SERC Fall Catalog '10

Professional
Development
Catalog
2010-2011
State Education Resource Center
S
E
R
C
Equity. Excellence. Education. 20 thAnniversary
www.ctserc.org
SERC Directions to SERC
Administrative Office Hours From HARTFORD
Monday through Friday
8:30 a.m. to 4:30 p.m.
I-91 South, Exit 21. Cross over Route 372 onto Industrial Park Road. SERC is the last building on
the right (approximately 1½ miles).
Library Hours
Monday and Friday From WATERBURY
8:30 a.m. to 4:30 p.m.
I-84 East to Exit 27 (Route 691 East). Travel on Route 691 East to Exit 11 (I-91 North). Take I-91
Tuesday, Wednesday, Thursday (September-June) North to Exit 21. Turn right onto Route 372 West. Pass under I-91 and turn left onto Industrial
8:30 a.m. to 6:30 p.m. Park Road (by Mobil Station). SERC is the last building on the right (approximately 1½ miles).
Saturday (September-May)
9:00 a.m. to 1:00 p.m. From WILLIMANTIC
Route 66 West across the Portland Bridge to Middletown. Take the first left and go down the hill to
Monday through Friday Summer (July-August) Route 9. Turn left onto Route 9 North. Take Exit 19, Route 372 West. Turn left and follow Route
8:30 a.m. to 4:30 p.m. 372 West until just beyond the Crowne Plaza Hotel. Pass under I-91 and turn left onto Industrial
No Saturday Hours after: Park Road (by Mobil Station). SERC is the last building on the right (approximately 1½ miles).
May 21, 2011
From NEW LONDON
No Tuesday, Wednesday, Thursday, I-95 to Route 9 North. Take Route 9 North to Exit 20S (I-91 South). Take I-91 South to Exit 21.
Evening Hours on:
November 23 & 24, 2010 Cross over Route 372 onto Industrial Park Road. SERC is the last building on the right (approximately
December 21, 22, 23, 28, 29 & 30, 2010 1½ miles).
April 21, 2011, and
after June 23, 2011 From NEW HAVEN
The Library will close at noon on: I-91 North, Exit 21. Turn right onto 372 West. Pass under I-91 and turn left onto Industrial Park
November 24 & 26, 2010 Road (by Mobil Station). SERC is the last building on the right (approximately 1½ miles).
December 23 & 30, 2010
and June 13, 2011
PARKING IS LIMITED.
Holiday & Holiday Weekend Closings Please carpool if possible.
September 2010
Saturday, September 4, 2010 Visitor parking spaces are reserved
Monday, September 6, 2010 for short-term parking only, so
park in unmarked spaces when
October 2010 attending an activity in the SERC
Saturday, October 9, 2010 Classroom or Library Community
Monday, October 11, 2010 Room.
Saturday, October 30, 2010

November 2010 VISITOR ENTRANCE
Thursday, November 11, 2010 Please take note:
Thursday, November 25, 2010
Saturday, November 27, 2010 All visitors to the classroom, the
Library, or the Library Community
December 2010
Friday, December 24, 2010 Room should access SERC from
Saturday, December 25, 2010 the lobby entrance located in the
Friday, December 31, 2010 back of the building.
January 2011
Saturday, January 1, 2011
Saturday, January 15, 2011
Monday, January 17, 2011 SERC 25 Industrial Park Road, Middletown, CT 06457-1516
February 2011 Phone (860) 632-1485 Fax (860) 632-8870
Friday, February 11, 2011
Saturday, February 12, 2011
Saturday, February 19, 2011
Monday, February 21, 2011
Published by:
Marianne Kirner, Ph.D. Kristy Giacco

March 2011
Saturday, March 5, 2011 Executive Director Holly King
Stacy Rosay
Publications Unit Unit Coordinators
April 2011
Saturday, April 2, 2011 Jeremy Bond
Friday, April 22, 2011 Communication & Publications Coordinator Data Systems Unit
Saturday, April 23, 2011 Debbie Williams Linda Zorovich
Education Services Specialist Data Systems Administrator
May 2011 Jodylynn Talevi Jasmine Zhao-Lin
Saturday, May 28, 2011 Media/Technology Associate Data Systems Developer
Monday, May 30, 2011
July 2011
Monday, July 4, 2011
www.ctserc.org
25 Industrial Park Road y Middletown, CT 06457-1516
Phone: (860) 632-1485 Fax: (860) 632-8870
Marianne Kirner, Ph.D., Executive Director
September 2010

Dear Colleagues and Partners,
The State Education Resource Center (SERC) welcomes you to another year of opportunities for learning
and professional development! This latest SERC catalog spans the entire academic year of 2010‐11 and
covers more than 80 workshops and conferences. Since it is not completely inclusive of all of our
activities during the school year, please be sure to access our Web site, www.ctserc.org, to find updated
information and new opportunities.
In this catalog, in addition to the chronological index, we have added an index of events that is
categorized by SERC initiative and includes page numbers so you can find what you are looking for more
easily. An additional instruction page will help guide you through our online registration site. The
catalog also includes separate applications for activities that are personalized for school and district
teams, such as the Reflective Team Process and the Educational Benefit Review Process.
SERC, which until recent years was known as the Special Education Resource Center, is proud to
recognize the 20th anniversary this year of the Americans with Disabilities Act (ADA). SERC had the
privilege of being the first organization in Connecticut to sign onto the “2010 by 2010 Campaign” by the
National ADA Symposium, which aims to collect 2,010 “Proclamations of Recommitment” by the end of
the year from groups dedicated to living up to the promises of the historic law.
Today, as the State Education Resource Center, we extend that promise of equity to all students in
Connecticut schools. We believe that strategic partnerships—among schools, families, community
agencies, and others—are critical to helping students succeed in school and in life. We hope the
opportunities in this catalog will help us reach this common goal together.
Sincerely,
The SERC Team
www.ctserc.org
SERC
Professional Development CATALOG
2010-2011
Marianne Kirner, Ph.D., Executive Director
Table of Contents
How to Use This Catalog 5
Submitting an Application Form 5
Information for Applicants 6
Frequently Asked Questions About Your SERC Member Number 8
NEW! Instructions for Online Registration 9
SERC Professional Development
Index by Date 11
NEW! Index by Initiative 17
Activities for Individuals 23
Application for Individuals 57
Activities for Teams 59
Application for Teams 71
Reflective Team Process Information & Application 73
Autism Consortium 74
Educational Benefit Review Process Information & Application 75
Transition/Post-School Outcome Data Workshop 77
Parent Secondary Transition Workshops 78
Regional Transition Networks Meeting Schedule 80
PBIS Informational Session Announcement 81
ConnCASE Leadership Forum Schedule 82
Upcoming SERC Conferences 83

SERC
Professional Development CATALOG
2010-2011
This publication provides an initial list of SERC activities scheduled from September 2010 –
May 2011. Visit www.ctserc.org for updated information, including new events scheduled and
additional catalogs published during the 2010-11 school year.
All information is subject to change.
HOW TO USE THIS CATALOG

The index on page 11 lists SERC activities in chronological order. New this year, a separate index on page 17
lists these events by SERC initiative. Both indexes now include page numbers as well.
The rest of the catalog is divided into two sections: activities designed for individual participants and activities
designed for participant teams. Team activities are often intended for personnel who work in collaborative
settings within a district, school, agency, or program. All activity descriptions are organized in chronological order
by start date to enable educators and others to review and select offerings that match their busy schedules and
personal learning objectives. Each section has its own Workshop Application Form.
SUBMITTING AN APPLICATION FORM

It is now possible to register online for many of the activities in this catalog (see page 9 for more about online
registration.) 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.
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 57 for this
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 Team Application Form as well (this form is on page 71).
Please see the INFORMATION FOR APPLICANTS section (page 6) 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.
5
INFORMATION FOR APPLICANTS
This section explains how to register for SERC professional development activities. If you have additional
questions or concerns, please call SERC at (860) 632-1485 to speak with a staff member. SERC Administrative
Offices are open Monday through Friday from 8:30 a.m. to 4:30 p.m. Questions and/or need for assistance
regarding a specific activity may be directed to the Contact Person indicated on the activity description. Voice
mail is available.
Three Easy Ways to Register for an Activity

Options include: (1) Register online at www.ctserc.org; (2) Mail completed Application Form to SERC
REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516; or (3) Fax completed Application Form to
(860) 632-8870. Please see page 6 for 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 57 and 71 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
approved by 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 if space permits. Although the learning objectives of an
activity are designed for a particular audience, others are welcome to apply and will be accommodated as space
allows. Parents and family members are welcome to apply to activities designed for educators, and individuals
may apply to activities designed for teams. Students from Connecticut’s colleges and universities also may apply.
Registration Fees/Refund Policy

Some activities require a registration fee to defray costs (see activity description). If registering for a fee activity
that is scheduled more than 30 days away, payment may not immediately be required; however, payment must
be received at least 30 days before the activity start date. If you register less than 30 days before the activity start
date, your registration must be accompanied by your payment or a purchase order. Make checks payable to
Rensselaer at Hartford. Please write your SERC Member number on all correspondence with SERC, including
checks and purchase orders.
You may successfully withdraw from an activity without charge up to ten days before the start of the activity.
Participants may send a substitute participant for that activity or transfer to another activity prior to the start date
of the activity. Registered participants who, without notice, fail to attend an activity are responsible for payment of
any outstanding registration fee. “No-shows” cannot transfer payment to another activity and will not receive a
refund.
Fee Waivers
Limited funds are available, if needed, to urban and priority districts, public charter schools, and families to waive
the registration fee required by some activities. To inquire about obtaining a fee waiver for a particular activity,
please contact SERC staff (see activity description) prior to submitting an application form.
6
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 (refer to the activity listing for the
specific individual) 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” (under Quicklinks); and then select “Continuing
Education Units (CEUs)” (under Professional Development).
Disability-Related Accommodations
Upon prior sufficient notice, SERC will provide reasonable accommodations to participants with disabilities
pursuant to applicable laws. Please complete the accommodations section on the application and/or discuss
with the Contact Person listed under each activity.
Other Requests
Upon prior sufficient notice, SERC will provide for special requests such as vegetarian meals or English-to-
Spanish interpretation. Please discuss these requests with the Contact Person listed under each activity.
7
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?

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 CSDE Professional Educator Certificate.
What if I forget my SERC Member number?

If you are a past participant in a SERC activity, your Member number is available to you by calling or e-mailing 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.
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.
To reconfirm or obtain a SERC Member number, contact a SERC staff member at (860) 632-1485 for assistance.
8
Instructions for Online Registration
Visit www.ctserc.org to browse Professional Development Opportunities. SERC members can register for workshops online!
Home | Sign In | Create an Account | SERC Policy

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

New and returning online users click on “Sign in” to access “My Workshops”
to check the status of applications. Acceptance is based on a first‐come,
first‐served enrollment process. Applicants are accepted immediately as long as there are seats
available. Print the My Workshop page as confirmation of enrollment. If you don’t see the workshop you
registered for, call the contact person indicated in the workshop description for confirmation of enrollment in
the activity.
Click on your “Username” (in red at the top of the screen) to open your User Profile, where you can modify
your account information, username, or password. If you forget your Member number, online username, or
password, e‐mail SERC at info@ctserc.org for assistance.
Click on “Workshop Overview” to browse a list of trainings by Title, Dates
Offered, and Registration Fees, if applicable. Open the workshop to view a
full description and check on the availability of seats, registration deadline, and the name of the SERC contact
person. Click “APPLY” to submit your application.
Click on “Workshop Calendar” to browse all workshops available in a given
month. Open the workshop to view a full description and check on the
availability of seats, registration deadline, and the name of the SERC contact person. Click “APPLY” to submit
your application.
Click on “Forms” to access and print Workshop Application Forms. Mail
completed forms to SERC REGISTRATION, 25 Industrial Park Road,
Middletown, CT 06457‐1516 or fax to (860) 632‐8870. You do not need to mail/fax an Application Form to
SERC if you successfully applied online. However, some workshops will require a mail or fax process as
indicated in the description of the activity.
SERC, 25 Industrial Park Road, Middletown, CT 06457‐1516, Telephone:
(860) 632‐1485, Fax: (860) 632‐8870, E‐mail: info@ctserc.org for
technical assistance.
E‐mail Linda Zorovich at zorovich@ctserc.org or Jasmine Zhao at zhao@ctserc.org
for Online Registration Technical Support.
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10
SERC Professional Development Opportunities
INDEX BY DATE
SEPTEMBER 2010
Date Workshop Title - Grade Level Page No.
Tue 09/14/10 From Programming to Practice: What School Leaders Need to Know about English Language 25
Learners [Cohort A]
Grades K-12 Activity Code 11-06-165 Initiative on Diversity in Education
Wed 09/15/10 From Programming to Practice: What School Leaders Need to Know about English Language 25
Learners [Cohort B]
Fri 09/24/10 Faith, Families & Schools Conference 26

Birth-21 Activity Code 11-47-119 CT Parent Information and Resource Center
Tue 09/28/10 Math + SRBI = Student Learning 26

Grades K-12 Activity Code 11-21-124 Mathematical Literacy Initative
OCTOBER 2010
Fri 10/01/10 Assessing Student Hearing: Screening Procedures - An Online Course for School Nurses 27
PreK-Grade 12 Activity Code 11-23-096 Integrated Student Support Services Initiative
Fri 10/01/10 Distinguishing Second Language Acquisition from Learning Disabilities 27
Birth-Grade 12 Activity Code 11-06-162 Initiative on Diversity in Education
Fri 10/01/10 Education of Students Who Are Visually Impaired: Strategies and Techniques for 28
Paraprofessionals in Academic Programs
PreK-Grade 12 Activity Code 11-38-018 Initiative on Visual and Hearing Impairments
Fri 10/01/10 Nursing Assessment, IHCPs, and IEPs: An Interactive Online Course for School Nurses 28
Fri 10/01/10 School Vision Screening - An Online Course for School Nurses 29
Tue 10/05/10 ELL Program Coordination 101 [Cohort A] 29
Wed 10/06/10 Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers 30
Working with Students Who Read Print
Thu 10/07/10 ELL Program Coordination 101 [Cohort B] 30

Fri 10/08/10 Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers 31
Working with Students Who Use Braille
Fri 10/08/10 Including Children with Visual Impairments in Early Childhood Education Programs: Strategies 31
for Intervention
Birth-5 Activity Code 11-46-089 Early Childhood Education Initiative
Thu 10/14/10 Autism Diagnostic Observation Schedule (ADOS) Clinical Training 32

PreK-Grade 12 Activity Code 11-46-153 Early Childhood Education Initiative
Thu 10/14/10 Data Walls 101 61

Grades K-12 Activity Code 11-16-215 Team Application CT's Accountability for Learning Initiative
11
OCTOBER 2010
Tue 10/19/10 Common Formative Assessments (CFA) Basic Training 32
Grades K-12 Activity Code 11-16-032 CT's Accountability for Learning Initiative
Wed 10/20/10 Using Multicultural Children’s Books to Teach Equity and Social Action: A Study Group on 33
Identity Development, Race, and Culture
PreK-Grade 2 Activity Code 11-46-131 Early Childhood Education Initiative
Thu 10/21/10 Enhancing Instructional Programs Within Schools: Training in Special Education Administration 33
for Principals and Other Administrators
Grades K-12 Activity Code 11-15-076 Leadership Initiative
Tue 10/26/10 Paraprofessionals as Partners: The 15th Annual Statewide Conference 34
PreK-Grade 12 Activity Code 11-02-116 Paraprofessionals as Partners Initiative
Wed 10/27/10 Supervision and Evaluation of Paraprofessionals: What Administrators Need to Know 34
Thu 10/28/10 Making Adequate Yearly Progress for Students with Disabilities 61
Grades K-12 Activity Code 11-09-143 Team Application LRE/Inclusion Initiative
Sat 10/30/10 Literacy and Autism: A Study Group 35

Grades K-12 Activity Code 11-45-078 Literacy Initiative
NOVEMBER 2010
Wed 11/03/10 A Step by Step Approach for Inclusive Schools: Cadre 1 62
Fri 11/05/10 Setting the Stage for Success: Supporting Children with Asperger's Syndrome 35
Grades K-12 Activity Code 11-43-044 Focus on Autism Initiative
Tue 11/09/10 Intentional Teaching Using the CT Preschool Curriculum and Assessment Frameworks 36
PreK, 3-5 Activity Code 11-46-184 Early Childhood Education Initiative
Tue 11/09/10 Lee y Serás® (Read and You Will Be) 36

Grades K-3 Activity Code 11-47-068 CT Parent Information and Resource Center
Tue 11/09/10 Strategies for Teaching Students who are Deaf or Hard of Hearing with Additional Disabilities 37
Grades K-12 Activity Code 11-38-041 Initiative on Visual and Hearing Impairments
Wed 11/10/10 Get a Job! Transition Specialists and Job Coaches Teaming Together to Help Students 62
Grades 9-12 Activity Code 11-20-202 Team Application Transition Initiative
Wed 11/10/10 Making a Difference through Co-teaching - Session A 37

Grades K-12 Activity Code 11-12-052 Teaching & Learning Initiative
Sat 11/13/10 Keys to Paraprofessionals' Success: How to Best Support Students with Autism Spectrum 38
Disorders
Tue 11/16/10 A Step by Step Approach for Inclusive Schools: Cadre 2 63

Tue 11/16/10 Connecticut's Teachers of the Deaf and Hard of Hearing: A Discussion Group 38
Tue 11/16/10 Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session A 39
12
NOVEMBER 2010
Tue 11/16/10 Explicit Teaching: A Model for the Older Dependent Reader 39
Grades 4-8 Activity Code 11-45-135 Literacy Initiative
Tue 11/16/10 Reaching the Adolescent Learner: Strategic Differentiation in High School 40
Grades 8-12 Activity Code 11-12-057 Teaching & Learning Initiative
Tue 11/16/10 The Link Between Literacy, Social-Emotional Development, and Challenging Behavior 40
PreK, 3-5 Activity Code 11-46-126 Early Childhood Education Initiative
Thu 11/18/10 The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams - 63
Elementary Schools
Grades K-5 Activity Code 11-03-180 Team Application Early Intervention Project
Fri 11/19/10 How Welcoming is Your School? - Session A 41

Fri 11/19/10 Transitioning Students with Autism to Employment 64

Grades 6-12 Activity Code 11-43-051 Team Application Focus on Autism Initiative
Tue 11/30/10 Fostering Independent Learning: Strategic Differentiation in the Middle Grades 41
DECEMBER 2010
Thu 12/02/10 Accessing the Content and Assessing Achievement for Students with Significant Cognitive 64
Disabilities
Thu 12/02/10 Building a Foundation for Learning: Strategic Differentiation in the Early Grades 42
Fri 12/03/10 Trickery, Trolling, and Threats: Understanding and Addressing Cyberbullying for Educators 42
Grades 4-12 Activity Code 11-06-172 Initiative on Diversity in Education
Wed 12/08/10 Enhancing Students' Executive Skills: Strategies to Support Student Learning and Behavioral 43
Regulation
PreK-Grade 12 Activity Code 11-12-055 Teaching & Learning Initiative
Wed 12/08/10 The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams - 65
Secondary Schools
Grades 6-12 Activity Code 11-03-181 Team Application Early Intervention Project
Fri 12/10/10 Designing Standards-Based IEPs to Support Progress in the General Education Curriculum 65
Fri 12/10/10 Turning Classrooms into Reading Workshops, Grades K-3 43

Tue 12/14/10 Supervision of Literacy Utilizing Walkthrough Protocols 44
Wed 12/15/10 Increasing the Participation of Students who Use Augmentative and Alternative Communication 66
(AAC)
PreK-Grade 12 Activity Code 11-28-204 Team Application Technology in Education Initiative
Wed 12/15/10 Transition Assessment and the IEP 44

