SERC Final PD Booklet

State Education Resource CenterState Education Resource Center1969-20091969-2009

www.ctserc.orgwww.ctserc.org

SERCSERC

Treasuring the Past, Celebrating the Present, Building the Future

Treasuring the Past, Celebrating the Present, Building the Future

Professional Development CatalogFall-Winter2009-2010

Administrative Office Hours

Monday through Friday8:30 a.m. to 4:30 p.m.

Library Hours

Monday and Friday8:30 a.m. to 4:30 p.m.

Tuesday, Wednesday, Th ursday(September-June)

8:30 a.m. to 7:00 p.m.

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

Summer (July-August)Monday through Friday8:30 a.m. to 4:30 p.m.

No Saturday Hours after:May 15, 2010

No Tuesday, Wednesday, Th ursdayEvening Hours on:

November 24, 2009,December 22, 23, 29 & 30, 2009,

after June 24, 2010

Th e Library will close at noon on:November 25 & 27, 2009,

June 14, 2010

Holiday & Holiday Weekend ClosingsSeptember 2009

Monday, September 7, 2009

October 2009Saturday, October 10, 2009Monday, October 12, 2009

November 2009Wednesday, November 11, 2009Th ursday, November 26, 2009Saturday, November 28, 2009

December 2009Th ursday, December 24, 2009

Friday, December 25, 2009Saturday, December 26, 2009Th ursday, December 31, 2009

January 2010Friday, January 1, 2010

Saturday, January 2, 2010Saturday, January 16, 2010Monday, January 18, 2010

February 2010Friday, February 12, 2010

Saturday, February 13, 2010Monday, February 15, 2010

April 2010Friday, April 2, 2010

Saturday, April 3, 2010

May 2010Saturday, May 29, 2010Monday, May 31, 2010

July 2010Monday, July 5, 2010 SERC 25 Industrial Park Road Middletown, CT 06457-1516

Phone (860) 632-1485 Fax (860) 632-8870 www.ctserc.org

PARKING IS LIMITED:Please Carpool If Possible

Visitor parking spaces are reserved for short-term parking only, so park in unmarked spaces when attending a classroom or community room activity.

VISITOR ENTRANCE: Please Take Note

All visitors to the classroom, the Library, or the Library community room should access SERC from the lobby entrance located at the back of the building.

Directions:

From HARTFORDI-91 South, Exit 21. Cross over Route 372 onto Industrial Park Road. SERC is the last building on the right (approximately 1-1/2 miles).

From WATERBURYI-84 East to Exit 27 (Route 691 East). Travel on Route 691 East to Exit 11 (I-91 North). Take I-91 North to Exit 21. Turn right onto Route 372 West. Pass under I-91 and turn left onto Industrial Park Road (by Mobil Station). SERC is the last building on the right (approximately 1-1/2 miles).

From WILLIMANTICRoute 66 West across the Portland Bridge to Middletown. Take the fi rst left and go down the hill to Route 9. Turn left onto Route 9 North. Take Exit 19, Route 372 West. Turn left and follow Route 372 West until just beyond the Crowne Plaza hotel. Pass under I-91 and turn left onto Industrial Park Road (by Mobil Station). SERC is the last building on the right (approximately 1-1/2 miles).

From NEW LONDONI-95 to Route 9 North. Take Route 9 North to Exit 20S (I-91 South). Take I-91 South to Exit 21. Cross over Route 372 onto Industrial Park Road. SERC is the last building on the right (approximately 1-1/2 miles).

From NEW HAVENI-91 North, Exit 21. Turn right onto 372 West. Pass under I-91 and turn left onto Industrial Park Road (by Mobil Station). SERC is the last building on the right (approximately 1-1/2 miles).

SERC Professional Development CATALOG

2009-2010

Marianne Kirner, Ph.D., Executive Director

Table of Contents How to Use This Catalog 3 Submitting an Application Form 3 Information for Applicants 4 Frequently Asked Questions About Your SERC Membership Number 6 SERC Professional Development Calendar 7 Activities for Individuals 13 Application for Individuals 47 Activities for Teams 49 Application for Teams 61 Upcoming Conferences 63

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Introducing SERC’s Fall/Winter Catalog of

Professional Development Activities…

…newly designed to reflect offerings to be held from October 2009 through January 2010. Visit SERC’s Web site, www.ctserc.org, for updated information on activities for the entire 2009-2010 school year.

HOW TO USE THIS CATALOG The SERC Professional Development Calendar (p. 7) provides a list of offerings in an abbreviated format to help users navigate quickly to activities. The rest of the Catalog is divided into two sections: activities designed for individual participants and activities designed for participant teams. Team activities are often intended for personnel who work in collaborative settings within a district, school, agency, or program. All activity descriptions are organized in chronological order by start date to enable educators and others to review and select offerings that match their busy schedules and personal learning objectives. Each section has its own Workshop Application Form.

SUBMITTING AN APPLICATION FORM It is now possible to register online for many of the activities in this catalog. Workshop descriptions indicate which activities offer an online registration option, though participants may submit an application through the mail or by fax for any activity they wish to attend. However, online applicants receive the maximum benefit of open enrollment and rapid placement in the activity when space is available. Applications submitted by mail will be processed as quickly as possible and confirmation of enrollment will be sent by return mail and/or applicant e-mail. New this year, applicants may apply to one or more activities on the same Individual Applicant Application Form by recording the 7-digit workshop activity code where indicated and noting “Yes” for online registration or “No” for submission by mail/fax. Release time signature by a building administrator for educators may be required. (See page 47 for the application form.) District/school-based participant teams need to submit a Team Application Form and are required to obtain an administrator’s signature authorizing release time/substitute coverage for team members. The 7-digit workshop activity code must be indicated on the application form. (See page 61 for the application form.) Please see the INFORMATION FOR PARTICIPANTS section (p. 4) for detailed information regarding registration options and payment of registration fees.

It is the policy of the State Education Resource Center (SERC) that no person shall be discriminated against or excluded from participation in any SERC programs or activities on the basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, or sexual orientation.

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INFORMATION FOR APPLICANTS This section explains how to register for SERC professional development activities. If you have additional questions or concerns, please call SERC at (860) 632-1485 to speak with a staff member. SERC Administrative Offices are open Monday through Friday from 8:30 a.m. to 4:30 p.m. Questions and/or need for assistance regarding a specific activity may be directed to the Contact Person indicated on the activity description. Voice mail is available. Three Easy Ways to Register for an Activity Options include: (1) Register online at www.ctserc.org; (2) Mail completed Application Form to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516; or (3) Fax completed Application Form to (860) 632-8870. Please see page 6 for FAQ’s about SERC Member numbers assigned to participants in professional development activities. Include your SERC Member number when you apply to ensure prompt processing of your application. (See pages 47 and 61 for the appropriate application form.) After registering, but before the activity date, you will receive confirmation of enrollment with information about the specific 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 mail or fax. Registered participants will be sent notice of any changes to this information should they occur. When appropriate, an educator will be asked to indicate whether arrangement for classroom release time is being processed with the building administrator. Selection for Participation Registration is limited by the available number of seats. Applicants will be selected, based on criteria specified in each listing, on a first-come, first-served basis until all seats are filled. Please note the advertised registration closing date. Applications submitted late will be honored space permitting. Although the learning objectives of an activity are designed for a particular audience, others are welcome to apply and will be accommodated as space allows. Parents and family members are welcome to apply to activities designed for educators, and individuals may apply to activities designed for teams. Students from Connecticut’s colleges and universities also may apply. Registration Fees/Refund Policy Some activities require a registration fee to defray costs (see activity description). If registering for a fee activity that is scheduled more than 30 days away, payment may not immediately be required; however, payment must be received at least 30 days before the activity start date. If you register less than 30 days before the activity start date, your registration must be accompanied by your payment or a purchase order. Make checks payable to Rensselaer at Hartford. Please write your SERC Member number on all correspondence with SERC, including checks 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 date of 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 a refund. Fee Waivers Limited funds are available, if needed, to urban and priority districts, public charter schools, and families to waive the 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 Coverage For 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 (see activity description) regarding availability of substitute coverage stipends for a particular activity. As applicable, a Substitute Coverage Stipend Form may be obtained, upon request, at the registration table on the day of the activity. This form must be completed by the participant, signed by an administrator, and returned to SERC within thirty (30) days of the activity. Cancellation of an Activity SERC reserves the right to cancel any activity. If cancellation is necessary for administrative reasons, applicants confirmed for participation will be notified as soon as possible prior to the activity start date, and, if applicable, the registration fee will be returned or refunded. Inclement Weather Advisory In case of inclement weather, participants should listen or watch for SERC activity cancellation or delay announcements 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 the morning 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 a makeup 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 a copy 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 professional educator 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 (Code 302-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”; and then select “Continuing Education Units (CEUs)” (under Professional Development). Accommodation Policy – Special Needs Upon prior sufficient notice, SERC will provide reasonable accommodations to participants with disabilities and/or special needs pursuant to applicable laws. We request written notice at least 15 days prior to the start date of the activity so that SERC can arrange for reasonable accommodations.

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FREQUENTLY ASKED QUESTIONS

ABOUT 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 SERC Member number. This number remains on file indefinitely as part of your participant record. Membership in SERC 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 home address, 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 a professional 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 provide information 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? If you 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. This will 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 SDE 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 a SERC 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 an application 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 online user account. Member information is then verified and ensures the online user of accurate and faster processing of applications. Online users can monitor the status of their workshop applications and print confirmation of enrollment letters. To reconfirm or obtain a SERC Member number, contact a SERC Staff member at (860) 632-1485 for assistance.

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 SERC professional development activities.

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SERC Professional Development Calendar

OCTOBER 2009

Date Workshop Title Grade Level - Sponsoring Initiative

Thu 10/01/09

Activity Code 10-23-004

PreK-Grade 12

Integrated Student Support Services Initiative

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

Thu 10/01/09


PreK-Grade 12

Paraprofessionals as Partners Initiative

Positive Behavior Supports for Individual Students: How Paraeducators Can Have a Meaningful Impact Within the School Day

Thu 10/01/09Activity Code 10-23-005

PreK-Grade 12Integrated Student Support Services Initiative

School Vision Screening: An Online Course for School Nurses

Fri 10/02/09Activity Code 10-47-017

Grades K-8CT Parent Information and Resource Center

Schools and Families: Better Together - Session A

Wed 10/07/09


PreK-Grade 12

Leadership Initiative

Enhancing Instructional Programs within Schools: Training in Special Education Administration for Principals and Other Administrators


AllMathematical Literacy Initative

Math + SRBI = Students Learning ConferenceTeam Application

Tue 10/13/09


Grades 4-12

Literacy Initiative

Literacy and Technology: Using Web 2.0 Tools in the Classroom to Improve Critical Literacy Skills

Tue 10/13/09


Grades K-12

LRE/Inclusion Initiative

Making Adequate Yearly Progress (AYP): Preventative and Corrective Measures to Improve Academic Achievement for Students with Disabilities - Session A

Team Application

Wed 10/14/09Activity Code 10-16-008

Grades K-12CT's Accountability for Learning Initiative

Common Formative Assessments (CFA) Basic Training

Thu 10/15/09


Birth-21

Initiative on Diversity in Education

Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Student Achievement - Session A



SFCP Overview - Session A

Wed 10/21/09


Grades 4-12

Literacy Initiative

New Literacies: Reading Comprehension and Learning Skills Required by the Internet and Other Emerging Technologies


Grades K-12Focus on Autism Initiative

An Introduction to Autism Spectrum Disorders

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OCTOBER 2009



PreK, 3-5Early Childhood Education Initiative

Overview of the Autism Diagnostic Observation Schedule - ADOS

Fri 10/23/09


Grades K-12


Supervision and Evaluation: Literacy Instruction from an Administrator's Perspective

Team Application

Sat 10/24/09Activity Code 10-45-012

Grades K-2Literacy Initiative

Teaching Writing to Black and Latino Students

Tue 10/27/09Activity Code 10-38-009

PreK-Grade 12Initiative on Visual and Hearing Impairments

Introduction to Educating Students with Hearing Loss

Tue 10/27/09


Grades K-12


Making Adequate Yearly Progress (AYP): Preventative and Corrective Measures to Improve Academic Achievement for Students with Disabilities - Session B

Team Application



Vocabulary and Language Development for English Language Learners


PreK-Grade 12Paraprofessionals as Partners Initiative

Fourteenth Annual Paraprofessionals as Partners Conference

Thu 10/29/09


Birth-5

Early Childhood Education Initiative

Transforming Common Dilemmas for Parents Raising Children with Developmental and Medical Disabilities


PreK-Grade 12Early Intervention Project

EIP Case Partner Training: Building Collaborative Partnerships - Session A


PreK-Grade 12CT Parent Information and Resource Center

How Welcoming Is Your School? - Session A

NOVEMBER 2009



Grades K-12Leadership Initiative

Supervision of Literacy Utilizing Walkthrough Protocols


Grades K-12Initiative on Diversity in Education

A Classroom of Difference - Session A


Grades K-12LRE/Inclusion Initiative

A Step by Step Approach for Inclusive Schools 2009-2010: Cadre 1Team Application



How Welcoming Is Your School? - Session B

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NOVEMBER 2009




Including Children with Motor Difficulties in ECE Programs



Multi-Sensory Structured Language Instruction


PreK-Grade 12Initiative on Diversity in Education

Culturally Responsive Pedagogy: Examining Classroom Practice - Session A


Grades 6-12Teaching & Learning Initiative

Teaching Content to All: Evidence-Based Inclusive Practices

Thu 11/12/09


Grades 6-12

Teaching & Learning Initiative

Differentiating Instruction in Today's Secondary Classrooms: Embedding Critical Literacy Skills Instruction Across the Content Areas


Grades K-12Focus on Autism Initiative

Teaching Social Skills to Students with Autism Spectrum DisordersTeam Application

Thu 11/12/09


PreK-Grade 12

Early Intervention Project

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

Team Application

Fri 11/13/09


Birth-21

Focus on Autism Initiative

Autism Consortium: Educating and Supporting Students on the Autism Spectrum

Team Application


Grades 4-12Literacy Initiative

Reading and Writing in Grades 4-12: A Workshop with Dr. Janet Allen



Introduction to Autism for Early Childhood Teachers and Administrators



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

Thu 11/19/09


Grades K-8


Accessing the General Education Curriculum for Students with Significant Disabilities

Team Application


Grades K-12Teaching & Learning Initiative

Making a Difference Through Co-Teaching - Session A

Thu 11/19/09


Grades 3-12

Technology in Education Initiative

Technology Tools to Provide Access to Literature and Curriculum Content for Struggling Readers



Literacy In Action - Session A

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DECEMBER 2009


Wed 12/02/09


PreK-Grade 12


Cultural Competence and Courageous Practice: Bringing Equity Alive in the Classroom


Grades K-6Mathematical Literacy Initative

Differentiated Instruction in Mathematics for English Language Learners


Grades 9-12Transition Initiative

Transition Assessment and the IEP - Session A


Birth-5Early Childhood Education Initiative

Link Between Literacy and Social Emotional Development

Mon 12/07/09Activity Code 10-47-014

Birth-8CT Parent Information and Resource Center

Raising Readers Parent Club Facilitator Training - Session B

Tue 12/08/09


Grades 4-12

Literacy Initiative

Reading and Writing in Grades 4-12: A Study Group for Improving Literacy Skills

Wed 12/09/09


Birth-21


Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Student Achievement - Session B


Grades 6-12Mathematical Literacy Initative

Differentiated Strategies and Activities for Middle and High School Math


Grades 8-12Focus on Autism Initiative

Transitioning Students with Autism to EmploymentTeam Application



Lee y Serás (Read and You Will Be) - Session A

Tue 12/15/09


PreK-Grade 12


Supervision and Evaluation of Paraprofessionals: What Administrators Need to Know



Turning Classrooms into Reading Workshops, K-3

Wed 12/16/09


Grades 3-12


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

Thu 12/17/09


Grades 9-12

Transition Initiative

Developing Standards-Based IEP Goals and Objectives for Students with Disabilities at the High School Level - Session A

Team Application

Thu 12/17/09


PreK-Grade 12


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

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DECEMBER 2009



Grades K-12Integrated Student Support Services Initiative

Supporting Students' Communication Needs with SLPAs - Session A

Fri 12/18/09


Grades K-12


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

Team Application



SFCP Action Team Training - Session ATeam Application


Grades K-12Integrated Student Support Services Initiative

Supporting Students' Communication Needs with SLPAs - Session B

JANUARY 2010


Thu 01/07/10


Grades K-12

Focus on Autism Initiative

Addressing Challenging Behaviors for Students with Autism Spectrum Disorders and Related Disabilities

Team Application

Thu 01/07/10


Birth-21


Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Student Achievement - Session C


Grades 3-8Technology in Education Initiative

Technology Tools for the CMT Checklist


Grades 4-8Literacy Initiative

Explicit Teaching: A Model for the Older Dependent Reader



How Welcoming Is Your School? - Session C

Wed 01/13/10


Grades 6-12

Literacy Initiative

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

Wed 01/13/10


Grades 9-12

Transition Initiative

Developing Standards-Based IEP Goals and Objectives for Students with Disabilities at the High School Level - Session B

Team Application



Effective Teaching Strategies (ETS) Basic Training



Multicultural Literature and Culturally Responsive Literacy Instruction



Technology Tools to Assist in the Writing Process for Students in Grades 3-6

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JANUARY 2010




Trickery, Trolling and Threats: Understanding and Addressing Cyberbullying


Grades K-12Teaching & Learning Initiative

Making a Difference Through Co-Teaching - Session B



Technology Tools to Assist in the Writing Process for Students in Grades 5-8



Distinguishing Second Language Acquisition from Learning Disabilities

Tue 01/26/10


PreK-Grade 12

Initiative on Visual and Hearing Impairments

Connecticut's Teachers of Students Who are Deaf and/or Hard of Hearing: A Discussion Group


Grades K-12LRE/Inclusion Initiative

A Step by Step Approach for Inclusive Schools 2009-2010: Cadre 2Team Application



SFCP Overview - Session B

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ACTIVITIES DESIGNED FOR INDIVIDUALS

THIS SECTION CONTAINS PROFESSIONAL DEVELOPMENT ACTIVITIES DESIGNED FOR INDIVIDUALS Before registering, please review the activity descriptions for information on grade levels, suggested audience, and learning objectives. Be sure that the submitted Individual Applicant Application Form is complete and, if needed, an administrator’s release time signature is included. Certain activities indicate that while a participant may register individually, team participation is encouraged. Additional information about each activity and the application process may be obtained by calling or e-mailing the advertised Contact Person. Although applications for these workshops may be submitted by mail or fax, easy Web registration for these activities is available at www.ctserc.org.

