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State Education Resource CenterEQUITY. EXCELLENCE. EDUCATION.

Looking for Professional Development on Early Childhood Education?AvailableFall 2013www.ctserc.org/catalogIt’s all inSERC’sEarly Childhood Education InitiativeCATALOG

The State Education Resource Center (SERC) welcomes you to the 2013-2014 school year!This is an exciting time for education in Connecticut. Reform efforts continue to aspiretoward high-quality education for all students, paralleling SERC’s vision of...EQUITY. EXCELLENCE. EDUCATION.theWholeclassroomAll students needaccess to the ambitiousreading and math goalsof the Common CoreState Standards. ManySERC professionallearning activities enableeducators to integrate the Common Core into theircurriculum and instruction, ensuring that students getthe support they need for success.SERC supports Connecticut’s newSystem for Educator Evaluationand Development (SEED) througha variety of professional learningopportunities, particularly in the areas of culturallyresponsive pedagogy, specially designed instruction,and supports for English language learners and studentswith disabilities. SERC bridges the Common Core ofTeaching, a foundation of SEED, with best teachingpractices through a combination of off-site, online, andjob-embedded professional learning.SERC is committed to supportinga 21st-century education in atechnological, global era. ThroughUniversal Design for Learning,social networking, and other technology platforms,SERC professional learning assists with integratingtechnology into any curriculum and instruction to buildthe academic success of all students.A range of best practicescovered by SERC learningopportunities, from positivebehavioral interventions andsupports to co-teaching to differentiated instruction,provides support to meet the needs of all students.To guide you through our learning opportunities,see the Table of Contents on page 7.

“The concept of a child’s ‘wholeness’ includes not only academic functioning, but also all the components affecting the child’swell being and overall health—specifically the social and emotional, behavioral and physical health of the child.”- Connecticut State Department of Education (CSDE), 2011, Topical Brief 3A few years ago, SERC collaborated with the CSDE to help determine how to include all aspects of children’sfunctioning into a framework for their academic success. Ultimately, this “whole-child” concept was incorporatedinto Connecticut’s process of implementing Scientific Research-Based Interventions (SRBI). SERC professionaldevelopment for 2013-2014 is based on this whole-child approach, and in some cases the professional developmentis focused specifically on outcomes in social and emotional or physical health. For example, SERC has initiativesdedicated to:theWholeThe CT Child Nutrition Training Institute, which SERCcoordinates with the CSDE to provide training and technical assistance toschool nutrition programs. For more information, contact Sarah Bourque,CCNTI Coordinator, SERC, (860) 632-1485, ext. 381 or bourque@ctserc.org.Positive Behavioral Interventions and Supports(www.ctserc.org/pbis), in which SERC and its partners work with schoolsto implement a school-wide system of behavioral practices. Contact: MichelleWeaver, Consultant on the PBIS Initiative, ext. 364 or weaver@ctserc.org.The State Personnel Development Grant (www.ctserc.org/spdg), dedicated to expanding SRBI statewide. Contact: Michelle LeBrun-Griffi n, SPDG Project Coordinator, ext. 321, or griffi n@ctserc.org.ChildSERC also offers technical assistance withStudent Success Plans, which includeacademic, career, social and emotional, andphysical components.For more information on our opportunitiesrelated to PBIS, SPDG, or Student SuccessPlans, refer to the Table of Contents on page 7.

