SERC Fall Catalog '10

8/8/2019 SERC Fall Catalog '10

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SERC Administrative Office Hours

Monday through Friday 8:30 a.m. to 4:30 p.m.

Library Hours

Monday and Friday 8:30 a.m. to 4:30 p.m.

uesday, Wednesday, Tursday (September-June)8:30 a.m. to 6:30 p.m.

Saturday (September-May)9:00 a.m. to 1:00 p.m.

Monday through Friday Summer (July-August)8:30 a.m. to 4:30 p.m.

No Saturday Hours after:May 21, 2011

No uesday, Wednesday, Tursday,Evening Hours on:

November 23 & 24, 2010December 21, 22, 23, 28, 29 & 30, 2010

April 21, 2011, and after June 23, 2011

Te Library will close at noon on:November 24 & 26, 2010December 23 & 30, 2010

and June 13, 2011

Holiday & Holiday Weekend ClosingsSeptember 2010

Saturday, September 4, 2010Monday, September 6, 2010

October 2010Saturday, October 9, 2010Monday, October 11, 2010Saturday, October 30, 2010

November 2010

Tursday, November 11, 2010Tursday, November 25, 2010Saturday, November 27, 2010

December 2010Friday, December 24, 2010

Saturday, December 25, 2010Friday, December 31, 2010

January 2011Saturday, January 1, 2011

Saturday, January 15, 2011Monday, January 17, 2011

February 2011Friday, February 11, 2011

Saturday, February 12, 2011Saturday, February 19, 2011Monday, February 21, 2011

March 2011Saturday, March 5, 2011

April 2011Saturday, April 2, 2011Friday, April 22, 2011

Saturday, April 23, 2011

May 2011Saturday, May 28, 2011Monday, May 30, 2011

July 2011Monday, July 4, 2011

SERC 25 Industrial Park Road, Middletown, C 06457-1516Phone (860) 632-1485 Fax (860) 632-8870

PARKING IS LIMI ED.Please carpool if possible.

Visitor parking spaces are reservedfor short-term parking only, sopark in unmarked spaces whenattending an activity in the SERCClassroom or Library Community Room.

VISI OR EN RANCEPlease take note:

All visitors to the classroom, theLibrary, or the Library Community Room should access SERC fromthe lobby entrance located in theback of the building.

Directions to SERC

From HAR FORDI-91 South, Exit 21. Cross over Route 372 onto Industrial Park Road. SERC is the last buildithe right (approximately 1 miles).

From WA ERBURY I-84 East to Exit 27 (Route 691 East). ravel on Route 691 East to Exit 11 (I-91 North). ake North to Exit 21. urn right onto Route 372 West. Pass under I-91 and turn left onto IndustPark Road (by Mobil Station). SERC is the last building on the right (approximately 1 mile

From WILLIMAN ICRoute 66 West across the Portland Bridge to Middletown. ake the rst left and go down the hRoute 9. urn left onto Route 9 North. ake Exit 19, Route 372 West. urn left and follow R372 West until just beyond the Crowne Plaza Hotel. Pass under I-91 and turn left onto InduPark Road (by Mobil Station). SERC is the last building on the right (approximately 1 mile

From NEW LONDONI-95 to Route 9 North. ake Route 9 North to Exit 20S (I-91 South). ake I-91 South to ExitCross over Route 372 onto Industrial Park Road. SERC is the last building on the right (approxim1 miles).

From NEW HAVENI-91 North, Exit 21. urn right onto 372 West. Pass under I-91 and turn left onto Industrial P

Road (by Mobil Station). SERC is the last building on the right (approximately 1 miles).

Marianne Kirner, Ph.D.Executive Director

Publications Unit Jeremy BondCommunication & Publications Coordinator Debbie WilliamsEducation Services Specialist

Jodylynn alevi Media/Technology Associate

Kristy GiaccoHolly KingStacy Rosay Unit Coordinators

Data Systems Unit Linda ZorovichData Systems Administrator

Jasmine Zhao-LinData Systems Developer

www.ctserc.org

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www.ctserc.org

25 Industrial Park Road Middletown, CT 06457-1516

Phone: (860) 632-1485 Fax: (860) 632-8870

Marianne Kirner, Ph.D., Executive Director

September 2010

Dear Colleagues and Partners,

The State Education Resource Center (SERC) welcomes you to another year of opportunities for learning and professional development! This latest SERC catalog spans the entire academic year of 2010 11 and covers more than 80 workshops and conferences. Since it is not completely inclusive of all of our activities during the school year, please be sure to access our Web site, www.ctserc.org , to find updated

information and new opportunities.

In this catalog, in addition to the chronological index, we have added an index of events that is categorized by SERC initiative and includes page numbers so you can find what you are looking for more easily. An additional instruction page will help guide you through our online registration site. The catalog also includes separate applications for activities that are personalized for school and district teams, such as the Reflective Team Process and the Educational Benefit Review Process.

SERC, which until recent years was known as the Special Education Resource Center, is proud to recognize the 20th anniversary this year of the Americans with Disabilities Act (ADA). SERC had the privilege of being the first organization in Connecticut to sign onto the 2010 by 2010 Campaign by the National ADA Symposium, which aims to collect 2,010 Proclamations of Recommitment by the end of the year from groups dedicated to living up to the promises of the historic law.

Today, as the State Education Resource Center, we extend that promise of equity to all students in Connecticut schools. We believe that strategic partnershipsamong schools, families, community agencies, and othersare critical to helping students succeed in school and in life. We hope the opportunities in this catalog will help us reach this common goal together.

Sincerely,

The SERC Team
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SERCProfessional Development CATALOG

2010-2011Marianne Kirner, Ph.D., Executive Director

Table of Contents

How to Use This Catalog 5

Submitting an Application Form 5

Information for Applicants 6

Frequently Asked Questions About Your SERC Member Number 8

Instructions for Online Registration 9

SERC Professional Development

Index by Date 11

Index by Initiative 17

Activities for Individuals 23

Application for Individuals 57

Activities for Teams 59

Application for Teams 71

Reflective Team Process Information & Application 73

Autism Consortium 74

Educational Benefit Review Process Information & Application 75

Transition/Post-School Outcome Data Workshop 77

Parent Secondary Transition Workshops 78Regional Transition Networks Meeting Schedule 80

PBIS Informational Session Announcement 81

ConnCASE Leadership Forum Schedule 82

Upcoming SERC Conferences 83

NEW!

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INFORMATION FOR APPLICANTS

This section explains how to register for SERC professional development activities. If you have additionalquestions or concerns, please call SERC at (860) 632-1485 to speak with a staff member. SERC AdministrativeOffices are open Monday through Friday from 8:30 a.m. to 4:30 p.m. Questions and/or need for assistanceregarding a specific activity may be directed to the Contact Person indicated on the activity description. Voicemail is available.

