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SERC Professional Development Catalog Fall-Winter 2009-2010

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State Education Resource Center 1969-2009

PARKING IS LIMITED: Please Carpool If Possible

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

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

Library Hours Monday and Friday 8:30 a.m. to 4:30 p.m. Tuesday, Wednesday, Thursday (September-June) 8:30 a.m. to 7:00 p.m.

Š VISITOR ENTRANCE: Please Take Note

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

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

Summer (July-August) Monday through Friday 8:30 a.m. to 4:30 p.m. No Saturday Hours after: May 15, 2010 No Tuesday, Wednesday, Thursday Evening Hours on: November 24, 2009, December 22, 23, 29 & 30, 2009, after June 24, 2010 The Library will close at noon on: November 25 & 27, 2009, June 14, 2010

Holiday & Holiday Weekend Closings September 2009 Monday, September 7, 2009 October 2009 Saturday, October 10, 2009 Monday, October 12, 2009 November 2009 Wednesday, November 11, 2009 Thursday, November 26, 2009 Saturday, November 28, 2009 December 2009 Thursday, December 24, 2009 Friday, December 25, 2009 Saturday, December 26, 2009 Thursday, December 31, 2009 January 2010 Friday, January 1, 2010 Saturday, January 2, 2010 Saturday, January 16, 2010 Monday, January 18, 2010 February 2010 Friday, February 12, 2010 Saturday, February 13, 2010 Monday, February 15, 2010 April 2010 Friday, April 2, 2010 Saturday, April 3, 2010

Directions: From HARTFORD I-91 South, Exit 21. Cross over Route 372 onto Industrial Park Road. SERC is the last building on the right (approximately 1-1/2 miles). From WATERBURY I-84 East to Exit 27 (Route 691 East). Travel on Route 691 East to Exit 11 (I-91 North). Take I-91 North to Exit 21. Turn right onto Route 372 West. Pass under I-91 and turn left onto Industrial Park Road (by Mobil Station). SERC is the last building on the right (approximately 1-1/2 miles). From WILLIMANTIC Route 66 West across the Portland Bridge to Middletown. Take the first left and go down the hill to Route 9. Turn left onto Route 9 North. Take Exit 19, Route 372 West. Turn left and follow Route 372 West until just beyond the Crowne Plaza hotel. Pass under I-91 and turn left onto Industrial Park Road (by Mobil Station). SERC is the last building on the right (approximately 1-1/2 miles). From NEW LONDON I-95 to Route 9 North. Take Route 9 North to Exit 20S (I-91 South). Take I-91 South to Exit 21. Cross over Route 372 onto Industrial Park Road. SERC is the last building on the right (approximately 1-1/2 miles). From NEW HAVEN I-91 North, Exit 21. Turn right onto 372 West. Pass under I-91 and turn left onto Industrial Park Road (by Mobil Station). SERC is the last building on the right (approximately 1-1/2 miles).

May 2010 Saturday, May 29, 2010 Monday, May 31, 2010 July 2010 Monday, July 5, 2010

SERC Š 25 Industrial Park Road Š Middletown, CT 06457-1516 Phone (860) 632-1485 Š Fax (860) 632-8870 Š www.ctserc.org

SERC Professional Development CATALOG 2009-2010 Marianne Kirner, Ph.D., Executive Director

Table of Contents How to Use This Catalog

3

Submitting an Application Form

3

Information for Applicants

4

Frequently Asked Questions About Your SERC Membership Number

6

SERC Professional Development Calendar

7

Activities for Individuals

13

Application for Individuals

47

Activities for Teams

49

Application for Teams

61

Upcoming Conferences

63

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Introducing SERC’s Fall/Winter Catalog of Professional Development Activities… …newly designed to reflect offerings to be held from October 2009 through January 2010. Visit SERC’s Web site, www.ctserc.org, for updated information on activities for the entire 2009-2010 school year.

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

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

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

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

Three Easy Ways to Register for an Activity Options include: (1) Register online at www.ctserc.org; (2) Mail completed Application Form to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516; or (3) Fax completed Application Form to (860) 632-8870. Please see page 6 for FAQ’s about SERC Member numbers assigned to participants in professional development activities. Include your SERC Member number when you apply to ensure prompt processing of your application. (See pages 47 and 61 for the appropriate application form.) After registering, but before the activity date, you will receive confirmation of enrollment with information about the specific workshop, date(s), hours, and training site. Confirmation letters may be printed online at the time of registration or will be forwarded by mail or e-mail to applicants who elect to send their application to SERC by mail or fax. Registered participants will be sent notice of any changes to this information should they occur. When appropriate, an educator will be asked to indicate whether arrangement for classroom release time is being processed with the building administrator.

Selection for Participation Registration is limited by the available number of seats. Applicants will be selected, based on criteria specified in each listing, on a first-come, first-served basis until all seats are filled. Please note the advertised registration closing date. Applications submitted late will be honored space permitting. Although the learning objectives of an activity are designed for a particular audience, others are welcome to apply and will be accommodated as space allows. Parents and family members are welcome to apply to activities designed for educators, and individuals may apply to activities designed for teams. Students from Connecticut’s colleges and universities also may apply.

Registration Fees/Refund Policy Some activities require a registration fee to defray costs (see activity description). If registering for a fee activity that is scheduled more than 30 days away, payment may not immediately be required; however, payment must be received at least 30 days before the activity start date. If you register less than 30 days before the activity start date, your registration must be accompanied by your payment or a purchase order. Make checks payable to Rensselaer at Hartford. Please write your SERC Member number on all correspondence with SERC, including checks and purchase orders. You may successfully withdraw from an activity without charge up to ten days before the start of the activity. Participants may send a substitute participant for that activity or transfer to another activity prior to the start date of the activity. Registered participants who, without notice, fail to attend an activity are responsible for payment of any outstanding registration fee. “No-shows” cannot transfer payment to another activity and will not receive a refund.

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

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

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

Inclement Weather Advisory In case of inclement weather, participants should listen or watch for SERC activity cancellation or delay announcements over radio station WTIC AM 1080 and TV station WFSB Channel 3. An inclement weather voice-mail update is available by calling extension 267 at (860) 632-1485 between 7:00 a.m. and 8:30 a.m. on the morning of the activity. The recorded weather advisory will be updated for evening activities. Every reasonable effort will be made to replicate the canceled activity to offer registered participants an opportunity to attend a makeup session.

Continuing Education Units (CEUs) SERC is an approved private provider of CEUs with the CT State Department of Education (Provider #348). Educators interested in earning CEUs required for continuation of a professional educator certificate will receive a copy of SERC Guidelines for Awarding CEUs upon confirmation of participation. Select activities, as noted in the workshop description, offer specific CEUs to attendees who hold professional educator certification endorsements in Early Childhood (N-3), Elementary, Middle Grades, and/or Secondary (Academic) designed to meet the requirements of Public Act 99-211, which mandates 15 hours of training (or 1.5 CEUs) in the teaching of reading (Code 301-Literacy), training in the use of computers in the classroom (Code 302-Technology), and training in the evaluation of teachers (Code 305-Supervision & Evaluation) over a five-year period. For information regarding the Connecticut Guidelines for the Issuance of Continuing Education Units Required for Certification, visit www.state.ct.us/sde; select “Certification”; and then select “Continuing Education Units (CEUs)” (under Professional Development).

Accommodation Policy – Special Needs Upon prior sufficient notice, SERC will provide reasonable accommodations to participants with disabilities and/or special needs pursuant to applicable laws. We request written notice at least 15 days prior to the start date of the activity so that SERC can arrange for reasonable accommodations.

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FREQUENTLY ASKED QUESTIONS ABOUT YOUR SERC MEMBER NUMBER

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

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

What if I do not have a SERC Member number? Applicants new to SERC are automatically assigned a Member number at the time of initial enrollment in a professional development activity. If you are registering for your first SERC activity, or if you do not remember your Member number, the number may be left blank on the application form you mail or fax to SERC. You may contact a SERC Staff member to request assignment of a SERC Member number to enable you to register online. You will be asked to provide your home address and contact information. Educators will be asked to provide information regarding their current job title and the name of the school or agency with which they are associated.

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

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

Why is my SERC Member number important to online registration for an activity? Past participants in SERC professional development activities will use their Member number to create an online user account. Member information is then verified and ensures the online user of accurate and faster processing of applications. Online users can monitor the status of their workshop applications and print confirmation of enrollment letters. To reconfirm or obtain a SERC Member number, contact a SERC Staff member at (860) 632-1485 for assistance.

Is my SERC Member number and SERC Library card number the same? No. A SERC Library card is issued to visitors to the SERC Library who wish to borrow materials. The number on the Library card should not be confused with the SERC Member number assigned to participants in SERC professional development activities.

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SERC Professional Development Calendar OCTOBER 2009 Date

Workshop Title

Grade Level - Sponsoring Initiative

Thu 10/01/09 Assessing Student Hearing: Screening Procedures for School Nurses - An PreK-Grade 12 Online Course Activity Code 10-23-004 Integrated Student Support Services Initiative Thu 10/01/09 Positive Behavior Supports for Individual Students: How Paraeducators Can PreK-Grade 12 Have a Meaningful Impact Within the School Day Activity Code 10-02-006 Paraprofessionals as Partners Initiative Thu 10/01/09 School Vision Screening: An Online Course for School Nurses Activity Code 10-23-005 Fri 10/02/09 Schools and Families: Better Together - Session A Activity Code 10-47-017

PreK-Grade 12 Integrated Student Support Services Initiative Grades K-8 CT Parent Information and Resource Center

Wed 10/07/09 Enhancing Instructional Programs within Schools: Training in Special Education Administration for Principals and Other Administrators Activity Code 10-15-013

PreK-Grade 12 Leadership Initiative

Thu 10/08/09 Math + SRBI = Students Learning Conference Team Application Activity Code 10-21-476

All Mathematical Literacy Initative

Tue 10/13/09 Literacy and Technology: Using Web 2.0 Tools in the Classroom to Improve Critical Literacy Skills Activity Code 10-45-008 Tue 10/13/09 Making Adequate Yearly Progress (AYP): Preventative and Corrective Measures to Improve Academic Achievement for Students with Disabilities Session A Activity Code 10-09-005 Team Application Wed 10/14/09 Common Formative Assessments (CFA) Basic Training Activity Code 10-16-008

Literacy Initiative Grades K-12

LRE/Inclusion Initiative

Grades K-12 CT's Accountability for Learning Initiative

Thu 10/15/09 Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Student Achievement - Session A Activity Code 10-06-102 Fri 10/16/09 SFCP Overview - Session A Activity Code 10-47-009

Grades 4-12

Birth-21 Initiative on Diversity in Education

Grades K-12 CT Parent Information and Resource Center

Wed 10/21/09 New Literacies: Reading Comprehension and Learning Skills Required by the Internet and Other Emerging Technologies Activity Code 10-45-006 Thu 10/22/09 An Introduction to Autism Spectrum Disorders Activity Code 10-43-006

Grades 4-12 Literacy Initiative Grades K-12 Focus on Autism Initiative

7

OCTOBER 2009 Date

Workshop Title

Grade Level - Sponsoring Initiative

Thu 10/22/09 Overview of the Autism Diagnostic Observation Schedule - ADOS Activity Code 10-46-108

PreK, 3-5 Early Childhood Education Initiative

Fri 10/23/09 Supervision and Evaluation: Literacy Instruction from an Administrator's Perspective Team Application Activity Code 10-15-007 Sat 10/24/09 Teaching Writing to Black and Latino Students Activity Code 10-45-012

Grades K-12 Leadership Initiative Grades K-2 Literacy Initiative

Tue 10/27/09 Introduction to Educating Students with Hearing Loss Activity Code 10-38-009

PreK-Grade 12 Initiative on Visual and Hearing Impairments

Tue 10/27/09 Making Adequate Yearly Progress (AYP): Preventative and Corrective Measures to Improve Academic Achievement for Students with Disabilities Session B Activity Code 10-09-006 Team Application Wed 10/28/09 Vocabulary and Language Development for English Language Learners Activity Code 10-45-022 Thu 10/29/09 Fourteenth Annual Paraprofessionals as Partners Conference Activity Code 10-02-119

LRE/Inclusion Initiative Grades K-8 Literacy Initiative PreK-Grade 12 Paraprofessionals as Partners Initiative

Thu 10/29/09 Transforming Common Dilemmas for Parents Raising Children with Developmental and Medical Disabilities Activity Code 10-46-106

Birth-5 Early Childhood Education Initiative

Fri 10/30/09 EIP Case Partner Training: Building Collaborative Partnerships - Session A Activity Code 10-03-006 Fri 10/30/09 How Welcoming Is Your School? - Session A Activity Code 10-47-002

Grades K-12

PreK-Grade 12 Early Intervention Project

PreK-Grade 12 CT Parent Information and Resource Center

NOVEMBER 2009 Date

Workshop Title

Grade Level - Sponsoring Initiative

Wed 11/04/09 Supervision of Literacy Utilizing Walkthrough Protocols Activity Code 10-15-008 Thu 11/05/09 A Classroom of Difference - Session A Activity Code 10-06-100

Grades K-12 Leadership Initiative Grades K-12 Initiative on Diversity in Education

Thu 11/05/09 A Step by Step Approach for Inclusive Schools 2009-2010: Cadre 1 Activity Code 10-09-007 Team Application Thu 11/05/09 How Welcoming Is Your School? - Session B Activity Code 10-47-003

Grades K-12 LRE/Inclusion Initiative PreK-Grade 12 CT Parent Information and Resource Center

8

NOVEMBER 2009 Date

Workshop Title

Grade Level - Sponsoring Initiative

Sat 11/07/09 Including Children with Motor Difficulties in ECE Programs Activity Code 10-46-105

PreK, 3-5 Early Childhood Education Initiative

Sat 11/07/09 Multi-Sensory Structured Language Instruction Activity Code 10-45-014

Grades K-2 Literacy Initiative

Tue 11/10/09 Culturally Responsive Pedagogy: Examining Classroom Practice - Session A Activity Code 10-06-106 Tue 11/10/09 Teaching Content to All: Evidence-Based Inclusive Practices Activity Code 10-12-017

PreK-Grade 12 Initiative on Diversity in Education Grades 6-12 Teaching & Learning Initiative

Thu 11/12/09 Differentiating Instruction in Today's Secondary Classrooms: Embedding Critical Literacy Skills Instruction Across the Content Areas Activity Code 10-12-054

