ECHO-DU networks or partnerships are opportunities for educators, mental health professionals, social justice advocates, and other professionals to connect and collaborate effective best practices. These networks provide support and professional development for ECHO participants through engaging and interactive learning.

Benefits of Joining 

  • Collaborative problem-solving amongst other professionals statewide. 
  • Professional development and training from any location using a smartphone, tablet, or computer at no cost. 
  • Build your support network statewide. 
  • Support, training, and empowerment to implement best practices.  
  • Interactive case study discussion and recommendations from fellow colleagues.
  • Potential for CEU or other professional credits. 

Don’t see what you’re looking for? Check out our Network Resources to find materials from previous ECHOs.

Early Childhood Education

The purpose of this ECHO, hosted by the Positive Early Learning Experience Center, was to help early care and education practitioners reduce the challenging behaviors of young children by using Prevent Teach Reinforce for Young Children (PTR-YC) protocol. After meeting for 8 weeks, participants implemented the Prevent Teach Reinforce for Young Children (PTR-YC) process to reduce the challenging behaviors of young children in their classrooms and programs. 


Schedule & Topics 

Date Topic
04/09/19 Let’s Start at the Beginning
04/16/19 Teaming & Goal Setting
04/23/19 Data Collection
05/07/19 Functional Behavior Assessment
05/14/19 Behavior Intervention Plan
05/21/19 Using Data and Next steps
05/28/19 Group Problem Solving
06/04/19 Group Problem Solving


Meeting Time: Wednesdays 4:00pm  5:00 pm (MST) 

Includes: The Prevent-Teach-Reinforce for Young Children Book and Certificate of Completion 

Facilitator: Jackie Joseph, PhD, BCBA, Research Assistant Professor, Morgridge College of Education, Positive Early Learning Experiences Center

Jeanine Coleman, Ph.D.

Supporting Children with Disabilities in Early Childhood Environments ECHO is based on best practices for working with young children with disabilities in early childhood environments (preschools, child care centers, home child care environments). Every environment is a learning environment for a young child with and without disabilities. This ECHO will bring practitioners together to discuss positive inclusion practices and potential problems of practice related to working with young children with disabilities and their families in early childhood environments.


 Schedule & Topics 

Date Topic
05/05/20 Managing Powerful Emotions: Social & Emotional Skills
05/12/20 ECE Teacher’s Role in Special Education
05/19/20 Partnering with families that have children with developmental delays
05/26/20 Assessing young children in EC environments


Meeting Time: Tuesdays at 4:30 – 5:45 pm (MT)

Includes: Certificate of Completion.

Facilitator: Dr. Jeanine Coleman, PhD, University of Denver, Early Childhood Special Education Program

K-12 Schools

Colin Seale The Critical Thinking Skills workshop, hosted by I-REECCH, will be led by Colin Seale on Friday, August 6th. Colin Seale was born and raised in Brooklyn, NY, where struggles in his upbringing gave birth to his passion for educational equity. Tracked early into gifted and talented programs, Colin was afforded opportunities his neighborhood peers were not. Using lessons from his experience as a math teacher, later as an attorney, and now as a keynote speaker, contributor to Forbes, The 74, and Education Post and author of Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students (Prufrock Press, 2020), Colin founded think Law, a multi-award-winning organization to help educators leverage inquiry-based instructional strategies to close the critical thinking gap and ensure they teach and REACH all students, regardless of race, zip code or what side of the poverty line they are born into. When he’s not serving as the world’s most fervent critical thinking advocate, Colin proudly serves as the world’s greatest entertainer to his two young children. He will be facilitating the training session for Educators on August 6th, which will take place from 9:00 am to 12:30 pm. We look forward to learning with you! 

Schedule and Topics


  Date     Audience 
  Aug 6, 2021 9:00 – 12:30 pm    Educators


Meeting Time: August 6th 9:00 am – 12:30 pm (MST) 

Includes: Certificate of Completion 

Facilitator: Colin Seale  

Register Now:  

