SERC Final PD Booklet

www.ctserc.
org
SERC
Professional Development Catalog
Fall-Winter
2009-2010
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State Education Resource Center

1969-2009
Administrative Office Hours PARKING IS LIMITED:
Monday through Friday Please Carpool If Possible
8:30 a.m. to 4:30 p.m.
Visitor parking spaces are reserved
Library Hours for short-term parking only, so park
in unmarked spaces when attending
Monday and Friday
a classroom or community room
8:30 a.m. to 4:30 p.m.
activity.
Tuesday, Wednesday, Thursday
(September-June)
8:30 a.m. to 7:00 p.m.
VISITOR ENTRANCE:
Saturday (September-May)
9:00 a.m. to 1:00 p.m.
Please Take Note
Summer (July-August) All visitors to the classroom, the

Monday through Friday Library, or the Library community
8:30 a.m. to 4:30 p.m. room should access SERC from the
lobby entrance located at the back
No Saturday Hours after: of the building.
May 15, 2010
No Tuesday, Wednesday, Thursday

Evening Hours on:
November 24, 2009,
December 22, 23, 29 & 30, 2009,
Directions:
after June 24, 2010
From HARTFORD
The Library will close at noon on:
November 25 & 27, 2009, I-91 South, Exit 21. Cross over Route 372 onto Industrial Park Road. SERC
June 14, 2010 is the last building on the right (approximately 1-1/2 miles).
Holiday & Holiday Weekend Closings
From WATERBURY
September 2009
Monday, September 7, 2009 I-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.
October 2009
Saturday, October 10, 2009 Pass under I-91 and turn left onto Industrial Park Road (by Mobil Station).
Monday, October 12, 2009 SERC is the last building on the right (approximately 1-1/2 miles).
November 2009
Wednesday, November 11, 2009 From WILLIMANTIC
Thursday, November 26, 2009
Saturday, November 28, 2009 Route 66 West across the Portland Bridge to Middletown. Take the ﬁrst left
and go down the hill to Route 9. Turn left onto Route 9 North. Take Exit 19,
December 2009
Thursday, December 24, 2009 Route 372 West. Turn left and follow Route 372 West until just beyond the
Friday, December 25, 2009 Crowne Plaza hotel. Pass under I-91 and turn left onto Industrial Park Road
Saturday, December 26, 2009
Thursday, December 31, 2009
(by Mobil Station). SERC is the last building on the right (approximately
1-1/2 miles).
January 2010
Friday, January 1, 2010
Saturday, January 2, 2010 From NEW LONDON
Saturday, January 16, 2010 I-95 to Route 9 North. Take Route 9 North to Exit 20S (I-91 South). Take
Monday, January 18, 2010
I-91 South to Exit 21. Cross over Route 372 onto Industrial Park Road.
February 2010
Friday, February 12, 2010
SERC is the last building on the right (approximately 1-1/2 miles).
Saturday, February 13, 2010
Monday, February 15, 2010 From NEW HAVEN
April 2010 I-91 North, Exit 21. Turn right onto 372 West. Pass under I-91 and turn left
Friday, April 2, 2010 onto Industrial Park Road (by Mobil Station). SERC is the last building on
Saturday, April 3, 2010
the right (approximately 1-1/2 miles).
May 2010
Saturday, May 29, 2010
Monday, May 31, 2010
July 2010
Monday, July 5, 2010 SERC 25 Industrial Park Road Middletown, CT 06457-1516
Phone (860) 632-1485 Fax (860) 632-8870 www.ctserc.org
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
1
2
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.
3
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.
4
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.
5
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, zorovich@ctserc.org, 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.
6
SERC Professional Development Calendar
OCTOBER 2009
Date Workshop Title Grade Level - Sponsoring Initiative
Thu 10/01/09 Assessing Student Hearing: Screening Procedures for School Nurses - An PreK-Grade 12
Online Course
Activity Code 10-23-004 Integrated Student Support Services Initiative
Thu 10/01/09 Positive Behavior Supports for Individual Students: How Paraeducators Can PreK-Grade 12
Have a Meaningful Impact Within the School Day
Activity Code 10-02-006 Paraprofessionals as Partners Initiative
Thu 10/01/09 School Vision Screening: An Online Course for School Nurses PreK-Grade 12
Fri 10/02/09 Schools and Families: Better Together - Session A Grades K-8
Activity Code 10-47-017 CT Parent Information and Resource Center
Wed 10/07/09 Enhancing Instructional Programs within Schools: Training in Special PreK-Grade 12
Education Administration for Principals and Other Administrators
Activity Code 10-15-013 Leadership Initiative
Thu 10/08/09 Math + SRBI = Students Learning Conference All

Activity Code 10-21-476 Team Application Mathematical Literacy Initative
Tue 10/13/09 Literacy and Technology: Using Web 2.0 Tools in the Classroom to Improve Grades 4-12
Critical Literacy Skills
Activity Code 10-45-008 Literacy Initiative
Tue 10/13/09 Making Adequate Yearly Progress (AYP): Preventative and Corrective Grades K-12
Measures to Improve Academic Achievement for Students with Disabilities -
Session A
Activity Code 10-09-005 Team Application LRE/Inclusion Initiative
Wed 10/14/09 Common Formative Assessments (CFA) Basic Training Grades K-12
Activity Code 10-16-008 CT's Accountability for Learning Initiative
Thu 10/15/09 Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Birth-21
Student Achievement - Session A
Activity Code 10-06-102 Initiative on Diversity in Education
Fri 10/16/09 SFCP Overview - Session A Grades K-12

Wed 10/21/09 New Literacies: Reading Comprehension and Learning Skills Required by the Grades 4-12
Internet and Other Emerging Technologies
Thu 10/22/09 An Introduction to Autism Spectrum Disorders Grades K-12

Activity Code 10-43-006 Focus on Autism Initiative
7
OCTOBER 2009
Thu 10/22/09 Overview of the Autism Diagnostic Observation Schedule - ADOS PreK, 3-5
Activity Code 10-46-108 Early Childhood Education Initiative
Fri 10/23/09 Supervision and Evaluation: Literacy Instruction from an Administrator's Grades K-12
Perspective
Activity Code 10-15-007 Team Application Leadership Initiative
Sat 10/24/09 Teaching Writing to Black and Latino Students Grades K-2
Tue 10/27/09 Introduction to Educating Students with Hearing Loss PreK-Grade 12

Activity Code 10-38-009 Initiative on Visual and Hearing Impairments
Tue 10/27/09 Making Adequate Yearly Progress (AYP): Preventative and Corrective Grades K-12
Measures to Improve Academic Achievement for Students with Disabilities -
Session B
Wed 10/28/09 Vocabulary and Language Development for English Language Learners Grades K-8
Thu 10/29/09 Fourteenth Annual Paraprofessionals as Partners Conference PreK-Grade 12

