ECE 2009 PD Book 10-27-09

www.ctserc.
org
SERC 40
YEARS
Early Childhood Education Initiative
Professional Development Catalog
Fall-Spring
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
The Connecticut
Early Childhood Resource Center is
GROWIN G…
Continuing Education and Professional Development Opportunities and
Resources for Early Care and Education Personnel
♦ Job-Embedded Learning Opportunities
♦ Personnel Development Workshops, Seminars, Conferences
♦ Resources for Use in Staff Development and Parent Education, and
Materials Supporting Developmentally Appropriate Practice
♦ Collection of Children’s Literature Representing Diverse

Cultures, Genres, and Content Areas
♦ Resources & Professional Development on Special Education Testing,

English Language Assessments
♦ Early Childhood Leadership Books and Training Videos for Program Administrators
and Early Childhood Consultants
AND GROWING…
Education and Resources for Families, Available in English & Spanish
♦ Parent Education and Other Workshops, with Fee Waivers Available
♦ Parenting Resources Focusing on Birth to 3 and Special Education
♦ A Wealth of Early Childhood Resources in the SERC Library
• A Diverse Collection of Children’s Literature
• Books, Journals, DVDs/Videos on Child Development and Early Language/Literacy
AND GROWING!
Web-based Resources
In development: Check out www.ctserc.org/earlychildhood for updates!
For more information, contact a member of the Early Childhood Education Initiative at SERC:
Anne Marie Davidson, Consultant, ext. 316
Paquita Sims, Consultant, ext. 313
Nattaneal Wilson, Education Services Specialist, ext. 268
Look for Early Childhood Sessions at
These Upcoming SERC Conferences
2009-2010
Tuesday, December 8, 2009
Conference brochures will

be available soon and will
be mailed to those who
have previously attended
these annual events. Other
interested individuals may
request a brochure by calling
SERC at (860) 632-1485, or
by visiting our Web site at
www.ctserc.org.
Friday, April 9, 2010
www.ctserc.org
SERC
Early Childhood Education
Professional Development Catalog
2009-2010
Marianne Kirner, Ph.D., Executive Director
TABLE OF CONTENTS
A Message from SERC’s Early Childhood Education Initiative Team 5
Technical Assistance Options 6
How to Use This Catalog 7

Submitting an Application Form 7
Information for Applicants 8
Frequently Asked Questions About Your SERC Member Number 10
SERC Professional Development Calendar 11
Activities for Individuals 14

Application for Individuals 28
Activities for Teams 29

Application for Teams 32
Connecticut Charts-A-Course Information 34
CAEYC Application 35
List of Family Resource Centers 36

Early Childhood-Related Web Sites 37
Position Statement on Infants, Toddlers and Their Families 38
Position Statement on Preschool Programs and Services 39

CT Parent Information and Resource Center Information 40

A Message from
SERC’s Early Childhood Education Initiative Team
The 2009-10 school year is a special time for the State Education Resource Center (SERC). It marks our 40th
anniversary, and Governor M. Jodi Rell declared September 21, 2009 “State Education Resource Center Day” to
help us recognize this milestone. We also have launched a new online registration system through our Web site,
www.ctserc.org. This redesigned professional development catalog, which covers Early Childhood Education
Initiative activities from November 2009 through June 2010, reflects our newly streamlined registration process.
(See page 7 for details.)
Many of our professional development opportunities are offered in collaboration with the Connecticut Birth to
Three System and the Connecticut State Department of Education’s Bureau of Early Childhood. In addition, the
Early Childhood Education Initiative continues to offer on-site technical assistance and training to support
programs serving children from birth through age 9 and their families. See the reverse side of this page for
additional information.
As always, we encourage you to visit our collection of early childhood materials at the SERC Library in
Middletown. For access to resources 24 hours a day, 7 days a week, go to www.ctserc.org.
Also this year, SERC’s Early Childhood Education Initiative will continue to build our new Early Childhood
Resource Center. The Connecticut General Assembly authorized the resource center to support positive
outcomes for young children, model best practices in early child care and education, and design high-quality,
reflective professional development for early childhood leaders and educators. Our vision for the center is to
work in partnership with Connecticut’s early childhood education community to ensure the best beginnings
possible for young children.
SERC’s 40th-anniversary theme, “Treasuring the Past, Celebrating the Present, Building the Future,” refers to our
history of facilitating the expansion of excellence and equity in education for all of Connecticut’s children and
their families, as well as our continual growth to meet the changing needs of Connecticut educators, service
providers, families, and other partners. We look forward to serving you for years to come.
Please feel free to contact us directly at SERC at (860) 632-1485: Anne Marie Davidson, Consultant (ext. 316),
Paquita Sims, Consultant (ext. 313), or Nattaneal Wilson, Education Services Specialist (ext. 268).
~ The SERC Early Childhood Education Initiative Team

TECHNICAL ASSISTANCE OPTIONS

from our Early Childhood Education Initiative and the Early Childhood Resource Center
The Early Childhood Education Initiative at the State Education Resource Center offers customized, job-
embedded technical assistance opportunities to early childhood programs and kindergarten classrooms.
SERC and other professional early childhood consultants can deliver in-depth, on-site support tailored to your
program’s needs.
The goal of technical assistance is to help programs and professionals improve the daily practices,
structures, and policies that promote student outcomes in the early learning environment.
Do I need technical assistance?

SERC activities are designed around the vision that educators and child care providers who have
opportunities to learn, reflect, and apply skills related to their profession can best provide the same
opportunities for children. SERC also embraces the idea that one style of professional development does
not meet everyone’s needs, so we provide a variety of training opportunities.
We offer:
• on-site delivery and follow-up support
• a focus on collaboration and opportunities for networking
• action steps developed collaboratively with participants as part of the technical assistance
• a focus on leadership development and systems change to support practitioners during periods of change
• access to the CT Early Childhood Resource Center Library Collection, as well as Web-based supports
For information on arranging technical assistance for your school or program, contact
Paquita Sims, Early Childhood Consultant at SERC, (860) 632-1485, ext. 313, or sims@ctserc.org.

SAMPLE
TOPICS
Supporting Children with Special Needs
• Developing IEPs
• Linking assessment and instruction
• Inclusive practices for school and community-based programs
Best Practices in Curriculum, Assessment, and Instruction
• CT Curriculum and Assessment Frameworks
• Social & emotional development, infants and toddlers through kindergarten-age
• Cultural responsiveness and diversity
• Content-specific professional development: science, math, literacy, social studies
• Tiered interventions to support all learners
Early Childhood Leadership
• Program assessment and improvement
• Accreditation for inclusive programs
How to Use This Catalog
This catalog covers activities from November 2009 through June 2010 that are related to early childhood
education. We add new training opportunities all the time, so please visit SERC’s Web site, www.ctserc.org,
for updated information on activities for the entire 2009-2010 school year.
The SERC Professional Development Calendar (p. 11) provides a chronological 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 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 28 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 32 for the application form.)
Please see the INFORMATION FOR APPLICANTS section (p. 8) 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.
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) registering online at www.ctserc.org; (2) mailing a completed Application Form to SERC
REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516; or (3) faxing a completed
Application Form to (860) 632-8870. Please see page 10 for FAQs 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 28 and 32 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 programs 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.
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.
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.
SERC Professional Development Calendar
NOVEMBER 2009
Date Workshop Title Grade Level - Sponsoring Initiative
Thu 11/05/09 NAEYC Accreditation Portfolio Guidelines PreK, 3-5
Activity Code 10-46-123 Early Childhood Education Initiative
Thu 11/05/09 How Welcoming Is Your School? - Session B PreK-Grade 12