Grades 6-12 Activity Code 11-20-156 Transition Initiative
Thu 12/16/10 Addressing Challenges in Assessing Communication Skills of English Language Learners 45
Grades K-12 Activity Code 11-23-099 Integrated Student Support Services Initiative
13
DECEMBER 2010
Thu 12/16/10 What Every PPT Chairperson Should Know 45
Grades K-12 Activity Code 11-09-228 LRE/Inclusion Initiative
JANUARY 2011
Wed 01/05/11 Technology Tools for the CMT Skills Checklist 46
Grades 3-8 Activity Code 11-28-108 Technology in Education Initiative
Fri 01/07/11 A Classroom of Difference 46

PreK-Grade 12 Activity Code 11-06-160 Initiative on Diversity in Education
Tue 01/11/11 How Welcoming is Your School?- Session B 47
Wed 01/12/11 Multicultural Literature and Culturally Responsive Literacy Instruction 47
Wed 01/12/11 Technology Tools to Assist in the Reading and Writing Process: Grades 3-8 48
Fri 01/14/11 Teaching Social Skills to Students with Autism Spectrum Disorders 48
Wed 01/19/11 Closing the Literacy Gap in Middle and High Schools: A Research-based, School-wide Literacy 49
Approach for Administrators
Fri 01/21/11 Project CRISS: Creating Independence through Student-owned Strategies (Level I Training) 50
Wed 01/26/11 Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session B 50
Wed 01/26/11 Ensuring Educational Benefit: Making the Transition IEP a Living Document 66
Fri 01/28/11 Addressing Challenging Behaviors for Students with Autism Spectrum Disorders and Related 67
Disabilities
Grades K-12 Activity Code 11-43-049 Team Application Focus on Autism Initiative
FEBRUARY 2011
Thu 02/03/11 Making a Difference through Co-teaching - Session B 51
Tue 02/08/11 Person-centered Planning Using MAPS 67
Tue 02/08/11 What's Different about Teaching Words to English Language Learners? 51
Thu 02/10/11 EIP Case Partner Training: Building Collaborative Partnerships 52
PreK-Grade 12 Activity Code 11-03-182 Early Intervention Project
14
FEBRUARY 2011
Tue 02/15/11 Supervision and Evaluation of Teachers in Differentiated Classrooms 52
Fri 02/18/11 Teaching 21st-Century Skills 53

MARCH 2011
Tue 03/29/11 Enhancing Student Motivation and Self-Determination Within the Transition Planning Process 53
Grades 6-12 Activity Code 11-20-154 Transition Initiative
Thu 03/31/11 Progress Monitoring for Student Success 68
PreK-Grade 12 Activity Code 11-03-183 Team Application Early Intervention Project
APRIL 2011
Wed 04/06/11 Beyond the Basics of Co-teaching 54
Wed 04/06/11 Literacy Practices for English Language Learners 68

Grades K-8 Activity Code 11-06-168 Team Application Initiative on Diversity in Education
Thu 04/07/11 Social Skills Instruction for Students with Visual Impairments 54
Fri 04/08/11 Understanding and Teaching Students with Reading Disabilities 55
Tue 04/12/11 Overview of Scientific Research-Based Interventions (SRBI) 69

Wed 04/27/11 Developing Quality Programs for Students with Autism Spectrum Disorders (ASD) 69
Grades K-8 Activity Code 11-43-047 Team Application Focus on Autism Initiative
MAY 2011
Fri 05/06/11 Raising Your Anti-Racist IQ: A Systems Approach to Culturally Responsive Practices 55
Birth-5 Activity Code 11-46-125 Early Childhood Education Initiative
Thu 05/12/11 Practical Strategies for Accelerating the Literacy Skills and Content Learning of Your ELLs 56
Tue 05/24/11 Implementation of Scientific Research-Based Interventions 70

15
16
SERC Professional Development Opportunities
INDEX BY INITIATIVE
CT Parent Information and Resource Center (CT PIRC)
Fri 09/24/10 Faith, Families & Schools Conference 26

Birth-21 Activity Code 11-47-119
Tue 11/09/10 Lee y Serás® (Read and You Will Be) 36

Grades K-3 Activity Code 11-47-068
Fri 11/19/10 How Welcoming is Your School? - Session A 41
Tue 01/11/11 How Welcoming is Your School?- Session B 47

CT's Accountability for Learning Initiative (CALI)

Thu 10/14/10 Data Walls 101 61

Grades K-12 Activity Code 11-16-215 Team Application
Tue 10/19/10 Common Formative Assessments (CFA) Basic Training 32

Tue 11/16/10 Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session A 39
Wed 01/26/11 Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session B 50
Tue 04/12/11 Overview of Scientific Research-Based Interventions (SRBI) 69
Tue 05/24/11 Implementation of Scientific Research-Based Interventions 70

Early Childhood Education Initiative (ECE)

Fri 10/08/10 Including Children with Visual Impairments in Early Childhood Education Programs: Strategies 31
for Intervention
Thu 10/14/10 Autism Diagnostic Observation Schedule (ADOS) Clinical Training 32
PreK-Grade 12 Activity Code 11-46-153
Wed 10/20/10 Using Multicultural Children’s Books to Teach Equity and Social Action: A Study Group on 33
Identity Development, Race, and Culture
Tue 11/09/10 Intentional Teaching Using the CT Preschool Curriculum and Assessment Frameworks 36
PreK, 3-5 Activity Code 11-46-184
Tue 11/16/10 The Link Between Literacy, Social-Emotional Development, and Challenging Behavior 40
PreK, 3-5 Activity Code 11-46-126
17
Early Childhood Education Initiative (ECE)
Fri 05/06/11 Raising Your Anti-Racist IQ: A Systems Approach to Culturally Responsive Practices 55
Early Intervention Project (EIP)

Thu 11/18/10 The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams - 63
Elementary Schools
Wed 12/08/10 The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams - 65
Secondary Schools
Grades 6-12 Activity Code 11-03-181 Team Application
Thu 02/10/11 EIP Case Partner Training: Building Collaborative Partnerships 52
Thu 03/31/11 Progress Monitoring for Student Success 68

PreK-Grade 12 Activity Code 11-03-183 Team Application
Focus on Autism Initiative

Fri 11/05/10 Setting the Stage for Success: Supporting Children with Asperger's Syndrome 35
Sat 11/13/10 Keys to Paraprofessionals' Success: How to Best Support Students with Autism Spectrum 38
Disorders
Fri 11/19/10 Transitioning Students with Autism to Employment 64
Fri 01/14/11 Teaching Social Skills to Students with Autism Spectrum Disorders 48
Fri 01/28/11 Addressing Challenging Behaviors for Students with Autism Spectrum Disorders and Related 67
Disabilities
Wed 04/27/11 Developing Quality Programs for Students with Autism Spectrum Disorders (ASD) 69
Initiative on Diversity in Education (IDE)

Tue 09/14/10 From Programming to Practice: What School Leaders Need to Know about English Language 25
Learners [Cohort A]
Wed 09/15/10 From Programming to Practice: What School Leaders Need to Know about English Language 25
Learners [Cohort B]
Fri 10/01/10 Distinguishing Second Language Acquisition from Learning Disabilities 27

Birth-Grade 12 Activity Code 11-06-162
18
Initiative on Diversity in Education (IDE)
Tue 10/05/10 ELL Program Coordination 101 [Cohort A] 29

Thu 10/07/10 ELL Program Coordination 101 [Cohort B] 30

Fri 12/03/10 Trickery, Trolling, and Threats: Understanding and Addressing Cyberbullying for Educators 42
Grades 4-12 Activity Code 11-06-172
Fri 01/07/11 A Classroom of Difference 46

Tue 02/08/11 What's Different about Teaching Words to English Language Learners? 51
Wed 04/06/11 Literacy Practices for English Language Learners 68

Initiative on Visual and Hearing Impairments (VI/HI)

Fri 10/01/10 Education of Students Who Are Visually Impaired: Strategies and Techniques for 28
Paraprofessionals in Academic Programs
Wed 10/06/10 Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers 30
Working with Students Who Read Print
Fri 10/08/10 Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers 31
Working with Students Who Use Braille
Tue 11/09/10 Strategies for Teaching Students who are Deaf or Hard of Hearing with Additional Disabilities 37
Tue 11/16/10 Connecticut's Teachers of the Deaf and Hard of Hearing: A Discussion Group 38
Thu 04/07/11 Social Skills Instruction for Students with Visual Impairments 54
Integrated Student Support Services Initiative (ISSS)

Fri 10/01/10 Assessing Student Hearing: Screening Procedures - An Online Course for School Nurses 27
Fri 10/01/10 Nursing Assessment, IHCPs, and IEPs: An Interactive Online Course for School Nurses 28
Fri 10/01/10 School Vision Screening - An Online Course for School Nurses 29
Thu 12/16/10 Addressing Challenges in Assessing Communication Skills of English Language Learners 45
19
Leadership Initiative
Thu 10/21/10 Enhancing Instructional Programs Within Schools: Training in Special Education Administration 33
for Principals and Other Administrators
Wed 10/27/10 Supervision and Evaluation of Paraprofessionals: What Administrators Need to Know 34
Tue 12/14/10 Supervision of Literacy Utilizing Walkthrough Protocols 44

Tue 02/15/11 Supervision and Evaluation of Teachers in Differentiated Classrooms 52
Literacy Initiative
Sat 10/30/10 Literacy and Autism: A Study Group 35

Tue 11/16/10 Explicit Teaching: A Model for the Older Dependent Reader 39
Fri 12/10/10 Turning Classrooms into Reading Workshops, Grades K-3 43

Wed 01/12/11 Multicultural Literature and Culturally Responsive Literacy Instruction 47
Wed 01/19/11 Closing the Literacy Gap in Middle and High Schools: A Research-based, School-wide Literacy 49
Approach for Administrators
Fri 02/18/11 Teaching 21st-Century Skills 53
Fri 04/08/11 Understanding and Teaching Students with Reading Disabilities 55

Thu 05/12/11 Practical Strategies for Accelerating the Literacy Skills and Content Learning of Your ELLs 56
LRE/Inclusion Initiative
Thu 10/28/10 Making Adequate Yearly Progress for Students with Disabilities 61
Wed 11/03/10 A Step by Step Approach for Inclusive Schools: Cadre 1 62
Tue 11/16/10 A Step by Step Approach for Inclusive Schools: Cadre 2 63

Thu 12/02/10 Accessing the Content and Assessing Achievement for Students with Significant Cognitive 64
Disabilities
20
LRE/Inclusion Initiative
Fri 12/10/10 Designing Standards-Based IEPs to Support Progress in the General Education Curriculum 65
Thu 12/16/10 What Every PPT Chairperson Should Know 45

Mathematical Literacy Initative

Tue 09/28/10 Math + SRBI = Student Learning 26

Paraprofessionals as Partners Initiative

Tue 10/26/10 Paraprofessionals as Partners: The 15th Annual Statewide Conference 34

Teaching & Learning Initiative

Wed 11/10/10 Making a Difference through Co-teaching - Session A 37

Tue 11/16/10 Reaching the Adolescent Learner: Strategic Differentiation in High School 40
Tue 11/30/10 Fostering Independent Learning: Strategic Differentiation in the Middle Grades 41
Thu 12/02/10 Building a Foundation for Learning: Strategic Differentiation in the Early Grades 42
Wed 12/08/10 Enhancing Students' Executive Skills: Strategies to Support Student Learning and Behavioral 43
Regulation
Fri 01/21/11 Project CRISS: Creating Independence through Student-owned Strategies (Level I Training) 50
Thu 02/03/11 Making a Difference through Co-teaching - Session B 51

Wed 04/06/11 Beyond the Basics of Co-teaching 54
Technology in Education Initiative (TIE)

Wed 12/15/10 Increasing the Participation of Students who Use Augmentative and Alternative Communication 66
(AAC)
PreK-Grade 12 Activity Code 11-28-204 Team Application
21
Technology in Education Initiative (TIE)
Wed 01/05/11 Technology Tools for the CMT Skills Checklist 46

Transition Initiative
Wed 11/10/10 Get a Job! Transition Specialists and Job Coaches Teaming Together to Help Students 62
Wed 12/15/10 Transition Assessment and the IEP 44
Wed 01/26/11 Ensuring Educational Benefit: Making the Transition IEP a Living Document 66
Tue 02/08/11 Person-centered Planning Using MAPS 67
Tue 03/29/11 Enhancing Student Motivation and Self-Determination Within the Transition Planning Process 53
22
THIS SECTION CONTAINS
ACTIVITIES DESIGNED FOR INDIVIDUALS

PROFESSIONAL DEVELOPMENT ACTIVITIES
DESIGNED FOR INDIVIDUALS
These activities are open to any single applicants. However,

team participation is encouraged in certain circumstances. See
the listings for more information.
Before registering, please review the activity descriptions for

information on grade levels, suggested audience, and learning
objectives.
Although applications for these workshops may be submitted by

mail or fax, easy Web registration for these activities is
available at www.ctserc.org.
If using mail or fax, fill out the Individual Applicant

Application Form on page 57. Before sending the form, be
sure it is filled out completely and that an administrator’s release
time signature is included, if required.
The workshop description provides information on registration

fees (if applicable). For additional information about each
activity and the application process, call or send an e-mail
message to the advertised Contact Person.
23
24
Event Title From Programming to Practice: What School Leaders Need to Know about English Language Learners [Cohort A]
Date Start Time End Time Location

09/14/10, Tuesday 9:00 AM 3:30 PM SERC Classroom, Middletown
02/16/11, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown
Event Code: 11‐06‐165 Offered by: Initiative on Diversity in Education
# Sessions: 2 Registration: Fax, Mail or Online Contact Person:
CEUs: 1.2 Closing Date: 9/7/2010 Lauren Jones
Fee: $50 per person Presenter(s): Beth‐Ann Brunet Education Services Specialist
Audience: Grades K‐12 SERC Consultant (860) 632‐1485 Ext: 256
District and School Administrators, Coordinators, and Email: ljones@ctserc.org
Educators working with ELL programs Ingrid Canady
Assistant Director, SERC
Event Description:
As Connecticut’s schools become increasingly rich in their cultural and linguistic diversity, school and district administrators must quickly learn
more about the rights and backgrounds of the students and their families, as well as the federal and state laws and requirements that both
protect students and guide programs and procedures for English Language Learners (ELLs).
This two‐day workshop will enhance the knowledge base of general, special, and new TESOL and Bilingual Educators, administrators,
coordinators, and quasi‐administrators who supervise ELL programs as part of their roles and responsibilities. It will help these educators make
informed decisions to assure equitable systems, practices, and opportunities for students learning English as an additional language. Cohort A is
for districts with lower incidence (a lower percentage of ELL students); Cohort B is for higher‐incidence districts.
Participants will read and apply federal and state laws to scenarios to determine the (il)legality and (un)equal access of procedures, programs,
and services within the given scenarios; be able to describe major program requirements, such as identifying, reporting, and annually assessing
English Language Learners (as specified in No Child Left Behind, Title III); be able to name major components of procedures and programs/services
for English Language Learners and parent/guardian notification; and describe and distinguish between various categories of English Language
Learners within their ELL populations (see David Freeman and Yvonne Freeman, “Three Types of English Language Learners,” in “School Talk,”
released by the National Council of Teachers of English, July 2004, Vol. 9, No. 4).
Event Title From Programming to Practice: What School Leaders Need to Know about English Language Learners [Cohort B]

09/15/10, Wednesday 9:00 AM 3:30 PM ITBD/IIET, New Britain
02/17/11, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain
District and School Administrators, Coordinators, and Email: ljones@ctserc.org
Educators working with ELL programs Ingrid Canady
Event Description:
This two‐day workshop will enhance the knowledge base of general, special, and new TESOL and Bilingual Educators, administrators,
coordinators, and quasi‐administrators who supervise ELL programs as part of their roles and responsibilities. It will help these educators make
informed decisions to assure equitable systems, practices, and opportunities for students learning English as an additional language. Cohort A is
for districts with lower incidence (a lower percentage of ELL students); Cohort B is for higher‐incidence districts.
Participants will read and apply federal and state laws to scenarios to determine the (il)legality and (un)equal access of procedures, programs,
and services within the given scenarios; be able to describe major program requirements, such as identifying, reporting, and annually assessing
English Language Learners (as specified in No Child Left Behind, Title III); be able to name major components of procedures and programs/services
for English Language Learners and parent/guardian notification; and describe and distinguish between various categories of English Language
Learners within their ELL populations (see David Freeman and Yvonne Freeman, “Three Types of English Language Learners,” in “School Talk,”
released by the National Council of Teachers of English, July 2004, Vol. 9, No. 4).
25
Event Title Faith, Families & Schools Conference

09/24/10, Friday 8:00 AM 3:00 PM Crowne Plaza, Cromwell
Event Code: 11‐47‐119 Offered by: CT Parent Information and Resource Center
CEUs: 0.7 Closing Date: 9/17/2010 Yolanta Garcia
Fee: $25 per person Presenter(s): Various Presenters Project Assistant
Audience: Birth‐21 (860) 632‐1485 Ext: 264
Schools, Family Members, and Members of Community Email: garcia@ctserc.org
Organizations
Event Description:
Research has demonstrated again and again that family engagement is one of the major indicators of student success. Schools across the
country are discovering that faith‐based leaders and other community groups are often very effective in enhancing family involvement and are
key allies in improving educational outcomes for all students.
This third Faith, Families & Schools Conference is an opportunity for faith and worship leaders, educators, and families to come together.
Participants will share ideas about the practices that help families support student learning and hear about new activities that can be incorporated
into the rich fabric of the faith and worship community. Breakout sessions may include topics such as achievement gaps, dropout prevention,
mental health and substance abuse, and teen pregnancy.
The conference will be represented by several influential organizations and agencies, including the Faith‐based and Neighborhood Partnerships
initiative of the U.S. Department of Education. The scheduled keynote speaker is Audrey Rowe, whose roles included deputy mayor in New
Haven, a 1994 nominee for lieutenant governor, and Connecticut’s social services commissioner before her current position in the Obama
administration as deputy administrator for special nutrition programs under the Food and Nutrition Service, U.S. Department of Agriculture. Ms.
Rowe is among several former and current community activists attending this event who have helped foster partnerships to improve the quality
of life of Connecticut children.
Event Title Math + SRBI = Student Learning

09/28/10, Tuesday 8:00 AM 3:30 PM Crowne Plaza, Cromwell
Event Code: 11‐21‐124 Offered by: Mathematical Literacy Initative
Audience: Grades K‐12 (860) 632‐1485 Ext: 264
Educators, Administrators, and Math Curriculum Email: garcia@ctserc.org
Specialists. Participants are encouraged to register in
teams of 3‐5 people.
Event Description:
The Connecticut State Department of Education and SERC are offering this new conference for a second year. The event, in collaboration with
AMTEC, ATOMIC, CASCD, CCLM, and the RESC Alliance, is an opportunity for teams of educators to gather information and tools to support the
use of scientific research‐based interventions in the mathematics classroom. Concurrent sessions have been designed to cover content areas that
focus on developing the infrastructure necessary to expedite implementation of Scientific Research‐Based Interventions (SRBI); practitioners at
both the elementary and secondary levels will share strategies and tools they are currently using. In addition, exhibitors whose products are used
by Connecticut districts will be on hand. Finally, participants will have a chance to hear from representatives from partnering organizations to
discuss their available resources and ways they can support districts as they determine the next steps necessary to develop an implementation
plan.
26
Event Title Assessing Student Hearing: Screening Procedures ‐ An Online Course for School Nurses

10/01/10 (course opens) ongoing ongoing Web, Online Course
Event Code: 11‐23‐096 Offered by: Integrated Student Support Services Initiative
CEUs: 1 Closing Date: 6/17/2011 Stacy Potanka
Fee: $30 per person Presenter(s): Donna Merritt, Ph.D., CCC Project Assistant
Audience: PreK‐Grade 12 SERC Consultant (860) 632‐1485 Ext: 241
School nurses Email: potanka@ctserc.org

