2012-13 SERC Professional Development Catalog

Professional Development Catalog
State Education Resource Center
2012-2013
SERC
Equity. Excellence. Education.
www.ctserc.org
IN
A TRANSFORMATIONAL APPROACH
SERC strongly believes that equity in education can be achieved. To do it requires both talk and action
of a transformational nature. Ending institutionalized racism is about the individual and collective commitment of policy makers and school leaders to change the results that systemically impact the lives of our children and families of color.
To read more, go to: www.ctserc.org/equity
Ready, set, go! Welcome to 2012-2013

When your children finish school, how will you know if they are college and career ready? This is a difficult question, whether you are a principal or a parent, whether that question is asked in the context of new education policy, or whether it reflects the everyday concerns of running a school or raising a child. Do we know what our children need to make them college and career ready? Do families have access to the right information so they know what to expect of their schools and what schools expect of them? Professional development from the State Education Resource Center (SERC) is built around the supports, services, and interventions necessary to meet all students educational needs. All students need access to the grade-level curriculum. Teachers need the resources and confidence to manage a wide range of student needs, with the guidance and support of administrators. Our professional development entails meeting needs at all levelsdistrict, school, student, familyto help students achieve college and career readiness.
On-site, Online, Ongoing

Professional development should not be limited to seminars held on set dates, or even at specific locations. SERCs services are on-site, online, and ongoing. This is the most effective means of improving practice and allows for greater convenience and flexibility. Research, recent education reform, and efforts to implement the Common Core State Standards all recognize that improving student outcomes demands a comprehensive, continuous approach to professional development.
To guide you through our learning opportunities, see the Table of Contents on page 7.
What to Look for in This Catalog

This publication is not a complete reference to what SERC provides. It does represent many of the opportunities, as of summer 2012, that are scheduled for open enrollment from fall 2012 through spring 2013. New activities are planned throughout the year; please visit www.ctserc.org for updates. All information is subject to change. To guide your search through this catalog, refer to the Table of Contents and SERC Professional Development Index, which lists activities by SERC initiative. (Only a small number of activities from the Early Childhood Education Initiative are included here. SERC publishes a separate professional development catalog in the area of early childhood education.) When SERC professional development opportunities have open enrollment and can be linked to a certain date, they are generally listed in the sections titled Activities Designed for Individuals and Activities Designed for Teams (which allow team registrations only). These opportunities are listed in chronological order by start date. Some of these opportunities include online components not limited to specific dates and technical assistance options that may be negotiated at a later date. Following each of these sections is a separate application form for individuals and for teams. The pages that follow these two sections include many additional opportunities, both with scheduled dates and flexible scheduling, such as job-embedded technical assistance, online courses, series of seminars, and more.
SERC 2012-2013
Professional Development Catalog
Published by: State Education Resource Center 25 Industrial Park Road Middletown, CT 06457-1516
Marianne Kirner, Ph.D. Executive Director Publications Unit Jeremy Bond Communication & Publications Coordinator Jodylynn Talevi Media/Technology Associate Debbie Williams Education Services Specialist Data Systems Unit Linda Zorovich Data Systems Administrator Shital Pandit Data Systems Specialist Sybil Walton Data Entry Assistant Unit Coordinators Kristy Giacco Holly King
About the State Education Resource Center SERC promotes equity and excellence in education for all children and youth throughout Connecticut. It provides resources, professional development, and a centralized Library to educators, families, and community members in collaboration with the Connecticut State Department of Education and other public and private partners. About the CT Parent Information and Resource Center CT PIRC, which operates out of SERC, aims to improve family access to information and resources about their childrens education. It provides professional development along with SERC to build the capacity of schools, families, and communities to establish and promote ongoing productive partnerships in support of student success.
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, sexual orientation, or gender identity or expression. Inquiries regarding SERCs nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel at bruno@ctserc.org.
Equity. Excellence. Education.

All of SERCs programs and initiatives, from Autism to Literacy to Positive Behavioral Interventions and Supports, reflect our vision of equity in education for all students. Our Initiative on Diversity in Education, or IDE, seeks to build the capacity and skill of educators to respond effectively to the needs of diverse learners and their families. To accomplish this, the initiative has designed a service delivery model for participants to apply cultural responsiveness, social justice, and racial equity to their work. This powerful, personally transforming experience involves discussion, reflection, and ultimately action aimed at giving all students an equal opportunity to achieve. Participants work to reach these goals by focusing on five elements: Leadership School-family-community partnerships Professional capacity School climate Teaching and learning Through this process, participants become more aware of the links between disparities in academic performance and the unconscious racial bias and systemic inequity that often unintentionally still exist. IDE makes this process accessible to everyone with a stake in a thriving school communityteachers, administrators, support personnel, students, families, community members, policy makers, etc.and structures the content to meet the specific needs of our partners. Some of the content might include: developing a continuum of support and environment that is culturally responsive; understanding, accessing, and utilizing the inherent assets in diverse families and communities; empowering youth to have a greater role in their educational development; and matching instruction (as well as assessments, technology, etc.) to the needs of English language learners and other groups.
Professional development through other SERC initiatives also can address teaching and learning strategies for English language learners (see the listings in this catalog for details): Making a Difference through Co-teaching begins on October 26, 2012 (see page 22); Reading Comprehension for All begins on November 2, 2012 (see page 23); and Meeting the Needs of All Students in a Co-taught Classroom: A Facilitated Planning Session is scheduled for April 5, 2013 (see page 46). Potential partners can learn how IDE can meet their specific needs by contacting Gerald M. Hairston at (860) 632-1485, ext. 374 or hairston@ctserc.org. For equity-related training through other SERC initiatives, refer to the contacts under individual listings in this catalog.
A Big Year
From Connecticuts new education reform law to the states waiver from the federal No Child Left Behind law, Connecticut education is undergoing significant changes. In the 2012-2013 school year, Connecticut schools will continue to adapt curriculum and instruction to the Common Core State Standards. Administrators will operate under newly revised Common Core of Leading Standards. Students in grades 6-12 will begin working with school personnel to create their own Student Success Plans. As always, the foundation for excellence in leading, teaching, and learning lies in high-quality, research-based professional development. Below are some highlights of opportunities in this catalog that address current topics and areas of need. (Search the Professional Development Index and review individual listings in this catalog to find more.) Educational leadership (including #092 certification): The seven-day series Enhancing Instructional Programs Within Schools: Training in Special Education Administration begins October 17, 2012 (see page 21); What Every PPT Chairperson Should Know begins October 18, 2012 (see page 41); Evaluating Student Learning through Instructional Rounds includes a webinar December 7-14, a workshop February 8, and optional on-site technical assistance (see page 43); and Supervision of Co-teaching Using Walkthroughs is scheduled April 12, 2013 (see page 35). Common Core State Standards in the area of literacy: Literacy Practices in the Age of Common Core for Students with Complex Communication Needs begins October 16, 2012 (see page 40); Text Complexity: A Study Group begins November 1, 2012 (see page 23); Science Content Literacy is scheduled for December 4, 2012 (for Grades 6-12 see page 26), and January 29, 2013 (for K-Grade 5see page 30); and Reading-Writing Connection: All Content Areas begins December 7, 2012 (see page 28). Networking meetings on the Common Core for administrators are scheduled for November 7, 2012; and January 9, February 28, and April 11, 2013 (see page 70). Student Success Plans: Skills and Strategies to Develop the Core Components is available as on-site technical assistance and/or as a three-session workshop beginning in the fall (October 30, November 29, and December 20, 2012) and beginning again in the winter (February 8, April 23, and May 22, 2013) (see pages 42, 45, and 50). If you need additional background on the Common Core, Student Success Plans, and/or other current topics before registering for a particular SERC activity, go to www.ct.gov/sde (refer to the boxes in the left-hand column). For details on the new performance evaluation guidelines for educators, including expectations for professional development, see: http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/adopted_peac_guidelines.pdf.
Summary of the professional development section of Connecticuts education reform legislation (SB 58), signed into law May 15, 2012
39PROFESSIONAL DEVELOPMENT FOR EDUCATORS The bill eliminates the requirement that professional certificate holders successfully complete 90 CEUs every five years as a condition of certificate renewal (see 36). Instead, starting July 1, 2013, it requires all certified employees, including initial and provisional certificate holders, to participate in professional development programs. Under current law, initial and provisional certificate holders do not need CEUs. The bill revises professional development to emphasize improved practice and individual and small-group coaching sessions. It continues current requirements that districts (1) offer professional development according to plans developed in consultation with a professional development committee consisting of the districts certified personnel and other appropriate members; (2) determine specific professional development activities with the advice and help of their teachers, including their union representatives; and (3) offer activities that give full consideration to SBEs [the State Board of Educations] priorities related to student achievement.
New Design for Professional Development

By law, school districts must make available at least 18 hours of professional development for certified employees at no cost. The bill requires that a preponderance of the 18 hours be in a small-group or individual instructional setting. It also requires the professional development to: 1. improve integration of (a) reading instruction, (b) literacy and numeracy enhancement, and (c) cultural awareness, and include strategies to improve English language learner instruction into teacher practice; 2. be used to improve teacher and administrator practice based on general results and findings from teacher evaluations reported by the school superintendent or designee; 3. foster collective responsibility for improved student performance; 4. be comprehensive, sustained, and intensive enough to improve teacher and administrator effectiveness in raising student achievement; 5. focus on refining and improving effective teaching methods shared among educators; 6. be (a) aligned with state student academic achievement standards, (b) conducted among educators at the school, and (c) facilitated by principals, coaches, mentors, distinguished educators, or other appropriate teachers; 7. occur frequently for teachers individually or in groups, within their jobs, and as part of a continuous improvement process; and 8. include a repository of teaching best practices developed by each schools educators which is continuously available to them for comments and updates. It also requires the education commissioner, rather than the SBE, to approve continuing education providers that are not either boards of education or RESCs [regional educational service centers].
Professional Development Content

The bill maintains a requirement that school superintendents and other administrators complete at least 15 hours of professional development every five years in teacher evaluation and support. It eliminates the following professional development requirements: 1. for those with childhood nursery through grade three or elementary endorsements, at least 15 hours of training in teaching reading, reading readiness, and reading assessment; 2. for those with elementary, middle, or secondary academic endorsements, at least 15 hours in how to use computers in the classroom unless they can demonstrate competency; and 3. for those with bilingual endorsements, training in language arts, reading, or math for elementary school teachers and in the subject they teach, for middle and secondary school teachers. It also eliminates (1) professional development completion deadline extensions for certificate holders who were unemployed or members of the General Assembly during the five-year period, (2) a requirement that professional certificate holders attest that they have successfully completed the 90 CEUs at the end of each five-year period, and (3) a requirement that the state and local school districts share the cost of required professional development activities.
SDE Audits and Penalties

By law, SDE [the State Department of Education] must notify a school board of its failure to meet the professional development requirements. The bill also requires SDE to audit district professional development programs and allows SBE to assess financial penalties against districts it finds out of compliance based on such an audit. Under the bill, SBE can require a school board to forfeit an SBE-determined amount from its state grants, to be assessed in the fiscal year after the determination of noncompliance. SBE can waive the penalty if it determines the noncompliance was due to circumstances beyond the school boards control.
Adapted from the Office of Legislative Research Bill Analysis, www.cga.ct.gov
SERC Professional Development Catalog2012-2013

Table of Contents
Information for Applicants Professional Development Index Activities Designed for Individuals Individual Application Form Activities Designed for Teams Team Application Form Technical Assistance/Job-embedded Opportunities Student Success Plans Secondary Transition Needs Differentiated Instruction Co-Teaching Educational Benefit Review Process Information & Application Lets Talk Series Paraprofessional Learning Seminars Autism Professional Development Opportunities Paraprofessionals As Partners Conference SERC Conferences Coming Soon SERC ONLINE School Nurses CMT/CAPT Skills Checklist LD Guidelines Responsible Inclusive Practice: Online Learning Modules Parent Workshops on High School Transition Regional Transition Networks Meeting Schedule Common Core Administrator Meetings PBIS Informational Session NCASE Leadership Forums BSE Leadership Forums SERC Hours and Directions 9 12 17 38 39 47 50 51 52 53 54 56 57 58 60 62 63 64 65 66 68 69 70 71 72 73 74
Information for Applicants

This section explains how to register for SERC professional development activities. Questions and/or needs for assistance regarding a specific activity may be directed to the contact person listed with the activity description. For general questions, contact SERC administrative offices at (860) 632-1485, Monday through Friday from 8:30 a.m. to 4:30 p.m.
Three Easy Ways to Register for an Activity Options include: (1) (2) registering online at www.ctserc.org; mailing a completed Application Form to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516; or faxing a completed Application Form to (860) 632-0438. Include your SERC member number when you apply to ensure prompt processing of your application.
www.ctserc.org: click on the Professional Development tab, then Click here to browse current offerings, then Registration Forms. Record the 7-digit workshop activity code(s) where indicated. Selection for Participation Registration is limited by the available number of seats. Applicants who register via mail or fax will be selected, based on criteria specified in each listing, on a firstcome, first-served basis until all seats are filled. Please note the advertised registration closing date. Applications submitted late will be honored if space permits. Although the learning objectives of an activity are designed for a particular audience, others are welcome to apply and will be accommodated as space allows. Parents and family members, as well as students from Connecticuts colleges and universities, are welcome to apply to activities designed for educators. Registration Fees/Refund Policy Some activities require a registration fee to defray costs (refer to the description of each activity to determine whether it has a fee). Payment need not accompany the initial application. SERC requests that registrants send payment, along with a copy of the application form, or online My Workshops printout, on or before the closing date listed with the activity. Make checks payable to Rensselaer at Hartford and include your SERC member number. Mail payments to SERC, 25 Industrial Park Rd., Middletown, CT 06457-1516 (send to the attention of the contact person listed with the activity). SERC accepts district/agency purchase orders. (Continued on next page)
(3)
Online registration provides immediate confirmation of enrollment for activities with available space. All applicants will receive confirmation letters through the mail or e-mail. If any major details about the activity change, such as date and time or location, registered participants will be sent notice about the changes. When appropriate, an educator will be asked to indicate whether classroom release time is being approved by the building administrator. Submitting an Application Form Online registration is available for the activities listed in the individual section. Online applicants receive the maximum benefit of open enrollment and rapid placement in the activity when space is available. Individual Application Forms received by mail or fax will be processed as quickly as possible. Online registration is not available for district- and school-based teams. The Team Application Form must be submitted by mail or fax. An administrators signature authorizing release time and substitute coverage is required. Application forms are included in this catalog, for photocopying as necessary, or are available online at
You may successfully withdraw from an activity without charge up to 10 days before the scheduled start date. Participants may also send a substitute or transfer to another activity prior to the start date. Registered participants who fail to attend an activity without notice 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, please call or e-mail the contact person listed under the activity prior to submitting an application form. 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 closings or delays 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 day of the activity. The recorded weather advisory will be updated for evening activities. Every
reasonable effort will be made to reschedule any activities not held due to inclement weather. Continuing Education Units (CEUs) SERC is an approved private provider of CEUs with the Connecticut State Department of Education (Provider #348). Educators interested in earning CEUs will receive a copy of SERCs Guidelines for Awarding CEUs upon confirmation of participation. Effective July 1, 2012, CEUs are no longer mandated for purposes of Connecticut certification and continuation of a professional educator certificate (CSDE Application ED 179). Certified educators are still required to participate in ongoing professional development activities as a requirement for renewal of their five-year certificates. SERCs Guidelines for Awarding CEUs will remain unchanged for the 2012-2013 school year.
Disability-Related Accommodations With prior sufficient notice, SERC will provide reasonable accommodations to participants with disabilities pursuant to applicable laws. Please complete the accommodations section on the application or call or e-mail the contact person listed for assistance. You may also contact SERCs ADA Coordinator at ada@ctserc.org. Other Requests With prior sufficient notice, SERC can provide for special requests such as vegetarian meals or Englishto-Spanish translation. Please discuss these requests with the contact person listed under the activity.
10
Instructions for Online Registration

Visit www.ctserc.org to browse professional development opportunities. SERC members can register for workshops online! Home | Sign In | Create an Account | SERC Policy
Visit the www.ctserc.org home page and click the Professional Development tab, then select Click here to browse current offerings and register online for SERC Professional Development. Upon entering SERCs Online Registration home page, depicted here, click Create an Account at the top of the page to set up an online member user account. Not sure if you are a member? Call SERC at (860) 632-1485 to find out. Once your account has been set up, you may submit applications online, manage your member profile, and track your enrollment status in professional development activities. Click SERC Policy for additional information about CEUs, an inclement weather advisory, and workshop cancellation. Those with newly created accounts, as well as returning online users, click on Sign in to a access My Workshops in order to check the status of applications. Acceptance is based on a first-come, first-served enrollment process. Applicants are accepted immediately as long as there are seats available. Print the My Workshops page as confirmation of enrollment. If you dont see the workshop you registered for, call the contact person listed with the workshop for confirmation of enrollment in the activity. Click on your Username (in red at the top of the screen) to open your User Profile, where you can modify your account information or password. C Click on Workshop Overview to browse a list of trainings by title, dates offered, and r registration fees, if applicable. Open the workshop to view a full description and check on the a availability of seats and other information. Click APPLY to submit your application. C Click on Workshop Calendar to browse all workshops available in a given month. Open t the workshop to view a full description, check on the availability of seats, etc. Click APPLY t to submit your application. C Click on Registration Forms to access and print the application forms. You do not need to m mail/fax an application form to SERC if you successfully applied online. Application forms a are usually required when online registration is not available, such as for team activities. Mail completed forms to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516 or fax to (860) 632-0438. Registration fee payments should be mailed to the workshop contact person along with a copy of the registrants My Workshops printout prior to attending the activity. S SERC, 25 Industrial Park Road, Middletown, CT 06457-1516, telephone: (860) 632-1485, f fax: (860) 632-0438, e-mail: info@ctserc.org for general information.
For ONLINE TECHNICAL SUPPORT contact: Linda Zorovich at zorovich@ctserc.org, Shital Pandit at pandit@ctserc.org, or Sybil Walton at walton@ctserc.org . 11
SERC Professional Development Index (by initiative)

The following is a quick reference to SERC professional development opportunities featured in this catalog, organized by SERC initiative. The date refers to when the opportunity first takes place or becomes available. This list does not include activities that are not yet scheduled on particular dates or that are not SERC-run events. It also generally does not include meetings, which are listed in the Table of Contents. Sessions that indicate a Team Application are listed in the separate section for team events. Autism Initiative
Date
Fri 10/19/12 What Is Autism?: Etiology, Identification, and Current Implications PreK-Grade 12 Activity Code 13-43-129 Tue 11/27/12 Social Skills Study Group on Children Diagnosed with ASD Grades 5-8 Activity Code 13-43-067 Fri 01/25/13 Diversity and Autism: Working with Students from Diverse Backgrounds Diagnosed with ASD PreK-Grade 12 Activity Code 13-43-130 Wed 01/30/13 Data-Driven Decision Making for Children Diagnosed with Autism/ASD: Elementary School K-Grade 5 Activity Code 13-43-152 Thu 02/14/13 Data-Driven Decision Making for Children Diagnosed with Autism/ASD: Middle and High School Grades 6-12 Activity Code 13-43-153 Wed 05/22/13 Autism in Alternative Settings: Strategies and Supports K-Grade 12 Activity Code 13-43-154
Page No.
22 25 29 30 32 37
CT Accountability for Learning Initiative (CALI)

Date
Thu 01/24/13 Introduction to Excel for Data Teams - Session A PreK-Grade 12 Activity Code 13-16-163 Fri 01/25/13 Data Walls 101 PreK-Grade 12 Activity Code 13-16-165 Team Application 34
Page No.
29 44
Fri 04/12/13 Introduction to Excel for Data Teams - Session B PreK-Grade 12 Activity Code 13-16-164
CT Parent Information and Resource Center (CT PIRC)

Date
Thu 11/29/12 Let's Talk Series: African American/Latino Family Engagement and Equal Partnerships with Schools PreK-Grade 12 Activity Code 13-47-085 Thu 01/31/13 Let's Talk Series: Successful Communication, Relationships, and Partnerships to Promote Literacy with African American/Latino Families Activity Code 13-47-090 PreK-Grade 12 Thu 04/04/13 Let's Talk Series: African American/Latino Family Understanding of Disabilities PreK-Grade 12 Activity Code 13-47-091
Page No.
56 56
56
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CT Parent Information and Resource Center (CT PIRC)