Activity Code 10-02-119 Paraprofessionals as Partners Initiative
Thu 10/29/09 Transforming Common Dilemmas for Parents Raising Children with Birth-5
Developmental and Medical Disabilities
Fri 10/30/09 EIP Case Partner Training: Building Collaborative Partnerships - Session A PreK-Grade 12
Activity Code 10-03-006 Early Intervention Project
Fri 10/30/09 How Welcoming Is Your School? - Session A PreK-Grade 12

NOVEMBER 2009
Wed 11/04/09 Supervision of Literacy Utilizing Walkthrough Protocols Grades K-12

Thu 11/05/09 A Classroom of Difference - Session A Grades K-12

Thu 11/05/09 A Step by Step Approach for Inclusive Schools 2009-2010: Cadre 1 Grades K-12
Thu 11/05/09 How Welcoming Is Your School? - Session B PreK-Grade 12

8
NOVEMBER 2009
Sat 11/07/09 Including Children with Motor Difficulties in ECE Programs PreK, 3-5
Sat 11/07/09 Multi-Sensory Structured Language Instruction Grades K-2

Tue 11/10/09 Culturally Responsive Pedagogy: Examining Classroom Practice - Session A PreK-Grade 12
Tue 11/10/09 Teaching Content to All: Evidence-Based Inclusive Practices Grades 6-12
Activity Code 10-12-017 Teaching & Learning Initiative
Thu 11/12/09 Differentiating Instruction in Today's Secondary Classrooms: Embedding Grades 6-12
Critical Literacy Skills Instruction Across the Content Areas
Thu 11/12/09 Teaching Social Skills to Students with Autism Spectrum Disorders Grades K-12
Activity Code 10-43-007 Team Application Focus on Autism Initiative
Thu 11/12/09 The Intersection of EIP and SRBI: Core Skills Training for Early Intervention PreK-Grade 12
Teams
Activity Code 10-03-005 Team Application Early Intervention Project
Fri 11/13/09 Autism Consortium: Educating and Supporting Students on the Autism Birth-21
Spectrum
Fri 11/13/09 Reading and Writing in Grades 4-12: A Workshop with Dr. Janet Allen Grades 4-12
Sat 11/14/09 Introduction to Autism for Early Childhood Teachers and Administrators PreK, 3-5
Tue 11/17/09 Data-Driven Decision Making (DDDM)/ Data Teams Basic Training Grades K-12
Thu 11/19/09 Accessing the General Education Curriculum for Students with Significant Grades K-8
Disabilities
Thu 11/19/09 Making a Difference Through Co-Teaching - Session A Grades K-12

Thu 11/19/09 Technology Tools to Provide Access to Literature and Curriculum Content for Grades 3-12
Struggling Readers
Activity Code 10-28-002 Technology in Education Initiative
Sat 11/21/09 Literacy In Action - Session A PreK, 3-5

9
DECEMBER 2009
Wed 12/02/09 Cultural Competence and Courageous Practice: Bringing Equity Alive in the PreK-Grade 12
Classroom
Wed 12/02/09 Differentiated Instruction in Mathematics for English Language Learners Grades K-6
Activity Code 10-21-006 Mathematical Literacy Initative
Wed 12/02/09 Transition Assessment and the IEP - Session A Grades 9-12
Activity Code 10-20-008 Transition Initiative
Fri 12/04/09 Link Between Literacy and Social Emotional Development Birth-5
Mon 12/07/09 Raising Readers Parent Club Facilitator Training - Session B Birth-8
Tue 12/08/09 Reading and Writing in Grades 4-12: A Study Group for Improving Literacy Grades 4-12
Skills
Wed 12/09/09 Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Birth-21
Student Achievement - Session B
Thu 12/10/09 Differentiated Strategies and Activities for Middle and High School Math Grades 6-12
Activity Code 10-21-007 Mathematical Literacy Initative
Thu 12/10/09 Transitioning Students with Autism to Employment Grades 8-12

Fri 12/11/09 Lee y Serás (Read and You Will Be) - Session A Grades K-3
Tue 12/15/09 Supervision and Evaluation of Paraprofessionals: What Administrators Need PreK-Grade 12
to Know
Tue 12/15/09 Turning Classrooms into Reading Workshops, K-3 Grades K-3
Wed 12/16/09 Project CRISS: Creating Independence through Student-Owned Strategies Grades 3-12
(Level I Training)
Thu 12/17/09 Developing Standards-Based IEP Goals and Objectives for Students with Grades 9-12
Disabilities at the High School Level - Session A
Activity Code 10-20-014 Team Application Transition Initiative
Thu 12/17/09 Enhancing Students' Executive Skills: Strategies to Support Student Learning PreK-Grade 12
and Behavioral Regulation
10
DECEMBER 2009
Thu 12/17/09 Supporting Students' Communication Needs with SLPAs - Session A Grades K-12
Fri 12/18/09 Designing Standards-Based IEPs to Support Progress in the General Grades K-12
Education Curriculum
Fri 12/18/09 SFCP Action Team Training - Session A Grades K-12

Activity Code 10-47-011 Team Application CT Parent Information and Resource Center
Fri 12/18/09 Supporting Students' Communication Needs with SLPAs - Session B Grades K-12
JANUARY 2010
Thu 01/07/10 Addressing Challenging Behaviors for Students with Autism Spectrum Grades K-12
Disorders and Related Disabilities
Thu 01/07/10 Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Birth-21
Student Achievement - Session C
Thu 01/07/10 Technology Tools for the CMT Checklist Grades 3-8
Sat 01/09/10 Explicit Teaching: A Model for the Older Dependent Reader Grades 4-8
Tue 01/12/10 How Welcoming Is Your School? - Session C PreK-Grade 12

Wed 01/13/10 Closing the Literacy Gap in Middle and High Schools: A Research-based, Grades 6-12
School-wide Literacy Approach for Administrators
Wed 01/13/10 Developing Standards-Based IEP Goals and Objectives for Students with Grades 9-12
Disabilities at the High School Level - Session B
Activity Code 10-20-009 Team Application Transition Initiative
Wed 01/13/10 Effective Teaching Strategies (ETS) Basic Training Grades K-12
Wed 01/13/10 Multicultural Literature and Culturally Responsive Literacy Instruction Grades K-6
Wed 01/13/10 Technology Tools to Assist in the Writing Process for Students in Grades 3-6 Grades 3-6
11
JANUARY 2010
Thu 01/14/10 Trickery, Trolling and Threats: Understanding and Addressing Cyberbullying PreK-Grade 12
Fri 01/15/10 Making a Difference Through Co-Teaching - Session B Grades K-12