Grades 6-12 Teaching & Learning Initiative

Thu 11/12/09 Teaching Social Skills to Students with Autism Spectrum Disorders Team Application Activity Code 10-43-007

Grades K-12 Focus on Autism Initiative

Thu 11/12/09 The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams Team Application Activity Code 10-03-005

PreK-Grade 12 Early Intervention Project

Fri 11/13/09 Autism Consortium: Educating and Supporting Students on the Autism Spectrum Team Application Activity Code 10-43-008

Focus on Autism Initiative

Fri 11/13/09 Reading and Writing in Grades 4-12: A Workshop with Dr. Janet Allen Activity Code 10-45-011

Grades 4-12 Literacy Initiative

Birth-21

Sat 11/14/09 Introduction to Autism for Early Childhood Teachers and Administrators Activity Code 10-46-103 Tue 11/17/09 Data-Driven Decision Making (DDDM)/ Data Teams Basic Training Activity Code 10-16-009

PreK, 3-5 Early Childhood Education Initiative Grades K-12 CT's Accountability for Learning Initiative

Thu 11/19/09 Accessing the General Education Curriculum for Students with Significant Disabilities Team Application Activity Code 10-09-008 Thu 11/19/09 Making a Difference Through Co-Teaching - Session A Activity Code 10-12-007 Thu 11/19/09 Technology Tools to Provide Access to Literature and Curriculum Content for Struggling Readers Activity Code 10-28-002 Sat 11/21/09 Literacy In Action - Session A Activity Code 10-46-111

Grades K-8 LRE/Inclusion Initiative Grades K-12 Teaching & Learning Initiative Grades 3-12 Technology in Education Initiative PreK, 3-5 Early Childhood Education Initiative

9

DECEMBER 2009 Date

Workshop Title

Grade Level - Sponsoring Initiative

Wed 12/02/09 Cultural Competence and Courageous Practice: Bringing Equity Alive in the Classroom Activity Code 10-06-111 Wed 12/02/09 Differentiated Instruction in Mathematics for English Language Learners Activity Code 10-21-006 Wed 12/02/09 Transition Assessment and the IEP - Session A Activity Code 10-20-008

PreK-Grade 12 Initiative on Diversity in Education Grades K-6 Mathematical Literacy Initative Grades 9-12 Transition Initiative

Fri 12/04/09 Link Between Literacy and Social Emotional Development Activity Code 10-46-100 Mon 12/07/09 Raising Readers Parent Club Facilitator Training - Session B Activity Code 10-47-014

Birth-5 Early Childhood Education Initiative Birth-8 CT Parent Information and Resource Center

Tue 12/08/09 Reading and Writing in Grades 4-12: A Study Group for Improving Literacy Skills Activity Code 10-45-009 Wed 12/09/09 Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Student Achievement - Session B Activity Code 10-06-103 Thu 12/10/09 Differentiated Strategies and Activities for Middle and High School Math Activity Code 10-21-007 Thu 12/10/09 Transitioning Students with Autism to Employment Team Application Activity Code 10-43-010 Fri 12/11/09 Lee y Serás (Read and You Will Be) - Session A Activity Code 10-47-007

Grades 4-12 Literacy Initiative Birth-21 Initiative on Diversity in Education Grades 6-12 Mathematical Literacy Initative Grades 8-12 Focus on Autism Initiative

Grades K-3 CT Parent Information and Resource Center

Tue 12/15/09 Supervision and Evaluation of Paraprofessionals: What Administrators Need to Know Activity Code 10-15-006 Tue 12/15/09 Turning Classrooms into Reading Workshops, K-3 Activity Code 10-45-013 Wed 12/16/09 Project CRISS: Creating Independence through Student-Owned Strategies (Level I Training) Activity Code 10-12-013 Thu 12/17/09 Developing Standards-Based IEP Goals and Objectives for Students with Disabilities at the High School Level - Session A Activity Code 10-20-014 Team Application Thu 12/17/09 Enhancing Students' Executive Skills: Strategies to Support Student Learning and Behavioral Regulation Activity Code 10-12-052

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PreK-Grade 12 Leadership Initiative Grades K-3 Literacy Initiative Grades 3-12 Teaching & Learning Initiative Grades 9-12 Transition Initiative PreK-Grade 12 Teaching & Learning Initiative

DECEMBER 2009 Date

Workshop Title

Grade Level - Sponsoring Initiative

Thu 12/17/09 Supporting Students' Communication Needs with SLPAs - Session A Grades K-12 Activity Code 10-23-002 Integrated Student Support Services Initiative Fri 12/18/09 Designing Standards-Based IEPs to Support Progress in the General Education Curriculum Team Application Activity Code 10-09-010 Fri 12/18/09 SFCP Action Team Training - Session A Team Application Activity Code 10-47-011

Grades K-12 LRE/Inclusion Initiative Grades K-12 CT Parent Information and Resource Center

Fri 12/18/09 Supporting Students' Communication Needs with SLPAs - Session B Grades K-12 Activity Code 10-23-003 Integrated Student Support Services Initiative

JANUARY 2010 Date

Workshop Title

Grade Level - Sponsoring Initiative

Thu 01/07/10 Addressing Challenging Behaviors for Students with Autism Spectrum Disorders and Related Disabilities Activity Code 10-43-011 Team Application

Grades K-12 Focus on Autism Initiative

Thu 01/07/10 Beyond Diversity: A Foundation for De-Institutionalizing Racism & Improving Student Achievement - Session C Activity Code 10-06-104

Initiative on Diversity in Education

Thu 01/07/10 Technology Tools for the CMT Checklist Activity Code 10-28-003

Grades 3-8 Technology in Education Initiative

Sat 01/09/10 Explicit Teaching: A Model for the Older Dependent Reader Activity Code 10-45-017 Tue 01/12/10 How Welcoming Is Your School? - Session C Activity Code 10-47-004

Birth-21

Grades 4-8 Literacy Initiative PreK-Grade 12 CT Parent Information and Resource Center

Wed 01/13/10 Closing the Literacy Gap in Middle and High Schools: A Research-based, School-wide Literacy Approach for Administrators Activity Code 10-45-007

Grades 6-12 Literacy Initiative

Wed 01/13/10 Developing Standards-Based IEP Goals and Objectives for Students with Disabilities at the High School Level - Session B Team Application Activity Code 10-20-009 Wed 01/13/10 Effective Teaching Strategies (ETS) Basic Training Activity Code 10-16-010

Grades 9-12 Transition Initiative Grades K-12 CT's Accountability for Learning Initiative

Wed 01/13/10 Multicultural Literature and Culturally Responsive Literacy Instruction Activity Code 10-45-015 Wed 01/13/10 Technology Tools to Assist in the Writing Process for Students in Grades 3-6 Activity Code 10-28-004

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Grades K-6 Literacy Initiative Grades 3-6 Technology in Education Initiative

JANUARY 2010 Date

Workshop Title

Grade Level - Sponsoring Initiative

Thu 01/14/10 Trickery, Trolling and Threats: Understanding and Addressing Cyberbullying Activity Code 10-06-108 Fri 01/15/10 Making a Difference Through Co-Teaching - Session B Activity Code 10-12-009

Grades K-12 Teaching & Learning Initiative

Fri 01/15/10 Technology Tools to Assist in the Writing Process for Students in Grades 5-8 Activity Code 10-28-005 Tue 01/19/10 Distinguishing Second Language Acquisition from Learning Disabilities Activity Code 10-06-115

PreK-Grade 12 Initiative on Diversity in Education

Grades 5-8 Technology in Education Initiative PreK-Grade 12 Initiative on Diversity in Education

Tue 01/26/10 Connecticut's Teachers of Students Who are Deaf and/or Hard of Hearing: A PreK-Grade 12 Discussion Group Activity Code 10-38-010 Initiative on Visual and Hearing Impairments Wed 01/27/10 A Step by Step Approach for Inclusive Schools 2009-2010: Cadre 2 Team Application Activity Code 10-09-011 Wed 01/27/10 SFCP Overview - Session B Activity Code 10-47-010

Grades K-12 LRE/Inclusion Initiative Grades K-12 CT Parent Information and Resource Center

12

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

See page 47 for the application form.

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ACTIVITIES DESIGNED FOR INDIVIDUALS

THIS SECTION CONTAINS PROFESSIONAL DEVELOPMENT ACTIVITIES DESIGNED FOR INDIVIDUALS

14

ACTIVITIES DESIGNED FOR INDIVIDUALS

Event Title Assessing Student Hearing: Screening Procedures for School Nurses ‐ An Online Course Event Code: 10‐23‐004 Offered by:  Integrated Student Support Services Initiative Registration:  Fax or Mail  # of Sessions:1 CEUs: 1 Closing Date: 6/20/2010 Fee: $30 per person Presenter(s): Donna D. Merritt, Ph.D., CCC Audience: PreK‐Grade 12 SERC Consultant School Nurses

Contact Person: Angel Davis Education Services Specialist (860) 632‐1485 Ext 293 Email [email protected]

 

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

Date 10/01/09, Thursday

Start Time 9:00 AM

End Time 3:00 PM

Location Online 

Event Title Positive Behavior Supports for Individual Students: How Paraeducators Can Have a Meaningful Impact Within the School Day Event Code: 10‐02‐006 Offered by:  Paraprofessionals as Partners Initiative Registration:  Fax, Mail or Online # of Sessions:4 Contact Person: CEUs: 1.5 Closing Date: 9/17/2009 Rebecca Kisluk Fee: $50 per person Presenter(s): Linda Rammler, Ph.D. Education Services Specialist Audience: PreK‐Grade 12 Education Consultant, UCEDD (860) 632‐1485 Ext 289 Paraprofessionals Email [email protected] Stefanie Carbone SERC Consultant Event Description:      In schools today, the paraeducator is often responsible for overseeing the behavior of the students with whom he or she works, a task that can  be difficult without proper training.  This professional development series will help paraeducators understand the importance of forming positive  relationships with students and will provide multiple strategies for preventing and dealing with their challenging behaviors.        Participants in this four‐evening professional development activity will develop appropriate relationship‐building strategies for students with  challenging behaviors, including students with disabilities; relate environmental, physiological, and communicative antecedents of behaviors to  the types of challenging behaviors they encounter; demonstrate competencies in preventing challenging behaviors from occurring, in de‐ escalating challenging behaviors of individuals or small groups of students prior to the crisis stage, and in discussing challenging behaviors with  professional colleagues as a member of the student’s collaborative team; and network and develop a support system of other paraeducators who  have been through the same training.      This session is co‐sponsored by the University Center for Excellence in Developmental Disabilities (UCEDD) at the University of Connecticut. A  light dinner will be provided each night of the session.

Date 10/01/09, Thursday 10/08/09, Thursday 10/15/09, Thursday 10/22/09, Thursday

Start Time 3:30 PM 3:30 PM 3:30 PM 3:30 PM

End Time 7:00 PM 7:00 PM 7:00 PM 7:00 PM

Location UConn Health Center, Farmington UConn Health Center, Farmington UConn Health Center, Farmington UConn Health Center, Farmington

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Event Title School Vision Screening: An Online Course for School Nurses Event Code: 10‐23‐005 Offered by:  Integrated Student Support Services Initiative Registration:  Fax or Mail   # of Sessions:1 CEUs: 0.5 Closing Date: 6/30/2010 Fee: $25 per person Presenter(s): Donna D. Merritt, Ph.D., CCC Audience: PreK‐Grade 12 SERC Consultant School Nurses

Contact Person: Angel Davis Education Services Specialist (860) 632‐1485 Ext 293 Email [email protected]

 

Event Description:      Connecticut school nurses can self‐pace their learning about vision and school vision screenings by participating in this online course. This  tutorial describes students and staff that should be involved in the screening process and reviews vision anatomy and physiology, as well as  common pediatric vision problems.       School nurses completing this online course will be able to describe the anatomical and physiological bases for vision to distinguish between  typical and atypical development; discuss common eye problems (symptoms, treatment, and complications); describe the purposes and  procedures of various recommended vision screening tests; and use the materials in the course and the “Guidelines for Health Screenings in  Connecticut Schools” (2004) to develop and implement a comprehensive vision screening program, modifying procedures for students with  special needs and those in early childhood programs. This online course is ongoing from 10/01/2009 to 06/30/2010.

Date 10/01/09, Thursday

Start Time 9:00 AM

End Time 3:00 PM

Location Online

Event Title Schools and Families: Better Together ‐ Session A Event Code: 10‐47‐017 Offered by:  CT Parent Information and Resource Center Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.8 Closing Date: 9/18/2009 Fee: None Presenter(s): Veronica Marion Audience: Grades K‐8 SERC Consultant/CT PIRC Coordinator General and Special Educators, Student  Support Services Professionals, Faith‐based  Ivette Ruiz Organizations, and Community Members SERC Consultant

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

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

Date 10/02/09, Friday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Library Community Room, Middletown

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Event Title Enhancing Instructional Programs within Schools: Training in Special Education Administration for Principals and Other Administrators Event Code: 10‐15‐013 Offered by:  Leadership Initiative Registration:  Fax, Mail or Online # of Sessions:7 (first date listed below) Contact Person: CEUs: 3.6 Special Education (059) Closing Date: 10/21/2009 Heather Penfield Fee: $235 per person Presenter(s): Session 1: Frances Stetson; Session 2: Education Services Specialist Audience: PreK‐Grade 12 Peg Portscheller; Session 3: Michael P. (860) 632‐1485 Ext 263 Superintendents, Principals, Assistant  McKeon, Esq.; Sessions 4-7: various Email [email protected] principals, Central Office Administrators, and    THIS LISTING HAS BEEN UPDATED FROM THE PRINTED VERSION Administrators‐in‐training

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

Date (see details above) First Session: 11/04/09, Wednesday

Start Time 8:30 AM

End Time 3:30 PM

Location (see details above) Crowne Plaza, Cromwell (most sessions; see above)

Event Title Literacy and Technology:  Using Web 2.0 Tools in the Classroom to Improve Critical Literacy Skills Event Code: 10‐45‐008 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 1.5 Technology (302) Closing Date: 9/29/2009 Fee: $100 per person Presenter(s): Martha Bless Audience: Grades 4‐12 SERC Consultant General and Special Educators

Contact Person: Leticia Garcia Guerra Education Services Specialist (860) 632‐1485 Ext 233 Email [email protected]

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

Date 10/13/09, Tuesday 12/04/09, Friday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location ITBD/IIET, New Britain ITBD/IIET, New Britain

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Event Title Common Formative Assessments (CFA) Basic Training Event Code: 10‐16‐008 Offered by:  CT's Accountability for Learning Initiative Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 1.2 Closing Date: 9/23/2009 Fee: $170 per person Presenter(s): Rochelle Abraitis Audience: Grades K‐12 External Consultant Teachers and Administrators

Contact Person: Lisa Scaife Education Services Specialist (860) 632‐1485 Ext 282 Email [email protected]

Sean Kavanaugh SERC Consultant Event Description:      In this two‐day basic training, educators will build their knowledge and skills regarding the development of Common Formative Assessments  (CFA) to inform instruction.  CFAs are periodic or interim assessments that are administered to all students in a specific grade level or course  several times during the quarter, semester, trimester, or entire school year. Participating teachers analyze CFA results in Data Teams to plan and  differentiate instruction.  Such results provide predictive value as to how students are likely to do on each succeeding assessment in time for  teachers to make instructional modifications.      During this interactive seminar, participants will learn the value of, and how to use, CFA to inform instruction; learn general guidelines for  effective item writing; develop selected‐response and constructed‐response CFA items that are aligned to standards and expected learning  outcomes; create scoring instruments to accompany items; and understand how to use CFA in the Data Team process.