See page 47 for the application form.

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ACTIVITIES DESIGNED FOR INDIVIDUALS

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Event Title Assessing Student Hearing: Screening Procedures for School Nurses ‐ An Online CourseEvent Code: 10‐23‐004# of Sessions:1

Closing Date: 6/20/2010

School NursesAudience: PreK‐Grade 12

Offered by: Integrated Student Support Services InitiativeContact Person:Angel DavisEducation Services Specialist(860) 632‐1485 Ext 293

[email protected]

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

CEUs: 1Fee: $30 per person

Event Description: School nurses can gain the expertise they need to conduct mandated hearing screening assessments through this self‐paced tutorial. This 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 students with hearing loss need in school settings. Completion of a final supervised practicum will enable participants to receive CEUs and a Hearing Screening Training Certificate. Upon completion of this online course, school nurses will be able to describe the anatomical and physiological bases for hearing, as well as the etiology, symptoms, and treatment of children’s hearing problems; identify the educational and social impacts of hearing loss; plan and conduct developmentally appropriate hearing screenings; and modify screenings for students with special needs and those in early childhood programs. This online course is ongoing from 10/01/2009 to 06/30/2010.

Registration: Fax or Mail

Email

Date Start Time End Time Location10/01/09, Thursday 9:00 AM 3:00 PM Online

Event Title Positive Behavior Supports for Individual Students: How Paraeducators Can Have a Meaningful Impact Within the School DayEvent Code: 10‐02‐006# of Sessions:4


ParaprofessionalsAudience: PreK‐Grade 12

Offered by: Paraprofessionals as Partners InitiativeContact Person:Rebecca KislukEducation Services Specialist(860) 632‐1485 Ext 289

[email protected]

Presenter(s): Linda Rammler, Ph.D.Education Consultant, UCEDD

CEUs: 1.5Fee: $50 per person

Event Description: In schools today, the paraeducator is often responsible for overseeing the behavior of the students with whom he or she works, a task that can be difficult without proper training. This professional development series will help paraeducators understand the importance of forming positive relationships with students and will provide multiple strategies for preventing and dealing with their challenging behaviors. Participants in this four‐evening professional development activity will develop appropriate relationship‐building strategies for students with challenging behaviors, including students with disabilities; relate environmental, physiological, and communicative antecedents of behaviors to the types of challenging behaviors they encounter; demonstrate competencies in preventing challenging behaviors from occurring, in de‐escalating challenging behaviors of individuals or small groups of students prior to the crisis stage, and in discussing challenging behaviors with professional colleagues as a member of the student’s collaborative team; and network and develop a support system of other paraeducators who have been through the same training. This session is co‐sponsored by the University Center for Excellence in Developmental Disabilities (UCEDD) at the University of Connecticut. A light dinner will be provided each night of the session.

Registration: Fax, Mail or Online

EmailStefanie CarboneSERC Consultant

Date Start Time End Time Location10/01/09, Thursday 3:30 PM 7:00 PM UConn Health Center, Farmington10/08/09, Thursday 3:30 PM 7:00 PM UConn Health Center, Farmington10/15/09, Thursday 3:30 PM 7:00 PM UConn Health Center, Farmington10/22/09, Thursday 3:30 PM 7:00 PM UConn Health Center, Farmington

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Event Title School Vision Screening: An Online Course for School NursesEvent Code: 10‐23‐005# of Sessions:1


School NursesAudience: PreK‐Grade 12


[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 describes students and staff that 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 online course is ongoing from 10/01/2009 to 06/30/2010.


Email

Date Start Time End Time Location10/01/09, Thursday 9:00 AM 3:00 PM Online

Event Title Schools and Families: Better Together ‐ Session AEvent Code: 10‐47‐017# of Sessions:1


General and Special Educators, Student Support Services Professionals, Faith‐based Organizations, and Community Members

Audience: Grades K‐8

Offered by: CT Parent Information and Resource CenterContact Person:Bianca IrizarryProject Assistant(860) 632‐1485 Ext 216

[email protected]

Presenter(s): Veronica MarionSERC Consultant/CT PIRC Coordinator

CEUs: 0.8Fee: None

Event Description: Parents and other adult family members often are not aware of the opportunities that Title I of the No Child Left Behind (NCLB) legislation affords them, so they cannot make informed educational decisions on behalf of their children. This full‐day training is designed to build the capacity of community organization and agency leaders, faith community leaders, and public school personnel to conduct informational workshops for family members whose children attend schools receiving Title I funds. The session focuses on four essential components of NCLB: Parent Involvement, School Choice, Supplemental Educational Services (SES), and School and District Report Cards. A team of presenters from the CT Parent Information and Resource Center (CT PIRC), CT Parent Teacher Association (CT PTA), and the CT State Department of Education (CSDE) will provide and review relevant NCLB information, a wide variety of valuable resources, and the logistical background for conducting a meaningful workshop for families. Participants in this professional development activity will become familiar with the relevant provisions of NCLB; be expected to hold an informational workshop for parents within three months of this training and receive a stipend for this work; be able to conduct a meaningful two‐hour informational workshop for families on NCLB, focusing on four essential components; and be able to provide families with a wide variety of resources on NCLB. (This activity will be repeated as Session B on 2/9/10.)


EmailIvette RuizSERC Consultant

Date Start Time End Time Location10/02/09, Friday 9:00 AM 3:30 PM SERC Library Community Room, Middletown

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Event Title Enhancing Instructional Programs within Schools: Training in Special Education Administration for Principals and Other AdministratorsEvent Code: 10‐15‐013# of Sessions:7 (first date listed below)


Superintendents, Principals, Assistant principals, Central Office Administrators, and Administrators‐in‐training

Audience: PreK‐Grade 12

Offered by: Leadership InitiativeContact Person:Heather PenfieldEducation Services Specialist(860) 632‐1485 Ext 263

[email protected]

Presenter(s): Session 1: Frances Stetson; Session 2:Peg Portscheller; Session 3: Michael P.McKeon, Esq.; Sessions 4-7: various


Event Description:"Enhancing Instructional Programs Within Schools: Training in Special Education Administration for Principals and Other Administrators" is designed to assist principals and other administrators, as education leaders, with ensuring quality programming for all students, including students with disabilities. Seven (7) comprehensive sessions focus on specific competencies, systems change, and the unification of special and general education as per Connecticut Standards for School Leaders (1999). The program combines interactive seminars with job‐embedded reflection to assist participants with the application of information into educational practice. Session 1 (Nov. 4) and Sessions 3-7 (Weds., Dec. 9, Jan. 13, Feb. 10, and AApril 7, April 28) will be held at the Crowne Plaza Hotel in Cromwell. Session 2 (Thurs., Dec. 3) will be held at the Courtyard by Marriott in Cromwell.


Email THIS LISTING HAS BEEN UPDATED FROM THE PRINTED VERSION

Special Education (059)

Date (see details above) Start Time End Time Location (see details above)First Session: 11/04/09, Wednesday 8:30 AM 3:30 PM Crowne Plaza, Cromwell (most sessions; see above)

Event Title Literacy and Technology: Using Web 2.0 Tools in the Classroom to Improve Critical Literacy SkillsEvent Code: 10‐45‐008# of Sessions:2


General and Special EducatorsAudience: Grades 4‐12

Offered by: Literacy InitiativeContact Person:Leticia Garcia GuerraEducation Services Specialist(860) 632‐1485 Ext 233

[email protected]

Presenter(s): Martha BlessSERC Consultant


Event Description: In the 21st century, a “literate” person must possess a wide range of skills referred to as the “new literacies.” These include the skills necessary to successfully search, analyze, comprehend, communicate, and publish information using available technology. In this session, participants will find out how these new literacies can help them differentiate instruction and thus reach, engage, and move both students who need more of a challenge and those who do not typically find success in school. In order to improve student outcomes, participants will discuss research that promotes the use of technology to support literacy instruction; generate ideas about how to use Web 2.0 tools, such as podcasting, blogging, and Wikis to design meaningful learning activities for all of their students; discover how Web 2.0 tools can be used to increase students' interest in reading and writing in the classroom; explore how to help students create, produce, and publish their projects for sharing; and become part of an online community that shares resources and sites that reinforce reading and writing skills. PLEASE NOTE: This workshop has been designed to fulfill the requirements for P.A. 99‐211, which mandates 15 hours of training (or 1.5 CEUs) in the use of computers in classrooms for certain certification areas during a five‐year CEU cycle.


EmailGreg GliddenSERC Consultant

Technology (302)

Date Start Time End Time Location10/13/09, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain12/04/09, Friday 9:00 AM 3:30 PM ITBD/IIET, New Britain

17

Event Title Common Formative Assessments (CFA) Basic TrainingEvent Code: 10‐16‐008# of Sessions:2


Teachers and AdministratorsAudience: Grades K‐12

Offered by: CT's Accountability for Learning InitiativeContact Person:Lisa ScaifeEducation Services Specialist(860) 632‐1485 Ext 282

[email protected]

Presenter(s): Rochelle AbraitisExternal Consultant


Event Description: In this two‐day basic training, educators will build their knowledge and skills regarding the development of Common Formative Assessments (CFA) 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 provide predictive value as to how students are likely to do on each succeeding assessment in time for teachers to make instructional modifications. During this interactive seminar, participants will learn the value of, and how to use, CFA 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 CFA in the Data Team process.


EmailSean KavanaughSERC Consultant

Date Start Time End Time Location10/14/09, Wednesday 8:30 AM 3:30 PM SERC Library Community Room, Middletown10/15/09, Thursday 8:30 AM 3:30 PM SERC Library Community Room, Middletown

Event Title Beyond Diversity: A Foundation for De‐Institutionalizing Racism & Improving Student Achievement ‐ Session AEvent Code: 10‐06‐102# of Sessions:2


Teachers, Administrators, Support Personnel, Families, Community Members, and Policymakers

Audience: Birth‐21

Offered by: Initiative on Diversity in EducationContact Person:Nicole VitaleEducation Services Specialist(860) 632‐1485 Ext 234

[email protected]

Presenter(s): Terrlyn Curry‐Avery, Ph.D.Connecticut Regional Director, Pacific Educational Group, CA


Event Description: Beyond Diversity is a powerful, personally transforming, two‐day seminar designed to help teachers, administrators, support personnel, families, community members, and policymakers understand the impact of race on students’ learning and investigate the role that institutionalized racism plays in academic achievement disparities. Through Beyond Diversity, participants will begin to utilize the Four Agreements and Six Conditions to engage in a reflective exploration of race and racism and the influences of each upon the culture and climate of schools. The presenters will lead participants in facilitated activities designed to examine the impact of race on schooling and student achievement. Participants in this professional development activity will construct a personal action plan to deepen their understanding of racism, which includes engaging other members of the learning community in dialogue about systemic racism; learn how racism intersects with all aspects of diversity such as ableism, gender, language, race, ethnicity, culture, and nationality, and how these all relate to educational failure; develop the knowledge and requisite skills for initiating, engaging, sustaining, and deepening Courageous Conversations About Race; and explore strategies of identifying and addressing policies and practices that negatively impact student ability to meet rigorous academic standards. (This activity will be repeated throughout the year.)


EmailSERC Consultants

Date Start Time End Time Location10/15/09, Thursday 9:00 AM 3:30 PM Four Points Sheraton, Meriden10/16/09, Friday 9:00 AM 3:30 PM Four Points Sheraton, Meriden

18

Event Title SFCP Overview ‐ Session AEvent Code: 10‐47‐009# of Sessions:1


Building Administrators, General and Special Educators, Parents, Family Resource Center Directors, and Community Organization and Agency Staff



[email protected]


CEUs: NoneFee: None

Event Description: The evidence has been clear and compelling for many years – comprehensive programs of School‐Family‐Community Partnerships (SFCP) bolster student achievement and healthy development, two goals that schools, families, and communities greatly value. But how are these programs designed? What resources are available to support them? How are partnerships created and sustained? What does it take to gain administrative buy‐in for this effective approach to family and community engagement on behalf of student achievement? The answers to these and other questions about schools, families, and communities acting together to improve student learning will be addressed during this half‐day session. This informational opportunity is designed for individuals to learn about effective partnerships, bring this content to their school communities, and then form teams that will attend the one‐day intensive SFCP Action Team Training. Time will be devoted to Joyce Epstein’s nationally recognized six‐part typology of family involvement developed at Johns Hopkins University. This framework coordinates action planning that partnerships undertake to develop comprehensive programs in support of school improvement plans. Participants in this professional development activity will overview the six key standards of family involvement; consider the research base that supports family involvement as a critical component in student achievement and healthy development; discuss the barriers to family involvement; and understand how to build partnership teams focused on student success. (This activity will be repeated as Session B on 1/27/10.)


EmailBarbara SloneSERC Consultant/CT PIRC Coordinator


Event Title New Literacies: Reading Comprehension and Learning Skills Required by the Internet and Other Emerging TechnologiesEvent Code: 10‐45‐006# of Sessions:1




[email protected]

Presenter(s): Doctoral StudentsNew Literacies Research Lab, UConn


Event Description: How should we prepare our students to read, think, problem solve, and communicate with others using the Internet? You are invited to have a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. We will explore how the Internet poses new challenges for learners that extend beyond traditional reading comprehension skills to encompass new literacies for locating, evaluating, synthesizing, and communicating with online information text. We will also introduce the key components of Internet Reciprocal Teaching, a student‐centered model of instruction designed to better prepare students for the unique challenges of reading and learning on the Internet. We will end with a series of recommendations for teachers, educational leaders, and policymakers seeking to prepare all students for their literacy future in a digital age. Participants in this professional development activity will explore research regarding New Literacies and online Reciprocal Teaching; generate ideas about how to use emerging technologies to promote 21st Century Skills and meaningful learning activities for all of their students; discover how New Literacies skills can be used to increase students' interest in literacy and numeracy in the classroom; explore how to help students become safe, discerning users of the Internet and emerging information technologies; and become part of an online community that shares resources for New Literacies teaching and learning. The presenters, Gregory McVerry, W. Ian O'Byrne, and Lisa Zawilinski, are doctoral fellows at the New Literacies Research Lab at the University of Connecticut.


