September 30, 2025 @ 8:45 am – 2:30 pm
Registration: 8:15 – 8:45 am
Conference: 8:45 am – 2:30 pm
Attend In Person or Via Zoom
Essex North Shore Agricultural & Technical School
565 Maple St.
Danvers, MA 01923
To receive PDPs, participants must attend this conference and the conference, School Avoidance: Supporting Students with Mental Health Concerns, on October 21, 2025 (Registration opening soon). Participants need to register for each conference individually. Members can participate in-person, virtually or by viewing the recording.
SpeakerS
Description
Coming soon.
About the Speakers
Lauren Campion, Ph.D., (she/her) has worked for two decades in education, from the classroom to district-level leadership. She has helped Lowell grow the Community School strategy, collaborating with local organizations like health centers, workforce development agencies, colleges, and nonprofits to connect students and families with what they need to thrive in school. Her current work as Director of Student Resources involves supporting schools and programs with identifying risk, providing tiered supports, and improving student success in traditional and alternative pathways. Lauren has a bachelor’s in Psychology from Loyola Marymount University, a master’s in Urban Education Policy from Brown University, and a doctorate of Education from University of Massachusetts Lowell.
Stephanie Day (she/her) has served as a District Attendance Monitor for the past eight years, working closely with students, families, and schools to address and improve school attendance. With a strong commitment to student success, Stephanie provides guidance, resources, and intervention strategies to support consistent attendance and prevent chronic absenteeism. In addition to this role, Stephanie is the coordinator and facilitator of the Lowell Public Schools Court Diversion program, AIM (Attendance Improvement Model meeting), helping to resolve attendance-related issues through early intervention, collaboration, and community-based solutions. Stephanie has a Bachelor of Science in Criminal Justice from the University of Massachusetts Lowell.
Chad d’Entremont, Ph.D., (he/him) is the Executive Director of the Rennie Center for Education Research & Policy, where he advances the organization’s mission to improve public education through deep knowledge and evidence of effective policymaking and practice. A trusted voice in education reform, Dr. d’Entremont has authored numerous publications on strategies to support student learning—from early childhood through postsecondary success—with a focus on research-practice partnerships, system improvement, and educational equity. Since joining the Rennie Center in 2011, Dr. d’Entremont has led the organization through a period of significant growth and impact. In 2012, he co-founded the Massachusetts Education Partnership (MEP), a statewide initiative to strengthen labor-management collaboration as a foundation for sustainable school improvement. Lessons from this initiative were captured in his book, Improving Education Together: A Guide to Labor-Management-Community Collaboration, which continues to serve as a practical resource for education leaders nationwide. More recently, Dr. d’Entremont has launched and led numerous large-scale, evidence-based initiatives, including the Massachusetts Institute for College and Career Readiness, the Excellence in Social-Emotional Learning (exSEL) Network, and Thriving Minds, a statewide initiative that helps districts develop school-based solutions to support student mental health and well-being. He also serves as lead coordinator for the Massachusetts Education Policy Fellowship Program, a premier leadership development opportunity, training dozens of emerging and established leaders in public education. Across these efforts, Dr. d’Entremont has worked directly with over 200 school districts and led partnerships with major cities across the U.S., including Boston, New York, Chicago, Los Angeles, and San Francisco. Dr. d’Entremont previously served as the lead architect of Massachusetts’ successful proposal for the federal Race to the Top – Early Learning Challenge grant, securing $50 million to transform the state’s early education and care system. He began his career as an eighth-grade global studies teacher and has held roles in research, policy, and advocacy organizations. He holds a Ph.D. in Education Policy and Social Analysis and an M.A. in the Sociology of Education from Teachers College, Columbia University.
Heather Ganley (she/her) has served as the Supervisor of Attendance for Lowell Public Schools for thirteen years. In addition, she spent over two decades working in social services and the juvenile justice system. Before her work in education, she held positions with the Department of Children and Families, the Middlesex District Attorney’s Office, and served as a Juvenile Court Investigator for Middlesex County. As a central figure in the district’s efforts to improve attendance and engagement, Heather works closely with school staff, administrators, and external partners. She led the creation of Lowell’s District Attendance Intervention Plan, which is used as a model across the state due to its systemic incorporation of state attendance regulations and school-based promising practices. Heather holds a Bachelor of Science in Criminal Justice from the University of Massachusetts Lowell.