Fri 01/15/10 Technology Tools to Assist in the Writing Process for Students in Grades 5-8 Grades 5-8
Tue 01/19/10 Distinguishing Second Language Acquisition from Learning Disabilities PreK-Grade 12
Tue 01/26/10 Connecticut's Teachers of Students Who are Deaf and/or Hard of Hearing: A PreK-Grade 12
Discussion Group
Activity Code 10-38-010 Initiative on Visual and Hearing Impairments
Wed 01/27/10 A Step by Step Approach for Inclusive Schools 2009-2010: Cadre 2 Grades K-12
Wed 01/27/10 SFCP Overview - Session B Grades K-12

12
THIS SECTION CONTAINS
PROFESSIONAL DEVELOPMENT ACTIVITIES
DESIGNED FOR INDIVIDUALS
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.
13
ACTIVITIES DESIGNED FOR INDIVIDUALS
14
Event Title Assessing Student Hearing: Screening Procedures for School Nurses ‐ An Online Course
Event Code: 10‐23‐004 Offered by: Integrated Student Support Services Initiative
# of Sessions:1 Registration: Fax or Mail Contact Person:
CEUs: 1 Closing Date: 6/20/2010 Angel Davis
Fee: $30 per person Presenter(s): Donna D. Merritt, Ph.D., CCC Education Services Specialist
Audience: PreK‐Grade 12 SERC Consultant (860) 632‐1485 Ext 293
School Nurses Email davis@ctserc.org

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.
Date Start Time End Time Location

10/01/09, 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 Day
Event Code: 10‐02‐006 Offered by: Paraprofessionals as Partners Initiative
# of Sessions:4 Registration: Fax, Mail or Online Contact Person:
CEUs: 1.5 Closing Date: 9/17/2009 Rebecca Kisluk
Fee: $50 per person Presenter(s): Linda Rammler, Ph.D. Education Services Specialist
Audience: PreK‐Grade 12 Education Consultant, UCEDD (860) 632‐1485 Ext 289
Paraprofessionals Email kisluk@ctserc.org
Stefanie Carbone
SERC Consultant
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.

10/01/09, Thursday 3:30 PM 7:00 PM UConn Health Center, Farmington
15
Event Title School Vision Screening: An Online Course for School Nurses
CEUs: 0.5 Closing Date: 6/30/2010 Angel Davis
Fee: $25 per person Presenter(s): Donna D. Merritt, Ph.D., CCC Education Services Specialist
School Nurses Email davis@ctserc.org

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.

10/01/09, Thursday 9:00 AM 3:00 PM Online
Event Title Schools and Families: Better Together ‐ Session A
Event Code: 10‐47‐017 Offered by: CT Parent Information and Resource Center
CEUs: 0.8 Closing Date: 9/18/2009 Bianca Irizarry
Fee: None Presenter(s): Veronica Marion Project Assistant
Audience: Grades K‐8 SERC Consultant/CT PIRC Coordinator (860) 632‐1485 Ext 216
General and Special Educators, Student Email irizarry@ctserc.org
Support Services Professionals, Faith‐based Ivette Ruiz
Organizations, and Community Members
SERC Consultant
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.)

10/02/09, Friday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
16
Event Title Enhancing Instructional Programs within Schools: Training in Special Education Administration for Principals and Other Administrators
Event Code: 10‐15‐013 Offered by: Leadership Initiative
# of Sessions:7 (first date listed below) Registration: Fax, Mail or Online Contact Person:
CEUs: 3.6 Special Education (059) Closing Date: 10/21/2009 Heather Penfield
Fee: $235 per person Presenter(s): Session 1: Frances Stetson; Session 2: Education Services Specialist
Audience: PreK‐Grade 12 Peg Portscheller; Session 3: Michael P. (860) 632‐1485 Ext 263
Superintendents, Principals, Assistant McKeon, Esq.; Sessions 4-7: various Email penfield@ctserc.org
principals, Central Office Administrators, and THIS LISTING HAS BEEN UPDATED FROM THE PRINTED VERSION
Administrators‐in‐training
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,
April 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.
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 Skills
Event Code: 10‐45‐008 Offered by: Literacy Initiative
CEUs: 1.5 Technology (302) Closing Date: 9/29/2009 Leticia Garcia Guerra
Fee: $100 per person Presenter(s): Martha Bless Education Services Specialist
Audience: Grades 4‐12 SERC Consultant (860) 632‐1485 Ext 233
General and Special Educators Email guerra@ctserc.org
Greg Glidden
SERC 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.

10/13/09, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain
12/04/09, Friday 9:00 AM 3:30 PM ITBD/IIET, New Britain
17
Event Title Common Formative Assessments (CFA) Basic Training
Event Code: 10‐16‐008 Offered by: CT's Accountability for Learning Initiative
CEUs: 1.2 Closing Date: 9/23/2009 Lisa Scaife
Fee: $170 per person Presenter(s): Rochelle Abraitis Education Services Specialist
Audience: Grades K‐12 External Consultant (860) 632‐1485 Ext 282
Teachers and Administrators Email scaife@ctserc.org
Sean Kavanaugh
SERC 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.

10/14/09, Wednesday 8:30 AM 3:30 PM SERC Library Community Room, Middletown
10/15/09, 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 A
Event Code: 10‐06‐102 Offered by: Initiative on Diversity in Education
CEUs: 1.4 Closing Date: 9/30/2009 Nicole Vitale
Fee: $175 per person Presenter(s): Terrlyn Curry‐Avery, Ph.D. Education Services Specialist
Audience: Birth‐21 Connecticut Regional Director, Pacific (860) 632‐1485 Ext 234
Teachers, Administrators, Support Personnel, Educational Group, CA Email vitale@ctserc.org
Families, Community Members, and SERC Consultants
Policymakers
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.)

10/15/09, Thursday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
10/16/09, Friday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
18
Event Title SFCP Overview ‐ Session A
CEUs: None Closing Date: 10/2/2009 Bianca Irizarry
Building Administrators, General and Special Email irizarry@ctserc.org
Educators, Parents, Family Resource Center Barbara Slone
Directors, and Community Organization and
SERC Consultant/CT PIRC Coordinator
Agency Staff
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.)

Event Title New Literacies: Reading Comprehension and Learning Skills Required by the Internet and Other Emerging Technologies
CEUs: 0.7 Technology (302) Closing Date: 10/7/2009 Leticia Garcia Guerra
Fee: $85 per person Presenter(s): Doctoral Students Education Services Specialist
Audience: Grades 4‐12 New Literacies Research Lab, UConn (860) 632‐1485 Ext 233
General and Special Educators Email guerra@ctserc.org

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.
10/21/09, Wednesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
19
Event Title An Introduction to Autism Spectrum Disorders
Event Code: 10‐43‐006 Offered by: Focus on Autism Initiative
CEUs: 0.7 Closing Date: 10/8/2009 Karyn Champion‐Kamm
Fee: $60 per person Presenter(s): Ruth Eren, Ed.D. Education Services Specialist
Audience: Grades K‐12 Assistant Professor, Southern (860) 632‐1485 Ext 225
Educators, Administrators, and Families Connecticut State University Email champion@ctserc.org

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.