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Technology (302)

Date Start Time End Time Location10/21/09, Wednesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell

19

Event Title An Introduction to Autism Spectrum DisordersEvent Code: 10‐43‐006# of Sessions:1


Educators, Administrators, and FamiliesAudience: Grades K‐12

Offered by: Focus on Autism InitiativeContact Person:Karyn Champion‐KammEducation Services Specialist(860) 632‐1485 Ext 225

[email protected]

Presenter(s): Ruth Eren, Ed.D.Assistant Professor, Southern Connecticut State University


Event Description: Autism is a developmental disorder involving impairments of social interaction, communication, and symbolic abilities. Participants in this session will be provided with an overview of Autism Spectrum Disorders (ASD), including information pertaining to characteristics of the disorder, diagnosis and assessment, and strategies and interventions. Connecting information regarding student strengths, abilities, and challenges to their IEP goals and objectives will be explored. This awareness‐level session will enhance the knowledge of education personnel and families to meet the needs of children and youth with Autism Spectrum Disorders. The variability of student needs and learning profiles will be discussed. Information on instructional strategies, interventions, and curricular accommodations and modifications for children and youth, in kindergarten to grade 12, will be provided.


Email

Date Start Time End Time Location10/22/09, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown

Event Title Overview of the Autism Diagnostic Observation Schedule ‐ ADOSEvent Code: 10‐46‐108# of Sessions:1


Birth to Three and Early Childhood Special Education Practitioners and Administrators

Audience: PreK, 3‐5

Offered by: Early Childhood Education InitiativeContact Person:Nattaneal WilsonEducation Services Specialist(860) 632‐1485 Ext 268

[email protected]

Presenter(s): Christine Peck, Psy.D.School Pyschologist, CES, Trumbull

CEUs: NoneFee: $20 per person

Event Description: The Autism Diagnostic Observation Schedule (ADOS) has been identified as the gold standard for use in determining clinical diagnosis and educational classification of Autism Spectrum Disorders (ASD). The ADOS is a standardized instrument that utilizes a semi‐structured format to create an environment and opportunities to observe behavior patterns associated with ASD. The CT Birth to Three System and CT State Department of Education require comprehensive assessments to determine if a child is eligible for early intervention/special education services due to a classification of autism, and the ADOS is a tool assessment teams can use as part of the process. This half‐day session will provide a detailed description of the ADOS and videotaped sample administrations of the instrument. It will not provide detailed training in the administration, scoring, or analysis of the ADOS. Participants in this professional development activity will gain an understanding of how the ADOS is administered and how it can be used; gain sufficient knowledge of the tool in order to understand the role it plays in a comprehensive assessment; and examine how the information obtained through an ADOS can assist in understanding a child’s needs and help to define how early intervention/special education services are delivered.


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Date Start Time End Time Location10/22/09, Thursday 9:00 AM 12:00 PM Rensselaer (RAH), Hartford

20

Event Title Teaching Writing to Black and Latino StudentsEvent Code: 10‐45‐012# of Sessions:3


Classroom Teachers, Special Education Teachers, Interventionists, and Bilingual Education Teachers. Participants may register individually but teams of two are preferred.



[email protected]

Presenter(s): Tarold MillerSERC Consultant


Event Description: Interactive writing, in which teachers and students share the pen in various types of writing projects, has evolved into a powerful instructional tool and is ideal for teaching students in diverse settings. This strategy explicitly models early writing skills for students, especially for young Black and Latino writers, making connections between oral and written modes of literacy. In this session, over the course of three Saturdays, teams of teachers will learn more about interactive writing and techniques to embed skills into purposeful, authentic classroom writing projects. To facilitate learning, SERC Consultants will schedule at least one site‐based coaching session with participants in their classrooms that will include videotaping and discussions about lesson implementation. Priority will be given to schools that register as teams in order to maximize the effectiveness of site‐based sessions. In order to improve student learning outcomes, participants will plan projects that improve the abilities of students to connect oral language and written expression; infuse new vocabulary into their writing; use phonemic awareness and phonics for conventional spelling; use the mechanics of writing, including letter formation and punctuation; write expository texts, retellings, personal narratives, etc., across the curriculum; create classroom books and text‐rich environments; and reread student‐generated texts and build fluency.


EmailIvelise VelazquezSERC Consultant

Literacy (301)

Date Start Time End Time Location10/24/09, Saturday 9:00 AM 12:30 PM SERC Library Community Room, Middletown01/23/10, Saturday 9:00 AM 12:30 PM SERC Library Community Room, Middletown02/27/10, Saturday 9:00 AM 12:30 PM SERC Library Community Room, Middletown

Event Title Introduction to Educating Students with Hearing LossEvent Code: 10‐38‐009# of Sessions:1


General and Special Education Teachers, Teachers of the Deaf, Speech‐Language Pathologists, Paraprofessionals, and Administrators. Team registration is encouraged.


Offered by: Initiative on Visual and Hearing ImpairmentsContact Person:Karyn Champion‐KammEducation Services Specialist(860) 632‐1485 Ext 225

[email protected]

Presenter(s): Heather McCormack PerkinsOutreach Teacher, American School for the Deaf, West Hartford


Event Description: This session is dedicated to increasing the awareness and knowledge of those individuals working with students with hearing loss in order to improve outcomes for these students. Covering a wide array of information, from the role and use of an educational interpreter to appropriate accommodations and modification for the CMT/CAPT tests, the session is designed to meet a variety of needs. School/district teams are encouraged to come with information and questions that are relevant to their situation in order to focus learning on their needs and to develop a plan for use in their school/district with the information and tools provided. Participants in this professional development activity will increase knowledge of language/communication options and components; identify classroom and personal use technology and assistive technology to improve student learning; heighten awareness of the social‐emotional impact of a hearing loss; and discuss how to design instruction and the layout of the room to both optimize access to learning and to facilitate positive interactions with peers.


EmailDiane NelsonTeam Leader, CREC, Soundbridge

Date Start Time End Time Location10/27/09, Tuesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown

21

Event Title Vocabulary and Language Development for English Language LearnersEvent Code: 10‐45‐022# of Sessions:1


General and Special Educators, Literacy Specialists, Student Support Services Professionals, ESL/ELL Specialists, Paraprofessionals, and Curriculum Specialists/Coordinators



[email protected]

Presenter(s): Maria Elena Argüelles, Ph.D.Educational Consultant, Miami, FL


Event Description: In its position statement on English Language Learners (ELLs), the Connecticut State Board of Education recognized the importance of ensuring that students acquire a level of English proficiency in speaking, listening, reading, and writing that allows them to participate in the mainstream academic program. In addition, these students are expected to master the same content and achieve the same levels of academic performance as students whose first language is English. As the ELL population is Connecticut increases, meeting the needs of these students can be a great challenge for many educators. Teachers must ensure that while students are meeting their language objectives, they are also not falling behind their English language‐speaking peers in content areas. This workshop will aid teachers in preparing students who are ELLs to develop the vocabulary and language skills that are essential to their success in literacy. Dr. Maria Elena Argüelles will present strategies for creating a highly successful and inclusive learning environment for all ELLs, especially during Tier I instruction. Participants in this professional development activity will learn how to plan instruction for ELLs using knowledge of the stages of language development, apply strategies for teaching vocabulary to ELLs, and use methods of developing academic language in ELLs.


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Literacy (301)


Event Title Fourteenth Annual Paraprofessionals as Partners ConferenceEvent Code: 10‐02‐119# of Sessions:1


ParaprofessionalsAudience: PreK‐Grade 12

Offered by: Paraprofessionals as Partners InitiativeContact Person:Tyrese BoldenEducation Services Specialist(860) 632‐1485 Ext 210

[email protected]

Presenter(s): Michael Fowlin, Ph.D.Psychologist, Morristown, NJ


Event Description: This conference is an opportunity for paraprofessionals to engage in cutting‐edge professional development while networking with colleagues. It is designed to develop the skills of paraprofessionals to increase their effectiveness as educational partners with general and special education teachers, student support services professionals, and administrators. This year’s conference will offer a performance and keynote address on the appreciation of diversity, provided by Michael Fowlin, Ph.D., an actor and psychologist from New Jersey. Concurrent sessions following the keynote will focus on meeting the diverse learning needs of all students, kindergarten through grade 12, resulting in positive student outcomes.


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Date Start Time End Time Location10/29/09, Thursday 8:30 AM 3:30 PM Crowne Plaza, Cromwell

22

Event Title Transforming Common Dilemmas for Parents Raising Children with Developmental and Medical DisabilitiesEvent Code: 10‐46‐106# of Sessions:1


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

Audience: Birth‐5


[email protected]

Presenter(s): Andrew Miser, Ph.D.Consultant, Elysian Enterprises


Event Description: Parents with children who have developmental and medical disabilities have a number of family dilemmas in common that they deal with on a daily basis. This half‐day workshop presents eight common family dilemmas and suggests ideas for effectively coping with them. Participants in the workshop will examine the nature of each dilemma, the task of the family in dealing with each dilemma, and how parents can create empowering perspectives to assist them in experiencing a sense of wholeness and well‐being in the face of these dilemmas. Finally, this workshop highlights the transformative effect of shifting perspectives for parents who are dealing with the dilemmas of raising a child with special needs. Participants in this workshop will learn to recognize the eight common dilemmas of parents with children who have developmental and medical disabilities; look at the nature of each dilemma and its impact on the parents or the family as a whole; explore ideas for assisting parents in dealing effectively with these dilemmas; and examine empowering contexts or perspectives that parents can generate to help them to experience a sense of wholeness and well being.


EmailSusan Rosano, M.A.Connecticut Expressive Arts


Event Title EIP Case Partner Training: Building Collaborative Partnerships ‐ Session AEvent Code: 10‐03‐006# of Sessions:2


Administrators, General and Special Education Teachers, Support Services Professionals, Paraprofessionals, and Parents


Offered by: Early Intervention ProjectContact Person:Kristy GiaccoUnit Coordinator(860) 632‐1485 Ext 249

[email protected]

Presenter(s): SERC ConsultantsCEUs: 1.5Fee: $65 per person

Event Description: In an era of accountability, including the requirements of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act (IDEA), it is essential to develop a collaborative and supportive climate in schools and between schools and families. Schools have found the use of case partners to be a crucial feature in increasing the efficiency and effectiveness of an early intervention process. This type of collegial support assists classroom teachers in improving the academic, behavioral, and social‐emotional learning of all students. Case partners can be teachers (including general education, special education, and special area), student support services professionals, paraprofessionals, parents, and/or administrators. This two‐day session will address the essential skills that are needed to build a collaborative school culture and become an effective case partner in the early intervention process. It will examine levels of support that can be provided in order to address a variety of needs, including defining a focus area of improvement, gathering data, implementing interventions, and monitoring student progress. Participants in this professional development activity will explore how case partners can streamline the early intervention process; develop effective communication and collaboration skills, including active listening and reflective questioning; and enhance educational decisions to improve student outcomes.


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Date Start Time End Time Location10/30/09, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown12/09/09, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown

23

Event Title How Welcoming Is Your School? ‐ Session AEvent Code: 10‐47‐002# of Sessions:1


Teachers, Administrators, Parents, and Community Members. Participants are encouraged to attend as school‐based teams.



[email protected]

Presenter(s): Patti AvalloneConsultant, Former Title I Coordinator, New Haven

CEUs: 0.8Fee: None

Event Description: When schools create a welcoming environment, they become inviting places where students want to learn, school employees want to work, and families want to be involved. This half‐day training will incorporate hands‐on activities and small group discussions to conduct a mock Walk Through Assessment of a school. The Welcoming Walk Through Assessment is designed to examine four specific areas: the physical environment, school‐wide practices and policies, welcoming staff, and written materials. By using the Welcoming Walk Through Tool Kit, participants will learn how to assess the climate of their school and develop a plan to create a welcoming environment to engage families and the community. Participants in this professional development activity will understand the value of family involvement, discuss the preparations needed to conduct a constructive Walk Through Assessment, review the guidelines for conducting a Welcoming Walk Through, and explore the report and recommendations component to develop a plan for action to improve outcomes for all students.


EmailBetsy LeBoriousProgram Manager, Youth and Family Development, CREC

Date Start Time End Time Location10/30/09, Friday 9:00 AM 12:00 PM CREC, Hartford

Event Title Supervision of Literacy Utilizing Walkthrough ProtocolsEvent Code: 10‐15‐008# of Sessions:1


Administrators and Educational LeadersAudience: Grades K‐12

Offered by: Leadership InitiativeContact Person:Lisa ScaifeEducation Services Specialist(860) 632‐1485 Ext 282

[email protected]



Event Description: Many principals use walkthrough protocols as an ongoing “snapshot” assessment of instruction in their buildings. This interactive session will provide administrators with the knowledge and tools to conduct walkthroughs that specifically target literacy instruction at the K‐12 level using such indicators as grouping, learning environment, materials, and instructional strategies. Participants in this professional development activity will review components of effective K‐12 literacy instruction; examine sample walkthrough protocols; and discuss ways to help teachers reflect upon and improve their instructional practices in literacy.


EmailJanet N.Y. ZarchenSERC Consultant

Supervision & Evaluation (305)

Date Start Time End Time Location11/04/09, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown

24

Event Title A Classroom of Difference ‐ Session AEvent Code: 10‐06‐100# of Sessions:1


Educators, Administrators, Community Members, and Members of Faith‐based Organizations



[email protected]

Presenter(s): Ivette RuizSERC Consultant


Event Description: As our nation becomes increasingly diverse, educators need skills, knowledge, and resources to nurture a school climate that fosters trust, understanding, and respect; and respond to bias and prejudice in the school community. SERC and the Anti‐Defamation League's A WORLD OF DIFFERENCE® Institute are offering this full‐day interactive training program to help educators produce inclusive classroom and school environments where all students feel respected and challenged to succeed. Participants in this professional development activity will develop an understanding of the range of personal characteristics included in the term "diversity"; increase their ability to develop and support a school culture of inclusion and respect for all students; explore how diversity impacts the way individuals interact with students and parents; learn skills and insights that will assist educators in improving the learning opportunities for students from different backgrounds in order to ensure student achievement; begin to develop strategies to examine and challenge bias in their own school or district; and develop next‐step strategies. This workshop will be repeated in May as Session B.


EmailADL TrainersAnti‐Defamation League, CT

Date Start Time End Time Location11/05/09, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain

Event Title How Welcoming Is Your School? ‐ Session BEvent Code: 10‐47‐003# of Sessions:1





[email protected]

Presenter(s): Patti AvalloneConsultant, Former Title I Coordinator, New Haven

CEUs: 0.8Fee: None



EmailBetsy LeBoriousProgram Manager, Youth and Family Development, CREC

Date Start Time End Time Location11/05/09, Thursday 9:00 AM 12:00 PM ACES, Hamden

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Event Title Including Children with Motor Difficulties in ECE ProgramsEvent Code: 10‐46‐105# of Sessions:1


Early Childhood Teachers, Paraprofessionals, Classroom Assistants, and Early Childhood Administrators



[email protected]

Presenter(s): Laurie WapleConsultant, Orange, CT


Event Description: Including all children in early education programs requires early childhood educators to collaborate and strategize with professionals from a variety of disciplines. Through inclusion, children with disabilities are provided the opportunity to access the same early childhood experience that children without disabilities access free of barriers. When children have motor difficulties, occupational therapists (OTs) and physical therapists (PTs) are trained to assist young children with overcoming their challenges and/or adapting the environment in order to increase children’s access to and successful participation in an inclusive classroom. In this half‐day professional development activity, participants will explore ways to evaluate their classroom environment for potential barriers that may exist for children with motor difficulties; explore challenges in the areas of physical access, mobility and safety, self‐help skills, fine motor skills, and sensory integration; discuss the specific role and function of OTs and PTs in supporting young children to benefit from special education services; discuss the importance of implementing strategies within the classroom environment by the qualified therapist with teachers and paraprofessionals; and examine strategies for reducing barriers and providing for the highest level of independent participation and access to the classroom experience for all students.