Date
Wed 05/29/13 Let's Talk Series: Inter- and Intra-cultural Communication between Educators, Families, and Communities Activity Code 13-47-092 PreK-Grade 12
Page No.
56
Dropout Prevention Initiative

Date
Tue 10/30/12 Student Success Plans: Skills and Strategies to Develop the Core Components - Session A K-Grade 12 Team Application Activity Code 13-49-139 Wed 12/05/12 Realizing the College Dream Grades 7-12 Activity Code 13-49-030 Fri 02/08/13 Student Success Plans: Skills and Strategies to Develop the Core Components - Session B K-Grade 12 Team Application Activity Code 13-49-142
Page No.
42 27 45
Early Childhood Education Initiative (ECE)

Date
Tue 10/09/12 NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System - Session A PreK, Age 3-5 Activity Code 13-46-103 Fri 11/16/12 Including Children with Challenging Behaviors in Early Childhood Education Programs PreK, Age 3-5 Activity Code 13-46-132 Wed 11/28/12 NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System - Session B PreK, Age 3-5 Activity Code 13-46-104 Tue 12/04/12 NAEYC Accreditation Portfolio Guidelines - Session A PreK, Age 3-5 Activity Code 13-46-096 Wed 12/05/12 The Role of Play in the Inclusive Early Childhood Setting PreK, Age 3-5 Activity Code 13-46-137 Thu 01/10/13 Treasure Chest of Tools for Inclusion PreK, Age 3-5 Activity Code 13-46-141 Wed 02/06/13 Equity in Early Childhood Education: Reflecting on Systems and Practices PreK, Age 3-5 Activity Code 13-46-136 Tue 02/12/13 NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System - Session C PreK, Age 3-5 Activity Code 13-46-105 Thu 03/07/13 Early Childhood Staff Education and Professional Development Plans? Help! - Session A PreK, Age 3-5 Activity Code 13-46-101 Tue 03/12/13 Early Childhood Staff Education and Professional Development Plans? Help! - Session B PreK, Age 3-5 Activity Code 13-46-135 Wed 04/24/13 NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System - Session D PreK, Age 3-5 Activity Code 13-46-106
Page No.
20 24 25 26 27 28 31 31 32 33 35
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Early Childhood Education Initiative (ECE)

Date
Tue 05/07/13 NAEYC Accreditation Portfolio Guidelines - Session B PreK, Age 3-5 Activity Code 13-46-097
Page No.
36
Early Intervention Project (EIP)

Date
Thu 11/15/12 Fostering Early Intervention Teams: Professional Learning for Effective Decision Making and Quality Instruction Activity Code 13-03-062 Grades 6-12 Team Application
Page No.
43
Initiative on Visual and Hearing Impairments (VI/HI)

Date
Fri 09/28/12 Education of Students Who Are Visually Impaired: Strategies and Techniques for Paraprofessionals in Academic Programs Activity Code 13-38-083 K-Grade 12 Wed 10/03/12 Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students Who Use Braille Activity Code 13-38-084 K-Grade 12 Wed 10/10/12 Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students Who Read Print - Elementary Activity Code 13-38-087 PreK-Grade 5 Fri 10/12/12 Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students who Read Print - Middle and Secondary Activity Code 13-38-088 Grades 6-12 Tue 04/30/13 Braille Literacy Instructional Techniques K-Grade 12 Activity Code 13-38-100
Page No.
19
19
20
21
36
Integrated Student Support Services Initiative (ISSS)

Date
Sat 09/01/12 ONLINE COURSE (availability ongoing): Assessing Student Hearing: Screening Procedures for School Nurses Activity Code 13-23-068 K-Grade 12 Sat 09/01/12 ONLINE COURSE (availability ongoing): School Vision Screening for School Nurses K-Grade 12 Activity Code 13-23-069 Mon 01/07/13 ONLINE COURSE (available from Jan. 7-April 26): Nursing Assessment, IHCPs and IEPs for School Nurses Activity Code 13-23-075 K-Grade 12
Page No.
63
63 63
14
Leadership Initiative
Date
Wed 10/17/12 Enhancing Instructional Programs Within Schools: Training in Special Education Administration PreK-Grade 12 Activity Code 13-15-018 Thu 10/18/12 What Every PPT Chairperson Should Know K-Grade 12 Activity Code 13-15-040 Team Application 43 35
Page No.
21 41
Fri 12/07/12 Evaluating Student Learning through Instructional Rounds K-Grade 12 Team Application Activity Code 13-15-065 Fri 04/12/13 Supervision of Co-Teaching Using Walkthroughs K-Grade 12 Activity Code 13-15-127
Literacy Initiative
Date
Thu 11/01/12 Text Complexity: A Study Group Grades 9-12 Activity Code 13-45-099 Fri 11/02/12 Reading Comprehension for All K-Grade 12 Activity Code 13-45-117 Wed 11/07/12 Common Core State Standards Administrator Networking Meetings Birth-21 Activity Code 13-45-072 Fri 12/07/12 Reading-Writing Connection: All Content Areas Grades 4-12 Activity Code 13-45-118 Tue 04/02/13 New Literacies: 21st-Century Skills Overview Grades 4-12 Activity Code 13-45-126
Page No.
23 23 70 28 33
LRE/Inclusion Initiative
Date
Tue 09/04/12 ONLINE COURSE (availability ongoing): Building District Capacity to Implement CT's 2010 Guidelines for Identifying Children with Learning Disabilities Activity Code 13-09-108 K-Grade 12 Fri 10/12/12 Prevention and Intervention for At-Risk Students in Need of Tier II and Tier III Behavioral Support Strategies Activity Code 13-09-157 Grades 6-12 Team Application Thu 10/18/12 A Step by Step Approach for Inclusive Schools K-Grade 12 Activity Code 13-09-109 Team Application
Page No.
65
40
41
Paraprofessionals as Partners Initiative

Date
Wed 11/14/12 Paraprofessionals as Partners: The 17th Annual Statewide Conference K-Grade 12 Activity Code 13-02-028
Page No.
24
15
Paraprofessionals as Partners Initiative

Date
Thu 01/31/13 Paraprofessionals Learning Seminars: Autism, AM K-Grade 12 Activity Code 13-02-121 Thu 01/31/13 Paraprofessionals Learning Seminars: Autism, PM K-Grade 12 Activity Code 13-02-122 Thu 02/07/13 Paraprofessionals Learning Seminars: Understanding Challenging Behaviors, AM K-Grade 12 Activity Code 13-02-123 Thu 02/07/13 Paraprofessionals Learning Seminars: Understanding Challenging Behaviors, PM K-Grade 12 Activity Code 13-02-124
Page No.
57 57 57 57
Science Literacy Initiative

Date
Tue 12/04/12 Science Content Literacy: Grades 6-12 Grades 6-12 Activity Code 13-26-112 Tue 01/29/13 Science Content Literacy: K-Grade 5 K-Grade 5 Activity Code 13-26-110
Page No.
26 30
Teaching & Learning Initiative

Date
Fri 10/26/12 Making a Difference through Co-teaching K-Grade 12 Activity Code 13-12-115 Fri 11/02/12 Differentiated Instruction: Planning Instruction to Meet the Needs of All Students Grades 6-12 Team Application Activity Code 13-12-022 Wed 04/03/13 Project CRISS: Creating Independence through Student-Owned Strategies (Level I Training) K-Grade 12 Activity Code 13-12-113 Fri 04/05/13 Meeting the Needs of All Students in a Co-Taught Classroom: A Facilitated Planning Session K-Grade 12 Team Application Activity Code 13-12-119
Page No.
22 42 34 46
Technology in Education Initiative (TIE)

Date
Tue 10/16/12 Literacy Practices in the Age of Common Core for Students with Complex Communication Needs PreK-Grade 5 Team Application Activity Code 13-28-011
Page No.
40
Transition Initiative
Date
Wed 01/09/13 Secondary Transition Planning: Making the IEP a Living Document Grades 9-12 Team Application Activity Code 13-20-029 Thu 02/14/13 Creating an AT Team at the High School Level Grades 9-12 Activity Code 13-20-168 Team Application
Page No.
44 45
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THIS SECTION CONTAINS
Professional Development Activities ACTIVITIES DESIGNED FOR INDIVIDUALS

DESIGNED FOR INDIVIDUALS
These activities are open to any single applicants. Before registering, please review the activity descriptions for information on grade levels, suggested audience, and learning objectives. Note that team participation is encouraged for certain activities. Although applications for these workshops may be submitted by mail or fax, easy Web registration for these activities is available at www.ctserc.org (click on Professional Development). If using mail or fax, fill out the Individual Application Form. Before sending the form, be sure it is filled out completely and that an administrators release time signature is included, if required. For additional information about each activity and the application process, please call or send an e-mail message to the advertised contact person.
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Education of Students Who Are Visually Impaired: Strategies and Techniques for Paraprofessionals in Academic Programs
Date: 09/28/12, Friday Time: 9:00 AM - 3:30 PM Location: BESB, Windsor
Event Code: 13-38-083 Fee: $35 per person Closing Date: 09/19/2012 Registration: Fax, Mail or Online CEUs: None Contact Person: Bianca Irizarry (860) 632-1485, ext. 216 irizarry@ctserc.org Presenter(s): Various Presenters
Audience: K-Grade 12; Paraprofessionals working with students who have visual impairments or blindness
Paraprofessionals working with students who are visually impaired need specialized training on this population, including how visual impairments aect student learning. This one-day session of interactive activities uses vision simulations, specialized materials, and other available resources to help paraprofessionals improve outcomes for students who have visual impairments or blindness, kindergarten through Grade 12. Participants in this professional development activity will develop an awareness of the functional implications of vision loss; gain an awareness of the safety and mobility challenges of individual students and identify the basics of sighted guide and cane techniques; and review guidelines and tools for modifying materials and activities for students with visual impairments or blindness so as to enhance student achievement. PLEASE NOTE: This session is a collaborative effort between the State of Connecticuts Department of Rehabilitation Services-BESB, Division of Childrens Services, and SERC.
Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students Who Use Braille
Date: 10/03/12, Wednesday Time: 9:00 AM - 3:30 PM Location: BESB, Windsor
Event Code: 13-38-084 Fee: $45 per person Closing Date: 09/21/2012 Registration: Fax, Mail or Online CEUs: 0.7 Contact Person: Bianca Irizarry (860) 632-1485, ext. 216 irizarry@ctserc.org Presenter(s): Various Presenters
Audience: K-Grade 12; Early Childhood Educators, General and Special Educators, and Student Support Services Professionals who work with students who have visual impairments or blindness
Teachers working with students who are visually impaired need a special skill set in order to prepare learning materials, assess learning, and understand the vision-related educational needs of students, kindergarten through Grade 12, who use Braille as a medium for literacy. This session is designed to help such educators implement adapted teaching strategies in order to increase achievement levels and overall functioning for students with visual impairments who use Braille. Participants in this one-day professional development activity will increase their knowledge of the history and teaching of Braille code; heighten their awareness of the challenges experienced by students who are blind or have visual impairments; and identify equipment, technology, and teaching strategies that are used with students who have severe visual impairments and use Braille, in order to achieve greater student success. PLEASE NOTE: This session is a collaborative effort between the State of Connecticuts Department of Rehabilitation Services-BESB, Division of Childrens Services, and SERC.
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NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System - Session A
Date: 10/09/12, Tuesday Time: 1:30 PM - 3:30 PM Location: SERC Classroom, Middletown
Event Code: 13-46-103 Fee: None Closing Date: 09/26/2012 Registration: Fax, Mail or Online CEUs: 0.3 Contact Person: Nattaneal Wilson (860) 632-1485, ext. 268 wilson@ctserc.org Presenter(s): Deborah Flis Director, Accreditation Facilitation Project, CT Charts-A-Course, Hamden
Audience: PreK, Age 3-5; Early Childhood General and Special Education Teachers, Administrators, and Teams
The accreditation system of the National Association for the Education of Young Children (NAEYC) has helped establish standards of quality for early childhood programs for more than 25 years. This workshop is among several provided by the Connecticut Accreditation Facilitation Project (AFP) to support continuous quality improvement through the NAEYC accreditation process. Educators seeking accreditation or re-accreditation will nd this workshop helpful to inform their understanding of the requirements of the system and the steps of the NAEYC accreditation process. Participants in this professional development activity will learn about NAEYCs program standards and accreditation criteria; the self-study materials, the four steps of the NAEYC accreditation process, and requirements for successful accreditation; and local and national resources to support programs engaged in the NAEYC accreditation process. This activity is oered four times in the 2012-2013 school year: Session A on Oct. 9, 2012; Session B on Nov. 28, 2012; Session C on Feb. 12, 2013; and Session D on April 24, 2013. All sessions cover the same content. PLEASE NOTE: A follow-up training will be available to a limited number of participants who attend this professional development opportunity. Details will be available at the session.
Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students Who Read Print - Elementary
Date: 10/10/12, Wednesday Time: 9:00 AM - 3:30 PM Location: BESB, Windsor
Audience: PreK-Grade 5; General and Special Educators and Student Support Services Professionals who work with students who have visual impairments or blindness
Children with vision loss face a unique set of challenges when learning to read. This session is designed to help educators increase their awareness of such challenges and devise strategies to use with students, pre-K through Grade 5, who are visually impaired and read print. Participants in this professional development activity will understand the etiology and implications, from an educational point of view, of the common eye conditions of students who are visually impaired or legally blind; improve their understanding of technologies used for visual impairments; and develop teaching strategies to address the individual vision needs of students and to enhance student learning and outcomes. PLEASE NOTE: This session is a collaborative effort between the State of Connecticuts Department of Rehabilitation Services-BESB, Division of Childrens Services, and SERC.
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Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students who Read Print - Middle and Secondary
Date: 10/12/12, Friday Time: 9:00 AM - 1:00 PM Location: BESB, Windsor
Audience: Grades 6-12; General and Special Educators and Student Support Services Professionals who work with students who have visual impairments or blindness
Children with vision loss face a unique set of challenges when learning to read. This session is designed to help educators increase their awareness of such challenges and devise strategies to use with students, grades 6 through 12, who are visually impaired and read print. Participants in this professional development activity will understand the etiology and implications, from an educational point of view, of the common eye conditions of students who are visually impaired or legally blind; learn to identify various support technologies; and develop teaching strategies to address the individual vision needs of students and to enhance student learning and outcomes. PLEASE NOTE: This session is a collaborative effort between the State of Connecticuts Department of Rehabilitation Services-BESB, Division of Childrens Services, and SERC.
Enhancing Instructional Programs Within Schools: Training in Special Education Administration

Date: 10/17/12, Wednesday 11/28/12, Wednesday 12/19/12, Wednesday 01/23/13, Wednesday 02/13/13, Wednesday 04/03/13, Wednesday 05/01/13, Wednesday Time: 8:30 AM 8:30 AM 8:30 AM 8:30 AM 8:30 AM 8:30 AM 8:30 AM 3:30 PM 3:30 PM 3:30 PM 3:30 PM 3:30 PM 3:30 PM 3:30 PM Location: Marriott Courtyard, Cromwell Marriott Courtyard, Cromwell Marriott Courtyard, Cromwell Marriott Courtyard, Cromwell Marriott Courtyard, Cromwell Marriott Courtyard, Cromwell Marriott Courtyard, Cromwell
Event Code: 13-15-018 Fee: $350 per person Closing Date: 10/01/2012 Registration: Fax, Mail or Online CEUs: 3.6 Contact Person: Jacqueline Denault (860) 632-1485, ext. 294 denault@ctserc.org Presenter(s): Various Presenters
Audience: PreK-Grade 12; Superintendents, Principals, Assistant Principals, Central Oce Administrators, and Administrators-in-training
This seven-day series is designed to assist education leaders with ensuring quality, comprehensive programming for all students. It combines interactive seminars with job-embedded opportunities to help participants convert theory and research into practice to improve student achievement. The sessions focus on specic competencies, systems change, and the unification of special education and general education as per Connecticuts Common Core of Learning (2009) and the Connecticut Common Core of Leading (2009). Other topics include Connecticuts Elementary and Secondary Education Act (ESEA) waiver (May 2012), the Educational Transformation Project from the Connecticut Association of Public School Superintendents (CAPSS) (November 2011), and new assessments for student achievement, based on the Common Core State Standards. PLEASE NOTE: SERC will award 3.6 CEUs (which serve as fulllment of the 36 clock-hour special education requirement for certication) to qualied participants for full participation in this professional development program, including completion of post-seminar reection and application. Participants must be pre-registered, have written conrmation from SERC, and attend all seven days in their entirety to receive CEU credit. Per Connecticut CEU Guidelines, the process of designing and implementing activities and programs for CEU credit must now include an application of learning component.
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What Is Autism?: Etiology, Identification, and Current Implications

Date: 10/19/12, Friday Time: 9:00 AM - 3:30 PM Location: SERC Classroom, Middletown
Event Code: 13-43-129 Fee: Details at right Closing Date: 10/10/2012 Registration: Fax, Mail or Online CEUs: 1.0 Contact Person: Jacqueline Denault (860) 632-1485, ext. 294 denault@ctserc.org Presenter(s): Keisha Powell SERC Consultant and other SERC colleagues
Audience: PreK-Grade 12; General and Special Educators, Administrators, Service and Health Providers, Employers, College Students, and Families
Autism can be so often misunderstood that people who try to study the disorder have often ended up with more questions than answers. The term autism spectrum disorders only emphasizes how complex it isthat individuals diagnosed with autism have a wide spectrum of characteristics and needs. This learning opportunity aims to peel away the confusion by tackling the history and myths surrounding autism spectrum disorders, how and why individuals are identied with the disorders, and the implications of such diagnoses on education and social development. It also addresses the upcoming changes to autism diagnoses and the evolution of Connecticuts approach. This content will enable participants to help achieve better educational and social outcomes for students diagnosed with autism by imparting valuable insights about the students needs and the policy and practices designed to address those needs. To help assure that participants will attain this knowledge and build their understanding over time, after the in-person workshop, participants will engage in a six-week online learning component that will provide an opportunity to interact with the presenter and other participants. The entire six weeks of learning, in addition to the all-day session at SERC, are included in the fee of $300 per person.
Making a Difference through Co-teaching

Date: 10/26/12, Friday 12/05/12, Wednesday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: SERC Classroom, Middletown SERC Classroom, Middletown
Event Code: 13-12-115 Fee: $60 per person Closing Date: 10/17/2012 Registration: Fax, Mail or Online CEUs: 1.2 Contact Person: Heather Dawes (860) 632-1485, ext. 263 dawes@ctserc.org Presenter(s): Virginia Babcock SERC Consultant Catherine Forker SERC Consultant
Audience: K-Grade 12; Co-teaching teams preferred, consisting of General Educators and Special Educators, ELL/ESL/Bilingual Educators, Reading or Math Consultants/Specialists, or other Student Support Services Professionals
General education classrooms are increasingly comprised of students with dierent backgrounds, learning styles, abilities, and disabilities. Co-teaching holds great promise within the framework of Scientic Research-Based Interventions (SRBI) as a universal practice for supporting students with diverse needs in general education settings. Through co-teaching, educators form partnerships that consist of general educators and one of the following: special educators, student support services professionals, English language learner (ELL)/English as a second language (ESL)/Bilingual educators, reading consultants/specialists, or math consultants/specialists. These partners collaborate to provide rich and dierentiated learning opportunities and a sense of belonging for every student. The teams talents, experiences, and expertise, both shared and varied, make for powerful and dynamic approaches to instruction. In this two-day professional development activity, teams will compare the advantages and disadvantages of each of the six co-teaching approaches; determine how co-teaching can eectively meet the needs of students with and without disabilities in the general education classroom; make decisions regarding utilization of all six approaches in order to improve student access and outcomes; explore ways to enhance the quality of co-teaching partnerships and collaboration; and plan co-taught lessons that maximize instructional intensity. Participants will have the opportunity to hear from co-teachers in Connecticut during the workshop, as well as apply their learning between the two days.
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Text Complexity: A Study Group