Event Description:
This self‐paced tutorial affords school nurses the opportunity to gain the expertise they need to conduct mandated hearing screening
assessments. The online course provides a medical foundation for hearing acuity and hearing impairment, offers explicit instruction in audiological
instrumentation and screening procedures, and outlines educational supports needed in school settings by students with hearing loss. Completion
of a final supervised practicum will enable participants to receive CEUs and a Hearing Screening Training Certificate.
Upon fulfilling the requirements of this online course, school nurses will be able to describe the anatomical and physiological bases for hearing
to distinguish between typical and atypical development, as well as the origins, symptoms, and treatment of children’s hearing problems; identify
the educational and social impacts of hearing loss in students; plan and conduct developmentally appropriate hearing screenings; and modify
screenings for students with special needs and those in early childhood programs.
This course is ongoing from 10/01/2010 to 06/30/2011.
Event Title Distinguishing Second Language Acquisition from Learning Disabilities

10/01/10, Friday 9:00 AM 3:30 PM ITBD/IIET, New Britain
Fee: $75 per person Presenter(s): Nancy Cloud, Ed.D. Education Services Specialist
Audience: Birth‐Grade 12 Professor, Department of Educational (860) 632‐1485 Ext: 256
General and Special Educators, ESL/Bilingual Educators, Studies, Rhode Island College Email: ljones@ctserc.org
SLPs, Bilingual SLPs, School Psychologists, ISSS
Professionals, Early Intervention Service Providers,
Education Evaluators, and Administrators
Event Description:
Today’s schools are populated by culturally and linguistically diverse (CLD) learners, and educators and specialists face many challenges in
serving these students adequately. Professionals must have a good working knowledge of Second Language Acquisition stages and processes,
cultural/ethnic differences, and linguistic, cultural, and racial biases in referral and assessment. This professional development activity focuses on
strategies for reducing inappropriate referrals and the over‐identification in special education of students from certain racial and ethnic groups
and English Language Learners.
Participants in this professional development activity will explore national, state, and local trends of under‐representation and over‐
representation of English Language Learners in particular categories of special education programs; examine the numerous factors of
consideration in the referral and assessment process for English Language Learners; and discuss the role of racial, cultural, and linguistic biases in
the instruction and assessment of English Language Learners.
27
Event Title Education of Students Who Are Visually Impaired: Strategies and Techniques for Paraprofessionals in Academic
Programs
10/01/10, Friday 9:00 AM 3:30 PM BESB, Windsor
Event Code: 11‐38‐018 Offered by: Initiative on Visual and Hearing Impairments
CEUs: 0.7 Closing Date: 9/17/2010 Karyn Champion‐Kamm
Fee: $45 per person Presenter(s): Various Presenters Education Services Specialist
Audience: PreK‐Grade 12 (860) 632‐1485 Ext: 225
Paraprofessionals working with students who have Email: champion@ctserc.org
visual impairments or blindness
Event Description:
This session illustrates how visual impairments affect student learning. Paraprofessionals who work with students with visual impairments or
blindness will be introduced to vision simulations, specialized materials, and other available resources.
Participants in this professional development activity will learn about the functional implications of students’ vision loss; Braille code, Braille
instruction, and Braille production tools; the safety and mobility challenges of individual students; the basics of sighted guide and cane
techniques; and guidelines and tools for modifying materials and activities for students with visual impairments or blindness in order to enhance
student achievement, thereby improving outcomes.
PLEASE NOTE: This session is a collaborative effort among the State of Connecticut’s Board of Education and Services for the Blind (BESB),
Division of Children’s Services, and SERC.
Event Title Nursing Assessment, IHCPs, and IEPs: An Interactive Online Course for School Nurses

04/08/11, Friday 9:00 AM 12:00 PM SERC Library Community Room, Middletown
CEUs: 3 Closing Date: 6/17/2011 Stacy Potanka
School Nurses Email: potanka@ctserc.org

Event Description:
School nurses must have specialized skills in collecting, analyzing, and synthesizing health data and coordinating and monitoring medical
interventions for students with special education exceptionalities and their various health needs. This 14‐week online course will introduce school
nurses to a framework and tools for this work. Participants will select a student from their school for a case study, assess the student’s health
status, and summarize the information into an Individualized Health Care Plan (IHCP) and an individualized education program (IEP).
The course involves self‐guided learning accessed through ten online modules. Participants will be required to complete application of learning
assignments related to the salient content of the modules by accomplishing related tasks, engaging in personal reflection, and participating in
online discussions with the course facilitators and other school nurses.
Participants will convene once as a small group on April 8, 2011 to share their case study IHCP and receive feedback from the facilitators.
PLEASE NOTE: As a prerequisite, participating nurses must have two years of experience in a school setting.
28
Event Title School Vision Screening ‐ An Online Course for School Nurses

CEUs: 0.5 Closing Date: 6/17/2011 Stacy Potanka
School nurses Email: potanka@ctserc.org

Event Description:
Connecticut school nurses can self‐pace their learning about vision and school vision screenings by participating in this online course. This
tutorial explains which students and staff should be involved in the screening process and reviews vision anatomy and physiology, as well as
common pediatric vision problems.
School nurses completing this online course will be able to describe the anatomical and physiological bases for vision to distinguish between
typical and atypical development; discuss common eye problems (symptoms, treatment, and complications); describe the purposes and
procedures of various recommended vision screening tests; and use the materials in the course and the “Guidelines for Health Screenings in
Connecticut Schools” (2004) to develop and implement a comprehensive vision screening program, modifying procedures for students with
special needs and those in early childhood programs.
This course is ongoing from 10/01/2010 to 06/30/2011.
Event Title ELL Program Coordination 101 [Cohort A]

10/05/10, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain
02/03/11, Thursday 9:00 AM 3:30 PM ITBD/IIET, New Britain
ESL/Bilingual (ELL) Program Administrators and Quasi‐ Email: ljones@ctserc.org
Administrators (Coordinators, Teachers, Paras, etc.) Ingrid Canady
Event Description:
This two‐day workshop was designed specifically for English as a Second Language (ESL)/Bilingual Education program administrators who are
new to supervising/coordinating programs and services for ELLs. Participants will have the opportunity to update their knowledge and skills
around procedures and programming mandated by federal and state laws for ELL students, such as parent notification, annual assessment, grant
writing, and data analysis to inform practice.
Cohort A of this activity is scheduled for October 5, 2010 and February 3, 2011. Cohort B is scheduled for October 7, 2010 and February 4,
2011. Both sessions cover the same content.
29
Event Title Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students
Who Read Print
10/06/10, Wednesday 9:00 AM 3:30 PM BESB, Windsor
Early Childhood, General, and Special Educators, and Email: champion@ctserc.org
Student Support Services Professionals who work with
students who have visual impairments or blindness
Event Description:
This activity is designed to help educators identify various support technologies, appropriately introduce the mechanical aspects of equipment,
and devise strategies to use with students who are visually impaired and read print.
Participants will understand the causes and implications, from an optometric and educational point of view, of the common eye conditions of
students who are visually impaired or legally blind; increase their awareness of the challenges faced by students who have a vision loss and read
in an inclusive setting; and develop the skills necessary to structure and modify academic programs to address students’ individual learning needs
and enhance student outcomes.
Event Title ELL Program Coordination 101 [Cohort B]

10/07/10, Thursday 9:00 AM 3:30 PM SERC Classroom, Middletown
02/04/11, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown
ESL/Bilingual (ELL) Program Administrators and Quasi‐ Email: ljones@ctserc.org
Administrators (Coordinators, Teachers, Paras, etc.) Ingrid Canady
Event Description:
This two‐day workshop was designed specifically for English as a Second Language (ESL)/Bilingual Education program administrators who are
new to supervising/coordinating programs and services for ELLs. Participants will have the opportunity to update their knowledge and skills
around procedures and programming mandated by federal and state laws for ELL students, such as parent notification, annual assessment, grant
writing, and data analysis to inform practice.
Cohort A of this activity is scheduled for October 5, 2010 and February 3, 2011. Cohort B is scheduled for October 7, 2010 and February 4,
2011. Both sessions cover the same content.
30
Event Title Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students
Who Use Braille
10/08/10, Friday 9:00 AM 3:30 PM BESB, Windsor
Early Childhood, General, and Special Educators, and Email: champion@ctserc.org
Student Support Services Professionals who work with
students who have visual impairments or blindness
Event Description:
In this professional development activity, teachers working with students who use Braille will learn methods for teaching compensatory skills,
preparing learning materials, and assessing student learning to order to achieve greater student success. This session is designed to increase
awareness of visual impairments and vision‐related educational needs for students, pre‐K through grade 12, using Braille as a medium for literacy.
Participants in this professional development activity will increase their knowledge of the history and teaching of Braille code; heighten their
awareness of the challenges experienced by students, pre‐K through grade 12, who are blind or have visual impairments; identify equipment,
technology, and teaching strategies that are used with students who have severe visual impairments and use Braille; and understand how to
implement adapted teaching strategies to increase achievement levels and overall functioning for students with visual impairments who use
Braille.
Event Title Including Children with Visual Impairments in Early Childhood Education Programs: Strategies for Intervention

10/08/10, Friday 9:00 AM 3:30 PM Housatonic Community College, Bridgeport
Event Code: 11‐46‐089 Offered by: Early Childhood Education Initiative
CEUs: 0.7 Closing Date: 9/28/2010 Nattaneal Wilson
Fee: $25 per person Presenter(s): Teachers of the Visually Impaired Education Services Specialist
Audience: Birth‐5 Preschool Unit, BESB (860) 632‐1485 Ext: 268
Early Childhood Special Education Teachers, Related Email: wilson@ctserc.org
Services Personnel, and Administrators
Event Description:
This workshop is designed for professionals working with children between 0 and 5 years old who are blind or have visual impairments.
Participants will have the opportunity to choose from four sessions that will help them better understand the experiences of these children. The
role of the Board of Education and Services for the Blind (BESB) consultant in supporting the child’s development also will be emphasized.
Session topics include: A) The Tactile Learner: the young child using hands for pre‐Braille activities; B) The Visual Learner: the young child with
low vision; C) Cortical Vision Impairment: including children with multiple disabilities and deaf‐blindness; and D) Orientation & Mobility:
movement for the blind and visually impaired child.
Participants in this professional development activity will learn about BESB; common eye conditions that cause vision impairment; intervention
strategies tailored to young children with specific eye conditions; and how children with blindness or visual impairments can gain independence
through activities of daily living.

*Participants are asked to indicate on their application (next to title of workshop) which three out of the four sessions (A‐D) they would like to
attend.
31
Event Title Autism Diagnostic Observation Schedule (ADOS) Clinical Training

10/14/10, Thursday 8:30 AM 4:00 PM Rensselaer (RAH), Hartford
10/15/10, Friday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
Fee: $165 per person Presenter(s): Jennifer Olson Education Services Specialist
Audience: PreK‐Grade 12 Autism Consultant, J. Olson Consulting (860) 632‐1485 Ext: 268
Special Education Teachers and Behavior‐related Email: wilson@ctserc.org
Services Personnel with prior background 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).
The ADOS uses standardized toys and activities to present opportunities for the child to have social and communicative interaction with the
examiner.
The training format will include lecture, live demonstration, large group scoring discussions, and interpretation of scoring results. All four
modules of the ADOS will be covered during the training.
Participants in this professional development activity will acquire information pertaining to the reliability and validity of the four modules of
the ADOS assessment tool; receive an introduction to the standardized administration of the tool and the procedures involved in recording and
coding behaviors observed; recognize the usefulness of the ADOS in targeting behaviors for intervention and/or individualized education
programs (IEPs); and understand the usefulness of the results in the context of a comprehensive autism assessment. Participants will receive a
copy of the administration manual during the training.
PLEASE NOTE: This professional development activity is intended specifically for those individuals who will be conducting the ADOS on a regular
basis.
Event Title Common Formative Assessments (CFA) Basic Training

Event Code: 11‐16‐032 Offered by: CT's Accountability for Learning Initiative
CEUs: 1.2 Closing Date: 10/5/2010 Sarah‐Anne Nicholas
Fee: $170 per person Presenter(s): Tracey Mayes Project Assistant
Teachers and Administrators Email: nicholas@ctserc.org
Kc Nelson‐Oliveria
SERC Consultant
Event Description:
In this two‐day basic training, educators will build their knowledge and skills in developing common formative assessments (CFAs) to inform
instruction. CFAs are periodic or interim assessments that are administered to all students in a specific grade level or course several times during
the quarter, semester, trimester, or entire school year. Participating teachers analyze CFA results in data teams to plan and differentiate
instruction. Such results help predict how students are likely to do on each succeeding assessment in time for teachers to modify their instruction.
During this interactive seminar, participants will learn the value of, and how to use, CFAs to inform instruction; learn general guidelines for
effective item writing; develop selected‐response and constructed‐response CFA items that are aligned to standards and expected learning
outcomes; create scoring instruments to accompany items; and understand how to use CFAs in the data team process.
32
Event Title Using Multicultural Children’s Books to Teach Equity and Social Action: A Study Group on Identity Development,
Race, and Culture
10/20/10, Wednesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
12/08/10, Wednesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown
Fee: $40 per person Presenter(s): SERC Consultants Education Services Specialist
General and Special Educators Email: wilson@ctserc.org

Event Description:
Connecticut student achievement data show that certain subgroups of students continually underachieve and are overly represented in certain
disability categories. In order to prevent these inequities and improve learning outcomes for all young children, teachers must themselves
engage in an inquiry process of development.
This full‐day and evening study group will actively engage participants in self‐discoveries as they reflect on institutional barriers to student
achievement, emulating the social action approach described by James Banks in “Multicultural Education: Issues and Perspectives” (6th edition,
2006). The first session will be reflective and include an introduction of the authentic multicultural literature assessment tool, using multicultural
picture books to engage students in exploring social justice and equity. A follow‐up evening study group will focus on reflection, collaboration,
and a social action curriculum.
Participants in this professional development activity will explore their own identity development and school experience; discuss links between
identity development, student performance, and authentic multicultural literature; survey authentic multicultural literature and use an
assessment tool to examine children’s literature; develop a curriculum related to issues of social action for young learners; and use James Banks’
social action inquiry process and Connecticut data to explore the process of identification and placement of students in special education.
Event Title Enhancing Instructional Programs Within Schools: Training in Special Education Administration for Principals and
Other Administrators
10/21/10, Thursday 8:30 AM 3:30 PM Marriott Courtyard, Cromwell
11/19/10, Friday 8:30 AM 3:30 PM Marriott Courtyard, Cromwell
Event Code: 11‐15‐076 Offered by: Leadership Initiative
CEUs: 3.6 Closing Date: 10/7/2010 Rebecca Kisluk
Superintendents, Principals, Assistant Principals, Email: kisluk@ctserc.org
Central Office Administrators, and Administrators‐in‐
training
Event Description:
This seven‐day series is designed to assist education leaders with ensuring quality programming for all students, including students with
disabilities. The comprehensive sessions focus on specific competencies, systems change, and the unification of special and general education as
per Connecticut Standards for School Leaders (1999). The program combines interactive seminars with job‐embedded reflection to assist
participants with the application of information into practice.
33
Event Title Paraprofessionals as Partners: The 15th Annual Statewide Conference

Event Code: 11‐02‐116 Offered by: Paraprofessionals as Partners Initiative
Paraprofessionals and Teachers Email: garcia@ctserc.org

Event Description:
This annual conference is an opportunity for paraprofessionals to engage in professional development on a variety of topics while networking
with colleagues. This year’s theme, “Dynamic Duos: The Paraprofessional and Teacher Partnership,” is designed to develop the skills of
paraprofessionals to increase their effectiveness as educational partners with general and special education teachers, as well as with student
support services professionals, administrators, and families.
Participants will have the opportunity to attend a variety of workshop options covering content areas that focus on meeting the diverse
learning needs of all students, from prekindergarten through grade 12, resulting in positive student outcomes.
Event Title Supervision and Evaluation of Paraprofessionals: What Administrators Need to Know

10/27/10, Wednesday 9:00 AM 3:30 PM CT Association of Schools, Cheshire
CEUs: 0.7 Supervision & Evaluation (305) Closing Date: 10/13/2010 Rebecca Kisluk
Fee: $75 per person Presenter(s): Kent Gerlach, Ed.D. Education Services Specialist
Audience: Grades K‐12 Professor, Pacific Lutheran University, (860) 632‐1485 Ext: 293
Administrators Tacoma, WA Email: kisluk@ctserc.org

Event Description:
This session will address some of the current legal and ethical issues regarding the employment, supervision, evaluation, and training of
paraprofessionals. Discussion topics will include clarifying the appropriate role of paraprofessionals who assist with classroom instruction and the
need for state and local policy regarding paraprofessional qualifications. The Appropriate Supervision of Paraprofessionals, as mandated by the No
Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA 2004), will be defined and discussed, as will the quality
indicators for designing staff development for paraprofessionals, administrators, and teachers.
Participants in this professional development opportunity will be able to understand the current national issues affecting paraprofessionals and
their supervisors; understand the importance of state and local policy regarding paraprofessional qualifications, training, and supervision;
understand the importance of developing ethical guidelines for paraprofessionals who assist with instruction and for the teachers who supervise
them (participants will receive the Council for Exceptional Children’s new Code of Ethics regarding Paraeducator Supervision and Training); receive
information on the importance of clarifying the role of the teacher/paraprofessional team; receive an update of the current legal issues involving
paraprofessionals and their supervisors; learn what parents need to know about paraprofessionals who assist with instruction; be provided a
framework for the development of effective staff development for both paraprofessionals and teachers; and explore common barriers to effective
supervision of paraprofessionals. Participants in this session will receive the Let's Team Up! booklet written by Kent Gerlach.
This session is provided in collaboration with Connecticut Association of Schools.
34
Event Title Literacy and Autism: A Study Group

10/30/10, Saturday 9:00 AM 12:00 PM SERC Classroom, Middletown
Event Code: 11‐45‐078 Offered by: Literacy Initiative
CEUs: 1.5 Closing Date: 10/8/2010 Leticia Garcia Guerra
Fee: $50 per person Presenter(s): Kathryn Weingartner Education Services Specialist
General and Special Educators, Specialists, Email: guerra@ctserc.org
Administrators, Paraprofessionals, and Parents Janet N.Y. Zarchen
SERC Consultant
Event Description:
Over the course of four sessions, this morning study group will read and discuss the book “A Land We Can Share: Teaching Literacy to Students
with Autism” by Paula Kluth and Kelly Chandler‐Olcott. Participants will be encouraged to implement ideas from the book between sessions and
debrief their experiences when they come together as a group.
Participants will review the research on teaching literacy to students with autism, consider how to include students with autism in classroom
literacy activities, discover and implement strategies for teaching literacy to students with autism, and engage in reflective dialogue with
colleagues.
The snow date for this activity is Saturday, January 22, 2011.
Event Title Setting the Stage for Success: Supporting Children with Asperger's Syndrome

Event Code: 11‐43‐044 Offered by: Focus on Autism Initiative
Fee: $85 per person Presenter(s): Barbara Cook, MS, SLP, CCC Education Services Specialist
Audience: Grades K‐12 Educational Consultant, Eden CT (860) 632‐1485 Ext: 225
Administrators, General and Special Educators, Related Outreach Services Email: champion@ctserc.org
Services Personnel, and Family Members Ruth Eren, Ed.D.
Assistant Professor, Southern
Connecticut State University
Event Description:
The unique characteristics of students with Asperger's syndrome can present instructional and behavioral support challenges that influence the
performance of all students and must be addressed in the school setting. Teachers can achieve best outcomes for students with Asperger’s
syndrome by understanding the characteristics associated with the disorder, in combination with effective classroom instructional strategies
based on different learning styles.
Participants in this professional development activity will gain knowledge of and insight into the strengths and challenges associated with
Asperger’s syndrome; identify specific strategies and interventions to improve successful outcomes for all students; and learn the importance of a
multidisciplinary approach to supporting and educating students with Asperger’s syndrome.
35
Event Title Intentional Teaching Using the CT Preschool Curriculum and Assessment Frameworks

