Physical and Speech Learning Presenters Osterville Speech Therapists Opportunities” Campus

Elementary & Integrating Middle School Literacy & Math Joe Mattacheese Physical Education 010 19 SPARK into Physical McCarthy Middle School & Health Education Educators All Educators, Good Grief: Cape Cod Social Workers, Grief Helping Children Collaborative, 011 20 Amy Wyman Child Life Counseling Cope in a Osterville Specialists Stressful World Campus Jill Neuymayer Paraprofessionals, Cape Cod DePiper, Elementary & Science Community Ph.D.; Rob Middle School 012 22 Science Standards in the College, Reynolds, teaching assistants Sand Lorusso Zephyr & support staff Building Marine Education Teaching Paraprofessional, Teaching Brain Mindsets: using Teachers, Dennis Science, insights from the Dr. Marc Clinicians, 013 24 Yarmouth Learning brain sciences to Hauser Counselors, High School Strategies transform how Therapists we teach & learn “Good Listeners Early Paraprofessionals, & Talkers Sally Dennis Childhood: PreK-Grade 3 014 25 Become Good Grimes, Yarmouth Language * Educators Readers & Ed.M. High School Literacy Writers Introduction of the Rassias World Language Helene Dennis World Intensive Educators, ELL 015 26 Rassias- Yarmouth Languages Language Educators Miles High School Instruction Method Shella Social, SPED Dennery,, Emotional & Professionals, Social, PhD, LICSW; Behavioral Dennis Psychologists, Emotional & Andria 016 28 Health in Amador, Yarmouth Educators, Behavioral Schools – 2 CAGS, NCSP; High School Guidance Health in Schools segment Brandy Counselors workshop Brooks, Lurena Lee

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Targeted Workshop Page Title of Content Area Instructor Location Audience Number Number Workshop Social Emotional Learning; How Physical Activity Improves K-12 Educators; Brain Compatible Academic SPED Educators; Ways for Dennis Performance; Ahmed M. psychologists, Maximizing Yarmouth 017 30 Improving Abdelal, Ph.D.; counselors, speech Students’ High Language CCC-SLP language Academic School Processing in pathologists Performance Children with and without language disorders ELL & special education Sharing Sara Nino, continuing Responsibilities Office of support for for & English Language English Dennis meeting the distinguishing Educators & Language Yarmouth 018 32 needs of second among our Administrators & Acquisition & High language language learners, SPED Educators Academic School learners at all our students with Achievement, levels in our disabilities & MA DESE Cape & Islands those that are both districts SPED Professionals, Career Center; Guidance The WIOA law CORD; Cape Dennis Counselors, and how it affects Abilities; Yarmouth 019 34 Transition Transition transition age Community High Coordinators, youth. Connections; School Teachers, Job Corp; MRC Paraprofessionals Adobe Dennis Photoshop; Yarmouth Art Educators K-12 020 AM 35 Graphic Design Alison Caron InDesign; High Illustrator School Dennis iPads in the Art Yarmouth Art Educators K-12 020 PM 36 Art Kim Palmer Room High School Art and Craft of “Art & Craft” of Owner of Dennis Art Educators K- Student Picture Student Picture Custom Yarmouth 021 AM 37 12 Framing for Framing for Framing Exit High Display Display 5 Gallery School Every Day Art: Dennis Studio Art, Art NE Industries and Yarmouth Art Educators K-12 021 PM 38 History, Cape Lynn Stanley the Art of Clare High Cod History Leighton School

Targeted Workshop Page Content Area Title of Instructor Location Audience Number Number Workshop Music Educators 022 AM 39 Music Education “Solfege for all Janice Smith Dennis K-12 Music Yarmouth Teachers” High School Music Educators 022 PM 40 Music Education “Flipping the Stephanie Riley Dennis K-12 Music Yarmouth Classroom” High School

Schedule for the Day

(All workshops are 5.5 PDP’s unless otherwise noted)

8:00 – 8:30 Coffee (Mashpee Middle/High School) Coffee (Sandwich Hollow Golf Course) Coffee (M. E. Small Elementary School) Coffee (Mattacheese Middle) Coffee (Cape Cod Collaborative, Osterville Campus) Coffee (Dennis Yarmouth High School) Coffee (Cape Cod Community College)

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

Workshop 001 – AM - Keynote Location: Mashpee Middle/High School Please note: 3 PDP’s will be awarded for this workshop

CONTENT AREA: Celebrating Development!

TARGETED AUDIENCE: Early childhood educators, early intervention providers, primary school educators, pediatricians, nurse practitioners,

TITLE OF MORNING KEYNOTE: The Road to Early Identification: A Capacity-Building Journey with the CDC’s “Learn the Signs. Act Early.” Program

INSTRUCTOR: Elaine M. Gabovitch, MPA Jacqueline Williams-Hines

BACKGROUND OF INSTRUCTOR(S): Elaine Gabovitch serves as the CDC’s Act Early Ambassador to Massachusetts and as the State Team Leader for the Massachusetts Act Early initiative. She is the Director of Family & Community Partnerships for the UMass Medical School-Eunice Kennedy Shriver Center, Family Faculty in their Leadership Education in Neurodevelopmental Disabilities (LEND) program, and Instructor in the UMMS Department of Family Medicine & Community Health. She is the parent of young adult son with Autism Spectrum Disorder who is the inspiration for her work, promoting the importance of developmental monitoring in young children since 2000.

Jacqueline Williams-Hine - Autism Acceptance/Awareness Advocate/Author of The No Small Victories children’s book series/Founder of No Small Victories/Radio Talk Show host for NSV Online Radio. Ms.Williams-Hines returned to school in 2009 to obtain a Bachelor’s of Science degree in Human Services, and is a recent graduate of Cambridge College’s Masters of Education in Autism degree program. She anticipates sitting for boards to become a Board Certified Behavior Analyst in late 2016. Employed as a behavior therapist working with children diagnosed on the autism spectrum, Williams- Hines continues to educate the community about autism. In 2008, she founded No Small Victories, a program of The Martin Luther King Jr. Family Services of Springfield, MA. Through this organization, she continues to promote education of early detection of autism through workshops and book signings. Ms. Williams-Hines is a not only a state member, but also a steering committee member of Mass Act Early, a state chapter of the CDC’s national Know the Signs/Act Early Initiative. As No Small Victories works to combat diagnostic disparities suffered by African Americans in underserved communities, she hopes to garner greater support in this capacity. As a national radio show host, her show NSV Online Radio has been selected by Mass Act Early as a media outlet for their ongoing educational efforts.

DESCRIPTION OF KEYNOTE PRESENTATION: Helping young children to grow and thrive is at the heart of the work of early childhood and pediatric professionals, and certainly, their parents and caregivers. As a critical part of this work, it’s important to understand, encourage and celebrate healthy child development, participate in developmental monitoring and screening, and enhance developmental supports for the families and providers who care for young children with tools, guidance, and tips recommended by experts.

Elaine Gabovitch’s personal journey as the parent of a child with autism spectrum disorder (ASD) and as a child advocate will address the need for routine developmental monitoring on the road to early identification so that we can build capacity in our communities to serve young children at all stages of development. She will discuss typical developmental milestones from ages 9 months to 5 five years, describe common red flags for concern and what to do about them, detail the process of developmental monitoring and screening, and impart tips and lessons learned when sharing concerns with parents. In her role as the CDC’s Act Early Ambassador to Massachusetts, she will share free materials and resources available through the national “Learn the Signs. Act Early.” campaign. She will also discuss the efforts of the Massachusetts Act Early state team to reach underserved populations and to promote best practices in monitoring, screening and referral when needed.

Jacqueline Williams-Hines - This workshop will explore possible cultural inhibitors to the advocacy of, and diagnostic disparities with regard to service delivery to African American children on the autism spectrum. Cultural beliefs and norms within this population as well as barriers of trust between systems of delivery will be discussed.

EXPECTED OUTCOMES OF KEYNOTE: Following the presentations, participants will be able to:

1. Describe typical developmental milestones for children between the ages of 9 months to 5 years. 2. Explain the process of developmental monitoring, as well as screening and referral for concerns. 3. Discuss how to speak with parents when a concern arises. 4. Name the many free resources available from the CDC’s “Learn the Signs. Act Early.” public health campaign and the Massachusetts Act Early program.

It is Ms. Williams-Hines goal to stimulate dialog that will support greater understanding of the influence of cultural beliefs of this population and societal beliefs that negative impact its members.

Contact Information: Phone: Jacqueline Williams-Hines e-mail: [email protected] sites for more information: www.NSVonline.com. http://w4wn.com/radio-shows/nsv-online-radio/ https://www.facebook.com/NSV-Online-Radio-117486628634791/ https://www.facebook.com/NSVonline/ https://twitter.com/nosmallvictorys www.linkedin.com/in/jacqueline-williams-hines-65b5821b

Workshop 001 – PM Location: Mashpee Middle/High School Please note: 2.5 PDPs will be awarded for this workshop

CONTENT AREA: Celebrating Development!