Dr. Jaime A. Castellano The Culturally Responsive Teaching & Leading workshop, hosted by I-REECCH, will be led by Jaime Castellano on Wednesday, August 4th. Dr. Jaime A. Castellano is a nationally recognized and award-winning educator, principal, author, scholar, and researcher. In 2017 he was recognized as SENG’s National Educator of the Year. As a highly sought-after speaker, he is recognized as one of the leading authorities in the United States in the education of Hispanic/Latino students. He is a preeminent scholar and researcher in gifted education and in identifying and serving diverse gifted students with particular expertise on identifying gifted Hispanic/Latino students, gifted English language learners, gifted Native Americans, gifted preschoolers, and gifted students from poverty. His current research is focused on working directly with gifted students with trauma, toxic stress,and adverse childhood experiences. Dr. Castellano will lead all three sessions on Culturally Responsive Teaching and Leading. The morning training session, for school leaders, will take place from 9:00 am to 11:30 am. The afternoon session, created for educators, will take place from 12:30 pm until 3:00 pm. Both groups will join us for the conclusion session, from 3:00 pm until 3:30 pm. We look forward to learning with you! 

Schedule and Topics

  Date     Audience 
  Aug 4, 2021,  9:00 – 11:30am   Leaders
  Aug 4, 2021,  12:30 – 3:00pm   Educators
  Aug 4, 2021,  3:00 – 3:30pm   Closing with both Leaders and Educators  


Meeting Time: August 4th at various times (MST) 

Includes: Certificate of Completion 

Facilitator: Dr. Jaime A. Castellano  

Register Now:  

I-REECCH increases identification of and service to traditionally underrepresented gifted and talented students in rural Colorado. The Jacob K. Javits funded project, Impacting Rural Education through Expanding Culturally responsive curriculum, Computer science training and Higher order thinking skill development, supports rural educators serving students eligible for free/reduced lunch, English language learners or individuals who identify as Hispanic or Native American. 

Four objectives guide the activities in support of the project, including 1) raising academic achievement and expanding screening opportunities, 2) serving underrepresented rural students in computer programming and computational thinking, 3) improving classroom practices through rural faculty implementation of critical thinking skill development and talent and giftedness recognition, and 4) increasing rural faculty and principal ability to implement culturally responsive teacher and leadership supports for culturally and linguistically diverse learners. Professional learning opportunities are delivered via virtual gatherings where new content is presented, participants share examples of effective strategies implemented locally, and a continuous improvement cycle is actualized. 

Content is provided from the perspective of the program managers, the researchers, the site gifted coordinators and local educators.  The session is designed to provide participants with applicable strategies and content to take back to their own settings, to prompt participants to recognize inequities in gifted programming and develop ideas to address those challenges, and to collaborate on effective intervention applications to improve the field.  This is a closed ECHO series. If you are interested in learning more about this program, please contact Dr. Lindsey Reinert; I-REECCH Project Manager at

Dr. Norma Hafenstein 

Norma Lu Hafenstein, Ph.D., is the Daniel L. Ritchie Endowed Chair in Gifted Education at the University of Denver, Morgridge College of Education, Department of Teaching and Learning Sciences. A former teacher and administrator, Hafenstein led the development and implementation of the Carnegie Project on the Education Doctorate (CPED) for the University of Denver’s Education Doctorate in Curriculum and Instruction with a specialization in Gifted Education. Dr. Hafenstein brings decades of experience and expertise, and has secured over $13 million in grants, gifts, and contracts toward Gifted Education at the University of Denver. Hafenstein is the PI for a $2.8 million, U.S. Department of Education, Jacob K. Javits five-year grant from 2020-2025 for I-REECCH: Impacting Rural Education through Expanding Culturally responsive curriculum, Computer science training, and Higher order thinking skills. Dr. Hafenstein has conducted research in Colorado’s rural school districts since 2014, with the goal of understanding barriers to equitable identification. Dr. Hafenstein analyzes pre-service teacher training related to the needs of gifted learners and was recently named Chair of the World Council for Gifted and Talented Children’s international Teacher Education Position Paper Committee to develop teacher educator standards that support gifted education. Dr. Hafenstein loves music, is a classically trained pianist, currently performs in a women’s choir, is an avid reader, and is interested in art from Impressionist Era to Southwest works. 

Dr. Kristina Hesbol 

Dr. Hesbol received her PhD from Loyola University-Chicago.  In her forty-year career in education, she has taught preK-high school students in public schools, as well as graduate students at the University of Illinois Urbana-Champaign and at Illinois State University.  Dr. Hesbol served as building principal in several culturally and linguistically diverse school districts, as the Coordinator of Literacy and School Improvement in a linguistically and culturally diverse suburban Chicago school district, as an assistant superintendent for human resources for a large unit school district, and has consulted nationally in literacy leadership. As a professor at UIUC, she was named one of twelve Stafford Fellows for the National Institute for Leadership on Disability and Students Placed At-Risk (NILDSPAR).  Dr. Hesbol’s research interests include transformative leadership, learning organizations, and equity.  In her spare time, she enjoys gardening, spending time with her family, traveling back roads, and antiquing. 