10/22/09, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown
Event Title Overview of the Autism Diagnostic Observation Schedule ‐ ADOS
Event Code: 10‐46‐108 Offered by: Early Childhood Education Initiative
CEUs: None Closing Date: 10/8/2009 Nattaneal Wilson
Fee: $20 per person Presenter(s): Christine Peck, Psy.D. Education Services Specialist
Audience: PreK, 3‐5 School Pyschologist, CES, Trumbull (860) 632‐1485 Ext 268
Birth to Three and Early Childhood Special Email wilson@ctserc.org
Education Practitioners and Administrators
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.

10/22/09, Thursday 9:00 AM 12:00 PM Rensselaer (RAH), Hartford
20
Event Title Teaching Writing to Black and Latino Students
CEUs: 1.3 Literacy (301) Closing Date: 10/9/2009 Leticia Garcia Guerra
Fee: $75 per person Presenter(s): Tarold Miller Education Services Specialist
Audience: Grades K‐2 SERC Consultant (860) 632‐1485 Ext 233
Classroom Teachers, Special Education Email guerra@ctserc.org
Teachers, Interventionists, and Bilingual Ivelise Velazquez
Education Teachers. Participants may register
SERC Consultant
individually but teams of two are preferred.
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.

10/24/09, Saturday 9:00 AM 12:30 PM SERC Library Community Room, Middletown
Event Title Introduction to Educating Students with Hearing Loss
Event Code: 10‐38‐009 Offered by: Initiative on Visual and Hearing Impairments
Fee: $40 per person Presenter(s): Heather McCormack Perkins Education Services Specialist
Audience: PreK‐Grade 12 Outreach Teacher, American School for (860) 632‐1485 Ext 225
General and Special Education Teachers, the Deaf, West Hartford Email champion@ctserc.org
Teachers of the Deaf, Speech‐Language Diane Nelson
Pathologists, Paraprofessionals, and
Team Leader, CREC, Soundbridge
Administrators. Team registration is
encouraged.
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.

10/27/09, Tuesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
21
Event Title Vocabulary and Language Development for English Language Learners
Fee: $80 per person Presenter(s): Maria Elena Argüelles, Ph.D. Education Services Specialist
Audience: Grades K‐8 Educational Consultant, Miami, FL (860) 632‐1485 Ext 233
General and Special Educators, Literacy Email guerra@ctserc.org
Specialists, Student Support Services
Professionals, ESL/ELL Specialists,
Paraprofessionals, and Curriculum
Specialists/Coordinators
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.

Event Title Fourteenth Annual Paraprofessionals as Partners Conference
Event Code: 10‐02‐119 Offered by: Paraprofessionals as Partners Initiative
CEUs: 0.7 Closing Date: 10/16/2009 Tyrese Bolden
Fee: $75 per person Presenter(s): Michael Fowlin, Ph.D. Education Services Specialist
Audience: PreK‐Grade 12 Psychologist, Morristown, NJ (860) 632‐1485 Ext 210
Paraprofessionals Email bolden@ctserc.org

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.

10/29/09, Thursday 8:30 AM 3:30 PM Crowne Plaza, Cromwell
22
Event Title Transforming Common Dilemmas for Parents Raising Children with Developmental and Medical Disabilities
CEUs: 0.6 Closing Date: 10/15/2009 Nattaneal Wilson
Fee: $40 per person Presenter(s): Andrew Miser, Ph.D. Education Services Specialist
Audience: Birth‐5 Consultant, Elysian Enterprises (860) 632‐1485 Ext 268
Early Childhood Special Education Teachers, Email wilson@ctserc.org
Related Services Personnel, School Principals, Susan Rosano, M.A.
and Administrators
Connecticut Expressive Arts
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.

Event Title EIP Case Partner Training: Building Collaborative Partnerships ‐ Session A
Event Code: 10‐03‐006 Offered by: Early Intervention Project
CEUs: 1.5 Closing Date: 10/16/2009 Kristy Giacco
Fee: $65 per person Presenter(s): SERC Consultants Unit Coordinator
Audience: PreK‐Grade 12 (860) 632‐1485 Ext 249
Administrators, General and Special Education Email giacco@ctserc.org
Teachers, Support Services Professionals,
Paraprofessionals, and Parents
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.

10/30/09, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown
12/09/09, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown
23
Event Title How Welcoming Is Your School? ‐ Session A
Fee: None Presenter(s): Patti Avallone Project Assistant
Audience: PreK‐Grade 12 Consultant, Former Title I Coordinator, (860) 632‐1485 Ext 216
Teachers, Administrators, Parents, and New Haven Email irizarry@ctserc.org
Community Members. Participants are Betsy LeBorious
encouraged to attend as school‐based teams.
Program Manager, Youth and Family
Development, CREC
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.

10/30/09, Friday 9:00 AM 12:00 PM CREC, Hartford
Event Title Supervision of Literacy Utilizing Walkthrough Protocols
CEUs: 0.6 Supervision & Evaluation (305) Closing Date: 10/21/2009 Lisa Scaife
Administrators and Educational Leaders Email scaife@ctserc.org
Janet N.Y. Zarchen
SERC Consultant
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.


24
Event Title A Classroom of Difference ‐ Session A
Fee: $40 per person Presenter(s): Ivette Ruiz Education Services Specialist
Educators, Administrators, Community Email vitale@ctserc.org
Members, and Members of Faith‐based ADL Trainers
Organizations
Anti‐Defamation League, CT
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.

11/05/09, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain
Event Title How Welcoming Is Your School? ‐ Session B
Fee: None Presenter(s): Patti Avallone Project Assistant
Audience: PreK‐Grade 12 Consultant, Former Title I Coordinator, (860) 632‐1485 Ext 216
Teachers, Administrators, Parents, and New Haven Email irizarry@ctserc.org
Community Members. Participants are Betsy LeBorious
Program Manager, Youth and Family
Development, CREC
Event Description:

11/05/09, Thursday 9:00 AM 12:00 PM ACES, Hamden
25
Event Title Including Children with Motor Difficulties in ECE Programs
Fee: $20 per person Presenter(s): Laurie Waple Education Services Specialist
Audience: PreK, 3‐5 Consultant, Orange, CT (860) 632‐1485 Ext 268
Early Childhood Teachers, Paraprofessionals, Email wilson@ctserc.org
Classroom Assistants, and Early Childhood
Administrators
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.