Date 10/14/09, Wednesday 10/15/09, Thursday

Start Time 8:30 AM 8:30 AM

End Time 3:30 PM 3:30 PM

Location SERC Library Community Room, Middletown SERC Library Community Room, Middletown

Event Title Beyond Diversity: A Foundation for De‐Institutionalizing Racism & Improving Student Achievement ‐ Session A Offered by:  Initiative on Diversity in Education Event Code: 10‐06‐102 Contact Person: Registration:  Fax, Mail or Online # of Sessions:2 Nicole Vitale Closing Date: 9/30/2009 CEUs: 1.4 Presenter(s): Terrlyn Curry‐Avery, Ph.D. Education Services Specialist Fee: $175 per person Audience: Birth‐21 (860) 632‐1485 Ext 234 Connecticut Regional Director, Pacific  Teachers, Administrators, Support Personnel,  Educational Group, CA Email [email protected] Families, Community Members, and  SERC Consultants Policymakers

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

Date 10/15/09, Thursday 10/16/09, Friday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location Four Points Sheraton, Meriden Four Points Sheraton, Meriden

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Event Title SFCP Overview ‐ Session A Event Code: 10‐47‐009 Offered by:  CT Parent Information and Resource Center Registration:  Fax, Mail or Online # of Sessions:1 CEUs: None Closing Date: 10/2/2009 Fee: None Presenter(s): Veronica Marion Audience: Grades K‐12 SERC Consultant/CT PIRC Coordinator Building Administrators, General and Special  Educators, Parents, Family Resource Center  Barbara Slone Directors, and Community Organization and  SERC Consultant/CT PIRC Coordinator Agency Staff

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

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

Date 10/16/09, Friday

Start Time 9:00 AM

End Time 12:00 PM

Location SERC Library Community Room, Middletown

Event Title New Literacies:  Reading Comprehension and Learning Skills Required by the Internet and Other Emerging Technologies Event Code: 10‐45‐006 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:1 Contact Person: CEUs: 0.7 Technology (302) Closing Date: 10/7/2009 Leticia Garcia Guerra Fee: $85 per person Presenter(s): Doctoral Students Education Services Specialist Audience: Grades 4‐12 New Literacies Research Lab, UConn (860) 632‐1485 Ext 233 General and Special Educators Email [email protected]  

Event Description:      How should we prepare our students to read, think, problem solve, and communicate with others using the Internet? You are invited to have a  conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical  thinking in a digital information age. We will explore how the Internet poses new challenges for learners that extend beyond traditional reading  comprehension skills to encompass new literacies for locating, evaluating, synthesizing, and communicating with online information text. We will  also introduce the key components of Internet Reciprocal Teaching, a student‐centered model of instruction designed to better prepare students  for the unique challenges of reading and learning on the Internet. We will end with a series of recommendations for teachers, educational leaders,  and policymakers seeking to prepare all students for their literacy future in a digital age.      Participants in this professional development activity will explore research regarding New Literacies and online Reciprocal Teaching; generate  ideas about how to use emerging technologies to promote 21st Century Skills and meaningful learning activities for all of their students; discover  how New Literacies skills can be used to increase students' interest in literacy and numeracy in the classroom; explore how to help students  become safe, discerning users of the Internet and emerging information technologies; and become part of an online community that shares  resources for New Literacies teaching and learning.      The presenters, Gregory McVerry, W. Ian O'Byrne, and Lisa Zawilinski, are doctoral fellows at the New Literacies Research Lab at the University  of Connecticut. Date Start Time End Time Location 10/21/09, Wednesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell

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Event Title An Introduction to Autism Spectrum Disorders Event Code: 10‐43‐006 Offered by:  Focus on Autism Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 10/8/2009 Fee: $60 per person Presenter(s): Ruth Eren, Ed.D. Audience: Grades K‐12 Assistant Professor, Southern  Educators, Administrators, and Families Connecticut State University  

Contact Person: Karyn Champion‐Kamm Education Services Specialist (860) 632‐1485 Ext 225 Email [email protected]

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

Date 10/22/09, Thursday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

Event Title Overview of the Autism Diagnostic Observation Schedule ‐ ADOS Event Code: 10‐46‐108 Offered by:  Early Childhood Education Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: None Closing Date: 10/8/2009 Fee: $20 per person Presenter(s): Christine Peck, Psy.D. Audience: PreK, 3‐5 School Pyschologist, CES, Trumbull Birth to Three and Early Childhood Special  Education Practitioners and Administrators  

Contact Person: Nattaneal Wilson Education Services Specialist (860) 632‐1485 Ext 268 Email [email protected]

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

Date 10/22/09, Thursday

Start Time 9:00 AM

End Time 12:00 PM

Location Rensselaer (RAH), Hartford

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Event Title Teaching Writing to Black and Latino Students Event Code: 10‐45‐012 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:3 CEUs: 1.3 Literacy (301) Closing Date: 10/9/2009 Fee: $75 per person Presenter(s): Tarold Miller Audience: Grades K‐2 SERC Consultant Classroom Teachers, Special Education  Teachers, Interventionists, and Bilingual  Ivelise Velazquez Education Teachers.  Participants may register  SERC Consultant individually but teams of two are preferred.

Contact Person: Leticia Garcia Guerra Education Services Specialist (860) 632‐1485 Ext 233 Email [email protected]

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

Date 10/24/09, Saturday 01/23/10, Saturday 02/27/10, Saturday

Start Time 9:00 AM 9:00 AM 9:00 AM

End Time 12:30 PM 12:30 PM 12:30 PM

Location SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown

Event Title Introduction to Educating Students with Hearing Loss Event Code: 10‐38‐009 Offered by:  Initiative on Visual and Hearing Impairments # of Sessions:1 Registration:  Fax, Mail or Online Contact Person: CEUs: 0.7 Closing Date: 10/13/2009 Karyn Champion‐Kamm Fee: $40 per person Presenter(s): Heather McCormack Perkins Education Services Specialist Outreach Teacher, American School for  (860) 632‐1485 Ext 225 Audience: PreK‐Grade 12 General and Special Education Teachers,  the Deaf, West Hartford Email [email protected] Teachers of the Deaf, Speech‐Language  Diane Nelson Pathologists, Paraprofessionals, and  Team Leader, CREC, Soundbridge Administrators. Team registration is  encouraged. Event Description:      This session is dedicated to increasing the awareness and knowledge of those individuals working with students with hearing loss in order to  improve outcomes for these students.  Covering a wide array of information, from the role and use of an educational interpreter to appropriate  accommodations and modification for the CMT/CAPT tests, the session is designed to meet a variety of needs. School/district teams are  encouraged to come with information and questions that are relevant to their situation in order to focus learning on their needs and to develop a  plan for use in their school/district with the information and tools provided.        Participants in this professional development activity will increase knowledge of language/communication options and components; identify  classroom and personal use technology and assistive technology to improve student learning; heighten awareness of the social‐emotional impact  of a hearing loss; and discuss how to design instruction and the layout of the room to both optimize access to learning and to facilitate positive  interactions with peers.

Date 10/27/09, Tuesday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Library Community Room, Middletown

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Event Title Vocabulary and Language Development for English Language Learners Event Code: 10‐45‐022 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:1 Contact Person: CEUs: 0.7 Literacy (301) Closing Date: 10/14/2009 Leticia Garcia Guerra Fee: $80 per person Presenter(s): Maria Elena Argüelles, Ph.D. Education Services Specialist Audience: Grades K‐8 Educational Consultant, Miami, FL (860) 632‐1485 Ext 233 General and Special Educators, Literacy  Email [email protected] Specialists, Student Support Services    Professionals, ESL/ELL Specialists,  Paraprofessionals, and Curriculum  Specialists/Coordinators Event Description:      In its position statement on English Language Learners (ELLs), the Connecticut State Board of Education recognized the importance of ensuring  that students acquire a level of English proficiency in speaking, listening, reading, and writing that allows them to participate in the mainstream  academic program.  In addition, these students are expected to master the same content and achieve the same levels of academic performance as  students whose first language is English.       As the ELL population is Connecticut increases, meeting the needs of these students can be a great challenge for many educators. Teachers  must ensure that while students are meeting their language objectives, they are also not falling behind their English language‐speaking peers in  content areas. This workshop will aid teachers in preparing students who are ELLs to develop the vocabulary and language skills that are essential  to their success in literacy. Dr. Maria Elena Argüelles will present strategies for creating a highly successful and inclusive learning environment for  all ELLs, especially during Tier I instruction.       Participants in this professional development activity will learn how to plan instruction for ELLs using knowledge of the stages of language  development, apply strategies for teaching vocabulary to ELLs, and use methods of developing academic language in ELLs.

Date 10/28/09, Wednesday

Start Time 9:00 AM

End Time 3:30 PM

Location Crowne Plaza, Cromwell

Event Title Fourteenth Annual Paraprofessionals as Partners Conference Event Code: 10‐02‐119 Offered by:  Paraprofessionals as Partners Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 10/16/2009 Fee: $75 per person Presenter(s): Michael Fowlin, Ph.D. Audience: PreK‐Grade 12 Psychologist, Morristown, NJ Paraprofessionals

Contact Person: Tyrese Bolden Education Services Specialist (860) 632‐1485 Ext 210 Email [email protected]

 

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

Date 10/29/09, Thursday

Start Time 8:30 AM

End Time 3:30 PM

Location Crowne Plaza, Cromwell

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Event Title Transforming Common Dilemmas for Parents Raising Children with Developmental and Medical Disabilities Event Code: 10‐46‐106 Offered by:  Early Childhood Education Initiative Registration:  Fax, Mail or Online # of Sessions:1 Contact Person: CEUs: 0.6 Closing Date: 10/15/2009 Nattaneal Wilson Fee: $40 per person Presenter(s): Andrew Miser, Ph.D. Education Services Specialist Consultant, Elysian Enterprises Audience: Birth‐5 (860) 632‐1485 Ext 268 Early Childhood Special Education Teachers,  Email [email protected] Related Services Personnel, School Principals,  Susan Rosano, M.A. and Administrators Connecticut Expressive Arts Event Description:      Parents with children who have developmental and medical disabilities have a number of family dilemmas in common that they deal with on a  daily basis. This half‐day workshop presents eight common family dilemmas and suggests ideas for effectively coping with them.  Participants in  the workshop will examine the nature of each dilemma, the task of the family in dealing with each dilemma, and how parents can create  empowering perspectives to assist them in experiencing a sense of wholeness and well‐being in the face of these dilemmas.  Finally, this workshop  highlights the transformative effect of shifting perspectives for parents who are dealing with the dilemmas of raising a child with special needs.      Participants in this workshop will learn to recognize the eight common dilemmas of parents with children who have developmental and medical  disabilities; look at the nature of each dilemma and its impact on the parents or the family as a whole; explore ideas for assisting parents in dealing  effectively with these dilemmas; and examine empowering contexts or perspectives that parents can generate to help them to experience a sense  of wholeness and well being.