11/09/10, Tuesday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
01/19/11, Wednesday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
Fee: $40 per person Presenter(s): Anne Marie Davidson Education Services Specialist
Audience: PreK, 3‐5 SERC Consultant (860) 632‐1485 Ext: 268
Early Childhood General and Special Educators Email: wilson@ctserc.org
Paquita Jarman‐Smith
SERC Consultant
Event Description:
"Intentionality" is to act purposefully, with a goal in mind and a plan for accomplishing it (see “The Intentional Teacher” by Ann S. Epstein,
2007). Using intentional teaching practices, along with the CT Preschool Curriculum and Assessment frameworks, is a powerful way to engage
young learners. This three‐day series supports teachers in becoming reflective practitioners by familiarizing them with intentional teaching and
demonstrating how the frameworks can be used for assessing culturally, linguistically, and ability‐diverse children, and planning lessons for them.
Participants will learn about the Cycle of Intentional Teaching; using the CT Preschool Curriculum and Assessment frameworks to support all
children, including those with special needs; and using learning standards, assessment information, and children’s interests to inform curriculum
and instruction.
On‐site technical assistance will be offered to programs meeting application criteria. This series is for teachers and teaching teams who have
not attended a three‐day CT Preschool Curriculum and Assessment training.
Event Title Lee y Serás® (Read and You Will Be)

11/09/10, Tuesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
CEUs: 0.7 Literacy (301) Closing Date: 10/27/2010 Bianca Irizarry
Fee: None Presenter(s): Nitza Diaz Project Assistant
Audience: Grades K‐3 and other SERC colleagues (860) 632‐1485 Ext: 216
Family Members, Teachers, District Personnel, and Email: irizarry@ctserc.org
Members of Community‐based and Faith‐based
Organizations
Event Description:
Research has clearly shown that parents and family members are children’s first and most important teachers and role models. 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. The program provides research‐based, in‐culture, bilingual curricula and materials for families, child care
providers, and community leaders. The goal of this program is to create long‐term attitudinal and behavioral changes that can work to close the
educational achievement gaps that exist between white students and their non‐white peers.
Participants in this professional development activity 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.
36
Event Title Strategies for Teaching Students who are Deaf or Hard of Hearing with Additional Disabilities

11/09/10, Tuesday 9:00 AM 3:30 PM Marriott Courtyard, Cromwell
Fee: $75 per person Presenter(s): Karen Ewing Education Services Specialist
Audience: Grades K‐12 Educational Consultant and Adjunct (860) 632‐1485 Ext: 225
Educators of the Deaf, Paraprofessionals, Educational Professor, Gallaudet University Email: champion@ctserc.org
Interpreters, and Special Education Teachers
Event Description:
Many students who are deaf have additional disabilities that are often hard to diagnose and are sometimes overlooked. This session will
address the growing need for information in the field of deafness and additional disabilities and will focus on specific strategies that educators of
the deaf, and paraprofessionals, educational interpreters, and special education teachers who work with the deaf, can use in the classroom.
Participants in this session will learn how to work with deaf and hard‐of‐hearing children in a child‐first setting and how to incorporate
cooperative learning strategies in the classroom.
Event Title Making a Difference through Co‐teaching ‐ Session A

Event Code: 11‐12‐052 Offered by: Teaching & Learning Initiative
CEUs: 0.7 Closing Date: 10/27/2010 Heather Penfield
General and Special Educators and/or Student Support Email: penfield@ctserc.org
Services Professionals are encouraged to register as
two‐person, Co‐teaching Teams
Event Description:
As general education classrooms include more and more students of increasingly diverse backgrounds, learning styles, abilities, and disabilities,
educators are challenged to identify and utilize more meaningful and effective instructional options. Co‐teaching holds great promise within the
framework of Scientific Research‐Based Interventions (SRBI) as a universal practice for supporting students with diverse needs in general
education settings. Through co‐teaching, educators form partnerships comprised of general educators and one of the following: special
educators, student support services professionals, English as a second language (ESL) and English language learner (ELL) specialists, reading
consultants/specialists, or math consultants/specialists. These partners collaborate to provide a rich and differentiated learning opportunity and
a sense of belonging for every child. The team’s talents, experiences, and expertise, both shared and varied, make for powerful and dynamic
approaches to instruction.
In order to improve student learning, teams of participants in this professional development activity will identify six different co‐teaching
arrangements; compare the advantages and disadvantages of each co‐teaching arrangement; determine how co‐teaching can become an
effective support for inclusive practices in accommodating the needs of diverse learners and enhancing student learning in grades K‐12; and plan
ways to integrate co‐teaching into their instructional repertoire. Session A (11/10/10) and Session B (02/03/11) cover the same content.
37
Event Title Keys to Paraprofessionals' Success: How to Best Support Students with Autism Spectrum Disorders

CEUs: None Closing Date: 10/29/2010 Karyn Champion‐Kamm
Fee: $20 per person Presenter(s): Stefanie Carbone Education Services Specialist
Paraprofessionals Email: champion@ctserc.org
Kathryn Weingartner
SERC Consultant
Event Description:
Paraprofessionals often work closely with students with autism spectrum disorders (ASD), but this can be a challenging task without a thorough
understanding of the disorder and knowledge of effective strategies and techniques for working with students who have it. This workshop will
provide an overview of autism spectrum disorders and explore the core characteristics and learning styles of individuals with ASD.
In order to enhance educational outcomes for students with ASD, participants in this professional development activity will learn about the
disorder, including its characteristics as well as strategies and interventions to use in the classroom. Participants will explore how to address
challenging behavior, learn how deficits in communication and sensory processing impact the child’s environment, and examine instructional
strategies and intervention options for children with ASD.
Event Title Connecticut's Teachers of the Deaf and Hard of Hearing: A Discussion Group

11/16/10, Tuesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown
12/14/10, Tuesday 4:30 PM 7:00 PM American School for the Deaf, West Hartford
01/25/11, Tuesday 4:30 PM 7:00 PM SERC Classroom, Middletown
02/15/11, Tuesday 4:30 PM 7:00 PM American School for the Deaf, West Hartford
03/15/11, Tuesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown
Fee: $75 per person Presenter(s): Karyn Champion‐Kamm Education Services Specialist
Audience: PreK‐Grade 12 Education Services Specialist, SERC (860) 632‐1485 Ext: 225
Teachers of the Deaf and Hard of Hearing Email: champion@ctserc.org
Jo‐Ellen Wickwire
SERC Consultant
Event Description:
How can teachers of the deaf work together to improve outcomes for students with hearing loss in preschool to grade 12? Do you have an
experience or area of strength to share with your colleagues? By coming together and sharing thoughts and ideas, teachers of students who are
deaf or hard of hearing can identify better and more effective ways to provide a quality education for all students with hearing loss.
This discussion group, facilitated by SERC staff, will focus on examining the needs of teachers of the deaf across Connecticut. It will provide
these educators with a forum to share areas of need and develop structures of support, as well as next steps. Case studies from individual
participants will be shared. Existing resources and research available to teachers of the deaf will be explored and discussed.
Participants in this professional development activity will share their experiences working with students with hearing loss; identify needs and
concerns in providing effective education to students who are deaf/hard of hearing; and discuss and implement a plan of action to address needs,
support teachers, and improve student learning.
38
Event Title Data‐Driven Decision Making (DDDM)/Data Teams Basic Training: Session A

11/17/10, Wednesday 8:30 AM 3:30 PM Crowne Plaza, Cromwell
CEUs: 1.5 Closing Date: 11/2/2010 Cortney Sharpe
Fee: $170 per person Presenter(s): Sean Kavanaugh Education Services Specialist
Teachers and Administrators Email: sharpe@ctserc.org
Janet N.Y. Zarchen
SERC Consultant
Event Description:
In this two‐day seminar, participants will address Connecticut’s achievement gaps using data‐driven decision making (DDDM). Collaborative
teams examine data in order to: 1) identify instructional strategies for positive student outcomes; and 2) identify instructional obstacles
preventing students from learning. The DDDM process is systematically implemented through the formation of data teams.
Participants will examine various data team structures for applying DDDM in their school at their grade level or within their academic
department. Using common formative assessments and students’ work samples, participants will collaboratively examine strengths and
obstacles, establish goals, and determine the appropriate actions needed to improve academic outcomes and ensure educational equity.
Participants will also discuss considerations for forming data teams and creating structures that support and sustain them.
Participants must bring samples of student work with names removed (e.g., responses to writing prompts, math assessments) and their district
or school data (academic and behavioral) for at least two years.
Session A of this activity is scheduled for November 16 and 17, 2010, and Session B is scheduled for January 26 and 27, 2011. Both sessions
cover the same content.
Event Title Explicit Teaching: A Model for the Older Dependent Reader

CEUs: 0.8 Literacy (301) Closing Date: 11/2/2010 Leticia Garcia Guerra
Fee: $75 per person Presenter(s): Margie Gillis, Ed.D. Education Services Specialist
Audience: Grades 4‐8 President, Literacy How, Westport (860) 632‐1485 Ext: 233
General and Special Educators, Literacy Specialists, Email: guerra@ctserc.org
Student Support Services Professionals,
Paraprofessionals, and Curriculum
Specialists/Coordinators
Event Description:
In this session, participants will learn what is meant by comprehensive literacy instruction as it applies to older struggling readers. In doing so,
they will examine a model of intervention for older dependent students who need intensive, systematic, and explicit instruction in basic reading
skills. Both word recognition (decoding and fluency) and comprehension (text comprehension and vocabulary) will be addressed. Many of the
strategies that will be discussed have been effective with students with learning disabilities.
Participants in this professional development opportunity will review recent research regarding older dependent readers; link No Child Left
Behind (NCLB) legislation to classroom practice; gain an understanding of a reading intervention model for use in classrooms, grades 4‐8; and
develop strategies to improve reading instruction related to word recognition, vocabulary, and comprehension for grades 4‐8.
The snow date for this activity is Tuesday, January 11, 2011.
39
Event Title Reaching the Adolescent Learner: Strategic Differentiation in High School

Fee: $150 per person Presenter(s): Lucy Krause Education Services Specialist
Audience: Grades 8‐12 SIM Professional Developer (860) 632‐1485 Ext: 263
General and Special Educators. Participants are Email: penfield@ctserc.org
encouraged to apply in teams. Kc Nelson‐Oliveria
SERC Consultant
Event Description:
Today’s high schools reflect the diversity of a global, 21st‐century community. Educators must plan instruction strategically in order to address
the specific needs of adolescent learners in an electronic age and meet the academic, social‐emotional, and cognitive needs of teens.
In this four‐day professional development series, participant teams will review the essential components of strategic decision‐making in the
differentiated classroom, and learn strategies for addressing four important aspects of secondary instruction: content area literacy, student
engagement, critical thinking skills, and independence/interdependence. Participants will use authentic student products and data to determine
effective instructional groupings, and design a unit of study that incorporates the new strategies into a planned instructional sequence that
follows the Connecticut Curriculum framework.
Event Title The Link Between Literacy, Social‐Emotional Development, and Challenging Behavior

11/16/10, Tuesday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
CEUs: 0.7 Literacy (301) Closing Date: 11/2/2010 Nattaneal Wilson
Fee: $40 per person Presenter(s): Tweety Yates, Ph.D. Education Services Specialist
Audience: PreK, 3‐5 Univ. of Illinois at Urbana‐Champaign (860) 632‐1485 Ext: 268
Early Childhood General and Special Education Email: wilson@ctserc.org
Teachers, Paraprofessionals, Related Services
Personnel, and Families
Event Description:
Dr. Tweety Yates, project coordinator at the Center on the Social and Emotional Foundations for Early Learning, will offer practical strategies
and resources designed to enhance young children’s literacy skills and social‐emotional development and in turn reduce challenging behaviors.
These strategies and resources 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
behaviors; and explore ideas for strengthening how educators and families support children in these three areas.
40
Event Title How Welcoming Is Your School? ‐ Session A

CEUs: 0.8 Closing Date: 11/4/2010 Bianca Irizarry
Fee: None Presenter(s): Betsy LeBorious Project Assistant
Audience: Grades K‐12 Program Manager, Youth and Family (860) 632‐1485 Ext: 216
Teachers, Administrators, Parents, and Community Development, CREC Email: irizarry@ctserc.org
Members. Participants are encouraged to attend as Veronica Marion
school‐based teams of 5. SERC Consultant/CT PIRC Coordinator
Event Description:
When schools create a welcoming environment, they become inviting places where students feel safe and want to learn, school employees
want to work, and families want to be involved. This half‐day training incorporates hands‐on activities and small group discussions regarding the
use of a walkthrough assessment of a school. The welcoming walkthrough 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 Walkthrough Tool Kit,
participants learn how to assess the climate of their school and develop a plan to create a welcoming climate to engage families and the
community.
To improve outcomes for all students, participants in this professional development activity will develop an understanding of the value of
family engagement in school climate issues, discuss the preparations needed to conduct a constructive walkthrough assessment, review the
guidelines for conducting a welcoming walkthrough, and explore the report and recommendations component to develop a plan for action.
Session A of this activity is scheduled for November 19, 2010, and Session B is scheduled for January 11, 2011. Both sessions cover the same
content. The workshop is provided in collaboration with the Connecticut State Department of Education.
Event Title Fostering Independent Learning: Strategic Differentiation in the Middle Grades

Fee: $150 per person Presenter(s): Sean Kavanaugh Education Services Specialist
Audience: Grades 4‐8 SERC Consultant (860) 632‐1485 Ext: 263
General and Special Educators are encouraged to Email: penfield@ctserc.org
register as Teams Tracey Mayes
SERC Consultant
Event Description:
Students in middle school are involved in many transitions: child to adolescent; self‐contained classrooms to departments; adult‐guided to
independent; “learning to read” to “reading to learn.” Educators must plan instruction strategically in order to meet the academic, social‐
emotional, and cognitive needs of students entering adolescence.
differentiated classroom, and learn strategies for addressing four important aspects of instructing students in the middle grades: cooperative
learning, content area literacy, critical thinking skills, and self‐directed learning. Participants will use authentic student products and data to
determine effective instructional groupings, and design a unit of study that incorporates the new strategies into a planned instructional sequence
that follows the Connecticut Curriculum Framework.
41
Event Title Building a Foundation for Learning: Strategic Differentiation in the Early Grades

12/02/10, Thursday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
Fee: $150 per person Presenter(s): Kim Bennett Education Services Specialist
General and Special Educators, Specialists, Email: penfield@ctserc.org
Administrators, and Instructional Coaches Janet N.Y. Zarchen
SERC Consultant
Event Description:
Students in today’s primary grade classrooms represent an increasingly broad range of backgrounds, needs, and strengths. Educators must
plan instruction strategically in order to meet the unique academic, social‐emotional, and cognitive needs of these young children.
differentiated classroom and learn strategies for addressing four important aspects of instructing students in the primary grades: early literacy
skills, early numeracy skills, self‐monitoring and self‐regulation, and the role of discovery and inquiry in core instruction. Participants will use
authentic student products and data to determine effective instructional groupings and design a unit of study that incorporates the new
strategies into a planned instructional sequence that follows the Connecticut Curriculum framework.
Event Title Trickery, Trolling, and Threats: Understanding and Addressing Cyberbullying for Educators

Fee: $40 per person Presenter(s): Michelle Pincince Education Services Specialist
Audience: Grades 4‐12 Project Director, Anti‐Defamation (860) 632‐1485 Ext: 256
Educators, Administrators, Community Members, and League (ADL) Email: ljones@ctserc.org
Members of Faith‐based Organizations
Event Description:
For the current generation of teens, e‐mailing, IM‐ing, text messaging, chatting, and blogging are vital means of self expression and central
parts of their social lives. There are increasing reports, however, that many youth are misusing online technologies to bully others.
“Trickery, Trolling, and Threats” is a full‐day training, created by the Anti‐Defamation League for middle‐ and high‐school educators,
administrators, and student support services personnel, that increases awareness about the unique features and impact of cyberbullying,
provides strategies for educators to respond effectively to cyberbullying, and fosters an increased culture of safety among youth. The overall
goals of this program are to promote safety and inclusion in online forums as part of a broader strategy to create safe schools for all youth, and to
help create informed student populations who understand the importance of behaving responsibly and respectfully online and who are motivated
to challenge cyberbullying in their schools and communities.
Participants in this professional development activity will increase their understanding and awareness of cyberbullying; understand how
cyberbullying occurs and its unique features and impact; explore the connections between cyberbullying, bias‐motivated behavior, and online
hate activities; learn strategies for empowering students to respond to cyberbullying; increase their awareness about the legal and ethical
responsibilities for responding to cyberbullying; and be better prepared to foster an increased culture of electronic or "e"‐safety.
42
Event Title Enhancing Students' Executive Skills: Strategies to Support Student Learning and Behavioral Regulation

12/08/10, Wednesday 9:00 AM 3:30 PM Marriott Courtyard, Cromwell
Fee: $75 per person Presenter(s): Richard Guare, Ph.D. Education Services Specialist
Audience: PreK‐Grade 12 The Center for Learning and Attention (860) 632‐1485 Ext: 263
General and Special Educators and Student Support Disorders, Portsmouth, NH Email: penfield@ctserc.org
Services Professionals. Participants are encouraged to
register as two‐person teams.
Event Description:
"Executive functions" have become a focus of educators’ interest as they are essential to student learning and behavioral regulation. These
functions include skills in organization, planning, attention, working memory, metacognition, and response inhibition. While executive functions
are critical for all students, their importance is most apparent in students who have cognitive limitations for a variety of reasons, such as ADHD,
lead poisoning, or traumatic brain injury.
In this workshop, Richard Guare, Ph.D., will provide practical suggestions for school‐based professionals to enhance the executive functioning
of students. Working within a developmental framework, Dr. Guare will present a hypothesis‐testing approach to assessment and systematically
link the findings to the development of specific interventions to improve student self‐control and learning outcomes. This process facilitates early
interventions at a "root cause" level to maximize the effectiveness of those interventions.
Each participant will receive a copy of the book that Dr. Guare co‐authored with Peg Dawson, “Executive Skills in Children and Adolescents: A
Practical Guide to Assessment and Intervention” (2003) as part of the registration fee.
To improve student achievement and behavior, participants will operationalize executive skills; investigate a multi‐component assessment
model; connect assessment findings to implementation strategies; explore a variety of intervention strategies, including environmental, student‐
specific, and classroom‐wide; and learn seven steps to teach executive skills to students, including students with disabilities.
Event Title Turning Classrooms into Reading Workshops, Grades K‐3

Fee: $125 per person Presenter(s): Kathy Collins Education Services Specialist
Audience: Grades K‐3 National Literacy Consultant, Durham, (860) 632‐1485 Ext: 233
Classroom Teachers, Literacy Coaches, and Reading NH Email: guerra@ctserc.org
Specialists. Teams of 2 will be given priority.
Event Description:
For teachers striving to differentiate instruction for all students, the reading workshop is an effective instructional model. It invites students to
connect their thinking to reading as well as to writing and discussion about literature. During the reading workshop, teachers match students to
books, based on student instructional level and need, and elicit responses to this literature that help them develop into thoughtful readers while
they improve their comprehension and vocabulary and increase their enjoyment of reading.
In this session, Kathy Collins, author of “Growing Readers” (2004) and “Reading for Real” (2008), will present an overview of Readers’
Workshop and discuss how its components connect to address student needs.
Participants in this professional development activity will identify the units of study in the reading workshop; enhance the role of the read‐
aloud and “accountable talk” that leads to higher comprehension of the text; plan opportunities for independent reading and reading
partnerships; establish structures for presenting mini‐lessons and conferring with students; review the use of fiction and nonfiction texts; and
organize instruction to improve comprehension, fluency, and vocabulary strategies.
The snow date for this activity is Friday, January 7, 2011.
43
Event Title Supervision of Literacy Utilizing Walkthrough Protocols

Administrators and Instructional Leaders Email: kisluk@ctserc.org
Greta Skiles
SERC Consultant
Event Description:
Many principals use walkthrough protocols as an ongoing “snapshot” assessment of instruction in their buildings. This two‐day interactive
session will provide administrators with the knowledge and tools to conduct walkthroughs that specifically target literacy instruction at the K‐12
level using such indicators as grouping, learning environment, materials, and instructional strategies.
Participants in this professional development activity will review components of effective K‐12 literacy instruction; observe videotaped literacy
lessons to practice using sample walkthrough protocols; and discuss ways to help teachers reflect upon and improve their instructional practices
in literacy.
Event Title Transition Assessment and the IEP