Event Title Multi‐Sensory Structured Language Instruction
Fee: $90 per person Presenter(s): Margie Gillis, Ed.D. Education Services Specialist
Audience: Grades K‐2 President, Literacy How, Westport (860) 632‐1485 Ext 233
Specialists, Student Support Services Mary Ellen Lavallette
Professionals, Paraprofessionals, and
Reading Specialist, Bloomfield Public
Curriculum Specialists/Coordinators
Schools
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.

11/07/09, Saturday 9:00 AM 3:30 PM SERC Classroom, Middletown
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Event Title Culturally Responsive Pedagogy: Examining Classroom Practice ‐ Session A
Fee: $60 per person Presenter(s): Beth‐Ann Brunet Education Services Specialist
General, Special Education, ESL and Bilingual Email vitale@ctserc.org
Teachers, and Curriculum Directors Kc Nelson‐Oliveria
SERC 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.)

Event Title Teaching Content to All: Evidence‐Based Inclusive Practices
Event Code: 10‐12‐017 Offered by: Teaching & Learning Initiative
Fee: $120 per person Presenter(s): Lucy Krause Education Services Specialist
Audience: Grades 6‐12 External Consultant (860) 632‐1485 Ext 289
General and Special Educators Email kisluk@ctserc.org
Melissa Wrigley
SERC 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.

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Event Title Differentiating Instruction in Today's Secondary Classrooms: Embedding Critical Literacy Skills Instruction Across the Content Areas
General and Special Educators. Teams of 2 are Email kisluk@ctserc.org
strongly encouraged. Tracey Mayes
SERC Consultant
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.

Event Title Reading and Writing in Grades 4‐12: A Workshop with Dr. Janet Allen
Fee: $100 per person Presenter(s): Janet Allen, Ph.D. Education Services Specialist
Audience: Grades 4‐12 Consultant, Allen Educational (860) 632‐1485 Ext 233
General and Special Educators, Literacy Consulting, Sanibel, FL Email guerra@ctserc.org
Specialists, Paraprofessionals, and Curriculum
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.

11/13/09, Friday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
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Event Title Introduction to Autism for Early Childhood Teachers and Administrators
Fee: $15 per person Presenter(s): Susan Izeman, Ph.D. Education Services Specialist
Audience: PreK, 3‐5 Director, Abilis Autism Program, (860) 632‐1485 Ext 268
Childcare and Preschool Teachers, Assistants Greenwich Email wilson@ctserc.org
and Administrators from Early Care and
Education Programs
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.

Event Title Data‐Driven Decision Making (DDDM)/ Data Teams Basic Training
Fee: $170 per person Presenter(s): Sean Kavanaugh Education Services Specialist
Teachers and Administrators. Team Email scaife@ctserc.org
registration is strongly encouraged. Greta Skiles
SERC 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.
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Event Title Making a Difference Through Co‐Teaching ‐ Session A
Fee: $30 per person Presenter(s): Stefanie Carbone Education Services Specialist
General and Special Educators and/or Student Email kisluk@ctserc.org
Support Services Professionals are encouraged Other SERC Consultants
to register as two‐person, Co‐teaching Teams
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.

Event Title Technology Tools to Provide Access to Literature and Curriculum Content for Struggling Readers
Event Code: 10‐28‐002 Offered by: Technology in Education Initiative
CEUs: 0.7 Technology (302) Closing Date: 11/5/2009 Angel Davis
Fee: $50 per person Presenter(s): Carol Magliocco Education Services Specialist
Audience: Grades 3‐12 Assistive Technology Specialist, (860) 632‐1485 Ext 293
General and Special Education Teachers, EASTCONN, Hampton Email davis@ctserc.org
Paraprofessionals, and Student Services Amy Norton
Professionals
Assistive 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.

11/19/09, Thursday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Hartford
30
Event Title Literacy In Action ‐ Session A
CEUs: 0.5 Literacy (301) Closing Date: 11/6/2009 Nattaneal Wilson
Fee: $45 per person Presenter(s): Ida Washington Education Services Specialist
Audience: PreK, 3‐5 Educational Consultant, Windsor (860) 632‐1485 Ext 268
Toddler, Preschool, Kindergarten and Early Email wilson@ctserc.org
Childhood General and Special Educators and
Child Care Providers
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.

Event Title Cultural Competence and Courageous Practice: Bringing Equity Alive in the Classroom
Fee: $200 per person Presenter(s): Gary Howard Education Services Specialist
Audience: PreK‐Grade 12 President, REACH Center for (860) 632‐1485 Ext 234
General Education, Special Education, ESL and Multicultural Education, Arlington, WA Email vitale@ctserc.org
Bilingual Teachers, and Curriculum Directors
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).

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Event Title Differentiated Instruction in Mathematics for English Language Learners
Event Code: 10‐21‐006 Offered by: Mathematical Literacy Initative
Fee: $50 per person Presenter(s): Herminio Planas Education Services Specialist
Audience: Grades K‐6 Numeracy Coach, Bridgeport Public (860) 632‐1485 Ext 289
Paraprofessionals, Curriculum Specialists, and Schools Email kisluk@ctserc.org
General Education, Special Education, Pedro Vazquez
Bilingual, and ESL Teachers
Math Curriculum Specialist, 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.

Event Title Transition Assessment and the IEP ‐ Session A
Event Code: 10‐20‐008 Offered by: Transition Initiative
CEUs: 1 Closing Date: 11/20/2009 Karyn Champion‐Kamm
Fee: $50 per person Presenter(s): Karen Stigliano Education Services Specialist
Transition Specialists, General and Special Email champion@ctserc.org
Educators, Administrators, Career Center Staff, Melissa Wrigley
Guidance Counselors, and State and Local
SERC Consultant
Agency Representatives
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.)

12/02/09, Wednesday 9:00 AM 3:30 PM EASTCONN, Hampton
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Event Title Link Between Literacy and Social Emotional Development
CEUs: 0.7 Literacy (301) Closing Date: 11/20/2009 Nattaneal Wilson
Fee: $45 per person Presenter(s): Tweety Yates, Ph.D. Education Services Specialist
Audience: Birth‐5 Center on the Social and Emotional (860) 632‐1485 Ext 268
Early Childhood General and Special Education Foundations for Early Learning Email wilson@ctserc.org
Teachers, Paraprofessionals, Related Services
Personnel, and Families
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.

Event Title Raising Readers Parent Club Facilitator Training ‐ Session B
CEUs: 0.8 Literacy (301) Closing Date: 11/23/2009 Bianca Irizarry
Fee: None Presenter(s): Betsy LeBorious Project Assistant
Audience: Birth‐8 Program Manager, Youth and Family (860) 632‐1485 Ext 216
Staff from Early Education Programs, Even Development, CREC Email irizarry@ctserc.org
Start, Adult Education, Teen Parent Programs, Veronica Marion
Libraries, Family Resource Centers, and
Community Organizations and Agencies
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.

