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“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

CAPE COD COLLABORATIVE All Cape In-Service Day ......Social Studies Resources & Models for the Active Civics Curriculum Dr. Nell Breyer, Justine Bunis, John Dickson, Michael McNamara,

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Page 1: CAPE COD COLLABORATIVE All Cape In-Service Day ......Social Studies Resources & Models for the Active Civics Curriculum Dr. Nell Breyer, Justine Bunis, John Dickson, Michael McNamara,

“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

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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

What Are the

Essential Steps

to Building a

PreK-3

Alignment

System?

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

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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

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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

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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

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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

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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

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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.

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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.

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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

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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.

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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.

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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.

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Workshop 009

Location: Upper Cape Tech 5.5 PDPs only; no CEUs

Please note: this workshop is limited to 35 participants

CONTENT AREA:

Early Childhood

TARGETED AUDIENCE:

All Pre K-3 directors, Day Care providers, instructors, community members such as librarians, parents,

educators, especially elementary and Pre K administrators

TITLE OF WORKSHOP:

What Are the Essential Steps to Building a PreK-3 Alignment System?

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 provide the nuts and bolts of national and state efforts to build coherence in policy

and practices Pre K to 3 in the area of curricula, assessment, professional development, etc. It will provide

a brief history and current activities of this movement, instructional materials in the areas of language and

literacy, emotional regulation video clips, screening tools, hands-on materials, and a description of

national and local models.

Attendees will receive templates, resources, hands-on ideas to involve private and public Prek-3

educators, community members, parents, day care providers, administrators and others.

EXPECTED OUTCOMES OF WORKSHOP:

Attendees will be knowledgeable in the basics of the PreK-3 Alignment effort that the

Departments of Early Education and Care and Elementary and Secondary Education leaders are

promoting, along with the Federal Government. (Prek-3rd Grade National Work Group.org).

Participants will learn the same “Ten Essential Steps” that the presenter outlined for the

EEC/MESPA (MA Association of Elementary School Principals) audiences this spring in

conferences they sponsored. This material is from the suggested reading material: Making a

Difference- 10 Essential Steps to Building a PreK-3 System by Linda Sullivan-Dudzic, et al.

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15

They will receive a “mini-manual” of resources that includes links to videos and web sites, along

with information about books, articles, conferences, etc.

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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:

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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.

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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

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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

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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.

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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.

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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