Activity Code 10-47-003 CT Parent Information and Resource Center
Sat 11/07/09 Including Children with Motor Difficulties in Early Childhood Programs PreK, 3-5
Sat 11/14/09 Introduction to Autism for Early Childhood Teachers and Administrators PreK, 3-5
Wed 11/18/09 Advanced Follow-up to ADOS Training PreK-Grade 12

Thu 11/19/09 Autism Diagnostic Observation Schedule (ADOS) Clinical Training PreK-Grade 12
Sat 11/21/09 Literacy in Action - Session A PreK, 3-5

Tue 11/24/09 Bilingual Language Learners: Language Acquisition vs. Language Birth-5
Disability in Culturally and Linguistically Diverse Children
DECEMBER 2009
Thu 12/03/09 Building Communication Skills Using Pivotal Response Techniques and Birth-5
Interactive Language Supports
Thu 12/03/09 NAEYC Accreditation Road Trip: An Overview of the New NAEYC PreK, 3-5
Accreditation System
Thu 12/03/09 NAEYC Accreditation Support Group PreK, 3-5

Fri 12/04/09 The Link Between Literacy, Social-Emotional Development, and Birth-5
Challenging Behavior
DECEMBER 2009
Mon 12/07/09 Raising Readers Parent Club Facilitator Training - Session B Birth-8
Thu 12/10/09 Program Development for Young Children with ASD Using the SCERTS Birth-3
Assessment Process
Activity Code 10-46-126 Team Application Early Childhood Education Initiative
Fri 12/11/09 Lee y Serás (Read and You Will Be) - Session A Grades K-3
Thu 12/17/09 An Introduction to Working Collaboratively in Early Childhood Settings PreK, 3-5
Thu 12/17/09 Newborn Behavioral Observation Birth-3

JANUARY 2010
Tue 01/12/10 How Welcoming Is Your School? - Session C PreK-Grade 12
Wed 01/27/10 NAEYC Accreditation Road Trip: An Overview of the New NAEYC PreK, 3-5
Accreditation System
Thu 01/28/10 Troubleshooting: A Follow-up to "An Introduction to Working PreK, 3-5

Collaboratively in Early Childhood Settings"
FEBRUARY 2010
Fri 02/19/10 Everyday Strategies for Teaching Social-Emotional Skills PreK, 3-5
Wed 02/24/10 Lee y Serás (Read and You Will Be) - Session B Grades K-3
MARCH 2010
Sat 03/13/10 Literacy In Action - Session B PreK, 3-5
Tue 03/16/10 Using Play to Enhance Communication with Young Children Birth-3
Thu 03/18/10 Improving Early Identification of Autism Spectrum Disorders in Infants and Birth-3
Toddlers
Fri 03/19/10 Enhancing Social Communication for Young Children with Autism Birth-5
Spectrum Disorders
Fri 03/19/10 Touching the Spirit: How Successful Teachers Use Culture in Achieving Grades K-3
Educational Excellence
Activity Code 10-45-040 Literacy Initiative
MAY 2010
Sat 05/15/10 Exploring Nature with Infants and Toddlers to Support Language Birth-5
Development
JUNE 2010
Wed 06/09/10 Supporting the Needs of Diverse Families Birth-5
THIS SECTION CONTAINS
PROFESSIONAL DEVELOPMENT ACTIVITIES
DESIGNED FOR INDIVIDUALS
ACTIVITIES DESIGNED FOR INDIVIDUALS
Before registering, please review the activity descriptions for information on age
ranges, 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 28 for the application form.

Event Title NAEYC Accreditation Portfolio Guidelines
Event Code: 10‐46‐123 Offered by: Early Childhood Education Initiative
# of Sessions:1 Registration: Fax, Mail or Online Contact Person:
CEUs: 0.7 Early Childhood Closing Date: 10/30/2009 Nattaneal Wilson
Fee: $35 per person Presenter(s): Deborah Flis Education Services Specialist
Audience: PreK, 3‐5 Director, Accreditation Facilitation (860) 632‐1485 Ext 268
Early Childhood General and Special Education Project, CT Charts‐A‐Course Email wilson@ctserc.org
Teachers, School Administrators,
Paraprofessionals, and Classroom Assistants
Event Description:
How can an assessor see what a program is like year‐round with just one visit? By using classroom and program portfolios, each program has
the chance to really tell its stories of excellence.
The morning session will explore strategies to maximize organizational strategies, data collection time, space, and “story telling.” The
presenters will highlight the National Association for the Education of Young Children (NAEYC) guidance on portfolio assembly and discuss
examples of opportunities to use portfolios to document a program’s high quality for the NAEYC accreditation process. This session also will cover
ways to use portfolios to support parent involvement, program marketing, and professional development.
The afternoon session will combine a networking opportunity with work time and discussion. Participants must bring a portfolio with program
documentation to review and share. Portfolios do not need to be complete, although experience in compiling a portfolio and actual examples of
documentation are necessary for participation in this PM session.
Participants in this professional development activity will gain an understanding of the use of portfolios in the NAEYC accreditation process;
develop their knowledge of NAEYC’s guidelines for portfolio development; learn new ideas to create portfolios for their classroom; and identify
colleagues who will be willing to share ideas and opportunities as they continue to develop portfolios.
Date Start Time End Time Location

11/05/09, Thursday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
Event Title How Welcoming Is Your School? ‐ Session B
Event Code: 10‐47‐003 Offered by: CT Parent Information and Resource Center
CEUs: 0.8 Closing Date: 10/30/2009 Bianca Irizarry
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 and centers create a welcoming environment, they become inviting places where children want to learn, 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 or center 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 of action to improve outcomes for all students.
This workshop is repeated multiple times. Session A was scheduled for Oct. 30, 2009; Session B is held on Nov. 5; Session C is held on Jan. 12,
2010; and additional sessions will be announced for the spring. For updated information, please visit our Web site at www.ctserc.org and click on
"Professional Development."

11/05/09, Thursday 9:00 AM 12:00 PM ACES, Hamden
Event Title Including Children with Motor Difficulties in Early Childhood Programs
CEUs: None Closing Date: 11/2/2009 Nattaneal Wilson
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 to create access and barrier‐free environments. 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 by looking at challenges in
the areas of physical access, mobility and safety; explore ways to include self‐help, fine motor skills, and sensory integration within classroom
instruction and routines; discuss the specific role and function of occupational therapists and physical therapists in supporting young children to
benefit from special education services and the importance of implementing strategies within the classroom environment by using a collaborative
approach; and examine strategies for reducing barriers and providing the highest level of independent participation and access to the classroom
experience for all students.

11/07/09, Saturday 9:00 AM 1:00 PM SERC Library Community Room, Middletown
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
Child Care 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? 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 disability category.
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 strategies for the successful inclusion of children with ASD in community‐based programs.

11/14/09, Saturday 8:30 AM 12:00 PM SERC Classroom, Middletown
Event Title Advanced Follow‐up to Autism Diagnostic Observation Schedule (ADOS) Training
CEUs: 0.7 Closing Date: 11/6/2009 Nattaneal Wilson
Fee: $45 per person Presenter(s): Jennifer Olson Education Services Specialist
Audience: PreK‐Grade 12 Autism Consultant, J. Olson Consulting (860) 632‐1485 Ext 268
Clinicians, Educators, and Interventionists who Email wilson@ctserc.org
previously attended the 2‐day ADOS training
and have been using the instrument
Event Description:
This one‐day follow‐up session will provide education personnel with advanced training on the Autism Diagnostic Observation Schedule
(ADOS). This activity is for educators who have attended the two‐day ADOS training (see next listing) over the past several years and are currently
using this instrument. A portion of the day’s agenda will be guided by the questions and issues that participants might still have about ADOS
administration.
The training format will include lectures, discussion, video, actual demonstration of administration with a child, review of administration and
scoring, practice with feedback, and interpretation of scoring results.
Participants will acquire additional information pertaining to the use of the four modules of the ADOS assessment tool; address their questions
pertaining to effective administration of the ADOS as part of a comprehensive evaluation and assessment for special education services; and
clarify how to interpret the results of the ADOS in determining a score and providing feedback.