Date 10/29/09, Thursday

Start Time 9:00 AM

End Time 1:00 PM

Location SERC Classroom, Middletown

Event Title EIP Case Partner Training: Building Collaborative Partnerships ‐ Session A Event Code: 10‐03‐006 Offered by:  Early Intervention Project Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 1.5 Closing Date: 10/16/2009 Fee: $65 per person Presenter(s): SERC Consultants Audience: PreK‐Grade 12 Administrators, General and Special Education  Teachers, Support Services Professionals,    Paraprofessionals, and Parents

Contact Person: Kristy Giacco Unit Coordinator (860) 632‐1485 Ext 249 Email [email protected]

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

Date 10/30/09, Friday 12/09/09, Wednesday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown

23

Event Title How Welcoming Is Your School? ‐ Session A Event Code: 10‐47‐002 Offered by:  CT Parent Information and Resource Center Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.8 Closing Date: 10/16/2009 Fee: None Presenter(s): Patti Avallone Consultant, Former Title I Coordinator,  Audience: PreK‐Grade 12 Teachers, Administrators, Parents, and  New Haven Community Members.  Participants are  Betsy LeBorious encouraged to attend as school‐based teams. Program Manager, Youth and Family  Development, CREC

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

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

Date 10/30/09, Friday

Start Time 9:00 AM

End Time 12:00 PM

Location CREC, Hartford

Event Title Supervision of Literacy Utilizing Walkthrough Protocols Event Code: 10‐15‐008 Offered by:  Leadership Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.6 Supervision & Evaluation (305) Closing Date: 10/21/2009 Fee: $25 per person Presenter(s): Martha Bless Audience: Grades K‐12 SERC Consultant Administrators and Educational Leaders

Contact Person: Lisa Scaife Education Services Specialist (860) 632‐1485 Ext 282 Email [email protected]

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

Date 11/04/09, Wednesday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

24

Event Title A Classroom of Difference ‐ Session A Event Code: 10‐06‐100 Offered by:  Initiative on Diversity in Education Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 10/22/2009 Fee: $40 per person Presenter(s): Ivette Ruiz SERC Consultant Audience: Grades K‐12 Educators, Administrators, Community  Members, and Members of Faith‐based  ADL Trainers Organizations Anti‐Defamation League, CT

Contact Person: Nicole Vitale Education Services Specialist (860) 632‐1485 Ext 234 Email [email protected]

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

Date 11/05/09, Thursday

Start Time 9:00 AM

End Time 3:30 PM

Location ITBD/IIET, New Britain

Event Title How Welcoming Is Your School? ‐ Session B Event Code: 10‐47‐003 Offered by:  CT Parent Information and Resource Center Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.8 Closing Date: 10/22/2009 Fee: None Presenter(s): Patti Avallone Audience: PreK‐Grade 12 Consultant, Former Title I Coordinator,  Teachers, Administrators, Parents, and  New Haven Community Members.  Participants are  Betsy LeBorious encouraged to attend as school‐based teams. Program Manager, Youth and Family  Development, CREC

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

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

Date 11/05/09, Thursday

Start Time 9:00 AM

End Time 12:00 PM

Location ACES, Hamden

25

Event Title Including Children with Motor Difficulties in ECE Programs Event Code: 10‐46‐105 Offered by:  Early Childhood Education Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: None Closing Date: 10/23/2009 Fee: $20 per person Presenter(s): Laurie Waple Consultant, Orange, CT Audience: PreK, 3‐5 Early Childhood Teachers, Paraprofessionals,  Classroom Assistants, and Early Childhood    Administrators

Contact Person: Nattaneal Wilson Education Services Specialist (860) 632‐1485 Ext 268 Email [email protected]

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

Date 11/07/09, Saturday

Start Time 9:00 AM

End Time 1:00 PM

Location SERC Library Community Room, Middletown

Event Title Multi‐Sensory Structured Language Instruction Event Code: 10‐45‐014 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 1.3 Literacy (301) Closing Date: 10/23/2009 Fee: $90 per person Presenter(s): Margie Gillis, Ed.D. Audience: Grades K‐2 President, Literacy How, Westport General and Special Educators, Literacy  Specialists, Student Support Services  Mary Ellen Lavallette Professionals, Paraprofessionals, and  Reading Specialist, Bloomfield Public  Curriculum Specialists/Coordinators Schools

Contact Person: Leticia Garcia Guerra Education Services Specialist (860) 632‐1485 Ext 233 Email [email protected]

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

Date 11/07/09, Saturday 12/05/09, Saturday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown

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Event Title Culturally Responsive Pedagogy: Examining Classroom Practice ‐ Session A Event Code: 10‐06‐106 Offered by:  Initiative on Diversity in Education Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 1.2 Closing Date: 10/23/2009 Fee: $60 per person Presenter(s): Beth‐Ann Brunet Audience: PreK‐Grade 12 SERC Consultant General, Special Education, ESL and Bilingual  Teachers, and Curriculum Directors Kc Nelson‐Oliveria

Contact Person: Nicole Vitale Education Services Specialist (860) 632‐1485 Ext 234 Email [email protected]

SERC Consultant Event Description:      “Specifically, culturally relevant teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using  cultural referents to impart knowledge, skills, and attitudes.  These cultural referents are not merely vehicles for bridging or explaining the  dominant culture; they are aspects of the curriculum in their own right."                                                                                                                        ‐ Gloria Ladson‐Billings, The Dreamkeepers (1994)        This two‐day session is designed to increase the knowledge and skills of participants in developing the trust and culture that allows for  transformation of classrooms into culturally responsive learning communities.  The first day will examine the intersection of race, education, and  the teacher's own practices in the classroom.  Teachers will use the information from Day 1 to reflect on their classroom practice and select  classroom activities, lessons, or materials for review during the second session.   The second day will focus on examining classroom practices for  cultural responsiveness.      In order to improve student outcomes, participants will examine beliefs and practices connected to race and culture that impact students'  learning, including that of students with disabilities and English Language Learners; explore the elements of culturally responsive instruction;  discuss qualities of a culturally responsive educator; and apply their new knowledge to their classrooms/schools. (This activity will be repeated as  Session B on 4/8/10.) Date 11/10/09, Tuesday 12/15/09, Tuesday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location ITBD/IIET, New Britain ITBD/IIET, New Britain

Event Title Teaching Content to All: Evidence‐Based Inclusive Practices Event Code: 10‐12‐017 Offered by:  Teaching & Learning Initiative Registration:  Fax, Mail or Online # of Sessions:3 CEUs: 2.5 Closing Date: 10/27/2009 Fee: $120 per person Presenter(s): Lucy Krause Audience: Grades 6‐12 External Consultant General and Special Educators

Contact Person: Rebecca Kisluk Education Services Specialist (860) 632‐1485 Ext 289 Email [email protected]

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

Date 11/10/09, Tuesday 12/11/09, Friday 01/19/10, Tuesday

Start Time 9:00 AM 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM 3:30 PM

Location ITBD/IIET, New Britain ITBD/IIET, New Britain ITBD/IIET, New Britain

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Event Title Differentiating Instruction in Today's Secondary Classrooms: Embedding Critical Literacy Skills Instruction Across the Content Areas Event Code: 10‐12‐054 Offered by:  Teaching & Learning Initiative Registration:  Fax, Mail or Online # of Sessions:4 Contact Person: CEUs: 3.5 Closing Date: 10/29/2009 Rebecca Kisluk Fee: $150 per person Education Services Specialist Presenter(s): Martha Bless Audience: Grades 6‐12 (860) 632‐1485 Ext 289 SERC Consultant General and Special Educators.  Teams of 2 are  Email [email protected] strongly encouraged. Tracey Mayes SERC Consultant Event Description:      Today’s classrooms reflect the diversity of their district’s communities. To respond to this diversity, instruction must be effectively  differentiated to meet the range of needs of the many learners and the growing need for critical literacy skills across the content areas.  Differentiation involves matching curriculum components to learners by knowing their learning style preferences, interests, prior knowledge, and  learning rate. The critical student differences that can be attended to are academic, social/emotional, and cognitive.  In this 4‐day series,  participants will work with existing units of instruction to expand them to meet the diverse needs of all students in grades 6‐12.           In order to improve student achievement in grades 6‐12, participant teams in this professional development activity will define differentiated  instruction; delineate goals and purposes for differentiation; identify essential core content and connections to the Connecticut Curriculum  Frameworks; develop structures for embedding literacy instruction in differentiated, content‐area classrooms; explore various techniques for  managing student work in differentiated classrooms; use assessment data to determine effective instructional groupings; examine teaching  practices that allow for critical differences among students; and design a differentiated unit of instruction to meet the needs of all students.

Date 11/12/09, Thursday 11/13/09, Friday 01/20/10, Wednesday 01/21/10, Thursday

Start Time 9:00 AM 9:00 AM 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM 3:30 PM 3:30 PM

Location SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown

Event Title Reading and Writing in Grades 4‐12:  A Workshop with Dr. Janet Allen Event Code: 10‐45‐011 Offered by:  Literacy Initiative # of Sessions:1 Registration:  Fax, Mail or Online CEUs: 0.7 Literacy (301) Closing Date: 10/30/2009 Fee: $100 per person Presenter(s): Janet Allen, Ph.D. Audience: Grades 4‐12 Consultant, Allen Educational  General and Special Educators, Literacy  Consulting, Sanibel, FL Specialists, Paraprofessionals, and Curriculum    Specialists/Coordinators

Contact Person: Leticia Garcia Guerra Education Services Specialist (860) 632‐1485 Ext 233 Email [email protected]

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

Date 11/13/09, Friday

Start Time 9:00 AM

End Time 3:30 PM

Location Crowne Plaza, Cromwell

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Event Title Introduction to Autism for Early Childhood Teachers and Administrators Event Code: 10‐46‐103 Offered by:  Early Childhood Education Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: None Closing Date: 10/30/2009 Fee: $15 per person Presenter(s): Susan Izeman, Ph.D. Director, Abilis Autism Program,  Audience: PreK, 3‐5 Childcare and Preschool Teachers, Assistants  Greenwich and Administrators from Early Care and    Education Programs

Contact Person: Nattaneal Wilson Education Services Specialist (860) 632‐1485 Ext 268 Email [email protected]

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

Date 11/14/09, Saturday

Start Time 8:30 AM

End Time 12:00 PM

Location SERC Classroom, Middletown

Event Title Data‐Driven Decision Making (DDDM)/ Data Teams Basic Training Event Code: 10‐16‐009 Offered by:  CT's Accountability for Learning Initiative Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 1.2 Closing Date: 10/27/2009 Fee: $170 per person Presenter(s): Sean Kavanaugh Audience: Grades K‐12 SERC Consultant Teachers and Administrators.  Team  registration is strongly encouraged. Greta Skiles

Contact Person: Lisa Scaife Education Services Specialist (860) 632‐1485 Ext 282 Email [email protected]

SERC Consultant Event Description:      In this two‐day seminar, participants will address Connecticut’s achievement gaps by examining their district, school, and classroom data within  the framework of a proven and effective process.  Using Data‐Driven Decision Making (DDDM), collaborative teams examine data in order to: 1)  identify instructional strategies yielding positive student outcomes that should be replicated; and 2) identify instructional obstacles preventing  students from learning.  Participants will examine various data team structures for applying DDDM in their school at their grade level or within  their academic department.  Using common formative assessments and students’ work samples, participants will collaboratively examine  strengths and obstacles, establish goals, and determine the appropriate actions needed to improve academic outcomes and ensure educational  equity.  Roles and responsibilities of data team members and leaders who facilitate meetings will be addressed, as will the replication of effective  practices that sustain DDDM.      Participants in this professional development activity will utilize a data team process to address a school’s most pressing questions related to  equity in student achievement; examine student data to allocate resources and inform instructional decisions that improve student outcomes; and  discuss considerations for forming data teams and creating structures that support and sustain them.          Participants must bring samples of student work (e.g., responses to writing prompts, math assessments) and their district or school data for at  least two years (e.g., CMT/CAPT, district‐wide assessments, disaggregated suspension/expulsion data) to ensure that the DDDM/data teams  process is learned within an authentic context. Date Start Time End Time Location 11/17/09, Tuesday 8:30 AM 3:30 PM SERC Library Community Room, Middletown 8:30 AM 3:30 PM SERC Library Community Room, Middletown 11/18/09, Wednesday

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Event Title Making a Difference Through Co‐Teaching ‐ Session A Event Code: 10‐12‐007 Offered by:  Teaching & Learning Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 11/5/2009 Fee: $30 per person Presenter(s): Stefanie Carbone Audience: Grades K‐12 SERC Consultant General and Special Educators and/or Student  Support Services Professionals are encouraged  Other SERC Consultants to register as two‐person, Co‐teaching Teams

Contact Person: Rebecca Kisluk Education Services Specialist (860) 632‐1485 Ext 289 Email [email protected]

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

Date 11/19/09, Thursday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

Event Title Technology Tools to Provide Access to Literature and Curriculum Content for Struggling Readers Event Code: 10‐28‐002 Offered by:  Technology in Education Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Technology (302) Closing Date: 11/5/2009 Fee: $50 per person Presenter(s): Carol Magliocco Audience: Grades 3‐12 Assistive Technology Specialist,  General and Special Education Teachers,  EASTCONN, Hampton Paraprofessionals, and Student Services  Amy Norton Professionals Assistive Technology Specialist,  EASTCONN, Hampton

Contact Person: Angel Davis Education Services Specialist (860) 632‐1485 Ext 293 Email [email protected]

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

Date 11/19/09, Thursday

Start Time 9:00 AM

End Time 3:30 PM

Location The NEAT Center at Oak Hill, Hartford

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Event Title Literacy In Action ‐ Session A Event Code: 10‐46‐111 Offered by:  Early Childhood Education Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.5 Literacy (301) Closing Date: 11/6/2009 Fee: $45 per person Presenter(s): Ida Washington Educational Consultant, Windsor Audience: PreK, 3‐5 Toddler, Preschool, Kindergarten and Early  Childhood General and Special Educators and    Child Care Providers

Contact Person: Nattaneal Wilson Education Services Specialist (860) 632‐1485 Ext 268 Email [email protected]

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

Date 11/21/09, Saturday

Start Time 9:00 AM

End Time 2:00 PM

Location SERC Classroom, Middletown

Event Title Cultural Competence and Courageous Practice: Bringing Equity Alive in the Classroom Event Code: 10‐06‐111 Offered by:  Initiative on Diversity in Education Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 1.2 Closing Date: 11/18/2009 Fee: $200 per person Presenter(s): Gary Howard Audience: PreK‐Grade 12 President, REACH Center for  General Education, Special Education, ESL and  Multicultural Education, Arlington, WA Bilingual Teachers, and Curriculum Directors  

Contact Person: Nicole Vitale Education Services Specialist (860) 632‐1485 Ext 234 Email [email protected]

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

Date 12/02/09, Wednesday 12/03/09, Thursday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location Crowne Plaza, Cromwell Crowne Plaza, Cromwell

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Event Title Differentiated Instruction in Mathematics for English Language Learners Event Code: 10‐21‐006 Offered by:  Mathematical Literacy Initative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 11/18/2009 Fee: $50 per person Presenter(s): Herminio Planas Numeracy Coach, Bridgeport Public  Audience: Grades K‐6 Paraprofessionals,  Curriculum Specialists, and  Schools General Education, Special Education,  Pedro Vazquez Bilingual, and ESL Teachers Math Curriculum Specialist, Bridgeport  Public Schools

Contact Person: Rebecca Kisluk Education Services Specialist (860) 632‐1485 Ext 289 Email [email protected]

Event Description:      This session will include discussion of SRBI and Tier I decision making.  It will provide participants with specific strategies to meet the needs of a  growing population of English Language Learners (ELLs), including ELLs with disabilities.  The session also will provide explicit discussion about  effective strategies that address language acquisition and a culturally relevant curriculum that targets English Language  Learners.                                                                                                    Participants will learn how to make mathematics meaningful for English Language Learners in kindergarten to grade 6 by building on the real  life experiences of these students and helping them to make connections to daily activities. They will learn to provide students with the necessary  strategies to develop language and mathematical concepts in order to acquire higher order thinking skills and mathematical competencies that  will enhance their academic success. The strategies identified will assist in facilitating student learning of mathematical  literacy.                                                             Participants in this professional development activity will engage in hands‐on activities to improve instruction and student learning in  mathematics for students who are English Language Learners in kindergarten to grade 6; identify strategies for enriching oral and written  communication of English Language Learners, including ELLs with disabilities; and explore effective mathematics instruction for students who are  English Language Learners, as well as ELLs with disabilities, including ways to approach math problems and test‐taking strategies. Date 12/02/09, Wednesday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