Three Easy Ways to Register for an ActivityOptions include: (1) Register online at www.ctserc.org; (2) Mail completed Application Form to SERCREGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516; or (3) Fax completed Application Form to(860) 632-8870. Please see page 6 for FAQs about SERC Member numbers assigned to participants inprofessional development activities. Include your SERC Member number when you apply to ensure promptprocessing of your application. (See pages 57 and 71 for the appropriate application form.)

After registering, but before the activity date, you will receive confirmation of enrollment with information about thespecific workshop, date(s), hours, and training site. Confirmation letters may be printed online at the time of registration or will be forwarded by mail or e-mail to applicants who elect to send their application to SERC by mailor fax. Registered participants will be sent notice of any changes to this information should they occur. Whenappropriate, an educator will be asked to indicate whether arrangement for classroom release time is beingapproved by the building administrator.

Selection for ParticipationRegistration is limited by the available number of seats. Applicants will be selected, based on criteria specified ineach listing, on a first-come, first-served basis until all seats are filled. Please note the advertised registrationclosing date. Applications submitted late will be honored if space permits. Although the learning objectives of anactivity are designed for a particular audience, others are welcome to apply and will be accommodated as spaceallows. Parents and family members are welcome to apply to activities designed for educators, and individualsmay apply to activities designed for teams. Students from Connecticuts colleges and universities also may apply.

Registration Fees/Refund PolicySome activities require a registration fee to defray costs (see activity description). If registering for a fee activitythat is scheduled more than 30 days away, payment may not immediately be required; however, payment mustbe received at least 30 days before the activity start date. If you register less than 30 days before the activity startdate, your registration must be accompanied by your payment or a purchase order. Make checks payable toRensselaer at Hartford . Please write your SERC Member number on all correspondence with SERC, includingchecks and purchase orders.

You may successfully withdraw from an activity without charge up to ten days before the start of the activity.Participants may send a substitute participant for that activity or transfer to another activity prior to the start dateof the activity. Registered participants who, without notice, fail to attend an activity are responsible for payment of any outstanding registration fee. No-shows cannot transfer payment to another activity and will not receive arefund.

Fee WaiversLimited funds are available, if needed, to urban and priority districts, public charter schools, and families to waivethe registration fee required by some activities. To inquire about obtaining a fee waiver for a particular activity,please contact SERC staff (see activity description) prior to submitting an application form.

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Stipend for Substitute CoverageFor some activities, limited funds are available to participants from urban and priority school districts for reimbursement of the cost of substitute coverage. Please contact SERC staff (refer to the activity listing for thespecific individual) regarding availability of substitute coverage stipends for a particular activity. As applicable, aSubstitute Coverage Stipend Form may be obtained, upon request, at the registration table on the day of theactivity. This form must be completed by the participant, signed by an administrator, and returned to SERC withinthirty (30) days of the activity .

Cancellation of an ActivitySERC reserves the right to cancel any activity. If cancellation is necessary for administrative reasons, applicantsconfirmed for participation will be notified as soon as possible prior to the activity start date, and, if applicable, theregistration fee will be returned or refunded .

Inclement Weather AdvisoryIn case of inclement weather, participants should listen or watch for SERC activity cancellation or delayannouncements over radio station WTIC AM 1080 and TV station WFSB Channel 3. An inclement weather voice-mail update is available by calling extension 267 at (860) 632-1485 between 7:00 a.m. and 8:30 a.m. on themorning of the activity. The recorded weather advisory will be updated for evening activities. Every reasonable

effort will be made to replicate the canceled activity to offer registered participants an opportunity to attend amakeup session .

Continuing Education Units (CEUs)SERC is an approved private provider of CEUs with the CT State Department of Education (Provider #348).Educators interested in earning CEUs required for continuation of a professional educator certificate will receive acopy of SERC Guidelines for Awarding CEUs upon confirmation of participation .

Select activities, as noted in the workshop description, offer specific CEUs to attendees who hold professionaleducator certification endorsements in Early Childhood (N-3), Elementary, Middle Grades, and/or Secondary(Academic) designed to meet the requirements of Public Act 99-211, which mandates 15 hours of training (or 1.5

CEUs) in the teaching of reading (Code 301-Literacy), training in the use of computers in the classroom (Code302-Technology), and training in the evaluation of teachers (Code 305-Supervision & Evaluation) over a five-year period.

For information regarding the Connecticut Guidelines for the Issuance of Continuing Education Units Required for Certification, visit www.state.ct.us/sde; select Certification (under Quicklinks); and then select ContinuingEducation Units (CEUs) (under Professional Development).

Disability-Related AccommodationsUpon prior sufficient notice, SERC will provide reasonable accommodations to participants with disabilitiespursuant to applicable laws. Please complete the accommodations section on the application and/or discusswith the Contact Person listed under each activity.

Other RequestsUpon prior sufficient notice, SERC will provide for special requests such as vegetarian meals or English-to-Spanish interpretation. Please discuss these requests with the Contact Person listed under each activity.

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FREQUENTLY ASKED QUESTIONSABOUT YOUR SERC MEMBER NUMBER

What is my SERC Member number?At the time of initial enrollment in a SERC professional development activity, participants are assigned a SERCMember number. This number remains on file indefinitely as part of your participant record. Membership inSERC may be cancelled at any time and can be reactivated should you choose to apply to a future SERC activity.All written and e-mail correspondence you receive from SERC will reference your assigned Member number.

How is my SERC Member number used?The Member number is used to enable SERC to maintain accurate database information such as your homeaddress, e-mail address, and telephone numbers. For educators interested in earning CEUs, the Member number enables SERC to issue Continuing Education Certificates and maintain accurate CEU transcripts.

What if I do not have a SERC Member number?Applicants new to SERC are automatically assigned a Member number at the time of initial enrollment in aprofessional development activity. If you are registering for your first SERC activity, or if you do not remember your Member number, the number may be left blank on the application form you mail or fax to SERC. You may

contact a SERC staff member to request assignment of a SERC Member number to enable you to register online.You will be asked to provide your home address and contact information. Educators will be asked to provideinformation regarding their current job title and the name of the school or agency with which they are associated.

What if I have more than one SERC Member number?Please call or e-mail Linda Zorovich, SERC Data Systems Administrator, at (860) 632-1485, ext. 229,[email protected], to help us research the records and eliminate the duplicate record(s) created in error. Thiswill assure that your Member record is complete and accurate and prevent unnecessary duplicate mailings.Educators who have more than one SERC Member number may be at risk of receiving an incomplete transcript of CEUs needed for continuation of their CSDE Professional Educator Certificate.