12/07/09, Monday 9:00 AM 3:30 PM CREC, Hartford
12/08/09, Tuesday 9:00 AM 3:30 PM CREC, Hartford
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Event Title Reading and Writing in Grades 4‐12: A Study Group for Improving Literacy Skills
Specialists, Paraprofessionals, and Curriculum Janet N.Y. Zarchen
SERC Consultant
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.

12/08/09, Tuesday 4:30 PM 7:00 PM SERC Classroom, Middletown
Event Title Beyond Diversity: A Foundation for De‐Institutionalizing Racism & Improving Student Achievement ‐ Session B
Policymakers
Event Description:

12/09/09, Wednesday 9:00 AM 3:30 PM ITBD/IIET, New Britain
34
Event Title Differentiated Strategies and Activities for Middle and High School Math
Fee: $50 per person Presenter(s): Marianne Cavanaugh Education Services Specialist
Audience: Grades 6‐12 Coordinator, Project Opening Doors, (860) 632‐1485 Ext 289
General and Special Educators Hartford Email kisluk@ctserc.org

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.

Event Title Lee y Serás (Read and You Will Be) ‐ Session A
CEUs: 0.7 Literacy (301) Closing Date: 11/24/2009 Bianca Irizarry
General and Special Education Teachers, Faith‐ Email irizarry@ctserc.org
based Organization Leaders, Community Ivette Ruiz
Organization and Agency Staff, and
SERC Consultant
Policymakers
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.

35
Event Title Supervision and Evaluation of Paraprofessionals: What Administrators Need to Know
Fee: $60 per person Presenter(s): Kent Gerlach, Ed.D. Education Services Specialist
Audience: PreK‐Grade 12 Professor, Pacific Lutheran University, (860) 632‐1485 Ext 282
Administrators Tacoma, WA Email scaife@ctserc.org

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).

12/15/09, Tuesday 9:00 AM 3:30 PM CAS ‐ CT Assn. of Schools, Cheshire
Event Title Turning Classrooms into Reading Workshops, K‐3
Fee: $100 per person Presenter(s): Kathy Collins Education Services Specialist
Audience: Grades K‐3 National Literacy Consultant, Durham, (860) 632‐1485 Ext 233
Classroom Teachers, Literacy Coaches, and NH Email guerra@ctserc.org
Reading Specialists. Teams of 2 will be given
priority.
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.
12/15/09, Tuesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
36
Event Title Project CRISS: Creating Independence through Student‐Owned Strategies (Level I Training)
CEUs: 2.5 Literacy (301) Closing Date: 12/2/2009 Rebecca Kisluk
Fee: $125 per person Presenter(s): Lucy Krause Education Services Specialist
Audience: Grades 3‐12 External Consultant (860) 632‐1485 Ext 289
General and Special Educators Email kisluk@ctserc.org
Melissa Wrigley
SERC 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.

Event Title Enhancing Students' Executive Skills: Strategies to Support Student Learning and Behavioral Regulation
Fee: $75 per person Presenter(s): Richard Guare, Ph.D. Education Services Specialist
Audience: PreK‐Grade 12 The Center for Learning and Attention (860) 632‐1485 Ext 289
General and Special Educators and Student Disorders, Portsmouth, NH Email kisluk@ctserc.org
Support Services Professionals. Participants
are encouraged to register as two-person teams.
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.
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Event Title Supporting Students' Communication Needs with SLPAs ‐ Session A
CEUs: None Closing Date: 12/1/2009 Angel Davis
Fee: $25 per person Presenter(s): Mary Jo Chretien, M.S., CCC Education Services Specialist
Audience: Grades K‐12 Related Services Coordinator, (860) 632‐1485 Ext 293
Speech‐Language Pathologists, SLP Assistants EASTCONN, Hampton Email davis@ctserc.org
or Aides, and Administrators Donna D. Merritt, Ph.D., CCC
SERC Consultant
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.
12/17/09, Thursday 9:00 AM 12:30 PM Holiday Inn, Waterbury
Event Title Supporting Students' Communication Needs with SLPAs ‐ Session B
CEUs: None Closing Date: 12/1/2009 Angel Davis
Fee: $25 per person Presenter(s): Mary Jo Chretien, M.S., CCC Education Services Specialist
Audience: Grades K‐12 Related Services Coordinator, (860) 632‐1485 Ext 293
Speech‐Language Pathologists, SLP Assistants EASTCONN, Hampton Email davis@ctserc.org
or Aides, and Administrators Donna D. Merritt, Ph.D., CCC
SERC Consultant
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.
12/18/09, Friday 9:00 AM 12:30 PM EASTCONN, Hampton
38
Event Title Beyond Diversity: A Foundation for De‐Institutionalizing Racism & Improving Student Achievement ‐ Session C
Policymakers
Event Description:

Event Title Technology Tools for the CMT Checklist
General and Special Educators with basic EASTCONN, Hampton Email davis@ctserc.org
computer skills Amy Norton
EASTCONN, Hampton
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.

01/07/10, Thursday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Har
tford
39
Event Title Explicit Teaching: A Model for the Older Dependent Reader
Fee: $75 per person Presenter(s): Margie Gillis, Ed.D. Education Services Specialist
Audience: Grades 4‐8 President, Literacy How, Westport (860) 632‐1485 Ext 233
Specialists, Student Support Services
Professionals, Paraprofessionals, and
Curriculum Specialists/Coordinators
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.

Event Title How Welcoming Is Your School? ‐ Session C
Audience: PreK‐Grade 12 Program Manager, Youth and Family (860) 632‐1485 Ext 216
Teachers, Administrators, Parents, and Development, CREC Email irizarry@ctserc.org
Community Members. Participants are Veronica Marion
Event Description:

40
Event Title Closing the Literacy Gap in Middle and High Schools: A Research‐based, School‐wide Literacy Approach for Administrators
Fee: $75 per person Presenter(s): Michael Faggella‐Luby, Ph.D. Education Services Specialist
Audience: Grades 6‐12 Assistant Professor, Educational (860) 632‐1485 Ext 233
Administrators, Department Chairs and Psychology, Univ. of Connecticut Email guerra@ctserc.org
Curriculum Coordinators
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.

Event Title Effective Teaching Strategies (ETS) Basic Training
Fee: $170 per person Presenter(s): Virginia Babcock Education Services Specialist
Teachers and Administrators Email scaife@ctserc.org
Tracey Mayes
SERC 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.
01/13/10, Wednesday 8:30 AM 3:30 PM ITBD/IIET, New Britain
41
Event Title Multicultural Literature and Culturally Responsive Literacy Instruction
Fee: $100 per person Presenter(s): Ivelise Velazquez Education Services Specialist
Administrators, General and Special Education Email guerra@ctserc.org
Teachers, Literacy Specilalists, Janet N.Y. Zarchen
Paraprofessionals, and Related Services
SERC Consultant
Professionals
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.