What ProfessionalDevelopmentDevelopment is Required?The following outlines the latest statutory language in Connecticut.from the CT State Department of Education Bureau of Special Education,Bureau Bulletin, April 15, 2013New requirements regarding professional development in the areas ofspecial education and individualized education programs (IEPs) werepassed in the 2012 session of the Connecticut General Assembly andthe June 12, 2012 Special Session. Beginning July 1, 2013, as part of theannual 18 hours of professional development that each school districtis required to make available to all certified employees, information onthe following topics should be provided. The first bullet applies to allteachers; the second bullet applies only to special education teacherswho have positions requiring special education endorsements:• For all certified teachers: “…the growth anddevelopment of exceptional children, includinghandicapped and gifted and talented childrenand children who may require special education,including, but not limited to, children with attentiondeficithyperactivity disorder or learning disabilities,and methods for identifying, planning for andworking effectively with special needs children in aregular classroom, including, but not limited to,implementation of student individualized educationprograms…” [Public Act 12-173, Section 3 (a)(3)]• For special educators in a position requiringspecial education endorsements: “…training in theimplementation of student individualized educationprograms and the communication of individualizededucation program procedures to parents or guardiansof students who require special education and relatedservices for certified employees with an endorsementin special education who hold a position requiringsuch an endorsement . . .” [Public Act 12-2, Section138(b)(5)]No specific minimum number of hours of professional developmentare required to address the two areas above. As part of each district’splanning of professional development, we urge district administrators,directors of special education and teachers’ representatives to meet toconsider effective ways to include these two areas of information andtraining in the professional development provided for all educators andspecial educators.1

What Professional Development is in this Catalog?This publication is not a complete reference to what SERC provides. It does represent many of the opportunities,as of summer 2013, that are scheduled for open enrollment from fall 2013 through spring 2014. New activities areplanned throughout the year; please visit www.ctserc.org/catalog for updates. All information is subject to change.This year, the catalog is organized in this order: Selected opportunities related to equity and family and youth engagement “SERC 2 Go”: In-district, job-embedded customized professional development Professional development categorized by topic or targeted to specific audiences. This includes packages withcombinations of workshop, job-embedded, social media, and other components, as well as online courses. “Go 2 SERC”: Chronological detailed listing of most activities that have confirmed dates. In previous years,this section appeared in the main portion of the catalog. This section now includes activities that require teamparticipation (marked accordingly) together with the rest of the activities. Some of these opportunities alsoinclude online components and technical assistance options not yet scheduled on particular dates. SERC Professional Development Index: a reference list of activities by SERC initiative, now appearing after thedetailed listings. This primarily includes only activities associated with a certain date or a range of dates. Other events, held in partnership with the CT State Department of Education and other agencies Resources, including information about the CT Parent Information and Resource Center and the SERC LibraryNote: Most activities and resources related to early childhood education are listed separately in SERC’s Early ChildhoodEducation Initiative catalog. The content for both catalogs will now be posted online at www.ctserc.org/catalog.SERC 2013-2014Professional Development CatalogPublished by:State Education Resource Center25 Industrial Park RoadMiddletown, CT 06457-1516Marianne Kirner, Ph.D.Executive DirectorPublications UnitMatthew Dugan, MBAAssistant Director for Technology and Media ServicesJeremy BondCommunication & Publications CoordinatorJodylynn TaleviMedia/Technology AssociateDana Gordon-GannuscioSenior Project AssistantData Systems UnitLinda ZorovichData Systems AdministratorShital PanditData Systems SpecialistSybil WaltonData Entry/Database AssistantTeam CoordinatorsKristy GiaccoHolly KingAbout the State Education Resource CenterSERC promotes equity and excellence in education for allchildren and youth throughout Connecticut. It providesresources, professional development, and a centralizedLibrary to educators, families, and community membersin collaboration with the Connecticut State Departmentof Education and other public and private partners.About the CT Parent Information and Resource CenterCT PIRC, which operates out of SERC, aims to improvefamilies’ access to information and resources about theirchildren’s education. It provides professional developmentalong with SERC to build the capacity of schools, families,and communities to establish and promote ongoingproductive partnerships in support of student success.2