Event Title Transition Assessment and the IEP ‐ Session A Event Code: 10‐20‐008 Offered by:  Transition Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 1 Closing Date: 11/20/2009 Fee: $50 per person Presenter(s): Karen Stigliano Audience: Grades 9‐12 SERC Consultant Transition Specialists, General and Special  Educators, Administrators, Career Center Staff,  Melissa Wrigley Guidance Counselors, and State and Local  SERC Consultant Agency Representatives

Contact Person: Karyn Champion‐Kamm Education Services Specialist (860) 632‐1485 Ext 225 Email [email protected]

Event Description:      How can secondary educators assist students with the development of their Post‐School Outcome Goal Statements? This professional  development session offers teams the opportunity to enhance their knowledge of qualitative/quantitative Transition Assessments, which are a  foundational part of developing a meaningful Individualized Education Program (IEP).       The State Performance Plan (SPP), Indicator 13 addresses outcomes for youth, aged 16 and above, with an IEP that includes coordinated,  measurable, annual IEP goals and transition services that reasonably enable the student to meet postsecondary goals. This SPP indicator is set at  100% for every district and can be effectively attained and sustained only by developing realistic and measurable goals that stem directly from  transition assessments in the areas of employment, post‐secondary education, training, and independent living.       Every participant will receive a copy of the "Transition Assessment Resource Manual" developed by the CT Transition Task Force and a copy of  "Informal Assessments for Transition" from Pro‐Ed Publishers. Participants will become familiar with transition assessments for use with all  students, including students with disabilities, English Language Learners, low‐level readers, and students with little to no reading ability.       PLEASE NOTE: Participants will be reviewing IEPs to assess and discuss actual Post‐School Outcome Goal Statements, annual goals and  objectives, and their relevance to assessments completed. Please bring a copy of at least one student’s IEP to the session. The name should be  removed for confidentiality purposes. (This activity will be repeated as Session B on 2/25/10.) Date 12/02/09, Wednesday

Start Time 9:00 AM

End Time 3:30 PM

Location EASTCONN, Hampton

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Event Title Link Between Literacy and Social Emotional Development Event Code: 10‐46‐100 Offered by:  Early Childhood Education Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Literacy (301) Closing Date: 11/20/2009 Fee: $45 per person Presenter(s): Tweety Yates, Ph.D. Audience: Birth‐5 Center on the Social and Emotional Early Childhood General and Special Education  Foundations for Early Learning Teachers, Paraprofessionals, Related Services    Personnel, and Families

Contact Person: Nattaneal Wilson Education Services Specialist (860) 632‐1485 Ext 268 Email [email protected]

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

Date 12/04/09, Friday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

Event Title Raising Readers Parent Club Facilitator Training ‐ Session B Event Code: 10‐47‐014 Offered by:  CT Parent Information and Resource Center Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 0.8 Literacy (301) Closing Date: 11/23/2009 Fee: None Presenter(s): Betsy LeBorious Audience: Birth‐8 Program Manager, Youth and Family  Staff from Early Education Programs, Even  Development, CREC Start, Adult Education, Teen Parent Programs,    Veronica Marion Libraries, Family Resource Centers, and  SERC Consultant/CT PIRC Coordinator Community Organizations and Agencies

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

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

Date 12/07/09, Monday 12/08/09, Tuesday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location CREC, Hartford CREC, Hartford

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Event Title Reading and Writing in Grades 4‐12:  A Study Group for Improving Literacy Skills Event Code: 10‐45‐009 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:4 CEUs: 1.5 Literacy (301) Closing Date: 11/17/2009 Fee: $90 per person Presenter(s): Martha Bless SERC Consultant Audience: Grades 4‐12 General and Special Educators, Literacy  Specialists, Paraprofessionals, and Curriculum  Janet N.Y. Zarchen Specialists/Coordinators SERC Consultant

Contact Person: Leticia Garcia Guerra Education Services Specialist (860) 632‐1485 Ext 233 Email [email protected]

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

Date 12/08/09, Tuesday 01/05/10, Tuesday 01/26/10, Tuesday 02/23/10, Tuesday

Start Time 4:30 PM 4:30 PM 4:30 PM 4:30 PM

End Time 7:00 PM 7:00 PM 7:00 PM 7:00 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown SERC Classroom, Middletown SERC Classroom, Middletown

Event Title Beyond Diversity: A Foundation for De‐Institutionalizing Racism & Improving Student Achievement ‐ Session B Event Code: 10‐06‐103 Offered by:  Initiative on Diversity in Education # of Sessions:2 Contact Person: Registration:  Fax, Mail or Online CEUs: 1.4 Closing Date: 11/27/2009 Nicole Vitale Fee: $175 per person Presenter(s): Terrlyn Curry‐Avery, Ph.D. Education Services Specialist Audience: Birth‐21 Connecticut Regional Director, Pacific  (860) 632‐1485 Ext 234 Teachers, Administrators, Support Personnel,  Educational Group, CA Email [email protected] Families, Community Members, and  SERC Consultants Policymakers

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

Date 12/09/09, Wednesday 12/10/09, Thursday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location ITBD/IIET, New Britain ITBD/IIET, New Britain

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Event Title Differentiated Strategies and Activities for Middle and High School Math Event Code: 10‐21‐007 Offered by:  Mathematical Literacy Initative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 11/27/2009 Fee: $50 per person Presenter(s): Marianne Cavanaugh Audience: Grades 6‐12 Coordinator, Project Opening Doors,  General and Special Educators Hartford  

Contact Person: Rebecca Kisluk Education Services Specialist (860) 632‐1485 Ext 289 Email [email protected]

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

Date 12/10/09, Thursday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

Event Title Lee y Serás (Read and You Will Be) ‐ Session A Event Code: 10‐47‐007 Offered by:  CT Parent Information and Resource Center Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Literacy (301) Closing Date: 11/24/2009 Fee: None Presenter(s): Veronica Marion Audience: Grades K‐3 SERC Consultant/CT PIRC Coordinator General and Special Education Teachers, Faith‐ based Organization Leaders, Community  Ivette Ruiz Organization and Agency Staff, and  SERC Consultant Policymakers

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

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

Date 12/11/09, Friday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Library Community Room, Middletown

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Event Title Supervision and Evaluation of Paraprofessionals:  What Administrators Need to Know Event Code: 10‐15‐006 Offered by:  Leadership Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Supervision & Evaluation (305) Closing Date: 12/1/2009 Fee: $60 per person Presenter(s): Kent Gerlach, Ed.D. Audience: PreK‐Grade 12 Professor, Pacific Lutheran University,  Administrators Tacoma, WA  

Contact Person: Lisa Scaife Education Services Specialist (860) 632‐1485 Ext 282 Email [email protected]

Event Description:      This session will address some of the current legal and ethical issues regarding the employment, supervision, evaluation, and training of  paraprofessionals. Discussion topics will include clarifying the appropriate role of paraprofessionals who assist with classroom instruction and the  need for state and local policy regarding paraeducator qualifications. "Appropriate Supervision of Paraprofessionals," as mandated by the No Child  Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), will be defined and discussed as will the quality indicators for  designing staff development for paraprofessionals, administrators, and teachers.        Participants in this professional development opportunity will be able to understand the current national issues affecting paraprofessionals and  their supervisors; understand the importance of state and local policy regarding paraeducator qualifications, training, and supervision; understand  the importance of developing ethical guidelines for paraprofessionals who assist with instruction and for the teachers who supervise them (CEC's  new Code of Ethics regarding Paraeducator Supervision and Training will be distributed); receive information on the importance of clarifying the  role of the teacher/paraeducator team; receive an update of the current legal issues involving paraeducators and their supervisors; gain  knowledge of what parents need to know about paraprofessionals who assist with instruction; be provided a framework for the development of  effective staff development for both paraeducators and teachers; and explore common barriers to effective supervision of paraeducators.        This session is provided in collaboration with the Connecticut Association of Schools (CAS). Date 12/15/09, Tuesday

Start Time 9:00 AM

End Time 3:30 PM

Location CAS ‐ CT Assn. of Schools, Cheshire

Event Title Turning Classrooms into Reading Workshops, K‐3 Event Code: 10‐45‐013 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Literacy (301) Closing Date: 12/1/2009 Fee: $100 per person Presenter(s): Kathy Collins Audience: Grades K‐3 National Literacy Consultant, Durham,  Classroom Teachers, Literacy Coaches, and  NH Reading Specialists.  Teams of 2 will be given    priority.

Contact Person: Leticia Garcia Guerra Education Services Specialist (860) 632‐1485 Ext 233 Email [email protected]

Event Description:      For teachers striving to differentiate instruction for all students, the reading workshop is an effective model.   This instructional model invites  students to connect their thinking to reading as well as to writing and discussion about literature.  During the reading workshop, teachers match  students to books, based on student instructional level and need, and elicit responses to this literature that help them develop into thoughtful  readers while they improve their comprehension and vocabulary and increase their enjoyment of reading.       During this session, Kathy Collins, author of "Growing Readers" (2004) and "Reading for Real" (2008), will present an overview of Readers’  Workshop and discuss how its components connect to address student needs.  Afterward, participants will have the opportunity to post questions  and reflections for Ms. Collins on SERC’s Web‐based learning forum as they implement the program in their classrooms.         Ms. Collins has more than fifteen years of experience as a primary classroom teacher and as a researcher with the Teachers College Reading  and Writing Project.  She remains an integral part of the literacy initiative that Teachers College launched in the New York City Public Schools as  she travels throughout the country as a private literacy consultant.      Participants in this professional development activity will identify the units of study in the reading workshop; enhance the role of the read‐ aloud and “accountable talk” that leads to higher comprehension of the text;  plan opportunities for independent reading and reading  partnerships; establish structures for presenting mini‐lessons and conferring with students; review the use of fiction and nonfiction texts; and  organize instruction to improve comprehension, fluency, and vocabulary strategies. Date Start Time End Time Location 12/15/09, Tuesday 9:00 AM 3:30 PM Crowne Plaza, Cromwell

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Event Title Project CRISS: Creating Independence through Student‐Owned Strategies (Level I Training) Event Code: 10‐12‐013 Offered by:  Teaching & Learning Initiative # of Sessions:3 Registration:  Fax, Mail or Online CEUs: 2.5 Literacy (301) Closing Date: 12/2/2009 Fee: $125 per person Presenter(s): Lucy Krause Audience: Grades 3‐12 External Consultant General and Special Educators

Contact Person: Rebecca Kisluk Education Services Specialist (860) 632‐1485 Ext 289 Email [email protected]

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

Date 12/16/09, Wednesday 01/07/10, Thursday 02/04/10, Thursday

Start Time 9:00 AM 9:00 AM 9:00 AM

End Time 3:00 PM 3:00 PM 3:00 PM

Location SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown

Event Title Enhancing Students' Executive Skills: Strategies to Support Student Learning and Behavioral Regulation Offered by:  Teaching & Learning Initiative Event Code: 10‐12‐052 Contact Person: # of Sessions:1 Registration:  Fax, Mail or Online Rebecca Kisluk CEUs: 0.7 Closing Date: 12/3/2009 Education Services Specialist Fee: $75 per person Presenter(s): Richard Guare, Ph.D. Audience: PreK‐Grade 12 (860) 632‐1485 Ext 289 The Center for Learning and Attention  General and Special Educators and Student Disorders, Portsmouth, NH Email [email protected] Support Services Professionals. Participants   are encouraged to register as two-person teams.

Event Description:      “Executive functions” have become a focus of educators’ interest as they are essential to student learning and behavioral regulation.  These  functions include skills in organization, planning, attention, working memory, metacognition, and response inhibition.  While executive functions  are critical for all students, their importance is most apparent in students who have cognitive limitations for a variety of reasons, such as ADHD,  lead poisoning, or traumatic brain injury.      In this workshop, Richard Guare, Ph.D. will provide practical suggestions for school‐based professionals to enhance the executive functioning of  students.  Working within a developmental framework, Dr. Guare will present a hypothesis‐testing approach to assessment and systematically link  the findings to the development of specific interventions to improve student self‐control and learning outcomes. This process facilitates early  interventions at a “root cause” level to maximize the effectiveness of those interventions.      Each participant will receive a copy of the book that Dr. Guare co‐authored with Peg Dawson, "Executive Skills in Children and Adolescents: A  Practical Guide to Assessment and Intervention" (2003) as part of the registration fee.      In order to improve student achievement and behavior, participants will operationalize executive skills; investigate a multi‐component  assessment model; connect assessment findings to implementation strategies; explore a variety of intervention strategies, including  environmental, student‐specific, and classroom‐wide; and learn seven steps to teach executive skills to students, including students with  disabilities. Date Start Time End Time Location 12/17/09, Thursday 9:00 AM 3:30 PM Crowne Plaza, Cromwell

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Event Title Supporting Students' Communication Needs with SLPAs ‐ Session A Event Code: 10‐23‐002 Offered by:  Integrated Student Support Services Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: None Closing Date: 12/1/2009 Fee: $25 per person Presenter(s): Mary Jo Chretien, M.S., CCC Audience: Grades K‐12 Related Services Coordinator,  Speech‐Language Pathologists, SLP Assistants  EASTCONN, Hampton or Aides, and Administrators Donna D. Merritt, Ph.D., CCC SERC Consultant

Contact Person: Angel Davis Education Services Specialist (860) 632‐1485 Ext 293 Email [email protected]