TARGETED AUDIENCE: Early childhood educators, early intervention providers, primary school educators, health care providers, pediatricians, nurse practitioners

TITLE OF WORKSHOP: Considering Culture in Developmental Monitoring and Screening: A Case-Based Workshop

INSTRUCTOR(S): Elaine M. Gabovitch, MPA

DESCRIPTION OF WORKSHOP: Children with developmental disorders including autism spectrum disorder who are from diverse cultural and linguistic backgrounds are less likely than children from English-speaking families to be identified early for evaluation and diagnosis, which is essential to ensure that they receive early intervention services that positively impact developmental progress and long-term outcomes.

This interactive workshop about culturally competent developmental and autism screening, evaluation, and referral to intervention services will focus primarily on the needs of children from immigrant families. Through a case study, videotaped interviews with parents from several cultures, educational information, and supplementary handouts, participants will explore a number of relevant themes and engage in a whole group interactive discussion to solidify their learning.

EXPECTED OUTCOMES OF WORKSHOP: Following the presentations, participants will be able to:

1. Describe how to elicit concerns and conduct developmental surveillance and screening with families from culturally and linguistically diverse (CLD) backgrounds. 2. Describe how to discuss the outcomes of developmental and/or autism screening with CLD families. 3. Explain how to discuss confirmed concerns with CLD families as a follow-up to screening and diagnosis, taking into consideration the unique issues related to language, culture and disability.

Workshop 002 - PM Location: Mashpee Middle/High School Please note: 2.5 PDP’s will be awarded for this workshop

CONTENT AREA: Tools of the Mind Curriculum for Kindergarten

TARGETED AUDIENCE: Kindergarten Teachers, Preschool Teachers and other interested parties

TITLE OF WORKSHOP: Overview of Tools of the Mind Curriculum for Kindergarten

INSTRUCTOR(S): Laney Cooke-Johnson, Director of Early Childhood Programs, Falmouth Public Schools

BACKGROUND OF INSTRUCTOR(S): Laney has been working in the field of education for 31 years. She has worked as a high school teacher, assistant principal, and acting/interim principal at the elementary and secondary levels, and most recently, director of early childhood programs, which she has done for the past nine years in Falmouth. She has implemented and coached the Tools of the Mind curriculum in both preschool and kindergarten classrooms in Falmouth.

DESCRIPTION OF WORKSHOP: Participants will be provided an overview of the curriculum for kindergarten and will have an opportunity to view work samples, video clips, and materials used for the program. In addition, they will be able to ask teachers using the program for feedback regarding being a teacher in a Tools classroom. There will be a few hands on activities for participants.

EXPECTED OUTCOMES OF WORKSHOP: Participants can expect to learn what makes Tools of the Mind different and how it teaches self- regulation, independence and a clear focus on learning for students.

Workshop 003 – PM Location: Mashpee Middle/High School Please note: .5 CEU’s will be awarded for this workshop

CONTENT AREA: Early Childhood Learning environments and curriculum

TARGETED AUDIENCE: This workshop is appropriate for both new and experienced educators of preschool age children.

TITLE OF WORKSHOP: Water Play with Young Children (Approved for .5 CEU by MassAEYC)

INSTRUCTOR(S): Dotti McDevitt, M.Ed.

BACKGROUND OF INSTRUCTOR(S): I am the teaching director of a preschool and have a Master of Education Degree with a concentration in early childhood. I provide professional development for early educators and am a part time professor at Bridgewater State University.

DESCRIPTION OF WORKSHOP: In this workshop we will address the developmental benefits of water play for young children covering the various domains of development and learning. Participants will explore materials and accessories, which may be used to engage children in meaningful water play. Educators will explore their role in engaging children in focused water play in the classroom. Participants will be introduced to and gain an understanding of the inquiry approach to water play. This course will link concepts and activities related to water play to the new Massachusetts Science, Technology and Engineering Guidelines for Preschool Children.

EXPECTED OUTCOMES OF WORKSHOP:

Participants will be able to: - List developmental benefits of water play for children ages 3 – 5 years old - Plan for meaningful activities in water play area - Expand children’s experience in water exploration - Apply the science inquiry process in the classroom - Engage children in exploration of water and its properties as a material and liquid - Demonstrate understanding of focused and extended exploration - Understand the importance and role of documentation

Workshop 004 - PM Location: Mashpee Middle/High School Please note: 2.5 PDPs will be awarded for this workshop

CONTENT AREA: ASQ/ASQSE: Review of developmental assessment tools, application, administering, scoring, talking with families about the results, post-assessment referrals and supports.

TARGETED AUDIENCE: Early Childhood Professionals: Center-based, Family Child Care, Early Education Programs, Families, Family Support and Engagement Professionals

TITLE OF WORKSHOP: “Optimizing Outcomes for Children: The ASQ/ASQSE Developmental Assessment Tools”

INSTRUCTOR(S): Mary Wilson, Early Education Consultant

BACKGROUND OF INSTRUCTOR(S):  BA, Psychology, UMASS Boston  Early Childhood Concentration, Wheelock College  Director II Qualified  Director, Teacher, Coordinator of Early Childhood and Family Support and Engagement Programs for over 30 years

DESCRIPTION OF WORKSHOP: Participants will learn how the ASQ/ASQSE assessment tools can be used to inform families and professionals about the development of young children. Learn about resources to support development and ways to work with families and support professionals to optimize outcomes for children.

EXPECTED OUTCOMES OF WORKSHOP:  Become familiar with both the ASQ/ASQSE developmental assessment tools  Gain an understanding of how the tools can be used to start a conversation with families about their child’s development  Learn about resources that can assist in supporting children’s optimal development  Understand how and when to refer families to community resources for assessment and intervention as needed.

Workshop 005 Location: Mashpee Middle/High School Please note: 2.5 PDP’s will be awarded for this workshop

CONTENT AREA: STEM

TARGETED AUDIENCE: Early Childhood Educators, Providers, Administrators, Coaches

TITLE OF WORKSHOP: “I have a hypothesis!” Strategies for Creating Intentional Teaching and Learning Opportunities Using STEM

INSTRUCTOR(S): Melissa Russell, M.Ed.

BACKGROUND OF INSTRUCTOR(S): Current Professional Work  Preschool Director, The Hundred Acre School at Heritage Museums & Gardens  Approved Adjunct Faculty, Bridgewater State University, College of Education and Allied Studies Honors  Award for STEM, Boston Association for the Education of Young Children, April 2016: An educator who inspires children to explore and discover our world through the use and application of science, technology, engineering, and math and encourages children to become stewards of our environment.  Governor’s Citation, Commonwealth of Massachusetts, April 2016: On behalf of the Commonwealth of Massachusetts, I am pleased to confer upon you this Governor’s Citation in recognition of your strong leadership and dedication to improving the quality of early childhood education for young children in the Commonwealth of Massachusetts.  Rookie Teacher of the Year, Plymouth County Education Association, April 2004 Presentations  Keynote, Keefe-Bruyette Symposium: Investigations and Inquiry in Math and Science for Young Children, March 2016: “Creating a STEM Preschool, An Inspiring Story”  Presenter: Keefe-Bruyette Symposium; Investigations and Inquiry in Math and Science for Young Children, March 2016: “Creating Intentional Teaching and Learning Opportunities: Infusing STEM into your Preschool Learning Environment”  Presenter: Keefe-Bruyette Symposium; Investigations and Inquiry in Math and Science for Young Children, March 2016: “Branching Out: Integrating STEM Curriculum Throughout Your Environment” Community Experience & Committees  Bridgewater State University, Member, Professional Development Schools Advisory Council  Brain Building In Progress, Member, Action Planning Committee, 2014 & 2015

DESCRIPTION OF WORKSHOP: Join me on a STEM Exploration as we transform ordinary environments into learning laboratories that nurture curiosity and encourage children to develop inquiry skills, create and test hypotheses and learn STEM (Science, Technology, Engineering, and Math) through play. We will use interactive games, experiments, and group discussion to extend our knowledge of STEM and explore ways to help teachers and children enhance their knowledge and strengthen connections in all learning domains. I’ll share research that describes the benefits of STEM for helping children develop skills in all domains especially language and literacy. We will use STEM lab activities to help us practice methods for encouraging children to use the Scientific Method. Participants will leave with strategies they can use to transform their environments, suggestions of activities that encourage children’s hypotheses and opportunities to teach through play. Administrators and coaches will have strategies for professional development opportunities that encourage the use of STEM for intentional integrated teaching.

EXPECTED OUTCOMES OF WORKSHOP: 1) Participants will feel confident in their ability to teach STEM concepts, use the Scientific Method, and engage children in STEM focused play that provides opportunities for children to create and test their own hypotheses through hands-on experiments. 2) Participants will understand the importance of asking genuine and reflective questions that build children's vocabulary, further children's knowledge, curiosity, and extend their play. 3) Participants will learn the science behind common STEM activities, (such as why Oobleck is both a solid and liquid) while exploring a variety of STEM activities they can utilize in their programs. 4) Participants will have opportunities to reflect and create action plans for transforming their environments into STEM-Focused centers that intentionally promote learning

Workshop 006 – PM Location: Mashpee Middle/High School Please note: 2.5 PDPs will be awarded for this workshop

CONTENT AREA: Content standards and lesson planning for pre-kindergarten and preschool, focusing on specific MA Frameworks Standards for English Language Arts & Literacy and Standards for Mathematics.