Information for ApplicantsThis section explains how to register for SERC professional learning opportunities. Questions and/or needs forassistance about a specific opportunity may be directed to the contact person listed with that activity. For generalquestions, contact SERC administrative offices at (860) 632-1485, Monday through Friday from 8:30 a.m. to 4:30 p.m.SERC registration has gone paperless!Find our new online registration system atwww.ctserc.org/catalogRegistration for nearly all SERC activities nowgoes through www.ctserc.org/catalog. Applicantswill be linked to “Eventbrite.com” in order tocomplete registration. Online registration allowsour clients to receive the maximum benefit ofopen enrollment and rapid placement. It alsoprovides immediate confirmation via e-mail foractivities with available space. If any major detailsabout the activity change, such as date and time orlocation, registered participants will be sent noticeabout the changes.The system will prompt users to enter their EducatorIdentification Number (EIN). Registrants areencouraged to provide their EIN if known.Applicants not sure about their EIN can go tohttp://sdeportal.ct.gov/cecscreateusereducatordetails.aspx.Selection for ParticipationRegistration is limited by the available numberof seats for a particular session. Please note theregistration closing date. Waitlisted applicantswill be notified if space becomes available.Although the learning objectives of an activityare designed for a particular audience, others arewelcome to apply and will be accommodated asspace allows. Parents and family members, aswell as students from Connecticut’s colleges anduniversities, are welcome to apply to professionallearning opportunities designed for educators.Registration Fees/Refund PolicyMost activities require a registration fee. Referto the description of each activity for the fee.Payment Options:1. Credit card – Credit card paymentsare now accepted for onlineregistration.2. Check – Make checks payable toRensselaer at Hartford and includeyour SERC Member number (ifknown) and event code. Mailpayments* to SERC, 25 IndustrialPark Road, Middletown, CT06457-1516.3. Purchase order (from Districts/Agencies) – Purchase orders mustinclude the activity name and allregistered applicant names. Mail*to the address above or fax to (860)632-8870.* Send checks or purchase orders to the attention ofthe contact person listed with the activity.Applicants may successfully withdraw from aprofessional learning opportunity without chargeup to 10 days before the scheduled start date.Participants may also send a substitute or transferto another activity prior to the start date.Registered participants who fail to attend aprofessional learning opportunity without noticeare responsible for payment of any outstandingregistration fee. “No-shows” cannot transferpayment to another activity and will not receivea refund.(Continued on next page)5

Fee WaiversLimited funds are available, if needed, to urbanand priority districts, public charter schools, andfamilies to waive the registration fee required bysome activities. To inquire about obtaining a feewaiver, please call or e-mail the contact personlisted under the activity prior to submitting anapplication form.Cancellation of an ActivitySERC reserves the right to cancel any activity. Ifcancellation is necessary for any reason, applicantsconfirmed for participation will be notified byphone and/or e-mail provided on the applicationas soon as possible prior to the activity start date.If applicable, the registration fee will be returnedor refunded.Registrants are encouraged to provide their mostcomplete contact information in the event ofcancellation or changes.Inclement Weather AdvisoryIn case of inclement weather, participants shouldlisten or watch for SERC closings or delays overradio station WTIC AM 1080 and TV stationWFSB Channel 3. An inclement weather voicemailupdate 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 weatheradvisory will be updated for evening activities.Every reasonable effort will be made to rescheduleany activities not held due to inclement weather.Continuing Education Units (CEUs)Effective July 1, 2012, CEUs are no longermandated for purposes of Connecticutcertification and continuation of a professionaleducator certificate (CSDE Application ED 179).Certified educators are still required to participatein ongoing professional development activitiesas a requirement for renewal of their five-yearcertificates.If requested, SERC will provide a certificate ofattendance. Call or e-mail the contact personlisted under the activity.Disability-Related AccommodationsWith prior sufficient notice, SERC will providereasonable accommodations to participants withdisabilities pursuant to applicable laws. Pleasecomplete the accommodations section on theapplication or call or e-mail the contact personlisted for assistance. You may also e-mail questionsto ada@ctserc.org.Other RequestsWith prior sufficient notice, SERC can providefor special requests such as English-to-Spanishtranslation. Please discuss these requests with thecontact person listed under the activity.NOTICEAll material contained in this professional development catalog is protected by copyright laws and may not berepublished or otherwise exploited in any manner. Individuals and organizations may download, reproduce, andshare material from this publication for non-commercial use only, without altering, removing, or transferring anycontent or logo, image, trademark, or copyright or other notice from such material.It is the policy of the State Education Resource Center (SERC) that no person shall be discriminated against orexcluded 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, politicalbeliefs, sexual orientation, or gender identity or expression.Please direct legal inquiries to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.6