Date: 11/01/12, Thursday 12/20/12, Thursday 01/30/13, Wednesday 03/13/13, Wednesday 04/25/13, Thursday Time: 2:00 PM 2:00 PM 2:00 PM 2:00 PM 2:00 PM Location: SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown
5:00 PM 5:00 PM 5:00 PM 5:00 PM 5:00 PM
Event Code: 13-45-099 Fee: $100 per person Closing Date: 10/23/2012 Registration: Fax, Mail or Online CEUs: 1.8 Contact Person: Leticia Garcia Guerra (860) 632-1485, ext. 233 guerra@ctserc.org Presenter(s): Various Presenters
Audience: Grades 9-12; General and Special Educators, Administrators, Curriculum Specialists, and Reading Teachers and Consultants
Text complexity is one of the key shifts in the Common Core State Standards (CCSS) for English language arts. Text complexity, as dened by Standard 10 of Reading for Literature and Reading for Information, requires that students read increasingly complex, grade-appropriate text at each grade level. The complexity is dened by quantitative measures, qualitative measures, and reader and task considerations. This study group explores the components of text complexity and the implications for classroom instruction. Participants will work together to develop and implement instructional strategies to help all students be successful in meeting this standard. The discussion will include specic strategies to support students with disabilities and those from diverse linguistic and cultural backgrounds. Participants will complete application activities between sessions. As a result of this professional development, participants will be able to identify and explain the components of text complexity, implement instructional strategies that address text complexity, explore the process of close reading, and develop and share resources for meeting the text complexity standard of the CCSS.
Reading Comprehension for All

Date: 11/02/12, Friday 11/28/12, Wednesday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: SERC Library Community Room, Middletown SERC Library Community Room, Middletown
Event Code: 13-45-117 Fee: $100 per person Closing Date: 10/23/2012 Registration: Fax, Mail or Online CEUs: 1.2 Contact Person: Leticia Garcia Guerra (860) 632-1485, ext. 233 guerra@ctserc.org Presenter(s): Diane Smith, Ed.D. SERC Consultant Lillie Stuart SERC Consultant
Audience: K-Grade 12; General and Special Education Teachers, ELL/ESL Teachers
Students with reading disabilities need certain tools in order to navigate grade-level content. This two-day training session will demonstrate the skills that expert readers possess and how to explicitly teach these discrete skills in order to increase student achievement, especially for struggling readers and students with disabilities. Participants in this two-day professional development activity will cooperatively practice the use of reading comprehension strategies such as previewing, visualization, and questioning. The Mosaic of Thought, 2nd edition (2007), by Ellin Oliver Keene and Susan Zimmerman, will be used to support the content of this session. Between sessions, participants will have the opportunity to implement the comprehension strategies. On day two, participants will receive feedback on their practical application of the strategies as well as collaborate with other professionals to reinforce their learning. As a result of attending this session, participants will better engage students across content areas by giving them the tools to access course materials and improve their reading skills. Participants will also use research-based comprehension strategies that improve student learning outcomes and provide a positive learning experience for all students, including special education students, English language learners, and at-risk/disengaged students.
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Paraprofessionals as Partners: The 17th Annual Statewide Conference

Date: 11/14/12, Wednesday Time: 9:00 AM - 3:00 PM Location: Crowne Plaza Hotel, Cromwell
Event Code: 13-02-028 Fee: $85 per person Closing Date: 10/31/2012 Registration: Fax, Mail or Online CEUs: 0.4 Contact Person: Yolanta Garcia (860) 632-1485, ext. 264 garcia@ctserc.org Presenter(s): Various Presenters
Audience: K-Grade 12; Paraprofessionals and certied sta with whom they work
This annual conference is an opportunity for paraprofessionals to engage in professional development on a variety of topics while networking with colleagues. This years conference, with the theme Mission: Possible, incorporates breakout sessions that will develop the skills of paraprofessionals to increase their effectiveness as educational partners with general and special education teachers, as well as with student support services professionals, administrators, and families. Participants will have the opportunity to attend a variety of workshop options covering content areas that focus on meeting the diverse learning needs of all students, from kindergarten through Grade 12, resulting in positive student outcomes. For detailed information about the conference, see page 60.
Including Children with Challenging Behaviors in Early Childhood Education Programs

Date: 11/16/12, Friday Time: 9:00 AM - 3:30 PM Location: CT Charts-A-Course, Hamden
Event Code: 13-46-132 Fee: $45 per person Closing Date: 11/02/2012 Registration: Fax, Mail or Online CEUs: 0.7 Contact Person: Nattaneal Wilson (860) 632-1485, ext. 268 wilson@ctserc.org Presenter(s): Elsa Jones Child Development Specialist, Rocky Hill, CT
Audience: PreK, Age 3-5; Early Childhood General and Special Educators and Support Personnel, Paraprofessionals
When teachers and families provide intentional opportunities for children to develop their social and emotional skills, they begin to lay the foundation that is needed to support a lifetime of learning. Through intentional teaching and reective practice, childrens individual needs are identified, planned for in the curriculum, and monitored for progress. The presenter will discuss these core components and share evidence-based practices to support childrens social and emotional development that can be used in the classroom and home, especially with children with challenging behaviors. In this full-day professional development opportunity, participants will increase their understanding of intentional teaching and eective ways to partner with families. Educators will learn new strategies specific to childrens social and emotional development that strengthen friendship-making skills, emotional-literacy skills, problem-solving skills, and control of anger and impulses. Each participant should identify a particular child for whom they will create a social-emotional development plan.
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Social Skills Study Group on Children Diagnosed with ASD

Date: 11/27/12, Tuesday 01/10/13, Thursday 01/24/13, Thursday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM 9:00 AM - 12:00 PM Location: SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown
Event Code: 13-43-067 Fee: $150 per person Closing Date: 11/15/2012 Registration: Fax, Mail or Online CEUs: 2.1 Contact Person: Jacqueline Denault (860) 632-1485, ext. 294 denault@ctserc.org Presenter(s): Christine Peck, Psy.D., BCBA-D School Psychologist, CES
Audience: Grades 5-8; Special Education Teachers and Behavior-related Services Personnel with prior background in autism and formal testing
Individuals diagnosed with autism spectrum disorders (ASD) often have signicant diculties understanding the nuances of social communication and social interaction. Students diagnosed with ASD require specic attention to the development of social skills and understanding social norms, as their diculties in these areas often impact their ability to engage in meaningful ways in the classroom and school environment. This study group will explore ways to teach and assess appropriate social skills for students diagnosed with ASD in order to increase their access and active participation in the general education classroom. Participants in the study group will develop the necessary skills to evaluate the social functioning of a student diagnosed with ASD; develop strategies to teach appropriate social skills; learn how to create social opportunities so that students may practice and generalize the social skills; and connect social skills to the individualized education program (IEP) to ensure access and participation in general education for students diagnosed with ASD.
NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System - Session B
Date: 11/28/12, Wednesday Time: 9:00 AM - 11:00 AM Location: CT Charts-A-Course, Hamden
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NAEYC Accreditation Portfolio Guidelines - Session A

Date: 12/04/12, Tuesday 12/04/12, Tuesday Time: 8:30 AM - 3:00 PM 8:30 AM - 11:30 AM Location: SERC Classroom, Middletown SERC Classroom, Middletown
Event Code: 13-46-096 Fee: None Closing Date: 11/20/2012 Registration: Fax, Mail or Online CEUs: 0.7 (full day only) Contact Person: Ashley Coleman (860) 632-1485, ext. 295 acoleman@ctserc.org Presenter(s): Deborah Flis Director, Accreditation Facilitation Project, CT Charts-A-Course, Hamden
Audience: PreK, Age 3-5; Early Childhood General and Special Education Teachers
Programs can demonstrate their excellence through classroom and program portfolios. Participants in this professional development activity will learn how portfolios for successful National Association for the Education of Young Children (NAEYC) accreditation can show assessors what a program is like year-round with just one visit. Participants may choose to attend the full day or only the morning portion of this session. The morning portion will explore ways to maximize organizational strategies, data collection time, space, and story telling, as well as how to use portfolios to support parent involvement, program marketing, and professional development. The afternoon session, which begins at 12:30, will combine a networking opportunity with work time and discussion. Participants must bring a portfolio with program documentation to review and share. Portfolios do not need to be complete, although experience in compiling a portfolio and actual examples of documentation are necessary for participation in the afternoon portion. As a result of this professional development, participants will better understand the portfolio process and NAEYCs guidelines for portfolio development; develop new ideas for classroom portfolios; and identify colleagues willing to share ideas and opportunities on developing portfolios. This activity is oered twice in the 2012-2013 school year: Session A on Dec. 4, 2012; and Session B on May 7, 2013. Both sessions cover the same content.
Science Content Literacy: Grades 6-12

Date: 12/04/12, Tuesday 01/23/13, Wednesday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: SERC Library Community Room, Middletown SERC Library Community Room, Middletown
Event Code: 13-26-112 Fee: $100 per person Closing Date: 11/20/2012 Registration: Fax, Mail or Online CEUs: 1.3 Contact Person: Heather Dawes (860) 632-1485, ext. 263 dawes@ctserc.org Presenter(s): Paquita Jarman-Smith SERC Consultant Lillie Stuart SERC Consultant
Audience: Grades 6-12; Middle School and High School Teachers and Administrators
Struggling students, including students with disabilities, need explicit instruction on how to transfer their literacy comprehension and writing strategies to science content, including nonction texts. This two-day professional development will engage science educators in reading comprehension techniques that will improve outcomes for students, grades 6-12, as well as increase their meaningful participation and achievement in the science content area. Participants in this training will become familiar with the Common Core State Standards for Literacy in Science and Reading Informational Texts. They also will learn the authentic use of graphic organizers, content-specic vocabulary activities, science notebooks, and reciprocal teaching strategies; receive an overview of dierentiation, gradual release, and inquiry-based instructional models; and better understand the commonalities between literacy comprehension skills and science processing skills. After day one, participants will have an opportunity to implement what they have learned. On day two, they will receive feedback as a learning community and share ideas about implementation. As a result of this training, participants will be able to teach students to read and communicate like scientists and transfer their literacy skills across content areas as stipulated by the Common Core State Standards. A similar session covering K-Grade 5 is scheduled to begin Jan. 29, 2013 (see separate listing).
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Realizing the College Dream

Event Code: 13-49-030 Fee: None Closing Date: 11/20/2012 Registration: Fax, Mail or Online CEUs: None Contact Person: Linda Adorno (860) 632-1485, ext. 241 adorno@ctserc.org Presenter(s): Various Presenters
Audience: Grades 7-12; Middle and High School General and Special Education Teachers, Career Counselors, Guidance Counselors, and Social Workers
Realizing the College Dream is a curriculum and workshop guide for middle and high school students and their families that conveys the value of higher education and outlines the financial aid opportunities available. This early intervention, dropout prevention program, created by the University of California, Berkeley for the ECMC Foundation, targets low-income, rst-generation college-bound students. It is designed to help bridge disparities by income, race, and ethnicity in access to and success in higher education. Participants in this session will learn innovative applications for implementing the Realizing the College Dream curriculum and how to incorporate it into existing programs. The curriculum provides hands-on activities and interactive workshops about planning and paying for college, experiences that challenge students to see themselves in college, and information about the economic value of college. Participants will receive printed and digital editions of the curriculum. As a result of this session, participants will have the tools, information, and college-bound attitude they need to support their students and make it more likely they will attend college.
The Role of Play in the Inclusive Early Childhood Setting

Date: 12/05/12, Wednesday 03/14/13, Thursday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: CT Charts-A-Course, Hamden CT Charts-A-Course, Hamden
Event Code: 13-46-137 Fee: $125 per person Closing Date: 11/27/2012 Registration: Fax, Mail or Online CEUs: 1.4 Contact Person: Ashley Coleman (860) 632-1485, ext. 295 acoleman@ctserc.org Presenter(s): Paquita Jarman-Smith SERC Consultant Keisha Powell SERC Consultant
Audience: PreK, Age 3-5; General and Special Education Teachers (teams encouraged)
Early childhood programs must have the tools to build an inclusive environment in which all children can develop and grow to their full potential. One of the most fundamental ways to include all children in their earliest formal educational experiences, and build a foundation for their future academic success, is through the simple act of play. This professional development opportunity will focus on the role of play in child development and as a means to ensure access, participation, and progress in early childhood education goals. Participants will explore research and theories of play and inclusive practices; gain insights on using research-based strategies, tools, and resources to support children who may have diculty with certain aspects of play; and use standards to design a learning experience that supports childrens development of play skills. Attendance at both days is required. This session will be interactive, and participants are encouraged to wear comfortable clothing. Participants should also bring a written example of a challenge with play they have experienced in their classrooms. Included in the registration fee is Come and Play by Aerial Cross, Developmentally Appropriate Play by Gaye Gronlund, and Lesson Ideas and Activities for Young Children with Autism and Related Special Needs by S.B. Linton. SERC will provide optional follow-up technical assistance for an additional fee. More information will be available at the session.
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Reading-Writing Connection: All Content Areas

Date: 12/07/12, Friday 01/11/13, Friday 02/08/13, Friday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: SERC Library Community Room, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown
Event Code: 13-45-118 Fee: $125 per person Closing Date: 11/20/2012 Registration: Fax, Mail or Online CEUs: 1.9 Contact Person: Leticia Garcia Guerra (860) 632-1485, ext. 233 guerra@ctserc.org Presenter(s): Meg Porcella SERC Consultant Lillie Stuart SERC Consultant
Audience: Grades 4-12; Teachers and Administrators in all content areas
Writing has been proven to increase reading comprehension by engaging students in metacognitive thought about a text. This three-day training session will examine the connection between students reading and their writing as well as demonstrate strategies that facilitate the link between what students read and how they respond. Presenters will use the new Common Core State Standards (CCSS), Connecticuts Beyond the Blueprint, and other relevant research to establish the thinking and practices that improve student outcomes. In the rst two sessions, participants will investigate instructional models and curriculum design, including research-based active reading strategies for ction and nonction texts, and collaborate with other educators to improve their professional practices. During day three, participants will review the writing process, use formal and informal information-gathering techniques during reading to facilitate student writing, and resolve common weaknesses in student writing as identied by participants. As a result of this professional development, participants will help their students meet the CCSS anchor standard for reading to be able to read and comprehend complex literary and informational texts independently and proficiently; actively read and monitor their understanding, which will increase their achievement on standardized assessments; and become a literate person in the 21st century as dened by the CCSS.
Treasure Chest of Tools for Inclusion

Date: 01/10/13, Thursday Time: 9:00 AM - 12:00 PM Location: CT Charts-A-Course, Hamden
Event Code: 13-46-141 Fee: $65 per person Closing Date: 12/27/2012 Registration: Fax, Mail or Online CEUs: 0.4 Contact Person: Nattaneal Wilson (860) 632-1485, ext. 268 wilson@ctserc.org Presenter(s): Ann Gruenberg, Ph.D. Professor, Eastern Connecticut State University
Audience: PreK, Age 3-5; Early Childhood General and Special Educators, Administrators, and Technical Assistance Providers and Consultants to Early Childhood programs
Eective inclusive practices ensure that children with special needs gain the support they need to have access to, participate in, and make progress in Early Childhood Education programs. This session will introduce specic tools and resources that support the inclusion of preschool-age children. Those resources include, but are not limited to, CARAs Kit, Special Quest Training Modules, and Building Blocks for Teaching Preschoolers with Special Needs by Susan Sandall and Ilene Schwartz (2008). Participants will have an opportunity to understand eective inclusive practices, explore the resources, and discuss how the tools can be used to support play-based learning experiences in schooland community-based early childhood settings.
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Introduction to Excel for Data Teams - Session A

Date: 01/24/13, Thursday Time: 8:30 AM - 3:30 PM Location: ITBD at CCSU, New Britain
Event Code: 13-16-163 Fee: $75 per person Closing Date: 01/10/2013 Registration: Fax, Mail or Online CEUs: 0.7 Contact Person: Monique Coleman (860) 632-1485, ext. 282 coleman@ctserc.org Presenter(s): Matthew Dugan SERC Consultant Greta Skiles SERC Consultant
Audience: PreK-Grade 12; General and Special Educators, Administrators, Data Team Leaders, and Data Team Members
Microsoft Excel is a valuable tool for data teams. This spreadsheet program can be used to collect data, disaggregate or lter results, use formulae to help data teams sort or calculate information instantly, and embed color-coding to visually highlight data. With one click, users can transfer scores to graphs and plot trend lines for progress monitoring. Excel supports both the data team process and the creation of data walls. This introductory session will help data team members who have little or no experience with Excel to learn basic uses of the spreadsheet program. Participants in this session will learn how to set up a basic spreadsheet; use formulae to calculate sums, averages, and percentages; and create basic graphs.
Diversity and Autism: Working with Students from Diverse Backgrounds Diagnosed with ASD
Date: 01/25/13, Friday 05/09/13, Thursday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: SERC Classroom, Middletown SERC Library Community Room, Middletown
Event Code: 13-43-130 Fee: $80 per person Closing Date: 01/09/2013 Registration: Fax, Mail or Online CEUs: 0.7 Contact Person: Jacqueline Denault (860) 632-1485, ext. 294 denault@ctserc.org Presenter(s): Gerald Hairston SERC Consultant Keisha Powell SERC Consultant
Audience: PreK-Grade 12; Administrators, General and Special Educators, Student Support Services Professionals, and Parents and Families
Schools have more than a diagnosis of autism to consider when meeting the needs of students diagnosed with autism spectrum disorders (ASD). Educators must be eective at communicating with students and their families across all racial backgrounds to assure the equitable distribution of resources and support for all students diagnosed with autism. This two-day professional development opportunity covers strategies for working with diverse students diagnosed with ASD, sensitivity in communicating with various families, and the relevant statutes in the No Child Left Behind Act (NCLB) and in amendments to the Individuals with Disabilities Education Improvement Act (IDEA 2004). As a result of this session, participants will be able to help assure that all students diagnosed with autism achieve successful outcomes.
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Science Content Literacy: K-Grade 5

Date: 01/29/13, Tuesday 04/12/13, Friday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: SERC Library Community Room, Middletown SERC Library Community Room, Middletown
Event Code: 13-26-110 Fee: $100 per person Closing Date: 01/15/2013 Registration: Fax, Mail or Online CEUs: 1.3 Contact Person: Heather Dawes (860) 632-1485, ext. 263 dawes@ctserc.org Presenter(s): Various Presenters
Audience: K-Grade 5; Science Educators and Administrators
Struggling students, including students with disabilities, need explicit instruction on how to transfer their literacy comprehension and writing strategies to science content, including nonction texts. In this two-day professional development activity, presenters will demonstrate the use of science notebooks as a formative assessment to assess changes in student thinking throughout a scientic investigation. This session covers the Connecticuts Core Scientific Inquiry Standards as well as the Common Core State Standards for Reading Informational Texts. Participants will learn the commonalities between reading comprehension skills and the science processing skills; research-based strategies to improve outcomes for students, particularly developing learners, and how to increase their meaningful participation and achievement in the science content area; and how to facilitate discourse in order to improve student comprehension of science content. After day one, participants will have an opportunity to implement what they have learned. On day two, they will receive feedback as a learning community and share ideas about implementation. As a result of this training, participants will be able to teach K-5 students to read and communicate like scientists and transfer their literacy skills across content areas. A similar session covering grades 6 through 12 is scheduled to begin Dec. 4, 2012 (see separate listing).
Data-Driven Decision Making for Children Diagnosed with Autism/ASD: Elementary School
Date: 01/30/13, Wednesday Time: 9:00 AM - 3:30 PM Location: Four Points Sheraton, Meriden
Event Code: 13-43-152 Fee: $65 per person Closing Date: 01/16/2013 Registration: Fax, Mail or Online CEUs: 0.7 Contact Person: Jacqueline Denault (860) 632-1485, ext. 294 denault@ctserc.org Presenter(s): John Burke, Ph.D., BCBA-D Co-Director, Branches of Hope, Westport, CT
Audience: K-Grade 5; Special Education Teachers, Administrators, Student Support Services Professionals, and Service Coordinators
Practical data collection strategies help create a setting in which children attain the skills they need in school and apply them to other areas of their livesfrom academic, social, and communication skills to pivotal skills such as attention, involvement, and interdependence. Using a data-driven decision making approach, a team can create individualized education programs (IEPs) that continually monitor the eectiveness of interventions for a child diagnosed with autism spectrum disorders (ASD) and have an objective basis for making decisions about supports and alternatives. This professional development opportunity provides a valuable foundation for educators, families, and others to use data-driven decision making when working with elementary school-age students diagnosed with ASD. Participants will learn practical data collection methods; how to use the data to develop possible intervention strategies for students diagnosed with ASD; and how to use the strategies across dierent intervention areas commonly targeted for K-Grade 5 students diagnosed with ASD. As a result, participants will leave in a stronger position to understand the real needs of these students. A similar session pertaining to middle and high school is scheduled for Feb. 14, 2013 (see separate listing in this catalog). A session pertaining to early childhood, scheduled for Nov. 16, 2012, is listed in SERCs Early Childhood Education Initiative catalog. Attendees from each of the sessions will participate in a related webinar as well.
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Equity in Early Childhood Education: Reflecting on Systems and Practices