11/18/09, Wednesday 8:30 AM 4:00 PM Rensselaer (RAH), Hartford
Event Title Autism Diagnostic Observation Schedule (ADOS) Clinical Training
Fee: $125 per person Presenter(s): Jennifer Olson Education Services Specialist
Audience: PreK‐Grade 12 Autism Consultant, J. Olson Consulting (860) 632‐1485 Ext 268
Clinicians and Educators with prior background Email wilson@ctserc.org
in autism and formal testing
Event Description:
This two‐day workshop will provide special education personnel in early childhood and school‐age settings with basic training on the Autism
Diagnostic Observation Schedule (ADOS). The ADOS is a semi‐structured, standardized assessment of communication, social interaction, play, and
imaginative use of materials for children who have been referred for an evaluation of autism or other Pervasive Developmental Disorder (PDD).
Standardized toys and activities are used to present opportunities for social and communicative interaction with the examiner.
The training format will include lecture, live demonstration, large group scoring discussions, and interpretation of scoring results. All four
modules of the ADOS will be covered during the training.
Participants in this professional development activity will acquire information pertaining to the reliability and validity of the four modules of
the ADOS assessment tool; receive an introduction to the standardized administration of the tool and the procedures involved in recording and
coding behaviors observed; recognize the usefulness of the ADOS in targeting behaviors for intervention and/or Individualized Education Plans
(IEPs); and understand the usefulness of the results in the context of a comprehensive autism assessment. Participants will receive a copy of the
administration manual during the training.
Please note: This professional development activity is intended specifically for those individuals who will be conducting the ADOS on a regular
basis.

11/19/09, Thursday 8:30 AM 4:00 PM Rensselaer (RAH), Hartford
11/20/09, Friday 8:30 AM 4:00 PM Rensselaer (RAH), Hartford
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 Paquita Sims
Child Care Providers
SERC Consultant
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; re‐connect with the value of play in the development of
language and literacy, creativity, and critical thinking skills; and embed Connecticut’s Preschool Curriculum Framework (1999) in order to improve
learning outcomes for young children.
This workshop is offered multiple times. Section A is scheduled for Nov. 21, 2009; Session B is scheduled for March 13, 2010; and additional
sessions are to be announced. For updated information, please visit our Web site at www.ctserc.org and click on "Professional Development."

Event Title Bilingual Language Learners: Language Acquisition vs. Language Disability in Culturally and Linguistically Diverse Children
Fee: $65 per person Presenter(s): Deborah Chitester, CCC‐SLP Education Services Specialist
Audience: Birth‐5 Program Director, Second Language, (860) 632‐1485 Ext 268
Early Childhood General and Special Education Literacy & Learning Connection, CT Email wilson@ctserc.org
Administrators and Teachers serving children
ages 0‐5, Related Services Personnel, and
Speech Pathologists
Event Description:
In this workshop, Deborah Chitester will share her expertise on young second language learners and discuss the distinction between language
acquisition and language disability in culturally and linguistically diverse children.
Through particular strategies and interventions, young English Language Learners (ELLs) can get the necessary supports in learning English
while maintaining their primary language. The presenter will focus on effective practices regarding the use of linguistically and culturally
appropriate screening and assessment tools, differentiating between language acquisition and language disability.
Participants in this professional development will become familiar with aspects of second language acquisition and how they can be
distinguished from aspects of language disability; learn how culture impacts educational goals and learning styles; gain knowledge about forms of
assessment that are more precise and valid at differentiating between language disability and language acquisition; learn how to use culturally,
linguistically appropriate strategies and interventions to support the needs of diverse learners and their families; and learn when to refer young
ELLs for special education assessment.

11/24/09, Tuesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
Event Title Building Communication Skills Using Pivotal Response Techniques and Interactive Language Supports
Fee: $50 per person Presenter(s): John Burke Education Services Specialist
Audience: Birth‐5 Clinical Director, Branches of Hope, Inc. (860) 632‐1485 Ext 268
Birth to Three Providers, Preschool Special Email wilson@ctserc.org
Education Teachers, Assistants, Janie Dyment
Administrators, Support Services Professionals,
Clinical Director, Branches of Hope, Inc.
and Family Members
Event Description:
Teaching young children with autism spectrum disorder (ASD) often requires interventionists, educators, and parents to develop complex and
multifaceted programs in order to target the child’s widespread and diverse needs. Pivotal Response Teaching (PRT), based on the principles of
Applied Behavior Analysis, focuses on targeting “pivotal” skills or behaviors to produce broad changes in an autistic child’s development. PRT has
demonstrated that positive changes in these pivotal behaviors can have widespread effects on language and social interaction. Incorporating
interactive language supports within a PRT program can even further increase success for many children with ASD. These supports help to target
attention, receptive language, and listening skills, as well as more complex expressive language that can be used in social and academic settings.
This workshop will incorporate practical methods with multiple examples of toddlers and preschoolers with ASD as well as opportunities for
active participation by attendees. Participants will learn how to individually define and target pivotal skills and behaviors for a range of children
with an ASD diagnosis; Advanced Behavioral Strategies that can be used to help promote generalized gains in key areas to increase children’s
overall academic, communicative, and social development; and a method for developing Interactive Language Supports that can be used to
increase attention, as well as receptive and expressive language skills in children ranging from being non‐verbal to having some expressive skills.

12/03/09, Thursday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
Event Title NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System
Fee: None Presenter(s): Deborah Flis Education Services Specialist
Administrators and Preschool General and Project, CT Charts‐A‐Course Email wilson@ctserc.org
Special Education Teachers from Schools and
Community‐based Programs who are
interested in the NAEYC accreditation process
Event Description:
In 2006, the National Association for the Education of Young Children (NAEYC) launched its updated accreditation system. This workshop is the
first of several offerings this year provided by the Connecticut Accreditation Facilitation Project (AFP) in an effort to support continuous quality
improvement through the NAEYC accreditation process. Educators seeking accreditation or re‐accreditation will find this workshop helpful to
their understanding of the new requirements of the system and the steps of the NAEYC accreditation process.
Participants in this professional development activity will learn about NAEYC’s new program standards and accreditation processes and
procedures; learn about new self‐study materials, steps, and requirements for successful accreditation; and learn about local and national
resources to support programs engaged in the NAEYC accreditation process.
This workshop is offered twice: on Dec. 3, 2009, and Jan. 27, 2010. See separate listing.

12/03/09, Thursday 4:30 PM 6:30 PM SERC Library Community Room, Middletown
Event Title NAEYC Accreditation Support Group
# of Sessions: See below Registration: Fax, Mail or Online Contact Person:
Special Education Teachers from schools and
community‐based programs who are
Event Description:
Come meet others seeking NAEYC accreditation! Learning and working together with colleagues on the new NAEYC accreditation system can
help programs successfully navigate the process. This support group will meet regularly 4 to 5 times during the 2009‐2010 school year, at a
location determined by the group, to provide guidance and collegial support.
Group participants are strongly encouraged to attend the "NAEYC Accreditation Road Trip" session offered through SERC or a similar
accreditation overview workshop offered locally or nationally. The first Road Trip session (see previous listing) is scheduled to follow this support
group on Dec. 3, and a repeat of the session is scheduled for Jan. 27, 2010 (see separate listing).
Participants in the support group will discuss the steps of the NAEYC accreditation process; explore the development of timelines to complete
the four‐step accreditation process; review program and classroom portfolio development strategies to ensure the development of complete and
consistent portfolio content across classrooms; and examine the details of applying for NAEYC candidacy, including the Program Self‐Assessment
Report and the collaborative process used to complete the materials.
Please note: Additional support groups will be held throughout the year. Participants are encouraged to attend all meetings, although they will
not be prevented from participating if they cannot commit to all dates. Details will be available at the first support group meeting, listed below.