Table of ContentsEquity. Excellence. Education.Ensuring Equity and Excellence in Our Schools 9George A. Coleman Excellence in Equity Award 10Award for National Parental Involvement Day 11Youth Leadership Training on Equity 12Youth Empowerment Summit & other upcoming conferences 13SERC2 G oSERC Go: In-District Job-Embedded Customized Professional Development on:Connecticut A+ Graduates program 16LRE Initiative 17Technology in Education 18Preparing Your Paraeducators 19Co-teaching 20Best Practices in Instruction (SEED/teacher evaluation) 21Common Core State Standards (CCSS) 22CCSS Professional Development Opportunities 23Enhancing Instructional Programs: 7-day training for administrators 24Evaluating Student Learning Through Instructional Rounds 25Progress Monitoring 26Implementing SRBI in the Early Childhood Setting 26State Personnel Development Grant: Implementing SRBI 27Early Intervention Teams 28Analyzing Literacy Data 29Accelerating Reading Growth (“Catching Up”) 30Project CRISS: Helping Teachers Teach and Learners Learn 31Differentiated Instruction Training Package 32Differentiated Instruction & Teacher Evaluations 33Quality Teaching Series for Exemplary Teachers in Urban Districts 34Teaching ELLs in Low-Incidence Districts 35“Let’s Talk” Series on Cultural Awareness/School-Family Communication 36Continued on next page7

Table of Contents (Cont.)CT PIRC Family Engagement Series 37High School Transition and Planning Presentations for Parents 38Student Success Plans: Technical Assistance 39Supporting Students’ Behavioral Health and Social-Emotional Development 40Positive Behavioral Interventions and Supports: Information Session 42Autism Initiative Offerings 43Paraeducator Offerings 44Responsible Inclusive Practice: Online Learning Modules 45SERC Online offeringsCMT/CAPT Skills Checklist/Assessment Accommodations 46Educational Needs of Students Who Are Deaf or Hard of Hearing 47School Nurses Training 48Learning Disabilities Guidelines 49Assistive Technology Guidelines & Technology in Education 50Go2 S E RC : Professional Development Listings 51Professional Development Index 80Events Held in Partnership with Other AgenciesRegional Transition Networks 88NCASE: New CT Administrators of Special Education Training 89CSDE Leadership Forums/Bureau Bulletin 90ResourcesCT Parent Information and Resource Center 92English Language Learner Resource Center 93Equity in Education Web site 93SERC Hours & Directions 94SERC Library 95Assistive Technology Resources 968

How can we ensureEquity & Excellencein our schools?SERC’s Initiative on Diversity in Education,or IDE, seeks to build the capacity and skill ofeducators to respond effectively to the needs of diverselearners and their families. To accomplish this, theinitiative has designed a service delivery model forparticipants to apply cultural responsiveness, socialjustice, and racial equity to their work.This powerful, personally transforming experienceinvolves discussion, reflection, and ultimately actionaimed at giving all students an equal opportunity toachieve. Participants work to reach these goals byfocusing on five elements:LeadershipSchool-Family-Community PartnershipsProfessional CapacitySchool ClimateTeaching and LearningIDE makes this process accessible to everyone with a stake in a thriving school community—teachers, administrators,support personnel, students, families, community members, policy makers, etc.—and structures the content to meetthe 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 andother groups.To learn how IDE can meet your needs:Gerald M. Hairston, Consultant, SERC, (860) 632-1485, ext. 374 or hairston@ctserc.org.Equity. Excellence. Education.9