What if I forget my SERC Member number?If you are a past participant in a SERC activity, your Member number is available to you by calling or e-mailing aSERC staff member. You may submit an application to an activity by mail or fax and leave the Member number blank. However, taking the time to obtain and verify your SERC Member number prior to submitting anapplication form ensures you of accurate and faster processing of your application.

Why is my SERC Member number important to online registration for an activity?Past participants in SERC professional development activities will use their Member number to create an onlineuser account. Member information is then verified and ensures the online user of accurate and faster processingof applications. Online users can monitor the status of their workshop applications and print confirmation of enrollment letters.

Is my SERC Member number and SERC Library card number the same?No. A SERC Library card is issued to visitors to the SERC Library who wish to borrow materials. The number on

the Library card should not be confused with the SERC Member number assigned to participants in SERCprofessional development activities.

To reconfirm or obtain a SERC Member number, contact a SERC staff member at (860) 632-1485 for assistance.

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Instructions for Online Registration Visit www.ctserc.org to browse Professional Development Opportunities. SERC members can register for workshops online!

Email Linda Zorovich at [email protected] or Jasmine Zhao at [email protected]

for Online Registration Technical Support.

Home | Sign In | Create an Account | SERC Policy

Visit www.ctserc.org and click the Professional Development tab to open the Online Registration Home Page depicted here. Click Create an Account to set up an Online Member User Account. Not sure if you are a Member? Call SERC at (860) 632 1485 to find out. Once your account has been set up, you may submit applications online, manage your member profile, and track your enrollment status in professional development activities. Click SERC Policy for additional information about CEUs, an Inclement Weather Advisory, and Workshop Cancellation.

New and returning online users click on Sign in to access My Workshops to check the status of applications. Acceptance is based on a first come,

first served enrollment process. Applicants are accepted immediately as long as there are seats

available. Print the My Workshop page as confirmation of enrollment. If you dont see the workshop you

registered for, call the contact person indicated in the workshop description for confirmation of enrollment in the activity.

Click on your Username (in red at the top of the screen) to open your User Profile, where you can modify your account information, username, or password. If you forget your Member number, online username, or password, e mail SERC at [email protected] for assistance.

Click on Workshop Overview to browse a list of trainings by Title, Dates Offered, and Registration Fees, if applicable. Open the workshop to view a

full description and check on the availability of seats, registration deadline, and the name of the SERC contact

person. Click APPLY to submit your application.

Click on Workshop Calendar to browse all workshops available in a given

month. Open the workshop to view a full description and check on the availability of seats, registration deadline, and the name of the SERC contact person. Click APPLY to submit

your application.

Click on Forms to access and print Workshop Application Forms. Mail

completed forms to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457 1516 or fax to (860) 632 8870. You do not need to mail/fax an Application Form to SERC if you successfully applied online. However, some workshops will require a mail or fax process as indicated in the description of the activity.

SERC, 25 Industrial Park Road, Middletown, CT 06457 1516, Telephone : (860) 632 1485, Fax : (860) 632 8870, Email : [email protected] f or

technical assistance .

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SERC Professional Development OpportunitiesINDEX BY DATE

SEPTEMBER 2010

Date Workshop Title - Grade Level Page No.

Tue 09/14/10

Activity Code 11-06-165

25

Initiative on Diversity in Education

From Programming to Practice: What School Leaders Need to Know about English LanguageLearners [Cohort A]

Grades K-12

Wed 09/15/10


25

Initiative on Diversity in Education

From Programming to Practice: What School Leaders Need to Know about English LanguageLearners [Cohort B]

Grades K-12

Fri 09/24/10Activity Code 11-47-119

26CT Parent Information and Resource Center

Faith, Families & Schools Conference Birth-21

Tue 09/28/10Activity Code 11-21-124

26Mathematical Literacy Initative

Math + SRBI = Student Learning Grades K-12

OCTOBER 2010

Date Workshop Title - Grade Level Page No.Fri 10/01/10


Integrated Student Support Services InitiativeAssessing Student Hearing: Screening Procedures - An Online Course for School Nurses

PreK-Grade 12


27Initiative on Diversity in Education

Distinguishing Second Language Acquisition from Learning Disabilities Birth-Grade 12

Fri 10/01/10


28

Initiative on Visual and Hearing Impairments

Education of Students Who Are Visually Impaired: Strategies and Techniques forParaprofessionals in Academic Programs

PreK-Grade 12


28Integrated Student Support Services Initiative

Nursing Assessment, IHCPs, and IEPs: An Interactive Online Course for School Nurses PreK-Grade 12

Fri 10/01/10 Activity Code 11-23-095 29Integrated Student Support Services InitiativeSchool Vision Screening - An Online Course for School Nurses PreK-Grade 12



ELL Program Coordination 101 [Cohort A] Grades K-12

Wed 10/06/10


30


Education of Students Who Are Visually Impaired: Strategies and Techniques for TeachersWorking with Students Who Read Print

PreK-Grade 12

Thu 10/07/10Activity Code 11-06-164


ELL Program Coordination 101 [Cohort B] Grades K-12

Fri 10/08/10


31


Education of Students Who Are Visually Impaired: Strategies and Techniques for TeachersWorking with Students Who Use Braille

PreK-Grade 12Fri 10/08/10


31

Early Childhood Education Initiative

Including Children with Visual Impairments in Early Childhood Education Programs: Strategiesfor Intervention

Birth-5


32Early Childhood Education Initiative

Autism Diagnostic Observation Schedule (ADOS) Clinical Training PreK-Grade 12


61CT's Accountability for Learning Initiative

Data Walls 101Team ApplicationGrades K-12

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OCTOBER 2010




Common Formative Assessments (CFA) Basic Training Grades K-12

Wed 10/20/10


33

Early Childhood Education Initiative

Using Multicultural Childrens Books to Teach Equity and Social Action: A Study Group onIdentity Development, Race, and Culture

PreK-Grade 2

Thu 10/21/10


33

Leadership Initiative

Enhancing Instructional Programs Within Schools: Training in Special Education Administrationfor Principals and Other Administrators

Grades K-12


34Paraprofessionals as Partners Initiative

Paraprofessionals as Partners: The 15th Annual Statewide Conference PreK-Grade 12

Wed 10/27/10Activity Code 11-15-114

34Leadership Initiative

Supervision and Evaluation of Paraprofessionals: What Administrators Need to Know Grades K-12


61LRE/Inclusion Initiative

Making Adequate Yearly Progress for Students with DisabilitiesTeam ApplicationGrades K-12

Sat 10/30/10


35

Literacy Initiative

Literacy and Autism: A Study Group

Grades K-12

NOVEMBER 2010




A Step by Step Approach for Inclusive Schools: Cadre 1Team ApplicationGrades K-12


35Focus on Autism Initiative

Setting the Stage for Success: Supporting Children with Asperger's Syndrome Grades K-12



Intentional Teaching Using the CT Preschool Curriculum and Assessment Frameworks PreK, 3-5