Dr. Aaron T. Jennings, MSW, (he/him) is a dedicated educational leader with over 15 years of experience at the intersection of education, community engagement, and government policy. His work has spanned New Jersey, Washington, D.C., Missouri, Virginia, and Massachusetts, with a consistent focus on removing non-academic barriers to student success and improving outcomes for children, youth, and families. Before joining Chelsea Public Schools, Dr. Jennings served as Vice President of Education and Impact at a leading national EdTech startup, where he leveraged his expertise to drive student-centered innovation. In his current role as Chief of Staff, he oversees the district’s Wellness Department, ensuring that students receive the comprehensive support they need to thrive academically, socially, and emotionally. Guided by a strong commitment to educational equity and student well-being, Dr. Jennings leads transformational efforts that continue to make a lasting impact on schools and the communities they serve.
Felicia Pasley, M.Ed., (she/her) Director of Student Operations, Compliance, and Engagement, brings over 15 years of experience in school leadership and student development, with a focus on transforming school culture through equity-driven systems that prioritize student growth, engagement, and accountability. Felicia leads efforts to eliminate racial disparities in discipline, implement restorative practices, and create culturally affirming environments where all students can thrive by working closely with administrators and deans to design fair, empathetic approaches to student support, leading district-wide initiatives that reduce suspensions and promote both academic success and social-emotional well-being. She has served in roles including Director of Student Advancement, Director of School Culture and Student Support, and Dean of Students, and is known for her collaborative leadership and unwavering commitment to equity in practice.
Ron Schmidt, M.Ed., (he/him) Officer of Student Success Planning, has over 30 years of experience in education and school leadership. He was the founding principal of Chelsea Opportunity Academy, an alternative high school for over-aged, under-credited students. Ron is leading the Student Success Planning program for Chelsea Public Schools to ensure that all students, families, and staff have the opportunity to build genuine, non-judgmental relationships as a foundation for student success and fostering a positive community culture. His strengths include leadership, passion for his work, and storytelling.
Maite “Carolina” Vejar-Mason (she/her) has worked in varying capacities in Lowell Public Schools since 2020, including as a paraprofessional working with students on the autism spectrum, as a parent and ESOL educator, and currently as a District Attendance Monitor. She brings a rich multicultural background to her work with students and families, being fluent in Spanish, Portuguese, and English. Originally from Ecuador, Carolina grew up in Lowell and is a proud Lowell High School graduate. In addition, she earned a Bachelor of Arts in Psychology from the University of Massachusetts Lowell and looks forward to pursuing a master’s in Social Work.
Paul Zinni, M.Ed., (he/him) has been an Educator and School Leader for more than 37 years serving as a Special Education Teacher, Title 1 Director, Early Childhood Coordinator, Principal, Director of Pupil Services, Assistant Superintendent and for over ten years, as a Massachusetts Public Schools Superintendent. He retired from public education in June 2023. Currently, Paul works for John Guilfoil Public Relations as the Director of Education, Training and Development and as a Private Consultant, specializing in strategic and communications planning, Leadership Strategies and Crisis Communication.
Membership Information
Most MPY webinars are available ONLY to current staff from member districts and organizations. Public school memberships include police and fire personnel. Former and retired employees and members of committees, including but not limited to, PTO/PTA, PAC, School Improvement Councils, Health Councils, Drug/Alcohol Councils, and school volunteers, are not considered MPY members.
PDPs and CEUs
MPY is an approved Professional Development Provider through the Massachusetts Department of Elementary & Secondary Education (Provider No. F20180079). Professional Development Points (PDPs) are offered for most MPY professional development webinars. PDPs are issued in 10 hour increments, per DESE requirements.
Continuing Education Units (CEUs) are available for clinical staff through the National Association of Social Workers (NASW) and the Massachusetts Mental Health Counselors Association, Inc. (MaMHCA). The NASW and the MaMHCA approve each event individually. CEUs may be given in hourly increments.
To receive PDPs and CEUs, participants must pass the quiz. The PDP quiz will be made available only to participants who have registered for and attended both conferences.
Event Cancellation Policy
If you are unable to attend a MPY webinar you must cancel, through Bonnie Mullen at bonnie@mpyinc.org, one business day before the webinar.
For MPY hybrid conferences, the date in-person registration closes will be posted on MPY’s website. Virtual conference registration will close one business day before the hybrid conference. You cannot cancel or switch your registration from in-person to virtual after in-person registration closes. Please email Bonnie Mullen at bonnie@mpyinc.org with any questions regarding registration.
Registration: 8:15 – 8:45 am
Conference: 8:45 am – 2:30 pm