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Date Start Time End Time Location11/07/09, Saturday 9:00 AM 1:00 PM SERC Library Community Room, Middletown

Event Title Multi‐Sensory Structured Language InstructionEvent Code: 10‐45‐014# of Sessions:2


General and Special Educators, Literacy Specialists, Student Support Services Professionals, Paraprofessionals, and Curriculum Specialists/Coordinators



[email protected]

Presenter(s): Margie Gillis, Ed.D.President, Literacy How, Westport


Event Description: Some children who fail to make satisfactory progress in early reading need more intensive, systematic instruction for learning word‐solving strategies through a multi‐sensory structured language (MSSL) approach combined with a comprehensive reading program. These strategies could be used at different tiers in the SRBI framework, depending on how they are implemented. This two‐day workshop will blend theoretical knowledge with classroom application of multi‐sensory structured language intervention models. There are several well‐known, successful MSSL models. This workshop will present a synthesis of the principles on which these models are based. The presenters will demonstrate how visual, auditory, and kinesthetic modalities are trained simultaneously, developing meaningful associations among sounds, letters, and motor patterns. Participants in this professional development activity will identify the theoretical background and the critical components of multi‐sensory structured language teaching; review and compare models of multi‐sensory structured language teaching and observe demonstrations of K‐2 classroom lessons; delineate the connection between a multi‐sensory structured language intervention approach and a child’s total reading program; and plan multi‐sensory structured language lessons for grades K‐2 that connect directly to current classroom situations.


EmailMary Ellen LavalletteReading Specialist, Bloomfield Public Schools

Literacy (301)

Date Start Time End Time Location11/07/09, Saturday 9:00 AM 3:30 PM SERC Classroom, Middletown12/05/09, Saturday 9:00 AM 3:30 PM SERC Classroom, Middletown

26

Event Title Culturally Responsive Pedagogy: Examining Classroom Practice ‐ Session AEvent Code: 10‐06‐106# of Sessions:2


General, Special Education, ESL and Bilingual Teachers, and Curriculum Directors



[email protected]

Presenter(s): Beth‐Ann BrunetSERC Consultant


Event Description: “Specifically, culturally relevant teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes. These cultural referents are not merely vehicles for bridging or explaining the dominant culture; they are aspects of the curriculum in their own right." ‐ Gloria Ladson‐Billings, The Dreamkeepers (1994) This two‐day session is designed to increase the knowledge and skills of participants in developing the trust and culture that allows for transformation of classrooms into culturally responsive learning communities. The first day will examine the intersection of race, education, and the teacher's own practices in the classroom. Teachers will use the information from Day 1 to reflect on their classroom practice and select classroom activities, lessons, or materials for review during the second session. The second day will focus on examining classroom practices for cultural responsiveness. In order to improve student outcomes, participants will examine beliefs and practices connected to race and culture that impact students' learning, including that of students with disabilities and English Language Learners; explore the elements of culturally responsive instruction; discuss qualities of a culturally responsive educator; and apply their new knowledge to their classrooms/schools. (This activity will be repeated as Session B on 4/8/10.)


EmailKc Nelson‐OliveriaSERC Consultant

Date Start Time End Time Location11/10/09, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain12/15/09, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain

Event Title Teaching Content to All: Evidence‐Based Inclusive PracticesEvent Code: 10‐12‐017# of Sessions:3



Offered by: Teaching & Learning InitiativeContact Person:Rebecca KislukEducation Services Specialist(860) 632‐1485 Ext 289

[email protected]

Presenter(s): Lucy KrauseExternal Consultant


Event Description: Today’s educators face many challenges as they attempt to meet the academically diverse needs of students in their classrooms. During this three‐day professional development series, participants will learn evidence‐based inclusive teaching strategies and routines developed by the University of Kansas Center on Research & Learning (KU‐CRL). These strategies and routines allow for the development of a strategic learning environment that allows educators to focus on enhancing the critical information all students need to learn while maintaining the integrity of the content and curriculum. Participants will use their school curriculum materials to create six effective instructional tools for immediate classroom application.

Participants will receive six instructional manuals from the University of Kansas to assist in the development and maintenance of these learning routines.


EmailMelissa WrigleySERC Consultant

Date Start Time End Time Location11/10/09, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain12/11/09, Friday 9:00 AM 3:30 PM ITBD/IIET, New Britain01/19/10, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain

27

Event Title Differentiating Instruction in Today's Secondary Classrooms: Embedding Critical Literacy Skills Instruction Across the Content AreasEvent Code: 10‐12‐054# of Sessions:4


General and Special Educators. Teams of 2 are strongly encouraged.

Audience: Grades 6‐12


[email protected]



Event Description: Today’s classrooms reflect the diversity of their district’s communities. To respond to this diversity, instruction must be effectively differentiated to meet the range of needs of the many learners and the growing need for critical literacy skills across the content areas. Differentiation involves matching curriculum components to learners by knowing their learning style preferences, interests, prior knowledge, and learning rate. The critical student differences that can be attended to are academic, social/emotional, and cognitive. In this 4‐day series, participants will work with existing units of instruction to expand them to meet the diverse needs of all students in grades 6‐12. In order to improve student achievement in grades 6‐12, participant teams in this professional development activity will define differentiated instruction; delineate goals and purposes for differentiation; identify essential core content and connections to the Connecticut Curriculum Frameworks; develop structures for embedding literacy instruction in differentiated, content‐area classrooms; explore various techniques for managing student work in differentiated classrooms; use assessment data to determine effective instructional groupings; examine teaching practices that allow for critical differences among students; and design a differentiated unit of instruction to meet the needs of all students.


EmailTracey MayesSERC Consultant

Date Start Time End Time Location11/12/09, Thursday 9:00 AM 3:30 PM SERC Library Community Room, Middletown11/13/09, Friday 9:00 AM 3:30 PM SERC Library Community Room, Middletown01/20/10, Wednesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown01/21/10, Thursday 9:00 AM 3:30 PM SERC Library Community Room, Middletown

Event Title Reading and Writing in Grades 4‐12: A Workshop with Dr. Janet AllenEvent Code: 10‐45‐011# of Sessions:1


General and Special Educators, Literacy Specialists, Paraprofessionals, and Curriculum Specialists/Coordinators



[email protected]

Presenter(s): Janet Allen, Ph.D.Consultant, Allen Educational Consulting, Sanibel, FL


Event Description: During this session, internationally‐known presenter and author Dr. Janet Allen will focus on effective instructional strategies for teaching reading and writing in grades 4‐12. The variety of instructional strategies presented will provide teachers with ways to differentiate learning and provide solid Tier I instruction for all students. In order to improve student outcomes, participants in this professional development activity will learn how to help students develop reading comprehension skills; equip students with a variety of reading and writing strategies; enable students to comprehend text written for different purposes; and increase student ability to write for a variety of purposes.


Email

Literacy (301)

Date Start Time End Time Location11/13/09, Friday 9:00 AM 3:30 PM Crowne Plaza, Cromwell

28

Event Title Introduction to Autism for Early Childhood Teachers and AdministratorsEvent Code: 10‐46‐103# of Sessions:1


Childcare and Preschool Teachers, Assistants and Administrators from Early Care and Education Programs



[email protected]

Presenter(s): Susan Izeman, Ph.D.Director, Abilis Autism Program, Greenwich


Event Description: Autism spectrum disorder (ASD): What is it exactly? Why use the word “spectrum”? Why are we hearing more and more about autism in the media? How do I know if a child has autism? How is autism treated, and what can I do for a young child with autism? In this half‐day session, participants will receive answers to these questions about this complex and often baffling disability. This activity will provide an introduction to ASD, the strengths and challenges for children with ASD, the range of impact the disorder has on development, and a brief overview of outcomes with early intervention and participation in high‐quality community programs as a component of intervention. Participants in this professional development activity will increase their understanding and be able to articulate the definition of ASD; identify the developmental areas impacted by ASD; describe the range of severity of ASD and the impact on a child’s participation in daily activities; and identify barriers to, as well as strategies for, the successful inclusion of children with ASD in community‐based programs to improve outcomes for all young children, including those with disabilities.


Email

Date Start Time End Time Location11/14/09, Saturday 8:30 AM 12:00 PM SERC Classroom, Middletown

Event Title Data‐Driven Decision Making (DDDM)/ Data Teams Basic TrainingEvent Code: 10‐16‐009# of Sessions:2


Teachers and Administrators. Team registration is strongly encouraged.



[email protected]

Presenter(s): Sean KavanaughSERC Consultant


Event Description: In this two‐day seminar, participants will address Connecticut’s achievement gaps by examining their district, school, and classroom data within the framework of a proven and effective process. Using Data‐Driven Decision Making (DDDM), collaborative teams examine data in order to: 1) identify instructional strategies yielding positive student outcomes that should be replicated; and 2) identify instructional obstacles preventing students from learning. Participants will examine various data team structures for applying DDDM in their school at their grade level or within their academic department. Using common formative assessments and students’ work samples, participants will collaboratively examine strengths and obstacles, establish goals, and determine the appropriate actions needed to improve academic outcomes and ensure educational equity. Roles and responsibilities of data team members and leaders who facilitate meetings will be addressed, as will the replication of effective practices that sustain DDDM. Participants in this professional development activity will utilize a data team process to address a school’s most pressing questions related to equity in student achievement; examine student data to allocate resources and inform instructional decisions that improve student outcomes; and discuss considerations for forming data teams and creating structures that support and sustain them. Participants must bring samples of student work (e.g., responses to writing prompts, math assessments) and their district or school data for at least two years (e.g., CMT/CAPT, district‐wide assessments, disaggregated suspension/expulsion data) to ensure that the DDDM/data teams process is learned within an authentic context.


EmailGreta SkilesSERC Consultant

Date Start Time End Time Location11/17/09, Tuesday 8:30 AM 3:30 PM SERC Library Community Room, Middletown11/18/09, Wednesday 8:30 AM 3:30 PM SERC Library Community Room, Middletown

29

Event Title Making a Difference Through Co‐Teaching ‐ Session AEvent Code: 10‐12‐007# of Sessions:1


General and Special Educators and/or Student Support Services Professionals are encouraged to register as two‐person, Co‐teaching Teams



[email protected]

Presenter(s): Stefanie CarboneSERC Consultant


Event Description: Today, educators are challenged to identify and utilize more meaningful and effective instructional options as general education classrooms include more and more students of increasingly diverse backgrounds, learning styles, abilities, and disabilities. Co‐teaching holds great promise as one approach to supporting students with diverse needs in general education settings. Through co‐teaching, educators form partnerships, including teaching pairs comprised of general educators, special educators, student support professionals, ESL/ELL specialists, reading consultants/specialists, and math consultants/specialists. These partners collaborate to provide a rich and differentiated learning opportunity and a sense of belonging to every child. Their talents, experiences, and expertise, both shared and varied, make for powerful and dynamic approaches to instruction. Teams of participants in this professional development activity will identify six different co‐teaching arrangements; compare the advantages and disadvantages of each co‐teaching arrangement; determine how co‐teaching can become an effective support for inclusive practices in accommodating the needs of diverse learners and enhancing student learning in grades K‐12; and plan ways to integrate co‐teaching into their instructional repertoire in order to improve student learning.


EmailOther SERC Consultants


Event Title Technology Tools to Provide Access to Literature and Curriculum Content for Struggling ReadersEvent Code: 10‐28‐002# of Sessions:1


General and Special Education Teachers, Paraprofessionals, and Student Services Professionals


Offered by: Technology in Education InitiativeContact Person:Angel DavisEducation Services Specialist(860) 632‐1485 Ext 293

[email protected]

Presenter(s): Carol MaglioccoAssistive Technology Specialist, EASTCONN, Hampton


Event Description: What happens when a student’s struggle to read becomes a barrier to accessing the general education curriculum? This session will offer participants the opportunity for hands‐on exploration of technology tools that assist students, grades 3‐12, in accessing literature and core content materials in a variety of formats, including: electronic text presented at grade level utilizing Bookshare literature and NIMAS files and other online resources with text reader support, audio text on CD or in MP3 format through RFB&D and other sources, scaffolded reading resources such as Don Johnston Start to Finish materials, and Cricksoft Find Out and Write About. In order to improve outcomes for students in grades 3‐12, participants will access literature and core content that provides access to the general education curriculum; engage in hands‐on exploration of a variety of tools and resources; and explore how to differentiate instruction by integrating both grade level and scaffolded resources into the general education curriculum.


EmailAmy NortonAssistive Technology Specialist, EASTCONN, Hampton

Technology (302)

Date Start Time End Time Location11/19/09, Thursday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Hartford

30

Event Title Literacy In Action ‐ Session AEvent Code: 10‐46‐111# of Sessions:1


Toddler, Preschool, Kindergarten and Early Childhood General and Special Educators and Child Care Providers



[email protected]

Presenter(s): Ida WashingtonEducational Consultant, Windsor


Event Description: Literacy in Action© is a multicultural movement exploration that focuses on active physical engagement. The presenter, Ida Washington, embeds pre‐literacy development in a fun‐filled way, especially tailored for ethnically, linguistically, and ability‐diverse children ages 2‐6. This session explores the benefits of using activities that involve literacy, creative dance, drama, and movement with young children, including children with special needs. Through active participation, participants will also plan activities to use in their own early childhood settings. The morning portion of the session will focus on music and movement using a variety of instruments, props, and musical forms, while the afternoon will focus on language and literacy development. Participants should wear comfortable clothing. Participants in this professional development activity will explore creative movement expression experiences and early literacy development in the early childhood classroom; engage in planning meaningful age‐appropriate activities so as to improve the development and learning of young children; re‐connect with the value of play in the development of language and literacy, creativity, and critical thinking skills in young children; and embed Connecticut’s Preschool Curriculum Framework (1999) in language and literacy, physical development, and creative expression activities in order to improve learning outcomes for young children.


Email

Literacy (301)


Event Title Cultural Competence and Courageous Practice: Bringing Equity Alive in the ClassroomEvent Code: 10‐06‐111# of Sessions:2


General Education, Special Education, ESL and Bilingual Teachers, and Curriculum Directors



[email protected]

Presenter(s): Gary HowardPresident, REACH Center for Multicultural Education, Arlington, WA


Event Description: This session was developed in response to the increased requests from teachers and administrators for support in meeting the needs of increasingly diverse students. The two‐day session is designed to enhance the knowledge and skills of the participant teams in developing the trust and culture that allows for systemic transformation of schools into culturally responsive learning communities. Nationally known presenter Gary Howard will lead participants through a series of exercises and activities that will examine the intersection of race, education, and the classroom practices of the teacher. In order to improve student outcomes, participants will continue and deepen the work of personal growth toward cultural competence for teachers, support staff, and educational leaders; expand approaches and analysis of classroom activities to multiple dimensions of difference, including race, that affect educational outcomes; deepen their understanding of issues of privilege, power, and social justice in a way that increases their passion for equity without intensifying the rhetoric of shame and blame; and acquire a comprehensive set of practical tools for classroom implementation using the "7 Principles for Culturally Responsive Teaching" (Shade, Kelly and Oberg, 1997).


Email

Date Start Time End Time Location12/02/09, Wednesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell12/03/09, Thursday 9:00 AM 3:30 PM Crowne Plaza, Cromwell

31

Event Title Differentiated Instruction in Mathematics for English Language LearnersEvent Code: 10‐21‐006# of Sessions:1


Paraprofessionals, Curriculum Specialists, and General Education, Special Education, Bilingual, and ESL Teachers


Offered by: Mathematical Literacy InitativeContact Person:Rebecca KislukEducation Services Specialist(860) 632‐1485 Ext 289

[email protected]

Presenter(s): Herminio PlanasNumeracy Coach, Bridgeport Public Schools


Event Description: This session will include discussion of SRBI and Tier I decision making. It will provide participants with specific strategies to meet the needs of a growing population of English Language Learners (ELLs), including ELLs with disabilities. The session also will provide explicit discussion about effective strategies that address language acquisition and a culturally relevant curriculum that targets English Language Learners. Participants will learn how to make mathematics meaningful for English Language Learners in kindergarten to grade 6 by building on the real life experiences of these students and helping them to make connections to daily activities. They will learn to provide students with the necessary strategies to develop language and mathematical concepts in order to acquire higher order thinking skills and mathematical competencies that will enhance their academic success. The strategies identified will assist in facilitating student learning of mathematical literacy. Participants in this professional development activity will engage in hands‐on activities to improve instruction and student learning in mathematics for students who are English Language Learners in kindergarten to grade 6; identify strategies for enriching oral and written communication of English Language Learners, including ELLs with disabilities; and explore effective mathematics instruction for students who are English Language Learners, as well as ELLs with disabilities, including ways to approach math problems and test‐taking strategies.