TARGETED AUDIENCE: Early Childhood Educators in Center-based, Family Child Care, and Early Education Programs

TITLE OF WORKSHOP: DeconstructI got MA Frameworks PreK Standards for Alignment - Specifically Standards in English Language Arts & Literacy and Standards for Mathematics

INSTRUCTOR(S): Mrs. Jan Rotella, Special Projects Consultant, Cape Cod Collaborative; formerly, Director of Curriculum & Instruction, Wareham Public Schools

BACKGROUND OF INSTRUCTOR(S): Jan Rotella  Ed.S., George Washington University, Washington, D.C.  Grant Manager and Coach, Early Childhood Education for the Preschool Expansion Grant, Cape Cod Collaborative  Nearly 30 years experience in education instruction and administration at all grade levels  Former adjunct professor in teacher education and English, South Carolina Jan has worked in several school districts in roles that required both direct instruction with students and supervision, as well as professional development, of educators in classrooms at all ages and levels of students. She has a strong, and proven, understanding of curriculum and how it translates to effective instruction. Jan has worked extensively to collaborate on the articulation of the standards for clear alignment to promote students' success in learning from the earliest ages, through all grade levels.

DESCRIPTION OF WORKSHOP: This will be a truly "working" workshop. After a brief overview of the English Language Arts & Literacy and Mathematics Standards, participants will choose one area or standard of interest. Through guided practice, each educator will deconstruct, or take apart, the meaning of the standard and identify specific instructional strategies for teaching preschool lessons that are aligned with the MA Frameworks. Each participant will have at least one lesson to bring back to their respective classroom for immediate use.

EXPECTED OUTCOMES OF WORKSHOP:  Increased knowledge of the MA Frameworks, English Language Arts & Literacy Standards and the Standards for Mathematics, specifically at the preKindergarten and Kindergarten grade levels.  Practice and understanding of the process of "deconstructing" a standard for the purpose of designing lessons appropriate to participants' students.  Collaborate with other preschool educators on specific instructional strategies, sharing lesson- development ideas.  Create at least one new lesson that is aligned with the Standards and can be used immediately in one's class setting.

Workshop 007 Location: Sandwich Hollows Golf Course Please note: 6 CEUs will be awarded for this workshop Nurses: As an American Psychological Association approved provider Commonwealth Educational Seminars (CES) programs are accepted by the American Nurses Credentialing Center (ANCC). Every state Board of Nursing accepts ANCC approved programs except California and Iowa, however CES is also an approved Continuing Education provider by the California Board of Registered Nursing, (Provider Number CEP15567) which is also accepted by the Iowa Board of Nursing. Nurses completing this program receive 6 CE hours of credit.

All Cape In-service for School Nurses Agenda

“Violence in the Family: The Impact on the School-age Child”

7:30 - 7:55 Registration and Networking

7:55 - 8:10 Opening and Welcoming Remarks Carilyn Rains, Director School Health SVC’s, Plymouth Public Schools Dr. Pam Gould, Interim Superintendent, Sandwich Public Schools

8:10 - 10:00 “Recognizing and Responding to Child Sexual Abuse” Children’s Cove Advocacy Center Lenny Fontes, Associate Director Objectives:

 Participants will be provided with an overview of all programs and services offered by Children’s Cove  Participants will learn best practices and suggested responses for school personnel when children report suspected abuse

Mandated Reporting 101 The Department of Children and Families (DCF) Jason Parent, Investigations Unit Supervisor Objectives:

 Participants will understand the role of a mandated reporter and develop a basic understanding of what information is required by DCF when filing a 51A and why it is required  Participants will understand the process by which DCF screens 51As and completes responses/investigations  Participants will better understand how mandated reporters and DCF can work collaboratively during these processes

“Understanding and Responding to Victims of Commercial Sexual Exploitation” My Life My Choice Nicole Valila, Training Coordinator

Objectives:

 Participants will learn common language, red flags and gain an understanding of the scope of the issue  Participants will learn best practices when working with sexually exploited your such as how to have hard conversations, identify potential risk factors, understand vulnerability and when to file

10:00 – 10:20 Break and Vendors

10:20 – 11:45 “School Response to Domestic Violence: What School Teams Need to Know” Cape Cod Center for Women Erin Baumgaertel, Program Manager Elaine Fillion-Crouse, MSW, L.I.C.S.W., clinical psychotherapist Objectives:

 Participants will learn about the services that the Cape Cod Center for Women provides to families in crisis  Participants will have an increased awareness in recognizing children affected by domestic violence or other types of trauma  Participants will have increased understanding of the physiological impact of trauma on the brain and developmental stages  Participants will have basic tools to use to provide care and comfort to a child experiencing trauma

11:45 – 12:30 Lunch and Vendors

12:30 – 12:45 The Great Body Shop Health Curriculum Heidi Pound

12:45 – 1:45 “Violence Prevention, Education and Outreach in the Community Setting” Independence House Chris Morin, Director of Prevention, Education and Outreach Kira Jewett, Teen Counselor and Prevention Specialist

Objectives:

 Participants will have a greater understanding of the trauma-informed services that Independence House provides within the community  Participants will learn about the importance of prevention programming that Independence House offers to schools to raise student awareness on critical topics: the Mentors in Violence (MVP) Prevention Program and the Enough Abuse Campaign

1:45 - 3:30 “Care Coordination and Childhood Trauma: A Team Perspective” with a Panel Discussion Briarpatch Pediatrics Dr. Richard Bloom, Pediatrician; School Physician Consultant Leslie Mooreland, LICSW, Behavioral Health Provider Sandwich Public Schools Joe Dowick, LICSW Objectives:

 Participants will learn how children might present in the school setting when experiencing trauma  Participants will have a better understanding of the value of having an integrated behavioral health program within the primary care setting  Participants will gain greater insight into the value of integrated and collaborative care coordination between providers and schools

3:30 – 3:45 Closing Remarks Raffle/Evaluation Instructions for obtaining CEU’s

"It is easier to build strong children than to repair broken men." Frederick Douglass (1818 - 1895)

About the Presenters…… 13

Lenny Fontes, Children’s Cove, Associate Director Lenny Fontes was raised in Wareham, MA and after graduating from Wareham High School, he attended Bridgewater State University where he received a BS degree in 1994. Immediately after graduation Lenny worked in the residential field for the Home for Little Wanders, a boy’s residential home located in Plymouth, MA. It was there were Lenny quickly realized his desire to work with children in need.

In 1996, Lenny relocated to Texas and was employed with Ellis County Juvenile Services as a Juvenile Probation Officer and was later promoted to Holdover Center Supervisor where he developed and then managed the operation of a secured facility for juvenile offenders pending their initial court appearance. Lenny continued to help children realize their potential and push them to achieve it through clear expectations, fair treatment and practical consequences when necessary. Lenny was well respected by his Texas colleagues with his ability to take control of a potentially volatile situation and deescalate that situation through verbal intervention.

After the birth of his first child, Alexandra, Lenny returned to Massachusetts to be closer to family and continued his work as a Juvenile Probation Officer for the Commonwealth of Massachusetts. Due to a fiscal crisis, which continues today, Lenny decided to leave probation and begin a new career path in the area of child advocacy.

Lenny began working with Children’s Cove in 2002. He began his career as the Family Program Coordinator. Lenny organized and facilitated leisure activities for child victims and their non-offending family members. Lenny then began conducting forensic interviews as a backup interviewer and he knew right that this would be his chosen career path. Lenny was later promoted to SAIN Coordinator and was responsible for overseeing all Sexual Abuse Intervention Network referrals and conducting the majority of the Forensic Interviews at Children’s Cove. As of 2014, Lenny has begun a new chapter as the Associate Director of Children’s Cove. In his new role, Lenny is assisting in leading Children’s Cove to better serve children and their families throughout Cape Cod and the Islands. Lenny now oversees all direct services provided by Children’s Cove and remains the primary interviewer within the agency.

Lenny resides in South Plymouth, MA with his wife Adrienne and two children, Alexandra, age 17 and Paul, age 14. In his time out of the office, Lenny enjoys spending time with his wife and children, hunting, shell fishing and any excuse to be on Onset Beach with family and friends.

Jason Parent. I was raised most of my life on Cape Cod and graduated High School on Cape Cod. I received my undergraduate degree from Plymouth State College and my M. Ed. From Cambridge College. I currently live in the Lower Cape with my family, including my three children and my wife.

At present, I am the supervisor of an Investigations Unit (otherwise known as Responses) for the Department of Children and Families (DCF) in Hyannis. I have been employed by DCF since 1998. I worked as an ongoing social worker in a Boston office for about 2 years before transferring to the Cape. While in the Cape office, I worked for a few more years as an Ongoing Social Worker and then as an Investigator for roughly 10 years. Throughout my time in the Cape office, I also worked on the after hour’s hotline as an Emergency Response Worker. In the summer of 2013, I transferred to the Plymouth office to become a Supervisor of an ongoing unit. In October of 2014, I transferred back to the Cape office to take my current position.

For the past several years I have been representing DCF in the community by doing mandated reporting trainings and attending meetings with collaterals and professionals to discuss DCF procedure and protocols. This is something that I enjoy doing similarly to why I enjoyed doing investigations and 14 supervising the investigations unit. I like being a "face" of DCF for people, or in the field being the first person to knock on the door. I feel it is important to be able to present a professional, but human presence to people, particularly those with misgivings or misunderstandings about the agency. I believe in candid, open discussion and in the importance of being able to hear all sides of a story, answer questions when able and know when I am not able.