Lee y Sers (Read and You Will Be) Grades K-3


37Initiative on Visual and Hearing Impairments

Strategies for Teaching Students who are Deaf or Hard of Hearing with Additional Disabilities Grades K-12


62Transition Initiative

Get a Job! Transition Specialists and Job Coaches Teaming Together to Help StudentsTeam ApplicationGrades 9-12


37Teaching & Learning Initiative

Making a Difference through Co-teaching - Session A Grades K-12

Sat 11/13/10


38

Focus on Autism Initiative

Keys to Paraprofessionals' Success: How to Best Support Students with Autism SpectrumDisorders

Grades K-12



A Step by Step Approach for Inclusive Schools: Cadre 2Team ApplicationGrades K-12



Connecticut's Teachers of the Deaf and Hard of Hearing: A Discussion Group PreK-Grade 12



Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session A Grades K-12

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NOVEMBER 2010



39Literacy Initiative

Explicit Teaching: A Model for the Older Dependent Reader Grades 4-8



Reaching the Adolescent Learner: Strategic Differentiation in High School Grades 8-12



The Link Between Literacy, Social-Emotional Development, and Challenging Behavior PreK, 3-5

Thu 11/18/10


63

Early Intervention Project

The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams -Elementary Schools

Team ApplicationGrades K-5



How Welcoming is Your School? - Session A Grades K-12



Transitioning Students with Autism to EmploymentTeam ApplicationGrades 6-12



Fostering Independent Learning: Strategic Differentiation in the Middle Grades Grades 4-8

DECEMBER 2010


Thu 12/02/10


64

LRE/Inclusion Initiative

Accessing the Content and Assessing Achievement for Students with Significant CognitiveDisabilities




Building a Foundation for Learning: Strategic Differentiation in the Early Grades Grades K-5



Trickery, Trolling, and Threats: Understanding and Addressing Cyberbullying for Educators Grades 4-12

Wed 12/08/10


43

Teaching & Learning Initiative

Enhancing Students' Executive Skills: Strategies to Support Student Learning and BehavioralRegulation

PreK-Grade 12

Wed 12/08/10


65

Early Intervention Project

The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams -Secondary Schools

Team ApplicationGrades 6-12



Designing Standards-Based IEPs to Support Progress in the General Education CurriculumTeam ApplicationGrades K-12



Turning Classrooms into Reading Workshops, Grades K-3 Grades K-3



Supervision of Literacy Utilizing Walkthrough Protocols Grades K-12

Wed 12/15/10


66

Technology in Education Initiative

Increasing the Participation of Students who Use Augmentative and Alternative Communication(AAC)

Team ApplicationPreK-Grade 12



Transition Assessment and the IEP Grades 6-12


45Integrated Student Support Services Initiative

Addressing Challenges in Assessing Communication Skills of English Language Learners Grades K-12

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DECEMBER 2010




What Every PPT Chairperson Should Know Grades K-12

JANUARY 2011

Date Workshop Title - Grade Level Page No.Wed 01/05/11


Technology in Education InitiativeTechnology Tools for the CMT Skills Checklist

Grades 3-8



A Classroom of Difference PreK-Grade 12



How Welcoming is Your School?- Session B Grades K-12



Multicultural Literature and Culturally Responsive Literacy Instruction Grades K-6

Wed 01/12/11


48

Technology in Education Initiative

Technology Tools to Assist in the Reading and Writing Process: Grades 3-8

Grades 3-8Fri 01/14/11


Focus on Autism InitiativeTeaching Social Skills to Students with Autism Spectrum Disorders

Grades K-12

Wed 01/19/11


49

Literacy Initiative

Closing the Literacy Gap in Middle and High Schools: A Research-based, School-wide LiteracyApproach for Administrators

Grades 6-12


49Technology in Education Initiative

Technology Tools to Assist in the Reading and Writing Process: Grades 7-12 Grades 7-12



Project CRISS: Creating Independence through Student-owned Strategies (Level I Training) Grades 3-12



Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session B Grades K-12



Ensuring Educational Benefit: Making the Transition IEP a Living DocumentTeam ApplicationGrades 9-12

Fri 01/28/11


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Addressing Challenging Behaviors for Students with Autism Spectrum Disorders and RelatedDisabilities


FEBRUARY 2011


Thu 02/03/11


51


Making a Difference through Co-teaching - Session B

Grades K-12



Person-centered Planning Using MAPSTeam ApplicationGrades 6-12



What's Different about Teaching Words to English Language Learners? Grades K-8


52Early Intervention Project

EIP Case Partner Training: Building Collaborative Partnerships PreK-Grade 12

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FEBRUARY 2011




Supervision and Evaluation of Teachers in Differentiated Classrooms Grades K-12



Teaching 21st-Century Skills Grades 4-12

MARCH 2011




Enhancing Student Motivation and Self-Determination Within the Transition Planning Process Grades 6-12


68Early Intervention Project

Progress Monitoring for Student SuccessTeam ApplicationPreK-Grade 12

APRIL 2011




Beyond the Basics of Co-teaching Grades K-12



Literacy Practices for English Language LearnersTeam ApplicationGrades K-8



Social Skills Instruction for Students with Visual Impairments PreK-Grade 12



Understanding and Teaching Students with Reading Disabilities Grades K-12



Overview of Scientific Research-Based Interventions (SRBI)Team ApplicationGrades K-12



Developing Quality Programs for Students with Autism Spectrum Disorders (ASD)Team ApplicationGrades K-8

MAY 2011




Raising Your Anti-Racist IQ: A Systems Approach to Culturally Responsive Practices Birth-5



Practical Strategies for Accelerating the Literacy Skills and Content Learning of Your ELLs Grades K-8

Tue 05/24/11


70

CT's Accountability for Learning Initiative

Implementation of Scientific Research-Based Interventions


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SERC Professional Development OpportunitiesINDEX BY INITIATIVE


CT Parent Information and Resource Center (CT PIRC)


Faith, Families & Schools Conference

26Birth-21


Lee y Sers (Read and You Will Be)

36Grades K-3


How Welcoming is Your School? - Session A

41Grades K-12


How Welcoming is Your School?- Session B

47Grades K-12


CT's Accountability for Learning Initiative (CALI)


Data Walls 101Team Application

61Grades K-12


Common Formative Assessments (CFA) Basic Training

32Grades K-12


Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session A

39Grades K-12


Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session B

50Grades K-12


Overview of Scientific Research-Based Interventions (SRBI)Team Application

69Grades K-12


Implementation of Scientific Research-Based InterventionsTeam Application

70Grades K-12


Early Childhood Education Initiative (ECE)

Fri 10/08/10


Including Children with Visual Impairments in Early Childhood Education Programs: Strategiesfor Intervention