Do you know a leader/advocate……whose passion and will to support children and families of color is inspiring?…whose committed and courageous approach advances equitable outcomes?Please nominate that individual for the:2013-2014George A.ColemanExcellence in Equity AwardSponsored by the State Education Resource Center & the CT Parent Information and Resource CenterCongratulations to OurFirst Winner!SERC created this award to honor and highlight thedemonstration of extraordinary acts of commitment andcourage to ensure all students, especially culturally andlinguistically diverse students, are valued and respected intheir schooling experience.Award recipients will be selected based upon their steadfastand unwavering action regarding equity:George A. Coleman (right)with winner Erik ClemonsErik Clemons, Executive Director andPresident of the Connecticut Center forArts and Technology (ConnCAT) in NewHaven, received the very first George A.Coleman Award on April 11, 2013.George A. Coleman, Connecticut’s formeracting commissioner of education forwhom the award was named, presentedClemons with the 2012-2013 awardat SERC’s Y.E.S. for Diversity: YouthEmpowerment Summit.• Advocating for children and families of color;• Informing and galvanizing individuals and coalitions towardequitable action;• Risk-taking in conversation and action regarding issues ofequity for racially and culturally diverse groups;• Engaging the diverse needs of members of an educationcommunity and reconciling them toward a shared vision;• Serving as a catalyst for exchange of information that affectsthinking and effects conviction on matters of equity.For more information on how to nominate someonefor the George A. Coleman Award:www.ctserc.org/equityor contact Gerald M. Hairston, Consultant,SERC, (860) 632-1485, ext. 374,or hairston@ctserc.orgNomination Deadline:Monday, October 21, 201310

Do you know a parent...who has made positive changes in his orher child’s school or community? Who setsan example through his or her personalinvolvement to make a difference?Nominate a parent for the…2013 PARENTALINVOLVEMENTRecognition AwardJennifer Moncuse of Enfield, CT (second from right),one of our 2012 award winners, with friends and familyNomination Deadline:Monday, October 21, 2013In honor of National Parental Involvement DayThursday, November 21, 2013The State Education Resource Center (SERC) and the CT Parent Information and Resource Center(CT PIRC) recognize National Parental Involvement Day by honoring and highlighting exemplars ofparental involvement in schools and community organizations.Award recipients are selected based on:• Active involvement in their child’s/children’s school and/or community;• Support of their local school and contributions to high-quality education for all children;• Evidence of their ability to make a difference in their local school and/or community; and• Dedication and advocacy to ensure equity for all parents and their children.For further details about the award celebration at SERC and the necessary forms for nominations,please visit www.ctpirc.orgor contact:David R. Grice, Ph.D., ConsultantSERC/CT PIRC25 Industrial Park Road, Middletown, CT 06457(860) 632-1485, ext. 343, or grice@ctserc.orgwww.ctpirc.orgConnecticut Parent Information and Resource Center11

YOUTHLEADERSHIP4EQUITYSERC, with equity at its core, is already known as a provider of high-quality, research-based professionaldevelopment to educators, service providers, families, and community members. Now SERC is providing training forhigh school students as well.Through the Youth Leadership for Equity Trainings, students will discuss the following on both a personal andsystemic level:• Identity and Culture• Equity and Diversity in Education• Team-building and Leadership SkillsAdult youth leaders who accompany the students will discuss:• The impact of student voice in helping develop effective Student Success Plans• Strategies to engage in transformative discourse• Action to support the development and enhancement of the school and/or organizationThree (3) schools or organizations will be selected for this Youth Leadership for Equity training opportunitybased on the following eligibility criteria:• Pre-existing Youth Program• Documented efforts to position equity at the forefront of their school and/or community.• Opportunity for students and adults to apply their new learning within their school and/or community.As a culminating activity, selected schools will network with SERC staff on developing a greater role forstudent voice.(See next page for application details)DON’T MISS OUT! SUBMISSION DEADLINE: OCTOBER 10, 201312