Dr. Lindsey Reinert  

Dr. Lindsey Reinert received her EdD from the University of Denver.  She is currently a Postdoctoral Fellow, as the I-REECCH Project Manager as well as an adjunct faculty in Curriculum & Instruction focused on Gifted Education at the University of Denver.  She also is a GT Resource Teacher for Jefferson County Public Schools, and has her own educational consulting business; Little Red Backpack, LLC. Her areas of expertise address: young gifted needs, early gifted identification, acceleration, social emotional education, culturally responsive pedagogy, curriculum instruction/differentiation, and attending to underserved/underrepresented gifted populations.  She is a member of the Gifted Education State Advisory Committee (GE-SAC) and is Co-Presiding Governor for the Colorado Academy of Educators for the Gifted, Talented and Creative (CAEGTC). She has actively worked in the field of gifted education for the past 20 years. 

Schedule and Topics

  Date     Topic 
  Feb. 1 & 2, 2021   Project I-REECCH (Overview)  
  Feb. 8 & 9, 2021  Overview: CLDE & Students of poverty
  Feb. 22 & 23, 2021  Overview: CRT & L
 March 1 & 2, 2021  Overview: GT Identification & HOTS 
 March 8 & 9, 2021  Overview: Computational Thinking & Computer Science 
 April 5 & 6, 2021  Overview: Plan, Do, Study, Act Cycle Part 1
 April 12 & 13, 2021  Overview: Plan, Do, Study, Act Cycle Part 2 


Meeting Time: Monday’s from 4:00-5:30pm & Tuesdays from 4:00-5:30pm  

Includes: Access to resources of ECHO Series #1 

Facilitators: Dr. Norma Hafenstein, Ph.D., Dr. Kristina Hesbol, Ph.D., Dr. Lindsey Reinert, EdD 

Anna Edelman

This ECHO series is designed to give rural educators in the San Luis Valley and Southeast Colorado an opportunity to explore concepts of mental health and youth resiliency as they relate to their own students and experiences, and to provide practical school-based strategies they can use right away.

Schedule and Topics 

Date Topic
01/29/21  Youth Mental Health 101
02/05/21 School Climate and Mental Health 
02/12/21 Childhood Trauma and the Classroom 
02/19/21 Social Media: Pressures and Bullying 
02/26/21  Crisis Intervention and Suicide Prevention 
03/05/21 Resiliency: The Power of Connection 

Meeting Time: Fridays at 10:00 am (MST)  

Includes: Certificate of Hours Completed 

Facilitator: Anna Edelman 


This Social-Emotional Learning ECHO, hosted by mindSpark Learning, explored best-practices surrounding conflict resolution strategies, preventing and addressing bullying, self-care, and relationship-building strategies through empathy in schools. They met every other Wednesday from 4:30pm-6:00pm to complete eight total sessions. The series was open to Colorado rural school professionals such as school counselors, psychologists, social workers, librarians and athletic & after-school coordinators.



Schedule and Topics 

Date Topic
11/20/19 Empathetic accuracy, active listening, and perspective-taking
12/04/19 Positive self-talk, self-regulation, and self-care techniques
12/18/19 Empathizing and building agency through local and societal problems
01/08/20 Healthy relationship-building and inclusion across lines of differences
01/22/20 Empathy as the foundation of conflict resolution and frustration management
02/05/20 Empathy to address bullying prevention and response
02/19/20 TBD based on participant requests and case study submissions
03/19/20 TBD based on participant requests and case study submissions

Facilitator: Ashford Duffy, Director of Education Opportunity, mindSpark Learning 

This BHSRS ECHO series, hosted by the Center for Rural School Health & Education, looked to increase rural school mental health professionals’ knowledge, skills, and evidence-based practices to better meet students’ emotional needs through Multi-Tiered System of Supports framework.  

 This ECHO was open to all school mental health professionals including school psychologists, counselors, social workers, and other school professionals in rural Colorado. Participants were able to choose to attend on Monday, Wednesday, or Thursday from 10:00am – 11:00am (MST).   