Event Code: 11‐20‐156 Offered by: Transition Initiative
CEUs: 1 Closing Date: 12/1/2010 Rebecca Kisluk
Audience: Grades 6‐12 (860) 632‐1485 Ext: 293
Middle and Secondary School Personnel Email: kisluk@ctserc.org

Event Description:
How can secondary educators assist students with the development of their Post‐School Outcome Goal Statements? This professional
development session offers participants the opportunity to enhance their knowledge of qualitative/quantitative Transition Assessments, which
are the foundation of developing a meaningful individualized education program (IEP).
The State Performance Plan (SPP) Indicator 13 addresses outcomes for youth, age 16 and above, with an IEP that includes coordinated,
measurable annual goals, and transition services that reasonably enable the student to meet postsecondary goals. This SPP indicator is set at
100% for every district and can be effectively attained and sustained only by developing realistic and measurable goals that stem directly from
transition assessments in the areas of employment, postsecondary education, training, and independent living.
Every participant will receive a copy of the “Transition Assessment Resource Manual” developed by the Connecticut Transition Task Force and
a copy of one of the three “Informal Assessments for Transition” from Pro‐Ed Publishers. Participants will become familiar with transition
assessments for use with all students, including students with disabilities, English language learners, low‐level readers, and students with little to
no reading ability.
PLEASE NOTE: Participants will be reviewing IEPs to assess and discuss actual Post‐School Outcome Goal Statements, annual goals and
objectives, and their relevance to assessments completed. Participants should bring a copy of at least one student’s IEP with the name(s) removed.
44
Event Title Addressing Challenges in Assessing Communication Skills of English Language Learners

Fee: $50 per person Presenter(s): Alicia Powers, MS, CCC Project Assistant
Audience: Grades K‐12 Speech‐Language Pathologist (860) 632‐1485 Ext: 241
Speech‐Language Pathologists, General and Special Email: potanka@ctserc.org
Educators, ESL/Bilingual Teachers, Curriculum
Directors, and ESL/Bilingual Program Coordinators
Event Description:
Communication skills are the foundation of students’ progress in school both academically and socially. By assessing these skills in English
language learners, educators can generate appropriate tiers of interventions within Scientific Research‐Based Interventions (SRBI). This requires
an understanding of the principles of bilingual language development and expertise in gathering relevant data related to students’ language
experiences, education, and culture. Similarly, if a disability is suspected of impeding a student’s communication, educators should look beyond
standardized speech and language tests that can create bias and do not necessarily differentiate typical bilingual learners from students with
speech/language impairments.
This two‐day training will present a systematic approach to assessing communication skills in English language learners that can be applied
within general education (SRBI) or special education. Using case studies, participants will explore various methods of nontraditional assessment,
including spontaneous language sampling, dynamic assessment, and curriculum‐based procedures.
Participants attending this professional development session will improve educational outcomes for English language learners by
understanding the principles of bilingual language development; applying a systematic assessment process to evaluating their communication
skills within general and special education; and differentiating language difference from language disorder.
Event Title What Every PPT Chairperson Should Know

Event Code: 11‐09‐228 Offered by: LRE/Inclusion Initiative
CEUs: 0.7 Closing Date: 12/1/2010 Nikki Hendry
Fee: $45 per person Presenter(s): Kim Mearman Education Services Specialist
Audience: Grades K‐12 Assistant Director, SERC (860) 632‐1485 Ext: 255
General and Special Education Administrators Email: hendry@ctserc.org
Donnah Rochester
SERC Consultant
Event Description:
Under the Individuals with Disabilities Education Act (IDEA 2004), students with disabilities are given assurances of a free appropriate public
education in the least restrictive environment. Local education agencies, to ensure that this happens, must comply with procedural requirements
of the Planning and Placement Team (PPT) process and design individualized education programs (IEPs) that are aligned and provide educational
benefit.
The PPT chairperson works as part of the PPT to develop an IEP for students with disabilities that provides access and opportunities for
meaningful participation and progress in the general education curriculum. Within schools, the PPT chairperson should ensure that the
compliance requirements of the PPT process are met, that assessment data and goals and objectives are directly linked to the general education
curriculum, and that decision‐making about placement occurs after the goals and objectives are developed.
Participants in this professional development activity will receive an overview of the legal rationale behind an IEP and an explanation of the PPT
process and how it is to be documented.
45
Event Title Technology Tools for the CMT Skills Checklist

01/05/11, Wednesday 9:00 AM 3:30 PM The NEAT Center at Oak Hill, Hartford
Event Code: 11‐28‐108 Offered by: Technology in Education Initiative
CEUs: 0.7 Technology (302) Closing Date: 12/17/2010 Stacy Potanka
Fee: $40 per person Presenter(s): Carol Magliocco Project Assistant
Audience: Grades 3‐8 Assistive Technology Coordinator, (860) 632‐1485 Ext: 241
General and Special Educators, Paraprofessionals, and EASTCONN, Hampton Email: potanka@ctserc.org
Related Services Personnel Amy Norton
Assistive Technology Specialist,
EASTCONN, Hampton
Event Description:
The CMT Skills Checklist is a working document designed for teachers to use throughout the school year to plan instruction, monitor student
progress, and document achievement for students with significant cognitive disabilities.
In this session, participants will examine how assistive technology tools may be used to assess students in an independent and objective
manner on the CMT Skills Checklist. Through hands‐on exploration, participants will examine software applications such as Clicker 5, Clicker Paint,
and Cloze Pro from Crick Software. Participants will learn how to use these programs to assess students who need support with reading and
writing as well as students who require alternative computer access, such as switch scanning.
In order to improve outcomes for students taking the CMT Skills Checklist in grades 3‐8, participants will explore various assistive technology
applications that may be used for assessment of these students; learn how to integrate these tools into the general education curriculum for
students with significant cognitive disabilities; and examine options available for students who need alternative methods of demonstrating the
skills on the CMT Skills Checklist.
Event Title A Classroom of Difference

Fee: $35 per person Presenter(s): Michelle Pincince Education Services Specialist
Audience: PreK‐Grade 12 Project Director, Anti‐Defamation (860) 632‐1485 Ext: 256
Educators, Administrators, Community Members, and League (ADL) Email: ljones@ctserc.org
Members of Faith‐based Organizations
Event Description:
As our nation becomes increasingly diverse, educators need skills, knowledge, and resources to nurture a school climate that fosters trust,
understanding, and respect; and to respond to bias and prejudice in the school community. SERC and the Anti‐Defamation League’s A WORLD OF
DIFFERENCE® Institute are offering this full‐day interactive training program to help educators produce inclusive classroom and school
environments in which all students feel respected and challenged to succeed.
Participants in this professional development activity will develop an understanding of the range of personal characteristics included in the
term “diversity”; increase their ability to develop and support a school culture of inclusion and respect for all students; explore how diversity
impacts the way individuals interact with students and parents; learn skills and insights that will assist educators in improving the learning
opportunities for students from different backgrounds in order to ensure student achievement; begin to develop strategies to examine and
challenge bias in their own school or district; and develop next‐step strategies.
46
Event Title How Welcoming Is Your School? ‐ Session B

CEUs: 0.8 Closing Date: 12/28/2010 Bianca Irizarry
Fee: None Presenter(s): Betsy LeBorious Project Assistant
Audience: Grades K‐12 Program Manager, Youth and Family (860) 632‐1485 Ext: 216
Teachers, Administrators, Parents, and Community Development, CREC Email: irizarry@ctserc.org
Members. Participants are encouraged to attend as Veronica Marion
school‐based teams of 5. SERC Consultant/CT PIRC Coordinator
Event Description:
When schools create a welcoming environment, they become inviting places where students feel safe and want to learn, school employees
want to work, and families want to be involved. This half‐day training incorporates hands‐on activities and small group discussions regarding the
use of a walkthrough assessment of a school. The welcoming walkthrough 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 Walkthrough Tool Kit,
participants learn how to assess the climate of their school and develop a plan to create a welcoming climate to engage families and the
community.
To improve outcomes for all students, participants in this professional development activity will develop an understanding of the value of
family engagement in school climate issues, discuss the preparations needed to conduct a constructive walkthrough assessment, review the
guidelines for conducting a welcoming walkthrough, and explore the report and recommendations component to develop a plan for action.
Session A of this activity is scheduled for November 19, 2010, and Session B is scheduled for January 11, 2011. Both sessions cover the same
content. The workshop is provided in collaboration with the Connecticut State Department of Education.
Event Title Multicultural Literature and Culturally Responsive Literacy Instruction

01/12/11, Wednesday 4:30 PM 7:00 PM SERC Classroom, Middletown
Administrators, General and Special Educators, Literacy Email: guerra@ctserc.org
Specialists, Paraprofessionals, and Related Services
Personnel
Event Description:
Our society and its schools are becoming increasingly diverse in cultural, racial, ethnic, religious, and socioeconomic ways. In order to promote
respect and understanding among students, teachers often turn to multicultural literature as a tool of culturally responsive instruction. While
multicultural books, ethnic foods, and holidays are components of culturally responsive instruction, the definition needs to also include high
academic standards, a rigorous curriculum, and effective teaching. As Connecticut educators work to help culturally and linguistically diverse
students reach their full potential, it is important that educators understand the link between culturally responsive instruction and literacy
instruction.
Over the course of four evenings, the presenters will highlight the selection and use of muticultural books, and the participants will explore and
discuss the components of literacy instruction through the lens of culture and diversity. Participants will be encouraged to develop and try some
strategies, then discuss them with the group. During the intersessions, participants will have the opportunity to engage in online discussions to
deepen and extend their learning.
In order to improve student outcomes, participants in this professional development activity will explore a framework for selecting and
teaching multicultural literature; examine and critique multicultural literature; explore the elements of culturally responsive instruction; discuss
the qualities of a culturally responsive educator; and apply their new knowledge to their specific jobs in the schools.
The snow date for this activity is Wednesday, March 30, 2011.
47
Event Title Technology Tools to Assist in the Reading and Writing Process: Grades 3‐8

EASTCONN, Hampton
Event Description:
Many students have trouble with the reading or writing process due to attention, organizational, or processing difficulties. This session offers a
hands‐on exploration of technology tools that assist students, grades 3‐8, in accessing literature, brainstorming, researching, organizing, writing,
and editing their work. Reading support programs that will be explored include electronic text presented at grade level utilizing Bookshare
literature and NIMAS files, audio text on CD or in MP3 format through Recording for the Blind & Dyslexic (RFB&D), and scaffolded reading
resources such as Don Johnston Start‐to‐Finish materials. Writing support programs will include Inpiration, SOLO, and Cricksoft’s “Find Out and
Write About.”
In order to increase academic achievement and participation in the general education curriculum for students in grades 3‐8, including students
with disabilities, participants will gain an understanding of the continuum of tools available in order to apply technology as an integral part of the
learning environment; increase familiarity by engaging in hands‐on exploration of many of these tools; and learn how to identify and use
appropriate programs to assist students in the classroom.
A similar session geared for students in grades 7‐12 is scheduled for January 19, 2011.
Event Title Teaching Social Skills to Students with Autism Spectrum Disorders

Fee: $65 per person Presenter(s): Jim Loomis, Ph.D. Education Services Specialist
Audience: Grades K‐12 Psychologist, Center for Children with (860) 632‐1485 Ext: 225
General and Special Educators, Student Support Special Needs, Glastonbury Email: champion@ctserc.org
Services Professionals, Paraprofessionals, and Family
Members, in Teams of 3‐5 people
Event Description:
This workshop will explore the programming and teaching of appropriate social skills for students with autism spectrum disorders (ASD) in
order to increase their access and participation in the general education classroom as well as time spent with nondisabled peers.
Participants in this professional development activity will develop the necessary skills to assess the social functioning of a student with ASD;
develop strategies to teach appropriate social skills to a student with ASD; create social opportunities so that the student may practice and
generalize the social skills; and connect social skills development to the individualized education program (IEP) to ensure access and participation
in general education for a student with ASD.
48
Event Title Closing the Literacy Gap in Middle and High Schools: A Research‐based, School‐wide Literacy Approach for
Administrators
Fee: $60 per person Presenter(s): Michael Faggella‐Luby, Ph.D. Education Services Specialist
Audience: Grades 6‐12 Assistant Professor, Educational (860) 632‐1485 Ext: 233
Administrators, Department Chairs, and Curriculum Psychology, Univ. of Connecticut Email: guerra@ctserc.org
Coordinators
Event Description:
This session will focus on the critical need for closing the achievement gaps in secondary schools by addressing issues of adolescent literacy
through: (1) a brief overview of the research‐based components related to improving reading comprehension in adolescents; (2) introduction of a
school‐wide model for implementing Scientific Research‐Based Interventions (SRBI) for all learners called the Content Literacy Continuum; (3)
review of a variety of research‐based practices across multiple levels of school‐wide service delivery; (4) presentation of four critical features of
implementation for school‐wide models; and (5) identification of links to resources for further information on research‐based practices.
Participants in this professional development activity will enhance their ability to identify the content and pedagogy necessary to improve
adolescent literacy and student outcomes; describe a school‐wide model for implementing SRBI at the secondary level; assess their own
implementation of school‐wide service delivery models; and draw upon further resources to make decisions about research‐based practices to
support learners in their schools.
Event Title Technology Tools to Assist in the Reading and Writing Process: Grades 7‐12

EASTCONN, Hampton
Event Description:
Many students have trouble with the reading or writing process due to attention, organizational, or processing difficulties. This session offers a
hands‐on exploration of technology tools that assist students, grades 7‐12, in accessing literature, brainstorming, researching, organizing, writing,
and editing their work. Reading support programs that will be explored include electronic text presented at grade level utilizing Bookshare
literature and NIMAS files, audio text on CD or in MP3 format through Recording for the Blind & Dyslexic (RFB&D), and scaffolded reading
resources such as Don Johnston Start‐to‐Finish materials. Writing support programs will include Inpiration, Ginger, SOLO, and Kurzweil.
In order to increase academic achievement and participation in the general education curriculum for students in grades 7‐12, including
students with disabilities, participants will gain an understanding of the continuum of tools available in order to apply technology as an integral
part of the learning environment; increase familiarity by engaging in hands‐on exploration of many of these tools; and learn how to identify and
use appropriate programs to assist students in the classroom.
A similar session geared for students in grades 3‐8 is scheduled for January 12, 2011.
49
Event Title Project CRISS: Creating Independence through Student‐owned Strategies (Level I Training)

CEUs: 2.5 Literacy (301) Closing Date: 1/7/2011 Heather Penfield
Fee: $125 per person Presenter(s): Lucy Krause Education Services Specialist
Audience: Grades 3‐12 SIM Professional Developer (860) 632‐1485 Ext: 263
General and Special Educators Email: penfield@ctserc.org
Melissa Wrigley
SERC Consultant
Event Description:
It is important that teachers foster active learning techniques in their classrooms. Project CRISS, or CReating Independence through Student‐
owned Strategies, focuses on teaching students how to learn through reading, writing, talking, and listening. Each day of this three‐day program
will be engaging and interactive as elementary‐ through secondary‐level teachers learn new ways to introduce learning and problem‐solving tasks
to their students, including students with disabilities. Teachers can take what is offered, shape it, mold it, and make it theirs for use in the
classroom the next day.
To facilitate student learning and improve student outcomes, participants in this professional development activity will explore new ways to
teach students, grades 3‐12, how to organize and remember information; identify strategies for students to use before, during, and after reading;
practice “write to learn” techniques, such as learning logs, framed paragraphs, and spool papers; outline how to incorporate essential reading and
writing strategies into the curriculum; and reflect on the use of these techniques in personal practice and plan strategic efforts to job‐embed their
learning.
Participants will receive a “Project CRISS, Creating Independence Through Student‐owned Strategies” manual as part of the registration fee.
Event Title Data‐Driven Decision Making (DDDM)/Data Teams Basic Training: Session B

Fee: $170 per person Presenter(s): Virginia Babcock Education Services Specialist
Teachers and Administrators Email: sharpe@ctserc.org
Leigh Jones‐Bamman
SERC Consultant
Event Description:
In this two‐day seminar, participants will address Connecticut’s achievement gaps using data‐driven decision making (DDDM). Collaborative
teams examine data in order to: 1) identify instructional strategies for positive student outcomes; and 2) identify instructional obstacles
preventing students from learning. The DDDM process is systematically implemented through the formation of data teams.
Participants will examine various data team structures for applying DDDM in their school at their grade level or within their academic
department. Using common formative assessments and students’ work samples, participants will collaboratively examine strengths and
obstacles, establish goals, and determine the appropriate actions needed to improve academic outcomes and ensure educational equity.
Participants will also discuss considerations for forming data teams and creating structures that support and sustain them.
Participants must bring samples of student work with names removed (e.g., responses to writing prompts, math assessments) and their district
or school data (academic and behavioral) for at least two years.
Session A of this activity is scheduled for November 16 and 17, 2010, and Session B is scheduled for January 26 and 27, 2011. Both sessions
cover the same content.
50
Event Title Making a Difference through Co‐teaching ‐ Session B

Services Professionals are encouraged to register as
two‐person, Co‐teaching Teams
Event Description:
As general education classrooms include more and more students of increasingly diverse backgrounds, learning styles, abilities, and disabilities,
educators are challenged to identify and utilize more meaningful and effective instructional options. Co‐teaching holds great promise within the
framework of Scientific Research‐Based Interventions (SRBI) as a universal practice for supporting students with diverse needs in general
education settings. Through co‐teaching, educators form partnerships comprised of general educators and one of the following: special
educators, student support services professionals, English as a second language (ESL) and English language learner (ELL) specialists, reading
consultants/specialists, or math consultants/specialists. These partners collaborate to provide a rich and differentiated learning opportunity and
a sense of belonging for every child. The team’s talents, experiences, and expertise, both shared and varied, make for powerful and dynamic
approaches to instruction.
In order to improve student learning, teams of participants in this professional development activity will identify six different co‐teaching
arrangements; compare the advantages and disadvantages of each co‐teaching arrangement; determine how co‐teaching can become an
effective support for inclusive practices in accommodating the needs of diverse learners and enhancing student learning in grades K‐12; and plan
ways to integrate co‐teaching into their instructional repertoire. Session A (11/10/10) and Session B (02/03/11) cover the same content.
Event Title What's Different about Teaching Words to English Language Learners?