To apply for this exciting opportunity, please forward the information requested below to IDE, SERC, 25 IndustrialPark Rd., Middletown, CT 06457-1516. The deadline for submission is Thursday, October 10, 2013. For additionalinformation, please contact Nicole M. Vitale, Consultant, SERC, at (860) 632-1485, ext. 234, or vitale@ctserc.org.Please provide a cover sheet with the followinglogistical information:• Name of contact person, phone number, e-mail address and position/role;• Name of school/organization and district;• School/organization address and phone number;• Topic or focus area requested;• Anticipated number of participants (max 30 students per school/organization);• Potential timelines for activity; and• Name, title, and signature of buildingadministrator authorized to apply for resources on behalf ofthe school district.Please attach to the cover sheet a brief response to the following questions:1. What is your school/organization’s youth program currently doing to address leadership, equity,diversity, and other social justice issues?2. What is your school/organization hoping to achieve by participating? What are your anticipatedgoals?Y.E.S. for DiversityYouth Empowerment SummitSPRING 2014The Youth Empowerment Summit is designed to raise awareness about diversity and youth leadership.It gives students the opportunity to discuss social challenges and social justice topics that affect themin their schools and communities. Participants of all ages will learn how STUDENT VOICE can positivelyimpact both youth and adults and inspire them to work actively for a better future.The essential goals of this experience are to:- engage in purposeful and interactive discussions to allow for students toshare their perspectives on equity and diversity;- deepen participants’ understanding of the social construction of race andits residual effects; and- pinpoint “what’s working” and how to address inequities in schools andcommunities.For updates:www.ctserc.orgor contact Nicole M. Vitale, Consultant, SERC,at (860) 632-1485, ext. 234, or vitale@ctserc.org.13

Spring 2014Transition ConferenceDate & Location: TBD21stAnnualTogether We WillSAVE the DATE - SAVE the DATE - SAVE the DATE - SAVE the DATE -Early Childhood ConferenceConnect Learing ThroughTechnologWednesday, April 2, 20148:00 a.m. - 4:00 p.m.Crowne Plaza Hotel, Cromwell, CTFor more information on any of these conferences and other annual conferences, go towww.ctserc.org/conferences. To be placed on a mailing list, please e-mail conferences@ctserc.org.14

Connecticut A +GRADUATESThe Connecticut State Department of Education calculates the fouryearcohort graduation rate by tracking an individual group of studentsfrom the time they enter high school through to graduation. The numberof students who dropped out in the 2011 cohort was more than 4,800.Technical assistance in the Connecticut A+ Graduates program offersbest practices in dropout prevention.CONTENT OPTIONS:Student Success Plans 101Using Student Success Plans to inform curriculum and classroom instructionDeveloping an early warning system to identify at-risk studentsIncreasing graduation rates for students of colorIncreasing graduation rates for students with disabilitiesIncreasing retention through student engagementData analysisPOSSIBLE FORMATS:Content overviewsData Team coachingPresentations/workshopsStudy groups/book groupsNeeds assessmentsWebinarsand more...IN-DISTRICT/JOB-EMBEDDEDProfessional DevelopmentFor technical assistance on Connecticut A+ Graduates:Anthony Brisson, Consultant, brisson@ctserc.org,(860) 632-1485, ext. 315www.ctserc.orgState Education Resource Center25 Industrial Park RoadMiddletown, CT 06457(860) 632-148516http://serc.info/libguidesfor available resources