Nikki Valila, Training Coordinator at My Life My Choice has spent the past 12 years of her professional career working with commercially sexually exploited girls. She brings a wealth of experience having worked for the Suffolk County District Attorney’s office in the Child Abuse Unit as the lead Victim Witness Advocate on the teen exploitation cases. In addition to her role at the DA’s office, Nikki was the Program Director of an 8 bed group home for sexually exploited adolescent females outside of Boston. Nikki served as a consultant on teen exploitation cases at Germaine Lawrence often assisting in the intake of new residents, assessing the Stage of Change a girl may be in and assisting in coordinating sexual exploitation services on campus. Serving as the Children & Teen Program Coordinator at a domestic violence agency permitted Nikki the opportunity to understand the impact of domestic violence on children and to assist parents in ending the cycle of violence. Nikki has been a trained facilitator of the My Life My Choice Prevention Curriculum for over 8 years and has mentored and trained hundreds of direct care staff/clinicians/DCF workers and law enforcement on strategies in working with sexually exploited girls. Nikki is a dynamic trainer and advocate and works tirelessly to educate providers on how to provide a trauma informed approach when working with sexually exploited youth.

Erin Baumgaertel is the program manager for Cape Cod Center for Women shelter and community therapy programs. Erin has more than 10 years of leadership experience working with survivors of domestic violence and sexual assault. She has specialized knowledge in evidence based prevention practices for domestic violence, systems navigation for survivors, as well as community based high risk intervention. Erin currently runs all programming for Cape Cod Center for Women, the only shelter in the region that specializes in domestic violence. Cape Cod Center for Women also provides long term domestic violence counseling and therapy to children and families.

Elaine Fillion Crouse, MSW, L.I.C.S.W., is a clinical psychotherapist specializing in proving therapy for individuals of all ages, who are dealing with the effects of traumatic life experiences. Elaine has worked with survivors of domestic and sexual trauma for over 25 years, and she is trained in a multitude of evidenced based trauma informed therapies including: EMDR, TF-CBT, ARC, DBT, Internal Family Therapy, Neuro/biological based and Body center therapies. In addition, she is a certified Maha Yoga teacher with specialized training in Trauma Sensitive Yoga. Elaine teaches the Trauma, Treatment and Recovery class at Bridgewater State University’s Master in Social Work program. She is very passionate about the healing work that she provides to her clients along with their families as well as educating other helping Professionals through training seminars.

Chris Morin received her initial training with the Virginia Sexual and Domestic Violence Action Alliance, the statewide coalition. She staffed the statewide hotline for four years and was the coordinator of development for 2 years. She has worked at Independence House for 5 years, as a sexual assault counselor, domestic violence counselor, volunteer coordinator and presently as the Director of Prevention, Education and Outreach. Chris Morin, Director of Prevention, Education and Outreach Independence House, 160 Bassett Lane, Hyannis, MA 02601, 508-771-6507 x230

Kira Jewett is a recent graduate of Roger Williams University with a BA in Psychology and a BS in Criminal Justice. She is presently a Teen Counselor and Prevention Specialist at Independence

House. As a Prevention Specialist, she coordinates our Mentor in Violence Prevention program in the High Schools.

Leslie Moreland, MA, LMHC Leslie joined Briarpatch Pediatrics in 2015 as an Integrated Behavioral Health Specialist. Her background includes a Masters from Lesley University and a lengthy career working as the Mental Health Coordinator at Children’s Cove; Cape and Island’s CAC, the Clinic Director at Cape Behavioral Health Center and the Clinic Director at MSPCC in Hyannis, MA. Through Briarpatch Pediatrics’ affiliation with Boston Children’s Hospital, Leslie has embraced the Integrated Behavioral Health Program in the primary care setting. Her skills and willingness to take on this new approach to providing integrated and collaborative care, has had in immense impact on both children and families.

Joe Dowick, MSW, LICSW - Received a Master’s Degree in Social Work from Boston University and earned a Bachelor of Science Degree in Social Work at Salve Regina University. He is a Licensed Independent Clinical Social Worker who has experience in both group and individual modalities of treatment. Joe is also an adjunct faculty member at the School of Social Work at Bridgewater State University.

He has facilitated Intensive Outpatient Program groups, as well as aftercare groups for those afflicted with substance abuse issues. He has worked at local agencies specializing in both mental health and substance abuse issues as an outpatient clinician. He has experience working with individuals who have been incarcerated who were transitioning back into the community. Also with clients who were placed back into the community yet continued treatment to assist with the adjustment of reintegrating into society. Prior to entering into private practice he was a Director for a Partial Hospital and Day Treatment facility working with those afflicted with chronic mental illness. He currently works as a School Social worker in a public school setting.

He has served on the Board of Directors for AIDS Support Group of Cape Cod and currently serves on the Social Work Department Advisory Council at Salve Regina University and as President of the Area Board for Department of Children and Families. He also volunteers for the Barnstable Medical Reserve C

Workshop 008 Location: M.E. Small Elementary, 440 Higgins Crowell Road, West Yarmouth Please note: this workshop is limited to 25 participants 5.5 PDPs will be awarded for this workshop

CONTENT AREA: Library Media

TARGETED AUDIENCE: All Library Media Personnel K-12

TITLE OF WORKSHOP: Sharping our professional skills by learning from our colleagues.

INSTRUCTOR(S): Dennis-Yarmouth librarians will be the facilitators.

BACKGROUND OF INSTRUCTOR(S): Various

DESCRIPTION OF WORKSHOP: School librarians actually need more ongoing professional development than anyone else in the building. It’s because, in this critical, school-spanning role, we have to stay ahead of the curve to support the needs of students and teachers. Technology has changed the way that many schools libraries serve students, and it is likely to changes services even more radically in the future. We will each take 20 minutes to share what is happening in our library and/or technology labs, focusing on sharing our best teaching practices. Please come prepared to share. If there is additional time we will discuss important library topics and issues.

EXPECTED OUTCOMES OF WORKSHOP: Participants will have the opportunity to discuss current library topics and share best practices.

Workshop 009 Location: Cape Cod Collaborative, 418 Bumps River Road. Osterville Please note: 5.5 PDPs will be awarded for this workshop

CONTENT AREA: Therapy in the Schools

TARGETED AUDIENCE: Occupational Therapists, Physical Therapists, Speech Language Pathologists

TITLE OF WORKSHOP: “Providing Naturalistic Learning opportunities to Foster Rapport, Engagement and Self-determination in Students”.

INSTRUCTORS: Linda Dillon, OTR/L Beth Kerr, COTA Casey Cooke, Paraprofessional Nic Gasquoine

BACKGROUND OF INSTRUCTORS: Beth Kerr has been an Occupational Therapy assistant at the Cape Cod Collaborative for 9 years. Linda Dillon has been an Occupational Therapist at the Collaborative for 24 years. Casey Cooke has been a paraprofessional Behavior Support Specialist at the Cape Cod Collaborative for 7 years. Nic Gasquoine has been a paraprofessional Behavior Support Specialist at the Cape Cod Collaborative for 7 years.

DESCRIPTION OF WORKSHOP: Participants will have the opportunity to discuss their roles as therapists in districts and creative problem solve challenges (Educator Evaluation, DDM’s, lack of time). Time will be allotted to break into small groups and participants may bring their success stories, with students, to the group. There will be slideshow/video presentation highlighting Cape Cod Collaborative students participating in a variety of natural activities (gardening, sailing, cooking groups) promoting self-determination and independence.

EXTENDED OUTCOMES OF WORKSHOP:  Participants will have an opportunity to share their success stories with students and creative problem solve challenges.  Participants will gain a greater understanding of interdisciplinary group activities provided to Collaborative students.  Participants will view demonstration of a variety of adaptive equipment used in interdisciplinary group activities.  Participants will expand their knowledge/use of iPad, its video modeling and technology to document student growth.  National Seating and Mobility will provide an afternoon demonstration

Workshop 010 Location: Mattacheese Middle School Please note: this workshop is limited to 45 participants 5.5 PDP’s will be awarded for this workshop CONTENT AREA: SPARK: Discover a new way to engage students in movement while teaching literacy and numeracy!

TARGETED AUDIENCE: Elementary and Middle School, Physical Education and Health Educators

TITLE OF WORKSHOP: LitPE/MathPE: Integrating Literacy and Math into Physical Education

INSTRUCTOR(S): Joseph McCarthy

BACKGROUND OF INSTRUCTOR(S): Joe McCarthy has begun his 16th year of teaching Physical Education. He was 2012 MN SHAPE (Minnesota Association for Health, Physical Education, Recreation and Dance) Elementary PE Teacher of the year. He is a board member of MN SHAPE, Minnesota Healthy Kids Coalition and is on the SHAPE America Central District Leadership Council. Joe McCarthy is a relentless advocate for the benefits of Physical Education! Joe has implemented a number of initiatives to increase student activity levels before, during and after school as well as programs that use physical activity as a catalyst for academic improvement in struggling learners. It is little wonder Joe has been asked to present his comprehensive program in many states across the nation.