01/13/10, Wednesday 4:30 PM 7:00 PM SERC Classroom, Middletown
Event Title Technology Tools to Assist in the Writing Process for Students in Grades 3‐6
Paraprofessionals, and Related Services Amy Norton
Professionals
EASTCONN, Hampton
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.

01/13/10, Wednesday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Hartford
42
Event Title Trickery, Trolling and Threats: Understanding and Addressing Cyberbullying
CEUs: 0.7 Technology (302) Closing Date: 12/29/2009 Nicole Vitale
Fee: $40 per person Presenter(s): Ivette Ruiz Education Services Specialist
Educators, Administrators, Community Email vitale@ctserc.org
Members, Families, and Members of Faith‐ ADL Trainers
based Organizations
Anti‐Defamation League, CT
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.

Event Title Making a Difference Through Co‐Teaching ‐ Session B
Fee: $30 per person Presenter(s): Stefanie Carbone Education Services Specialist
General and Special Educators and/or Student Email kisluk@ctserc.org
Support Services Professionals are encouraged Other SERC Consultants
to register as two‐person, Co‐teaching Teams
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.

43
Event Title Technology Tools to Assist in the Writing Process for Students in Grades 5‐8
Paraprofessionals, and Related Services Amy Norton
Professionals
EASTCONN, Hampton
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.

01/15/10, Friday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Har
tford
Event Title Distinguishing Second Language Acquisition from Learning Disabilities
Fee: $60 per person Presenter(s): Nancy Cloud, Ed.D. Education Services Specialist
Audience: PreK‐Grade 12 Professor, Department of Educational (860) 632‐1485 Ext 234
General Education, Special Education, and Studies, Rhode Island College Email vitale@ctserc.org
ESL/Bilingual Teachers, Program Coordinators,
Student Support Services Professionals, and
Curriculum Directors
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 brunet@ctserc.org.

01/19/10, Tuesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
44
Event Title Connecticut's Teachers of Students Who are Deaf and/or Hard of Hearing: A Discussion Group
Event Code: 10‐38‐010 Offered by: Initiative on Visual and Hearing Impairments
CEUs: 1 Closing Date: 1/12/2010 Karyn Champion‐Kamm
Fee: $75 per person Presenter(s): SERC Consultants Education Services Specialist
Teachers of the Deaf and/or Hard of Hearing Email champion@ctserc.org
Karyn Champion‐Kamm
Education Services Specialist
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.

01/26/10, Tuesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown
Event Title SFCP Overview ‐ Session B
CEUs: None Closing Date: 1/13/2010 Bianca Irizarry
Audience: Grades K‐12 Program Manager, Youth and Family (860) 632‐1485 Ext 216
Building Administrators, General and Special Development, CREC Email irizarry@ctserc.org
Educators, Parents, Family Resource Center Veronica Marion
Directors, and Community Organization and
Agency Staff
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.)

45

46
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

47

48
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.
49
ACTIVITIES DESIGNED FOR TEAM PARTICIPATION
50
Event Title Math + SRBI = Students Learning Conference

CEUs: 0.7 Closing Date: 9/28/2009 Tyrese Bolden
Fee: $75 per person Presenter(s): Charlene Tate‐Nichols Education Services Specialist
Audience: All Mathematics Consultant, Bureau of (860) 632‐1485 Ext 210
Educators, Administrators, and Math Curriculum and Instruction, CSDE Email bolden@ctserc.org
Curriculum Specialists. Participants are
encouraged to register in teams of up to three
people.
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.

10/08/09, 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
Event Code: 10‐09‐005 Offered by: LRE/Inclusion Initiative
CEUs: 0.7 Closing Date: 9/29/2009 Nikki Hendry
Fee: $300 per team Presenter(s): Donnah Rochester Education Services Specialist
Teams of Building Administrators and General Email hendry@ctserc.org
and Special Education Teachers
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.

10/13/09, 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 Email scaife@ctserc.org
Administrators, General and Special Education Janet N.Y. Zarchen
Teachers, and Related Services Professionals
SERC Consultant
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 how
specific reading comprehension strategies link to CMT/CAPT objectives; discuss how to supervise teachers in lteracy instruciton to ensure success
for 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
Fee: $300 per team Presenter(s): Donnah Rochester Education Services Specialist
Teams of Building Administrators and General Email hendry@ctserc.org
and Special Education Teachers
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.

10/27/09, 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

Fee: $500 per team Presenter(s): Frances Stetson, Ph.D. Education Services Specialist
Audience: Grades K‐12 President, Stetson and Associates, Inc. (860) 632‐1485 Ext 255
Teams, consisting of 3‐5 members, must Houston, TX Email hendry@ctserc.org
include a Principal, General Education and
Special Education Teacher, and Student
Support Services Professional
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.

Event Title Teaching Social Skills to Students with Autism Spectrum Disorders

Fee: $100 per person Presenter(s): Sheila Flanagan Education Services Specialist
Audience: Grades K‐12 Educational Consultant, Benhaven (860) 632‐1485 Ext 225
General and Special Educators, Student Learning Network, Wallingford Email champion@ctserc.org
Support Services Professionals,
Paraprofessionals, and Family Members, in
Teams of 3‐5 people.
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.

53
Event Title The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams
Event Code: 10‐03‐005 Offered by: Early Intervention Project

CEUs: 2.5 Closing Date: 10/29/2009 Kristy Giacco
Fee: $550 per team Presenter(s): SERC Consultants Unit Coordinator
Administrators, General and Special Education Email giacco@ctserc.org
Teachers, and Support Services Professionals in
Teams of 5‐8.
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.
54
Event Title Autism Consortium: Educating and Supporting Students on the Autism Spectrum

Fee: $1500 per team Presenter(s): Linda Grimm Education Services Specialist
Audience: Birth‐21 Director, Benhaven Learning Network (860) 632‐1485 Ext 225
Educators, Family Members, and Email champion@ctserc.org
Administrators, in Teams of 5‐8 participants.
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.

11/13/09, 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
55
Event Title Accessing the General Education Curriculum for Students with Significant Disabilities

Fee: $200 per team Presenter(s): Kathryn Weingartner Education Services Specialist
General and Special Education Teachers and Email hendry@ctserc.org
Administrators, Paraprofessionals, and Support Smita Worah
Services Personnel, in Teams of 2
SERC 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.

Event Title Transitioning Students with Autism to Employment
Fee: $75 per person Presenter(s): Laura DiGalbo, M.Ed, CRC, LPC Education Services Specialist
Audience: Grades 8‐12 Educational Consultant, Harwinton (860) 632‐1485 Ext 225
Teams of Transition Specialists, Integrated Email champion@ctserc.org
Student Support Services Professionals,
General/Special Educators, Guidance
Counselors, Career Center Staff, State/Local
Agency Representatives, and Family Members
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.