31

Birth-5


Autism Diagnostic Observation Schedule (ADOS) Clinical Training

32PreK-Grade 12

Wed 10/20/10


Using Multicultural Childrens Books to Teach Equity and Social Action: A Study Group on

Identity Development, Race, and Culture

33

PreK-Grade 2


Intentional Teaching Using the CT Preschool Curriculum and Assessment Frameworks

36PreK, 3-5


The Link Between Literacy, Social-Emotional Development, and Challenging Behavior

40PreK, 3-5

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Early Childhood Education Initiative (ECE)


Raising Your Anti-Racist IQ: A Systems Approach to Culturally Responsive Practices

55Birth-5


Early Intervention Project (EIP)

Thu 11/18/10


The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams -Elementary Schools

Team Application

63

Grades K-5

Wed 12/08/10


The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams -Secondary Schools

Team Application

65

Grades 6-12


EIP Case Partner Training: Building Collaborative Partnerships

52PreK-Grade 12


Progress Monitoring for Student SuccessTeam Application

68PreK-Grade 12




Setting the Stage for Success: Supporting Children with Asperger's Syndrome

35Grades K-12

Sat 11/13/10


Keys to Paraprofessionals' Success: How to Best Support Students with Autism SpectrumDisorders

38

Grades K-12


Transitioning Students with Autism to EmploymentTeam Application

64Grades 6-12


Teaching Social Skills to Students with Autism Spectrum Disorders

48Grades K-12

Fri 01/28/11


Addressing Challenging Behaviors for Students with Autism Spectrum Disorders and RelatedDisabilities

Team Application

67

Grades K-12


Developing Quality Programs for Students with Autism Spectrum Disorders (ASD)Team Application

69Grades K-8


Initiative on Diversity in Education (IDE)

Tue 09/14/10


From Programming to Practice: What School Leaders Need to Know about English LanguageLearners [Cohort A]

25

Grades K-12

Wed 09/15/10


From Programming to Practice: What School Leaders Need to Know about English LanguageLearners [Cohort B]

25

Grades K-12


Distinguishing Second Language Acquisition from Learning Disabilities

27Birth-Grade 12

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Leadership Initiative

Thu 10/21/10


Enhancing Instructional Programs Within Schools: Training in Special Education Administrationfor Principals and Other Administrators

33

Grades K-12


Supervision and Evaluation of Paraprofessionals: What Administrators Need to Know

34Grades K-12


Supervision of Literacy Utilizing Walkthrough Protocols

44Grades K-12


Supervision and Evaluation of Teachers in Differentiated Classrooms

52Grades K-12


Literacy Initiative

Sat 10/30/10Activity Code 11-45-078

Literacy and Autism: A Study Group

35Grades K-12


Explicit Teaching: A Model for the Older Dependent Reader

39Grades 4-8


Turning Classrooms into Reading Workshops, Grades K-3

43Grades K-3


Multicultural Literature and Culturally Responsive Literacy Instruction

47Grades K-6

Wed 01/19/11


Closing the Literacy Gap in Middle and High Schools: A Research-based, School-wide LiteracyApproach for Administrators

49

Grades 6-12


Teaching 21st-Century Skills

53Grades 4-12


Understanding and Teaching Students with Reading Disabilities

55Grades K-12


Practical Strategies for Accelerating the Literacy Skills and Content Learning of Your ELLs

56Grades K-8




Making Adequate Yearly Progress for Students with DisabilitiesTeam Application

61Grades K-12

Wed 11/03/10


A Step by Step Approach for Inclusive Schools: Cadre 1

Team Application

62

Grades K-12Tue 11/16/10

Activity Code 11-09-145A Step by Step Approach for Inclusive Schools: Cadre 2

Team Application63

Grades K-12

Thu 12/02/10


Accessing the Content and Assessing Achievement for Students with Significant CognitiveDisabilities

Team Application

64

Grades K-12

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Designing Standards-Based IEPs to Support Progress in the General Education CurriculumTeam Application

65Grades K-12


What Every PPT Chairperson Should Know

45Grades K-12


Mathematical Literacy Initative


Math + SRBI = Student Learning

26Grades K-12


Paraprofessionals as Partners Initiative


Paraprofessionals as Partners: The 15th Annual Statewide Conference

34PreK-Grade 12




Making a Difference through Co-teaching - Session A

37Grades K-12


Reaching the Adolescent Learner: Strategic Differentiation in High School

40Grades 8-12


Fostering Independent Learning: Strategic Differentiation in the Middle Grades

41Grades 4-8

Thu 12/02/10


Building a Foundation for Learning: Strategic Differentiation in the Early Grades

42

Grades K-5Wed 12/08/10


Enhancing Students' Executive Skills: Strategies to Support Student Learning and BehavioralRegulation

43

PreK-Grade 12


Project CRISS: Creating Independence through Student-owned Strategies (Level I Training)

50Grades 3-12


Making a Difference through Co-teaching - Session B

51Grades K-12


Beyond the Basics of Co-teaching

54Grades K-12


Technology in Education Initiative (TIE)

Wed 12/15/10


Increasing the Participation of Students who Use Augmentative and Alternative Communication(AAC)

Team Application

66

PreK-Grade 12

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Technology in Education Initiative (TIE)


Technology Tools for the CMT Skills Checklist

46Grades 3-8



48Grades 3-8



49Grades 7-12


Transition Initiative


Get a Job! Transition Specialists and Job Coaches Teaming Together to Help StudentsTeam Application

62Grades 9-12


Transition Assessment and the IEP

44Grades 6-12

Wed 01/26/11


Ensuring Educational Benefit: Making the Transition IEP a Living Document

Team Application

66

Grades 9-12Tue 02/08/11

Activity Code 11-20-155Person-centered Planning Using MAPS

Team Application67

Grades 6-12


Enhancing Student Motivation and Self-Determination Within the Transition Planning Process

53Grades 6-12

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THIS SECTION CONTAINSPROFESSIONAL DEVELOPMENT ACTIVITIESDESIGNED FOR INDIVIDUALS

These activities are open to any single applicants. However,team participation is encouraged in certain circumstances. Seethe listings for more information.

Before registering, please review the activity descriptions forinformation on grade levels, suggested audience, and learningobjectives.

Although applications for these workshops may be submitted bymail or fax, easy Web registration for these activities isavailable at www.ctserc.org.

If using mail or fax, fill out the Individual Applicant Application Form on page 57. Before sending the form, besure it is filled out completely and that an administrators releasetime signature is included, if required.

The workshop description provides information on registrationfees (if applicable). For additional information about eachactivity and the application process, call or send an e-mailmessage to the advertised Contact Person.