02/08/11, Tuesday 9:00 AM 3:30 PM ITBD/IIET, New Britain
General and Special Educators, Literacy Coaches, Email: ljones@ctserc.org
Language Arts and Reading Teachers, ESL/Bilingual
Educators, Speech‐Language Pathologists, and
Integrated Students Support Services Professionals
Event Description:
This workshop will provide essential knowledge around Second Language Acquisition stages and processes, literacy development, and
appropriate instructional strategies for the teaching of sight words, vocabulary words, and spelling words to English Language Learners (ELLs),
including ELLs with identified disabilities that affect oral language development and literacy development. Participants will develop their skills in
teaching academic language and metacognitive and language‐learning strategies to ELLs.
Participants in this professional development activity will be able to identify differences in instruction of sight, vocabulary, and spelling words
for ELLs; identify words by tiers; and identify similarities and differences in the development of various literacy skills between students for whom
English is not the native language and students for whom English is the native language (see the Report of the National Literacy Panel on
Language‐Minority Children and Youth, “Developing Literacy in Second‐Language Learners,” 2006).
51
Event Title EIP Case Partner Training: Building Collaborative Partnerships

Event Code: 11‐03‐182 Offered by: Early Intervention Project
Administrators, General and Special Educators, Student Email: sharpe@ctserc.org
Support Services Professionals, Paraprofessionals, and
Parents
Event Description:
A case partner is an educator who supports a colleague through the collaborative strategic decision‐making process in order to provide early
intervention for the instructional, behavioral, and social‐emotional needs of students. The case partner may help the partner teacher complete a
request for assistance form, collect and analyze data, determine the focus area for improvement and desired outcome, create an intervention
plan, monitor the plan, and/or evaluate the effectiveness of the plan. S/he might also model teaching practices or act as a coach for the partner
teacher. Schools have found the use of case partners to be a crucial feature in increasing the efficiency and effectiveness of their early
intervention process, especially as they integrate their early intervention process into the SRBI framework.
This two‐day session will address the essential skills that are needed to build a collaborative school culture, strategically deploy school‐wide
expertise, and become an effective case partner in the early intervention process. It will examine the various responsibilities of a case partner and
the levels of support that can be provided.
Participants in this professional development activity will explore how case partners can streamline the early intervention process; develop
effective communication and collaboration skills, including active listening and reflective questioning; and enhance educational decisions to
improve student outcomes.
The snow date for this activity is Tuesday, March 29, 2011.
Event Title Supervision and Evaluation of Teachers in Differentiated Classrooms

Administrators and Instructional Leaders Email: kisluk@ctserc.org
Janina Johnkoski
SERC Consultant
Event Description:
When educators differentiate instruction, they must recognize and incorporate various learning styles in instruction as well as multiple means
of assessment. In practice, this involves offering several different learning experiences in response to students’ diverse needs. Learning activities
and materials can be varied by students’ preferred ways of learning or expressing themselves, by topic in response to students’ interests, and by
difficulty so as to challenge students at different readiness levels.
This workshop is designed to inform administrators about best practices in differentiated classrooms. As a result of this workshop,
administrators will be able to effectively supervise and evaluate teachers who are differentiating instruction to meet the needs of all students.
Administrators will learn how to utilize the observation, walkthrough, and collaborative professional goal processes to help teachers improve their
differentiation practices.
Participants in this professional development activity will define differentiation and distinguish it from terms such as collaboration, team‐
teaching, and inclusion; gain understanding of effective differentiation strategies; learn how to supervise teachers in a differentiated instruction
model to ensure success for all students; identify key topics regarding differentiation to address with teachers in the teacher supervision and
evaluation process; and use the current supervision and evaluation plan in their school and/or district to effectively address differentiation to
improve student outcomes, kindergarten‐grade 12.
52
Event Title Teaching 21st‐Century Skills

CEUs: 0.7 Closing Date: 2/4/2011 Leticia Garcia Guerra
General and Special Educators and Administrators, and Email: guerra@ctserc.org
Support Staff Greta Skiles
SERC Consultant
Event Description:
Today’s children are living in an information‐ and communication‐rich, global society and preparing for a future that we cannot even imagine.
Schools are faced with the challenge of providing students with necessary skills and concepts of core academic subjects while also helping
students develop innovation skills such as creativity; critical thinking and problem solving; communication and collaboration; information, media,
and technology skills; and life and career skills such as flexibility, initiative and self‐direction, social and cross‐cultural skills, productivity, and
leadership.
In this professional development activity, participants will review the Partnership for 21st‐Century Skills (P21) framework, assess their schools’
current level of 21st‐Century teaching, and imbed 21st‐Century skills into an upcoming unit of study, for students in grades 4‐12.
Event Title Enhancing Student Motivation and Self‐Determination Within the Transition Planning Process

Middle and Secondary School Personnel, Transition Email: kisluk@ctserc.org
Specialists, Guidance Counselors, and Social Workers
Event Description:
Self‐advocacy is the ability of an individual to effectively communicate, convey, negotiate, or assert one’s own interests, desires, needs, and
rights (see “The Self‐Advocacy Strategy” by A.K. Van Reusen and C.S. Bos et al., 1994). To be effective and relevant, education must be student‐
centered and consumer‐driven. If the goal of education is to develop self‐directed learners who can address their own needs, wants, and
concerns and can advocate for their goals and aspirations, then assessment and instruction in self‐determination is critical for all students. [See
“Preparing for Adult Life: Teaching Students Their Rights and Responsibilities” in CEC Today, 1(7),12.]
Participants will be given several methods with which to assess a student’s self‐advocacy and self‐determination skills. Students should be
active participants in the assessment process. They should assist in the gathering and review of data, and help to use the assessment results to
ensure that educators make informed decisions when writing the postsecondary and annual goals and objectives.
Participants in this professional development activity will discover techniques to teach students how to effectively communicate their
education and transition strengths, areas to improve, and short‐term and long‐term goals.
All participants will receive the Self‐Advocacy CD program from the University of Kansas Center for Research on Learning.
53
Event Title Beyond the Basics of Co‐teaching

Fee: $30 per person Presenter(s): Stefanie Carbone Education Services Specialist
Services Professionals are encouraged to register as Kathryn Weingartner
two‐person, Co‐teaching Teams SERC Consultant
Event Description:
When supports and services are brought into the general education classroom, educators may find themselves in a co‐teaching partnership.
An important benefit of this partnership is a greater opportunity to provide high‐quality instruction at the universal level that is matched to the
needs of the students. This session will focus on differentiated instruction, Universal Design for Learning (UDL), the roles and responsibilities of co‐
teachers regarding individualized education program (IEP) implementation, and instructional strategies that co‐teachers can use to motivate their
students, increase student participation, and promote student achievement.
This session is designed for experienced co‐teachers who are seeking to improve the effectiveness of their classroom management and
instruction. Participation by both co‐teaching team members is encouraged.
Participants in this professional development activity will identify ways to combine their teaching strengths; determine how to adjust their
instruction to meet the varying readiness levels, learning preferences, and interests of their students; explore ways to provide supports for
learning that reduce barriers to the curriculum while maintaining high achievement standards for all; and plan ways to enhance and differentiate
the delivery of content to improve access and learning outcomes for all students.
Event Title Social Skills Instruction for Students with Visual Impairments

04/07/11, Thursday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
Fee: $75 per person Presenter(s): Sharon Sacks Education Services Specialist
Audience: PreK‐Grade 12 Director of Curriculum, California (860) 632‐1485 Ext: 225
Teachers of the Visually Impaired School for the Blind Email: champion@ctserc.org

Event Description:
This two‐day workshop will provide participants with an extensive overview of teaching social skills to students with visual impairments,
including those with additional disabilities. Participants will learn strategies for initiating social skills instruction for students from infancy through
young adulthood.
Participants in this professional development opportunity will learn the importance of teaching social skills to students with visual impairments,
including students with visual impairments and additional disabilities; the theoretical constructs that provide a foundation for social skills
instruction; and how to design instructional strategies for teaching social skills to students with visual impairments and additional disabilities, from
infancy through adulthood.
54
Event Title Understanding and Teaching Students with Reading Disabilities

Fee: $50 per person Presenter(s): Maryanne Wolf Education Services Specialist
Audience: Grades K‐12 Director, Center for Reading and (860) 632‐1485 Ext: 233
General and Special Education Teachers and Reading Language Research Email: guerra@ctserc.org
Specialists
Event Description:
In the 2009‐2010 school year, 31.5% of all the students with disabilities in Connecticut were identified as having a specific learning disability.
Many of these students have reading disabilities.
In the morning portion of this session, Dr. Maryanne Wolf will discuss what brain circuitry is needed in order to read, some internal and
external causes for reading disabilities, the latest data for treating students with reading disabilities, and how fluency is a bridge for reading
comprehension.
In the afternoon, participants will take what they have learned and, with the help of SERC consultants, develop practical applications of
comprehension strategies for teaching students with reading disabilities.
Event Title Raising Your Anti‐Racist IQ: A Systems Approach to Culturally Responsive Practices

Fee: $25 per person Presenter(s): Anne Marie Davidson Education Services Specialist
Audience: Birth‐5 SERC Consultant (860) 632‐1485 Ext: 268
Early Childhood General and Special Educators, Email: wilson@ctserc.org
Administrators, and Service Providers serving children Paquita Jarman‐Smith
ages birth‐5 SERC Consultant
Event Description:
To be effective as early educators and leaders, teachers and administrators must start examining systemic racism in the context of early
childhood classrooms and programs.
This session is designed to support early care and education professionals as they begin the process of understanding racial identity
development. Using an anti‐racist IQ tool developed from their observations in the field, along with best practices in social‐emotional
development, the facilitators will lead participants in supporting the positive racial identity development of children and promoting positive
interactions with families.
Participants in this professional development opportunity will explore the impact of systemic racism and dominant (white) culture on adult
values and beliefs, and the impact of racism on their personal practices in classrooms of young children; examine children’s identity development
through the lens of race and culture; develop an awareness of the role teachers play in understanding systemic racism as they develop their own
cultural competencies; and use tools to support positive family roles in the lives of their students.
55
Event Title Practical Strategies for Accelerating the Literacy Skills and Content Learning of Your ELLs

Fee: $100 per person Presenter(s): Jo Gusman Education Services Specialist
Audience: Grades K‐8 Educational Consultant and President, (860) 632‐1485 Ext: 233
General and Special Educators, ESL/ELL and Literacy New Horizons in Education, Inc. Email: guerra@ctserc.org
Specialists, Paraprofessionals, Curriculum
Specialists/Coordinators, and Student Support Services
Professionals
Event Description:
In its position statement on English Language Learners (ELLs), the Connecticut State Board of Education recognizes the importance of ensuring
that students acquire a level of English proficiency in speaking, listening, reading, and writing that allows them to participate in mainstream
academic programs. In addition, these students are expected to master the same content and achieve the same levels of academic performance
as students whose first language is English.
As the ELL population in Connecticut increases, meeting the needs of these students can be a great challenge for many educators. Teachers
must ensure that while students are meeting their language objectives, they are also not falling behind their English language‐speaking peers in
content areas. This workshop will aid teachers in preparing students who are ELLs to develop the vocabulary and language skills essential to their
success in literacy. Jo Gusman will present strategies for creating a highly successful and inclusive learning environment for all ELLs, especially
during Tier I instruction.
Participants in this professional development activity will learn how to plan instruction for ELLs using knowledge of the stages of language
development; apply strategies for teaching vocabulary to ELLs; and use methods of developing academic language in ELLs.
56
INDIVIDUAL APPLICANT APPLICATION FORM
2010‐2011 PROFESSIONAL DEVELOPMENT ACTIVITIES

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

STATE EDUCATION RESOURCE CENTER, 25 Industrial Park Road, Middletown, CT 06457‐1516
Phone (860) 632‐1485 – Fax (860) 632‐8870 – www.ctserc.org
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58
THIS SECTION CONTAINS
PROFESSIONAL DEVELOPMENT ACTIVITIES
DESIGNED FOR TEAM PARTICIPATION
ACTIVITIES DESIGNED FOR TEAMS

Before registering, please review the activity description for
information on who should apply for these programs and for
district and/or school-based team requirements. Be sure
applications meet the advertised criteria for the size and makeup
of each team.
Web registration for these programs is not available. Team

applications should be submitted by mail or fax only. Please fill
out the Team Application Form on page 71.
The workshop description provides information on registration

fees (if applicable). For additional information about each
activity and the application process, call or send an e-mail
message to the advertised Contact Person.
59
60
Event Title Data Walls 101

# Sessions: 2 Registration: Fax or Mail Contact Person:
CEUs: 1.5 Closing Date: 9/30/2010 Sarah‐Anne Nicholas
Fee: $75 per person Presenter(s): Virginia Babcock Project Assistant
General and Special Educators, in Teams of 3‐4 people Email: nicholas@ctserc.org
Greta Skiles
SERC Consultant
Event Description:
“One of the most powerful techniques educators and school leaders can use to improve decision making in the classroom, school, and district is
the ‘Data Wall.’” ‐ Douglas Reeves, Ph.D., Center for Performance Assessment
In this age of data‐driven decision making and accountability, schools’ progress toward educational goals and outcomes should be transparent
to the entire school community. One very effective way of doing this is through the display of data walls and data graphs. Functional data walls
help educators monitor the progress of their students throughout the data team process, while data displays show students, parents, teachers,
and other community members the progress students have made. The data walls should be presented in an informative and visually appealing
way to ensure they are understood and will have an impact.
This hands‐on session will include a brief overview of data walls and the display of high‐quality examples; guidance on selecting the
information to display and creating effective visuals; assistance in the use of technology to create charts and graphs; and feedback on the results.
Event Title Making Adequate Yearly Progress for Students with Disabilities

Fee: $100 per team Presenter(s): Donnah Rochester Education Services Specialist
Building‐level Administrators, Special Education Email: hendry@ctserc.org
Administrators, General and Special Educators, and Diane Smith
Related Services Personnel, in Teams of 5 people SERC Consultant
Event Description:
In an effort to help districts address the challenge of making Adequate Yearly Progress (AYP), the Connecticut State Department of Education,
in collaboration with SERC, is providing an opportunity for school teams to reflect on current practices, share ideas, and collaboratively solve
problems to improve the academic achievement of students with disabilities.
Each school team in this professional development activity will examine the philosophies, policies, structures, school culture, and practices that
support and also hinder academic achievement for students with disabilities; analyze school data; identify strategies to assist students with
disabilities in meeting goals for the Connecticut Mastery Test (CMT) and Connecticut Academic Performance Test (CAPT); and begin to develop a
school improvement plan to include coordination of professional development, data review, and collaborative planning time. School‐based teams
should include a building‐level administrator, special education administrator, general and special education teachers, and related services
personnel.
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Event Title A Step by Step Approach for Inclusive Schools: Cadre 1

School‐based Teams of 5 people including General and Email: hendry@ctserc.org
Special Educators, Administrators, and Related Services
Personnel
Event Description:
A Step by Step Approach for Inclusive Schools is a comprehensive three‐day program to expand the capacity of school staff to implement an
inclusive system, meet several of Connecticut’s State Performance Plan Indicators, and make continuous improvement in addressing the P.J. v.
STATE of CONNECTICUT, BOARD of EDUCATION Settlement Agreement goals. The program was developed by Stetson and Associates, Inc., a
Houston‐based educational consulting firm.
Since building inclusive education systems necessitates leadership and successful collaboration between general and special education,
participating school teams should consist of the following members: a principal, a general education teacher, a special education teacher, and at
least one student support services professional. Schools may expand their team membership to seven (7) participants if they choose to include
school or district‐level leaders. School principals are required to attend all three days with their school‐based teams.
Participants in this professional development activity will improve outcomes for students with disabilities by developing systems‐based
strategies that ensure access, participation, and progress in general education; utilize an objective student‐centered process in making
collaborative decisions about types and levels of specialized support; and be prepared to build the capacity of their colleagues in
implementing a system of responsible inclusive practices in their respective schools.
Event Title Get a Job! Transition Specialists and Job Coaches Teaming Together to Help Students

11/10/10, Wednesday 9:00 AM 3:30 PM Marriott Courtyard, Cromwell
Fee: $100 per team Presenter(s): Amy Dwyre, MA, CRC Education Services Specialist
Audience: Grades 9‐12 Senior Associate, Transcen, Inc. (860) 632‐1485 Ext: 293
Transition Specialists, Administrators, Job Developers, Email: kisluk@ctserc.org
Placement Counselors, and Paraprofessionals serving
as Job Coaches, in Teams of 2‐5 people
Event Description:
People with a range of disabilities have been successful employees contributing to businesses of all types and sizes. Yet the unemployment
rate of people with disabilities is still relatively high. Job coaches can help young people with disabilities find employment by serving as liaisons
between the employment site, schools, students, and parents.
Amy Dwyre is project coordinator for the Post‐Secondary Education Research Center, which evaluates and provides technical assistance on
college‐based transition programs in Connecticut and Maryland for students with intellectual disabilities. In this workshop, Ms. Dwyre will review
Connecticut guidelines outlining job coach competencies for paraprofessionals, and participants will determine how these guidelines are or will be
incorporated into their district transition planning process.
Participants will identify the roles and responsibilities of the transition specialist and job coach in marketing, job development, job matching,
and job training for students with disabilities; negotiate customized job positions for students with disabilities; and develop problem‐solving
strategies in employment settings.
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Event Title A Step by Step Approach for Inclusive Schools: Cadre 2

Fee: $300 per team Presenter(s): SERC Consultants Education Services Specialist
School‐based Teams of 5 people including General and Email: hendry@ctserc.org
Special Educators, Administrators, and Related Services
Personnel
Event Description:
A Step by Step Approach for Inclusive Schools is a comprehensive three‐day program to expand the capacity of school staff to implement an
inclusive system, meet several of Connecticut’s State Performance Plan Indicators, and make continuous improvement in addressing the P.J. v.
STATE of CONNECTICUT, BOARD of EDUCATION Settlement Agreement goals. The program was developed by Stetson and Associates, Inc., a
Houston‐based educational consulting firm.
Since building inclusive education systems necessitates leadership and successful collaboration between general and special education,
participating school teams should consist of the following members: a principal, a general education teacher, a special education teacher, and at
least one student support services professional. Schools may expand their team membership to seven (7) participants if they choose to include
school or district‐level leaders. School principals are required to attend all three days with their school‐based teams.
Participants in this professional development activity will improve outcomes for students with disabilities by developing systems‐based
strategies that ensure access, participation, and progress in general education; utilize an objective student‐centered process in making
collaborative decisions about types and levels of specialized support; and be prepared to build the capacity of their colleagues in
implementing a system of responsible inclusive practices in their respective schools.
Event Title The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams ‐ Elementary Schools

11/18/10, Thursday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
11/19/10, Friday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
# Sessions: 4 Registration: BY PHONE ONLY (SEE BELOW) Contact Person:
Fee: $750 per team Presenter(s): Stefanie Carbone Education Services Specialist
Administrators, General and Special Educators, and Email: sharpe@ctserc.org
Student Support Services Professionals in Teams of up Leigh Jones‐Bamman
to 8 people SERC Consultant
Event Description:
Scientific Research‐Based Interventions (SRBI) is Connecticut’s framework for improving education for all students. This professional
development opportunity supports educators in refining their early intervention process to develop a decision‐making system necessary to
implement SRBI effectively. It comprises experiential activities, reflective dialogue, case studies, and presentation of fundamental early
intervention methodology through a pre‐training conference call, four days of training, and one day of on‐site technical assistance to support
application of new learning.
Participants will examine the knowledge, beliefs, skills, instructional practices, and organizational structures needed for implementation and
sustainability of the early intervention process within the context of SRBI; analyze collaborative decision‐making; discuss how to embed the
philosophy and principles of early intervention into daily practice; examine the role of early intervention in reducing the racial predictability of
student achievement; practice an intervention planning process that includes analyzing current performance, defining desired outcomes,
selecting suitable interventions based on student needs, monitoring student progress, and evaluating intervention effectiveness; and assess
current team functioning and modify it to improve team efficiency and effectiveness.
IMPORTANT NOTE: If you are considering attending this training, please contact Leigh Jones-Bamman at (860) 632-1485, x 304, or jones-
bamman@ctserc.org, to discuss how we can best meet your needs. Participating teams may consist of district administrators, general and special
educators, and support services professionals. Attendance by a building administrator is required.
63
Event Title Transitioning Students with Autism to Employment

11/19/10, Friday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
Fee: $85 per person Presenter(s): Paul Wehman, Ph.D. Education Services Specialist
Audience: Grades 6‐12 Professor, Virginia Commonwealth (860) 632‐1485 Ext: 225
Teams of Transition Specialists, ISSS Professionals, University Email: champion@ctserc.org
General and Special Educators, Guidance Counselors,
Career Center Staff, State and Local Agency
Representatives, and Family Members
Event Description:
Adolescents with autism need specialized support and help with planning throughout their transition from school to adult life, whether they
are continuing on to college or seeking employment.
In this professional development activity, participants will learn how to design supports for individuals with autism and expand their
opportunities and potential for success in education, employment, and community settings. Participants will explore the different models of
integrated employment and the factors that lead to success in the workplace for individuals with autism, and will learn how to develop and
implement a community‐based program to address instruction in academics, vocational training, daily living skills, community‐based life skills, and
recreation skills.
Participants will receive the book “Autism and the Transition to Adulthood: Success Beyond the Classroom” by Paul Wehman, Marcia Datlow
Smith, and Carol Schall.
Event Title Accessing the Content and Assessing Achievement for Students with Significant Cognitive Disabilities