Event Description:      Speech‐Language Pathology Assistants or Aides (SLPAs) can supplement the delivery of speech and language services in schools and have a  positive impact on improving a student’s communication skills. They are not, however, an alternative to professional services. Their  responsibilities must align with recommended practices in "A Guide for the Training, Use and Supervision of Speech‐Language Pathology Assistants  and Aides in Connecticut" (1999) and they must receive appropriate supervision by a certified and licensed speech‐language pathologist (SLP), who  retains legal and ethical responsibility for all services provided.      This half‐day professional development opportunity will not provide direct skill‐building for SLPAs. Instead, it will support reciprocal dialogue  between SLPs and SLPAs about the scope of tasks, procedures, roles, and activities appropriate for SLPA implementation within the least  restrictive environment as well as the types and frequency of supervision required.   In a parallel session, administrators will examine the benefits  and restrictions of using SLPAs by examining their current utilization and/or determining the viability of increasing their use.  SLPs, SLPAs, and  administrators, who are encouraged but not required to attend as a team, will subsequently converge their perspectives to discuss issues that may  require changes in policy or practice within their district.      Participants in this professional development activity will improve student learning for children with communication disabilities by examining  the range of activities appropriate for SLPA implementation and the level of supervision required to perform them; determine the need for  additional skill‐building for SLPAs; and develop a plan to change district policy or practices to ensure adherence to CT’s guidelines. Date Start Time End Time Location 12/17/09, Thursday 9:00 AM 12:30 PM Holiday Inn, Waterbury

Event Title Supporting Students' Communication Needs with SLPAs ‐ Session B Event Code: 10‐23‐003 Offered by:  Integrated Student Support Services Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: None Closing Date: 12/1/2009 Fee: $25 per person Presenter(s): Mary Jo Chretien, M.S., CCC Audience: Grades K‐12 Related Services Coordinator,  Speech‐Language Pathologists, SLP Assistants  EASTCONN, Hampton or Aides, and Administrators Donna D. Merritt, Ph.D., CCC SERC Consultant

Contact Person: Angel Davis Education Services Specialist (860) 632‐1485 Ext 293 Email [email protected]

Event Description:      Speech‐Language Pathology Assistants or Aides (SLPAs) can supplement the delivery of speech and language services in schools and have a  positive impact on improving a student’s communication skills. They are not, however, an alternative to professional services. Their  responsibilities must align with recommended practices in "A Guide for the Training, Use and Supervision of Speech‐Language Pathology Assistants  and Aides in Connecticut" (1999) and they must receive appropriate supervision by a certified and licensed speech‐language pathologist (SLP), who  retains legal and ethical responsibility for all services provided.      This half‐day professional development opportunity will not provide direct skill‐building for SLPAs. Instead, it will support reciprocal dialogue  between SLPs and SLPAs about the scope of tasks, procedures, roles, and activities appropriate for SLPA implementation within the least  restrictive environment as well as the types and frequency of supervision required.   In a parallel session, administrators will examine the benefits  and restrictions of using SLPAs by examining their current utilization and/or determining the viability of increasing their use.  SLPs, SLPAs, and  administrators, who are encouraged but not required to attend as a team, will subsequently converge their perspectives to discuss issues that may  require changes in policy or practice within their district.      Participants in this professional development activity will improve student learning for children with communication disabilities by examining  the range of activities appropriate for SLPA implementation and the level of supervision required to perform them; determine the need for  additional skill‐building for SLPAs; and develop a plan to change district policy or practices to ensure adherence to CT’s guidelines. Date Start Time End Time Location 12/18/09, Friday 9:00 AM 12:30 PM EASTCONN, Hampton

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Event Title Beyond Diversity: A Foundation for De‐Institutionalizing Racism & Improving Student Achievement ‐ Session C Event Code: 10‐06‐104 Offered by:  Initiative on Diversity in Education Registration:  Fax, Mail or Online # of Sessions:2 Contact Person: CEUs: 1.4 Closing Date: 12/28/2009 Nicole Vitale Fee: $175 per person Presenter(s): Terrlyn Curry‐Avery, Ph.D. Education Services Specialist Connecticut Regional Director, Pacific  Audience: Birth‐21 (860) 632‐1485 Ext 234 Teachers, Administrators, Support Personnel,  Educational Group, CA Email [email protected] Families, Community Members, and  SERC Consultants Policymakers

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

Date 01/07/10, Thursday 01/08/10, Friday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location ITBD/IIET, New Britain ITBD/IIET, New Britain

Event Title Technology Tools for the CMT Checklist Offered by:  Technology in Education Initiative Event Code: 10‐28‐003 Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Technology (302) Closing Date: 12/30/2009 Fee: $50 per person Presenter(s): Carol Magliocco Audience: Grades 3‐8 Assistive Technology Specialist,  General and Special Educators with basic  EASTCONN, Hampton computer skills Amy Norton Assistive Technology Specialist,  EASTCONN, Hampton

Contact Person: Angel Davis Education Services Specialist (860) 632‐1485 Ext 293 Email [email protected]

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

Date 01/07/10, Thursday

Start Time 9:00 AM

End Time 3:30 PM

Location The NEAT Center at Oak Hill, Har tford

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Event Title Explicit Teaching:  A Model for the Older Dependent Reader Event Code: 10‐45‐017 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Literacy (301) Closing Date: 12/18/2009 Fee: $75 per person Presenter(s): Margie Gillis, Ed.D. Audience: Grades 4‐8 President, Literacy How, Westport General and Special Educators, Literacy  Specialists, Student Support Services    Professionals, Paraprofessionals, and  Curriculum Specialists/Coordinators

Contact Person: Leticia Garcia Guerra Education Services Specialist (860) 632‐1485 Ext 233 Email [email protected]

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

Date 01/09/10, Saturday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

Event Title How Welcoming Is Your School? ‐ Session C Event Code: 10‐47‐004 Offered by:  CT Parent Information and Resource Center Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.8 Closing Date: 12/29/2009 Fee: None Presenter(s): Betsy LeBorious Audience: PreK‐Grade 12 Program Manager, Youth and Family  Teachers, Administrators, Parents, and  Development, CREC Community Members.  Participants are  Veronica Marion encouraged to attend as school‐based teams. SERC Consultant/CT PIRC Coordinator

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

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

Date 01/12/10, Tuesday

Start Time 9:00 AM

End Time 12:00 PM

Location SERC Library Community Room, Middletown

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Event Title Closing the Literacy Gap in Middle and High Schools:  A Research‐based, School‐wide Literacy Approach for Administrators Event Code: 10‐45‐007 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:1 Contact Person: CEUs: 0.7 Literacy (301) Closing Date: 12/30/2009 Leticia Garcia Guerra Fee: $75 per person Presenter(s): Michael Faggella‐Luby, Ph.D. Education Services Specialist Audience: Grades 6‐12 Assistant Professor, Educational  (860) 632‐1485 Ext 233 Administrators, Department Chairs and  Psychology, Univ. of Connecticut Email [email protected] Curriculum Coordinators  

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

Date 01/13/10, Wednesday

Start Time 9:00 AM

End Time 3:30 PM

Location Crowne Plaza, Cromwell

Event Title Effective Teaching Strategies (ETS) Basic Training Event Code: 10‐16‐010 Offered by:  CT's Accountability for Learning Initiative Registration:  Fax, Mail or Online # of Sessions:2 CEUs: 1.2 Closing Date: 12/23/2009 Fee: $170 per person Presenter(s): Virginia Babcock Audience: Grades K‐12 SERC Consultant Teachers and Administrators

Contact Person: Lisa Scaife Education Services Specialist (860) 632‐1485 Ext 282 Email [email protected]

Tracey Mayes SERC Consultant Event Description:      In order to maximize student learning opportunities, teachers must plan effective lessons that consider not only the concepts that students  must know, but also the specific instructional strategies that are most likely to improve student achievement across all content areas and grade  levels.  Robert Marzano, utilizing meta‐analysis to analyze and summarize thousands of research studies, identified nine teaching and learning  strategies that improve student achievement.  This two‐day seminar will share specific strategies in each of the nine categories, outlined in the  book "Classroom Instruction That Works" (2001), by Marzano, Pickering, and Pollock.  It also will cover the tenth strategy—nonfiction  writing—which Dr. Doug Reeves, founder of the Center for Performance Assessment (CPA), added in his own research.       This interactive, hands‐on seminar is designed for classroom teachers and instructional specialists.  Participants will have an opportunity to  apply each of the categories to current lessons or future units and plans and learn what other teachers are doing to achieve success in their  classrooms.      Participants in this professional development activity will learn about the ten categories of effective teaching strategies; understand how to use  aspects of these strategies when planning lessons;  learn about the application of the strategies specific to student needs;  examine the most  effective way to write thorough lesson plans and deliver instruction utilizing effective methods to improve student achievement; and identify  strategies and techniques that are more beneficial to certain learning situations and students in order to meet the needs of and improve outcomes  for all students. Date Start Time End Time Location 01/13/10, Wednesday 8:30 AM 3:30 PM ITBD/IIET, New Britain 01/14/10, Thursday 8:30 AM 3:30 PM ITBD/IIET, New Britain

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Event Title Multicultural Literature and Culturally Responsive Literacy Instruction Event Code: 10‐45‐015 Offered by:  Literacy Initiative Registration:  Fax, Mail or Online # of Sessions:4 CEUs: 1.5 Literacy (301) Closing Date: 12/30/2009 Fee: $100 per person Presenter(s): Ivelise Velazquez Audience: Grades K‐6 SERC Consultant Administrators, General and Special Education  Teachers, Literacy Specilalists,  Janet N.Y. Zarchen Paraprofessionals, and Related Services  SERC Consultant Professionals

Contact Person: Leticia Garcia Guerra Education Services Specialist (860) 632‐1485 Ext 233 Email [email protected]

Event Description:      Our society and its schools are becoming increasingly diverse in cultural, racial, ethnic, religious, and socioeconomic ways.  In order to promote  respect and understanding among students, teachers often turn to multicultural literature as a tool for culturally responsive instruction. While  multicultural books, ethnic foods, and holidays are components of culturally responsive instruction, the definition needs to also include high  academic standards, a rigorous curriculum, and effective teaching. As Connecticut educators work to help culturally and linguistically diverse  students reach their full potential, it is important that the link between culturally responsive instruction and literacy instruction is understood by  educators.        Over the course of four evenings, educators will explore and discuss the components of literacy instruction through the lens of culture and  diversity. The selection and use of multicultural books will be highlighted. Participants will be encouraged to develop and try some strategies, then  discuss them with the group. During the intersessions, participants will have the opportunity to engage in online discussions to deepen and extend  the learning.      In order to improve student outcomes, participants in this professional development activity will explore a framework for selecting and  teaching multicultural literature; examine and critique multicultural literature; explore the elements of culturally responsive instruction; discuss  the qualities of a culturally responsive educator; and apply their new knowledge to their specific jobs in the schools. Date 01/13/10, Wednesday 02/03/10, Wednesday 02/24/10, Wednesday 03/31/10, Wednesday

Start Time 4:30 PM 4:30 PM 4:30 PM 4:30 PM

End Time 7:00 PM 7:00 PM 7:00 PM 7:00 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown SERC Classroom, Middletown SERC Classroom, Middletown

Event Title Technology Tools to Assist in the Writing Process for Students in Grades 3‐6 Event Code: 10‐28‐004 Offered by:  Technology in Education Initiative # of Sessions:1 Registration:  Fax, Mail or Online CEUs: 0.7 Technology (302) Closing Date: 1/5/2010 Fee: $50 per person Presenter(s): Carol Magliocco Audience: Grades 3‐6 Assistive Technology Specialist,  General and Special Education Teachers,  EASTCONN, Hampton Paraprofessionals, and Related Services  Amy Norton Professionals Assistive Technology Specialist,  EASTCONN, Hampton

Contact Person: Angel Davis Education Services Specialist (860) 632‐1485 Ext 293 Email [email protected]

Event Description:      Many students struggle with the writing process due to attention, organizational, and processing difficulties.  This workshop, customized for  particular grade levels*, explores the range of technology tools that assist students in brainstorming, researching, organizing, writing, and editing  their work.   Particular emphasis will be placed on technology tools that address the needs of students who struggle with one or several aspects of  the writing process, including students with disabilities.  Inspiration®, SOLO, Kurzweil, and Read and Write Gold are among the software  applications that will be reviewed.      In order to improve outcomes for students in grades 3‐12, including students with disabilities, participants will gain an understanding of the  continuum of tools available in order to apply technology as an integral part of the learning environment; increase familiarity by engaging in hands‐ on exploration of many of these tools; and learn how to  identify and use appropriate strategies to assist students in the classroom.      *This workshop is offered once for each of three grade level ranges (3‐6, 5‐8, and 9‐12).  Participants are asked to choose the one that meets  their needs.  The sessions for grades 3‐6 and 5‐8 are both offered in January.  The session for grades 9‐12 will be offered in February.

Date 01/13/10, Wednesday

Start Time 9:00 AM

End Time 3:30 PM

Location The NEAT Center at Oak Hill, Hartford

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Event Title Trickery, Trolling and Threats: Understanding and Addressing Cyberbullying Event Code: 10‐06‐108 Offered by:  Initiative on Diversity in Education Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Technology (302) Closing Date: 12/29/2009 Fee: $40 per person Presenter(s): Ivette Ruiz SERC Consultant Audience: PreK‐Grade 12 Educators, Administrators, Community  Members, Families, and Members of Faith‐ ADL Trainers based Organizations Anti‐Defamation League, CT

Contact Person: Nicole Vitale Education Services Specialist (860) 632‐1485 Ext 234 Email [email protected]

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

Date 01/14/10, Thursday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Library Community Room, Middletown

Event Title Making a Difference Through Co‐Teaching ‐ Session B Event Code: 10‐12‐009 Offered by:  Teaching & Learning Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 1/4/2010 Fee: $30 per person Presenter(s): Stefanie Carbone Audience: Grades K‐12 SERC Consultant General and Special Educators and/or Student  Support Services Professionals are encouraged  Other SERC Consultants to register as two‐person, Co‐teaching Teams

Contact Person: Rebecca Kisluk Education Services Specialist (860) 632‐1485 Ext 289 Email [email protected]

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

Date 01/15/10, Friday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

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Event Title Technology Tools to Assist in the Writing Process for Students in Grades 5‐8 Event Code: 10‐28‐005 Offered by:  Technology in Education Initiative Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Technology (302) Closing Date: 1/8/2010 Presenter(s): Carol Magliocco Fee: $50 per person Audience: Grades 5‐8 Assistive Technology Specialist,  General and Special Education Teachers,  EASTCONN, Hampton Paraprofessionals, and Related Services  Amy Norton Professionals Assistive Technology Specialist,  EASTCONN, Hampton

Contact Person: Angel Davis Education Services Specialist (860) 632‐1485 Ext 293 Email [email protected]

Event Description:      Many students struggle with the writing process due to attention, organizational, and processing difficulties.  This workshop, customized for  particular grade levels*, explores the range of technology tools that assist students in brainstorming, researching, organizing, writing, and editing  their work.   Particular emphasis will be placed on technology tools that address the needs of students who struggle with one or several aspects of  the writing process, including students with disabilities.  Inspiration®, SOLO, Kurzweil, and Read and Write Gold are among the software  applications that will be reviewed.      In order to improve outcomes for students in grades 3‐12, including students with disabilities, participants will gain an understanding of the  continuum of tools available in order to apply technology as an integral part of the learning environment; increase familiarity by engaging in hands‐ on exploration of many of these tools; and learn how to  identify and use appropriate strategies to assist students in the classroom.      *This workshop is offered once for each of three grade level ranges (3‐6, 5‐8, and 9‐12).  Participants are asked to choose the one that meets  their needs.  The sessions for grades 3‐6 and 5‐8 are both offered in January.  The session for grades 9‐12 will be offered in February.

