Saturday Workshop Series 2009-2010

• Easy registration  NOW for the 2009-10 workshops [pdf].
• Download 2009-10 brochure [pdf]

List of workshops:

September 26, 2009

The Neglected "R": Developing Good Writers Who Love to Write

The ability to write is critical, not only for academic achievement, but for social success and career advancement. It is, however, a subject that is often overlooked, in deference to reading and 'rithmetic. Come explore writer's notebooks, try out narrative writing strategies and poetry, and preview hot-off-the-press mentor texts that can serve as models for writing. Leave this hands-on workshop with practical activities and differentiated lesson ideas to enhance your current writing program and develop successful writers.

Mary McMackin, Ed.D., is a professor in the Language and Literacy Division of the School of Education at Lesley University, where she teaches and serves as faculty mentor for a graduate course, The Teaching of Writing K-12. Her work focuses primarily on writing assessment and instruction, differentiated instruction, and nonfiction reading and writing,

October 17, 2009

Brain Frames: Graphic Scaffolds for Language, Literacy, and Learning

This workshop will present a set of six graphic strategies called Brain Frames. Used collectively, these support listening and reading comprehension, spoken and written expression, and higher-level thinking and problem solving. Participants will learn to use each Brain Frame for teaching academic content, note taking from discussion and text, and assessment for student understanding in general education classrooms and special education settings.

Bonnie Singer, Ph.D. is the CEO of Architects For Learning in Wellesley, MA She provides professional development and consultation to schools nation-wide to develop effective instruction practices. Her research interests and numerous publications lie in the relationship between language, cognition, and literacy.

November 14, 2009

Developing Trauma-Sensitive Schools: A Team Approach

Increase your awareness of the impact of trauma on student learning and find out what schools can do to develop and maintain a trauma-sensitive environment that increases opportunities for student success. Strategies include establishing a trauma team, developing tools and policies to address the impact of trauma, and practicing new perspectives with which to understand students and learning. This workshop will highlight one middle school's "work in progress" from a variety of standpoints.

Joel Ristuccia, M.Ed., is a Certified School Psychologist with over twenty years of experience working with public schools, including three years with students and educators in Quincy. Adam Wolf, Ed.D., a Licensed Psychologist, will be joined by other members of his school's experienced Trauma Team.

December 5, 2009

Supporting Students Exposed To Trauma Through Complementary Learning

Complementary learning integrates school and non-school supports to ensure that students have the skills they need to succeed in school and life. This workshop will focus on how families, schools, and community organizations can collaborate to provide a deliberately linked network of support for students exposed to trauma. Participants will have the opportunity to identify resources in their own service area and explore how these supports can be connected across contexts to maximize services and opportunities for vulnerable students.

 Heidi Rosenberg, Ph.D., MSW. is a Senoir Research Analyst at the Harvard Family Research Project (HFRP) where she conducts research on family involvement in education and complementary learning approaches. Her clinical and research interests include adolescent mental health and juvenile delinquency. She previously served as a school-based social worker in the Brockton area.

Helen Janc Malone, M.A., Ed.M., is an advanced doctoral candidate at the Harvard Graduate School of Education and a graduate research assistant at HFRP, where she works to develop and document complementary learning research and practices. Her areas of expertise include youth development, out-of-school time learning, college access and transitions, and school reform.

February 27, 2010

Effective Classroom Management & RTI

This workshop will explore how to use Response to Intervention (RTI) to support students with behavioral and academic challenges. Learn about research-based strategies to teach and reinforce socially acceptable behaviors, to make decisions based on student progress, and to improve school culture, as well as providing a positive classroom climate that is conducive to learning.

Dina Traniello, Ed.D., works with schools and families to suport students with disabilities, learning differences, and challenging behaviors in general education settings. Dr. Traniello is also a visiting lecturer at Fitchburg State College, where she teaches a course on implementing individual and school-wide positive behavior support for ALL students.

March 20, 2010

IEP Development & Progress Monitoring

Update your knowledge and sharpen your skills in developing effective and compliant Individualized Education Programs (IEPs). Discover how to make instructional and service decisions based on student performance using a curriculum-based measurement approach to progress monitoring, a process required by IDEA 2004. This workshop will provide specific strategies to assist educators in demystifying the IEP process, as well as in complying with state and federal law.

Elizabeth Stringer Keefe, M.Ed., is an Assistant Professor and Coordinator of Severe Special Education at Lesley's Graduate School of Education.  She has also worked as a special education teacher and as a consultant to several public school systems in the state, as well as with agencies such as ARC of Greater Boston, the Asperger's Association of New England, and the Mass Chapter of the Autism Society of America.

For more information contact Susan Kando, 617.349.8260 or spedcenter@lesley.edu