12/03/09, Thursday 1:30 PM 3:30 PM SERC Library Community Room, Middletown
Event Title The Link Between Literacy, Social‐Emotional Development, and Challenging Behavior
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 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.

12/04/09, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown
Event Title Raising Readers Parent Club Facilitator Training ‐ Session B
CEUs: 1 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
SERC Consultant/CT PIRC Coordinator
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.
Session A was held earlier this fall. Two more sessions will be scheduled for the remainder of the 2009‐10 school year. For updated
information, go to www.ctpirc.org and click on "Calendar of Events."

12/07/09, Monday 9:00 AM 3:30 PM CREC, Hartford
12/08/09, Tuesday 9:00 AM 3:30 PM CREC, Hartford
Event Title Lee y Serás (Read and You Will Be) ‐ Session A
CEUs: 0.7 Literacy (301) Closing Date: 11/24/2009 Bianca Irizarry
Fee: None Presenter(s): Veronica Marion Project Assistant
Audience: Grades K‐3 SERC Consultant/CT PIRC Coordinator (860) 632‐1485 Ext 216
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
child care providers and leaders with the goal of creating long‐term attitudinal and behavioral changes in efforts to close the educational
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 information about the literacy issues facing the
Latino community; an overview of the Lee y Serás initiative; practical advice on how to coordinate the Lee y Serás Family Conversation workshop
series; and 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 is offered twice: Session A on Dec. 11, 2009, and Session B on Feb. 24, 2010.

12/11/09, Friday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
Event Title Newborn Behavioral Observation
Fee: $150 per person Presenter(s): Yvette Blanchard Education Services Specialist
Audience: Birth‐3 Professor of Physical Therapy, (860) 632‐1485 Ext 268
Early Intervention Service Providers and University of Hartford Email wilson@ctserc.org
Administrators
Event Description:
The Newborn Behavioral Observation (NBO) is an individualized infant‐focused, family‐centered observational system designed for use by
related services practitioners to elicit and describe the infant’s competencies and individuality. While the observed behaviors during the NBO can
be used by clinicians to offer anticipatory guidance to parents about their child’s behavior, its primary purposes are to strengthen the relationship
between the parent and child and promote a supportive relationship between clinician and family.
At this workshop, the presenters will discuss clinical guidelines on relationship‐building; examine the use of the NBO in anticipatory guidance;
and demonstrate how this guidance can be provided in a way that is developmentally appropriate and culturally sensitive. Participants will learn
about current findings on neurobehavioral development and early parent‐infant relationship development; how to administer the NBO to make
behavioral observations of newborn behavior and identify newborn behavioral patterns; how to interpret these observations from a
developmental point of view; how to communicate this information to parents as a form of guidance; and how to use the NBO in the context of
building a relationship with parents.

12/17/09, Thursday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
12/18/09, Friday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
Event Title How Welcoming Is Your School? ‐ Session C
CEUs: 0.8 Closing Date: 12/29/2009 Bianca Irizarry
Fee: None Presenter(s): Betsy LeBorious Project Assistant
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
encouraged to attend as school‐based teams.
SERC Consultant/CT PIRC Coordinator
Event Description:
When schools and centers create a welcoming environment, they become inviting places where children want to learn, 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 or center 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 of action to improve outcomes for all students.
This workshop is repeated multiple times. Session A was scheduled for Oct. 30, 2009; Session B is held on Nov. 5; Session C is held on Jan. 12,
2010; and additional sessions will be announced for the spring. For updated information, please visit our Web site at www.ctserc.org and click on
"Professional Development."

01/12/10, Tuesday 9:00 AM 12:00 PM SERC Library Community Room, Middletown
Event Title NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System
Special Education Teachers from Schools and
Community‐based Programs who are
Event Description:
In 2006, the National Association for the Education of Young Children (NAEYC) launched its updated accreditation system. This workshop is the
first of several offerings this year provided by the Connecticut Accreditation Facilitation Project (AFP) in an effort to support continuous quality
improvement through the NAEYC accreditation process. Educators seeking accreditation or re‐accreditation will find this workshop helpful to
their understanding of the new requirements of the system and the steps of the NAEYC accreditation process.
Participants in this professional development activity will learn about NAEYC’s new program standards and accreditation processes and
procedures; learn about new self‐study materials, steps, and requirements for successful accreditation; and learn about local and national
resources to support programs engaged in the NAEYC accreditation process.
This workshop is offered twice: on Dec. 3, 2009, and Jan. 27, 2010. See separate listing.

01/27/10, Wednesday 1:30 PM 3:30 PM SERC Library Community Room, Middletown
Event Title Everyday Strategies for Teaching Social‐Emotional Skills
Fee: $45 per person Presenter(s): Elsa Jones Education Services Specialist
Audience: PreK, 3‐5 Child Development Specialist (860) 632‐1485 Ext 268
General and Special Education Early Childhood Email wilson@ctserc.org
Teachers and Support Personnel Anne Marie Davidson
SERC Consultant
Event Description:
Teachers who provide opportunities for children to develop their social and emotional skills begin to lay the foundation that is needed to
support a lifetime of learning. Under intentional teaching and reflective practice, children’s individual needs are identified, planned in the
curriculum, and monitored for progress. The presenters will discuss these core beliefs and share evidence‐based practices and strategies to
support social and emotional development that can be used in the classroom.
In this professional development opportunity, participants will increase their understanding of intentional teaching and reflective practice; gain
new teaching and learning strategies specific to children’s social and emotional development; and learn to plan and implement behavioral
strategies linked to the Connecticut Preschool Curriculum and Assessment Frameworks.

Event Title Lee y Serás (Read and You Will Be) ‐ Session B
CEUs: 0.7 Literacy (301) Closing Date: 2/10/2010 Bianca Irizarry
Fee: None Presenter(s): Ivette Ruiz Project Assistant
Audience: Grades K‐3 SERC Consultant (860) 632‐1485 Ext 216
General and Special Education Teachers, Faith‐ Email irizarry@ctserc.org
based Organization Leaders, Community Betsy LeBorious
Organization and Agency Staff, and
Program Manager, Youth and Family
Policymakers
Development, CREC
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
child care providers and leaders with the goal of creating long‐term attitudinal and behavioral changes in efforts to close the educational
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 information about the literacy issues facing the
Latino community; an overview of the Lee y Serás initiative; practical advice on how to coordinate the Lee y Serás Family Conversation workshop
series; and 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 is offered twice: Session A on Dec. 11, 2009, and Session B on Feb. 24, 2010.

02/24/10, Wednesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
Event Title Literacy In Action ‐ Session B
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 Paquita Sims
Child Care Providers
SERC Consultant
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; re‐connect with the value of play in the development of
language and literacy, creativity, and critical thinking skills; and embed Connecticut’s Preschool Curriculum Framework (1999) in order to improve
learning outcomes for young children.
This workshop is offered multiple times. Section A is scheduled for Nov. 21, 2009; Session B is scheduled for March 13, 2010; and additional
sessions are to be announced. For updated information, please visit our Web site at www.ctserc.org and click on "Professional Development."