EmailPedro VazquezMath Curriculum Specialist, Bridgeport Public Schools

Date Start Time End Time Location12/02/09, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown

Event Title Transition Assessment and the IEP ‐ Session AEvent Code: 10‐20‐008# of Sessions:1


Transition Specialists, General and Special Educators, Administrators, Career Center Staff, Guidance Counselors, and State and Local Agency Representatives


Offered by: Transition InitiativeContact Person:Karyn Champion‐KammEducation Services Specialist(860) 632‐1485 Ext 225

[email protected]

Presenter(s): Karen StiglianoSERC Consultant

CEUs: 1Fee: $50 per person

Event Description: How can secondary educators assist students with the development of their Post‐School Outcome Goal Statements? This professional development session offers teams the opportunity to enhance their knowledge of qualitative/quantitative Transition Assessments, which are a foundational part of developing a meaningful Individualized Education Program (IEP). The State Performance Plan (SPP), Indicator 13 addresses outcomes for youth, aged 16 and above, with an IEP that includes coordinated, measurable, annual IEP goals and transition services that reasonably enable the student to meet postsecondary goals. This SPP indicator is set at 100% for every district and can be effectively attained and sustained only by developing realistic and measurable goals that stem directly from transition assessments in the areas of employment, post‐secondary education, training, and independent living. Every participant will receive a copy of the "Transition Assessment Resource Manual" developed by the CT Transition Task Force and a copy of "Informal Assessments for Transition" from Pro‐Ed Publishers. Participants will become familiar with transition assessments for use with all students, including students with disabilities, English Language Learners, low‐level readers, and students with little to no reading ability. PLEASE NOTE: Participants will be reviewing IEPs to assess and discuss actual Post‐School Outcome Goal Statements, annual goals and objectives, and their relevance to assessments completed. Please bring a copy of at least one student’s IEP to the session. The name should be removed for confidentiality purposes. (This activity will be repeated as Session B on 2/25/10.)



Date Start Time End Time Location12/02/09, Wednesday 9:00 AM 3:30 PM EASTCONN, Hampton

32

Event Title Link Between Literacy and Social Emotional DevelopmentEvent Code: 10‐46‐100# of Sessions:1


Early Childhood General and Special Education Teachers, Paraprofessionals, Related Services Personnel, and Families

Audience: Birth‐5


[email protected]

Presenter(s): Tweety Yates, Ph.D.Center on the Social and EmotionalFoundations for Early Learning


Event Description: Dr. Tweety Yates, Co‐Project Director at the Center on the Social and Emotional Foundations for Early Learning, will share her expertise in literacy and social‐emotional development for young children and discuss how both impact challenging behavior. She will offer practical strategies and resources designed to enhance children’s literacy skills and social‐emotional development and reduce challenging behaviors. These resources and strategies can be used in various preschool settings as well as in parent groups and/or home visits. Participants in this professional development activity will discuss the link between literacy, social‐emotional development, and challenging behavior; and explore ideas for strengthening how educators and families can address and support children in relation to these three components.


Email

Literacy (301)

Date Start Time End Time Location12/04/09, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown

Event Title Raising Readers Parent Club Facilitator Training ‐ Session BEvent Code: 10‐47‐014# of Sessions:2


Staff from Early Education Programs, Even Start, Adult Education, Teen Parent Programs, Libraries, Family Resource Centers, and Community Organizations and Agencies

Audience: Birth‐8


[email protected]

Presenter(s): Betsy LeBoriousProgram Manager, Youth and Family Development, CREC

CEUs: 0.8Fee: None

Event Description: The Raising Readers Parent Club is a nationally recognized family literacy program. The program, comprised of eight sessions, provides opportunities for families to practice storytelling, reading aloud, and writing in a safe, nurturing environment. Parents take home quality children’s books after each session to continue family learning. This Facilitator Training provides the background and practice Parent Club Facilitators need to help parents establish literacy partnerships at home with their children. Specifically, participants will learn how to get an eight‐session Parent Club started, develop ground rules with Club members, and encourage discussion and interaction focused on children’s books, reading, and learning at each Club session. Participants in this two‐day professional development activity will explore components of the Raising Readers Parent Club Program; understand the role of a Parent Club Facilitator; participate in a mock Raising Readers Parent Club session; examine program tools; develop a plan to get started with implementing their own Parent Clubs; and be certified to conduct a Raising Readers Parent Club that supports children’s literacy learning.


EmailVeronica MarionSERC Consultant/CT PIRC Coordinator

Literacy (301)

Date Start Time End Time Location12/07/09, Monday 9:00 AM 3:30 PM CREC, Hartford12/08/09, Tuesday 9:00 AM 3:30 PM CREC, Hartford

33

Event Title Reading and Writing in Grades 4‐12: A Study Group for Improving Literacy SkillsEvent Code: 10‐45‐009# of Sessions:4


General and Special Educators, Literacy Specialists, Paraprofessionals, and Curriculum Specialists/Coordinators



[email protected]



Event Description: This study group is designed as a follow‐up to Dr. Janet Allen's workshop on November 13th, although attendance at that session is not required for acceptance into this study group. Over the course of four evenings, participants will study, discuss, and implement information shared by Dr. Allen, both in her workshop and in her book "Yellow Brick Roads." Issues relating to differentiated instruction (DI), Scientific Research‐Based Intervention (SRBI), and Tier I instruction will be addressed. During the intersessions, participants will have the opportunity to engage in online discussions to deepen and extend their learning. Participants in this professional development activity will explore instructional strategies to improve and support the reading and writing achievement of their students; implement instructional strategies; debrief the successes and challenges of the implementation of instructional strategies; develop a plan to monitor the levels of engagement of their students; and develop a plan to support the use of self‐monitoring and metacognitive strategies.



Literacy (301)

Date Start Time End Time Location12/08/09, Tuesday 4:30 PM 7:00 PM SERC Classroom, Middletown01/05/10, Tuesday 4:30 PM 7:00 PM SERC Classroom, Middletown01/26/10, Tuesday 4:30 PM 7:00 PM SERC Classroom, Middletown02/23/10, Tuesday 4:30 PM 7:00 PM SERC Classroom, Middletown

Event Title Beyond Diversity: A Foundation for De‐Institutionalizing Racism & Improving Student Achievement ‐ Session BEvent Code: 10‐06‐103# of Sessions:2





[email protected]






Date Start Time End Time Location12/09/09, Wednesday 9:00 AM 3:30 PM ITBD/IIET, New Britain12/10/09, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain

34

Event Title Differentiated Strategies and Activities for Middle and High School MathEvent Code: 10‐21‐007# of Sessions:1



Offered by: Mathematical Literacy InitativeContact Person:Rebecca KislukEducation Services Specialist(860) 632‐1485 Ext 289

[email protected]

Presenter(s): Marianne CavanaughCoordinator, Project Opening Doors, Hartford


Event Description: Children vary dramatically in math ability in a general education classroom. Meeting the varying range of learners pursuing a common goal remains a challenge for some teachers. This session will explain ways of utilizing differentiating strategies to address standards, key concepts, and generalization by allowing students to arrive at understanding through their interest, readiness, or learning styles. Participants will learn how to plan for and manage differentiated instruction, as well as effective strategies for assessing and teaching critical numeracy skills. Participants in this professional development activity will learn how to create differentiated lessons based on assessment of the abilities of all the students in the classroom; identify key mathematical concepts and generalizations from identified content standards presented; and utilize knowledge of learning traits of students to create lessons in order to gain multiple pathways for learning, and thus improve student outcomes.


Email


Event Title Lee y Serás (Read and You Will Be) ‐ Session AEvent Code: 10‐47‐007# of Sessions:1


General and Special Education Teachers, Faith‐based Organization Leaders, Community Organization and Agency Staff, and Policymakers



[email protected]


CEUs: 0.7Fee: None

Event Description: Lee y Serás ® (Read and You Will Be) is a national Latino early literacy initiative that engages families and community members as active participants in the literacy development of their children. It provides research‐based, in‐culture, bilingual curricula and materials for families and childcare providers and leaders with the goal of creating long‐term attitudinal and behavioral changes in efforts to close the education achievement gap. This one‐day workshop will prepare participants to conduct a six‐session series that empowers families and community members to foster the early literacy skills essential to children’s literacy development. Participants will be provided with: 1) information about the literacy issues facing the Latino community, 2) an overview of the Lee y Serás initiative, 3) practical advice on how to coordinate the Lee y Serás Family Conversation workshop series, and 4) step‐by‐step guidance for conducting the sessions. In order to improve outcomes for Latino students in grades K‐3, participants will support Latino parents and family members as their children’s first and most important teachers and role models; provide caregivers, educators, and other community members with resources and tools to help create literacy‐rich environments for Latino children; and offer policymakers and business and community leaders information and tools to understand and address the early literacy needs of their local community. This workshop will be repeated in February as Session B.


EmailIvette RuizSERC Consultant

Literacy (301)


35

Event Title Supervision and Evaluation of Paraprofessionals: What Administrators Need to KnowEvent Code: 10‐15‐006# of Sessions:1


AdministratorsAudience: PreK‐Grade 12


[email protected]

Presenter(s): Kent Gerlach, Ed.D.Professor, Pacific Lutheran University, Tacoma, WA


Event Description: This session will address some of the current legal and ethical issues regarding the employment, supervision, evaluation, and training of paraprofessionals. Discussion topics will include clarifying the appropriate role of paraprofessionals who assist with classroom instruction and the need for state and local policy regarding paraeducator qualifications. "Appropriate Supervision of Paraprofessionals," as mandated by the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), will be defined and discussed as will the quality indicators for designing staff development for paraprofessionals, administrators, and teachers. Participants in this professional development opportunity will be able to understand the current national issues affecting paraprofessionals and their supervisors; understand the importance of state and local policy regarding paraeducator qualifications, training, and supervision; understand the importance of developing ethical guidelines for paraprofessionals who assist with instruction and for the teachers who supervise them (CEC's new Code of Ethics regarding Paraeducator Supervision and Training will be distributed); receive information on the importance of clarifying the role of the teacher/paraeducator team; receive an update of the current legal issues involving paraeducators and their supervisors; gain knowledge of what parents need to know about paraprofessionals who assist with instruction; be provided a framework for the development of effective staff development for both paraeducators and teachers; and explore common barriers to effective supervision of paraeducators. This session is provided in collaboration with the Connecticut Association of Schools (CAS).


Email


Date Start Time End Time Location12/15/09, Tuesday 9:00 AM 3:30 PM CAS ‐ CT Assn. of Schools, Cheshire

Event Title Turning Classrooms into Reading Workshops, K‐3Event Code: 10‐45‐013# of Sessions:1


Classroom Teachers, Literacy Coaches, and Reading Specialists. Teams of 2 will be given priority.



[email protected]

Presenter(s): Kathy CollinsNational Literacy Consultant, Durham, NH


Event Description: For teachers striving to differentiate instruction for all students, the reading workshop is an effective model. This instructional model invites students to connect their thinking to reading as well as to writing and discussion about literature. During the reading workshop, teachers match students to books, based on student instructional level and need, and elicit responses to this literature that help them develop into thoughtful readers while they improve their comprehension and vocabulary and increase their enjoyment of reading. During this session, Kathy Collins, author of "Growing Readers" (2004) and "Reading for Real" (2008), will present an overview of Readers’ Workshop and discuss how its components connect to address student needs. Afterward, participants will have the opportunity to post questions and reflections for Ms. Collins on SERC’s Web‐based learning forum as they implement the program in their classrooms. Ms. Collins has more than fifteen years of experience as a primary classroom teacher and as a researcher with the Teachers College Reading and Writing Project. She remains an integral part of the literacy initiative that Teachers College launched in the New York City Public Schools as she travels throughout the country as a private literacy consultant. Participants in this professional development activity will identify the units of study in the reading workshop; enhance the role of the read‐aloud and “accountable talk” that leads to higher comprehension of the text; plan opportunities for independent reading and reading partnerships; establish structures for presenting mini‐lessons and conferring with students; review the use of fiction and nonfiction texts; and organize instruction to improve comprehension, fluency, and vocabulary strategies.


Email

Literacy (301)

Date Start Time End Time Location12/15/09, Tuesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell

36

Event Title Project CRISS: Creating Independence through Student‐Owned Strategies (Level I Training)Event Code: 10‐12‐013# of Sessions:3




[email protected]

Presenter(s): Lucy KrauseExternal Consultant


Event Description: It is important that teachers foster active learning techniques in their classrooms. Creating Independence through Student‐owned Strategies (CRISS) promises to provide a “grocery store of ideas that operationalize the theory.” Each day of this three‐day program will be engaging and interactive as elementary to secondary level teachers learn new ways to introduce difficult learning and problem‐solving tasks to their students, including students with disabilities. Teachers can take what is offered, shape it, mold it, and make it theirs for use in the classroom the next day. Participants in this professional development activity will explore new ways to teach students, grades 3‐12, how to organize and remember information; identify strategies for students to use before, during, and after reading to improve student outcomes; practice “write to learn” techniques, such as learning logs, framed paragraphs, and spool papers in order to facilitate student learning; outline how to incorporate essential reading and writing strategies into the curriculum so as to enhance student achievement; and reflect on the use of these techniques in personal practice and plan strategic efforts to job‐embed their learning. Participants will receive a "Project CRISS, Creating Independence Through Student‐owned Strategies" manual as part of the registration fee.



Literacy (301)

Date Start Time End Time Location12/16/09, Wednesday 9:00 AM 3:00 PM SERC Library Community Room, Middletown01/07/10, Thursday 9:00 AM 3:00 PM SERC Library Community Room, Middletown02/04/10, Thursday 9:00 AM 3:00 PM SERC Library Community Room, Middletown

Event Title Enhancing Students' Executive Skills: Strategies to Support Student Learning and Behavioral RegulationEvent Code: 10‐12‐052# of Sessions:1


General and Special Educators and StudentSupport Services Professionals. Participantsare encouraged to register as two-person teams.



[email protected]

Presenter(s): Richard Guare, Ph.D.The Center for Learning and Attention Disorders, Portsmouth, NH


Event Description: “Executive functions” have become a focus of educators’ interest as they are essential to student learning and behavioral regulation. These functions include skills in organization, planning, attention, working memory, metacognition, and response inhibition. While executive functions are critical for all students, their importance is most apparent in students who have cognitive limitations for a variety of reasons, such as ADHD, lead poisoning, or traumatic brain injury. In this workshop, Richard Guare, Ph.D. will provide practical suggestions for school‐based professionals to enhance the executive functioning of students. Working within a developmental framework, Dr. Guare will present a hypothesis‐testing approach to assessment and systematically link the findings to the development of specific interventions to improve student self‐control and learning outcomes. This process facilitates early interventions at a “root cause” level to maximize the effectiveness of those interventions. Each participant will receive a copy of the book that Dr. Guare co‐authored with Peg Dawson, "Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention" (2003) as part of the registration fee. In order to improve student achievement and behavior, participants will operationalize executive skills; investigate a multi‐component assessment model; connect assessment findings to implementation strategies; explore a variety of intervention strategies, including environmental, student‐specific, and classroom‐wide; and learn seven steps to teach executive skills to students, including students with disabilities.


Email


37

Event Title Supporting Students' Communication Needs with SLPAs ‐ Session AEvent Code: 10‐23‐002# of Sessions:1


Speech‐Language Pathologists, SLP Assistants or Aides, and Administrators



[email protected]

Presenter(s): Mary Jo Chretien, M.S., CCCRelated Services Coordinator, EASTCONN, Hampton


Event Description: Speech‐Language Pathology Assistants or Aides (SLPAs) can supplement the delivery of speech and language services in schools and have a positive impact on improving a student’s communication skills. They are not, however, an alternative to professional services. Their responsibilities must align with recommended practices in "A Guide for the Training, Use and Supervision of Speech‐Language Pathology Assistants and Aides in Connecticut" (1999) and they must receive appropriate supervision by a certified and licensed speech‐language pathologist (SLP), who retains legal and ethical responsibility for all services provided. This half‐day professional development opportunity will not provide direct skill‐building for SLPAs. Instead, it will support reciprocal dialogue between SLPs and SLPAs about the scope of tasks, procedures, roles, and activities appropriate for SLPA implementation within the least restrictive environment as well as the types and frequency of supervision required. In a parallel session, administrators will examine the benefits and restrictions of using SLPAs by examining their current utilization and/or determining the viability of increasing their use. SLPs, SLPAs, and administrators, who are encouraged but not required to attend as a team, will subsequently converge their perspectives to discuss issues that may require changes in policy or practice within their district. Participants in this professional development activity will improve student learning for children with communication disabilities by examining the range of activities appropriate for SLPA implementation and the level of supervision required to perform them; determine the need for additional skill‐building for SLPAs; and develop a plan to change district policy or practices to ensure adherence to CT’s guidelines.