Date: 02/06/13, Wednesday 03/22/13, Friday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: Rensselaer (RAH), Hartford Rensselaer (RAH), Hartford
Event Code: 13-46-136 Fee: $65 per person Closing Date: 01/23/2013 Registration: Fax, Mail or Online CEUs: 1.4 Contact Person: Ashley Coleman (860) 632-1485, ext. 295 acoleman@ctserc.org Presenter(s): Linnet Carty SERC Consultant Paquita Jarman-Smith SERC Consultant
Audience: PreK, Age 3-5; Early Childhood General and Special Education Teachers, Administrators, Early Elementary Principals, Student Support Services Professionals, and Family Members, servicing children ages 3-5
In order to ensure high-quality early childhood education that serves all young children equitably, educators must reect, evaluate, and improve practices in program administration, leadership, and teaching and learning. This seminar is designed to support early care and education professionals as they work to understand the relationship between racial identity development and achievement. Using a reection tool developed from their observations in the eld, along with best practices in anti-bias education and social-emotional development, the facilitators will lead participants in designing equitable early childhood education programs to support achievement. Participants will explore the impact of systemic racism and dominant (white) culture on adult values, beliefs, and practices in early childhood programs and classrooms; develop an awareness of the role teachers play in understanding systemic racism as they develop their own cultural competencies; examine childrens identity development through the lens of equity, race, and culture; and design equitable early care and education programs to support achievement of young children. The registration fee includes a copy of the book Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks and Julie Olsen Edwards (2010).
NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System - Session C
Date: 02/12/13, Tuesday Time: 9:00 AM - 11:00 AM Location: SERC Classroom, Middletown
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Data-Driven Decision Making for Children Diagnosed with Autism/ASD: Middle and High School
Date: 02/14/13, Thursday Time: 9:00 AM - 3:30 PM Location: Four Points Sheraton, Meriden
Event Code: 13-43-153 Fee: $65 per person Closing Date: 01/31/2013 Registration: Fax, Mail or Online CEUs: 0.7 Contact Person: Jacqueline Denault (860) 632-1485, ext. 294 denault@ctserc.org Presenter(s): John Burke, Ph.D., BCBA-D Co-Director, Branches of Hope, Westport, CT
Audience: Grades 6-12; Special Educators, Administrators, Related Service Personnel; Service Coordinators
Professionals and parents often struggle with developing, implementing, and evaluating programs for students diagnosed with autism spectrum disorders (ASD). Using a data-driven decision making approach, a team can create individualized education programs (IEPs) that continually monitor the eectiveness of interventions for a student diagnosed with ASD and have an objective basis for making decisions about supports and alternatives. Practical data collection strategies address the complex needs of students, whether pertaining to academics, social and communication skills, or pivotal skills such as attention, involvement, and independence. It helps create a setting in which students both attain these skills and apply them in other areas of their lives. This professional development opportunity, which also includes a webinar, provides a valuable foundation for educators, families, and others to use data-driven decision making when working with middle and high school students diagnosed with ASD. Participants will learn practical data collection methods; how to use the data to develop possible intervention strategies for students diagnosed with ASD; and how to use the strategies universally across dierent intervention areas commonly targeted for grade 6-12 students diagnosed with ASD. As a result, participants will leave in a stronger position to understand the real needs of these students. A similar session pertaining to elementary school is scheduled for Jan. 30, 2013 (see separate listing).
Early Childhood Staff Education and Professional Development Plans? Help! Session A
Date: 03/07/13, Thursday Time: 8:30 AM - 12:30 PM Location: CT Charts-A-Course, Hamden
Event Code: 13-46-101 Fee: None Closing Date: 02/15/2013 Registration: Fax, Mail or Online CEUs: 0.5 Contact Person: Nattaneal Wilson (860) 632-1485, ext. 268 wilson@ctserc.org Presenter(s): Margaret Gustafson Quality Initiative Specialist, CT Charts-A-Course, Hamden
Audience: PreK, Age 3-5; Early Childhood General and Special Educators, Elementary Principals serving children 3-5, and Other Administrators
Education requirements can look like alphabet soup (NAEYC, EHS, SR, etc., etc.). CT Charts-A-Course can help you navigate these requirements in order to create professional development plans for program sta that are SMART: Specic, Measurable, Attainable, Rewarding, and Trackable. Participants in this session should bring their questions and will leave with planning tools for well-organized professional development experiences. Participants will identify the sta qualication requirements for each of the identied systems; learn how to construct meaningful individual professional development plans; develop an understanding of the CT Charts-A-Course Professional Registry and how it can be used to track sta qualications; and understand Connecticut education resources and how to organize documentation to meet funder mandates and program goals.
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Early Childhood Staff Education and Professional Development Plans? Help! Session B
Date: 03/12/13, Tuesday Time: 8:30 AM - 12:30 PM Location: SERC Classroom, Middletown
Event Code: 13-46-135 Fee: None Closing Date: 02/26/2013 Registration: Fax, Mail or Online CEUs: 0.5 Contact Person: Nattaneal Wilson (860) 632-1485, ext. 268 wilson@ctserc.org Presenter(s): Margaret Gustafson Quality Initiative Specialist, CT Charts-A-Course, Hamden
Audience: PreK, Age 3-5; Early Childhood General and Special Educators, Elementary Principals serving children 3-5, and Other Administrators
Education requirements can look like alphabet soup (NAEYC, EHS, SR, etc., etc.). CT Charts-A-Course can help you navigate these requirements in order to create professional development plans for program sta that are SMART: Specic, Measurable, Attainable, Rewarding, and Trackable. Participants in this session should bring their questions and will leave with planning tools for well-organized professional development experiences. Participants will identify the sta qualication requirements for each of the identied systems; learn how to construct meaningful individual professional development plans; develop an understanding of the CT Charts-A-Course Professional Registry and how it can be used to track sta qualications; and understand Connecticut education resources and how to organize documentation to meet funder mandates and program goals.
New Literacies: 21st-Century Skills Overview

Date: 04/02/13, Tuesday Time: 9:00 AM - 3:30 PM Location: ITBD at CCSU, New Britain
Event Code: 13-45-126 Fee: Details at right Closing Date: 03/15/2013 Registration: Fax, Mail or Online CEUs: 0.9 Contact Person: Leticia Garcia Guerra (860) 632-1485, ext. 233 guerra@ctserc.org Presenter(s): Sean Kavanaugh SERC Consultant Lillie Stuart SERC Consultant
Audience: Grades 4-12; General and Special Education Teachers and Administrators
Todays students are living in an information- and communication-rich global society. Most jobs now require technological, cooperative, and communication skills. In order to prepare for the highly competitive global workplace, students, including students with disabilities, need to learn essential life and career skills that are critical to their employment success and extend beyond technology. Schools are faced with the challenge of providing students with the necessary content and concepts of core academic subjects while also helping students develop innovation skills such as creativity; critical thinking and problem solving; communication and collaboration; information, media, and technology skills; and life and career skills such as exibility, initiative and self-direction, social and cross-cultural skills, productivity, and leadership. This professional development opportunity, designed for grade 4-12 educators, will review the Partnership for 21st-Century Skills (P21) framework; assess schools current level of 21st-Century teaching; help educators imbed 21st-Century skills into upcoming units of study; and teach how to use technologies such as digital storytelling, blogs, wikis, and more to assess student learning of grade-level content in order to improve outcomes for all students. The activity has an online component. Participants will be required to complete readings with online responses prior to the workshop as well as post-workshop activities. A fee of $150 per person covers this entire learning package, including the full-day session at ITBD.
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Project CRISS: Creating Independence through Student-Owned Strategies (Level I Training)

Date: 04/03/13, Wednesday 05/08/13, Wednesday 06/05/13, Wednesday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: SERC Classroom, Middletown SERC Classroom, Middletown SERC Classroom, Middletown
Event Code: 13-12-113 Fee: $180 per person Closing Date: 03/13/2013 Registration: Fax, Mail or Online CEUs: 2.0 Contact Person: Heather Dawes (860) 632-1485, ext. 263 dawes@ctserc.org Presenter(s): Lucy Krause SIM Professional Developer, Brooklyn, CT Missy Wrigley SERC Consultant
Audience: K-Grade 12; General and Special Educators
It is important that teachers foster active learning techniques in their classrooms. Project CRISS, or Creating Independence through Student-owned Strategies, focuses on teaching students how to learn through reading, writing, talking, and listening. Each day of this three-day program will be engaging and interactive as elementary- through secondary-level teachers learn new ways to introduce learning and problem-solving tasks to their students, including students with disabilities. Teachers can take what is oered, shape it, mold it, and make it theirs for use in the classroom the very next school day. To facilitate student learning and improve student outcomes, participants in this professional development activity will explore new ways to teach students, grades 3-12, how to organize and remember information; identify strategies for students to use before, during, and after reading; practice write to learn techniques, such as learning logs, framed paragraphs, and spool papers; outline how to incorporate essential reading and writing strategies into the curriculum; reect on the use of these techniques in personal practice; and plan strategic eorts to job-embed their learning. Participants will receive the NEW Project CRISS, Creating Independence Through Student-Owned Strategies 4th Edition manual as part of the registration fee.
Introduction to Excel for Data Teams - Session B

Date: 04/12/13, Friday Time: 8:30 AM - 3:30 PM Location: ITBD at CCSU, New Britain
Event Code: 13-16-164 Fee: $75 per person Closing Date: 04/05/2013 Registration: Fax, Mail or Online CEUs: 0.7 Contact Person: Monique Coleman (860) 632-1485, ext. 282 coleman@ctserc.org Presenter(s): Matthew Dugan SERC Consultant Greta Skiles SERC Consultant
Audience: PreK-Grade 12; General and Special Educators, Administrators, Data Team Leaders, and Data Team Members
Microsoft Excel is a valuable tool for data teams. This spreadsheet program can be used to collect data, disaggregate or lter results, use formulae to help data teams sort or calculate information instantly, and embed color-coding to visually highlight data. With one click, users can transfer scores to graphs and plot trend lines for progress monitoring. Excel supports both the data team process and the creation of data walls. This introductory session will help data team members who have little or no experience with Excel to learn basic uses of the spreadsheet program. Participants in this session will learn how to set up a basic spreadsheet; use formulae to calculate sums, averages, and percentages; and create basic graphs.
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Supervision of Co-Teaching Using Walkthroughs

Date: 04/12/13, Friday Time: 9:00 AM - 3:30 PM Location: SERC Classroom, Middletown
Event Code: 13-15-127 Fee: $50 per person Closing Date: 03/22/2013 Registration: Fax, Mail or Online CEUs: 0.6 Contact Person: Jacqueline Denault (860) 632-1485, ext. 294 denault@ctserc.org Presenter(s): Virginia Babcock SERC Consultant Matthew Spar SERC Consultant
Audience: K-Grade 12; General and Special Education Administrators and Instructional Leaders
Many principals use walkthrough protocols as ongoing snapshot assessments of instruction in their buildings and to enhance their role as instructional leaders. This interactive session will provide administrators with the knowledge and tools to conduct walkthroughs that specically target co-teaching as an eective service delivery model for meeting the diverse learning needs of all students included in general education classrooms. Participants in this professional development activity will become familiar with six approaches to co-teaching and discuss how they might be used to increase instructional intensity and improve student access and outcomes. In addition, participants will have the opportunity to explore ways to enhance collaboration, support co-teaching partnerships, and provide reective feedback based on the data gathered from walkthroughs. Those seeking educational leadership (#092) certification also are encouraged to register as part of a team for Evaluating Student Learning through Instructional Rounds, which begins with a webinar in December. For details on that opportunity, see the Dec. 7 listing in the Activities Designed for Teams section of this catalog.
NAEYC Accreditation Road Trip: An Overview of the New NAEYC Accreditation System - Session D
Date: 04/24/13, Wednesday Time: 1:30 PM - 3:30 PM Location: CT Charts-A-Course, Hamden
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Braille Literacy Instructional Techniques

Date: 04/30/13, Tuesday 05/01/13, Wednesday Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM Location: Four Points Sheraton, Meriden Four Points Sheraton, Meriden
Event Code: 13-38-100 Fee: $95 per person Closing Date: 04/12/2013 Registration: Fax, Mail or Online CEUs: 1.4 Contact Person: Bianca Irizarry (860) 632-1485, ext. 216 irizarry@ctserc.org Presenter(s): Anne Spitz Teacher of the Visually Impaired, Dover-Sherborn Public Schools, Dover, MA Anna Swenson Braille Literacy Consultant, Fairfax County Public Schools, Fairfax, VA
Audience: K-Grade 12; Teachers of the Visually Impaired
Teachers of children with visual impairments have the simultaneous challenge of both teaching their students how to read and teaching them how to read Braille. This session will assist educators in developing Braille Literacy Techniques. Participants in this two-day professional development activity will learn about strategies, materials, and resources for teaching students how to read and write in Braille; ways to adapt their classroom for tactile learners; and how to collaborate with classroom teachers, paraprofessionals, and families in order to best serve the needs and improve the outcomes of their students with visual impairments.
NAEYC Accreditation Portfolio Guidelines - Session B

Date: 05/07/13, Tuesday 05/07/13, Tuesday Time: 8:30 AM - 3:00 PM 8:30 AM - 11:30 AM Location: SERC Classroom, Middletown SERC Classroom, Middletown
Event Code: 13-46-097 Fee: None Closing Date: 04/19/2013 Registration: Fax, Mail or Online CEUs: 0.7 (full day only) Contact Person: Ashley Coleman (860) 632-1485, ext. 295 acoleman@ctserc.org Presenter(s): Deborah Flis Director, Accreditation Facilitation Project, CT Charts-A-Course, Hamden
Audience: PreK, Age 3-5; Early Childhood General and Special Education Teachers
Programs can demonstrate their excellence through classroom and program portfolios. Participants in this professional development activity will learn how portfolios for successful National Association for the Education of Young Children (NAEYC) accreditation can show assessors what a program is like year-round with just one visit. Participants may choose to attend the full day or only the morning portion of this session. The morning portion will explore ways to maximize organizational strategies, data collection time, space, and story telling, as well as how to use portfolios to support parent involvement, program marketing, and professional development. The afternoon session, which begins at 12:30, will combine a networking opportunity with work time and discussion. Participants must bring a portfolio with program documentation to review and share. Portfolios do not need to be complete, although experience in compiling a portfolio and actual examples of documentation are necessary for participation in the afternoon portion. As a result of this professional development, participants will better understand the portfolio process and NAEYCs guidelines for portfolio development; develop new ideas for classroom portfolios; and identify colleagues willing to share ideas and opportunities on developing portfolios. This activity is oered twice in the 2012-2013 school year: Session A on Dec. 4, 2012; and Session B on May 7, 2013. Both sessions cover the same content.
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Autism in Alternative Settings: Strategies and Supports

Event Code: 13-43-154 Fee: $100 per person Closing Date: 05/07/2013 Registration: Fax, Mail or Online CEUs: None Contact Person: Jacqueline Denault (860) 632-1485, ext. 294 denault@ctserc.org Presenter(s): Various Presenters
Audience: K-Grade 12; Parents and Families, General and Special Education Teachers and Administrators, Student Support Services Professionals, DCF Case Managers, and Legal and Law Enforcement Professionals
Many of our students diagnosed with autism spectrum disorders (ASD) need supports outside the usual settings of home and school. This conference will focus on a population often overlooked: children with an ASD diagnosis who are in the custody of the Department of Children and Families and in alternative school settings. A keynote presentation and breakout sessions will address the challenges and legal issues associated with serving this population. Participants will learn the components of the Individuals with Disabilities Education Improvement Act (IDEA 2004) and planning and placement team process that deal with alternative placement; better understand the characteristics of ASD and the eects of placement in an alternative environment on students diagnosed with the disorder; and develop strategies to manage behaviors and achieve successful outcomes for these students. SERC is oering on-site technical assistance for conference participants for an additional fee. More details will be available at the conference.
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IN NDIVID DUAL APP PLICATI ION FOR RM

PROFESSIO ONAL DEVE ELOPMENT ACTIVITIE T ES
Have you been a participant in SERC profe e p n essional devel lopment activ vities?
NAM ME Hom Phone me Hom Address me City State Preferred E-mail d S SERC MEMBER #
Yes s
No
(IF KNOWN)
Zip Code p
FOR EDUCATOR School / Pro RS: ogram / Agency y Schoo District / To ol own Grade Level e Position / Role
W Work Phone
or Ear Childhood Birth-Age 3 Age 3-5 rly
Do yo hold a Conn ou necticut profess sional educator certificate? Relea time author ase rization: Adm ministrators sig gnature
Y No Yes
(IF RE EQUIRED)
List one or more workshops below: b

W WORKSHOP ACTIVITY CO A ODE DATE TITLE FEE E
En nclosed Check #
Purchase Order # e
TOTAL DUE E
se sability-relate accommod ed dation needed d: Pleas list any dis

INST TRUCTIONS: Please return the completed Application Fo to SERC R t A orm REGISTRATIO 25 Industr Park Road, Middletown, ON, rial CT 0 06457-1516. You will be selec on a first-c Y cted come, first-serve basis and wil receive writte confirmation of enrollment from SERC. ed ll en n t Please send the registration fee befo the closing date listed with the activity an d make checks payable to Ren e ore d nsselaer at Hartfo ford.
STATE EDUC CATION RESOURCE CENTER 25 Industrial Park Road, Mid R, l ddletown, CT 0 06457-1516 60) 0438 www.cts serc.org Phone (86 632-1485 Fax (860) 632-0
It is the p policy of the State Education Resourc Center (SERC) that no person shal be discriminated against or excluded from participatio in any SERC pro ce t ll d on ograms or activities on the basis of rac color, language, religion, age, mari or civil union st s ce, ital tatus, national orig ancestry, sex/ge gin, ender, intellectual d disability, physical disability, P. political beliefs, sexual orie entation, or gender identity or expres r ssion. Inquiries reg garding SERCs no ondiscrimination p policies should be d directed to Alfred P Bruno, SERC G General Counsel at bruno@ctserc.org.
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THIS SECTION CONTAINS
Professional Development Activities ACTIVITIES DESIGNED FOR TEAMS

DESIGNED FOR TEAM PARTICIPATION
These activities require registration by teams. Before registering, be sure applications meet the advertised criteria for the size and makeup of each team. Team applications should be submitted by mail or fax only, except where indicated. Please find the Team Application Form listed in the Table of Contents. For additional information about each activity and the application process, call or send an e-mail message to the advertised contact person.
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Prevention and Intervention for At-Risk Students in Need of Tier II and Tier III Behavioral Support Strategies
Date: 10/12/12, Friday 12/07/12, Friday 01/24/13, Thursday 04/23/13, Tuesday
Event Code: Fee: Closing Date: Registration: CEUs: 13-09-157 $600 per team 10/03/2012 Fax or Mail 1.5
Time: 8:30 AM - 12:00 PM 12:30 PM - 4:00 PM 12:30 PM - 4:00 PM 8:30 AM - 12:00 PM
Location: SERC Library Community Room, Middletown SERC Classroom, Middletown SERC Classroom, Middletown SERC Classroom, Middletown
Audience: Grades 6-12; Middle and High School Teams consisting of (as applicable) an Administrator, School Psychologist, Social Worker, Nurse, General and Special Education Teacher(s), and Paraprofessional(s)
Contact Person: Bianca Irizarry (860) 632-1485, ext.216 irizarry@ctserc.org Presenter(s): Diane Smith, Ed.D. SERC Consultant Matthew Spar SERC Consultant
To best serve todays students, educators and other adults need to manage the many environmental and intrapersonal influences on the students behavior. This professional development series will oer eective behavioral support strategies for at-risk students, children who have experienced trauma due to multiple stressors, and others with related disabilities. Each of the four sessions will examine evidence-based practices and experiences to guide programmatic development of intervention techniques and support for children beyond the universal tier of intervention. Between sessions, participants will apply what they have learned through targeted job-embedded practices. As a result of this professional development, participants will be able to conduct a needs assessment in terms of the prevention or intervention process; determine the function of behavior; develop a comprehensive understanding of behavioral intervention strategies; and learn how to provide students with supplemental supports and dierentiation beyond tier one. By addressing the many components that impact their students well-being and overall health, the participants will have a more comprehensive approach to fostering the students academic success.
Literacy Practices in the Age of Common Core for Students with Complex Communication Needs
Date: 10/16/12, Tuesday 02/07/13, Thursday
Event Code: Fee: Closing Date: Registration: CEUs: 13-28-011 Details at right 10/05/2012 Fax or Mail 1.6
Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM
Location: SERC Classroom, Middletown SERC Classroom, Middletown
Audience: PreK-Grade 5; Teams of 3-6 General and Special Educators, Preschool Teachers, Speech and Language Pathologists, Assistive Technology Service Providers, and Paraprofessionals
Contact Person: Linda Adorno (860) 632-1485, ext.241 adorno@ctserc.org Presenter(s): Nicole Natale, CCC-SLP ATP, CREC Smita Worah, Ph.D. SERC Consultant
How can we ensure that all students are held to the rigor and high expectations of the Common Core State Standards (CCSS)? This professional learning opportunity illustrates how students with complex communication needs (CCN) can have access to the CCCS through supports and accommodations that allow for multiple means of learning and opportunities to demonstrate knowledge. It provides a) a deeper understanding of the relationship between the CCSS and communication; b) strategies to develop the communication skills of students with CCN in order to enhance their literacy skills; and c) an overview of interventions to build on those literacy skills as a means to access the CCSS. The rst full-day workshop and half-day of job-embedded technical assistance will focus on the development of a communication system for students with signicant disabilities. The second full-day workshop and half-day technical assistance will focus on literacy skills. A third half-day of technical assistance, two months after the initial session, will involve addressing lingering challenges and evaluating the eectiveness of the new strategies. All of this is included for a fee of $2,300 per team. As a result of this professional learning, participants will facilitate the development of communication and literacy skills in their students with CCN, enabling equitable access to the CCSS; and help the students become college- and career-ready through continuous growth in academic, independent living, and work skills.
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A Step by Step Approach for Inclusive Schools