Date 01/15/10, Friday

Start Time 9:00 AM

End Time 3:30 PM

Location The NEAT Center at Oak Hill, Har tford

Event Title Distinguishing Second Language Acquisition from Learning Disabilities Event Code: 10‐06‐115 Offered by:  Initiative on Diversity in Education Registration:  Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 1/6/2010 Fee: $60 per person Presenter(s): Nancy Cloud, Ed.D. Audience: PreK‐Grade 12 Professor, Department of Educational  General Education, Special Education, and  Studies, Rhode Island College ESL/Bilingual Teachers, Program Coordinators,    Student Support Services Professionals, and  Curriculum Directors

Contact Person: Nicole Vitale Education Services Specialist (860) 632‐1485 Ext 234 Email [email protected]

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

Date 01/19/10, Tuesday

Start Time 9:00 AM

End Time 3:30 PM

Location Crowne Plaza, Cromwell

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Event Title Connecticut's Teachers of Students Who are Deaf and/or Hard of Hearing: A Discussion Group Event Code: 10‐38‐010 Offered by:  Initiative on Visual and Hearing Impairments Registration:  Fax, Mail or Online # of Sessions:3 Closing Date: 1/12/2010 CEUs: 1 Fee: $75 per person Presenter(s): SERC Consultants Audience: PreK‐Grade 12 Teachers of the Deaf and/or Hard of Hearing

Contact Person: Karyn Champion‐Kamm Education Services Specialist (860) 632‐1485 Ext 225 Email [email protected]

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

Date 01/26/10, Tuesday 02/23/10, Tuesday 03/23/10, Tuesday

Start Time 4:30 PM 4:30 PM 4:30 PM

End Time 7:00 PM 7:00 PM 7:00 PM

Location SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown

Event Title SFCP Overview ‐ Session B Offered by:  CT Parent Information and Resource Center Event Code: 10‐47‐010 Registration:  Fax, Mail or Online # of Sessions:1 CEUs: None Closing Date: 1/13/2010 Presenter(s): Betsy LeBorious Fee: None Program Manager, Youth and Family  Audience: Grades K‐12 Building Administrators, General and Special  Development, CREC Educators, Parents, Family Resource Center  Veronica Marion Directors, and Community Organization and  SERC Consultant/CT PIRC Coordinator Agency Staff

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

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

Date 01/27/10, Wednesday

Start Time 9:00 AM

End Time 12:00 PM

Location SERC Library Community Room, Middletown

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INDIVIDUAL APPLICANT APPLICATION FORM  2009‐2010 PROFESSIONAL DEVELOPMENT ACTIVITIES    Have you been a past participant in SERC professional development activities?  NAME 

ˆ No 

 ˆ Yes 

  SERC MEMBER # 

(IF KNOWN) 

Home Phone 

  Preferred E‐mail 

 

Home Address 

 

 

 

City 

  State 

 

Zip Code 

 

    FOR EDUCATORS:  School / Program / Agency   School District / Town 

 Work Phone 

 

  Position / Role 

Grade Level 

   or Early Childhood Age Range   

   Birth‐3   

3‐5 

If you are interested in earning CEUs, please provide the last four digits of your SSN:  Release time authorization:  Administrator’s Signature         

   

   

 

   

(IF REQUIRED) 

 

ONLINE 

WORKSHOP ACTIVITY CODE 

DATE 

TITLE 

FEE 

Y/N 

#  #    #  #    #  #  # 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

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

 

INSTRUCTIONS:  Please return the completed Application Form to SERC REGISTRATION, 25 Industrial Park Road,  Middletown, CT 06457‐1516.   Participants will be selected on a first‐come, first‐served basis up to full workshop  capacity and/or the registration closing date.  Participants will receive written confirmation of enrollment from  SERC.    If  registering  within  30  days  of  the  date  of  the  activity,  applicants  must  submit  payment  with  the  Application Form.  Make checks payable to Rensselaer at Hartford.       STATE EDUCATION RESOURCE CENTER, 25 Industrial Park Road, Middletown, CT  06457‐1516  Phone (860) 632‐1485 – Fax (860) 632‐8870 – www.ctserc.org      47

 

 

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

See page 61 for the application form.

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ACTIVITIES DESIGNED FOR TEAM PARTICIPATION

THIS SECTION CONTAINS PROFESSIONAL DEVELOPMENT ACTIVITIES DESIGNED FOR TEAM PARTICIPATION

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ACTIVITIES DESIGNED FOR TEAM PARTICIPATION

Event Title

Math + SRBI = Students Learning Conference

Offered by:  Mathematical Literacy Initative Event Code: 10‐21‐476 Registration: Fax, Mail or Online # of Sessions:1 CEUs: 0.7 Closing Date: 9/28/2009 Presenter(s): Charlene Tate‐Nichols Fee: $75 per person Audience: All Mathematics Consultant, Bureau of  Educators, Administrators, and Math  Curriculum and Instruction, CSDE Curriculum Specialists.  Participants are    encouraged to register in teams of up to three  people.

Contact Person: Tyrese Bolden Education Services Specialist (860) 632‐1485 Ext 210 Email [email protected]

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

Date 10/08/09, Thursday

Start Time 8:00 AM

End Time 3:30 PM

Location Marriott, Farmington

Event Title

Making Adequate Yearly Progress (AYP): Preventative and Corrective Measures to Improve Academic Achievement for Students with  Disabilities ‐ Session A Offered by:  LRE/Inclusion Initiative Event Code: 10‐09‐005 Contact Person: # of Sessions:1 Registration: Fax or Mail Nikki Hendry Closing Date: 9/29/2009 CEUs: 0.7 Education Services Specialist Fee: $300 per team Presenter(s): Donnah Rochester Audience: Grades K‐12 (860) 632‐1485 Ext 255 SERC Consultant Teams of Building Administrators and General  Email [email protected] and Special Education Teachers  

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

Date 10/13/09, Tuesday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

51

Event Title

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

Offered by:  Leadership Initiative Event Code: 10‐15‐007 Registration: # of Sessions:1 CEUs: 0.6 Supervision & Evaluation (305) Closing Date: Presenter(s): Fee: $25 per person Audience: Grades K‐12 Teams of 3‐5 members, including  Administrators, General and Special Education  Teachers, and Related Services Professionals

Fax or Mail 10/2/2009 Martha Bless SERC Consultant

Contact Person: Lisa Scaife Education Services Specialist (860) 632‐1485 Ext 282 Email [email protected]

Janet N.Y. Zarchen SERC Consultant

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

Date 10/23/09, Friday

Start Time 8:30 AM

End Time 3:30 PM

Location SERC Library Community Room, Middletown

Event Title

Making Adequate Yearly Progress (AYP): Preventative and Corrective Measures to Improve Academic Achievement for Students with  Disabilities ‐ Session B Offered by:  LRE/Inclusion Initiative Event Code: 10‐09‐006 Contact Person: # of Sessions:1 Registration: Fax or Mail Nikki Hendry Closing Date: 10/2/2009 CEUs: 0.7 Education Services Specialist Fee: $300 per team Presenter(s): Donnah Rochester Audience: Grades K‐12 (860) 632‐1485 Ext 255 SERC Consultant Teams of Building Administrators and General  Email [email protected] and Special Education Teachers  

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

Date 10/27/09, Tuesday

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Classroom, Middletown

52

Event Title

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

Offered by:  LRE/Inclusion Initiative Event Code: 10‐09‐007 Registration: # of Sessions:3 CEUs: 1.7 Closing Date: Fee: $500 per team Presenter(s): Audience: Grades K‐12 Teams, consisting of 3‐5 members,  must  include a Principal, General Education and  Special Education Teacher, and Student  Support Services Professional

Fax or Mail 10/15/2009 Frances Stetson, Ph.D. President, Stetson and Associates, Inc.  Houston, TX  

Contact Person: Nikki Hendry Education Services Specialist (860) 632‐1485 Ext 255 Email [email protected]

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

Date 11/05/09, Thursday 11/06/09, Friday 12/15/09, Tuesday

Event Title

Start Time 9:00 AM 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM 3:30 PM

Location ITBD/IIET, New Britain ITBD/IIET, New Britain ITBD/IIET, New Britain

Teaching Social Skills to Students with Autism Spectrum Disorders

Event Code: 10‐43‐007 Offered by:  Focus on Autism Initiative Registration: Fax or Mail # of Sessions:2 CEUs: 1.4 Closing Date: 10/29/2009 Fee: $100 per person Presenter(s): Sheila Flanagan Educational Consultant, Benhaven  Audience: Grades K‐12 General and Special Educators, Student  Learning Network, Wallingford Support Services Professionals,    Paraprofessionals, and Family Members, in  Teams of 3‐5 people.

Contact Person: Karyn Champion‐Kamm Education Services Specialist (860) 632‐1485 Ext 225 Email [email protected]

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

Date 11/12/09, Thursday 12/03/09, Thursday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown

53

Event Title

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

Offered by:  Early Intervention Project Event Code: 10‐03‐005 Registration: Fax or Mail # of Sessions:4 CEUs: 2.5 Closing Date: 10/29/2009 Fee: $550 per team Presenter(s): SERC Consultants Audience: PreK‐Grade 12 Administrators, General and Special Education  Teachers, and Support Services Professionals in    Teams of 5‐8.

Contact Person: Kristy Giacco Unit Coordinator (860) 632‐1485 Ext 249 Email [email protected]

Event Description:      SRBI is Connecticut’s framework for improving education for all students.  This professional development opportunity supports educators in  refining their early intervention process and organizing school teams (e.g., School Improvement Teams, Data Teams, EIP, SAT, PBS, and/or CST) to  develop a system of decision‐making that is needed to implement SRBI effectively.  It comprises experiential activities, facilitated reflective  dialogue, and presentation of fundamental early intervention methodology through a pre‐training meeting (either on‐site or via phone); four days  of training; and one and one‐half days of on‐site technical assistance to support practical application of new learning.        Participants will examine the knowledge, beliefs, skills, instructional practices, and organizational structures needed for implementation and  sustainability of the early intervention process within the context of SRBI; analyze multiple methods of collaborative decision‐making to improve  student learning; discuss how to embed the philosophy and principles of early intervention into daily practice that is grounded in a strengths‐ based approach; examine the role of early intervention in reducing disproportionality by race in special education and the racial predictability of  student achievement; practice an intervention planning process that includes analyzing current performance, defining desired outcomes,  identifying research‐based interventions, monitoring student progress, and evaluating intervention effectiveness; and assess current team  functioning and modify it as necessary to improve team efficiency and effectiveness.      Participating teams may consist of district and building‐level administrators, general and special educators, and support services professionals.  Attendance by building principals is strongly encouraged. Date 11/12/09, Thursday 11/13/09, Friday 01/07/10, Thursday 01/08/10, Friday

Start Time 9:00 AM 9:00 AM 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM 3:30 PM 3:30 PM

Location Four Points Sheraton, Meriden Four Points Sheraton, Meriden Four Points Sheraton, Meriden Four Points Sheraton, Meriden

54

Event Title

Autism Consortium: Educating and Supporting Students on the Autism Spectrum

Offered by:  Focus on Autism Initiative Event Code: 10‐43‐008 Registration: Fax or Mail # of Sessions:5 CEUs: 2.7 Closing Date: 10/30/2009 Presenter(s): Linda Grimm Fee: $1500 per team Audience: Birth‐21 Director, Benhaven Learning Network Educators, Family Members, and  Administrators, in Teams of 5‐8 participants.  

Contact Person: Karyn Champion‐Kamm Education Services Specialist (860) 632‐1485 Ext 225 Email [email protected]

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

Date 11/13/09, Friday 12/04/09, Friday 01/21/10, Thursday 02/02/10, Tuesday 02/26/10, Friday

Start Time 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM 3:30 PM 3:30 PM 3:30 PM

Location In‐District Facility  In‐District Facility  In‐District Facility  In‐District Facility  In‐District Facility 

55

Event Title

Accessing the General Education Curriculum for Students with Significant Disabilities

Offered by:  LRE/Inclusion Initiative Event Code: 10‐09‐008 Registration: # of Sessions:2 CEUs: 1.4 Closing Date: Presenter(s): Fee: $200 per team Audience: Grades K‐8 General and Special Education Teachers and   Administrators, Paraprofessionals, and Support  Services Personnel, in Teams of 2

Fax or Mail 10/28/2009 Kathryn Weingartner SERC Consultant

Contact Person: Nikki Hendry Education Services Specialist (860) 632‐1485 Ext 255 Email [email protected]

Smita Worah SERC Consultant

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

Date 11/19/09, Thursday 12/01/09, Tuesday

Event Title

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location ITBD/IIET, New Britain ITBD/IIET, New Britain

Transitioning Students with Autism to Employment

Event Code: 10‐43‐010 Offered by:  Focus on Autism Initiative # of Sessions:1 Registration: Fax or Mail Contact Person: CEUs: 0.7 Closing Date: 11/25/2009 Karyn Champion‐Kamm Fee: $75 per person Presenter(s): Laura DiGalbo, M.Ed, CRC, LPC Education Services Specialist Educational Consultant, Harwinton Audience: Grades 8‐12 (860) 632‐1485 Ext 225 Teams of Transition Specialists, Integrated  Email [email protected] Student Support Services Professionals,    General/Special Educators, Guidance  Counselors, Career Center Staff, State/Local  Agency Representatives, and Family Members Event Description:      For individuals with disabilities, paid employment during high school is a major indicator of paid employment as adults.  But the vast majority of  adults with autism spectrum disorders (ASD) continue to be unemployed (National Organization on Disability, 2004).  Often the characteristics and  behaviors of individuals with ASD can make them appear unsuitable for employment.        In this workshop, participants will identify and explore the issues encountered in employment settings by individuals with ASD.  They will  interactively and collaboratively design Individualized Education Plan (IEP) goals and objectives specifically related to vocational skill development,  social skills, and other foundational skills necessary for successful integration into employment. Participants will receive a copy of the book by Gail  Hawkins entitled, "How to Find Work that Works for People with Asperger Syndrome" (2004).      Participants are asked to register in teams of 2‐3 that must include a general educator or ISSS professional.