DESCRIPTION OF WORKSHOP: Discover a new way to engage students in movement while teaching literacy and numeracy! Literacy Physical Education (LitPE) and Math Physical Education (MathPE) programs are designed to help students that have fallen behind, based on the statewide reading and/or math assessment. The data shows that students who participate in the LitPE and/or MathPE 12 week programs will more than double their peers and up to three times the national average on the winter assessment. Students come to the gym for fifteen minutes every day for 12 weeks. LitPE embeds fluency, comprehension and spelling into movement activities. MathPE embeds addition, subtraction, multiplication and division into movement activities. Students in this class learn how to combat “learned helplessness” by the end of the 12 week program. Students will use whiteboards, markers and towels as their learning tools. This class has been implemented into elementary and middle school.

Attendees will learn about this opportunity to showcase the power of movement and academic success, how to implement the LitPE and MathPE programs into their school, and engage students in movement while teaching literacy and numeracy.

EXPECTED OUTCOMES OF WORKSHOP:  Learn how to embed fluency, comprehension and spelling into movement games  Learn how to addition, subtraction, multiplication and division into movement games  Identify when to schedule the LitPE/MathPE class for maximum benefits  Learn about academic games

Workshop 011 Location: Cape Cod Collaborative, Osterville Campus Please note: 5.5 PDP’s will be awarded for this workshop (Limited to 36 participants)

CONTENT AREA: Grief Counseling The content approaches will include small and large group discussions to help my primary audience reach the learning outcomes. Some examples of these learning approaches will include; Discussing thoroughly the question of what is grief? As a large group activity we will define and classify what is grief. We will compare stressors in our adult lives, how we express and cope with those stressors and reflect on how our ways of coping may impact a child’s way of coping. We will explore ways children express grief during different childhood developmental stage and learn specific ways to help them cope.

Through small group activity, we will share ideas on how our own classrooms, centers and communities approach the topic of grief with children, what works what doesn’t work and how we can make it better.

We will examine ways to implement literacy, activities and other resources in classrooms to help children cope with grief using hands on materials.

TARGETED AUDIENCE: This presentation is an introductory/refresher session that examines the psychology, child development stages, and coping techniques for the grieving process of children and how we as educators, mentors, parents, social workers, child life specialists etc. can help them gain a sense of hope to move forward in the process of healing. This presentation is open to everyone.

TITLE OF WORKSHOP: Good Grief: Helping Children Cope in a Stressful World

INSTRUCTOR(S): Amy Wyman

BACKGROUND OF INSTRUCTOR(S): B.A. Concentration in Early Childhood Education, minor in Child Life and History M.A. Specialization in Expressive Therapies RMT Registered Music Therapist Founder and Director of Tones in Motion; Intergenerational Music Therapy for all ages Founder of the Good Grief Project Recipient of Distinguished Research in Teacher Education Award 2012 Recipient of Harvard University Diane Lamm Grant 2013 Terri Lynne Lokoff Foundation, Teacher of the Year Award and Grant 2013

DESCRIPTION OF WORKSHOP: By examining the meaning of grief, and discussing the ways in which children experience grief, we will examine tools and techniques to help children cope with their loss but also facilitate opportunities for parents and classroom teachers to lead them to the goal of gaining a sense of control, hope and resiliency.

The Good Grief: Helping Children Cope in Stressful World, workshop, will help my audience learn how to provide a safe, nurturing environment where children can express their feelings related to grief.

EXPECTED OUTCOMES OF WORKSHOP:  Identify what is grief and develop a better understanding of signs of grief in children.  Discuss the important benefits of talking about grief with children and evaluate our own individual classrooms, centers, and community’s outlook on discussing grief and what sources are readily available.  Examine ways to help children cope with grief individually and as a community through literacy, activities and other resources, and learn how to implement a Good Grief Project in your own school setting.

Workshop 012 Location: Cape Cod Community College – Lorusso Building Please note: 5.5 PDPs will be awarded

CONTENT AREA: Science

TARGETED AUDIENCE: Paraprofessionals, Elementary and middle school teaching assistants, and other support staff

TITLE OF WORKSHOP: Science Standards in the Sand: Supporting student science learning, science practices, and integrating the sandbox!

INSTRUCTOR(S): Jill Neumayer DePiper, Ph.D. Rob Reynolds, Zephyr Marine Education.

BACKGROUND OF INSTRUCTOR(S): Jill Neumayer DePiper, Ph.D., serves as Director of the Cape Cod Regional STEM Network and brings over 15 years of experience in engaging students and teachers in math and science learning. She also serves as a Massachusetts Science Ambassador and has deep understanding of the 2016 Massachusetts Science and Technology/Engineering Standards. She works with teachers, museums, and non-profits to support bringing science and mathematics teaching and learning into contexts across Cape Cod and the Islands. She holds a Ph.D. in mathematics and science education from the University of Maryland, and she has taught elementary and middle school science and mathematics and conducted research in local schools.

Rob Reynolds started Zephyr Education Foundation in 2009, and over 7000 students have participated in Zephyr cruises since 2010. Rob has been engaged in ocean engineering, research, and education for over 35 years, and has a wealth of understanding about our local waters as well as how to engage students in learning rich science content. Recently, he has supported local schools and teachers in learning about sea level rise, erosion, and other coastal issues through an Interactive Topographic Modeling System, informally known as an Augmented Reality Sandbox. Teachers and students alike appreciate his wealth of knowledge and experience in this area.

DESCRIPTION OF WORKSHOP: The 2016 Massachusetts Science and Technology/Engineering Standards are set to be implemented soon—but implementing them in classrooms requires thinking differently about engaging students in science learning. Instead of a focus on facts and figures, science teaching is shifting to encouraging students to create models, support their arguments with evidence, and be scientists. In this workshop, you will learn about the standards as well as experience being a science learner. We will explore sea level rise, erosion, and other coastal issues through an Interactive Topographic Modeling System, informally known as an Augmented Reality Sandbox. As we experience this system, we will make connections to the related elementary and middle school Massachusetts Science and Technology/Engineering Standards, and learn how to ask students questions and anticipate student thinking. Participants will leave with guiding ideas on how to implement these teaching practices to other science content areas.

EXPECTED OUTCOMES OF WORKSHOP: Learning outcomes:  Identify specific content and practice learnings in the 2016 Massachusetts Science and Technology/Engineering Standards and personal areas of needed development with content understandings.  Demonstrate what the science practices look like in context of teaching and learning in science classrooms.  Articulate implications of the new standards on teaching and learning.  Anticipate student learning from engaging in the Interactive Topographic Map (or Augmented Reality Sandbox) Generate probing questions for supporting student learning in the science classroom

Workshop 013 Location: Dennis/Yarmouth High School Please note: 5.5 PDP’s will be awarded for this workshop

CONTENT AREA: Teaching, Brain sciences, learning strategies

TARGETED AUDIENCE: Paraprofessionals, Teachers, Clinicians, Counselors, Therapists

TITLE OF WORKSHOP: Teaching mindsets: using insights from the brain sciences to transform how we teach and learn from students.

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 (national and international) servicing at-risk children; development of software for tracking and quantifying IEP goals and objectives as well as other assessment material.

DESCRIPTION OF WORKSHOP: The goal of this workshop is to help paraprofessionals and teachers understand the critical role that the brain sciences play in teaching, and thus, in student learning and decision-making. I first provide a primer on the development and functioning of the executive system, focusing especially on issues of plasticity and the potential for change. I then turn to a set of strategies designed to help assess and strengthen executive functioning, including especially self-control/regulation, attention and working memory. In the last section of the presentation, I provide a set of strategies that teachers can use to maximize feedback geared to learning, including responding to incorrect and correct statements, thinking critically, and motivating the best possible performance.

The format of the workshop is interactive. I will encourage questions and discussion throughout, and have breakout sessions where we engage in seminar style discussions.

EXPECTED OUTCOMES OF WORKSHOP: • Deeper understanding of the development of executive functioning • Strategies to assess and strengthen executive functioning, including self-control, attention and working memory • Strategies to maximize feedback geared to learning, including techniques to strengthen critical thinking and motivate excellence.

Workshop 014 Location: Dennis/Yarmouth High School Please note: 5.5 PDPs will be awarded for this workshop

CONTENT AREA: Early Childhood: Language and Literacy

TARGETED AUDIENCE: Pre K to Grade 3 Educators (Paraprofessionals, Teachers, Administrators, ELL and Special Educators, Directors, Librarians, School Board Members)

TITLE OF WORKSHOP: “Good Listeners and Talkers Become Good Readers and Writers”

INSTRUCTOR(S): Sally Grimes, Ed.M. – Director - The Grimes Reading Institute

BACKGROUND OF INSTRUCTOR(S): 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 last twenty years. Prior to that, Sally’s experiences included teaching (pre-K through graduate school), clinical diagnostic work, policy development, public service, and administration. Sally was asked to be part of a selective cadre of Master Trainers who is helping with a state initiative that addresses the needs of Dual Language Learners, an initiative which will also benefit others who struggle with expressive and receptive language. 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 provide a hands-on approach for activities in the areas of Oral Language, Listening, and Vocabulary Development for young children who struggle in these areas but can also be adapted for all learners. Some of these activities are Dialogic Reading, the Talking Table, and the 30 Second Conversation. Special attention will be paid to Dual Language Learners, Parent Involvement and “meeting the child where he or she is”. The emphasis will be on addressing “red flags” and even “pink flags” in a “prevention-early intervention” model. Because the presenter has a long history in the areas of Special Education, Literacy and Language Development and has been selected by the Department of Education to be a Trainer of Trainers for Dual Language Learners and for the new Social-Emotional Standards, these aspects will be woven into the discussion. Information about resources such as key websites, articles, curricula and assessment will be provided.