Fee: $125 per team Presenter(s): Bree Jimenez, Ph.D. Education Services Specialist
Audience: Grades K‐12 Grant Manager and Research Associate, (860) 632‐1485 Ext: 255
General and Special Educators, Special Education Project MASTERY, UNC Charlotte Email: hendry@ctserc.org
Administrators, Related Services Personnel, and Angel Lee
Parents, in Teams of 2‐3 people Research Associate, Project MASTERY,
UNC Charlotte
Event Description:
The Individuals with Disabilities Education Act (IDEA 2004) requires that all students have access to the general education curriculum, but
access means more than just placement in the general education classroom. All students have the right to be engaged in the general curriculum
content and participate in alternate assessments based upon grade‐level content standards. Creating grade‐level content for students with
significant cognitive disabilities, while challenging for educators enables students with significant disabilities to define high‐quality life outcomes,
acquire community life skills, have an equal educational opportunity, and have increased opportunities for self determination (see “Creating
Access to the General Curriculum with Links to Grade‐Level Content for Students with Significant Cognitive Disabilities: An Explication of the
Concept” by Diane Browder et al., 2007).
This two‐day professional development activity involves planning, developing, implementing, and sustaining responsible inclusive practices for
students with significant disabilities, particularly in the areas of language arts, mathematics, and science. In order to improve outcomes for all
students, teams of participants will align the general education curriculum standards across symbolic levels, embed state standards using
Universal Design for Learning and systematic instruction in the core areas of language arts, mathematics, and science, and learn the different
ways in which grade‐level content can be modified to reflect standards.
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Event Title The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams ‐ Secondary Schools

12/08/10, Wednesday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
12/09/10, Thursday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
# Sessions: 4 Registration: BY PHONE ONLY (SEE BELOW) Contact Person:
Fee: $750 per team Presenter(s): Virginia Babcock Education Services Specialist
Student Support Services Professionals in Teams of up Leigh Jones‐Bamman
to 8 people SERC Consultant
Event Description:
Scientific Research‐Based Interventions (SRBI) is Connecticut’s framework for improving education for all students. This professional
development opportunity supports educators in refining their early intervention process to develop a decision‐making system necessary to
implement SRBI effectively. It comprises experiential activities, reflective dialogue, case studies, and presentation of fundamental early
intervention methodology through a pre‐training conference call, four days of training, and one day of on‐site technical assistance to support
application of new learning.
Participants will examine the knowledge, beliefs, skills, instructional practices, and organizational structures needed for implementation and
sustainability of the early intervention process within the context of SRBI; analyze collaborative decision‐making; discuss how to embed the
philosophy and principles of early intervention into daily practice; examine the role of early intervention in reducing the racial predictability of
student achievement; practice an intervention planning process that includes analyzing current performance, defining desired outcomes,
selecting suitable interventions based on student needs, monitoring student progress, and evaluating intervention effectiveness; and assess
current team functioning and modify it to improve team efficiency and effectiveness.
IMPORTANT NOTE: If you are considering attending this training, please contact Leigh Jones-Bamman at (860) 632-1485, x 304, or jones-
bamman@ctserc.org, to discuss how we can best meet your needs. Participating teams may consist of district administrators, general and special
educators, and support services professionals. Attendance by a building administrator is required.
Event Title Designing Standards‐Based IEPs to Support Progress in the General Education Curriculum

General and Special Educators and Administrators, and Email: hendry@ctserc.org
Student Support Services Professionals, in Teams of 3‐5
people
Event Description:
To successfully include a student in the general education curriculum, general and special educators and student support services professionals
must collaborate in new ways to meet the demands of developing high‐quality individualized education programs (IEPs). This four‐day, job‐
embedded workshop will provide opportunities for participating teams to explore issues such as methods of assessment, alignment within an IEP,
specially designed instruction, and the use of assistive technology.
Participants in this professional development activity will determine if the design of a student’s IEP yielded educational benefit; be able to
determine the types of assessments that provide present levels of performance data, and monitor the progress of IEP goals and objectives;
analyze the gap between the expected performance of ALL students and a specific student’s current level of achievement; and use a collaborative
decision‐making process to ensure effective implementation of an IEP.
REQUIRED PREPARATION: Participating team members must bring IEPs on a specific student for a three‐year period with identifying
information removed.
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Event Title Increasing the Participation of Students who Use Augmentative and Alternative Communication (AAC)

Fee: $100 per team Presenter(s): Smita Worah, Ph.D. Project Assistant
General and Special Educators, and Speech‐Language Email: potanka@ctserc.org
Pathologists Nicole Natale, MS, CCC‐SLP, ATP
Event Description:
All children need to be able to communicate with the world around them in order to participate in social and educational activities. Children
with developmental disabilities such as autism, cerebral palsy, Down syndrome, and intellectual disabilities are sometimes unable to participate
unless they have access to augmentative and alternative communication (AAC). AAC is multimodal: it allows individuals to use every possible
communication mode, such as gestures, vocalizations, residual speech, and speech‐generating devices. Students whose speech is not sufficient to
meet all of their communication needs must have access to AAC, but it can be a challenge for the educational team to provide a communication
system that is individualized for the student and meets the student’s academic and social demands.
Participants in this two‐day professional development activity will acquire a foundation in the field of AAC; learn systems of communication
modalities for individuals with complex communication needs due to a variety of etiologies and characteristics; see demonstrations of low‐ and
high‐tech AAC systems; and receive an overview of AAC assessment procedures, interventions, legal requirements for the acquisition of AAC
equipment, and state and local policies to include AAC in development of the individualized education program (IEP). A case‐study approach will
be used to facilitate learning.
Event Title Ensuring Educational Benefit: Making the Transition IEP a Living Document

01/27/11, Thursday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
General and Special Educators, Transition Specialists, Email: kisluk@ctserc.org
Administrators, Integrated Student Support Services
Professionals, AT Professionals, and Paraprofessionals,
in Teams of 2‐5 people
Event Description:
The Individuals with Disabilities Education Act (IDEA 2004) mandates that “transition” be designed to encompass both academic and functional
achievement that facilitates movement from school to post‐school activities. The State Performance Plan (SPP) Indicator 13 ensures these
requirements are addressed on a student’s individualized education program (IEP). The Educational Benefit Review Process, developed by the
California State Department of Education and adopted by the Connecticut State Department of Education, allows districts to monitor the
successful implementation of the transition process.
Participants in this two‐day professional development activity will determine if the design of a student’s IEP was reasonably calculated to
confer educational benefit as set out by the U.S. Supreme Court in BOARD OF EDUCATION OF THE HENDRICK HUDSON CENTRAL SCHOOL DISTRICT
v. ROWLEY; use assessments to establish and monitor the progress of IEP goals and objectives in order to address the specific needs of a student
that impact access, participation, and progress in the general education high school curriculum, community, workplace, and home; identify a
continuum of transition services that may be appropriate for students in the general education classroom, the work world, and the community;
and ensure that a student’s IEP is compliant with all targeted points covered within Indicator 13.
* Participants will need to bring a three‐year cycle of IEPs and supporting documents on a specific student (with name omitted).
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Event Title Addressing Challenging Behaviors for Students with Autism Spectrum Disorders and Related Disabilities

Fee: $125 per person Presenter(s): Judy Itzkowitz, Ph.D. Education Services Specialist
Audience: Grades K‐12 Education Consultant, South Windsor (860) 632‐1485 Ext: 225
General and Special Educators, Administrators, and Email: champion@ctserc.org
Student Support Services Professionals, in Teams of up
to 5 people
Event Description:
Effective behavior support of students with autism spectrum disorders (ASD) and related disabilities requires highly individualized practices
that address the students as learners and their interaction with their environment. This session will examine the elements of a positive behavior
support program to influence the students’ ability to learn and function in the school environment. Evidence‐based practices will be discussed to
guide program development and instructional practices to promote access to a general education curriculum and positive outcomes for students
with ASD.
Participants in this two‐day professional development activity will learn how to create an environment that uses proactive approaches to
managing behavior; establishes strategies and supports for behavior intervention; and focuses on environmental accommodations and
adaptations to prevent occurrences of problem behavior and promote positive social interactions.
Event Title Person‐centered Planning Using MAPS

Students, Family Members, General and Special Email: kisluk@ctserc.org
Educators, Administrators, School Counselors, School
Psychologists, and Transition Specialists
Event Description:
The McGill Action Planning System (MAPS) is a person‐centered planning tool that helps the transitioning student, and the student’s family
members and school, create a shared vision for the future. Thoughtful discussion and planning for life after high school, encompassing potential
areas of employment, training, college, independent living, leisure or adult services, and community participation, provides direction for the
development of meaningful goals and objectives in individualized education programs (IEPs). MAPS helps answer the vital question: What does
the student need to learn before leaving high school in order to successfully transition into adult life?
The proactive strategy, originally designed to assist students with severe disabilities, is now being effectively used with students with emotional
disturbance, learning disabilities, and other health impairments. As high schools continue to develop tiers of scientific research‐based
interventions (SRBI) in the classroom, MAPS should be considered as an excellent example of a Tier 3 intervention that focuses on supports
needed for postsecondary goals.
Participants in this two‐day professional development opportunity will identify key components and steps to successfully facilitating a MAPS
session; establish teams in their district to complete MAPS with all identified students in the middle and high school grades; and fold the action
steps of this planning system into the development of a meaningful IEP.
PLEASE NOTE: It is recommended that a minimum of 4 staff per district attend this session.
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Event Title Progress Monitoring for Student Success

Fee: $65 per person Presenter(s): Michelle LeBrun‐Griffin Education Services Specialist
Teams of Administrators, General and Special Email: sharpe@ctserc.org
Educators, Student Support Services Professionals, and Perri Murdica
Family Members CSDE Consultant
Event Description:
This training will assist participants with the art and science of progress monitoring. Through a case study, participating school‐based teams
will leave with a better understanding of the key features of an effective monitoring system, including how to use data to inform instruction,
document effectiveness of intervention(s), and measure response to intervention(s) based on level and rate of student progress over time.
Communicating with families, illuminating potential areas for bias in the decision‐making process, and determining the effectiveness of an
individualized education program (IEP) for students receiving special education supports and services also will be discussed. School‐based teams
will be asked to bring an anonymous case study of a student who is struggling academically or behaviorally, including supporting data and
documentation.
Participants in this two‐day professional development activity will use a workshop approach to review assessment results (beyond mastery
measurements) to identify patterns in student performance; identify the focus area for improvement/intervention; examine baseline and conduct
gap analysis; establish quantifiable, achievable, grade‐level targets and determine interval goals; identify the level and rate of student progress;
learn how to visually organize data to facilitate analysis and interpretation; and monitor the effectiveness of interventions in order to ensure
student success.
Event Title Literacy Practices for English Language Learners

Fee: $60 per person Presenter(s): Marisa Ferraro Education Services Specialist
Audience: Grades K‐8 Program Manager, TAT Program, SCSU (860) 632‐1485 Ext: 256
Literacy Coaches, Reading Teachers/Educators, and Email: ljones@ctserc.org
ESL/Bilingual Educators in district/school Teams of 2 Lorrie Verplaetse, Ph.D.
Project Director, TAT Program, SCSU
Event Description:
This session will give general education literacy coaches and reading educators (teachers/instructors and paraprofessionals) an overview of
Second Language Acquisition, instructional strategies to make input comprehensible and to elicit output from students, and a general
understanding about the differences between teaching reading to English Language Learners (ELLs) and teaching reading to native‐English
speaking students. In addition, participants will learn specific instructional strategies to address the needs of ELLs in the general education
reading instruction setting. Finally, participants will spend time using LAS Links data to identify areas of strength and weakness in English
language proficiency, as well as corresponding instructional strategies to support the language and literacy development of ELLs in general
education classrooms. This session aims to support teachers in their classrooms, so as to improve student learning and decrease the potential for
over‐identification of English Language Learners in special education.
Participants in this professional development activity will be able to explain why certain popularly held misconceptions about second language
learners are untrue; identify instructional strategies that make content comprehensible for ELLs; provide opportunities for ELLs to engage with
content and interact with one another; articulate obstacles specific to ELLs when attempting to read academic text; identify specific instructional
strategies in the five major areas of reading when working with ELLs; and explain and inform others about the skills necessary to complete the LAS
Links annually, as well as identify corresponding instructional strategies based upon individual LAS Links scores as reported in the four domains
(speaking, listening, reading, and writing). This session was offered as part of the CALI ELL Advanced Training in May 2010.
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Event Title Overview of Scientific Research‐Based Interventions (SRBI)

Administrators, Teachers, and Student Support Email: sharpe@ctserc.org
Services Professionals
Event Description:
Scientific Research‐Based Interventions (SRBI) is Connecticut’s Response to Intervention (RTI) framework. Its key elements include a
continuum of student support with increasing intensity and/or individualization across multiple tiers, and a school‐wide or district‐wide
comprehensive system of social‐emotional learning and behavioral supports. This two‐day training will introduce participants to these and other
key elements of SRBI and assist them in the systematic implementation and sustainability of this framework.
In this professional development activity, school and district teams will learn the components of the SRBI framework; examine their current
practices to determine which SRBI components are implemented in their school and/or district and which need to be developed; and set goals for
the implementation of SRBI in their district or school.
Event Title Developing Quality Programs for Students with Autism Spectrum Disorders (ASD)

Fee: $125 per person Presenter(s): Linda Grimm Education Services Specialist
Audience: Grades K‐8 Administrative Director, Benhaven's (860) 632‐1485 Ext: 225
General and Special Educators, Related Services Learning Network, Wallingford Email: champion@ctserc.org
Personnel, and Administrators
Event Description:
Children with autism spectrum disorders (ASD) present unique and challenging needs that require specific supports in their educational
programs. Autism is a pervasive developmental disability, and while there are common features of autism, there is also great variability in the
disorder. Different learning techniques and environments are more effective for certain children with ASD. Therefore, it is essential that school
personnel and families work closely together to identify and develop quality programs that result in successful outcomes for students with autism.
Participants in this professional development activity will be able to identify the evidence‐based components that have been linked to high‐
quality and effective educational programs for students with autism; engage in a review of schools or programs serving students with ASD; and
develop an action plan to meet the educational needs of students with autism.
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Event Title Implementation of Scientific Research‐Based Interventions

05/24/11, Tuesday 8:30 AM 3:30 PM Four Points Sheraton, Meriden
05/25/11, Wednesday 8:30 AM 3:30 PM Four Points Sheraton, Meriden
Support Services Profesionals
Event Description:
This seminar will assist educators in the systematic implementation and sustainability of scientific research‐based interventions. The
Connecticut State Department of Education (CSDE) outlined the key elements of Connecticut’s Framework for Using Scientific Research‐Based
Interventions (SRBI) in 2008 (see pages 2‐3 of the SRBI Executive Summary at http://www.sde.ct.gov/sde/lib/sde/pdf/Pressroom/RTIExecutive
Summary.pdf).
During the seminar, school and district teams will examine their current practices to determine which SRBI components are currently being
implemented in the school and/or district and which need to be developed. By the conclusion of the seminar, the teams will be able to describe
the components of the SRBI framework, examine their practices, establish priorities, and set goals for the implementation of SRBI in their district
or school in order to improve outcomes for all students.
70
TEAM APPLICATION FORM
2010‐2011 PROFESSIONAL DEVELOPMENT ACTIVITIES
School District/Town Phone
Team Liaison/Contact Person E‐mail
Do you plan to attend? Yes No If yes, please complete a Team Member form below.
(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
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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

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REFLECTIVE TEAM PROCESS (RTP)
A Facilitated Dialogue
…to support and enhance the effectiveness of
the Early Intervention Process (EIP) and the early intervention team
Scientific Research-Based Interventions (SRBI) is

As a result of the RTP experience, participating
Connecticut’s framework for improving education for all
teams will:
students. Through SERC’s Reflective Team Process
(RTP), early intervention teams (EIP, SAT, etc.) can • define the intersection of EIP & SRBI;
examine their crucial role in SRBI, assess the • examine their philosophy and beliefs about equity,
functionality and effectiveness of their current student achievement, and the purpose of the early
collaborative decision-making practices, and create a intervention process;
plan for enhancing their early intervention process. This
• increase their capacity to gauge the effectiveness
conversation will lead to more efficient and effective
of their early intervention process over time and to
decision-making to improve instruction, intervention build toward its potential; and
planning, and student learning.
• create a detailed action plan based on what they
In order to address increased calls for accountability, it is have learned.
necessary to establish collective responsibility for student
A school-based team of 6-12 faculty members selected to
achievement through collaboration among school, family, represent the school’s early intervention process, including
and community. The RTP helps early intervention teams the building administrator, must commit to a full day (e.g.,
establish this heightened connectedness and 9:00 a.m. to 3:00 p.m.) for this on-site professional
engagement throughout the entire school community. development activity with SERC Consultants.
Through the analysis of various forms of data and District-level administrators are encouraged to participate.
information, educators will be better able to define the
needs of the school’s current and future learning There is a $600 fee for this technical assistance, payable
community. By using reflective inquiry, teams enhance upon confirmation of the on-site activity date.
their collaboration, organization, and response to
identified student needs.
To request an RTP…
Building or district-level administrators must complete and return this application to request an RTP. Fax to: (860) 632-8870 or mail to: SERC, EIP, 25
Industrial Park Road, Middletown, CT 06457-1516. Schools that apply will be contacted by e-mail to select a mutually convenient date.
Contact Name E-mail
Title/Position School Phone ( )
District School Name
School Address
Please state reason for interest in the RTP:
Please check one of the following:

EIP Team (year trained )
SAT Team
CST Team
Grade-level Team
73
Educating & Supporting Students
on the Autism Spectrum
Share common needs and training outcomes for staff on the
education of students with autism spectrum disorders (ASD).
It is essential that school personnel develop quality

programs to address the individual needs of the child.
This session provides the opportunity for educators
to share with staff the common needs and training
outcomes on the education of students with autism
spectrum disorders (ASD). Topics during this five-
day series will include social skills programming
across multiple environments, development of
individualized education program (IEP) objectives
that enhance learning outcomes for students with
ASD, strategies to promote successful inclusion of
students with ASD in general education classes, and
the creation of positive behavioral supports for
children with ASD.
Participants in this professional development activity will:
• identify district needs to educate and support children with ASD in order to improve student
performance;
• develop action plans outlining goals and objectives to change current practices in an effort to
improve student outcomes for students with ASD; and
• work with their team to identify and develop quality programs to address the individual needs of
children with ASD in their district.
As one of the consortium districts, each team will participate in five days of training. It is anticipated
that each district will host one day of the program.
SERC will coordinate dates and times for these meetings, contribute to overall consortium costs,
provide handouts, and facilitate all logistical arrangements. Districts must agree to contribute $1,000
toward consortium costs, select participating members, and host one of the five training dates (with
adequate meeting space).
For an application to be considered for the autism consortium or for more information, contact Karyn
Champion-Kamm at 860-632-1485, ext. 225, or champion@ctserc.org.
74
In-District Training Opportunities on the
Educational Benefit Review Process:
Job-Embedded Professional Development www.ctserc.org
This reflective professional development session will help teams of educators evaluate and
improve the quality of their students’ individualized education programs (IEPs). An IEP that
demonstrates educational benefit shows an alignment of present levels of performance, strengths
and weaknesses, impact statements, and goals and objectives that meet the unique needs of the
student. To strengthen the likelihood of educational benefit for students with disabilities, this
session will cover the steps of the Educational Benefit Review Process that include examining a
student’s current level of performance, writing appropriate objectives, implementing the
curriculum, monitoring student progress, and providing necessary supports and services.
There will be an opportunity for up to 10 districts/programs to have the Educational Benefit

Review Process conducted in-district for a full day.
SERC will:
• provide one day of training in the application of the Educational Benefit Review Process;
• assist in determining if the design of the IEP being reviewed achieves educational
benefit; and
• facilitate how the process can be used within a district or school to develop quality IEPs.
As partners with SERC, selected districts/programs will:

• contribute $500.00 for up to 3 teams (there is an additional fee for more than 3 teams);
• commit a school or district-based team(s) of 3-5 members representing general and special
education and an administrator to the full day, and provide needed substitute coverage
(additional team members could include student support services professionals,
paraprofessionals, and parents);
• provide a three-year cycle of IEPs and supporting documents on a specific student (the
selected records should have names and identifying information removed and be for a student
who has been in the district for three years or more and also be a general representation of the
kinds of IEPs that the district develops);
• provide meeting space with suitable wall space for displaying training materials, audio-visual
support as requested, and light refreshments;
• provide participants appropriate time following the training to develop personal application of
this learning; and
• coordinate the awarding of CEUs, if appropriate.
(Application on next page.)
75
In-District Training Opportunities on the
Educational Benefit Review Process
(Continued)
Application Form
www.ctserc.org
(Please print clearly.)
Contact Person Work Phone ( )