EmailDonna D. Merritt, Ph.D., CCCSERC Consultant

Date Start Time End Time Location12/17/09, Thursday 9:00 AM 12:30 PM Holiday Inn, Waterbury

Event Title Supporting Students' Communication Needs with SLPAs ‐ Session BEvent Code: 10‐23‐003# of Sessions:1


Speech‐Language Pathologists, SLP Assistants or Aides, and Administrators



[email protected]

Presenter(s): Mary Jo Chretien, M.S., CCCRelated Services Coordinator, EASTCONN, Hampton


Event Description: Speech‐Language Pathology Assistants or Aides (SLPAs) can supplement the delivery of speech and language services in schools and have a positive impact on improving a student’s communication skills. They are not, however, an alternative to professional services. Their responsibilities must align with recommended practices in "A Guide for the Training, Use and Supervision of Speech‐Language Pathology Assistants and Aides in Connecticut" (1999) and they must receive appropriate supervision by a certified and licensed speech‐language pathologist (SLP), who retains legal and ethical responsibility for all services provided. This half‐day professional development opportunity will not provide direct skill‐building for SLPAs. Instead, it will support reciprocal dialogue between SLPs and SLPAs about the scope of tasks, procedures, roles, and activities appropriate for SLPA implementation within the least restrictive environment as well as the types and frequency of supervision required. In a parallel session, administrators will examine the benefits and restrictions of using SLPAs by examining their current utilization and/or determining the viability of increasing their use. SLPs, SLPAs, and administrators, who are encouraged but not required to attend as a team, will subsequently converge their perspectives to discuss issues that may require changes in policy or practice within their district. Participants in this professional development activity will improve student learning for children with communication disabilities by examining the range of activities appropriate for SLPA implementation and the level of supervision required to perform them; determine the need for additional skill‐building for SLPAs; and develop a plan to change district policy or practices to ensure adherence to CT’s guidelines.


EmailDonna D. Merritt, Ph.D., CCCSERC Consultant

Date Start Time End Time Location12/18/09, Friday 9:00 AM 12:30 PM EASTCONN, Hampton

38

Event Title Beyond Diversity: A Foundation for De‐Institutionalizing Racism & Improving Student Achievement ‐ Session CEvent Code: 10‐06‐104# of Sessions:2





[email protected]






Date Start Time End Time Location01/07/10, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain01/08/10, Friday 9:00 AM 3:30 PM ITBD/IIET, New Britain

Event Title Technology Tools for the CMT ChecklistEvent Code: 10‐28‐003# of Sessions:1


General and Special Educators with basic computer skills



[email protected]



Event Description: The CMT Skills Checklist is a working document designed for teachers to use throughout the school year to plan instruction, monitor student progress, and document achievement for students with significant cognitive disabilities. In this session, participants will examine how assistive technology tools may be used to assess students in an independent and objective manner on the CMT Skills Checklist. Through hands‐on exploration, participants will examine software applications such as Clicker 5, Clicker Paint, and Cloze Pro from Crick Software. Participants will learn how to use these programs to assess students who need support with reading and writing as well as students who require alternate computer access, such as switch scanning. In order to improve outcomes for students taking the CMT Skills Checklist in grades 3‐8, participants will explore various assistive technology applications that may be used for assessment of these students; learn how to integrate these tools into the general education curriculum in order to improve learning outcomes for students with significant cognitive disabilities; and examine options available for students who need alternative methods of demonstrating the skills on the CMT Skills Checklist.



Technology (302)

Date Start Time End Time Location01/07/10, Thursday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Hartford

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Event Title Explicit Teaching: A Model for the Older Dependent ReaderEvent Code: 10‐45‐017# of Sessions:1


General and Special Educators, Literacy Specialists, Student Support Services Professionals, Paraprofessionals, and Curriculum Specialists/Coordinators



[email protected]

Presenter(s): Margie Gillis, Ed.D.President, Literacy How, Westport


Event Description: "Ensuring adequate ongoing literacy development for all students in the middle and high school years is a more challenging task than ensuring excellent reading education in the primary grades, for two reasons: first, secondary school literacy skills are more complex, more embedded in subject matter, and more multiply determined; second, adolescents are not as universally motivated to read better or as interested in school‐based reading as kindergartners." (Biancarosa & Snow, 2005) In this session, participants will learn what is meant by comprehensive literacy instruction as it applies to older struggling readers. In doing so, they will examine a model of intervention for older dependent students who need intensive, systematic, and explicit instruction in basic reading skills. Both word recognition (decoding and fluency) and comprehension (text comprehension and vocabulary) will be addressed. Participants in this professional development opportunity will review recent research regarding older dependent readers; link No Child Left Behind (NCLB) legislation to classroom practice; gain an understanding of a reading intervention model for use in classrooms, grades 4‐8; and develop strategies to improve reading instruction related to word recognition, vocabulary, and comprehension for grades 4‐8.


Email

Literacy (301)


Event Title How Welcoming Is Your School? ‐ Session CEvent Code: 10‐47‐004# of Sessions:1





[email protected]


CEUs: 0.8Fee: None




Date Start Time End Time Location01/12/10, Tuesday 9:00 AM 12:00 PM SERC Library Community Room, Middletown

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Event Title Closing the Literacy Gap in Middle and High Schools: A Research‐based, School‐wide Literacy Approach for AdministratorsEvent Code: 10‐45‐007# of Sessions:1


Administrators, Department Chairs and Curriculum Coordinators



[email protected]

Presenter(s): Michael Faggella‐Luby, Ph.D.Assistant Professor, Educational Psychology, Univ. of Connecticut


Event Description: This session will focus on the critical need of closing the achievement gaps in secondary schools by addressing issues of adolescent literacy through: (1) a brief overview of the research‐based components related to improving reading comprehension in adolescents; (2) introduction of a school‐wide model for implementing a scientific research‐based intervention (SRBI) for all learners called the Content Literacy Continuum; (3) review of a variety of research‐based practices across multiple levels of school‐wide service delivery; (4) presentation of four critical features of implementation for school‐wide models; and (5) identification of links to resources for further information on research‐based practices. Participants in this professional development activity will enhance their ability to identify the content and pedagogy necessary to improve adolescent literacy and student outcomes; describe a school‐wide model for implementing SRBI practices at the secondary level; assess their own implementation of school‐wide service delivery models; and draw upon further resources to make decisions about research‐based practices to support learners in their schools.


Email

Literacy (301)


Event Title Effective Teaching Strategies (ETS) Basic TrainingEvent Code: 10‐16‐010# of Sessions:2


Teachers and AdministratorsAudience: Grades K‐12


[email protected]

Presenter(s): Virginia BabcockSERC Consultant


Event Description: In order to maximize student learning opportunities, teachers must plan effective lessons that consider not only the concepts that students must know, but also the specific instructional strategies that are most likely to improve student achievement across all content areas and grade levels. Robert Marzano, utilizing meta‐analysis to analyze and summarize thousands of research studies, identified nine teaching and learning strategies that improve student achievement. This two‐day seminar will share specific strategies in each of the nine categories, outlined in the book "Classroom Instruction That Works" (2001), by Marzano, Pickering, and Pollock. It also will cover the tenth strategy—nonfiction writing—which Dr. Doug Reeves, founder of the Center for Performance Assessment (CPA), added in his own research. This interactive, hands‐on seminar is designed for classroom teachers and instructional specialists. Participants will have an opportunity to apply each of the categories to current lessons or future units and plans and learn what other teachers are doing to achieve success in their classrooms. Participants in this professional development activity will learn about the ten categories of effective teaching strategies; understand how to use aspects of these strategies when planning lessons; learn about the application of the strategies specific to student needs; examine the most effective way to write thorough lesson plans and deliver instruction utilizing effective methods to improve student achievement; and identify strategies and techniques that are more beneficial to certain learning situations and students in order to meet the needs of and improve outcomes for all students.


EmailTracey MayesSERC Consultant

Date Start Time End Time Location01/13/10, Wednesday 8:30 AM 3:30 PM ITBD/IIET, New Britain01/14/10, Thursday 8:30 AM 3:30 PM ITBD/IIET, New Britain

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Event Title Multicultural Literature and Culturally Responsive Literacy InstructionEvent Code: 10‐45‐015# of Sessions:4


Administrators, General and Special Education Teachers, Literacy Specilalists, Paraprofessionals, and Related Services Professionals



[email protected]

Presenter(s): Ivelise VelazquezSERC Consultant


Event Description: Our society and its schools are becoming increasingly diverse in cultural, racial, ethnic, religious, and socioeconomic ways. In order to promote respect and understanding among students, teachers often turn to multicultural literature as a tool for culturally responsive instruction. While multicultural books, ethnic foods, and holidays are components of culturally responsive instruction, the definition needs to also include high academic standards, a rigorous curriculum, and effective teaching. As Connecticut educators work to help culturally and linguistically diverse students reach their full potential, it is important that the link between culturally responsive instruction and literacy instruction is understood by educators. Over the course of four evenings, educators will explore and discuss the components of literacy instruction through the lens of culture and diversity. The selection and use of multicultural books will be highlighted. Participants will be encouraged to develop and try some strategies, then discuss them with the group. During the intersessions, participants will have the opportunity to engage in online discussions to deepen and extend the learning. In order to improve student outcomes, participants in this professional development activity will explore a framework for selecting and teaching multicultural literature; examine and critique multicultural literature; explore the elements of culturally responsive instruction; discuss the qualities of a culturally responsive educator; and apply their new knowledge to their specific jobs in the schools.



Literacy (301)

Date Start Time End Time Location01/13/10, Wednesday 4:30 PM 7:00 PM SERC Classroom, Middletown02/03/10, Wednesday 4:30 PM 7:00 PM SERC Classroom, Middletown02/24/10, Wednesday 4:30 PM 7:00 PM SERC Classroom, Middletown03/31/10, Wednesday 4:30 PM 7:00 PM SERC Classroom, Middletown

Event Title Technology Tools to Assist in the Writing Process for Students in Grades 3‐6Event Code: 10‐28‐004# of Sessions:1


General and Special Education Teachers, Paraprofessionals, and Related Services Professionals



[email protected]



Event Description: Many students struggle with the writing process due to attention, organizational, and processing difficulties. This workshop, customized for particular grade levels*, explores the range of technology tools that assist students in brainstorming, researching, organizing, writing, and editing their work. Particular emphasis will be placed on technology tools that address the needs of students who struggle with one or several aspects of the writing process, including students with disabilities. Inspiration®, SOLO, Kurzweil, and Read and Write Gold are among the software applications that will be reviewed. In order to improve outcomes for students in grades 3‐12, including students with disabilities, participants will gain an understanding of the continuum of tools available in order to apply technology as an integral part of the learning environment; increase familiarity by engaging in hands‐on exploration of many of these tools; and learn how to identify and use appropriate strategies to assist students in the classroom.

*This workshop is offered once for each of three grade level ranges (3‐6, 5‐8, and 9‐12). Participants are asked to choose the one that meets their needs. The sessions for grades 3‐6 and 5‐8 are both offered in January. The session for grades 9‐12 will be offered in February.



Technology (302)

Date Start Time End Time Location01/13/10, Wednesday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Hartford

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Event Title Trickery, Trolling and Threats: Understanding and Addressing CyberbullyingEvent Code: 10‐06‐108# of Sessions:1


Educators, Administrators, Community Members, Families, and Members of Faith‐based Organizations



[email protected]

Presenter(s): Ivette RuizSERC Consultant


Event Description: For the current generation of teens, emailing, instant messaging, text messaging, chatting, and blogging are vital means of self‐expression and central parts of their social lives. There are increasing reports, however, that many youth are misusing online technologies to bully others. Trickery, Trolling, and Threats is a full‐day training, created by the Anti‐Defamation League for middle and high school educators, administrators, and student support services personnel, that increases awareness about the unique features and impact of cyberbullying, provides strategies for educators to respond effectively to cyberbullying, and fosters an increased culture of safety among youth. Participants in this professional development activity will increase their understanding and awareness of cyberbullying; understand how cyberbullying occurs and its unique features and impact; explore the connections between cyberbullying, bias‐motivated behavior, and online hate activities; learn strategies for empowering students to respond to cyberbullying; increase their awareness about the legal and ethical responsibilities for responding to cyberbullying; and be better prepared to foster an increased culture of electronic or “e” safety. The overall goals of this program are to promote safety and inclusion in online forums as part of a broader strategy to create safe schools for all youth, and to help create informed student populations who understand the importance of behaving responsibly and respectfully online and who are motivated to challenge cyberbullying in their schools and communities.


EmailADL TrainersAnti‐Defamation League, CT

Technology (302)

Date Start Time End Time Location01/14/10, Thursday 9:00 AM 3:30 PM SERC Library Community Room, Middletown

Event Title Making a Difference Through Co‐Teaching ‐ Session BEvent Code: 10‐12‐009# of Sessions:1


General and Special Educators and/or Student Support Services Professionals are encouraged to register as two‐person, Co‐teaching Teams



[email protected]

Presenter(s): Stefanie CarboneSERC Consultant


Event Description: Today, educators are challenged to identify and utilize more meaningful and effective instructional options as general education classrooms include more and more students of increasingly diverse backgrounds, learning styles, abilities, and disabilities. Co‐teaching holds great promise as one approach to supporting students with diverse needs in general education settings. Through co‐teaching, educators form partnerships, including teaching pairs comprised of general educators, special educators, student support professionals, ESL/ELL specialists, reading consultants/specialists, and math consultants/specialists. These partners collaborate to provide a rich and differentiated learning opportunity and a sense of belonging to every child. Their talents, experiences, and expertise, both shared and varied, make for powerful and dynamic approaches to instruction. Teams of participants in this professional development activity will identify six different co‐teaching arrangements; compare the advantages and disadvantages of each co‐teaching arrangement; determine how co‐teaching can become an effective support for inclusive practices in accommodating the needs of diverse learners and enhancing student learning in grades K‐12; and plan ways to integrate co‐teaching into their instructional repertoire in order to improve student learning.


EmailOther SERC Consultants

Date Start Time End Time Location01/15/10, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown

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Event Title Technology Tools to Assist in the Writing Process for Students in Grades 5‐8Event Code: 10‐28‐005# of Sessions:1


General and Special Education Teachers, Paraprofessionals, and Related Services Professionals



[email protected]



Event Description: Many students struggle with the writing process due to attention, organizational, and processing difficulties. This workshop, customized for particular grade levels*, explores the range of technology tools that assist students in brainstorming, researching, organizing, writing, and editing their work. Particular emphasis will be placed on technology tools that address the needs of students who struggle with one or several aspects of the writing process, including students with disabilities. Inspiration®, SOLO, Kurzweil, and Read and Write Gold are among the software applications that will be reviewed. In order to improve outcomes for students in grades 3‐12, including students with disabilities, participants will gain an understanding of the continuum of tools available in order to apply technology as an integral part of the learning environment; increase familiarity by engaging in hands‐on exploration of many of these tools; and learn how to identify and use appropriate strategies to assist students in the classroom.

*This workshop is offered once for each of three grade level ranges (3‐6, 5‐8, and 9‐12). Participants are asked to choose the one that meets their needs. The sessions for grades 3‐6 and 5‐8 are both offered in January. The session for grades 9‐12 will be offered in February.



Technology (302)

Date Start Time End Time Location01/15/10, Friday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Hartford

Event Title Distinguishing Second Language Acquisition from Learning DisabilitiesEvent Code: 10‐06‐115# of Sessions:1


General Education, Special Education, and ESL/Bilingual Teachers, Program Coordinators, Student Support Services Professionals, and Curriculum Directors



[email protected]

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


Event Description: Today’s schools are populated by culturally and linguistically diverse (CLD) learners. Educators and specialists face many challenges in serving these students appropriately. A good working knowledge of Second Language Acquisition stages and processes, cultural/ethnic differences, and linguistic, cultural, and racial biases in the referral and assessment processes are necessary. This session is designed to build an awareness that will support educators in appropriately serving and educating culturally and linguistically rich students. The focus of this professional development opportunity is on strategies for reducing inappropriate referrals and over‐identification in Special Education of students from certain racial and ethnic groups and English Language Learners. Participants in this professional development activity will become aware of overrepresentation 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. There is also an opportunity for districts to receive technical assistance on these topics on the following day (January 20, 2010). There will be an additional fee. Pre‐requisite: Two members from the district must have attended the presentation on January 19, 2010. For more information, please contact: Beth Brunet, Consultant, SERC, at (860) 632‐1485, x 307, or [email protected].