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Date Start Time End Time Location

Event Title From Programming to Practice: What School Leaders Need to Know about English Language Learners [Cohort A]

09/14/10, Tuesday 9:00 AM 3:30 PM SERC Classroom, Middletown02/16/11, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown

# Sessions: 2Closing Date: 9/7/2010

District and School Administrators, Coordinators, and Educators working with ELL programs

Audience: Grades K12

Contact Person:Lauren JonesEducation Services Specialist

(860) 632 1485 Ext: [email protected]

Presenter(s): Beth Ann Brunet

SERC Consultant

CEUs: 1.2Fee: $50 per person

Event Description: As Connecticuts schools become increasingly rich in their cultural and linguistic diversity, school and district administrators must quickly learn more about the rights and backgrounds of the students and their families, as well as the federal and state laws and requirements that both protect students and guide programs and procedures for English Language Learners (ELLs).

This two day workshop will enhance the knowledge base of general, special, and new TESOL and Bilingual Educators, administrators, coordinators, and quasi administrators who supervise ELL programs as part of their roles and responsibilities. It will help these educators make informed decisions to assure equitable systems, practices, and opportunities for students learning English as an additional language. Cohort A is for districts with lower incidence (a lower percentage of ELL students); Cohort B is for higher incidence districts.

Participants will

read

and

apply

federal

and

state

laws

to

scenarios

to

determine

the

(il)legality

and

(un)equal

access

of

procedures,

programs,

and services within the given scenarios; be able to describe major program requirements, such as identifying, reporting, and annually assessing English Language Learners (as specified in No Child Left Behind, Title III); be able to name major components of procedures and programs/services for English Language Learners and parent/guardian notification; and describe and distinguish between various categories of English Language Learners within their ELL populations (see David Freeman and Yvonne Freeman, Three Types of English Language Learners, in School Talk, released by the National Council of Teachers of English, July 2004, Vol. 9, No. 4).

Registration: Fax, Mail or Online

Email:Ingrid CanadyAssistant Director, SERC

Event Code: 11 06165 Offered by: Initiative on Diversity in Education


Event Title From Programming to Practice: What School Leaders Need to Know about English Language Learners [Cohort B]

09/15/10, Wednesday 9:00 AM 3:30 PM ITBD/IIET, New Britain02/17/11, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain


District and School Administrators, Coordinators, and Educators working with ELL programs


Contact Person:Lauren JonesEducation Services Specialist(860) 632 1485 Ext: 256

[email protected]

Presenter(s): Beth Ann BrunetSERC Consultant



This two day workshop will enhance the knowledge base of general, special, and new TESOL and Bilingual Educators, administrators,

coordinators, and quasi administrators who supervise ELL programs as part of their roles and responsibilities. It will help these educators make informed decisions to assure equitable systems, practices, and opportunities for students learning English as an additional language. Cohort A is for districts with lower incidence (a lower percentage of ELL students); Cohort B is for higher incidence districts. Participants will read and apply federal and state laws to scenarios to determine the (il)legality and (un)equal access of procedures, programs, and services within the given scenarios; be able to describe major program requirements, such as identifying, reporting, and annually assessing English Language Learners (as specified in No Child Left Behind, Title III); be able to name major components of procedures and programs/services for English Language Learners and parent/guardian notification; and describe and distinguish between various categories of English Language Learners within their ELL populations (see David Freeman and Yvonne Freeman, Three Types of English Language Learners, in School Talk, released by the National Council of Teachers of English, July 2004, Vol. 9, No. 4).




25
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Event Title Faith, Families & Schools Conference

09/24/10, Friday 8:00 AM 3:00 PM Crowne Plaza, Cromwell


Schools, Family Members, and Members of Community Organizations

Audience: Birth21

Contact Person:Yolanta GarciaProject Assistant(860) 632 1485 Ext: 264

[email protected]

Presenter(s): Various PresentersCEUs: 0.7Fee: $25 per person

Event Description: Research has demonstrated again and again that family engagement is one of the major indicators of student success. Schools across the country are discovering that faith based leaders and other community groups are often very effective in enhancing family involvement and are key allies in improving educational outcomes for all students. This third Faith, Families & Schools Conference is an opportunity for faith and worship leaders, ed ucators, and families to come together. Participants will share ideas about the practices that help families support student learning and hear about new activities that can be incorporated into the rich fabric of the faith and worship community. Breakout sessions may include topics such as achievement gaps, dropout prevention, mental health and substance abuse, and teen pregnancy. The conference will be represented by several influential organizations and agencies, including the Faith based and Neighborhood Partnerships initiative of the U.S. Department of Education. The scheduled keynote speaker is Audrey Rowe, whose roles included deputy mayor in New Haven, a 1994 nominee for lieutenant governor, and Connecticuts social services commissioner before her current position in the Obama administration as deputy administrator for special nutrition programs under the Food and Nutrition Service, U.S. Department of Agriculture. Ms. Rowe is among several former and current community activists attending this event who have helped foster partnerships to improve the quality of life of Connecticut children.


Email:

Event Code: 11 47119 Offered by: CT Parent Information and Resource Center


Event Title Math + SRBI = Student Learning

09/28/10, Tuesday 8:00 AM 3:30 PM Crowne Plaza, Cromwell


Educators, Administrators, and Math Curriculum Specialists. Participants are encouraged to register in teams of 35 people.


Contact Person:Yolanta Garcia

Project Assistant(860) 632 1485 Ext: 264

[email protected]

Presenter(s): Various Presenters

CEUs: 0.7

Fee: $75 per person

Event Description: The Connecticut State Department of Education and SERC are offering this new conference for a second year. The event, in collaboration with AMTEC, ATOMIC, CASCD, CCLM, and the RESC Alliance, is an opportunity for teams of educators to gather information and tools to support the use of scientific research based interventions in the mathematics classroom. Concurrent sessions have been designed to cover content areas that focus on developing the infrastructure necessary to expedite implementation of Scientific Research Based Interventions (SRBI); practitioners at both the elementary and secondary levels will share strategies and tools they are currently using. In addition, exhibitors whose products are used by Connecticut districts will be on hand. Finally, participants will have a chance to hear from representatives from partnering organizations to discuss their available resources and ways they can support districts as they determine the next steps necessary to develop an implementation plan.


Email:

Event Code: 11 21124 Offered by: Mathematical Literacy Initative

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Event Title Assessing Student Hearing: Screening Procedures An Online Course for School Nurses

10/01/10 (course opens) ongoing ongoing Web, Online Course


School nurses

Audience: PreKGrade 12

Contact Person:Stacy PotankaProject Assistant(860) 632 1485 Ext: 241

[email protected]

Presenter(s): Donna Merritt, Ph.D., CCCSERC Consultant

CEUs: 1Fee: $30 per person

Event Description: This self paced tutorial affords school nurses the opportunity to gain the expertise they need to conduct mandated hearing screening assessments. The online course provides a medical foundation for hearing acuity and hearing impairment, offers explicit instruction in audiological instrumentation and screening procedures, and outlines educational supports needed in school settings by students with hearing loss. Completion of a final supervised practicum will enable participants to receive CEUs an d a Hearing Screening Training Certificate.