EXPECTED OUTCOMES OF WORKSHOP: -Enhanced understanding of the levels of language development -Enhanced appreciation of the importance of oral language and listening practices -Enhanced understanding and experience with pre-literacy, listening and language activities -Increased understanding of the role of parents, caregivers and the community -A Resource Manual (activities, websites, webinars, list-serves, bibliography, assessments, etc.

Workshop 015 Location: Dennis/Yarmouth High School Please note: 5.5 PDPs will be awarded for this workshop

CONTENT AREA: World Languages

TARGETED AUDIENCE: World Language Educators, ELL Educators

TITLE OF WORKSHOP: Introduction of the Rassias® Intensive Language Instruction Method

INSTRUCTOR(S): Helene Rassias-Miles, Executive Director of the Rassias Foundation at Dartmouth College Tim Rumberger, Mashpee Public Schools

BACKGROUND OF INSTRUCTOR(S): Helene C. Rassias-Miles is Executive Director of Dartmouth College’s Rassias Center for World Languages and Cultures. Helene had the great honor of working with her late father, Professor John A. Rassias, on many rewarding domestic and international projects with the mission of buoying and strengthening linguistic and cultural bonds of understanding. She continues his mission through the Center's many projects across the nation and around the world.

Rassias Center programs have included trainings, workshops, and seminars at and with: Fairfield University, the American School in London, Lycée Montmajour in Arles, France, Gateway Community College's Adult ESL Education Program in New Haven, CT, Greater Lawrence Family Practice, the Kawenni:io/Gaweni:yo Language Preservation Project in Ohsweken, Ontario, the Tyendinaga Mohawk Territory, Ontario, SALVI (spoken Latin organization), and SABES (English Language Training in Massachusetts). In addition, the Center works with Dartmouth College in supporting professors and assistant teachers in its language programs.

One of the Rassias Center’s marquee initiatives is the Inter-American Partnership for Education (IAPE), a collaboration that began in 2007 with Worldfund, a nonprofit organization dedicated to fighting poverty by improving education in Latin America. In Mexico, IAPE trains, empowers, and supports a network of innovative English language educators who work together to create lasting and sustainable change in classrooms throughout the country. The Rassias Center has been responsible for the development and delivery of all academic aspects of this program, which has reached hundreds of teachers and thousands of students. IAPE's effectiveness has been demonstrated through a randomized control trial by the Inter- American Development Bank.

Prior to joining the Center full-time, Helene founded a combined travel/study summer program that continues to host and teach high school students with the Rassias Method® in France, Spain, and Peru. She is also a former high school teacher and coach, and is currently a volunteer ski and rowing coach.

DESCRIPTION OF WORKSHOP: The Rassias Method is an intensive, energetic, interactive language teaching and learning method that emphasizes listening and speaking skills in the target language, maximizing student production and, therefore, retention of the language.

Emphasizing the primary function of language, which is interpersonal communication. Delivery of instruction is highly structured and results in significantly increased receptive and expressive language skills. The workshop will focus on specific techniques that teachers can put to immediate use in their classrooms.

EXPECTED OUTCOMES OF WORKSHOP: The goal of the Rassias Method is to make the participant feel comfortable and natural with the language in a short period of time. This is accomplished through a specific series of teaching procedures and dramatic techniques which seek to eliminate inhibitions and create an atmosphere of free expression from the very first day of Class. Our method of language instruction places the participant at center stage and seeks to replicate the relevant, life-like situation encountered in the target language. The emphasis throughout is spoken language and familiarity with the culture of the country whose language is being studied. The classroom techniques involved are rapid-paced, theatrical, highly creative, imaginative, and necessitate great quantities of enthusiasm. Positive reinforcement is immediate.

Workshop 016 Location: Dennis/Yarmouth High School Please note: 5.5 PDP’s will be awarded for this workshop

CONTENT AREA: Social, Emotional and Behavioral Health in Schools – 2 Segment Workshop

TARGETED AUDIENCE: School Professionals – SPED Administrators, School Psychologists, Educators, School Nurses, Building Administrators, School Staff, Guidance Counselors and Other Support Staff or Providers

TITLE OF WORKSHOP:

Social, Emotional and Behavioral Health in Schools – 2 Segment Workshop

Segment I -Building Schools Capacity to Address the Social, Emotional and Behavioral Health of Students

Segment II - Suicide Awareness & Prevention Training; the “S” Word: The Role of Schools in Preventing Suicide

INSTRUCTOR(S): Segment I Shella Dennery, PhD, LICSW, Program Director for Boston Children’s Hospital Neighborhood Partnerships Program Andria Amador, CAGS, NCSP, Assistant Director of Behavioral Health Services, Boston Public Schools Segment II Brandy Brooks, M.A., & Lurena Lee, M.A.

BACKGROUND OF INSTRUCTOR(S): Shella Dennery, PhD, LICSW, is the Program Director of the Boston Children’s Hospital Neighborhood Partnerships Program (BCHNP), the community behavioral health program in the Department of Psychiatry at Boston Children’s Hospital. Dr. Dennery oversees a comprehensive behavioral health program that provides services to Boston area schools and community health centers. The program provides prevention focused activities, early intervention services, and clinical assessment and treatment services to students in their educational home. In addition, Dr. Dennery oversees a training and consultation program for schools and an adolescent depression awareness program. She has spent the majority of her career working as a school social worker in the Boston Public Schools and teaching and consulting on behavioral health related topics in community settings. Dr. Dennery has extensive experience uniting parents, schools, and neighborhood organizations to help strengthen the social and emotional health of children and adolescents. She holds a PhD from Smith College and an MSW from Simmons College. She also holds two post-master’s certificates in child and adolescent therapy and advanced clinical supervision from Smith College. Dr. Dennery is adjunct faculty in social work at both Simmons College and Smith College, and is an Instructor in Psychiatry at Harvard Medical School.

Andria Amador, CAGS, NCSP, is the Assistant Director of Behavioral Health Services for the Boston Public Schools (BPS). Andria has dedicated her career to urban school psychology and began her career as a school psychologist before becoming an administrator. Andria, along with her staff and partners,

28 have developed the Comprehensive Behavioral Health Model (CBHM). CBHM is a multi-tiered system of supports designed to support the behavioral health needs of students across a continuum of prevention, early-intervention and intensive services. Implementation of CBHM requires BPS school psychologists to expand their scope of service delivery to include all NASP Domains of Practice. Andria has the pleasure of serving as the President of the Massachusetts School Psychology Association. She is also the coordinator of the NASP Supervision Interest Group and a member of the NASP Practice Model Committee.

DESCRIPTION OF WORKSHOP:

Segment I This presentation will provide an overview of behavioral health prevalence and treatment facing youth and families today. It will discuss the landscape of social, emotional and behavioral health services and supports in schools using Boston Public Schools as an example. The workshop will discuss numerous initiatives, strategies and examples to help build the capacity of schools to better address the social, emotional and behavioral health of students. Attention will be given to the development and collaboration with community based mental health partners.

Segment II This presentation will look at the risk factors and warning signs of suicide among young adults. As introduction to the “S” Word: The role of Schools in preventing suicide. There will also be anecdotal reports of resilience and resources.

EXPECTED OUTCOMES OF WORKSHOP: 1) Participants will be able to describe the prevalence of behavioral health challenges in youth today. 2) Participants will be able to identify the state of affairs in children’s behavioral health today, including systems of care both inside and outside of schools. 3) Participants will be able to identify strategies, resources, and (internal and external) partnerships for school communities that can build the capacity to better address the social, emotional and behavioral health of students. 4) This Segment II presentation will satisfy the 2 hours of suicide awareness and prevention training which is required every three years.

Workshop 017 Location: Dennis/Yarmouth High School Please note: 5.5 PDPs will be awarded for this workshop

CONTENT AREA: 1) Social-emotional learning 2) How Physical Activity Improves Academic Performance 3) Improving Language Processing in Children with and without language disorders

TARGETED PARTICIPANTS: General classroom teachers; special education teachers; psychologists; counsellors; speech language pathologists; school administrators

TITLE OF WORKSHOP: Brain-Compatible Ways for Maximizing Students’ Academic Performance

INSTRUCTOR: Ahmed M. Abdelal, Ph.D., CCC-SLP

BACKGROUND OF INSTRUCTOR(S): Dr. Abdelal is an associate professor of communication sciences and disorders at Bridgewater State University. He is the founder and director of the Center for Educational Neuroscience Applications (CENA), which aims to bridge the gap between neuroscience and education, and between neuroscience and clinical practice. He is also the Director of the newly-established Communication Sciences and Disorders Graduate Program. He has been teaching a variety of courses, among of which are anatomy and physiology of speech, language, and hearing; language acquisition; phonetics; and speech and hearing science.