Email

Date Start Time End Time Location01/19/10, Tuesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell

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Event Title Connecticut's Teachers of Students Who are Deaf and/or Hard of Hearing: A Discussion GroupEvent Code: 10‐38‐010# of Sessions:3


Teachers of the Deaf and/or Hard of HearingAudience: PreK‐Grade 12

Offered by: Initiative on Visual and Hearing ImpairmentsContact Person:Karyn Champion‐KammEducation Services Specialist(860) 632‐1485 Ext 225

[email protected]

Presenter(s): SERC ConsultantsCEUs: 1Fee: $75 per person

Event Description: How can teachers of the deaf work together to improve outcomes for students with hearing loss in preschool to grade 12? Do you have an experience or area of strength to share with your colleagues? By coming together, and sharing thoughts and ideas, teachers of students who are deaf/hard of hearing can identify better and more effective ways to provide a quality education for all students with hearing loss. This discussion group, facilitated by SERC staff, will implement the action plan created by last year's group and continue to focus on examining the needs of teachers of the deaf across Connecticut. It will provide these educators with a forum to share areas of need and develop structures of support, as well as next steps. Existing resources and research available to teachers of the deaf will be explored and discussed. Participants in this professional development activity will share experiences regarding working with students with hearing loss; identify needs and concerns in providing effective education to students who are deaf/hard of hearing; and discuss and implement a plan of action to address needs, support teachers, and improve student learning.


EmailKaryn Champion‐KammEducation Services Specialist

Date Start Time End Time Location01/26/10, Tuesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown02/23/10, Tuesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown03/23/10, Tuesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown

Event Title SFCP Overview ‐ Session BEvent Code: 10‐47‐010# of Sessions:1


Building Administrators, General and Special Educators, Parents, Family Resource Center Directors, and Community Organization and Agency Staff



[email protected]


CEUs: NoneFee: None

Event Description: The evidence has been clear and compelling for many years – comprehensive programs of School‐Family‐Community Partnerships (SFCP) bolster student achievement and healthy development, two goals that schools, families, and communities greatly value. But how are these programs designed? What resources are available to support them? How are partnerships created and sustained? What does it take to gain administrative buy‐in for this effective approach to family and community engagement on behalf of student achievement? The answers to these and other questions about schools, families, and communities acting together to improve student learning will be addressed during this half‐day session. This informational opportunity is designed for individuals to learn about effective partnerships, bring this content to their school communities, and then form teams that will attend the one‐day intensive SFCP Action Team Training. Time will be devoted to Joyce Epstein’s nationally recognized six‐part typology of family involvement developed at Johns Hopkins University. This framework coordinates action planning that partnerships undertake to develop comprehensive programs in support of school improvement plans. Participants in this professional development activity will overview the six key standards of family involvement; consider the research base that supports family involvement as a critical component in student achievement and healthy development; discuss the barriers to family involvement; and understand how to build partnership teams focused on student success. (This activity will be repeated as Session B on 1/27/10.)



Date Start Time End Time Location01/27/10, Wednesday 9:00 AM 12:00 PM SERC Library Community Room, Middletown

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INDIVIDUAL APPLICANT APPLICATION FORM 2009‐2010 PROFESSIONAL DEVELOPMENT ACTIVITIES

Have you been a past participant in SERC professional development activities? Yes No

NAME SERC MEMBER # (IF KNOWN)

Home Phone Preferred E‐mail

Home Address

City State Zip Code

FOR EDUCATORS: School / Program / Agency Work Phone

School District / Town Position / Role

Grade Level or Early Childhood Age Range Birth‐3 3‐5

If you are interested in earning CEUs, please provide the last four digits of your SSN:

Release time authorization: Administrator’s Signature (IF REQUIRED)

ONLINE WORKSHOP ACTIVITY CODE DATE TITLE FEE

Y/N # # # # # # #

Enclosed Check # Purchase Order # TOTAL AMOUNT DUE: $ Applicants who choose to register online should indicate YES next to the activity code and use this form to submit payment or purchase order information. Please provide your online USER NAME:

If a disability accommodation is needed for workshop participation, please specify:

INSTRUCTIONS: Please return the completed Application Form to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457‐1516. Participants will be selected on a first‐come, first‐served basis up to full workshop capacity and/or the registration closing date. Participants will receive written confirmation of enrollment from SERC. If registering within 30 days of the date of the activity, applicants must submit payment with the Application Form. Make checks payable to Rensselaer at Hartford.

STATE EDUCATION RESOURCE CENTER, 25 Industrial Park Road, Middletown, CT 06457‐1516

Phone (860) 632‐1485 – Fax (860) 632‐8870 – www.ctserc.org

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ACTIVITIES DESIGNED FOR TEAM PARTICIPATION

THIS SECTION CONTAINS PROFESSIONAL DEVELOPMENT ACTIVITIES DESIGNED FOR TEAM PARTICIPATION Before registering, please review the activity description for information on who should apply for these programs and for district and/or school-based team requirements. Before submitting the Team Application Form, be sure it meets the advertised criteria for the size and makeup of each team. The workshop description will provide information on registration fees as applicable. Additional information about the activity and the application process may be obtained by calling or e-mailing the advertised Contact Person. Web registration for these programs is not available. Team applications should be submitted by mail or fax only.

See page 61 for the application form.

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ACTIVITIES DESIGNED FOR TEAM PARTICIPATION

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Event Title Math + SRBI = Students Learning Conference

Event Code: 10‐21‐476# of Sessions:1


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

Audience: All

Offered by: Mathematical Literacy InitativeContact Person:Tyrese BoldenEducation Services Specialist(860) 632‐1485 Ext 210

[email protected]

Presenter(s): Charlene Tate‐NicholsMathematics Consultant, Bureau of Curriculum and Instruction, CSDE


Event Description: This new conference is an opportunity for teams of district leaders to gather information and tools to support the implementation of Scientific Research‐Based Intervention (SRBI) in the mathematics classroom. Concurrent sessions have been designed to cover content areas that focus on developing the infrastructure necessary to expedite implementation of SRBI, including practitioners at both the elementary and secondary levels who will share strategies and tools they are currently using. Exhibitors whose products are used by Connecticut districts will be on hand to provide additional information. Participants will also have a chance to hear from representatives from SERC and the RESC Alliance to discuss their available resources and ways they can support districts as they determine the next steps necessary to develop an implementation plan. Please use the application form in the conference brochure included in this mailing in order to register for this conference.


Email

Date Start Time End Time Location10/08/09, Thursday 8:00 AM 3:30 PM Marriott, Farmington

Event Title Making Adequate Yearly Progress (AYP): Preventative and Corrective Measures to Improve Academic Achievement for Students with Disabilities ‐ Session A



Teams of Building Administrators and General and Special Education Teachers


Offered by: LRE/Inclusion InitiativeContact Person:Nikki HendryEducation Services Specialist(860) 632‐1485 Ext 255

[email protected]

Presenter(s): Donnah RochesterSERC Consultant

CEUs: 0.7Fee: $300 per team

Event Description: The No Child Left Behind Act (NCLB) mandates one accountability system that applies the same standards to all students in a state. NCLB requires schools to ensure that various subgroups, including students with disabilities, make Adequate Yearly Progress (AYP). An AYP Status Data Report is generated for schools and indicates whether or not AYP targets are met for the entire school and disaggregated subgroups. In an effort to help districts address the challenge of making AYP, the Connecticut State Department of Education, in collaboration with SERC, is providing an opportunity for these schools to reflect on current practices, share ideas, and collaboratively problem solve to improve the academic achievement of students with disabilities. Each school team in this professional development activity will examine the philosophies, policies, structures, school culture, and practices that support and hinder academic achievement for students with disabilities; analyze school data to identify a target group of students; identify strategies to assist students with disabilities in meeting CMT/CAPT goals; and create an action plan around professional development participation, data review, and collaborative planning.


Email

Date Start Time End Time Location10/13/09, Tuesday 9:00 AM 3:30 PM SERC Classroom, Middletown

51

Event Title Supervision and Evaluation: Literacy Instruction from an Administrator's Perspective



Teams of 3‐5 members, including Administrators, General and Special Education Teachers, and Related Services Professionals



[email protected]



Event Description: Educators agree that strong, effective leadership is essential to student success. This is true for all areas of the curriculum, but in recent years it has become a particular focus in the area of literacy. This professional development session will examine leadership through the lens of literacy. The format of the day will be a mix of discussion and presentations of content. Participants will be encouraged to share their challenges and successes as leaders who supervise literacy instruction. Participants in this professional development activity will examine the components of exemplary literacy practices; explore and discuss howspecific reading comprehension strategies link to CMT/CAPT objectives; discuss how to supervise teachers in lteracy instruciton to ensure successfor all students; and identify key topics to address with teachers in the teacher evaluation and supervision.





Event Title Making Adequate Yearly Progress (AYP): Preventative and Corrective Measures to Improve Academic Achievement for Students with Disabilities ‐ Session B



Teams of Building Administrators and General and Special Education Teachers



[email protected]

Presenter(s): Donnah RochesterSERC Consultant


Event Description: The No Child Left Behind Act (NCLB) mandates one accountability system that applies the same standards to all students in a state. NCLB requires schools to ensure that various subgroups, including students with disabilities, make Adequate Yearly Progress (AYP). An AYP Status Data Report is generated for schools and indicates whether or not AYP targets are met for the entire school and disaggregated subgroups. In an effort to help districts address the challenge of making AYP, the Connecticut State Department of Education, in collaboration with SERC, is providing an opportunity for these schools to reflect on current practices, share ideas, and collaboratively problem solve to improve the academic achievement of students with disabilities. Each school team in this professional development activity will examine the philosophies, policies, structures, school culture, and practices that support and hinder academic achievement for students with disabilities; analyze school data to identify a target group of students; identify strategies to assist students with disabilities in meeting CMT/CAPT goals; and create an action plan around professional development participation, data review, and collaborative planning.


Email

Date Start Time End Time Location10/27/09, Tuesday 9:00 AM 3:30 PM SERC Classroom, Middletown

52

Event Title A Step by Step Approach for Inclusive Schools 2009‐2010: Cadre 1



Teams, consisting of 3‐5 members, must include a Principal, General Education and Special Education Teacher, and Student Support Services Professional



[email protected]

Presenter(s): Frances Stetson, Ph.D.President, Stetson and Associates, Inc. Houston, TX


Event Description: A Step by Step Approach for Inclusive Schools is a comprehensive three‐day program developed by Stetson and Associates, Inc., to expand the capacity of school staff to implement an inclusive system, meet several of Connecticut’s State Performance Plan Indicators, and make continuous improvement in addressing the P.J. v. STATE of CONNECTICUT, BOARD OF EDUCATION Settlement Agreement goals. Since building inclusive education systems necessitates leadership and successful collaboration between general and special education, participating school teams should consist of the following members: principal, general education teacher, special education teacher, and student support services professionals. Schools may expand their team membership to seven (7) participants if they choose to include school or district‐level leaders. Note: School principals are required to attend all three days with their school‐based teams. Participants in this professional development will improve outcomes for students with disabilities by developing systems‐based strategies that ensure access, participation, and progress in general education; utilize an objective student‐centered process in making collaborative decisions about types and levels of specialized support; and be prepared to build the capacity of their colleagues in implementing a system of responsible inclusive practices in their respective schools.


Email

Date Start Time End Time Location11/05/09, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain11/06/09, Friday 9:00 AM 3:30 PM ITBD/IIET, New Britain12/15/09, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain

Event Title Teaching Social Skills to Students with Autism Spectrum Disorders



General and Special Educators, Student Support Services Professionals, Paraprofessionals, and Family Members, in Teams of 3‐5 people.



[email protected]

Presenter(s): Sheila FlanaganEducational Consultant, Benhaven Learning Network, Wallingford


Event Description: This workshop will explore the programming and teaching of appropriate social skills for students with autism spectrum disorders (ASD) to increase their access and participation in the general education classroom as well as time with non‐disabled peers. Teams of participants will utilize a case‐study approach for a specific student with ASD on the caseload of the participating school team. On Day One of this workshop, participants will explore their knowledge base with respect to assessing social functioning, curriculum components, individual strategies, evidence‐based interventions, supports, and resources relating to the social skills development of students with autism spectrum disorder. Between sessions, participants will assess the social functioning of a specific student with ASD and develop strategies to address the student’s social skills deficits. On Day Two, teams will share implementation strategies and techniques for addressing social skills deficits as well as writing meaningful goals and objectives for the student's IEP. Participants in this professional development activity will develop the necessary skills to assess the social functioning of a student with ASD; develop strategies to teach the necessary social skills to a student with ASD so that he or she may access and participate in the general education setting; and connect social skills development to the Individualized Education Plan (IEP) to ensure access and participation in general education for a student with ASD.


Email

Date Start Time End Time Location11/12/09, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown12/03/09, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown

53

Event Title The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams



Administrators, General and Special Education Teachers, and Support Services Professionals in Teams of 5‐8.


Offered by: Early Intervention ProjectContact Person:Kristy GiaccoUnit Coordinator(860) 632‐1485 Ext 249

[email protected]

Presenter(s): SERC ConsultantsCEUs: 2.5Fee: $550 per team

Event Description: SRBI is Connecticut’s framework for improving education for all students. This professional development opportunity supports educators in refining their early intervention process and organizing school teams (e.g., School Improvement Teams, Data Teams, EIP, SAT, PBS, and/or CST) to develop a system of decision‐making that is needed to implement SRBI effectively. It comprises experiential activities, facilitated reflective dialogue, and presentation of fundamental early intervention methodology through a pre‐training meeting (either on‐site or via phone); four days of training; and one and one‐half days of on‐site technical assistance to support practical application of new learning. Participants will examine the knowledge, beliefs, skills, instructional practices, and organizational structures needed for implementation and sustainability of the early intervention process within the context of SRBI; analyze multiple methods of collaborative decision‐making to improve student learning; discuss how to embed the philosophy and principles of early intervention into daily practice that is grounded in a strengths‐based approach; examine the role of early intervention in reducing disproportionality by race in special education and the racial predictability of student achievement; practice an intervention planning process that includes analyzing current performance, defining desired outcomes, identifying research‐based interventions, monitoring student progress, and evaluating intervention effectiveness; and assess current team functioning and modify it as necessary to improve team efficiency and effectiveness. Participating teams may consist of district and building‐level administrators, general and special educators, and support services professionals. Attendance by building principals is strongly encouraged.


Email

Date Start Time End Time Location11/12/09, Thursday 9:00 AM 3:30 PM Four Points Sheraton, Meriden11/13/09, Friday 9:00 AM 3:30 PM Four Points Sheraton, Meriden01/07/10, Thursday 9:00 AM 3:30 PM Four Points Sheraton, Meriden01/08/10, Friday 9:00 AM 3:30 PM Four Points Sheraton, Meriden

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Event Title Autism Consortium: Educating and Supporting Students on the Autism Spectrum



Educators, Family Members, and Administrators, in Teams of 5‐8 participants.



[email protected]

Presenter(s): Linda GrimmDirector, Benhaven Learning Network


Event Description: It is essential that school personnel develop quality programs to address the individual needs of the child. This session provides the opportunity for educators to share common needs and training outcomes for staff on the education of students with autism spectrum disorders (ASD). Topics during this five‐day series will include social skills programming across multiple environments, development of IEP objectives that enhance learning outcomes for students with ASD, strategies to promote successful inclusion of students with ASD in general education classes, and the creation of positive behavior supports for children with ASD. Participants in this professional development activity will identify district needs to educate and support children with ASD in order to improve student performance; develop action plans outlining goals and objectives to change current practices in an effort to improve student outcomes for students with ASD; and work with their team to identify and develop quality programs to address the individual needs of children with ASD in their district.