Event Title Improving Early Identification of Autism Spectrum Disorders in Infants and Toddlers
Fee: $50 per person Presenter(s): Amy Wetherby, Ph.D. Education Services Specialist
Audience: Birth‐3 Professor of Clinical Sciences, Florida (860) 632‐1485 Ext 268
Birth to Three Providers and Family Members State University Email wilson@ctserc.org

Event Description:
Early identification of young children with autism spectrum disorders (ASD) means early intervention. However, most children are not
diagnosed until at least 3 years of age. This workshop will describe research findings of the FIRST WORDS Project on red flags, which helps identify
ASD in infants and toddlers, as well as strategies for screening and early diagnosis to improve early identification. The workshop also will include
video vignettes to give participants an opportunity to identify specific areas of concern in social communication and repetitive behaviors in very
young children with ASD.
As a result of this session, participants will know the critical importance of early diagnosis of autism spectrum disorders and early referral to an
intervention program; know specific warning signs, both the lack of typical behaviors and the presence of atypical behaviors, that distinguish
infants and toddlers with autism spectrum disorders from infants and toddlers with other developmental disorders; and be able to describe a 2‐
level process to improve screening and early diagnosis of autism spectrum disorders.
This session may be taken in conjunction with the session “Enhancing Social Communication for Young Children with Autism Spectrum
Disorders” (see next listing).

03/18/10, Thursday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
Event Title Enhancing Social Communication for Young Children with Autism Spectrum Disorders
Fee: $50 per person Presenter(s): Amy Wetherby, Ph.D. Education Services Specialist
Audience: Birth‐5 Professor of Clinical Sciences, Florida (860) 632‐1485 Ext 268
Birth to Three Providers, Preschool Special State University Email wilson@ctserc.org
Education Teachers, Assistants,
Administrators, Support Services Professionals,
and Family Members
Event Description:
Early intervention for young children with autism spectrum disorders (ASD) leads to improved developmental outcomes. In this workshop, Dr.
Amy Wetherby of Florida State University will provide an overview of early social communication characteristics of young children with ASD and a
framework for linking early indicators to meaningful intervention outcomes for these children. Dr. Wetherby also will present guidelines for
targeting these outcomes using empirically supported intervention strategies based on the recommendations of the National Research Council
(2001), as well as strategies for blending developmental approaches with evidence‐based practice in everyday activities in the natural
environment.
As a result of this professional development activity, participants will be able to list the core social communication deficits of toddlers with ASD;
understand the recommendations of the National Research Council regarding features of effective intervention programs for children with ASD;
describe evidence‐based intervention strategies to target initiation and generalization of social communication skills for young children with ASD;
and describe evidence‐based intervention strategies to promote active engagement and peer interaction in natural learning environments.
* Participants registering for this session must have attended “Improving Early Identification of Autism Spectrum Disorders in Infants and
Toddlers” the previous day (see previous listing).

03/19/10, Friday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
Event Title Touching the Spirit: How Successful Teachers Use Culture in Achieving Educational Excellence
Event Code: 10‐45‐040 Offered by: Literacy Initiative
CEUs: 0.7 Closing Date: 3/5/2010 Leticia Garcia Guerra
Fee: $90 per person Presenter(s): Augusta Mann Education Services Specialist
Audience: Grades K‐3 Education Consultant, Phoenix, AZ (860) 632‐1485 Ext 233
Preschool and Elementary K‐3 Classroom Email guerra@ctserc.org
Teachers, Literacy Coaches, and Reading
Teachers
Event Description:
Augusta Mann is recognized for her culturally centered, intensified, accelerated teaching models in literacy for students of color. Ms. Mann's
workshops and classroom demonstration lessons focus on practical strategies to accelerate the learning of reading skills by students who need to
achieve multiple years of growth in a short time.
These sessions are interactive and lively and include many opportunities for questions and explanations specific to the needs of the
participants. In this session, which has the full title “Touching the Spirit: How Successful Teachers Use Culture in Achieving Educational Excellence
for Underperforming African American and Other Students,” Ms. Mann will define culturally relevant, culturally centered instruction and give
explicit examples of how educators put the philosophy into practice during literacy instruction. This information is particularly important in
Connecticut, where Scientific Research‐Based Interventions (SRBI), at the earliest levels of instruction, will require educators to apply a lens of
equity to provide services to linguistically and culturally diverse students in a manner that enhances opportunities for learning rather than
exacerbates deficits.
In order to improve student outcomes, participants will explore instructional strategies for phonics and vocabulary; view demonstrations of
methods to accelerate students’ reading skills; and discuss a framework for incorporating culture into instruction.

03/19/10, Friday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
Event Title Exploring Nature with Infants and Toddlers to Support Language Development
Fee: $40 per person Presenter(s): Paquita Sims Education Services Specialist
Audience: Birth‐5 SERC Consultant (860) 632‐1485 Ext 268
Families with infants and toddlers; Early Email wilson@ctserc.org
Childhood General and Special Educators and Anne Marie Davidson
Child Care Providers serving children ages 3‐5
SERC Consultant
Event Description:
Children are natural‐born scientists. Bringing nature to young children sets the stage for investigation and exploratory learning that is a natural
springboard to language development. Join us for this interactive, hands‐on morning of exploration of living things designed to support families
and teachers of infants, toddlers, and preschoolers.
During this professional development activity, participants will explore the infant‐toddler curriculum related to receptive and expressive
language development through the natural sciences, and develop and plan language‐based science activities that can be shared with families at
home.

Event Title Supporting the Needs of Diverse Families
Fee: $40 per person Presenter(s): Paquita Sims Education Services Specialist
Early Childhood Teachers and Administrators Email wilson@ctserc.org
Anne Marie Davidson
SERC Consultant
Event Description:
Families that are active in their child’s education early on improve that student’s future school success, and strong programs are those that
have successful, supportive relationships with the families they represent. This session promotes understanding and valuing diversity in family
make‐up, culture, and traditions.
During this professional development activity, participants will discuss culturally relevant practices in building relationships with diverse
families; develop meaningful program processes for supporting diverse children and families; and use tools to maintain and acknowledge positive
family roles.

06/09/10, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown
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
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 particular 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 32 for the application form.

Event Title Program Development for Young Children with ASD Using the SCERTS Assessment Process
# of Sessions:2 Registration: Fax or Mail Contact Person:
Fee: $200 per person Presenter(s): Amy Laurent, OTR/L Education Services Specialist
Audience: Birth‐3 Consultant, Communication (860) 632‐1485 Ext 268
Teams of 2 preferred, including Birth to Three Crossroads, North Kingstown, RI Email wilson@ctserc.org
and Early Childhood Special Education
Practitioners, Teachers, Clinicians, and
Administrators
Event Description:
This two‐day training will support Birth to Three and preschool special education teams with implementing the SCERTS Assessment Process
(SAP). SCERTS™ is a comprehensive educational approach for children with autism spectrum disorders (ASD) that addresses the core areas of
Social Communication, Emotional Regulation, and Transactional Support. The SCERTS model is not exclusive of other approaches; it draws from
developmental, transactional, social‐pragmatic, contemporary‐behavioral, and family‐centered practices. Practices and strategies from other
approaches can be incorporated.
Participants in this professional development activity will receive up‐to‐date information on a process to support children with ASD and their
families in educational settings and everyday activities; identify critical developmental underpinnings for the SCERTS model and components of
the model; outline a comprehensive assessment framework focusing on social communication, emotional regulation, and transactional supports;
and develop individualized intervention goals and strategies for children at a variety of developmental levels in order to improve outcomes for
young children with ASD.