Upon fulfilling the requirements of this online course, school nurses will be able to describe the anatomical and physiological bases for hearing to distinguish between typical and atypical development, as well as the origins, symptoms, and treatment of childrens hearing problems; identify the educational and social impacts of hearing loss in students; plan and conduct developmentally appropriate hearing screenings; and modify screenings for students with special needs and those in early childhood programs.

This course is ongoing from 10/01/2010 to 06/30/2011.


Email:

Event Code: 11 23096 Offered by: Integrated Student Support Services Initiative


Event Title Distinguishing Second Language Acquisition from Learning Disabilities

10/01/10, Friday 9:00 AM 3:30 PM ITBD/IIET, New Britain


General and Special Educators, ESL/Bilingual Educators, SLPs, Bilingual SLPs, School Psychologists, ISSS Professionals, Early Intervention Service Providers, Education Evaluators, and Administrators

Audience: BirthGrade 12


[email protected]

Presenter(s): Nancy Cloud, Ed.D.Professor, Department of Educational Studies, Rhode Island College


Event Description: Todays schools are populated by culturally and linguistically diverse (CLD) learners, and educators and specialists face many challenges in serving these students adequately. Professionals must have a good working knowledge of Second Language Acquisition stages and processes, cultural/ethnic differences, and linguistic, cultural, and racial biases in referral and assessment. This professional development activity focuses on strategies for reducing inappropriate referrals and the over identification in special education of students from certain racial and ethnic groups and English Language Learners. Participants in this professional development activity will explore national, state, and local trends of under representation and over representation of English Language Learners in particular categories of special education programs; examine the numerous factors of consideration in the referral and assessment process for English Language Learners; and discuss the role of racial, cultural, and linguistic biases in

the instruction and assessment of English Language Learners.


Email:


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Event Title Education of Students Who Are Visually Impaired: Strategies and Techniques for Paraprofessionals in Academic Programs

10/01/10, Friday 9:00 AM 3:30 PM BESB, Windsor


Paraprofessionals working with students who have visual impairments or blindness


Contact Person:Karyn Champion KammEducation Services Specialist(860) 632 1485 Ext: 225

[email protected]


Event Description: This session illustrates how visual impairments affect student learning. Paraprofessionals who work with students with visual impairments or blindness will be introduced to vision simulations, specialized materials, and other available resources.

Participants in this professional development activity will learn about the functional implications of students vision loss; Braille code, Braille instruction, and Braille production tools; the safety and mobility challenges of individual stu dents; the basics of sighted guide and cane techniques; and guidelines and tools for modifying materials and activities for students with visual impairments or blindness in order to enhance student achievement, thereby improving outcomes.

PLEASE NOTE: This session is a collaborative effort among the State of Connecticuts Board of Education and Services for the Blind (BESB), Division of Childrens Services, and SERC.


Email:

Event Code: 11 38018 Offered by: Initiative on Visual and Hearing Impairments


Event Title Nursing Assessment, IHCPs, and IEPs: An Interactive Online Course for School Nurses

10/01/10 (course opens) ongoing ongoing Web, Online Course04/08/11, Friday 9:00 AM 12:00 PM SERC Library Community Room, Middletown


School NursesAudience: PreKGrade 12


[email protected]


CEUs: 3Fee: $60 per person

Event Description: School nurses must have specialized skills in collecting, analyzing, and synthesizing health data and coordinating and monitoring medical interventions for students with special education exceptionalities and their various health needs. This 14week online course will introduce school nurses to a framework and tools for this work. Participants will select a student from their school for a case study, assess the students health status, and summarize the information into an Individualized Health Care Plan (IHCP) and an individualized education program (IEP).

The course involves self guided learning accessed through ten online modules. Participants will be required to complete application of learning assignments related to the salient content of the modules by accomplishing related tasks, engaging in personal reflection, and participating in online discussions with the course facilitators and other school nurses.

Participants will convene once as a small group on April 8, 2011 to share their case study IHCP and receive feedback from the facilitators.

PLEASE NOTE: As a prerequisite, participating nurses must have two years of experience in a school setting.


Email:


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Event Title School Vision Screening An Online Course for School Nurses

10/01/10 (course opens) ongoing ongoing W eb, Online Course


School nurses



[email protected]



Event Description: Connecticut school nurses can self pace their learning about vision and school vision screenings by participating in this online course. This tutorial explains which students and staff should be involved in the screening process and reviews vision anatomy and physiology, as well as common pediatric vision problems.

School nurses completing this online course will be able to describe the anatomical and physiological bases for vision to distinguish between typical and atypical development; discuss common eye problems (symptoms, treatment, and complications); describe the purposes and procedures of various recommended vision screening tests; and use the materials in the course and the Guidelines for Health Screenings in Connecticut Schools (2004) to develop and implement a comprehensive vision screening program, modifying procedures for students with special needs and those in early childhood programs.

This course is ongoing from 10/01/2010 to 06/30/2011.


Email:



Event Title ELL Program Coordination 101 [Cohort A]

10/05/10, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain02/03/11, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain


ESL/Bilingual (ELL) Program Administrators and Quasi Administrators (Coordinators, Teachers, Paras, etc.)



[email protected]




This two day workshop was designed specifically for English as a Second Language (ESL)/Bilingual Education program administrators who are new to supervising/coordinating programs and services for ELLs. Participants will have the opportunity to update their knowledge and skills around procedures and programming mandated by federal and state laws for ELL students, such as parent notification, annual assessment, grant writing, and data analysis to inform practice.

Cohort A of this activity is scheduled for October 5, 2010 and February 3, 2011. Cohort B is scheduled for October 7, 2010 and February 4, 2011. Both sessions cover the same content.




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Event Title Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students Who Read Print

10/06/10, Wednesday 9:00 AM 3:30 PM BESB, Windsor


Early Childhood, General, and Special Educators, and Student Support Services Professionals who work with students who have visual impairments or blindness



[email protected]


Event Description: This activity is designed to help educators identify various support technologies, appropriately introduce the mechanical aspects of equipment, and devise strategies to use with students who are visually impaired and read print. Participants will understand the causes and implications, from an optometric and educational point of view, of the common eye conditions of students who are visually impaired or legally blind; increase their awareness of the challenges faced by students who have a vision loss and read in an inclusive setting; and develop the skills necessary to structure and modify academic programs to address students individual learning needs and enhance student outcomes.



Email:



Event Title ELL Program Coordination 101 [Cohort B]

10/07/10, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown02/04/11, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown


ESL/Bilingual (ELL) Program Administrators and Quasi Administrators (Coordinators, Teachers, Paras, etc.)