Prior to joining the BSU faculty, Dr. Abdelal worked for 12 years as a full-time speech-language pathologist in public schools, and owned a private practice. He continues to provide diagnostic services and workshops for various school districts in the state of Massachusetts.

Dr. Abdelal has an interest in educational neuroscience. Over the past 16 years he has conducted numerous national and international presentations and workshops on the diagnosis and treatment of communication disorders; and on the neurobiology of human communication, memory and learning, emotional processing, attention and self-regulation, and racial/ethnic discrimination.

DESCRIPTION OF WORKSHOP: This workshop consists of the following 3 seminars: 1) Social-emotional learning: Understanding How Emotions and Motivation Regulate the Learning Process

Abstract:  Understanding the neurobiology of social-emotional learning (SEL) is the key to maximizing learning outcomes. This session discusses the nature of SEL and how it drives and regulates the physiology of learning. The session will also explain how a deep understanding of SEL can enable educators to create a positive learning environment that is conducive to learning; and how to effectively connect with learners.

Participant Outcomes  Explain the neurobiology of social emotional learning (SEL) and how motivation develops  Discuss the critical role SEL plays in shaping one’s personality and how it regulates behavior and neurocognitive functions  Discuss evidence-based strategies for connecting with learners and creating a positive learning environment that enhances learning

2) Maximizing Physical Activity to Maximize Neurocognitive Functions and Academic Performance

Abstract:  Increased physical activity is one of the most effective and reliable methods of maximizing neurocognitive and neurobehavioral functions in children and adults. This session will explain how increasing physical activity changes the structure and performance of the brain in ways that improve mood, attention, memory, social skills, analytical and reasoning skills, and other neurocognitive functions. The session will also provide simple and practical ways for increasing physical activity into the school day.

Participant Outcomes:  Explain how physical activity serves as the connection among the body, the brain, and the mind  Explain how brain structure and functions change in response to increased physical activity  Discuss practical ways for integrating physical activity into the school day

3) Brain-Compatible Strategies for Maximizing Language Abilities in School-Age Children with and without Language Impairments

Abstract:

 This session will start with an overview of the neurobiology of language learning, and will focus primarily on strategies and techniques for maximizing language processing in school-age children with and without language disabilities. It will also provide considerations for dual language learning, hearing impairment, enlarged adenoids, and social communication disorder.

Participant Outcomes:  Describe how the brain processes language, and obstacles that may impede language processing  Explain specific techniques and approaches for maximizing language processing  Discuss considerations for dual language learning, hearing impairment, enlarged adenoids, and social communication disorder

Workshop 018 Location: Dennis/Yarmouth High School Please note: 5.5 PDPs will be awarded for this workshop

CONTENT AREA: English language learners and special education continuing support for meeting the needs of second language learners at all levels in our Cape and Islands districts.

TARGETED AUDIENCE: English language educators and administrators and special educators and administrators

TITLE OF WORKSHOP: Sharing responsibilities for and distinguishing among our language learners, our students with disabilities, and those that are both. Second in the series of ELE C&I-sponsored network opportunities.

INSTRUCTOR(S): Sara Nino, Office of English Language Acquisition and Academic Achievement, Massachusetts Department of Elementary and Secondary Education

Facilitators: Mary Ellen Caesar, Regional Literacy Specialist (ESE), Patricia Leon-Finan, ELE Language Acquisition Coach and Team Leader (Dennis-Yarmouth), Christine Nicholson, ESL Director (Falmouth).

BACKGROUND OF INSTRUCTOR(S): Presenter: Sara Nino is an experienced presenter for the Office of Language Acquisition and Achievement. Her expertise includes knowledge of the regulations and the ways to support educators at the local levels to meet those regulations and their implied expectations.

Facilitators: Christine Nicholson is an ESL Director in Falmouth with 8 years of experience in the field teaching grades K-8. She is a RETELL SEI instructor and has an MS in Early Childhood Education and Child Development and a CAGS in ESL. Patricia Leon Finan is an ELL coach in the Dennis-Yarmouth Regional Schools, has 26 years of experience in ESL teaching Grades 1-12, and is an experienced Categories Trainer with an M.Ed in TESL and a CAGS in Educational Leadership. Mary Ellen Caesar is currently working in the southeast region for the Department of Elementary and Secondary Education supporting our educators with emphasis on language and literacy development. She is a certified reading specialist with particular interest in dual language development.

DESCRIPTION OF WORKSHOP: Sara Nino will lead an interactive discussion with participants that will involve:  Understanding of the federal regulations related to English learners with, or suspected of having, disabilities  Differentiating between language acquisition and learning disabilities  Assessment of students  Translation services and the use of interpreters  Current ESE updates. This day will provide an excellent opportunity for student support colleagues to learn and plan together.

EXPECTED OUTCOMES OF WORKSHOP: You will walk away with a thorough understanding of current regulations and expectations regarding complete support for our English language learners. You will have an opportunity to plan with colleagues and to hear from other districts regarding the ways that they support and plan to support their students. You will understand the kinds of resources available from ESE Office of Language Acquisition and Academic Achievement and how best to use them with colleagues and students.

Workshop 019 Location: Dennis Yarmouth High School Please note: 5.5 PDPs will be awarded for this workshop

CONTENT AREA: Discuss the WIOA law and how it affects transition age youth.

TARGETED AUDIENCE: Special Education Professionals Guidance Counselors Transition Coordinators Teachers Para-professionals

PRESENTERS: Career Center CORD Cape Organization for the Rights of the Disabled Cape Abilities Community Connections, Inc. Job Corp MRC Massachusetts Rehabilitation Commission

DESCRIPTION OF WORKSHOP:  Presenters will discuss the WIOA law and the services available for students and other transition age youth.  Presenters will discuss what each agency offers for transition age youth.  Learn about new services and resources available under the WIOA law.  Questions and answers.

EXPECTED OUTCOMES OF WORKSHOP: Participants will: Learn key components of the WIOA law as it pertains to transition age youth Become familiar with some of the key community providers on Cape Cod Have access to printed materials and resource table

Workshop 020 – AM Location: DY High School Please note: this workshop is limited to 24 participants 3 PDPs will be awarded for this workshop

CONTENT AREA: Adobe Photoshop, InDesign and Illustrator

TARGETED AUDIENCE: Art Educators K-12

TITLE OF WORKSHOP: Graphic Design

INSTRUCTOR(S): Alison Caron

BACKGROUND OF INSTRUCTOR(S): An expert in Adobe design software, Alison Caron is a trainer for the national Geek Girl tech conferences as well as at Cape Cod Community College. She owns Alison Caron Design, a publishing, advertising and branding firm, located on Main Street in Hyannis. She is the former creative director of Cape Cod Magazine, South Shore Living, Chatham Magazine, and Cape Cod Guide. Her clients include the International Fund for Animal Welfare, John F. Kennedy Hyannis Museum, Cape Cod Beer, Greater Hyannis Chamber of Commerce, South Coast Almanac, and the Arts Foundation of Cape Cod.

DESCRIPTION OF WORKSHOP: This workshop covers the basics of the primary software applications used by graphic design professionals: Adobe Photoshop, InDesign, and Illustrator. In this technology-driven world art instructors with fine arts backgrounds need computer-graphics training. Graphic design instructors will also benefit as they learn tips, tricks, short cuts, and new features of the software.

EXPECTED OUTCOMES OF WORKSHOP:

The learning outcomes of this workshop include basic proficiency and understanding of:

1. Photoshop: edit and enhance photographs 2. InDesign: design a single or multiple page document with text and photos 3. Illustrator: create graphic illustrations and logos

Workshop 020– PM Location: Dennis/Yarmouth High School Please note: an iPad is needed for this workshop; this workshop is limited to 24 participants 2.5 PDPs will be awarded for this workshop

CONTENT AREA: Art

TARGETED AUDIENCE: Art Educators PreK-12

TITLE OF WORKSHOP: iPads in the Art Room

INSTRUCTOR(S): Kim Palmer

BACKGROUND OF INSTRUCTOR(S): Kim Palmer has a B.A. in Art from Hartwick College in Oneonta New York and a Masters Degree from Leslie College in Creative Arts & Learning. She is an Art teacher at the Kenneth C. Coombs School in Mashpee, teaching grades Kindergarten through Grade 2 for 28 years. This past year she started teaching an iPad technology class and is excited to share all the creativity this device has to offer.

DESCRIPTION OF WORKSHOP: Bring your art room into the 21st Century by using your iPad to engage in the creative process, improve visual literacy and divert thinking skills! This workshop will introduce you to a variety of apps that can be used to introduce your lesson, explore a concept, evaluate learning, or take a project to the next level. This will be a hands-on creative and fun session that is about serious learning that you will be able to use in your classroom.

Please download the following apps before the workshop and bring your Apple ID: MegaPhoto; WordFoto; TypeDrawing; ChatterpixKids; iOrnament; iMotion; DoInk; Aurasma; Quiver.

EXPECTED OUTCOMES OF WORKSHOP: Teachers will be able to incorporate iPad art into their curriculum.