Event Title An Introduction to Working Collaboratively in Early Childhood Settings
CEUs: 0.7 Closing Date: 12/1/2009 Nattaneal Wilson
Fee: $40 per person Presenter(s): Nancy Hines Education Services Specialist
Audience: PreK, 3‐5 Teacher, Naylor School, Hartford (860) 632‐1485 Ext 268
Teams of 2‐4 Preschool Early Childhood Email wilson@ctserc.org
General and Special Educators and Child Care Kathleen Piquette
Providers
Early Childhood Consultant
Event Description:
In the eyes of young children, all of the adults in the classroom are “teachers.” For this reason, it is imperative that these adults collaborate, as
each brings different perspectives and observations to their work. In order to improve outcomes for all children, including children with special
needs, each of these adults must contribute to the planning process, conduct child observations, and refine learning opportunities.
This workshop will examine collaborative teaching methods in order to improve the quality of early childhood programs as determined by the
accreditation criteria of the National Association for the Education of Young Children (NAEYC) and guidelines from Connecticut’s Preschool
Curriculum Framework (1999). Team participation is encouraged to make use of the planning opportunities offered throughout the workshop.
To improve student outcomes, participants in this professional development activity will learn how to build collaborative partnerships for
planning and implementation of learning opportunities in early childhood programs that will meet the needs of all young children, including
children with disabilities; to identify how collaborative teaching can help in providing quality early childhood programs by addressing all domains
of development; to plan methods for collecting data and assess a child's current level of performance with regard to specific objectives in each of
the domains of development; to delineate six approaches to collaborative teaching and explore methods for lesson planning with collaborative
partners; and to use the intentional teaching cycle based on the Preschool Curriculum Framework (1999) and the Preschool Assessment
Framework (2005) to inform collaborative teaching decisions.

Event Title Troubleshooting: A Follow‐up to "An Introduction to Working Collaboratively in Early Childhood Settings"
Fee: $45 per person Presenter(s): Nancy Hines Education Services Specialist
Audience: PreK, 3‐5 Teacher, Naylor School, Hartford (860) 632‐1485 Ext 268
Teams of 2‐4 Preschool Early Childhood Email wilson@ctserc.org
General and Special Educators and Child Care Kathleen Piquette
Providers
Early Childhood Consultant
Event Description:
This is designed as a follow‐up to the previous session and will focus on troubleshooting issues related to collaborative teaching using
developmentally appropriate practices outlined by the National Association for the Education of Young Children (NAEYC).
The workshop offers a deeper examination of collaborative teaching methods, classroom management, the daily schedule, and the direct link
to a classroom environment, in order to improve the quality of an early childhood program as determined by the accreditation criteria of NAEYC
and guidelines outlined in Connecticut’s Preschool Curriculum Framework (1999). Those in Priority School Districts will be identified and
participate in a half‐day on‐site visit to support implementation. Participants are asked to bring in a photo of themselves with a significant other
or loved one (i.e. participant and a spouse, friend, or pet), a diagram of the floor plan of their classroom, and a copy of their class schedule.
In the context of a high‐quality early childhood classroom, participants will explore issues related to sustaining collaborative partnerships in
order to plan and provide various learning opportunities in early childhood programs that will meet the needs of all young children; assess the
environment as it relates to developmentally appropriate practices, curricula, and access to centers and opportunities for exploration and choice;
explore the use of data about young children to assess their current level of performance with regard to specific objectives and plan for progress
in development across the domains; and utilize the intentional teaching cycle based on the Curriculum Framework and the Preschool Assessment
Framework (2005) to inform collaborative teaching decisions and enhance the learning of young children.

Event Title Using Play to Enhance Communication with Young Children
Fee: $30 per person Presenter(s): Anne Marie Davidson Education Services Specialist
Teams of 4‐5 Early Intervention Teachers and Email wilson@ctserc.org
Related Services Professionals Smita Worah
SERC Consultant
Event Description:
Play and communication are important, interrelated aspects of early childhood development. The purpose of this session is to provide
participants with the strategies to enhance play and develop communication skills for young children with developmental disabilities through the
use of adapted toys and materials. In addition, an ecological assessment of the play session will be introduced as the means to determine a
child’s level of engagement in play activities.
Participants also will be provided strategies to use during play to increase children’s communication skills. Time will be spent introducing off‐
the‐shelf toys and methods of adapting them to enhance their accessibility to cater to the needs of a variety of children with developmental
disabilities. At the completion of the full‐day session, participants will leave with an adapted toy.
Participants in this professional development activity will learn about the significance of play and the relationship to communication; strategies
to enhance the play and communications skills of young children; and how to make an adapted toy.

03/16/10, Tuesday 9:00 AM 3:30 PM SERC Classroom, Middletown
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

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

2321 Whitney Ave., Hamden, CT 06518
(800) 832-7784 • (203) 287-3900
www.ctcharts-a-course.org
Connecticut Charts a Course (CCAC), the State of Connecticut’s professional development and program
improvement system for early education and school-age professionals, supports the field through scholarships,
accreditation facilitation projects, career counseling, a professional registry, and training for teachers and program
administrators that leads to advancement on the CCAC Career Ladder.
For general information, visit us at: www.ctcharts-a-course.org

To enroll in the Registry, visit us at: www.ccacregistry.org
Scholarship Assistance Accreditation Facilitation Training Program in Child

Program Project (AFP) Development (TPCD)
Provides tuition funding to Provides support for NAEYC Provides 150 hours of
individuals who meet the Accreditation and program Connecticut Charts-A-Course
scholarship priorities and improvement through approved workshops that
wish to increase their continuous improvement meet the training requirement
education or training in early processes and individualized for the CDA Credential.
education and/or school-age support.
care.
Scholarships are now

For more information on To find workshop training in your
available. accreditation support, visit us at: area, download the flyer at:
Come see if you are eligible at: www.ctcharts-a-course.org www.ctcharts-a-course.org
Career Counseling Professional Registry CT Director’s Credential

Training
Provides individual career Provides an interactive Web
counseling in both English system that allows CCAC to Provides free professional
and Spanish for child care assist individuals in tracking development training for
providers interested in their education and training administrators of programs
education and training. on the Career Ladder and will serving young
Contact provide a picture of the CT children and youths.
Claudia Sawyer 203-287-3902 early care and education
Peter Gagliardi 203-287-2982 November and February classes
Valerie Parks 203-287-2983
workforce. have openings in Administration
Margaret Westwood (Bilingual) and Supervision.
203-287-3903
or For enrollment information,
Come visit us at: contact Margaret Gustafson
Enroll today at: 1-800-832-7784 x 3907
Career Counseling Staff www.ccacregistry.org or 203-287-3907
The CT Departments of Social Services and Education and the CT Community Colleges jointly support CCAC.
CT Association for the Education of Young Children
2321 Whitney Avenue * Building 2, Suite 501 * Hamden, CT 06518
A statewide educational organization dedicated to promoting early care and education.
This form will entitle you to become a member in your Local, State, & National Association for the Education of Young Children
Rolling Membership Application 2009

Name Date of Birth
Address
City State Zip Code
Home Telephone: Work Telephone:

email
Name of Workplace:
Workplace Address:
City: State Zip Code
New and existing NAEYC membership now includes a subscription to the NAEYC print publication of your choice: Young Children or
Teaching Young Children - for the Preschool Professional. For an additional fee, you can receive both publications. Choose the publication
package that best meets your needs:
Young Children (6 issues) or
Teaching Young Children (5 issues plus a bonus book, Spotlight on Teaching Young Children) or
Both...Young Children and Teaching Young Children (Additional cost: $19 for one year or $57 for three years.)
New Membership Renewal Member #:

Please choose your affiliate designation below, then select the membership level you would like to join.
At-Large Area - 52000 Central Naugatuck Valley Chapter of CAEYC - 52001 Northeast Chapter of CAEYC - 52002
Hartford - 016 New Haven - 018 South Fairfield - 019 Shoreline - 195
$94 - Comprehensive Affiliate Member $59 - Regular Affiliate Member