Date: 10/18/12, Thursday 11/01/12, Thursday 02/01/13, Friday
Time: 9:00 AM - 12:00 PM 9:00 AM - 12:00 PM 9:00 AM - 3:30 PM
Location: Web, Online Course (and 3 others to follow) SERC Classroom, Middletown SERC Classroom, Middletown
Audience: K-Grade 12; Teams of up to 5 people, including Administrators (at least one required), General and Special Educators, and Student Support Services Professionals
Contact Person: Bianca Irizarry (860) 632-1485, ext.216 irizarry@ctserc.org Presenter(s): Nikki Hendry Education Services Specialist Jo-Ellen Wickwire SERC Consultant
A Step by Step Approach for Inclusive Schools (SBS) is a comprehensive program on implementing a school-wide system of responsible inclusive practices. The programdeveloped by Houston-based Stetson and Associateshelps educator teams create an action plan and identify criteria for determining whether effective practices were successfully put into action. In this professional development opportunity, school and/or district administrators begin by attending a half-day webinar to receive an overview of SBS. Next, their team attends the rst in-person half-day session to learn about common vocabulary and the myths of inclusive education, among other information. Following that, each team member completes three online courses about accommodations and modications, multi-level instruction, and models of support. Finally, all team members, including administrators, attend a second in-person full-day session to learn about the student-centered decision making process and prepare a school or district action plan related to responsible inclusive practice. All of this is included in a fee of $300 per team, for teams of up to 5 people. Participants in this professional development activity will improve outcomes for students with disabilities by developing systems-based strategies that ensure access, participation, and progress in general education; use an objective student-centered process in making collaborative decisions about types and levels of specialized support; and make meaningful changes at the district, school, and classroom levels.
What Every PPT Chairperson Should Know

Date: 10/18/12, Thursday 11/13/12, Tuesday
Event Code: Fee: Closing Date: Registration: CEUs: 13-15-040 $80 per person 10/09/2012 Details at right 1.3
Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM
Location: Four Points Sheraton, Meriden Four Points Sheraton, Meriden
Audience: K-Grade 12; General and Special Education Administrators and Designees. SERC welcomes participation in this session by individual applicants, who may register online as well as by fax or mail.
Contact Person: Jacqueline Denault (860) 632-1485, ext.294 denault@ctserc.org Presenter(s): Thomas Foote SERC Consultant Matthew Spar SERC Consultant
Local education agencies must comply with procedural requirements of the Planning and Placement Team (PPT) process and design individualized education programs (IEPs) that are aligned to the Common Core State Standards (CCSS) and provide educational benet. The PPT chairperson helps ensure these requirements are met and that IEPs for students with disabilities allow for access to, meaningful participation in, and progression through the general education curriculum. This professional development opportunity will enhance the ability of PPT chairpersons to carry out the PPT process more completely and successfully, maximizing educational benet and student outcomes in general education. Participants will be able to ensure that decisions about placement would occur only after establishing goals and objectives that are directly aligned to the CCSS. What Every PPT Chairperson Should Know includes two in-person sessions and an online component consisting of related content accessible at any time. Participants will receive an overview of the rationale for the legal requirements of an IEP; learn more about the PPT process and how it is to be documented; examine quality and compliance indicators of the components of the PPT process; and learn what to consider in determining the least restrictive environment for educational benet.
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Student Success Plans: Skills and Strategies to Develop the Core Components Session A
Date: 10/30/12, Tuesday 11/29/12, Thursday 12/20/12, Thursday
Location: SERC Classroom, Middletown SERC Classroom, Middletown SERC Classroom, Middletown
Audience: K-Grade 12; Teams of 4 consisting of School District Personnel, Administrators, General and Special Education Teachers, Guidance Counselors, Social Workers, and School Psychologists
Contact Person: Linda Adorno (860) 632-1485, ext.241 adorno@ctserc.org Presenter(s): SERC Consultants
Student Success Plans (SSPs), now required for all Connecticut students grades 6-12, will provide a new path not only to the students success. SSPs also will build on the success of educators, allowing them to better target students interests and needs. This creates an environment in which students are more engaged and teachers feel they are challenging the students who excel and reaching the students who need support realizing their goals. To get there, SERC oers this professional development on planning, designing, and implementing SSPs. Participating teams from schools and school districts will examine resources to help them create specific content for each component of the SSPacademic, career, social and emotional, and physical for each grade level from 6 to 12. The professional development will then cover eective ways to incorporate the SSP into teacher lesson planning and classroom instruction. In order for SSPs to be meaningful and manageable, they need to involve more than students, teachers, and guidance and career counselors. Participants also will learn how to engage others who have a role in SSPs, including other school sta, families, and members of the students community. SERC is oering this content in two ways. The rst is at SERC: three full-day workshops are oered twice, beginning Oct. 30, 2012, and again on Feb. 8, 2013. This costs $500 for an entire team to attend all sessions. Second, SERC can provide on-site technical assistance regardless of attendance at the workshops. For more information on the technical assistance, see page 50.
Differentiated Instruction: Planning Instruction to Meet the Needs of All Students

Date: 11/02/12, Friday
Time: 8:30 AM - 3:00 PM
Location: SERC Classroom, Middletown
Audience: Grades 6-12; Teachers and Department Heads, in Teams of 4-8
Contact Person: Heather Dawes (860) 632-1485, ext.263 dawes@ctserc.org Presenter(s): Sean Kavanaugh SERC Consultant Meg Porcella SERC Consultant
With this professional development opportunity, teachers will learn to dierentiate instruction using what they know about their students as learners. Participants will be able to understand the philosophy, principles, and practices of dierentiated instruction in order to promote student engagement, structure a positive learning community, and identify key assessment elements that are eective in informing instructional planning. The participants will use authentic student work and data in order to analyze and plan for the specic needs of their students. They will be guided by the Common Core State Standards to plan units of instruction, creating formative assessments to provide relevant data to monitor student performance and drive instruction. Additionally, participants will learn how to create rigorous and engaging lessons through specic instructional techniques to eectively meet the needs of diverse learners, enabling students to apply and construct new meaning. The Nov. 2 session at SERC is just the rst element of this comprehensive training, which also includes four webinars, two classroom observations and debriefs, and an interactive Web site that requires participants to collaborate with others. The fee for all of this is $4,250 per team of 4-8 people. For more information, please see page 52.
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Fostering Early Intervention Teams: Professional Learning for Effective Decision Making and Quality Instruction
Date: 11/15/12, Thursday 11/16/12, Friday 01/30/13, Wednesday 01/31/13, Thursday
Event Code: Fee: Closing Date: Registration: CEUs: 13-03-062 Details at right 11/01/2012 By Phone Only 2.8
Time: 9:00 AM 9:00 AM 9:00 AM 9:00 AM -
3:30 PM 3:30 PM 3:30 PM 3:30 PM
Location: Four Points Sheraton, Meriden Four Points Sheraton, Meriden Crowne Plaza Hotel, Cromwell Crowne Plaza Hotel, Cromwell
Audience: Grades 6-12; Middle and High School Teams consisting of 5-8 people. A building administrator is required to attend all four days of the training.
Contact Person: Dana Gordon-Gannuscio (860) 632-1485, ext.231 gordon-gannuscio@ctserc.org Presenter(s): Virginia Babcock SERC Consultant Irene Zytka SERC Consultant
Eective decision-making in conjunction with reective dialogue advances high-quality learning for all students. This professional development opportunity will help secondary educators improve their decision-making skills in order to create intervention plans that support mastery of essential academic skills and knowledge for small groups and/or individual learners. It comprises a pre-training conference call with the team, four full days of training, and one day of on-site technical assistanceall included in a $1,750 fee for the entire team. Participants will develop the knowledge, beliefs, skills, instructional practices and organizational structures needed to implement and sustain an Early Intervention Process (EIP) by exploring how EIP is a core element of the Scientic Research-Based Interventions (SRBI) System of Decision-Making; embedding the philosophy and principles of EIP into daily practice that is grounded in a strengths-based approach; examining the purpose of EIP to increase all students achievement and reduce disproportionality in special education; practicing collaborative strategic decision-making that includes assessing current performance, dening desired outcomes, identifying and planning for research-based instructional strategies, monitoring progress, and evaluating intervention eectiveness; and evaluating and improving team eciency and eectiveness. TO REGISTER: Please contact Dana Gordon-Gannuscio (at left) to discuss how SERC can best meet your needs.
Evaluating Student Learning through Instructional Rounds

Date: 12/07/12, Friday 02/08/13, Friday
Time: 2 hours 9:00 AM - 3:30 PM
Location: Web, Online Course Available Dec. 7 - Dec. 14, 2012 Crowne Plaza Hotel, Cromwell
Audience: K-Grade 12; Leadership Teams of Administrators and Instructional Leaders
Contact Person: Jacqueline Denault (860) 632-1485, ext.294 denault@ctserc.org Presenter(s): Mahri Elino SERC Consultant Irene Zytka SERC Consultant
Like rounds in the medical field, Instructional Rounds involve gathering several professionals together to solve a problem. The process begins with an improvement strategywhat needs to be improved in the classroomand a theory of action to help bring a desired outcome.* This professional development oers leadership teams the opportunity to use Instructional Rounds to identify current practices that are eective, are culturally relevant, and that focus on improving student achievement. Participants will then deconstruct the problems of practice and develop focused areas of improvement. The teams will ultimately be able to foster a climate of professional collaboration and shared leadership by including teachers in this process. Teams will begin their work on Instructional Rounds with a webinar covering the theory, components, and practice behind Instructional Rounds. Participants may join the webinar from any location but must complete it between Dec. 7 and Dec. 14, 2012. The second portion of this professional development, held Feb. 8, 2013 in Cromwell, will bring teams together to review the components, analyze their data, and develop next steps. For an additional fee, an optional third day of on-site technical assistance will help individual teams rene the process. (Participants will learn more about this option on the second day.) * Adapted from Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning by Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel (2009).
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Secondary Transition Planning: Making the IEP a Living Document

Date: 01/09/13, Wednesday 02/06/13, Wednesday
Time: 9:00 AM - 3:30 PM 9:00 AM - 3:30 PM
Location: Rensselaer (RAH), Hartford Rensselaer (RAH), Hartford
Audience: Grades 9-12; District teams of 3-7, including a Special Education Teacher, General Education Teacher, Administrator, Transition Specialist, Guidance Counselor, and IEP Chairperson
Contact Person: Rebecca Guildner (860) 632-1485, ext.293 guildner@ctserc.org Presenter(s): Jo-Ellen Wickwire SERC Consultant Missy Wrigley SERC Consultant
The Individuals with Disabilities Education Improvement Act (IDEA 2004) mandates that secondary transition services be designed to encompass both academic achievement and functional performance that facilitates movement from school to post-school activities. The State Performance Plan (SPP) Indicator 13 specifies that these requirements be addressed in a students individualized education program (IEP). This professional development activity, which begins with two full-day sessions, helps participants ensure that their districts are meeting these requirements and the needs of all of their students. Participants will come to the sessions with a three-year cycle of IEPs and supporting documents on a specic student (with identiable information removed), then learn to identify a continuum of transition services to ensure that the students IEP is in compliance with all targeted points covered within Indicator 13. They will design an appropriate continuum of transition services based on the students needs, interests, and preferences, as well as the standards outlined by the Common Core State Standards and the appropriate employment standards outlined by the students interests. NEW THIS YEAR: SERC will provide each district participating in these sessions with yearlong support, including online training through modules of instruction, the development of a Professional Learning Network, and a half-day of technical assistance. This all is included in the registration fee of $1,050. For more information, see page 51.
Data Walls 101

Date: 01/25/13, Friday 05/08/13, Wednesday
Time: 8:30 AM - 3:30 PM 8:30 AM - 3:30 PM
Location: SERC Library Community Room, Middletown SERC Library Community Room, Middletown
Audience: PreK-Grade 12; General and Special Educators, in Teams of 3-4 people
Contact Person: Monique Coleman (860) 632-1485, ext.282 coleman@ctserc.org Presenter(s): SERC Consultants
With increased focus on data-driven decision making and accountability, schools are searching for ways to make their progress toward educational goals and outcomes more transparent to the larger school community. An eective way of achieving this is through the creation and display of data walls and other visual representations of data. Day one of this session will examine how functional data walls help educators monitor the implementation of instructional strategies and the progress of their students in a highly visual way during the data team process. Day two will focus on creating a showcase data wall for students, parents, teachers, and other community members, summarizing the progress students have made and the strategies that the data team employed to achieve this progress. This hands-on session will include methods for highlighting and enhancing the data team process by making the steps more visual, guidance on selecting the information to display on showcase data walls, assistance in the use of technology to create charts and graphs, and feedback on the results.
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Student Success Plans: Skills and Strategies to Develop the Core Components Session B
Date: 02/08/13, Friday 04/23/13, Tuesday 05/22/13, Wednesday
Location: SERC Classroom, Middletown SERC Library Community Room, Middletown SERC Library Community Room, Middletown
Audience: K-Grade 12; Teams of 4 consisting of School District Personnel, Administrators, General and Special Education Teachers, Guidance Counselors, Social Workers, and School Psychologists
Contact Person: Linda Adorno (860) 632-1485, ext.241 adorno@ctserc.org Presenter(s): SERC Consultants
Student Success Plans (SSPs), now required for all Connecticut students grades 6-12, will provide a new path not only to the students success. SSPs also will build on the success of educators, allowing them to better target students interests and needs. This creates an environment in which students are more engaged and teachers feel they are challenging the students who excel and reaching the students who need support realizing their goals. To get there, SERC oers this professional development on planning, designing, and implementing SSPs. Participating teams from schools and school districts will examine resources to help them create specific content for each component of the SSPacademic, career, social and emotional, and physical for each grade level from 6 to 12. The professional development will then cover eective ways to incorporate the SSP into teacher lesson planning and classroom instruction. In order for SSPs to be meaningful and manageable, they need to involve more than students, teachers, and guidance and career counselors. Participants also will learn how to engage others who have a role in SSPs, including other school sta, families, and members of the students community. SERC is oering this content in two ways. The rst is at SERC: three full-day workshops are oered twice, beginning Oct. 30, 2012, and again on Feb. 8, 2013. This costs $500 for an entire team to attend all sessions. Second, SERC can provide on-site technical assistance regardless of attendance at the workshops. For more information on the technical assistance, see page 50.
Creating an AT Team at the High School Level

Date: 02/14/13, Thursday
Time: 9:00 AM - 3:30 PM
Audience: Grades 9-12; General and Special Education Teachers and Administrators, AT and IT Coordinators, Transition Coordinators, and Paraprofessionals
Contact Person: Rebecca Guildner (860) 632-1485, ext.293 guildner@ctserc.org Presenter(s): Various Presenters
Assistive Technology (AT) and transition go hand in hand for ALL students at the secondary level. The Individuals with Disabilities Education Improvement Act (IDEA 2004) species that transition, being a coordinated set of activities designed within a results-oriented process, must consider the use of assistive technology (34 CFR 300.43 (a)). High schools have an added ethical responsibility for ensuring secondary students with disabilities are prepared to transition to the world of work, postsecondary school, community, and independent living. This training will provide high schools with strategies and tools to systematically implement AT services and maximize their eectiveness. Specically, the strategies assist schools so that they can a) create and sustain school- and district-wide AT teams, b) provide AT services, and c) monitor and evaluate services.* As a result of this training, participants will be better able to ensure that assistive technology serves its vital role in providing access, participation, and progress in general education for students with disabilities. * For more on the research basis behind AT strategies, and for potential technical assistance opportunities in the area of assistive technology, please visit SERCs Technology in Education Initiative at www.ctserc.org.
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Meeting the Needs of All Students in a Co-Taught Classroom: A Facilitated Planning Session
Date: 04/05/13, Friday
Event Code: Fee: Closing Date: Registration: CEUs: 13-12-119 $60 per person 03/15/2013 Fax or Mail 0.7
Time: 9:00 AM - 3:30 PM
Audience: K-Grade 12; Co-teaching Teams consisting of General and Special Educators, ELL/ESL/Bilingual Educators, Reading or Math Consultants/Specialists, or other Student Support Services Professionals
Contact Person: Heather Dawes (860) 632-1485, ext.263 dawes@ctserc.org Presenter(s): Virginia Babcock SERC Consultant Matthew Spar SERC Consultant
Eective planning leads to eective co-teaching. When planning time is lacking or not used strategically, many co-teaching teams fall into the trap of one teach, one help. Through role clarification and increased collaboration in lesson development and delivery, co-teachers use of time will be more efficient and effective, resulting in more cohesive instruction and improved student outcomes. During this session, teams will explore creative ways to nd additional time for co-planning. Participants will have the opportunity to share strategies for maximizing the use of allotted planning time, discuss the division of roles and responsibilities, and address students individualized education program (IEP) goals through purposeful planning. Teams should bring all the materials necessary to plan a unit or series of lessons. The $60 per-person fee includes: a 90-minute webinar, which participants are required to join before the session, that denes and describes the six co-teaching approaches; the full-day session at SERC on April 5; and one copy per team of Lisa Diekers The Co-Teaching Lesson Plan Book (Third Edition). NOTE: Only team applications will be considered. This session is designed for experienced co-teachers who are seeking to improve the eectiveness of their classroom instruction. Attendance by both co-teaching team members is required.
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TEA APPL AM LICATIO FORM ON M

PROFESSIO ONAL DE EVELOPME ENT ACTIVITIES
Sch District/To hool own Tea Liaison/Con am ntact Person Do you plan to att o tend? Yes No Y P Phone E-mail If yes, please complete a Tea Member for below. c am rm
(IF REQUIRED)
Rel lease time auth horization: Ad dministrators signature s
TE EAM MEMBE 1: Have yo been a par ER ou rticipant in SE ERC professi ional develop pment activiti ies? Yes No NA AME
Sch / Program / Agency hool Pos sition / Role Ho Phone ome Ho Address ome Cit ty Do you hold a Co onnecticut profe essional educato certificate? or ease sability-related accommodati needed: d ion Ple list any dis State Zip Code p Preferred E-mail d
SE ERC MEMBE # ER
W Work Phone G rade Level
(I KNOWN) IF
Ye No Yes
Sch / Program / Agency hool Pos sition / Role Ho Phone ome Ho Address ome Cit ty Do you hold a Co onnecticut profe essional educato certificate? or ease sability-related accommodati needed: d ion Ple list any dis State Zip Code p Preferred E-mail d
SE ERC MEMBE # ER
(I KNOWN) IF
Ye No Yes
W WORKSHOP ACTIVITY CO A ODE
DAT TE
T TITLE
UNITS
FEE
E Enclosed Chec # ck
Purcha Order # ase
TO OTAL DUE:
IN NSTRUCTION Please retu the comple Team Application Form t SERC REG NS: urn eted to GISTRATION, 25 Industrial Park Road, N
Mid ddletown, CT 06457-1516. Teams meeting the advertise criteria will be selected on a first-come, first-served ba up to full g ed n asis wor rkshop capacit and/or the registration closing date. The designated team liaison ty c T d n/contact perso will be responsible for on com mmunication am mong team me embers and sho ould send paym ment of registrat tion fees or a p purchase order o or before th registration on he clos sing date. Mak checks payab to Rensselae at Hartford. Team membe will receive written confir ke ble er ers rmation of enr rollment from SER RC.
ST TATE EDUCAT TION RESOURC CENTER, 25 Industrial Par Road, Middle CE 2 rk etown, CT 0645 57-1516 Phone (860) 632-1485 Fax (860) 632-0438 www.ctserc.org x 8
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TEA APPL AM LICATIO FORM ON M