Position/Role SERC Member #
Home Address City/Zip
Home Phone ( ) E-mail (Please print.)
District Administrator authorized to allocate necessary resources:

Name SERC Member #
Position/Role
District/Building
Work Phone ( ) Fax ( )
Signature
………………………………………………………………………………………………………………………………………………….
1. Briefly describe your district’s major projects/initiatives for effective instruction and responsible inclusive
education practice this year.
……………………………………………………………………………………………………………………………….…………………
2. What are the anticipated outcomes of participating in this professional development opportunity? How
does this support your IEP process?
For questions, contact Nikki Hendry, Education Services Specialist, at SERC, (860) 632-1485, ext. 255, or e-mail
hendry@ctserc.org.
Return application to SERC, LRE/Inclusion Initiative, 25 Industrial Park Road, Middletown, CT 06457-1516,
or fax (860) 632-8870.
76
This is a collaborative effort among SERC’s Transition Initiative,
the UConn Neag School of Education, the Connecticut State Department of Education, and
the Bureau of Rehabilitation Services (BRS) - Connect-Ability
ADVANCING CONNECTICUT’S TRANSITION SERVICES

How to Use Your District’s Post-School Outcome Data
What are your former students, served by IEPs, doing one year later?
Working? Continuing their education? Both? Neither?
Come to this professional development session to
view data on this important topic.
Participants will:
• Learn the procedures for receiving and interpreting this Audience: Fifty (50) Transition Specialists, Counselors,
data annually; and Special Education Administrators
• Brainstorm with other professionals in their District Registration Fee: There is no fee for this activity.
Reference Group (DRG) about how to use the data to
Registration Questions/Special Needs:
enhance the district’s transition services;
Rebecca Kisluk, Education Services Specialist, SERC
• Learn technical assistance connections to assist the (860) 632-1485, ext. 293
district with future interpretations of this annually
Content Questions:
collected data; and
Missy Wrigley, Consultant, SERC
• Find out what they can do this year to improve the (860) 632-1485, ext. 397
response rate from students in order to have the most
Register By: 2 weeks before date of session
accurate data possible.
Participants will have five opportunities to attend this half-day session:

Tuesday, November 9, 2010 9:00 a.m. to 12:00 p.m. CES, 40 Lindeman Dr., Trumbull
Tuesday, December 7, 2010 9:00 a.m. to 12:00 p.m. ED CONNECTION, 355 Goshen Rd., Litchfield
Tuesday, December 14, 2010 9:00 a.m. to 12:00 p.m. ACES, 205 Skiff St., Hamden
Thursday, December 16, 2010 9:00 a.m. to 12:00 p.m. EASTCONN/LEARN, 376 Hartford Tpke., Hampton
Wednesday, January 12, 2011 11:30 a.m. to 3:00 p.m. CREC, Coltsville Building, 34 Sequassen St., Hartford
To register for this activity you may: (1) register online at www.ctserc.org; (2) mail a completed application form
to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516; or (3) fax a completed
application form to (860) 632-8870. (See page 57 for the appropriate application form.)
Neag School of Education
This event is funded by the federal Centers for Medicaid & Medicaid Services. Connect-Ability is managed by the
Connecticut Department of Social Services, Bureau of Rehabilitation Services.
77

Training of Trainers

for the
Parent Secondary Transition Workshops
Parents and family members can be vital contributors to the transition planning process for students. To become
such active participants, family members must be knowledgeable about specific issues related to secondary
transition, disability laws and regulations, transition assessment, Post-School Outcome Goal Statements, and
annual goals, as well as about adult service agencies that can provide supports to parents and students.
Every year, there are more requests for presentations to parents about the basics of transition planning services.
The requests are coming from all sections of the state. For this reason, the State Education Resource Center
(SERC) is looking for transition specialists, educators, and parents who would be willing to co-present at a parent
information session. The commitment would involve mandatory participation in the two training sessions: one full-
day (9 a.m.–3 p.m.) and one evening (4 p.m.–7:30 p.m.) session.
During the training, participants will learn about the material presented at the workshops, meet and collaborate with
the current cadre of transition trainers, and practice presenting a segment of the standard presentation. All trainers
will be asked to attend an additional evening session toward the end of the year to wrap up the current year’s
activities and receive updated information on secondary transition. In addition, all trainers will be responsible for co-
presenting at least one parent session scheduled during the school year. SERC will provide a small stipend to each
presenter and all training materials for the scheduled sessions.

If you are interested in becoming a Transition Trainer, please complete and

return the request form below. Your response expresses an interest in getting

further information but does not obligate you to participate in the training.
Please return the request form below to:

Rebecca Kisluk, Education Services Specialist, at SERC, 25 Industrial Park Road, Middletown, CT 06457
or fax to (860) 632-8870.
For content questions or presentation information, please contact Melissa Wrigley, SERC Consultant,
at (860) 632-1485, ext. 397, or wrigley@ctserc.org.
REQUEST FORM: Training of Trainers for the Parent Secondary Transition Workshops (Please print clearly.)
Name SERC Member #

Home Address City/Zip Home Phone ( )
Position/Role Grade Level
E-mail (Please print.)
78

PRESENTATIONS AVAILABLE

What Parents Need to Know About
High School Transition Planning and Services
Parents and other family members can be vital participants in the transition planning process by providing a valuable
and unique perspective on the student. This is especially true when a student’s ethnicity and culture must be
considered while developing a plan for transition. To become active participants in the transition process, family
members must be knowledgeable about specific issues related to transition laws and regulations, assessment
activities, Post-School Outcome Goal Statements, and annual goals, as well as about adult service agencies that
can provide supports to the parents and/or their child.
Transition Specialists are currently available to meet the growing number of requests for presentations about the
basics of high school transition planning and services. The goal of these presentations is to familiarize parents and
other family members of the laws and regulations specific to transition services at the high-school level with a focus
on the writing of Post-School Outcome Goal Statements. These presentations can be customized to meet the needs
of a particular target audience.
Parent nights, transition expos, and PTA/SEPTA meetings are wonderful opportunities to offer important information
on transition planning and services. Local schools and private and state agencies also are welcome to arrange for
an overview session.
There is no fee for the presentation. The requesting organization is responsible for providing the meeting space and
light refreshments, as well as the audio-visual needs of the presenters, which can include an LCD projector, screen,
flip chart, and/or computer. Sessions and participant materials are coordinated by SERC.
Day
and evening presentations are being scheduled now!
Please return the request form below to:

Rebecca Kisluk, Education Services Specialist, at SERC, 25 Industrial Park Road, Middletown, CT 06457
or fax to (860) 632-8870.
For content questions or presentation information, please contact Melissa Wrigley, SERC Consultant,
at (860) 632-1485, ext. 397, or wrigley@ctserc.org.
REQUEST FORM: High School Transition Planning and Services (Please print clearly.)
Requested Training Date: Alternate Date:
District/Region School/Agency Work Phone ( )
Name SERC Member #
Home Address City/Zip Home Phone ( )

Position/Role Grade Level E-mail (Please print.)
79
Regional Transition Networks Celebrate Their 7th Year:
A Training and Networking Opportunity for Transition Specialists
Now in their seventh year of service, the Regional Transition Networks are the result of a collaborative effort among the Connecticut
State Department of Education (CSDE), the State Education Resource Center (SERC), and the area Regional Education Service
Centers (RESCs). Established out of a need expressed by Connecticut’s Transition specialists, these regional networks are locally
run. Each area sets its own agenda and provides training specifically requested by its members.
These trainings provide a wonderful opportunity for educators new to the field of transition as well as seasoned professionals to
network and share topics and issues crucial to the area of transition. All services are free of charge. For more information or to
request a disability-related accommodation needed for participation, contact the representative in your region.
Area Cooperative Education Services Capitol Region Education Council

(ACES) (CREC)
Vanessa Taragowski Rose McGurkin-Fuhr
203-498-6849 or vtaragowski@aces.org 860-658-0451 or rmcgurkin-fuhr@simsbury.k12.ct.us
Deborah Kohan Joe Prignano
203-235-7962, ext. 154 or debbie.kohan@meriden.k12.ct.us 860-647-3310 or 3jvprignano@comcast.net
**Thursday, September 30, 2010 Wednesday, November 3, 2010
(9:00 a.m. to 3:30 p.m. at SERC) Wednesday, January 12, 2011 (11:30 a.m. to 3:00 p.m.)
Thursday, October 28, 2010 Wednesday, March 16, 2011
Thursday, January 20, 2011 Wednesday, May 11, 2011
(Snow Date: Thursday, January 27, 2011) All meetings are 1:00 p.m. to 3:00 p.m. (unless otherwise noted)
Thursday, March 24, 2011 at the CREC Coltsville Building, Hartford
Thursday, April 28, 2011
** This is a full-day professional development session. EDUCATION CONNECTION
All meetings are 9:00 a.m. to 12:00 p.m. (unless otherwise noted) Jonathan P. Costa, Sr.
at ACES, 205 Skiff St., Hamden. 860-567-0863, ext. 115 or costa@educationconnection.org
Kim Riggott
ACES Transition Expo 860-379-8525, ext. 2205 or Kriggott@snet.net
Thursday, November 18, 2010
Four Points by Sheraton, Meriden Wednesday, September 22, 2010 at EDUCATION CONNECTION
Wednesday, November 10, 2010 at Torrington High School
Wednesday, January 26, 2011 at Brookfield High School
Cooperative Educational Services (CES) Wednesday, March 23, 2011 at Watertown High School
Wednesday, May 18, 2011 at Housatonic High School (Region 1)
Anthony C. Maida
203-365-8837 or maidat@ces.k12.ct.us All meetings are 9:00 a.m. to 11:30 am.
Thursday, September 30, 2010 Education Connection Transition Expo
Monday, November 8, 2010 Date TBD
Tuesday, January 18, 2011
Thursday, March 31, 2011
Lewis Mills High School, Burlington
Tuesday, May 24, 2011
All meetings are 8:30 a.m. to 11:30 a.m. unless otherwise noted at LEARN/EASTCONN
CES, 40 Lindeman Drive, Trumbull. Amy Norton
860-228-3486, or anorton@eastconn.org
CES Transition Expo
Wednesday, March 16, 2011 Thursday, September 16, 2010
CES Offices, 25 Oakview Drive, Trumbull Thursday, November 4, 2010
Thursday, January 20, 2011
Thursday, May 12, 2011
All meetings are 10:00 a.m. to 12:00 p.m. at
LEARN, 44 Hatchetts Hill Rd., Old Lyme
80
Is your school or district interested in
Positive Behavioral
Interventions and Supports?
Supports
What: Informational session for school principals and district superintendents

interested in implementing Positive Behavioral Interventions and Supports
Who: Required for all new districts that wish to apply to the 2011-2012 Training Series
Presented by:
Kristina Jones, Tarold (Terry) Miller, and Michelle Weaver, SERC Consultants
When: Friday, January 28, 2011
How: For updated information, or to RSVP, please contact Sarah-Anne Nicholas at

nicholas@ctserc.org or (860) 632-1485, ext. 281
Approximately 40 districts and more than 175 Connecticut

schools are now seeing the benefits of
Positive Behavioral Interventions and Supports.
We hope you will, too!
Positive Behavioral Interventions and Supports (PBIS) involves a proactive,

About PBIS comprehensive, and systemic continuum of support designed to provide opportunities
to all students, including students with disabilities and second language learners, to
achieve social, behavioral, and learning success. This is accomplished by examining the factors that impact behavior as
well as the relationships between environment and behavior.
PBIS is not a program or a curriculum but rather a systems approach to enhance the capacity of schools and districts to
adopt and sustain the use of evidence-based practices for all students. A major advance in school-wide discipline is the
emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting
appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual
behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in
areas including the classroom and non-classroom settings (such as hallways and restrooms). PBIS also works to improve
the overall school climate, decrease reactive management, maximize academic achievement for all students, integrate
academic and behavioral initiatives, and address the specific needs of students with severe emotional and behavioral
concerns (Center on Positive Behavioral Interventions and Supports, 2008).
81
OCTOBER 2010 DECEMBER 2010
Thursday, October 14, 2010 and Wednesday, December 1, 2010
Friday, October 15, 2010
ConnCASE 2010 TOPIC: Review of Guidelines

Leadership Conference (LD, ED, ID, Speech and AT)
Location: Hilton, Mystic Location: ITBD, New Britain
FEB RUAR Y 2 011 MARCH 2 011

Wednesday, February 2, 2011 Wednesday, March 23, 2011
TOPIC: State Performance Plan TOPIC: Current Legal Issues
Location: ITBD, New Britain Location: Courtyard by Marriott,

Cromwell
For more information regarding the Leadership Initiative at SERC, please

contact Donnah Rochester, Consultant, at (860) 632-1485, ext. 381 or at
rochester@ctserc.org.
To be placed on the mailing list for these ConnCASE Leadership Forums,
please contact Rebecca Kisluk, Education Services Specialist, at
(860) 632-1485, ext. 293 or at kisluk@ctserc.org.
82
SER
C’s
201
0-20
11 Conferences
Faith, Families & Schools Conference

Friday, September 24, 2010 Crowne Plaza Hotel, Cromwell
Math+SRBI = Student Learning Conference

Tuesday, September 28, 2010 Crowne Plaza Hotel, Cromwell
Paraprofessionals as Partners: The 15th Annual Statewide Conference

Tuesday, October 26, 2010 Crowne Plaza Hotel, Cromwell
Youth Empowerment Summit (YES) Conference for Diversity

Spring 2011
Transition to College Conference

Wednesday, April 27, 2011 Goodwin College, East Hartford
Together We Will 18th Annual Conference

Thursday, April 7, 2011 Crowne Plaza Hotel, Cromwell
SRBI Literacy Conference

Tuesday, May 3, 2011 Crowne Plaza Hotel, Cromwell
For information on any of these conferences, please contact

conferences@ctserc.org or visit the conference page of the
SERC Web site at www.ctserc.org.
83
State Education Transition Initiative
Resource Center For more than twenty years, SERC’s Transition
Initiative has been proactive in the design
SERC is a nonprofit organization
and delivery of quality training and technical
established in 1969 by statute that provides
professional development and information assistance to Connecticut schools. The Transition
Initiative strives to meet the needs of students,
dissemination to educators, administrators,
families, educators, and local and state agency representatives
service providers, families, and students
in areas critical to student success from middle to high school
through statewide conferences and
workshops, on-site technical assistance, and into the adult world. Person-centered planning, transition
assessments, developing meaningful IEP goals & objectives that
and a centrally located education Library.
align with the CT standards, social skills training, self-advocacy,
and the use of assistive technology continue to be high-priority
areas for training needs. The goal and commitment of the
Transition Initiative continue to be the academic and vocational
success of students in the least restrictive environment, leading
to meaningful post-school outcomes.
We are dedicated to equity and Upcoming Transition Trainings

excellence in education for
Job Coach Training/Job Development
all students through initiatives Wednesday, November 10, 2010
covering areas such as special Courtyard by Marriott, Cromwell
education, early childhood
Transition Assessment and the IEP
education, math and science, Wednesday, December 15, 2010
English Language Learners, SERC Library Community Room, Middletown
diversity, family involvement, and
Ensuring Education Benefit:
education technology. Making the Transition IEP a Living Document
Wednesday, January 26, 2011
SERC Library Community Room, Middletown
For more information: Person-centered Planning Using MAPS
www.ctserc.org 860-632-1485 Tuesday & Wednesday, February 8 & 9, 2011
SERC Library Community Room, Middletown
Enhancing Student Motivation

and Self-Determination within
SERC Library the Transition Planning Process
Tuesday, March 29, 2011
SERC Classroom, Middletown
For more information regarding SERC’s Transition Initiative, please contact:

Jo-Ellen Wickwire, Consultant, SERC
To visit and become a member: 860-632-1485, ext. 384 or wickwire@ctserc.org
SERC Library, 25 Industrial Park Road, Missy Wrigley, Consultant, SERC
Middletown, CT 06457 860-632-1485, ext. 397 or wrigley@ctserc.org
To attend any of these Transition trainings:
Rebecca Kisluk, Education Services Specialist, SERC
860-632-1485, ext. 293 or kisluk@ctserc.org.
www.ctserc.org/transition
Equity. Excellence. Education.

860-632-1485 www.ctserc.org
COMING SOON!
Especially
for Early Childhood Professionals
If you are not already on the Early Childhood Education Initiative mailing list and would like to
be added, please contact Nattaneal Wilson at 860‐632‐1485, Ext. 268 or wilson@ctserc.org.
85
Notes
86
Notes
87
Notes
88
Top eleven reasons to visit the SERC Library
25 Industrial Park Road, Middletown, CT
Serving Connecticut’s education community for 41 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 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
• 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

SERC Fall Catalog &#39;10

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SERC Fall Catalog &#39;10

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Professional

Marianne Kirner, Ph.D. Kristy Giacco

Submitting an Application Form 5

Information for Applicants 6

Frequently Asked Questions About Your SERC Member Number 8

NEW! Instructions for Online Registration 9

SERC Professional Development

Activities for Individuals 23

Application for Individuals 57

Activities for Teams 59

Application for Teams 71

Reflective Team Process Information & Application 73

Educational Benefit Review Process Information & Application 75

Transition/Post-School Outcome Data Workshop 77

Parent Secondary Transition Workshops 78

Regional Transition Networks Meeting Schedule 80

PBIS Informational Session Announcement 81

ConnCASE Leadership Forum Schedule 82

Upcoming SERC Conferences 83

HOW TO USE THIS CATALOG

SUBMITTING AN APPLICATION FORM

Three Easy Ways to Register for an Activity

Selection for Participation

Registration Fees/Refund Policy

Inclement Weather Advisory

Continuing Education Units (CEUs)

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?

Home | Sign In | Create an Account | SERC Policy

Fri 09/24/10 Faith, Families & Schools Conference 26

Tue 09/28/10 Math + SRBI = Student Learning 26

Thu 10/07/10 ELL Program Coordination 101 [Cohort B] 30

Thu 10/14/10 Autism Diagnostic Observation Schedule (ADOS) Clinical Training 32

Thu 10/14/10 Data Walls 101 61

Sat 10/30/10 Literacy and Autism: A Study Group 35

Tue 11/09/10 Lee y Serás® (Read and You Will Be) 36

Wed 11/10/10 Making a Difference through Co-teaching - Session A 37

Tue 11/16/10 A Step by Step Approach for Inclusive Schools: Cadre 2 63

Fri 11/19/10 How Welcoming is Your School? - Session A 41

Fri 11/19/10 Transitioning Students with Autism to Employment 64

Fri 12/10/10 Turning Classrooms into Reading Workshops, Grades K-3 43

Wed 12/15/10 Transition Assessment and the IEP 44

Fri 01/07/11 A Classroom of Difference 46

Fri 02/18/11 Teaching 21st-Century Skills 53

Wed 04/06/11 Literacy Practices for English Language Learners 68

Tue 04/12/11 Overview of Scientific Research-Based Interventions (SRBI) 69

Tue 05/24/11 Implementation of Scientific Research-Based Interventions 70

Fri 09/24/10 Faith, Families & Schools Conference 26

Tue 11/09/10 Lee y Serás® (Read and You Will Be) 36

Tue 01/11/11 How Welcoming is Your School?- Session B 47

CT's Accountability for Learning Initiative (CALI)

Thu 10/14/10 Data Walls 101 61

Tue 10/19/10 Common Formative Assessments (CFA) Basic Training 32

Tue 05/24/11 Implementation of Scientific Research-Based Interventions 70

Early Childhood Education Initiative (ECE)

Early Intervention Project (EIP)

Thu 03/31/11 Progress Monitoring for Student Success 68

Focus on Autism Initiative

Initiative on Diversity in Education (IDE)

SERC Fall Catalog '10

SERC Fall Catalog '10