Workshop 021 AM Location: Dennis/Yarmouth High School Please note: 3 PDPs will be awarded for this workshop

CONTENT AREA: Art and Craft of STUDENT PICTURE FRAMING FOR DISPLAY As all educators know kids love to see their art work on public display whether it be in their classrooms, around the school or in the community. This workshop will teach participants the effective means of creating quick and easy displays of student work that are high quality

TARGETED AUDIENCE: Art Educators K-12

TITLE OF WORKSHOP: “Art and Craft” of Student Picture Framing for Display

INSTRUCTOR: The owner and director, Junichi Sawayanagi, of the “Custom Framing Exit 5 Gallery” who prefers to be known as “Jimmy” has agreed to offer a workshop on the art and craft of picture framing for art teachers.

BACKGROUND OF INSTRUCTOR(S): Jimmy opened his Custom Framing Art Gallery in the late 1980’s here on Cape Cod (1085 Main Street, Barnstable). His earlier training was with a company known as Graphics that was located in Faneuil Hall where he learned the skills to become an expert in picture framing. He spent approximately 10 years with Graphics while the company grew in scope and size to include 5 different locations.

Jimmy is well respected on the Cape for his skill and knowledge of framing and re-framing pictures. He works regularly with the Art of Elizabeth B. Mumford as well as individuals desiring “archival level” work for historic documents. A recent project he completed is the framing of a recently “discovered” pencil drawing of Provincetown artist Henry Henche.

DESCRIPTION OF WORKSHOP: Participants will develop expertise with the use of picture framing tools and devices that can be utilized in the classroom for display of student work. The workshop will be all hands-on. Learn from your mistakes! There will be plenty of opportunity to utilize new knowledge and former knowledge while actually working in the areas of dry mounting, mat cutting, fillet framing, conservation framing, cutting (reverse cut, beveling cut, regular cut, glass cuts), hinging. “Opening up” techniques as part of a reframing will be demonstrated. Participants will learn quick and easy methods to teach their students the craft of mounting their own art while reinforcing their pride and joy in workmanship.

EXPECTED OUTCOMES OF WORKSHOP:  Participants will become knowledgeable of the tasks required for quick and easy mounting and framing of student art work.  Participants will come away with ideas for connecting framing and mounting into art lessons.  Participants will gain familiarity with the use of framing and cutting tools.  Participants will be able to share and discuss how to integrate knowledge learned to insure success of school and community art shows.

Workshop 021 PM Location: Dennis/Yarmouth High School Please note: 2.5 PDPs will be awarded for this workshop CONTENT AREA: Studio Art, Art History, Cape Cod History

TARGETED AUDIENCE: Studio Art Teachers/Ceramics Teachers; History & Art History Teachers

TITLE OF WORKSHOP: Every Day Art: New England Industries and the Art of Clare Leighton

INSTRUCTOR(S): Lynn Stanley

BACKGROUND OF INSTRUCTOR(S): Lynn Stanley is the Curator of Education of the Provincetown Art Association and Museum (PAAM). She has developed multi-disciplinary museum and school-based workshops and programs for learners of all ages, kindergarten through adulthood. A writer and a visual artist, she received her BFA at Smith College in Studio Art and her MFA in Creative Writing from the University of Michigan, Ann Arbor. She enjoys moving across creative disciplines and genres in museum, studio, and classroom environments, and generating curricular materials that support arts learning and positive youth development. Over the past ten years at PAAM she has developed innovative, regionally and nationally recognized programs, including the Elder Art Program for senior citizens; the Art Reach program for teens and college-age youth; the Art on the Edge middle school program; the Reaching Forward Student Mentor Program; the Minecraft and Coding program for elementary school students; and new this year, PAAM’s Youth Employment Program for14-22 year olds. She is a facilitator and trainer in Visual Thinking Strategies, a curriculum that utilizes works of art to develop communication and critical thinking skills in veiwers of all ages. As the admininstrator of the Lenore Ross Student and Educator Curating program she has partnered with schools and educators along the Outer Cape and Hyannis to create exhibitions in PAAM’s galleries, local schools, and the Cultural Center of Cape Cod.

DESCRIPTION OF WORKSHOP: The artist and author Clare Leighton (1898-1989) is best-known for her wood engravings illustrating rural life in the US and abroad. Her numerous books include Where Land Meets Sea: The Enduring Cape Cod (1954), which is inspired by her time in Wellfleet. In 1949 Leighton was commissioned by Josiah Wedgwood to create a series of 12 wood engravings to be featured on an edition of plates known as New England Industries. Beautifully graphic black and white images of whaling, lobstering, cranberry picking, cod fishing and ship building, are featured; the series took Leighton over three years to complete. In this workshop teachers will be introduced to the work of the artist through the presentation of lecture with digital images and the 12 original prints from the Provincetown Art Association and Museum Collection. The presentation will be followed by an art session using bisque ware and underglaze pencils to create plates inspired by Leighton’s work.

EXPECTED OUTCOMES OF WORKSHOP:  Learn about the artist Clare Leighton, and her work celebrating Cape Cod and New England  Explore translating ideas across media—from drawings to prints to decorative/ceramic arts  Obtain curricular materials to support lessons in and out of the classroom

Workshop 022 – AM Location: Dennis/Yarmouth High School Please note: 3 PDPs will be awarded for this workshop

CONTENT AREA: Music Education

TARGETED AUDIENCE: Music Teachers General Music, Vocal, Instrumental

TITLE OF WORKSHOP: “Solfege for all Music Teachers”

INSTRUCTOR(S): Janice Murphy Smith

BACKGROUND OF INSTRUCTOR(S): Janice Smith is a Barnstable High graduate and received her music education degree from University of Massachusetts Amherst. She student taught with Lin Whitehead and Tom Goux in Falmouth and started teaching on the Cape in Mashpee with her wonderful mentor Victoria Vieira. During her twelve years at Mashpee Janice taught a combination of grades K-6 general music, band and chorus. Janice taught at Barnstable High School as the assistant band director with Tony Stevens, vocal music at Bourne with Robert Frasier and vocal music in Rochester, Ma. She taught strings/woodwind lessons in Barnstable and strings at DY as a long term substitute. Janice also plays clarinet in the Cape Symphony and has been involved in many of the Cape Symphony Education Programs including Conductor of The Cape Symphony Youth Orchestra, Music Memory, Composing Kids, and Visiting Artist and after school programs. Janice currently teaches grades Pre K - 3 at the Ezra H. Baker Innovation School in Dennis. She has completed Orff and Kodaly level 1. Janice lives in Centerville with her husband Michael and children Sean (trumpet) and Colleen (vocalist).

DESCRIPTION OF WORKSHOP: Participants will be engaged in vocal music lessons in which students learn to sing, move rhythmically, play classroom instruments and compose. We will explore rhythmic building bricks and how solfege isn’t just for vocalists. We will see how these experiences lay the foundation for music literacy and success in all music making including chorus, band, orchestra, guitar/ukulele, keyboard and even color guard.

EXPECTED OUTCOMES OF WORKSHOP: Elementary teachers will discover new songs, games and lessons ready to use the next day of school. Upper grade educators will see how elementary methods support the rigor of their classrooms.

Workshop 022 – PM Location: Dennis/Yarmouth High School Please note: 2.5 PDPs will be awarded for this workshop

CONTENT AREA: Music Education

TARGETED AUDIENCE: This workshop is geared to music teachers of grades 6-12, general or non-ensemble classes.

TITLE OF WORKSHOP: “Flipping the music classroom-how to maximize your in class time with your students with quality and meaningful out of and in class instruction.”

INSTRUCTOR(S): Stephanie Riley, Dennis/Yarmouth Regional High School

BACKGROUND OF INSTRUCTOR(S): Stephanie Riley is the 8-12 Choral Music Director at Dennis-Yarmouth Regional High School, as well as the advisor to the school’s Tri-M Music Honor Society Chapter. During her time at DYRHS, she has expanded her choirs to include a treble choir, mixed choir, and The Harmon9zers. She has taught AP Music Theory, History of Rock and Roll I & II, and Beginning Piano classes and has recently launched a music technology class. Mrs. Riley is also an active member of the Southeastern Massachusetts Music Educators’ Association as manager of both Senior and Junior Festival mixed choirs, and is currently serving as district chair. Mrs. Riley is also currently serving as president of The Cape Cod Music Educators’ Association. In her time with CCMEA, Mrs. Riley has managed vocal ensembles and pioneered the Vocal Jazz Ensemble to be a part of the Cape and Islands Jazz Festival. Stephanie has recently been certified as a Google Level 1 Educator and is eager to learn any and all thing technology to enhance her teaching in the classroom. Mrs. Riley holds a BM in Music Education from The Crane School of Music at SUNY Potsdam and a M.Ed. in Music Education from The Hartt School at the University of Hartford in Hartford, CT.

DESCRIPTION OF WORKSHOP: The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. This workshop is geared to music teachers of grades 6-12, general or non-ensemble classes.

EXPECTED OUTCOMES OF WORKSHOP: By the end of this workshop, attendees will: 1. Be able to incorporate the flipped classroom in a variety of classroom music settings 2. Utilize technology and software/apps to successfully flip their classroom 3. Be able to use flipping to maximize student engagement, differentiate instruction, and make adjustments to practice using frequent informal assessments 4. Develop a sample lesson using the flipped method