ADD DITIONAL MEMBER (page 2) L RS
Sch District / Town hool T Tea Liaison/Con am ntact Person Rel lease time auth horization: Ad dministrators signature s
(IF REQUIRED D)
P Phone E-mail
Sch / Program / Agency hool Pos sition / Role Ho Phone ome Ho Address ome Cit ty Do you hold a Co onnecticut profe essional educato certificate? or Ple list any dis ease sability-related accommodati needed: d ion State Zip Code p Preferred E-mail d
SE ERC MEMBE # ER
(I KNOWN) IF
Ye No Yes
Sch / Program / Agency hool Pos sition / Role Ho Phone ome Ho Address ome Cit ty Do you hold a Co onnecticut profe essional educato certificate? or Ple list any dis ease sability-related accommodati needed: d ion State Zip Code p Preferred E-mail d
SE ERC MEMBE # ER
(I KNOWN) IF
Ye No Yes
Sch / Program / Agency hool Pos sition / Role Ho Phone ome Ho Address ome Cit ty Do you hold a Co onnecticut profe essional educato certificate? or Ple list any dis ease sability-related accommodati needed: d ion
ST TATE EDUCAT TION RESOURC CENTER, 25 Industrial Par Road, Middle CE 2 rk etown, CT 0645 57-1516 Phone (860) 632-1485 Fax (860) 632-0438 www.ctserc.org x 8
It is the policy of the Stat Education Resou Center (SERC that no person sh be discriminate against or exclud from participat te urce C) hall ed ded tion in any SERC p programs or activiti on the basis of race, color, languag religion, age, ma ies r ge, arital or civil union status, national or rigin, ancestry, sex/ /gender, intellectua disability, physica disability, al al politica beliefs, sexual or al rientation, or gend identity or expr der ression. Inquiries regarding SERCs n r n e d nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel at bruno@ctserc.org a g.
SE ERC MEMBE # ER
W Work Phone G rade Level Preferred E-mail d
(I KNOWN) IF
State
Zip Code p
Ye No Yes
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THIS SECTION CONTAINS Opportunities
Other Professional Development Other opportunities

This section has technical assistance and job-embedded options, online learning opportunities, and various seminars. These activities have different registration requirements. Refer to the specific pages for more information.
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STUDENT SUCCESS PLANS:

A Technical Assistance Opportunity
All schools are required to have a Student Success Plan (SSP) for all students grades 6-12 at the start of the 2012-2013 school year. Are you sifting through the requirements and dont know where to begin? Do you need feedback and support moving to the next level? The State Education Resource Center (SERC) offers technical assistance to schools and districts on developing SSPs. Well help you meet students needs and interests so they will stay connected in school and achieve postsecondary educational and career goals. Technical assistance might include: Developing an SSP team Developing the content for each component of the SSPacademic, career, social and emotional, and physicalfor each grade level from 6 to 12 How to use the SSP to collect data How technology tools can be used to monitor the SSP How teachers should use the SSP in the classroom How to align the SSP to IEPs and other legal documents SERC also is holding a three-day series on this topic twice. For more information, see the team workshop listings in this catalog (the first series begins October 30, 2012; the second begins February 8, 2013). For more information or to request technical assistance, please contact Anthony Brisson, SERC Consultant, at 860-632-1485 x315 or brisson@ctserc.org.

25 Industrial Park Road, Middletown, CT 06457 Phone: 860-632-1485 Fax: 860-632-8870 www.ctserc.org
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, sexual orientation, or gender identity or expression. Inquiries regarding SERCs nondiscrimination policies should be directed to Al Bruno at bruno@ctserc.org
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Is Your District Meeting the Secondary Transition Needs of All Students?

An opportunity from SERC for
Job-Embedded Professional Development on Secondary Transition Planning
Consultants from the State Education Resource Center (SERC) will provide a half-day of technical assistance to support the topics addressed during the professional development session Secondary Transition Planning: Making the IEP a Living Document. The technical assistance is available only to districts that have attended this session either in past years or on January 9 and February 6, 2013 (for details on this session, see listing in this catalog). A specialized technical assistance visit may include a: file review of transition aspects of individualized education programs (IEPs) review of the continuum of services provided for secondary transition planning review of the Educational Benefit Process for additional staff follow-up of implementation of online learning modules into district training/learning initiatives Prerequisite: Completion of the Secondary Transition Planning session cited above. Fee: $750 (included in the participants fee for districts attending on January 9 & February 6, 2013) To apply for this program-based, job-embedded technical assistance opportunity, the program administrator or designated contact person should contact Rebecca Guildner, Education Services Specialist, SERC, at 860-632-1485, ext. 293 or at guildner@ctserc.org. For additional information on the content of the technical assistance, please contact: Missy Wrigley, SERC Consultant 860-632-1485, ext. 397 wrigley@ctserc.org Jo-Ellen Wickwire, SERC Consultant 860-632-1485, ext. 384 wickwire@ctserc.org

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, sexual orientation, or gender identity or expression. Inquiries regarding SERCs nondiscrimination policies should be directed to Al Bruno at bruno@ctserc.org
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Online and job-embedded professional development
Differentiated Instruction:
Planning Instruction to Meet the Needs of All Students
Differentiated Instruction, or DI, has become an important component to teacher professional development. The Common Core State Standards cite DI as a way to ensure that all students are given every opportunity to meet their overarching achievement goals. The Common Core of Teaching, Connecticuts approved waiver from the No Child Left Behind Act, standards from the New England Association of Schools and Collegesall include DI as a core tenet of teacher practice. When teachers apply the principles of DI successfully, students are more likely to demonstrate independence, use technology and digital media strategically and capably, and comprehend as well as critique a range of information, evidence, and perspectives. The State Education Resource Center (SERC) has created a package of training in DI in which participants attend a session in-person only once, at SERC on November 2, 2012. The rest of the package incorporates: 2 on-site technical assistance visits with debriefing at the schools; 4 webinars, streamed to participants at any location; and a Web page for posting materials and other information on how participants have implemented what they learned. SERC requires team participation of 4 to 8 individuals from the same school, preferably encompassing an entire academic department such as science, social studies, and world languages. The team fee is $4,250. For additional information on the content, see the November 2 listing in the team section in this catalog.
To register, use the Team Application Form in this catalog. (Workshop Activity Code: 13-12-022)
For assistance with registration, contact Heather Dawes, Education Services Specialist, SERC, (860) 632-1485, ext. 263 or dawes@ctserc.org.
What else can we do for you?

SERC offers other multi-day training and technical assistance packages related to DI. Do you need support with... creating a positive classroom environment? crafting assessments? planning units of instruction based on the Common Core State Standards? SERC provides technical assistance in these and other areas and can design a package specific to the needs of your classrooms. To create your own package or learn more about technical assistance in DI, contact Meg Porcella, Consultant, SERC, (860) 632-1485, ext. 320 or porcella@ctserc.org.
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, sexual orientation, or gender identity or expression. Inquiries regarding SERCs nondiscrimination policies should be directed to Al Bruno at bruno@ctserc.org.
SERC. Equity. Excellence. Education.
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Job-Embedded Professional Development

An opportunity from SERCs Teaching & Learning Initiative
Implement Co-Teaching effectively!

The State Education Resource Center offers a variety of professional development, including technical assistance related to best practices in co-teaching. In-district, job-embedded technical assistance is designed to meet your school or district needs to make the support more strategic and impactful. You can customize your staffs professional development on co-teaching by choosing from the topics listed below, or contact SERC in order to develop a specific plan that fits your needs.
Content Options: Application of Co-Teaching Approaches Relationship/Parity Building Facilitated Lesson Planning Meeting CCSS through Co-Teaching Differentiation within Co-Teaching Addressing IEP Goals Data Collection Possible Formats: Class Visits/Videos with Reflective Feedback Content Overviews/Workshops Study Groups/Book Groups Needs Assessments Walkthroughs/Learning Walks Training of Trainers and more...
Multi-day training and technical assistance packages available

To schedule technical assistance, create a professional development package, or for more information, please contact:
Virginia Babcock
Consultant, SERC
babcock@ctserc.org (860) 632-1485, ext. 318
Co-teaching...two teachers delivering instruction...increasing achievement for all students. - Marilyn Friend, Ph.D.

25 Industrial Park Road, Middletown, CT 06457 Phone: 860-632-1485 Fax: 860-632-8870
www.ctserc.org
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In n-District Trainin Oppor ng rtunities on the Educati ional Ben Rev nefit view Proc cess: Job-Embedded Pr J rofessiona Develop al pment
T This reflectiv profession developm ve nal ment session will help teams of e n educators e evaluate and improve the quality of their stu d t udents indiv vidualized e education p programs (IE EPs). An IEP that de I emonstrates educational benefit sh l hows an a alignment of present lev of perfo f vels formance, str rengths and weaknesses, impact s statements, and goals and objectives th meet the unique need of the stud d hat ds dent. To s strengthen th likelihood of educational benefit for students with disabili he d f ities, this s session will cover the step of the Edu c ps ucational Ben nefit Review Process that include w t e examining a students cur rrent level of performanc writing ap f ce, ppropriate ob bjectives, implementing the curri g iculum, mo onitoring stu udent progr ress, and p providing n necessary sup pports and ser rvices.
www.ctserc.org w
S SERC will: provide on day of train in the app ne ning plication of th Educationa Benefit Revi he al iew Process; assist in de etermining if the design of the IEP being reviewed ach t t g hieves educatio onal benefit; an nd facilitate how the proces can be used within a district or school to develop qu h ss d uality IEPs.
A partners wi SERC, sele As ith ected districts/ /programs wil ll: commit a school or dist trict-based team of 3-5 members repres m(s) m senting genera and al special edu ucation and an administrato to a full day and provide needed subst n or y, e titute coverage (additional tea members could include student suppo services am c s ort profession paraprofessionals, and parents); nals, p provide a three-year cyc of IEPs and supporting documents on a specific stu cle d d n udent (the selected re ecords should have names an identifying information removed and be for a nd g d student wh has been in the district for three years or more and also be a gene ho n f eral representa ation of the kin of IEPs th the district develops); nds hat t provide meeting space with suitable wall space for displaying tra m w w aining material audiols, visual supp as requested, and light refreshments; port provide pa articipants app propriate time following the training to d e e develop person nal application of this learn n ning; and coordinate the awarding of CEUs, if appropriate. e g
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In-District Training Oppor tunities on the n
Edu ucational Benefit Review Proces l w ss

Appli ication For rm
(Plea print clearly.) ase
(Continue ed)
ww ww.ctserc.org
Contact Person ion/Role Positi Work Phone ( k )
SERC Membe # er District/B Building E-mail (P Please print.)
Distr Administra rict ator authorized to allocate nec d cessary resources: e Name Positi ion/Role Work Phone ( k ) er SERC Membe # District/B Building E-mail (P Please print.)
Signa ature
1. B Briefly describe your district major proje ts ects/initiatives for effective instruction an s nd r responsible inc clusive education practices this year. t
2. W are the anticipated ou What a utcomes of par rticipating in this profession developme t nal ent o opportunity? How does thi support you IEP process? is ur ?
For questions, conta Bianca Irizar Education Services Special at SERC, ( act rry, S list, (860) 632-1485 ext. 216, or 5, il rc.org. Return application to SERC, LRE/In S nclusion Initiat tive, 25 Indust trial Park Road, , e-mai irizarry@ctser Midd dletown, CT 06 6457-1516, or fax to (860) 632 f 2-8870.
It is the policy of the Stat Education Resou Center (SERC that no person sh be discriminate against or exclud from participat e te urce C) hall ed ded tion in any SE ERC programs or activities on the ba of race, color, language, religion, age, marital or ci union status, n a asis , ivil national origin, an ncestry, sex/gen nder, intellectual di isability, physical disability, political beliefs, sexual orien d ntation, or gender identity or express sion. Inquiries reg garding SERCs nondiscriminatio policies should be directed to Alfred P. Bruno, SERC General Counsel a bruno@ctserc.or on b d at rg.
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CT PIRC, in collaboration with the CT State Department of Education, presents the...
Lets Talk Series

Schools across Connecticut are becoming more and more diverse. By maintaining open dialogue with all families, educators can better understand the short- and long-term goals that families of different cultural backgrounds have for their children. This creates an environment in which educators and families work together to help achieve equity in education. This series is designed for educators and families, as well as community leaders, faith-based leaders, and policy makers, to facilitate action toward addressing educational disparities and eliminating inequities. Participants will learn culturally relevant approaches to building family empowerment and partnership development. An opportunity for a Web-based discussion will be available after each session. African American/Latino Family Engagement and Equal Partnerships with Schools: What Does Leadership Have to Do with It? Thursday, November 29, 2012 - 9:00 a.m. to 3:30 p.m. (13-47-085)
SERC Library Community Room, Middletown Presenters: Nitza M. Diaz & Veronica Marion, Consultants, SERC
Successful Communication, Relationships, and Partnerships to Promote Literacy with African American/Latino Families Thursday, January 31, 2013 - 9:00 a.m. to 3:30 p.m. (13-47-090)
(Snow date: 02/07/2013) SERC Library Community Room Presenters: Nitza M. Diaz & Janet N.Y. Zarchen, Consultants, SERC
d Atten one l! or al
Fee: $60 per session
African American/Latino Family Understanding of Disabilities Thursday, April 4, 2013 - 9:00 a.m. to 3:30 p.m. (13-47-091)
SERC Classroom, Middletown Presenters: Marcus Rivera, Consultant, CSDE Nitza M. Diaz & Veronica Marion, Consultants, SERC
Inter- and Intra-cultural Communication between Educators, Families, and Communities Wednesday, May 29, 2013 - 9:00 a.m. to 3:30 p.m. (13-47-092)
SERC Library Community Room, Middletown Presenters: Linnet Carty & Nitza M. Diaz, Consultants, SERC
Registration Form
Please check your session choice(s): NAME Home Address Phone ( ) Position/Role Faith-Based Organization School/District/Program Community Organization
Participants may attend one or more of these activities for $60 per session.
11/29/2012(085) 1/31/2013 (090)
Yes
4/4/2013 (091)
No SERC Member # City/Zip Grade Level
5/29/2013 (092)
(IF KNOWN)
Have you been a participant in SERC professional development activities?
E-mail Faculty
Family
Student
Legislator
Please list any disability-related accommodation needed:

INSTRUCTIONS: Please return the completed Registration Form to Martine Persico, Senior Project Assistant, CT PIRC, 25 Industrial Park Road, Middletown, CT 06457-1516 or fax to (860) 632-0438. Participants will be selected on a first-come, first-served basis up to full workshop capacity and/or the registration closing date of two weeks before each session. Applicants must submit payment with the Registration Form. Make checks payable to Rensselaer at Hartford. CT PIRC will provide participants with written confirmation of enrollment. Content questions contact: Nitza M. Diaz, Consultant, CT PIRC, diaz@ctserc.org or (860) 632-1485, ext. 394. Registration questions contact: Martine Persico, Senior Project Assistant, CT PIRC, persico@ctserc.org or (860) 632-1485, ext. 288.
CT Parent Information and Resource Center, 25 Industrial Park Road, Middletown, CT 06457
Lets Talk Series (47)
www.ctserc.org
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Paraprofessional
Learning Seminars
Todays classrooms are constantly changing, and paraprofessionals working in these inclusive environments have a wide variety of responsibilities. These learning seminars will provide paraprofessionals with necessary skills, strategies, and information that will allow them to work more effectively in collaborative partnerships with general and special education teachers to meet the diverse needs of all students. Each learning seminar will be held at SERC in Middletown from 9:00 a.m.-11:30 a.m. and repeated in the afternoon from 12:30 p.m.-3:00 p.m. The fee is $20 for each seminar.
Autism
Learn strategies and interventions to support students diagnosed with autism spectrum disorders (ASD) in the general education classroom. Understand the diagnosis of ASD, the interpretation and collection of data, and the implementation and application of effective and evidencebased strategies and alternative methods in working and educating students.
Understanding Challenging Behaviors

Paraprofessionals play an important role in providing behavioral support for students with disabilities. Working with more at-risk student learners requires using universal practices and specialized intervention strategies. Participants in this session will analyze current practices of de-escalation while brainstorming strategies to improve behavior management and academic achievement, and foster personal growth and development.
Thursday, January 31, 2013 SERC Classroom Keisha Powell and Lillie Stuart Consultants, SERC
(13-02-121/13-02-122)
Thursday, February 7, 2013 SERC Community Room Tarold Miller and Matthew Spar Consultants, SERC
(13-02-123/13-02-124)
All sessions can be replicated in your school district. Please contact Heather Dawes, Education Services Specialist, SERC, at dawes@ctserc.org or (860) 632-1485, ext. 263 for more information.
Please indicate your choice of session and time:

Autism: 1/31/2013
NAME Home Phone Home Address City Please list any disability-related accommodation needed: FOR EDUCATORS: School / Program / Agency School / District / Town Grade Level or Early Childhood Age Range Birth-3 3-5 (IF REQUIRED) Work Phone Position / Role State Zip Code
Paraprofessional Learning Seminars a.m. p.m. Challenging Behaviors: 2/07/2013

Yes No SERC MEMBER # Preferred E-mail
a.m.
p.m.
(IF KNOWN)
Have you been a participant in SERC professional development activities?
Release time authorization: Administrators signature
INSTRUCTIONS: Register online @ www.ctserc.org or return the completed Application Form to SERC REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516 or fax to (860) 632-0438. Make checks payable to Rensselaer at Hartford. Purchase orders will be accepted, but payment must be received prior to each session. Participants will be selected on a first-come, first-served basis up to full workshop capacity and/or the registration closing date of two weeks before each session. Participants will receive written confirmation of enrollment from SERC. For registration questions, contact: Heather Dawes, Education Services Specialist, SERC, at dawes@ctserc.org or (860) 632-1485, ext. 263.
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SERCs Autism Initiative...