Date 12/10/09, Thursday

Start Time 9:00 AM

End Time 3:30 PM

Location Crowne Plaza, Cromwell

56

Event Title

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

Offered by:  Transition Initiative Event Code: 10‐20‐014 Registration: # of Sessions:2 CEUs: 1.5 Special Education (059) Closing Date: Fee: $150 per team Presenter(s): Audience: Grades 9‐12 Teams of 2‐4 Transition Specialists, General  and Special Educators, Co‐teachers, and  Guidance and Career Counselors. See below  for more information.

Fax or Mail 12/1/2009 Karen Stigliano SERC Consultant

Contact Person: Karyn Champion‐Kamm Education Services Specialist (860) 632‐1485 Ext 225 Email [email protected]

Melissa Wrigley SERC Consultant

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

Date 12/17/09, Thursday 12/18/09, Friday

Event Title

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown

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

Offered by:  LRE/Inclusion Initiative Event Code: 10‐09‐010 Registration: # of Sessions:4 CEUs: 2.2 Closing Date: Fee: $300 per team Presenter(s): Audience: Grades K‐12 General and Special Education Teachers and  Administrators, and Student Support Services  Personnel, in Teams of 3‐5 people.

Fax or Mail 11/24/2009 SERC Consultants

Contact Person: Nikki Hendry Education Services Specialist (860) 632‐1485 Ext 255 Email [email protected]

 

Event Description:      In order to successfully include a student in general education, general and special educators and student support services professionals must  collaborate in new ways to meet the demands of high‐quality development of Individualized Education Plans (IEPs). This four‐day hands‐on  workshop will utilize a case‐study approach and customize content so participating teams can explore issues such as methods of assessment,  transition planning, and the use of assistive technology (AT).        Participants in this professional development activity will determine if the design of a student’s IEP was reasonably calculated to confer  educational benefit; use assessments to establish and monitor the progress of IEP goals and objectives in order to address the specific needs of a  student that impact access, participation, and progress in the general education curriculum, classrooms, and activities; analyze the gap between  the expected performance of ALL students and an individual student’s present level of academic achievement, functional performance, and  behavior in the general education curriculum in order to design IEP goals that promote student progress in general education; and use a  collaborative decision‐making process in order to ensure that the specific needs of a student and his/her access, participation, and progress in the  general education curriculum, classrooms, and activities are met in a coordinated, holistic manner.      Required Preparation:  Participating team members must bring IEPs on a specific student for a three‐year period with identifying information  removed. Date 12/18/09, Friday 01/08/10, Friday 01/29/10, Friday 03/02/10, Tuesday

Start Time 9:00 AM 9:00 AM 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM 3:30 PM 3:30 PM

Location Rensselaer (RAH), Hartford Rensselaer (RAH), Hartford Rensselaer (RAH), Hartford Rensselaer (RAH), Hartford

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Event Title

SFCP Action Team Training ‐ Session A

Offered by:  CT Parent Information and Resource Center Event Code: 10‐47‐011 Registration: Fax or Mail # of Sessions:1 CEUs: 0.7 Closing Date: 12/4/2009 Presenter(s): Betsy LeBorious Fee: None Audience: Grades K‐12 Program Manager, Youth and Family  Teams of 5 including a Building Administrator,  Development, CREC Parents, Teachers, and other School Staff  Barbara Slone and/or Community Members SERC Consultant/CT PIRC Coordinator

Contact Person: Bianca Irizarry Project Assistant (860) 632‐1485 Ext 216 Email [email protected]

Event Description:      All Connecticut schools are working to engage families in the educational lives of students, but many are not reaping the full benefit of their  efforts. School‐Family‐Community  Action Team Training provides the coordinating framework that allows schools to maximize improvement  plans and fully implement federal, state, and local parent involvement requirements.       During this one‐day activity, teams will engage in interactive hands‐on, research‐based training to plan and implement activities around six key  types of involvement developed by Joyce Epstein, Director of the National Network of Partnership Schools (NNPS) at Johns Hopkins University.  Trained Action Teams can also receive technical assistance for the implementation of their action plans.  At the conclusion of this session, teams  will be entered into the Connecticut School Family Community Partnership (SFCP) database to receive announcements of a wide variety of future  trainings and conference offerings.        Participants in this professional development activity will examine ways in which school‐family‐community partnerships support student  achievement; establish an effective school‐based SFCP Action Team to undertake the work of school‐family‐community partnerships; use Dr.  Epstein’s six‐part typology to develop an action plan for family involvement that works to achieve the goals and objectives of the school’s  improvement plan that meets federal, state, and local parent involvement requirements; and explore the research that substantiates the value of  family involvement in the educational lives of students. Date 12/18/09, Friday

Event Title

Start Time 9:00 AM

End Time 3:30 PM

Location SERC Library Community Room, Middletown

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

Offered by:  Focus on Autism Initiative Event Code: 10‐43‐011 Registration: Fax or Mail # of Sessions:2 CEUs: 1.2 Closing Date: 12/23/2009 Fee: $100 per person Presenter(s): Christa Jachym Audience: Grades K‐12 Educational Consultant, Benhaven  Teams, composed of a maximum of five  Learning Network, Wallingford members, including Special and General    Educators, Administrators and Student Support  Services Professionals

Contact Person: Karyn Champion‐Kamm Education Services Specialist (860) 632‐1485 Ext 225 Email [email protected]

Event Description:      Challenging behaviors are frequently the primary obstacles in supporting students with autism spectrum disorder (ASD) and related disabilities.   Effective behavioral supports require highly individualized practices that address the primary areas of difficulty in social understanding and  interactions, pragmatic communication, managing anxiety, preferences for sameness and rules, and ritualistic behaviors.  This session will examine  the elements of a positive behavioral support program for a student with challenging behavior to influence a student's ability to learn and function  in the school environment.      On Day One of this workshop, participants will examine the principles of behavior and the use of hypothesis and data to design specific  interventions. Participants will learn how to complete an environmental assessment for a student by examining how physical environment, social  setting, scheduling, and other factors impact behavior.  Between Days One and Two, participants will collect data and complete an environmental  assessment. Day Two is intended to support participants in the creation of a positive behavioral support plan for the student based on the  information collected through the environmental assessment.            Participants in this professional development activity will be able to evaluate the communicative intent behind specific behaviors of children  with autism; assess environmental conditions relating to specific behavior;  conduct a functional behavior assessment and create a positive  behavioral support plan for a student with autism or related disability; and align functional behavior assessments (FBAs) and behavior intervention  plans (BIPs) to the Individualized Education Plan (IEP) to improve student access, participation, and progress in the general education curriculum. Date 01/07/10, Thursday 02/11/10, Thursday

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown

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Event Title

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

Offered by:  Transition Initiative Event Code: 10‐20‐009 Registration: # of Sessions:2 CEUs: 1.5 Special Education (059) Closing Date: Fee: $150 per team Presenter(s): Audience: Grades 9‐12 Teams of 2‐4 Transition Specialists, General  and Special Educators, Co‐teachers, and  Guidance and Career Counselors. See below  for more information.

Fax or Mail 12/16/2009 Karen Stigliano SERC Consultant

Contact Person: Karyn Champion‐Kamm Education Services Specialist (860) 632‐1485 Ext 225 Email [email protected]

Melissa Wrigley SERC Consultant

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

Date 01/13/10, Wednesday 01/14/10, Thursday

Event Title

Start Time 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown

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

Offered by:  LRE/Inclusion Initiative Event Code: 10‐09‐011 # of Sessions:3 Registration: CEUs: 1.7 Closing Date: Fee: $500 per team Presenter(s): Audience: Grades K‐12 Teams, consisting of 3‐5 members,  must  include a Principal, General Education and  Special Education Teacher, and Student  Support Services Professional

Fax or Mail 1/5/2010 Donna D. Merritt, Ph.D., CCC SERC Consultant

Contact Person: Nikki Hendry Education Services Specialist (860) 632‐1485 Ext 255 Email [email protected]

Karen Stigliano SERC Consultant

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

Date 01/27/10, Wednesday 01/28/10, Thursday 03/03/10, Wednesday

Start Time 9:00 AM 9:00 AM 9:00 AM

End Time 3:30 PM 3:30 PM 3:30 PM

Location SERC Classroom, Middletown SERC Classroom, Middletown SERC Classroom, Middletown

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60

TEAM APPLICATION FORM  2009‐2010 PROFESSIONAL DEVELOPMENT ACTIVITIES  School District/Town 

  Phone 

Team Liaison/Contact Person

 

E‐mail

Release time authorization:  Administrator’s Signature   

 

   

(IF REQUIRED) 

TEAM MEMBER 1:  Have you been a past participant in SERC professional development activities? 

ˆ No 

 ˆ Yes 

NAME 

 SERC MEMBER # 

(IF KNOWN) 

School / Program / Agency  

 Work Phone 

 

Position / Role 

 Grade Level 

 

Home Phone 

  Preferred E‐mail 

 

Home Address 

 

 

    State 

City 

 

Zip Code 

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

 

 

TEAM MEMBER 2:  Have you been a past participant in SERC professional development activities? 

 ˆ Yes 

   

 

ˆ No 

NAME 

 SERC MEMBER # 

(IF KNOWN) 

School / Program / Agency  

 Work Phone 

 

Position / Role 

 Grade Level 

 

Home Phone 

  Preferred E‐mail 

 

Home Address 

 

 

 

City 

  State 

 

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

Zip Code   

 

   

 

 

WORKSHOP ACTIVITY CODE 

TITLE 

UNITS 

FEE 

#  # 

 

#  # 

 

#  #  # 

 

 

 

 

 

 

 

 

 

 

 

 

 

ˆ Enclosed Check # 

 

 

  ˆ Purchase Order  # 

 

TOTAL  DUE: 

$ 

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

 

STATE EDUCATION RESOURCE CENTER, 25 Industrial Park Road, Middletown, CT  06457‐1516  Phone (860) 632‐1485 – Fax (860) 632‐8870 – www.ctserc.org    61

WORKSHOP TEAM APPLICATION FORM  ADDITIONAL MEMBERS  School District / Town 

  Phone 

Team Liaison/Contact Person

 

E‐mail

Release time authorization:  Administrator’s Signature   

 

   

(IF REQUIRED) 

TEAM MEMBER 3:  Have you been a past participant in SERC professional development activities? 

ˆ No 

 ˆ Yes 

NAME 

 SERC MEMBER # 

(IF KNOWN) 

School / Program / Agency  

 Work Phone 

 

Position / Role 

 Grade Level 

 

Home Phone 

  Preferred E‐mail 

 

Home Address 

 

 

 

City 

  State 

 

Zip Code 

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

 

 

TEAM MEMBER 4:  Have you been a past participant in SERC professional development activities? 

 ˆ Yes 

   

 

ˆ No 

NAME 

 SERC MEMBER # 

(IF KNOWN) 

School / Program / Agency  

 Work Phone 

 

Position / Role 

 Grade Level 

 

Home Phone 

  Preferred E‐mail 

 

Home Address 

 

 

    State 

City 

 

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

Zip Code   

 

   

 

 

TEAM MEMBER 5:  Have you been a past participant in SERC professional development activities? 

ˆ No 

 ˆ Yes 

NAME 

 SERC MEMBER # 

(IF KNOWN) 

School / Program / Agency  

 Work Phone 

 

Position / Role 

 Grade Level 

 

Home Phone 

  Preferred E‐mail 

 

Home Address 

 

 

    State 

City 

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

  62

 

Zip Code   

 

   

 

 

SERC’s 2009-2010 Conference Schedule

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

Paraprofessionals as Partners Annual Conference October 29, 2009 – Crowne Plaza, Cromwell

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

Expanding Horizons Annual Conference December 8, 2009 – Crowne Plaza, Cromwell

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

Symposium on Closing Connecticut’s Achievement Gap: The Intersection of Race and Education April 30 and May 1, 2010 – Marriott Hotel, Farmington

Enhancing Instructional Programs Within Schools: Training in Special Education Administration for Principals and Other Administrators Refer to brochure for dates and locations

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

Please check the SERC Website (www.ctserc.org) often for more information regarding these conferences. Direct questions to [email protected]. Thank you.

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More About Our Fall Conferences Math + SRBI = Student Learning October 8, 2009 - Farmington Marriott, Farmington, CT This new conference is an opportunity for teams of district leaders to gather information and tools to support the implementation of Scientific Research-Based Intervention (SRBI) in the mathematics classroom. Concurrent sessions have been designed to cover content areas that focus on developing the infrastructure necessary to expedite implementation of SRBI, including practitioners at both the elementary and secondary levels who will share strategies and tools they are currently using. Exhibitors whose products are used by Connecticut districts will be on hand to provide additional information. Participants will also have a chance to hear from representatives from SERC and the RESC Alliance to discuss their available resources and ways they can support districts as they determine the next steps necessary to develop an implementation plan.

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

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

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Top eleven reasons to visit the SERC Library 25 Industrial Park Road, Middletown, CT

Serving Connecticut’s education community for 40 years Equity, excellence, education Resources for educators, preservice educators, support services personnel, and families Continuously adding to our resources

Located centrally in Connecticut Individualized attention and research assistance Blog at http://serclibrary.blogspot.com Renew and reserve online with our new Library automation system Acquisitions posted on our Web site monthly at www.ctserc.org/library Ready to serve you six days a week with extended evening & Saturday hours Yes, membership is still free! Come see the new technological tools available to you! Create lists of your favorite resources and manage your account on your individual homepage via our new patron interface, http://serc-verso.auto-graphics.com/iluminar/home.asp. Check out the SERC Library blog at http://serclibrary.blogspot.com

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

State Education Resource Center • •

Special Education Resource Center Early Childhood Resource Center

CT Parent Information and Resource Center 25 Industrial Park Road Middletown, CT 06457-1516 Change Service Requested

www.ctserc.org