Email

Date Start Time End Time Location11/13/09, Friday 9:00 AM 3:30 PM In‐District Facility 12/04/09, Friday 9:00 AM 3:30 PM In‐District Facility 01/21/10, Thursday 9:00 AM 3:30 PM In‐District Facility 02/02/10, Tuesday 9:00 AM 3:30 PM In‐District Facility 02/26/10, Friday 9:00 AM 3:30 PM In‐District Facility

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Event Title Accessing the General Education Curriculum for Students with Significant Disabilities



General and Special Education Teachers and Administrators, Paraprofessionals, and Support Services Personnel, in Teams of 2



[email protected]

Presenter(s): Kathryn WeingartnerSERC Consultant


Event Description: All children must have access to the "Connecticut K‐12 Curricular Frameworks" and the school district core curriculum. For children with significant disabilities to maximize their success in general education, however, curricular modifications may be necessary to help ensure access and active participation. Educators will learn how to balance functional skill development (e.g. tying shoes or using the bathroom) with the demands of the general education curriculum through strategic use of modifications, collaboration, and careful planning. Other topics to be addressed include effective use of paraprofessionals, Universal Design for Learning (UDL), lesson planning, and assistive technology (AT). This professional development opportunity involves a commitment to developing, implementing, and sustaining responsible inclusive practices for a student with significant disabilities. Teams of participants in this professional development opportunity will be able to analyze an individual student's characteristics using a strengths‐based approach; identify the setting demands of the general education classroom and potential barriers for active participation of students with disabilities; use goals and objectives of an Individualized Education Plan ) IEP to provide guidance for daily lesson planning; collaboratively design and implement responsible inclusive instruction in the general education classroom using modifications to improve student outcomes; and determine how to align IEPs with the general education curriculum.


EmailSmita WorahSERC Consultant

Date Start Time End Time Location11/19/09, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain12/01/09, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain

Event Title Transitioning Students with Autism to Employment



Teams of Transition Specialists, Integrated Student Support Services Professionals, General/Special Educators, Guidance Counselors, Career Center Staff, State/Local Agency Representatives, and Family Members



[email protected]

Presenter(s): Laura DiGalbo, M.Ed, CRC, LPCEducational Consultant, Harwinton


Event Description: For individuals with disabilities, paid employment during high school is a major indicator of paid employment as adults. But the vast majority of adults with autism spectrum disorders (ASD) continue to be unemployed (National Organization on Disability, 2004). Often the characteristics and behaviors of individuals with ASD can make them appear unsuitable for employment. In this workshop, participants will identify and explore the issues encountered in employment settings by individuals with ASD. They will interactively and collaboratively design Individualized Education Plan (IEP) goals and objectives specifically related to vocational skill development, social skills, and other foundational skills necessary for successful integration into employment. Participants will receive a copy of the book by Gail Hawkins entitled, "How to Find Work that Works for People with Asperger Syndrome" (2004). Participants are asked to register in teams of 2‐3 that must include a general educator or ISSS professional.


Email


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Event Title Developing Standards‐Based IEP Goals and Objectives for Students with Disabilities at the High School Level ‐ Session A



Teams of 2‐4 Transition Specialists, General and Special Educators, Co‐teachers, and Guidance and Career Counselors. See below for more information.



[email protected]



Event Description: This professional development activity is designed to address the question, "What does transition look like in general education?" The Individualized Education Plan (IEP) needs to focus on transition planning and services on or before a student’s 16th birthday. This training will require general education staff to participate in the effort to increase the amount of general education collaboration in writing IEPs. In addition, the session will demonstrate how the development of the IEP Goals and Objectives will enhance the development of the SOP (Summary of Performance). Participants in this professional development activity will assess the physical, educational, and socio‐educational demands of their general education classrooms; determine a student’s instructional needs and staffing supports, as necessary, in the general education setting; investigate the CT Frameworks to embed transition requirements into the curriculum standards; and help students improve their academic and functional performance by bringing everyday life experiences into the classroom. At least one member of the team must have participated in "Transition Assessment and the IEP." All teams are requested to bring a lesson plan used in one of the core academic areas, a student IEP that was developed as a result of participating in "Transition Assessment and the IEP," and a student SOP (with names removed to protect the student’s privacy).




Date Start Time End Time Location12/17/09, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown12/18/09, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown

Event Title Designing Standards‐Based IEPs to Support Progress in the General Education Curriculum



General and Special Education Teachers and Administrators, and Student Support Services Personnel, in Teams of 3‐5 people.



[email protected]

Presenter(s): SERC ConsultantsCEUs: 2.2Fee: $300 per team

Event Description: In order to successfully include a student in general education, general and special educators and student support services professionals must collaborate in new ways to meet the demands of high‐quality development of Individualized Education Plans (IEPs). This four‐day hands‐on workshop will utilize a case‐study approach and customize content so participating teams can explore issues such as methods of assessment, transition planning, and the use of assistive technology (AT). Participants in this professional development activity will determine if the design of a student’s IEP was reasonably calculated to confer educational benefit; use assessments to establish and monitor the progress of IEP goals and objectives in order to address the specific needs of a student that impact access, participation, and progress in the general education curriculum, classrooms, and activities; analyze the gap between the expected performance of ALL students and an individual student’s present level of academic achievement, functional performance, and behavior in the general education curriculum in order to design IEP goals that promote student progress in general education; and use a collaborative decision‐making process in order to ensure that the specific needs of a student and his/her access, participation, and progress in the general education curriculum, classrooms, and activities are met in a coordinated, holistic manner. Required Preparation: Participating team members must bring IEPs on a specific student for a three‐year period with identifying information removed.


Email

Date Start Time End Time Location12/18/09, Friday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford01/08/10, Friday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford01/29/10, Friday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford03/02/10, Tuesday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford

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Event Title SFCP Action Team Training ‐ Session A



Teams of 5 including a Building Administrator, Parents, Teachers, and other School Staff and/or Community Members



[email protected]


CEUs: 0.7Fee: None

Event Description: All Connecticut schools are working to engage families in the educational lives of students, but many are not reaping the full benefit of their efforts. School‐Family‐Community Action Team Training provides the coordinating framework that allows schools to maximize improvement plans and fully implement federal, state, and local parent involvement requirements. During this one‐day activity, teams will engage in interactive hands‐on, research‐based training to plan and implement activities around six key types of involvement developed by Joyce Epstein, Director of the National Network of Partnership Schools (NNPS) at Johns Hopkins University. Trained Action Teams can also receive technical assistance for the implementation of their action plans. At the conclusion of this session, teams will be entered into the Connecticut School Family Community Partnership (SFCP) database to receive announcements of a wide variety of future trainings and conference offerings. Participants in this professional development activity will examine ways in which school‐family‐community partnerships support student achievement; establish an effective school‐based SFCP Action Team to undertake the work of school‐family‐community partnerships; use Dr. Epstein’s six‐part typology to develop an action plan for family involvement that works to achieve the goals and objectives of the school’s improvement plan that meets federal, state, and local parent involvement requirements; and explore the research that substantiates the value of family involvement in the educational lives of students.


EmailBarbara SloneSERC Consultant/CT PIRC Coordinator


Event Title Addressing Challenging Behaviors for Students with Autism Spectrum Disorders and Related Disabilities



Teams, composed of a maximum of five members, including Special and General Educators, Administrators and Student Support Services Professionals



[email protected]

Presenter(s): Christa JachymEducational Consultant, Benhaven Learning Network, Wallingford


Event Description: Challenging behaviors are frequently the primary obstacles in supporting students with autism spectrum disorder (ASD) and related disabilities. Effective behavioral supports require highly individualized practices that address the primary areas of difficulty in social understanding and interactions, pragmatic communication, managing anxiety, preferences for sameness and rules, and ritualistic behaviors. This session will examine the elements of a positive behavioral support program for a student with challenging behavior to influence a student's ability to learn and function in the school environment. On Day One of this workshop, participants will examine the principles of behavior and the use of hypothesis and data to design specific interventions. Participants will learn how to complete an environmental assessment for a student by examining how physical environment, social setting, scheduling, and other factors impact behavior. Between Days One and Two, participants will collect data and complete an environmental assessment. Day Two is intended to support participants in the creation of a positive behavioral support plan for the student based on the information collected through the environmental assessment. Participants in this professional development activity will be able to evaluate the communicative intent behind specific behaviors of children with autism; assess environmental conditions relating to specific behavior; conduct a functional behavior assessment and create a positive behavioral support plan for a student with autism or related disability; and align functional behavior assessments (FBAs) and behavior intervention plans (BIPs) to the Individualized Education Plan (IEP) to improve student access, participation, and progress in the general education curriculum.


Email

Date Start Time End Time Location01/07/10, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown02/11/10, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown

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Event Title Developing Standards‐Based IEP Goals and Objectives for Students with Disabilities at the High School Level ‐ Session B



Teams of 2‐4 Transition Specialists, General and Special Educators, Co‐teachers, and Guidance and Career Counselors. See below for more information.



[email protected]



Event Description: This professional development activity is designed to address the question, "What does transition look like in general education?" The Individualized Education Plan (IEP) needs to focus on transition planning and services on or before a student’s 16th birthday. This training will require general education staff to participate in the effort to increase the amount of general education collaboration in writing IEPs. In addition, the session will demonstrate how the development of the IEP Goals and Objectives will enhance the development of the SOP (Summary of Performance). Participants in this professional development activity will assess the physical, educational, and socio‐educational demands of their general education classrooms; determine a student’s instructional needs and staffing supports, as necessary, in the general education setting; investigate the CT Frameworks to embed transition requirements into the curriculum standards; and help students improve their academic and functional performance by bringing everyday life experiences into the classroom. At least one member of the team must have participated in "Transition Assessment and the IEP." All teams are requested to bring a lesson plan used in one of the core academic areas, a student IEP that was developed as a result of participating in "Transition Assessment and the IEP," and a student SOP (with names removed to protect the student’s privacy).




Date Start Time End Time Location01/13/10, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown01/14/10, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown

Event Title A Step by Step Approach for Inclusive Schools 2009‐2010: Cadre 2



Teams, consisting of 3‐5 members, must include a Principal, General Education and Special Education Teacher, and Student Support Services Professional



[email protected]



Event Description: A Step by Step Approach for Inclusive Schools is a comprehensive three‐day program developed by Stetson and Associates, Inc., to expand the capacity of school staff to implement an inclusive system, meet several of Connecticut’s State Performance Plan Indicators, and make continuous improvement in addressing the P.J. v. STATE of CONNECTICUT, BOARD OF EDUCATION Settlement Agreement goals. Since building inclusive education systems necessitates leadership and successful collaboration between general and special education, participating school teams should consist of the following members: principal, general education teacher, special education teacher, and student support services professionals. Schools may expand their team membership to seven (7) participants if they choose to include school or district‐level leaders. Note: School principals are required to attend all three days with their school‐based teams. Participants in this professional development will improve outcomes for students with disabilities by developing systems‐based strategies that ensure access, participation, and progress in general education; utilize an objective student‐centered process in making collaborative decisions about types and levels of specialized support; and be prepared to build the capacity of their colleagues in implementing a system of responsible inclusive practices in their respective schools.


EmailKaren StiglianoSERC Consultant

Date Start Time End Time Location01/27/10, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown01/28/10, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown03/03/10, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown

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TEAM APPLICATION FORM 2009‐2010 PROFESSIONAL DEVELOPMENT ACTIVITIES

School District/Town Phone

Team Liaison/Contact Person E‐mail


TEAM MEMBER 1: Have you been a past participant in SERC professional development activities? Yes No


School / Program / Agency Work Phone

Position / Role Grade Level


Home Address

City State Zip Code







Home Address

City State Zip Code


WORKSHOP ACTIVITY CODE TITLE UNITS FEE

# # # # # # #

Enclosed Check # Purchase Order # TOTAL DUE: $

INSTRUCTIONS: Please return completed Team Application Form to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457‐1516. Teams meeting the advertised criteria will be selected on a first‐come, first‐served basis up to full workshop capacity and/or the registration closing date. The designated team liaison will be responsible for communication among team members. Team members will receive written confirmation of enrollment from SERC. Payment of registration fees should accompany the Application Form unless purchase order information is provided. Make checks payable to Rensselaer at Hartford.

STATE EDUCATION RESOURCE CENTER, 25 Industrial Park Road, Middletown, CT 06457‐1516 Phone (860) 632‐1485 – Fax (860) 632‐8870 – www.ctserc.org

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WORKSHOP TEAM APPLICATION FORM ADDITIONAL MEMBERS

School District / Town Phone

Team Liaison/Contact Person E‐mail







Home Address

City State Zip Code







Home Address

City State Zip Code







Home Address

City State Zip Code


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SERC’s 2009-2010 Conference Schedule

Math + SRBI = Student Learning Conference October 8, 2009 – Marriott Hotel, Farmington

Paraprofessionals as Partners Annual Conference

October 29, 2009 – Crowne Plaza, Cromwell

Y.E.S. for Diversity: Youth Empowerment Summit November 9, 2009 – Marriott Hotel, Farmington

Expanding Horizons Annual Conference

December 8, 2009 – Crowne Plaza, Cromwell

Together We Will Annual Conference April 9, 2010 – Crowne Plaza, Cromwell

Symposium on Closing Connecticut’s Achievement Gap:

The Intersection of Race and Education April 30 and May 1, 2010 – Marriott Hotel, Farmington

Enhancing Instructional Programs Within Schools: Training in

Special Education Administration for Principals and Other Administrators

Refer to brochure for dates and locations

Transition to College Annual Conference Spring 2010 (Date and Location TBD)

Please check the SERC Website (www.ctserc.org) often for more

information regarding these conferences. Direct questions to [email protected].

Thank you.

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More About Our Fall Conferences

Math + SRBI = Student Learning

October 8, 2009 - Farmington Marriott, Farmington, CT

This new conference is an opportunity for teams of district leaders to gather information and tools to support the implementation of Scientific Research-Based Intervention (SRBI) in the mathematics classroom. Concurrent sessions have been designed to cover content areas that focus on developing the infrastructure necessary to expedite implementation of SRBI, including practitioners at both the elementary and secondary levels who will share strategies and tools they are currently using. Exhibitors whose products are used by Connecticut districts will be on hand to provide additional information. Participants will also have a chance to hear from representatives from SERC and the RESC Alliance to discuss their available resources and ways they can support districts as they determine the next steps necessary to develop an implementation plan.

Fourteenth Annual Paraprofessionals as Partners Conference

October 29, 2009 – Crowne Plaza, Cromwell, CT This conference is an opportunity for paraprofessionals to engage in cutting-edge professional development while networking with colleagues. It is designed to develop the skills of paraprofessionals to increase their effectiveness as educational partners with general and special education teachers, student support services professionals, and administrators. This year’s conference will offer a performance and keynote address on the appreciation of diversity, provided by Michael Fowlin, Ph.D., an actor and psychologist from New Jersey. Concurrent sessions following the keynote will focus on meeting the diverse learning needs of all students, kindergarten through grade 12, resulting in positive student outcomes.

Expanding Horizons: Curriculum, Collaboration, and Community

December 8, 2009 – Crowne Plaza, Cromwell, CT The focus of this twelfth annual conference on educating students with disabilities in the general education classroom is Curriculum, Collaboration, and Community. The conference offers both short courses and concurrent sessions on a wide range of topics to a broad audience regarding responsible inclusive practice and the use of assistive and education technology. Keith Jones, President of Soul Touchin’ Experiences in Massachusetts, will lead off the day with an inspirational keynote address about the importance of educators and families coming together to examine topic areas that increase access and progress in the general education curriculum through collaboration and community supports. Another highlight of the day will be a screening of the film “Including Samuel” and a conversation with the film maker, Dan Habib, from the University of New Hampshire’s Institute on Disability.

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Top eleven reasons to visit the SERC Library

25 Industrial Park Road, Middletown, CT

SServing Connecticut’s education community for 40 years

EEquity, excellence, education

RResources for educators, preservice educators, support services personnel, and families

CContinuously adding to our resources

Come see the new technological tools available to you!

Create lists of your favorite resources and manage your account on your individual homepage via our new patron interface,

http://serc-verso.auto-graphics.com/iluminar/home.asp.

Check out the SERC Library blog at http://serclibrary.blogspot.com

Library/Circulation: (860) 632-1485, Ext. 235 Fax: (860) 632-0438

LLocated centrally in Connecticut

IIndividualized attention and research assistance

BBlog at http://serclibrary.blogspot.com

RRenew and reserve online with our new Library automation system

AAcquisitions posted on our Web site monthly at www.ctserc.org/library

RReady to serve you six days a week with extended evening & Saturday hours

YYes, membership is still free!

State Education Resource CenterSpecial Education Resource Center• Early Childhood Resource Center•

25 Industrial Park RoadMiddletown, CT 06457-1516

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CT Parent Information and Resource Center

www.ctserc.org

SERC Final PD Booklet

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