Small changes can lead to big differences.
provides information about autism spectrum disorders (ASD) and shares best practices for serving children and youth diagnosed with ASD. Its especially designed for... Educators Service Providers Birth to Five Providers Paraprofessionals Administrators Student Support Services Professionals Families, Parents & Students Medical Practitioners BCBAs & BCaBA
For more information on the following professional development opportunities, see the individual listings in this catalog or visit www.ctserc.org and click on Professional Development.
What is Autism?: Etiology, Identification, and Current Implications

Friday, October 19, 2012 9:00 a.m. - 3:30 p.m.
This learning opportunity aims to peel away the confusion about autism spectrum disorders by tackling the history and myths about the disorders, how and why individuals are identified with the disorders, and the implications of such diagnoses on education and social development. It also addresses the upcoming changes to autism diagnoses and the evolution of Connecticuts approach. To help assure that participants will attain this knowledge and build their understanding over time, after the in-person workshop, participants will engage in a six-week online learning component that will provide an opportunity to interact with the presenter and other participants.
Diversity and Autism: Working with Students from Diverse Backgrounds Diagnosed with ASD
Friday, January 25, 2013 and Thursday, May 9, 2013 9:00 a.m. - 3:30 p.m.
Educators must be effective at communicating with students and their families across different backgrounds and cultures to assure the equitable distribution of resources and support for all students with autism. This two-day professional development opportunity covers strategies for working with diverse students diagnosed with ASD, sensitivity in communicating with various families, and the relevant statutes in the No Child Left Behind Act (NCLB) and in amendments to the Individuals with Disabilities Education Improvement Act (IDEA 2004). As a result of this session, participants will be able to help assure that all students with autism achieve successful outcomes.
Social Skills Study Group on Children Diagnosed with ASD

Tuesday, November 27, 2012, Thursday, January 10, 2013, and Thursday, January 24, 2013 9:00 a.m. - 3:30 p.m. 9:00 a.m. - 12:00 p.m. (Day 3)
Participants in the study group will develop the necessary skills to evaluate the social functioning of a student with ASD; develop strategies to teach appropriate social skills; learn how to create social opportunities so that students may practice and generalize the social skills; and connect social skills to the individualized education program (IEP) to ensure access and participation in general education for students with ASD.
To register, go to: www.ctserc.org (Click on Professional Development) or use the Individual Application Form in this catalog (see Table of Contents)
See the next page for other opportunitues related to the Autism Initiative.
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More from the Autism Initiative

Data-Driven Decision Making for Children Diagnosed with ASD
(Birth-5) Friday, November 16, 2012 (Elementary) Wednesday, January 30, 2013 (Middle and High) Thursday, February 14, 2013 9:00 a.m. - 3:30 p.m. Using a data-driven decision making approach, a team can create individualized education programs that continually monitor the effectiveness of interventions for a child with autism and have an objective basis for making decisions about supports and alternatives. This professional development opportunity provides a valuable foundation for educators, families, and others to use data-driven decision making when working with children and youth with ASD. SERC will hold separate sessions for individuals serving three different age groups and grade levels: Birth-5, elementary school, and middle and high school. Each session also will include a webinar.
From SERCs Early Childhood Education Initiative
Early Communication and Social Interactions for Toddlers and Preschoolers with ASD
This professional development opportunity covers the Early Social Interaction (ESI) Project, a family-guided model program providing early intervention in natural environments for young children with significant social and communication delays. Participants will learn how to identify early red flags for ASD and about interventions for these children that parents can embed within everyday routines and activities. Friday, March 1, 2013 9:00 a.m. - 3:30 p.m.
Autism in Alternative Settings: Strategies and Supports

Wednesday, May 22, 2013 9:00 a.m. - 3:30 p.m. Many of our students diagnosed with ASD need supports outside the usual settings of home and school. This conference will focus on a population often overlooked: children with an ASD diagnosis who are in the custody of the Department of Children and Families and in alternative school settings. SERC is offering on-site technical assistance for conference participants for an additional fee. More details will be available at the conference.
Pivotal Response Training

Pivotal Response Training (PRT) focuses on pivotal skills or behaviors to produce broad changes in a child with ASD. Participants in this professional development opportunity will learn behavioral and other strategies to help build childrens academic, communicative, and social development. Tuesday, May 7, 2013 9:00 a.m. - 3:30 p.m.
See SERCs Early Childhood Education Catalog for more details on these sessions and more!
Also COMING in 2012-2013

(Details forthcoming)
Bullying and Students with ASD Special Act 08-5 Transition for Students with ASD
Preschool to Elementary School Elementary School to Middle School Middle School to High School
Questions about content? Contact Keisha Powell, Consultant, SERC, at powell@ctserc.org or (860) 632-1485, ext. 362. Questions about registration? Contact Jacqui Denault, Project Assistant, SERC, at denault@ctserc.org or ext. 294.
For updates on dates and times, visit the Autism Initiative at: www.ctserc.org
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The State Education Resource Center presents The 17 Annual Statewide Paraprofessionals As Partners Conference
th
MISSION:
Crowne Plaza Hotel, Cromwell, CT 9:00 a.m. to 3:00 p.m. (Registration opens at 8:30 a.m.)
nI R *AdmSipeSTalATOR ci
Wednesday, November 14, 2012
ssiona araprofe P
ls are
n always o
the job.
Session & R
$45.00
ate
includes Lu nch. See below fo r details ab out the session for administrat ors.
1 Paraprofessionals play an important role in providing behavioral support for students with disabilities.
Working with at-risk student learners requires using universal practices and specialized intervention strategies. Participants in this session will analyze current practices of de-escalation while brainstorming strategies to increase behavior management, growth and development, and academic achievement.
Understanding Challenging Behaviors-Tarold Miller and Matthew Spar, SERC Consultants
Concurrent session information KEYNOTE
Michael Foran
for Students Who Cant (or Wont) Sit Still-Greta Skiles, 2 Literacyto read and write is challenging especially for those who areSERC Consultant learners. Learning kinesthetic/tactile
Young children, students with AD(H)D, and other physically active learners need opportunities to practice reading and writing skills while moving. This session will offer ideas for paraprofessionals and teachers to help their students build literacy skills while honoring their students need to move.
3 Boys and Girls: Differences that Impact Learning-Sean Kavanaugh,inSERC Consultant Recent national data show a decrease in academic achievement for boys K-12 schools.
In this session, participants will examine recent brain science that reveals critical differences in the way boys learn, think, and feel when compared to girls. The presenter will share specific strategies, techniques, and tips that can be used when working with boys to increase effectiveness of instruction and resulting academic outcomes.
2012 MetLife/NASSP National Principal of the Year Mr. Foran currently serves as the principal of New Britain High School. Prior to this role, he was an educator in New Britain for 25 years. As principal of NBHS, Mr. Foran has focused on building a cohesive school community guided by one unifying purpose: to equip all students with the skills and competencies necessary to succeed in the next stage of their lives. Mr. Foran is proud of the progress the school has made and attributes this progress to the commitment and dedication of the entire NBHS staff.
4 Understanding Autism: The Role of the Instructional Facilitator-Keisha Powell and Lillie Stuart, SERC Consultants 5 Differentiating Instruction for Small Groups of Students-Meg Porcella, SERC Consultant
Autism spectrum disorders (ASD) affect communication, social interaction, and behavior. Participants in this professional development activity will gain knowledge and insight into the strengths and challenges that are associated with ASD. Topics of discussion will include techniques to manage behaviors, how to meet the academic and social needs of the student diagnosed with autism in the school setting, and review of unfamiliar terms. Working with small groups of students can be a challenge. This session will provide participants with information regarding specific critical student learning differences and preferred expression styles. Participants will also learn strategies to promote student independence (both academic and social) in a differentiated classroom.
Know-Anthony Brisson 6 IEPs: What Every Paraprofessional Needs tothat are reflected in theirand Missy Wrigley, SERC Consultants (IEPs). As IEP implementers, Students with disabilities have a wide range of needs individualized education programs
paraprofessionals need to know the difference between accommodations and modifications and other crucial information found in a students IEP. Participants will leave with an understanding of the components of an IEP as well as how to differentiate between accommodations and modifications.
Paraprofessionals: What Administrators Need to Know (A.M. only)

Rhonda Kempton and Iris White, CSDE Consultants
Paraprofessionals play important roles in supporting student achievement. But what exactly is their role and what components are necessary for their appropriate utilization? This session covers the differing roles of teachers and paraprofessionals and how administrators can support teacher-paraprofessional collaboration. It also includes an overview of current state and federal legislation and regulations regarding paraprofessionals. Administrators attending this session can easily share this information with paraprofessionals, general and special education teachers, and other administrators.
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Registration Information
Two hundred and seventy-five (275) Kindergarten through Grade 12 general and special education paraprofessionals, teachers, student support services professionals, and administrators can be accommodated. Applicants will be selected on a first-come, first-served basis. There is a fee of $85.00 per applicant for the entire conference. Lunch will be provided. (Administrators attending the AM session and lunch pay $45.00.) Please make check payable to Rensselaer at Hartford. Purchase orders will be accepted, but payment must be received prior to the conference. The closing date for submitting applications is Wednesday, October 31, 2012. Confirmation of participation and directions will be provided shortly thereafter. Please send completed application form with registration fee to: Paraprofessionals As Partners, SERC, 25 Industrial Park Road, Middletown, CT 06457-1516. Direct content questions to Heather Dawes, Education Services Specialist at dawes@ctserc.org or (860) 632-1485, ext. 263. Direct registration questions to Yolanta Garcia, Senior Project Assistant, at garcia@ctserc.org or (860) 632-1485, ext. 264.
CEU Information
SERC will award .4 CEUs. To qualify for CEUs, participants must be preregistered, receive written confirmation from SERC, complete a conference evaluation form, and provide evidence of post-conference application/reflection. Evaluation forms and information about the application/reflection responsibility, as well as Certificates of Attendance for any participant not interested in receiving CEUs, will be available at the conference.
$85 per person or $45 for AM Administrators Session only
Application Form (code: 13-02-028)

.4 CEUs offered
Participants will attend two concurrent sessions and will be registered on a first-come, first-served basis.
Have you been a participant in SERC professional development activities? District School NAME SERC MEMBER # Home Phone Preferred E-mail Home Address City State Release time authorization: Administrators signature Please list any disability-related accommodation needed:
Yes
No (IF KNOWN)
Zip Code (REQUIRED)
Please indicate your first, second, and third choice below. Sessions 1-6 are offered in both the AM and PM: AM - PM 1) Understanding Challenging Behaviors 2) Literacy for Students Who Cant (or Wont) Sit Still 3) Boys and Girls: Differences that Impact Learning 4) Understanding Autism: The Role of the Instructional Facilitator 5) Differentiating Instruction for Small Groups of Students 6) IEPs: What Every Paraprofessional Needs to Know
MISSION:
fe Parapro ssi lways on als are a on the job.
Administrators Special Session

*Paraprofessionals: What Administrators Need to Know (AM)
(Administrators: .2 Supervision and Evaluation CEUs offered)
SERC, 25 Industrial Park Road, Middletown, CT 06457 Phone (860) 632-1485 Fax (860) 632-8870
www.ctserc.org
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www.ctserc.org/conferences
The 20th Annual Early Childhood Conference:
TOGETHER WE WILL Learn to Play and Play to Learn

Thursday, April 11, 2013
Crowne Plaza Hotel Cromwell, CT
TRANSITION Conference
Date & Location: TBA
For more information on any of these and other annual conferences, go to www.ctserc.org/ conferences. To be placed on a mailing list, please e-mail conferences@ctserc.org. Thank you.
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2012-2013
SERC
ONLINE for School Nurses
www.ctserc.org
The State Education Resource Center (SERC) offers online courses in addition to its other professional development. For more information or to register for an online course for school nurses, click on the Online Learning tab at www.ctserc.org. Questions? Contact Rebecca Guildner, Education Services Specialist, at (860) 632-1485, x 293, or at guildner@ctserc.org.
Assessing Student Hearing: Screening Procedures for School Nurses

Activity Code: 13-23-068
$35
1.0 CEUs
This self-paced tutorial provides the opportunity for school nurses to gain expertise in conducting mandated hearing screening assessments. The course provides a medical foundation for hearing acuity and hearing impairment, offers explicit instruction in audiological instrumentation and screening procedures, and outlines educational supports needed in school settings by students with hearing loss. Completion of a final supervised practicum will enable participants to receive CEUs and a Hearing Screening Training Certificate. Upon fulfilling the requirements of this online course, school nurses will be able to describe the anatomical and physiological bases for hearing and the origins, symptoms, and treatment of 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 Availability: Ongoing needs and those in early childhood programs.
Nursing Assessment, IHCPs and IEPs - An Interactive Online Course for School Nurses
$65
3.0 CEUs
School nurses must have specialized skills in collecting, analyzing, and synthesizing health data for students with special education exceptionalities. This 16-week online course will introduce school nurses to a framework and tools for this work. Participants will select a case study of a student from their school, assess the students health status, and summarize the information into an Individualized Health Care Plan (IHCP) and an individualized education program (IEP). The course involves self-guided learning accessed through online modules. Participants are required to complete three application of learning assignments, participate in online discussions, and convene once as a small group on Tuesday, March 26, 2013 to share their IHCP case study. NOTE: School nurses must have had a minimum of two years of experience working in schools to register for this course. Also, successful completion of this program requires a commitment of dedicated learning time. As appropriate, discuss this requirement with a supervisor in your school or district and arrange for substitute coverage or other considerations as needed.
The course will run from January 7, 2013 through April 26, 2013.
School Vision Screening - An Online Course for School Nurses

$30
.5 CEUs
Connecticut school nurses can self-pace their learning about vision and school vision screenings by participating in this online course. This tutorial explains which students and staff should be involved in the screening process and reviews vision anatomy and physiology, as well as common pediatric vision problems. School nurses completing this online course will be able to describe the anatomical and physiological bases for vision to distinguish between typical and atypical development; discuss common eye problems (symptoms, treatment, and complications); describe the purposes and procedures of various recommended vision screening tests; and use the materials in the course and the Guidelines for Health Screenings (CSDE, 2004) to develop and implement a comprehensive vision screening program, Availability: Ongoing modifying procedures for students with special needs and those in early childhood programs.
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2012-2013
SERC
ONLINE for CAPT/CMT
www.ctserc.org
2012-2013 Connecticut State Department of Education Connecticut Mastery Test (CMT)/ Connecticut Academic Performance Test (CAPT) Skills Checklist Training - 2nd Generation
This online course is on the CAPT/CMT Skills Checklist and is REQUIRED for Special Education Teachers who have primary responsibility for assessing students identified with significant disabilities. Information provided during this training will assist teachers working with particular students to select the appropriate alternative assessment: the CMT/CAPT Skills Checklist or the CMT/CAPT Modified Assessment System (MAS). The course will be presented in increments of four sessions, available for two months each, from September 2012 through February 2013.
Course registration and content will be posted at: www.ctserc.org/csdealternateassessment

In order to continue to improve academic and social outcomes for students with significant cognitive disabilities and meet federal and Connecticut assessment requirements for students in grades 3 through 8 and 10, participants in this professional development activity will understand the following: the identification process for Connecticuts CMT/CAPT Skills Checklist and the CMT/CAPT MAS; the alignment between Connecticuts general education performance standards and the Skills Checklist essence statements and downward extensions; the Skills Checklist procedures, the rating scale, acceptable prompts, cues, response options, and Web-based resources; the online registration and submission process for the CMT/CAPT Skills Checklist or the CMT/CAPT MAS; and how to use assessment data from the Skills Checklist to plan instruction. SERC will provide CEUs to participating teachers who complete required associated assignments and evaluations satisfactorily. For more information on the alternative assessments, as well as on the Connecticut Mastery Test and Connecticut Academic Performance Test, go to http://www.csde. state.ct.us/public/cedar/assessment.
Learn MORE
As Connecticut continues to transition to the Common Core State Standards, participants will receive information about changes to Connecticuts assessments as they relate to students with disabilities.
Questions? Contact Bianca Irizarry, Education Services Specialist at (860) 632-1485, ext. 216, or at irizarry@ctserc.org.
on COMMON CORE
Coming Soon
What Every Educator Should Know about Assessment Accommodations for the CMT and CAPT Recommended for PPT administrators as well as special education directors, curriculum coordinators, district test coordinators, and other educators
This online training clarifies which students are eligible for accommodations, the steps required when making accommodation selections, and acceptable types of accommodations, including assistive technology options. It also includes a demonstration of the Measurement Incorporated Secure Testing (MIST) online application. Check www.ctserc.org for updated information on the availability of this training.
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2012-2013
SERC
ONLINE for LD Guidelines
www.ctserc.org
Building District Capacity to Implement CTs 2010 Guidelines for Identifying Children with Learning Disabilities - An Online Course for Facilitators
Connecticut school districts are invited to register professionals to become facilitators of teams that determine special education eligibility for identifying students with learning disabilities (LD).
Course registration and content will be posted at: www.ctserc.org/ldguidelines

Audience: General and Special Education Teachers, General and Special Education Administrators and Supervisors, Literacy Coordinators/Teachers, and Student Support Services Professionals Prerequisites for facilitators registering for this online course include: 1. A well-grounded understanding of the essential constructs of Connecticuts Framework for Using Scientific ResearchBased Interventions (2008) and Connecticuts 2010 Guidelines for Identifying Children with Learning Disabilities; 2. An understanding of data derived from literacy assessments administered in general and special education; and 3. The facilitation skills needed to guide group dialogue. Individuals will self-pace their learning, respond to prompts via a SERC online Message Board, and answer content-based questions. Upon completion of this three-part course, facilitators will receive access to instructional materials needed to implement team-based professional development regarding LD eligibility determination in their respective schools. Participants will acquire knowledge and skills to facilitate the learning of school teams engaged in improving academic outcomes for students experiencing difficulty learning to read, and guide fidelity of implementation of Connecticuts 2010 Guidelines for Identifying Children with Learning Disabilities for eligibility determination. NOTE: Successful completion of this course requires a commitment of dedicated learning time. As appropriate, discuss this requirement with a supervisor in your school or district and arrange for substitute coverage or other considerations as needed.
Availability: Ongoing
Questions? Contact Bianca Irizarry, Education Services Specialist at (860) 632-1485, ext. 216, or at irizarry@ctserc.org.
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Responsible Inclusive Practice: Online Learning Modules

The State Education Resource Center (SERC) is offering a series of eight online courses designed by the educational consulting firm Stetson and Associates of Houston, Texas, that focus on issues related to inclusive programming for students with disabilities and related high-interest topics. Each course is presented in an audio and visual format that includes downloadable handouts, tools, brief assessments, reflective questions, electronic links to resources, a list of suggested readings, and answers to Frequently Asked Questions. SERC is able to offer a limited number of seats for each online course at a discount rate of $40 per course. Access to each course is ensured for 12 consecutive months after logging on to the course for the first time. An individuals learning can be staggered over time in short segments or completed in one sitting. Districts can elect to award CEUs.
Available Courses
1. 2. 3. 4. 5. 6. 7. 8. Instructional Accommodations and Curricular Modifications Adequate Yearly Progress Creating a Culturally Responsive Classroom New Models of Support Collaborative Teaching: A Marriage of Talents and Temperaments Multi-Level Instruction Side by Side: Teachers and Paraeducators in the Classroom A Guide to Differentiating Instruction
View course descriptions and demos of each course at http://www.stetsononline.net/CourseSelection.htm.
SIGN UP TODAY!
To register for any course, please complete the application form on the reverse side and return it to Nikki Hendry, Education Services Specialist, SERC, 25 Industrial Park Road, Middletown, CT 06457-1516. After you register, you will receive an e-mail with your login information at the e-mail address you provided. Use this login information to access your course at http://www.stetsononline.net/ CourseTracker. After logging in, you will be taken to the course launch page. Download the course materials from the provided link and print them out before beginning the course.
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Registration for Responsible Inclusive Practice: Online Learning Modules

District Billing Information Contact Person District Address State Zip Phone Fax City E-mail
Please attach a list of each participant you are registering for each course. Include first and last name and e-mail address.
Stetson Online courses are equal to three hours of professional development. Each course takes approximately one to oneand-a-half hours to complete.
Participant Information and Course Selection

Name E-mail Position/Role
Please select your course(s). Course Title

Instructional Accommodations and Curricular Modifications Adequate Yearly Progress Creating a Culturally Responsive Classroom New Models of Support Collaborative Teaching: A Marriage of Talents and Temperaments Multi-Level Instruction Side by Side: Teachers and Paraeducators in the Classroom A Guide to Differentiating Instruction
Total # of Courses:
Participant Information and Course Selection