56
Event Title Developing Standards‐Based IEP Goals and Objectives for Students with Disabilities at the High School Level ‐ Session A

CEUs: 1.5 Special Education (059) Closing Date: 12/1/2009 Karyn Champion‐Kamm
Fee: $150 per team Presenter(s): Karen Stigliano Education Services Specialist
Teams of 2‐4 Transition Specialists, General Email champion@ctserc.org
and Special Educators, Co‐teachers, and Melissa Wrigley
Guidance and Career Counselors. See below
SERC Consultant
for more information.
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).

Event Title Designing Standards‐Based IEPs to Support Progress in the General Education Curriculum
Fee: $300 per team Presenter(s): SERC Consultants Education Services Specialist
Audience: Grades K‐12 (860) 632‐1485 Ext 255
General and Special Education Teachers and Email hendry@ctserc.org
Administrators, and Student Support Services
Personnel, in Teams of 3‐5 people.
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.

12/18/09, Friday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
03/02/10, Tuesday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
57
Event Title SFCP Action Team Training ‐ Session A

Audience: Grades K‐12 Program Manager, Youth and Family (860) 632‐1485 Ext 216
Teams of 5 including a Building Administrator, Development, CREC Email irizarry@ctserc.org
Parents, Teachers, and other School Staff Barbara Slone
and/or Community Members
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.

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

Fee: $100 per person Presenter(s): Christa Jachym Education Services Specialist
Audience: Grades K‐12 Educational Consultant, Benhaven (860) 632‐1485 Ext 225
Teams, composed of a maximum of five Learning Network, Wallingford Email champion@ctserc.org
members, including Special and General
Educators, Administrators and Student Support
Services Professionals
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.
58
Event Title Developing Standards‐Based IEP Goals and Objectives for Students with Disabilities at the High School Level ‐ Session B

CEUs: 1.5 Special Education (059) Closing Date: 12/16/2009 Karyn Champion‐Kamm
Fee: $150 per team Presenter(s): Karen Stigliano Education Services Specialist
Teams of 2‐4 Transition Specialists, General Email champion@ctserc.org
and Special Educators, Co‐teachers, and Melissa Wrigley
Guidance and Career Counselors. See below
SERC Consultant
for more information.
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).

Event Title A Step by Step Approach for Inclusive Schools 2009‐2010: Cadre 2
Fee: $500 per team Presenter(s): Donna D. Merritt, Ph.D., CCC Education Services Specialist
Teams, consisting of 3‐5 members, must Email hendry@ctserc.org
include a Principal, General Education and Karen Stigliano
Special Education Teacher, and Student
SERC Consultant
Support Services Professional
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.

59

60
TEAM APPLICATION FORM
2009‐2010 PROFESSIONAL DEVELOPMENT ACTIVITIES
School District/Town Phone
Team Liaison/Contact Person E‐mail
(IF REQUIRED)
TEAM MEMBER 1:
School / Program / Agency Work Phone
Position / Role Grade Level
Home Address
City State Zip Code
TEAM MEMBER 2:
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

61
WORKSHOP TEAM APPLICATION FORM
ADDITIONAL MEMBERS
School District / Town Phone
Team Liaison/Contact Person E‐mail
(IF REQUIRED)
TEAM MEMBER 3:
Home Address
City State Zip Code
TEAM MEMBER 4:
Home Address
City State Zip Code

TEAM MEMBER 5:
Home Address
City State Zip Code

62
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
conference@ctserc.org.
Thank you.
63
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.

64
Top eleven reasons to visit the SERC Library
25 Industrial Park Road, Middletown, CT
Serving Connecticut’s education community for 40 years

Equity, excellence, education
Resources for educators, preservice educators, support services personnel, and families
Continuously adding to our resources
Located centrally in Connecticut

Individualized attention and research assistance
Blog at http://serclibrary.blogspot.com
Renew and reserve online with our new Library automation system
Acquisitions posted on our Web site monthly at www.ctserc.org/library
Ready to serve you six days a week with extended evening & Saturday hours
Yes, membership is still free!
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
State Education Resource Center
• Special Education Resource Center
• Early Childhood Resource Center
CT Parent Information and Resource Center
25 Industrial Park Road

Middletown, CT 06457-1516
Change Service Requested
www.ctserc.org

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State Education Resource Center

Summer (July-August) All visitors to the classroom, the

No Tuesday, Wednesday, Thursday

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

HOW TO USE THIS CATALOG

SUBMITTING AN APPLICATION FORM

Three Easy Ways to Register for an Activity

Selection for Participation

Registration Fees/Refund Policy

Inclement Weather Advisory

Continuing Education Units (CEUs)

Accommodation Policy – Special Needs

What is my SERC Member number?

How is my SERC Member number used?

What if I do not have a SERC Member number?

What if I have more than one SERC Member number?

What if I forget my SERC Member number?

Why is my SERC Member number important to online registration for an activity?

Thu 10/08/09 Math + SRBI = Students Learning Conference All

Fri 10/16/09 SFCP Overview - Session A Grades K-12

Thu 10/22/09 An Introduction to Autism Spectrum Disorders Grades K-12

Tue 10/27/09 Introduction to Educating Students with Hearing Loss PreK-Grade 12

Thu 10/29/09 Fourteenth Annual Paraprofessionals as Partners Conference PreK-Grade 12

Fri 10/30/09 How Welcoming Is Your School? - Session A PreK-Grade 12

Wed 11/04/09 Supervision of Literacy Utilizing Walkthrough Protocols Grades K-12

Thu 11/05/09 A Classroom of Difference - Session A Grades K-12

Thu 11/05/09 How Welcoming Is Your School? - Session B PreK-Grade 12

Sat 11/07/09 Multi-Sensory Structured Language Instruction Grades K-2

Thu 11/19/09 Making a Difference Through Co-Teaching - Session A Grades K-12

Sat 11/21/09 Literacy In Action - Session A PreK, 3-5

Thu 12/10/09 Transitioning Students with Autism to Employment Grades 8-12

Fri 12/18/09 SFCP Action Team Training - Session A Grades K-12

Tue 01/12/10 How Welcoming Is Your School? - Session C PreK-Grade 12

Fri 01/15/10 Making a Difference Through Co-Teaching - Session B Grades K-12

Wed 01/27/10 SFCP Overview - Session B Grades K-12

ACTIVITIES DESIGNED FOR INDIVIDUALS

See page 47 for the application form.

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Date Start Time End Time Location

Date Start Time End Time Location

Enclosed Check # Purchase Order # TOTAL AMOUNT DUE: $