$59 - Student Affiliate Member $30 - Existing Life-time Renewal
Students Only: Student ID #: College/University Name:
Indicate your payment option:

Check/money order enclosed. If paying by check from a bank branch located outside the United States, add a
processing fee of $10 for amounts up to $90; add $20 for amounts over $90.
Visa MasterCard American Express Discover
Credit Card #: Security Code: Expiration Date:
Cardholder's Name:
Cardholder's Signature:
Please return completed form with your payment to National Association for the Education of Young Children, P.O. Box 97156,
Washington, DC 20090-7156. Or fax to 202-328-2649.
NAEYC sometimes rents its mailing lists to commercial firms to distribute information regarding early childhood related products and
services. Generated revenues are used to support other NAEYC activities.
Please check here if you wish to have your name removed from the list: Thank you!
Family Resource Centers
Family Resource Centers provide access within a community to a broad continuum of early childhood
and family support services that foster the optimal development of children and families. They offer
parent education and training; family support; preschool and school-age child care; teen pregnancy
prevention (positive youth development services); and family day care provider training.
Family Resource Centers are:
• providers of quality child care;
• physically accessible in public schools;
• sources of family support and child care services administered by schools
or community-based agencies collaborating with schools; and
• open for use by families during hours that are consistent with the schedules of families.
Connecticut Family Resource Center Sites:

Bloomfield: J.P. Vincent School New Haven: Hill Central School,
Branford: Indian Neck School Katherine Brennan School,
Bridgeport: Barnum-Waltersville School, Wexler/Grant Community School
Cesar Batalla School, New London: Harbor School, Jennings School
Dunbar School, Roosevelt School N. Branford: Jerome Harrison Elementary
School
Bristol: Clara T. O’Connell School,
South Side School Norwalk: Fox Run School,
Naramake Elementary School,
Danbury: Mill Ridge Intermediate School,
Side by Side Community School
Morris Street School
Norwich: Wequonnoc School
East Hartford: Hockanum School,
Silver Lane School Plainfield: The Early Childhood Center
East Haven: D.C. Moore School Plainville: Linden Street School
East Windsor: Broad Brook Elementary School Plymouth: Plymouth Center School
Enfield: Thomas G. Alcorn School Putnam: Putnam Elementary School
Groton: Catherine C. Kolnaski School Stafford Springs: West Stafford School
Hamden: Church Street School Stamford: Rogers International Magnet,
Westover School
Hartford: Burns Academy of Latin Studies
School, Maria Sanchez School, Stonington: West Broad Street School
Martin Luther King, Jr. School, Stratford: Stratford Academy
Ramon E. Betances School, Tolland: Birch Grove Primary School
Sand Everywhere School Torrington: Vogel-Wetmore School
Hebron:
2
Gilead Hill School Vernon: Maple Street School
Killingly: Goodyear Early Childhood Center Waterbury: H.S. Chase School,
Manchester: Washington Media Magnet School Woodrow Wilson School
Meriden: Benjamin Franklin School, West Hartford: Charter Oak Academy
John Barry School West Haven: Savin Rock Community School
Middletown: Commodore Macdonough School, Winchester: Batcheller Elementary School
Farm Hill School Windham: North Windham School,
Milford: Pumpkin Delight Natchaug School
New Britain: Jefferson School, Smalley Academy Windsor: Oliver Ellsworth School
Early Childhood-Related Web Sites
Accreditation Facilitation Project (AFP) Dialogue on Early Childhood Science, Mathematics,
www.ctcharts-a-course.org and Technology Education
http://www.project2061.org/publications/earlychild/
The Annie E. Casey Foundation online
www.aecf.org
The Division for Early Childhood (DEC)
Center for Response to Intervention in Early www.dec-sped.org
Childhood
www.crtiec.org Early Childhood Outcomes Center
www.fpg.unc.edu/~eco
Center on the Social and Emotional Foundations
for Early Learning Early Childhood Research & Policy Council
www.vanderbilt.edu/csefel http://www.ctearlychildhood.org/Content/Research_
and_Policy_Council.asp
Child Care Infoline
www.childcareinfoline.org GreatKids CT
www.greatkidsct.org
Children's Defense Fund
www.childrensdefense.org Hartford Area Child Care Collaborative
www.haccc.info
CT Association for the Education of Young Children
http://www.ctaeyc.org Hartford Association for the Education of Young
Children
CT Birth to Three System www.hartfordaeyc.org
www.birth23.org
Infoline
CT-Charts-A-Course www.infoline.org
National Association for the Education of Young
CT Commission on Children Children (NAEYC)
www.cga.ct.gov/coc www.naeyc.org
CT Department of Public Health Care Practitioner National Black Child Development Institute, Inc.
Licensing Program www.nbcdi.org
www.dph.state.ct.us/BRS/Day_Care/day_care.htm
National Child Care Information and Technical
CT Parent Advocacy Center (CPAC) Assistance Center
www.cpacinc.org http://nccic.acf.hhs.gov
CT Parent Information and Resource Center National Early Childhood Technical Assistance Center
(CTPIRC) www.nectac.org
www.ctpirc.org
National Head Start Association
CT State Department of Education www.nhsa.org
www.state.ct.us/sde
Zero to Three
CT State Department of Education, Early Childhood www.zerotothree.org
Education
http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&
q=320780&sdePNavCtr=|#45557