Name E-mail Position/Role
Please select your course(s). Course Title

Instructional Accommodations and Curricular Modifications Adequate Yearly Progress Creating a Culturally Responsive Classroom New Models of Support Collaborative Teaching: A Marriage of Talents and Temperaments Multi-Level Instruction Side by Side: Teachers and Paraeducators in the Classroom A Guide to Differentiating Instruction
Total # of Courses:
Please duplicate this form for additional participants. PAYMENT INFORMATION: Total # of Courses for all participants:___________ x $40 per course = Total Due $ ____________ Pay by Check* ____ Pay by Purchase Order ____ Purchase Order Number _________________ *Please make checks payable to Rensselaer at Hartford
Please return form(s) to: Nikki Hendry, Education Services Specialist, SERC, 25 Industrial Park Road, Middletown, CT 06457-1516 or fax to (860) 632-8870
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Wha Pare at ents Need t Kno abo N to ow out High School Tra ransiti ion Pl lannin and Serv ng vices
Paren and othe family me nts er embers are vital to the transition pla v anning proce ess, espec cially becaus a student ethnicity and culture must be co se s onsidered wh hen devel loping a plan for transition. To become info ormed participants in t the trans sition proces family members mu know ab ss, m ust bout the In ndividuals w with Disa abilities Educ cation Impro ovement Act (IDEA 20 t 004) regulations specific to indiv vidualized ed ducation prog grams (IEPs) and transitio services a the secondary on at level, as well as ab bout adult se ervice agencie that can pr es rovide suppo orts. Tran nsition Speci ialists are cu urrently avai ilable for pr resentations to families of stude ents at the middle and high school levels abou the basic of secondary ut cs trans sition planni and serv ing vices. Family members learn about the laws a y t and regul lations specific to transition at the high school level with a focus on t the writi of Post-School Outcome Goal Statements. They also learn how t ing the trans sition IEP su upports and is supported by other dis i strict initiativ particula ves, arly Stud dent Success Plans and Common Co State Sta C ore andards. Thes presentatio can be customized to meet the needs of a p se ons c t n particular tar rget audie ence. Parent nights, tran t nsition expos and PTA/ s, /SEPTA mee etings are id deal oppo ortunities to offer this information. Local scho . ools and pri ivate and st tate agencies also are welcome to arrange for an overview se w a n ession. Ther is no fee for the prese re f entation. The requesting organization is responsi e n ible for p providing the meeting spa and light refreshments as well as t audio-visual e ace s, the need of the pres ds senters, whic can includ an LCD projector, scr ch de p reen, flip cha art, and/or computer Sessions an participan materials are coordinat by the St r. nd nt a ted tate Educ cation Resou Center (S urce SERC). Day and evening presentation are being scheduled no g ns ow! Plea return the request ase e form below to: m Reb becca Guild dner, Edu ucation Servi Specialist, ices SER RC 25 Industrial Pa Road, ark Mid ddletown, C 06457 CT Or Fax to (860) 63 x 32-8870 For content ques r stions or pres sentation info formation, plea ase con ntact: Mi ssy Wrigley , SER Consulta RC ant, (86 632-1485 ext. 397 60) 5, Or wri igley@ctserc.o org
REQ QUEST FORM High Scho Transitio Planning and Services (Please print cle M: ool on a early.)
Requ uested Training Date: g Distri ict/Region Contact Name Home Address Positi ion/Role City/Zip Grade Level Sch hool/Agency SERC Member # C Home Phone ( E-mail (Ple print.) ease ) Alternate Dat te: Work Phone ( )
he S R gainst or excluded from participat d tion in any SERC C It is th policy of the State Education Resource Center (SERC) that no person shall be discriminated ag progra or activities on the basis of race, color, lang ams guage, religion, age, marital or ci union status, national origin, ancestry, sex/ge ivil , , ender, intellectua al disabil lity, physical disa ability, political beliefs, sexual ori b ientation, or gen nder identity or e expression. Inqu uiries regarding S SERCs nondiscri imination policie es should be directed to Al Bruno at bruno@ctserc.org. d A
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Regio onal Tra ansition Netwo n orks Ce elebrate Their 9th Ye e ear:
A Training and Netw T a working Op pportunity for Tran y nsition Sp pecialists
Now in their ninth year of ser w rvice, the Reg gional Transition Networks are the resu of a collaborative effort among the s ult t Con nnecticut Stat Departmen of Educatio (CSDE), the State Educa te nt on e ation Resourc Center (SER and the a ce RC), area Regional Edu ucational Serv Centers (RESCs). Established out of a need expr vice ( o ressed by Con nnecticuts Tr ransition spec cialists, these e reg gional networks are locally run. Each ar sets its ow agenda an provides tr rea wn nd raining specif fically request by its ted members. The trainings provide a wonderful oppo ese p ortunity for ed ducators new to the field o transition a well as sea w of as asoned pro ofessionals to network and share topics and issues crucial to the a d s area of transi ition. All serv vices are free of charge. For more inform r mation or to re equest a disability-related accommoda tion needed for participat tion, contact t the rep presentative in your region n. Are Cooperat ea tive Educati Services (ACES) ion s
Vane essa Taragows ski (203) 498-6849, or vtaragowski@aces.org v Debo orah Kohan (203) 235-7962, ext 154, or t. bie.kohan@meriden.k12.ct.us s Debb
Fri iday, Septembe 14, 2012 er onday, November 5, 2012 Mo Mo onday, January 14, 2013 y (Sn Date: Wed now dnesday, Janua 16, 2013) ary Mo onday, April 8, 2013 All me 00 00 S, eetings are 9:0 a.m. to 12:0 p.m. at ACES 205 S Skiff St., Hamde en.
Capitol Re egion Educa ation Counc (CREC) cil

Ro McGurkin ose n-Fuhr (8 60) 658-0451, or mcgurkinfu uhr@crec.org Jo Prignano oe (8 60) 647-3310, or 3jvprignano o@comcast.ne et
October 3, 201 12 Wednesday, O Wednesday, J January 9, 2013 Wednesday, M March 27, 2013 Wednesday, M 15, 2013 May Al l meetings are 1:00 p.m. to 3 3:00 p.m. at the REC Building, Hartfo ord. CR Coltsville B
ED DUCATION C CONNECTION N
Fr Peters ran (20 794-8600, ext. 429, or pe 03) etersf@bethel.k12.ct.us M Mimi Riccio (20 426-7646, ext. 8846, or r 03) ricciom@newt town.k12.ct.us
ober 2, 2012 Tuesday, Octo Thursday, Nov 012 vember 15, 20 Friday, Januar 25, 2013 ry Friday, April 2 2013 26, Thursday, Ma 23, 2013 ay Al l meetings are 8:30 a.m. to 1 11:30 a.m. at DUCATION CON NNECTION, 355 Goshen Rd., Litchfield. ED
ACES Transition Expo S E

November 2012 tion: TBD Locat
C Cooperative Educational Services (CES) e

Dr. M Michael Regan n (203) 365-8837, or reganm@ces.k k12.ct.us
Fri iday, October 5, 2012 5 Tuesday, November 27, 2012 ry Thursday, Januar 24, 2013 now y (Sn Date: Thursday, January 31, 2013) Mo onday, March 25, 2013 Fri iday, May 3, 20 013 All me eetings are 8:3 a.m. to 11:3 a.m. at CES, 25 30 30 Oakview Dr., Trumb bull.
LEARN/EA ASTCONN
Am Norton my (8 60) 228-3486, or anorton@e eastconn.org Lo Eldridge ois (8 60) 434-4800, ext. 182, or leldridge@learn n.k12.ct.us
ptember 27, 20 012 Thursday, Sep Thursday, Nov vember 29, 20 012 Friday, Januar 25, 2013 ry Friday, March 22, 2013 h Friday, May 2 2013 24, Al l meetings are 10:00 a.m. to 12:00 p.m. at LEARN, 4 e. 44 Hatchetts Hil l Rd., Old Lyme
CES T Transition Exp po Wedn nesday, March 13, 2013 (Snow Date: Wedne w esday, March 20, 2013) 2 CES, 2 Oakview Dr 25 rive, Trumbull.
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Common Core State Standards Administrator Networking Meetings

Please join SERC for a series of four meetings on the implementation of the Common Core State Standards (CCSS). Through a mix of facilitated and open-ended discussion, administrators will learn from different experiences, share their successes and challenges, and work together to develop strategies for successful implementation of the CCSS in their districts. Representatives from various departments of the Connecticut State Department of Education will provide information updates on the CCSS in Connecticut.
Meeting dates: Wednesday, November 7, 2012 Wednesday, January 9, 2013 Thursday, February 28, 2013 Thursday, April 11, 2013
Registration opens at 8:00 a.m. and all sessions will be held from 8:30 a.m. - 11:00 a.m. in the SERC Library Community Room, Middletown. Please register online at www.ctserc.org (click on Professional Development), or use the Registration Form in this catalog (this Event Code is 13-45-072). For assistance with registration, please contact Leticia Garcia Guerra, Education Services Specialist, SERC, at (860) 632-1485, ext. 233, or guerra@ctserc.org. For more information about the content of the meetings, please contact Janet Zarchen, Consultant, SERC, at (860) 632-1485, ext. 376, or zarchen@ctserc.org. State Education Resource Center
70
Positive Behavioral Interventions and Supports Informational Session

for the 2013-2014 School Year
What
An Informational Session
Come find out more about PBIS and how to apply for the State Education Resource Center (SERC) PBIS Training Series.
Training begins in the 2013-2014 school year.
About PBIS
Positive Behavioral Interventions and Supports (PBIS) is a systems-based approach to adopting and implementing evidence-based practices in order to improve academic and behavioral outcomes for all students. PBIS emphasizes the use of data to determine effective behavioral practices and develop a school-wide system, using a continuum of supports ranging from universal to individualized. PBIS works to improve overall school climate, maximize academic achievement for all students, and address both nonclassroom and classroom management/disciplinary issues, as well as the specific needs of students with severe emotional and behavioral concerns.
(Source: OSEP Center on Positive Behavioral Interventions and Supports)
Who
Required for district superintendents and school principals (of all grade levels) interested in implementing PBIS
When
Thursday, February 28, 2013
8:30 a.m. - 10:30 a.m.
Where
SERC Library Community Room, Middletown
Please note that in order for your district or school to participate in the SERC 2013-2014 Training Series, an application must be completed. A limited number of districts and schools will be accepted.
Presenters
Sarah Brzozowy, Ed.D. Eben McKnight Tarold (Terry) Miller Michelle Weaver, J.D., MSW
SERC Consultants
For registration information, please contact: Sarah-Anne Nicholas, Education Services Specialist, SERC, at nicholas@ctserc.org or (860) 632-1485, ext. 281 Activity code: 13-13-059
Yes No (IF KNOWN) SERC MEMBER # Preferred E-mail
Application Form: PBIS Informational Session

Have you been a participant in SERC professional development activities? NAME Home Phone Home Address City Please list any disability-related accommodation needed: School / Program / Agency School District / Town Work Phone Position / Role State Zip Code
Grade Level
INSTRUCTIONS: Please return the completed Application Form to SERC, ATTN: Sarah-Anne Nicholas, 25 Industrial Park Road, Middletown, CT 06457-1516. Participants will be selected on a first-come, first-served basis up to full workshop capacity. Participants will receive e-mail confirmation of enrollment from SERC. Please note that there is no fee for this session.
SERC, 25 Industrial Park Road, Middletown, CT 06457 Phone (860) 632-1485 Fax (860) 632-8870 www.ctserc.org
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. Inquiries regarding SERCs nondiscrimination policies should be directed to Al Bruno at bruno@ctserc.org.
71
New Connecticut Administ ators Of Special Education SESSIONS
We d n e s d a y, S e p t e m b e r 1 9 , 2 0 1 2
Back to School: Data Presentation Crowne Plaza, Cromwell 9:00 a.m.-3:30 p.m.
We d n e s d a y, D e c e m b e r 5 , 2 0 1 2
Fiscal Administration of Special Education: How to Fill out your IDEA Grant Courtyard Marriott, Cromwell 8:30 a.m.-3:30 p.m.
A u g u s t , N o v e m b e r, J a n u a r y & M a y
Resources for New Connecticut Administrators of Special Education, Key Components of Secondary School Reform, and IEP 101 Format: Archived Webinar
For more information about the Leadership Initiative at SERC, please contact Tom Foote, Consultant, at (860) 632-1485, ext. 395 or at foote@ctserc.org. To be placed on the mailing list for the NCASE Leadership Sessions, please contact Jacqui Denault, Project Assistant, at (860) 632-1485, ext. 294 or at denault@ctserc.org.
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State Depar ent of Education Bureau of Special Education

We d n e s d a y, D e c e m b e r 5 , 2 0 1 2
What Is So Special about Special Education? Designing Specialized Instruction for the Common Core State Standards Courtyard Marriott, Cromwell *Note: New location for this event 8:30 a.m. - 12:30 p.m.
FORUMS
We d n e s d a y, F e b r u a r y 6 , 2 0 1 3
What Is So Special about Special Education? 2 Sessions: -The Next Generation of Assessments (a.m.) -Teacher and Administrator Performance Evaluation (p.m.) Courtyard Marriott, Cromwell* *Note: New location for this event 8:30 a.m. - 3:30 p.m.
T h u r s d a y, A p r i l 4 , 2 0 1 3 o r F r i d a y, A p r i l 5 , 2 0 1 3
Current Legal Issues Courtyard Marriott, Cromwell 8:30 a.m. - 3:30 p.m.
For more information about the Leadership Initiative at SERC, please contact Tom Foote, Consultant, at (860) 632-1485, ext. 395 or at foote@ctserc.org. To be placed on the mailing list for the NCASE Leadership Sessions, please contact Jacqui Denault, Project Assistant, at (860) 632-1485, ext. 294 or at denault@ctserc.org.
73
Administrative Office Hours Monday through Friday 8:30 a.m. to 4:30 p.m. Library Hours Monday and Friday 8:30 a.m. to 4:30 p.m. Tuesday, Wednesday, Thursday (September-June) 8:30 a.m. to 6:30 p.m. Saturday (September-May) 9:00 a.m. to 1:00 p.m. Summer (July-August) Monday through Friday 8:30 a.m. to 4:30 p.m. No Saturday hours after: May 18, 2013 No Tuesday, Wednesday, Thursday evening hours on: November 20 & 21, 2012 December 26 & 27, 2012 March 28, 2013 and after June 20, 2013 The Library will close at noon on: November 21 & 23, 2012 December 17, 24, 26 & 31, 2012 March 18 & 28, 2013 and June 3, 2013 Holiday & Holiday Weekend Closings September 2012 Saturday, September 1, 2012 Monday, September 3, 2012 Saturday, September 8, 2012 Monday, September 10, 2012 October 2012 Saturday, October 6, 2012 Monday, October 8, 2012 November 2012 Saturday, November 10, 2012 Monday, November 12, 2012 Thursday, November 22, 2012 Saturday, November 24, 2012 December 2012 Saturday, December 22, 2012 Tuesday, December 25, 2012 Saturday, December 29, 2012 January 2013 Tuesday, January 1, 2013 Saturday, January 19, 2013 Monday, January 21, 2013 February 2013 Tuesday, February 12, 2013 Saturday, February 16, 2013 Monday, February 18, 2013 March 2013 Saturday, March 2, 2013 Friday, March 29, 2013 Saturday, March 30, 2013 April 2013 Saturday, April 13, 2013 May 2013 Monday, May 27, 2013 July 2013 Thursday, July 4, 2013
SERC
Directions to SERC
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 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 miles).
-W-
-N-
91
Exit 21
(South)
Exit 21
CT Route 372
Roa d
(North) -E-
25 Industrial Park Road
EQUITY. EXCELLENCE. EDUCATION.
Smith Street From WILLIMANTIC -SRoute 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 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 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 miles).
-WPARKING
LIBRARY
COMMUNITY ROOM
Smith Street
Front Entrance
CLASSROOM
Industrial Park Road
IMPORTANT NOTE: All visitors to SERC must enter and exit the building through the glass doors facing the parking lot in the rear of the building (which is also the entrance to the Library and is wheelchair-accessible). All other entrances have keypad entry for employees only. There is no public entrance to the building on the side facing Industrial Park Road. Seeking access through this front entrance is prohibited. PARKING IS LIMITED. Please carpool if possible. Please park in unmarked spaces when attending an activity in the SERC Classroom or Library Community Room.
-E-
SERC 25 Industrial Park Road, Middletown, CT 06457-1516 Phone (860) 632-1485 Fax (860) 632-8870
74
Side Entrance
-S-
PARKING
PUBLIC Entrance
I nd ustr
ial P ar k
-N-
Introducing our newly designed Web site
www.ctpirc.org
Connecticut Parent Information and Resource Center

Serving families, teachers, and other professionals who work on behalf of the children of Connecticut.
Visit our Web site or dial toll-free 800-842-8678 for information on:
Upcoming Events and Professional Development Opportunities General and Special Education resources for families and individuals with disabilities (English & Spanish) School-Family-Community Partnerships in support of educational achievement for all of Connecticuts children and so much more!
Featuring a NEW e-newsletter for families: The Family Link
Connecticut Parent Information and Resource Center
www.ctserc.org/library facebook.com/serclibrary www.serclibrary.blogspot.com library@ctserc.org

EQUITY. EXCELLENCE. EDUCATION.
The SERC Library

A free, public lending library centrally located in Middletown, CT
The SERC Library serves as a comprehensive Library/Resource Center with an extensive and current collection of research, reference, and instructional materials and resources related to education and social services. The Library helps Connecticut education professionals, college/university students, families, and community members achieve positive educational and life outcomes for all learners.
Were more than just books! The SERC Library consists of 10 other circulating Library resource collections:
Inservice Education Materials (IE) Instructional Materials (IM) School-Family-Community Partnerships (SFCP) Tests (T) Family Collection (FAM) Young Peoples Literature (YP) Primary Mental Health Project (PMHP) CD-ROMs (CD) Vertical Files (VF) Archive Books (ARC)
Online Access - Visit us virtually or in person! The SERC Library offers an array of Web-based resources and services:
The ILUMINAR catalog makes it possible to view all 11 collections as well as reserve and renew items, track searches and borrowing history, and create lists of favorite resources. FEDERATED SEARCHING offers access to the full complement of Library resources, including journal articles from various educational research databases. Resource LIBGUIDES from the Library contain focused content on current topics in education to enhance research endeavors. EDUCATIONAL GUIDELINES on best practices in education and social services from the Connecticut State Department of Education, SERC, and other agencies are conveniently organized. LISTSERV and RSS FEED subscriptions provide email notices from the Library about priority topics of inquiry and interest, including updates on new resource acquisitions. Our BLOG features timely information about free Webinars, community events, research updates, and whats new at the Library.
State Education Resource Center Library

25 Industrial Park Road Middletown, CT 06457 Phone (860) 632-1485 / Option 4 for Library
Resources for the
COMMON CORE
and so much more!
SERC. Equity. Excellence. Education.
www.ctserc.org/library
NON-PROFIT ORG U.S. POSTAGE PAID MIDDLETOWN, CT PERMIT # 332

Special Education Resource Center Early Childhood Resource Center SERC Library
Change Service Requested
CT Parent Information and Resource Center
25 Industrial Park Road Middletown, CT 06457-1516
www.ctserc.org

2012-13 SERC Professional Development Catalog

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2012-13 SERC Professional Development Catalog

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Professional Development Catalog

State Education Resource Center

To read more, go to: www.ctserc.org/equity

Ready, set, go! Welcome to 2012-2013

On-site, Online, Ongoing

What to Look for in This Catalog

Equity. Excellence. Education.

New Design for Professional Development

Professional Development Content

SDE Audits and Penalties

SERC Professional Development Catalog2012-2013

Information for Applicants

Instructions for Online Registration

SERC Professional Development Index (by initiative)

CT Accountability for Learning Initiative (CALI)

CT Parent Information and Resource Center (CT PIRC)

CT Parent Information and Resource Center (CT PIRC)

Dropout Prevention Initiative

Early Childhood Education Initiative (ECE)

Early Childhood Education Initiative (ECE)

Early Intervention Project (EIP)

Initiative on Visual and Hearing Impairments (VI/HI)

Integrated Student Support Services Initiative (ISSS)

Paraprofessionals as Partners Initiative

Paraprofessionals as Partners Initiative

Science Literacy Initiative

Teaching & Learning Initiative

Technology in Education Initiative (TIE)

THIS SECTION CONTAINS

Professional Development Activities ACTIVITIES DESIGNED FOR INDIVIDUALS

Enhancing Instructional Programs Within Schools: Training in Special Education Administration

What Is Autism?: Etiology, Identification, and Current Implications

Making a Difference through Co-teaching

Text Complexity: A Study Group

5:00 PM 5:00 PM 5:00 PM 5:00 PM 5:00 PM

Reading Comprehension for All

Paraprofessionals as Partners: The 17th Annual Statewide Conference

Including Children with Challenging Behaviors in Early Childhood Education Programs

Social Skills Study Group on Children Diagnosed with ASD

NAEYC Accreditation Portfolio Guidelines - Session A

Science Content Literacy: Grades 6-12

Realizing the College Dream

The Role of Play in the Inclusive Early Childhood Setting

Reading-Writing Connection: All Content Areas

Audience: Grades 4-12; Teachers and Administrators in all content areas

Treasure Chest of Tools for Inclusion

Introduction to Excel for Data Teams - Session A

Science Content Literacy: K-Grade 5

Audience: K-Grade 5; Science Educators and Administrators

Equity in Early Childhood Education: Reflecting on Systems and Practices

New Literacies: 21st-Century Skills Overview

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

Audience: K-Grade 12; General and Special Educators

Introduction to Excel for Data Teams - Session B

Supervision of Co-Teaching Using Walkthroughs

Braille Literacy Instructional Techniques

Audience: K-Grade 12; Teachers of the Visually Impaired

NAEYC Accreditation Portfolio Guidelines - Session B

Autism in Alternative Settings: Strategies and Supports

IN NDIVID DUAL APP PLICATI ION FOR RM

or Ear Childhood Birth-Age 3 Age 3-5 rly

List one or more workshops below: b

se sability-relate accommod ed dation needed d: Pleas list any dis