[email protected]




This two day workshop was designed specifically for English as a Second Language (ESL)/Bilingual Education program administrators who are new to supervising/coordinating programs and services for ELLs. Participants will have the opportunity to update their knowledge and skills around procedures and programming mandated by federal and state laws for ELL students, such as parent notification, annual assessment, grant writing, and data analysis to inform practice.

Cohort A of this activity is scheduled for October 5, 2010 and February 3, 2011. Cohort B is scheduled for October 7, 2010 and February 4, 2011. Both sessions cover the same content.




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Event Title Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students Who Use Braille

10/08/10, Friday 9:00 AM 3:30 PM BESB, Windsor


Early Childhood, General, and Special Educators, and Student Support Services Professionals who work with students who have visual impairments or blindness



[email protected]


Event Description: In this professional development activity, teachers working with students who use Braille will learn methods for teaching compensatory skills, preparing learning materials, and assessing student learning to order to achieve greater student success. This session is designed to increase awareness of visual impairments and visionrelated educational needs for students, pre K through grade 12, using Braille as a medium for literacy. Participants in this professional development activity will increase their knowledge of the history and teaching of Braille code; heighten their awareness of the challenges experienced by students, pre K through grade 12, who are blind or have visual impairments; identify equipment, technology, and teaching strategies that are used with students who have severe visual impairments and use Braille; and understand how to implement adapted teaching strategies to increase achievement levels and overall functioning for students with visual impairments who use Braille.



Email:



Event Title Including Children with Visual Impairments in Early Childhood Education Programs: Strategies for Intervention

10/08/10, Friday 9:00 AM 3:30 PM Housatonic Community College, Bridgeport


Early Childhood Special Education Teachers, Related Services Personnel, and Administrators

Audience: Birth5

Contact Person:Nattaneal WilsonEducation Services Specialist(860) 632 1485 Ext: 268

[email protected]

Presenter(s): Teachers of the Visually ImpairedPreschool Unit, BESB


Event Description: This workshop is designed for professionals working with children between 0 and 5 years old who are blind or have visual impairments. Participants will have the opportunity to choose from four sessions that will help them better understand the experiences of these children. The role of the Board of Education and Services for the Blind (BESB) consultant in supporting th e childs development also will be emphasized.

Session topics include: A) The Tactile Learner: the young child using hands for pre Braille activities; B) The Visual Learner: the young child with low vision; C) Cortical Vision Impairment: including children with multiple disabilities and deaf blindness; and D) Orientation & Mobility: movement for the blind and visually impaired child. Participants in this professional development activity will learn about BESB; common eye conditions that cause vision impairment; intervention strategies tailored to young children with specific eye conditions; and how children with blindness or visual impairments can gain independence

through activities of da ily living. *Participants are asked to indicate on their application (next to title of workshop) which three out of the four sessions (AD) they would like to

attend.


Email:

Event Code: 11 46089 Offered by: Early Childhood Education Initiative

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Event Title Autism Diagnostic Observation Schedule (ADOS) Clinical Training

10/14/10, Thursday 8:30 AM 4:00 PM Rensselaer (RAH), Hartford10/15/10, Friday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford


Special Education Teachers and Behavior related Services Personnel with prior background in autism and formal testing


Contact Person:Nattaneal WilsonEducation Services Specialist


Presenter(s): Jennifer Olson

Autism Consultant, J. Olson Consulting


Event Description: This two day workshop will provide special education personnel in early childhood and school age settings with basic training on the Autism Diagnostic Observation Schedule (ADOS). The ADOS is a semi structured, standardized assessment of communication, social interaction, play, and imaginative use of materials for children who have been referred for an evaluation of autism or other Pervasive Developmental Disorder (PDD). The ADOS uses standardized toys and activities to present opportunities for the child to have social and communicative interaction with the examiner.

The training format will include lecture, live demonstration, large group scoring discussions, and interpretation of scoring results. All four modules of the ADOS will be covered during the training.

Participants in

this

professional

development

activity

will

acquire

information

pertaining

to

the

reliability

and

validity

of

the

four

modules

of

the ADOS assessment tool; receive an introduction to the standardized administration of the tool and the procedures involved in recording and coding behaviors observed; recognize the usefulness of the ADOS in targeting behaviors for intervention and/or individualized education programs (IEPs); and understand the usefulness of the results in the context of a comprehensive autism assessment. Participants will receive a copy of the administration manual during the trainin g. PLEASE NOTE: This professional development activity is intended specifically for those individuals who will be conducting the ADOS on a regular basis.


Email:

Event Code: 11 46153 Offered by: Early Childhood Education Initiative


Event Title Common Formative Assessments (CFA) Basic Training

10/19/10, Tuesday 8:30 AM 3:30 PM SERC Classroom, Middletown10/20/10, Wednesday 8:30 AM 3:30 PM SERC Classroom, Middletown


Teachers and AdministratorsAudience: Grades K12

Contact Person:Sarah Anne NicholasProject Assistant(860) 632 1485 Ext: 281

[email protected]

Presenter(s): Tracey MayesSERC Consultant


Event Description: In this two day basic training, educators will build their knowledge and skills in developing common formative assessments (CFAs) to inform instruction. CFAs are periodic or interim assessments that are administered to all students in a specific grade level or course several times during the quarter, semester, trimester, or entire school year. Participating teachers analyze CFA results in data teams to plan and differentiate

instruction. Such results help predict how students are likely to do on each succeeding assessment in time for teachers to modify their instruction. During this interactive seminar, participants will learn the value of, and how to use, CFAs to inform instruction; learn general guidelines for effective item writing; develop selected response and constructed response CFA items that are aligned to standards and expected learning outcomes; create scoring instruments to accompany items; and understand how to use CFAs in the data team process.


Email:Kc Nelson OliveriaSERC Consultant

Event Code: 11 16032 Offered by: CT's Accountability for Learning Initiative

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Event Title Using Multicultural Childrens Books to Teach Equity and Social Action: A Study Group on Identity Development, Race, and Culture

10/20/10, Wednesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown12/08/10, Wednesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown


General and Special EducatorsAudience: PreKGrade 2

Contact Person:Nattaneal WilsonEducation Services Specialist


Presenter(s): SERC ConsultantsCEUs: 1.1Fee: $40 per person

Event Description: Connecticut student achievement data show that certain subgroups of students continually underachieve and are overly represented in certain disability categories. In order to prevent these inequities and improve learning outcomes for all young children, teachers must themselves engage in an inquiry process of development.

This fullday and evening study group will actively engage participants in self discoveries as they reflect on institutional barriers to student achievement, emulating the social action approach described by James Banks in Multicultural Education: Issues and Perspectives (6th edition, 2006). The first session will be reflective and include an introduction of the authentic mu

SERC Fall Catalog '10

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