Schedule & Topics 

Date Topic
09/09/19 Trauma Informed Care
09/16/19 Suicide Prevention
09/23/19 Self-Harm
09/30/19 Depression & Anxiety
10/07/20 Cultivating Strong School Community Mental Health Agency Partnerships
10/14/19 Bullying
10/21/19 School Disengagement & Resilience
10/28/19 Review, Discussion, and Resources


Meeting Time: 10:00am – 11:00 am   

Includes: An opportunity for CE credit and a Certificate of Completion 

Facilitator: Elaine Belansky, Ph.D., Center Director and Research Associate Professor, Center for Rural School Health & Education, Morgridge College of Education, University of Denver 

 The Wellness Coordinators Make It Happen! ECHO series, hosted by the Center for Rural School Health and Education, is designed to support the work of wellness coordinators in rural school districts as they implement best practices in the following areas of their comprehensive health and wellness plans: general health policies and practices; nutrition; physical education and activity; health education; family, community, and student involvement; and staff health promotion. Benefits of participation in this ECHO series include: 1) regular participation in a network of other rural wellness coordinators without having to travel, 2) learning about implementation successes and challenges from content experts and peers,  and 3) the increased ability to promote health and wellness in their districts through the exchange of ideas and knowledge and skill development.

By the end of this Wellness Coordinators Make It Happen! ECHO series, wellness coordinators will be able to:

  • Compare and contrast districts’ efforts to implement the following areas of their CHWPs: general health policies and practices; nutrition; physical education and activity; health education; family, community, and student involvement; and staff health promotion
  • Apply and/or adapt implementation methods or tactics that other school districts have used
  • Analyze implementation barriers districts have encountered, and learn about or offer advice about how to overcome those barriers
  • Analyze supports for implementation at other districts, and learn how to get these supports in place
  • Identify and access resources that might help with the implementation of evidence-based practices


Schedule & Topics 

Date Topic
01/24/20 Coordinating District Health Advisory Committee meetings and work
01/31/20 Addressing Food Scarcity and Promoting Healthy Eating
02/07/20 Practices and policies that promote and protect physical activity
02/14/20 Engaging Families and Communities in School Health Programs and Activities
02/21/20 Promoting Staff Health and Wellness
02/28/20 Coordinating Comprehensive Health Education Implementation – Part 1
03/06/20 Coordinating Comprehensive Health Education Implementation – Part 2
03/13/20 Comprehensive Sexual Education in a Rural School District


Meeting Time: Fridays, 10:00 am to 11:00 am (MST)

Includes: Certificate of Completion

Facilitator: Shannon Allen, PhD, Director of Community Services & Resources, Center for Rural School Health & Education, Morgridge College of Education, University of Denver

This Emotional Intelligence ECHO series, hosted mindSpark Learning, will address how to equitably and sustainably strengthen teachers’, students’ and parents’ emotional intelligence to ensure everyone has the emotional skills and strategies needed to thrive in personal, academic and professional relationships.



Schedule and Topics 

Date Topic
04/08/20 Emotions as Information
04/15/20 Emotional Intelligence + Resiliency
04/22/20 Theatre Arts as Therapy
04/29/20 Connection between Creativity & Emotions
05/06/20 RULER as a SEL program
05/13/20 Emotional Intelligence + Bullying
05/20/20 Embracing Emotional Intelligence School-Wide
05/27/20 TBD – Based on participant needs


Meeting Time: Wednesdays, 4:30 – 6:00 p.m. (MST)

Includes: Certificate of Completion – Completion of ECHO counts toward 8 teacher recertification hours

Facilitator: Victoria, MSEd – Johns Hopkins University, Virtual

The Wellness Coordinators Make It Happen 2, hosted by the Center for Rural School Health and Education, is designed to support the work of wellness coordinators and wellness champions with the implementation of the Comprehensive Health and Wellness Plan and navigating the terrain of school health during COVID-19.


Those attending can expect to gain:

  • A stronger sense of community amongst wellness coordinators
  • New ideas, strategies, and tactics to implement evidence-based practices
  • Improved overall capacity to promote health and wellness


Schedule & Topics 

Date Topic
10/16/20 Practicing Self Care During the Pandemic: Tips for Wellness Coordinators
10/23/20 Creating and Sustaining Happy Wellness Teams
10/30/20 Helping Kids Stay Active During COVID Protocols
11/06/20 Supporting Staff Physical and Mental Health
11/13/20 Social Emotional Learning Across the Curriculum
11/20/20 Getting It Done: Implementation Success Stories


Meeting Time: Fridays, 10:00 am to 11:15 am (MST)

Includes: Certificate of Completion


Ben Ingman, PhD., Principal Investigator,  Center for Rural School Health and Education, Morgridge College of Education, University of Denver.