Connecticut State Board of Education
Hartford
Position Statement on Infants, Toddlers and Their Families
Adopted January 5, 2005
Infants are born active learners.
Research shows that a child’s first three years of life are a period of extraordinary growth and development. During this period of
dramatic brain development, children acquire the ability to think, speak and reason. It is these early years, the infant and toddler period
of development, that lay the foundation for a child’s future school and life success. The State Board of Education acknowledges the
essential role and interest of parents and other state agencies serving infants and toddlers. This position statement supports parents, state
agencies, providers, schools and communities in meeting the needs of infants and toddlers.
The State Board of Education recognizes the importance of the early childhood community in preparing children for ultimate school
success. Early life experiences for children are most significantly influenced by the adults in their lives and by the general environment
to which they are exposed. Relationships and experiences with parents, caregivers and significant adults form a foundation upon which
cognitive, language, emotional, social and moral development unfold. Nurturing and loving relationships have a tangible and long-term
influence on a child’s development. Access to high-quality personnel, programs, services and supports for infants, toddlers and their
families is critical.
The State Board of Education believes that all infants and toddlers in Connecticut deserve the opportunity to reach their full potential. To
that end, the State Board recognizes that the following principles should guide the development of programs and services for infants,
toddlers and their families.
Infrastructure Development
• Infants, toddlers and their families need comprehensive services that integrate care and learning, nutrition, physical and
mental health and other services that may be required to sustain healthy development.
• Systems of training for parents and service providers of infants and toddlers must be developed and made accessible.
• Local, state and national resources should be coordinated in a manner that allows all families easy access to services,
supports and programs for their children and themselves.
• Partnerships between early childhood providers and state agencies must ensure the early identification of and delivery of
intervention services to infants and toddlers with disabilities.
• The good health of all infants and toddlers should be ensured by the delivery of ongoing medical, health and nutritional
services.
• Communities should invest in and ensure the availability and quality of infant-toddler care in their community.
• State agencies with infant-toddler interest should develop professional and service standards for providers of infant and
toddler services.
Supporting Families and Positive Relationships
• Programs and services must recognize the critical role that families play in the lives of children. Programs must support
parents as their child’s first teachers.
• Families and significant adults in the lives of children must have the requisite knowledge, skills and competencies to
nurture a child’s development.
• Parents without a high school diploma or General Educational Development (GED) diploma should be referred to local
GED and adult literacy programs.
• Providers should align their programs, services and supports to respect each family’s culture and ethnicity.
• Families of infants and toddlers with special needs or developmental disabilities must be provided
with information, resources and support in order to successfully advocate for their children.
High-Quality Programs and Services
• Infants and toddlers with disabilities should receive specialized, high-quality early intervention services and supports to
meet their individual needs and ensure positive developmental outcomes.
• Infants and toddlers should be afforded high-quality early learning environments that ensure their health and safety.
• Environments serving infants and toddlers must provide optimal learning opportunities that encourage and support each
child’s growth and development.
• Programs that serve high-risk infants and toddlers must focus their efforts on providing targeted and comprehensive
services and sensory stimulation that support learning.
• Training and technical assistance must be ongoing to ensure the availability of qualified, competent and capable
providers.
• Training and technical assistance opportunities must be enhanced by incentives and career ladders. Infants and toddlers
are the most vulnerable members of our society. The State Board of Education believes that a community’s commitment
to infants and toddlers and their families is an investment in an essential, long-term, structural asset that will result in
lasting educational benefits for all.
Connecticut State Board of Education
Hartford
Position Statement on Preschool Programs and Services
Adopted September 11, 2002
Families are increasingly looking to local public schools to assist them in meeting the needs of preschool-age children. The Connecticut
State Board of Education is committed to ensuring that all of the state’s preschool-age children, including children with disabilities, are
afforded an opportunity to participate in a high-quality preschool education. Such an experience fosters a child’s overall development,
including literacy and readiness for the public school kindergarten curriculum. The Board believes that a high-quality preschool
education is essential to children’s future success both in school and as adults. The Board’s focus on preschool education is a
cornerstone of the state’s school reform efforts, with attention to high expectations and the assurance that preschool-age children will
demonstrate performance and proficiency at each age and stage of development and will enter school ready to learn.
The Board views Connecticut’s local and regional school boards as leaders in a community’s collaborative response to meeting the
needs of preschool-age children and their families. As leaders, local boards do not necessarily need to operate programs. Rather, local
boards should coordinate and facilitate the array of services and supports available, including high-quality preschool education, for the
child and family within the community.
The ability to ensure that preschool children are successful learners in school will depend on a number of factors. These include a child’s
good health and nutrition; quality interactions with parents, caregivers and peers; and experiences provided by preschool educators who
are guided by values, ideas, and actions directed at the interests of individual children and their families, and scientifically based
research. Research consistently relates parental educational status and parental reading competence as inherent benefits to young
children acquiring literacy and meeting other age-appropriate developmental expectations. In developing strategies to close achievement
gaps among students, local boards of education must actively encourage parents without a high school diploma or in need of literacy and
English-language supports to enroll in local adult education programs. Local and regional school boards are encouraged to design
effective family literacy strategies for parents of preschool-age children.
To foster the maximum development of children during the preschool years, the Board endeavors to sponsor preschool programs and
services that expand and enhance the availability and quality of comprehensive and integrated public school and community-based
preschool programs and services for all children by:
• encouraging local school board leadership in each community to ensure that the educational needs of preschoolers are
being met;
• providing assistance to local and regional school boards when needed to implement new community- or school-based
preschool programs and/or improve existing ones;
• supporting the participation of families in the preschool education of their children;
• ensuring that parents with adult educational needs, including English as a second language, receive priority for such
services;
• supporting the community in its efforts to ensure access to a high-quality preschool education for its children;
• supporting the quality of children’s learning at the preschool level by providing and promoting high-quality educational
opportunities and establishing standards for high expectations linked to Connecticut’s curricular goals and standards for
children in kindergarten through Grade 12; and
• supporting the professional development of personnel to ensure that they possess the skills, knowledge and competencies
to offer children a quality preschool education.
Through the coordination of policy concerning preschool education and child care across state agencies, local school districts’ leadership
in setting high standards and fostering collaboration among local partners, and each child being supported by caring and knowledgeable
families, an educational continuum, starting at preschool, can be effected. As a result, no child will be left behind and each child will
enter school prepared and eager to continue learning.
CT PIRC: Parent Information and Resource Center
Serving families, teachers, and other professionals who work on behalf of children in Connecticut

CT PIRC provides the following services and resources:

For families~

Family support, referrals to pertinent resources, workshops, talks at community events,
Call CT PIRC’s and special programs that celebrate families’ cultural and linguistic diversity.
Toll-Free Parent Line:
A toll-free phone line for assistance on educational issues related to the No Child Left
1-800-842-8678 Behind (NCLB) Act.
http://www.ctpirc.org
For families, teachers, faith-based organizations, and other professionals who work with and
Call our toll-free number if you
would like more information for
care for children~
yourself, your school, or your faith- A Web site with resources and announcements about family learning, family
based or community organization. involvement, and School-Family-Community Partnerships.
A library collection with family and School-Family-Community resources.

For teachers and other professionals who work with and care for children~
Professional development opportunities for school districts statewide, including Title I
districts, on School-Family-Community Partnerships, Welcoming Atmosphere Tool
Kit Training, Action Team Training, NCLB for family service providers, Family
Literacy Institute, and much more.
CT PIRC Coordinators Support for service providers and school personnel in targeted Title I districts with a
Veronica Marion focus on developing and implementing effective parent involvement policies,
(860) 632-1485, ext. 391 programs, and activities.
marion@ctserc.org
For everyone who works with and cares for Connecticut’s children~
Barbara Slone Visit our library at 25 Industrial Park Road, Middletown, Connecticut, where you’ll
(860) 632-1485, ext. 340
find:
slone@ctserc.org
Materials for parents on becoming a leader in your child’s school,
CT PIRC Director
Marianne Kirner, Ph.D. understanding No Child Left Behind, learning how school systems work, and
(860) 632-1485, much more.
ext. 265 or 266 Valuable resources for teachers on how to create family-friendly schools,
communicating with families and community stakeholders, legislation, and
many other helpful topics.
CT PIRC is partially funded by the
U.S. Department of Education
Supporting School-Family-Community Partnerships

CT PIRC · 25 Industrial Park Road · Middletown, CT 06457 · (860) 632-1485

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
NON-PROFIT ORG
U.S. POSTAGE PAID
MIDDLETOWN, CT
PERMIT # 332
State Education Resource Center
• Special Education Resource Center Change Service Requested
• Early Childhood Resource Center
CT Parent Information and Resource Center
25 Industrial Park Road
Middletown, CT 06457-1516
www.ctserc.org

ECE 2009 PD Book 10-27-09

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ECE 2009 PD Book 10-27-09

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www.ctserc.

State Education Resource Center

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

No Tuesday, Wednesday, Thursday

♦ Collection of Children’s Literature Representing Diverse

♦ Resources & Professional Development on Special Education Testing,

Conference brochures will

Technical Assistance Options 6

How to Use This Catalog 7

Information for Applicants 8

Frequently Asked Questions About Your SERC Member Number 10

SERC Professional Development Calendar 11

Activities for Individuals 14

Activities for Teams 29

Connecticut Charts-A-Course Information 34

List of Family Resource Centers 36

Position Statement on Infants, Toddlers and Their Families 38

Position Statement on Preschool Programs and Services 39

~ The SERC Early Childhood Education Initiative Team

TECHNICAL ASSISTANCE OPTIONS

Do I need technical assistance?

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

Wed 11/18/09 Advanced Follow-up to ADOS Training PreK-Grade 12

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

Thu 12/03/09 NAEYC Accreditation Support Group PreK, 3-5

Thu 12/17/09 Newborn Behavioral Observation Birth-3

Thu 01/28/10 Troubleshooting: A Follow-up to "An Introduction to Working PreK, 3-5

See page 28 for the application form.

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Enclosed Check # Purchase Order # TOTAL AMOUNT DUE: $

Enclosed Check # Purchase Order # TOTAL DUE: $