Carla Loecke, MEd., Director of Curriculum and Training, Center for Rural School Health and Education, Morgridge College of Education, University of Denver.

Transforming Teacher Preparation through P-20 Residency Partnerships

As part of an effort to support P-20 partnerships in transforming their teacher preparation systems, Prepared To Teach at Bank Street College is facilitating a series of ECHOs on topic areas drawn from our Residency Partnership Development Framework. Each ECHO will be comprised of partnerships between teacher preparation programs and P-12 schools and districts from across the nation, forming community of practice groups (CPs) that engage in conversation, collaboration and learning that supports progress towards high-quality, funded teacher residencies.

We can’t realize system transformations through heroic efforts of a few people; we need broad, aligned commitments across many groups and individuals to engage in long-term shifts.  Designed for system leaders, this CP offers the space to envision structures and processes to build towards high-quality, sustainable residency models.



Schedule and Topics 

Date Topic
11/18/20 Orientation: Reclaiming public education
12/09/20 Re-visioning partnerships
01//13/21 Networks, relationships, and systems change
02/10/21 Building political will and movement building
03/10/21 About the research
04/14/21 Managing change
05/12/21 Work spaces


Meeting time: 11:15 a.m. (EST)

Facilitator: Karen DeMoss and Zachary Paull, Bank Street College of Education, Prepared To Teach 

How can partnerships rethink staffing and resource allocation strategies in ways that serve P-12 instructional needs, maximize resident learning, and bring fiscal resources to candidates? Designed for school-based staffing leads and resident supervision personnel, this CP will delve deeply into the nuts and bolts of what Higher Ed and P-12 can do to deepen partnerships, leverage strengths, and braid resources to serve instructional needs in schools, maximize learning, and bring fiscal resources to resident teachers.


Schedule & Topics 

Date Topic
01/19/20 Orientation: Reimagining resources
02/17/20 Substitute models
01/21/21 Pre-service paraprofessional models
02/18/21 Grow your own: Paraprofessionals models
03/18/21 Grow your own: High school academies
04/15/21 Other flexibilities
05/20/21 Higher education role flexibilities
06/17/21 Braiding work study resources into teacher preparation


Meeting Time: 1:15 p.m. (EST)

Facilitators: Divya Mansukhani and Zachary Paull, Bank Street College of Education, Prepared To Teach

How can residency partnerships embrace a vision for mentor teachers’ development trajectory and honor mentors’ roles as leaders? Designed for school or district instructional coaches, teacher leaders and mentor teachers, and clinical faculty, this CP will reimagine the role of the mentor, both within the school and with respect to the program, exploring how to build and support the mentor pool the partnership might need.


Schedule & Topics 

Date Topic
11/18/20 Orientation: Centering mentors as teacher leaders
12/16/20 A vision for a teacher development trajectory
01/20/21 A P-20 approach to mentor development
02/17/21 Mentor development strategies
03/17/21 Co-teaching: What it can look like
04/21/21 Co-teaching: Research base
05/19/21 Workshop: Selection tools and approaches


Meeting Time: 1:45 p.m. (EST)

Facilitators: Brigid Brennan and Stephanie Stanglin, Bank Street College of Education, Prepared To Teach

How do we integrate school improvement with teacher preparation program curricula while maintaining or improving program quality? Many schools and preparation programs have long, productive histories of collaboration, though historically the actual curriculum of teacher preparation has had little direct linkage with schools. This CP will explore how tighter linkages between a preparation program’s curriculum and schools’ instructional needs can strengthen both program and school outcomes.


Schedule & Topics 

Date Topic
11/09/20 Orientation: Mindset shifts
12/14/20 Taking stock of current teacher preparation programs
01/11/21 Maximizing integration: Structural considerations and quality
02/08/21 Maximizing integration: Curriculum
03/08/21 Maximizing integration: Assessment
04/12/21 Exploring whole school improvement models


Meeting Time: 2:30 p.m. (EST)

Facilitators: Francheska Santos and Karen DeMoss, Bank Street College of Education, Prepared To Teach


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