SERC’s IDEA team, which covers programmingunder the Individuals with Disabilities EducationImprovement Act (IDEA 2004), encompasses the Least RestrictiveEnvironment Initiative (LRE).This includes the Educational Benefit Review Process, which involvesevaluating and improving individualized education programs (IEPs)to show educational benefit. An IEP that demonstrates educationalbenefit shows an alignment of present levels of performance, strengthsand weaknesses, impact statements, and goals and objectives thatmeet the unique needs of the student.CONTENT OPTIONS:A Step by Step Approach for Inclusive SchoolsAssistive Technology and Universal Design for LearningAccessing the Common Core State Standards & General Education CurriculumEducational Benefit Review ProcessIEP rubric: Evaluating IEPs for the substantive prong of educational benefitIEP walkthrough protocol: Evaluating implementation of IEP programsWriting IEP goals and objectives aligned to the CCSSPOSSIBLE FORMATS:Class visits/videos with reflective feedbackContent overviews/workshopsStudy groups/book groupsNeeds assessmentsWalkthroughs/learning walksTrain the trainers sessionsand more...IDEALeastRESTRICTIVEEnvironmentIN-DISTRICT/JOB-EMBEDDEDProfessional DevelopmentFor technical assistance on LRE:Bill Bannish, Consultant, bannish@ctserc.org,(860) 632-1485, ext. 360www.ctserc.orgState Education Resource Center25 Industrial Park RoadMiddletown, CT 06457(860) 632-148517http://serc.info/libguidesfor available resources

IDEAThrough SERC’s Technology in Education Initiative, educators can becomefluent in the use of information technology, education technology, and assistivetechnology (AT) supports that promote students’ access to the general educationcurriculum. SERC can customize its technical assistance to serve the uniqueneeds and technology of individual schools. Specific topics might include:IntegrateTechnology inEducationefficiently!• Augmentative and Alternative Communication• Providing AT services: Creating and sustaining AT teams• Software Trainingo Read & Write Goldo Kurzweilo Clicker 6o Boardmaker Studioo Boardmaker• Application of the principles of Universal Design for Learning (UDL)to provide access to all students• Accessibility options in Microsoft Windows and Word• Web 2.0 and mobile emerging technologies• Digital text applications• Designing accessible tests, quizzes, and worksheets• Integrating iPads into the curriculum• IT systems design• Open Source consultation• Document management• Microsoft Outlook/organizational trainingRecognizing Paraeducators’ unique roleSERC specializes in the training of paraeducators in the area of technology.We will work with individuals or a group of paraeducators to buildcapacity and create sustainability in the areas of technology that suit yourschool or district’s needs. Contact us to tailor a training that builds yourparaeducators’ knowledge base while they support teachers and students.IN-DISTRICT/JOB-EMBEDDEDProfessional DevelopmentFor technical assistance on technology in education:Smita Worah, Ph.D., Consultant, worah@ctserc.org,(860) 632-1485, ext. 319www.ctserc.orgState Education Resource Center25 Industrial Park RoadMiddletown, CT 06457(860) 632-148518http://serc.info/libguidesfor available resources

This technical assistance is designed forparaeducators and certified staff who work withstudents, especially students with disabilities.The goal: students with disabilities workingwith paraeducators will receive appropriateinstructional and related services.For more on the range of professional development for paraeducators:www.ctserc.org/parasPreparing yourPARAEDUCATORSCONTENT OPTIONS:Roles and responsibilities in the classroomCCSS 101What every paraeducator needs to know about an IEPAutismChallenging behaviorsMath and literacy strategiesDe-escalation strategiesEducational Benefit Review ProcessScientific Research-Based InterventionsDifferentiated InstructionCollaboration with teachersPOSSIBLE FORMATS:Class visits/videos with reflective feedbackContent overviewsCoachingPresentations/workshopsStudy groups/book groupsNeeds assessmentsWebinarsand more...IN-DISTRICT/JOB-EMBEDDEDProfessional DevelopmentFor general technical assistance on preparing your paraeducators:Anthony Brisson, Consultant, brisson@ctserc.org,(860) 632-1485, ext. 315NOTE: SERC’s Technology in Education initiative provides technicalassistance specifically for paraeducators. For more information, contactSmita Worah, Ph.D., (860) 632-1485, ext. 319, worah@ctserc.org.www.ctserc.orgState Education Resource Center25 Industrial Park RoadMiddletown, CT 06457(860) 632-148519http://serc.info/libguidesfor available resources

CO-TEACHINGToday’s classrooms are increasingly comprised of learners withvaried experiences, learning styles, and abilities. As educatorsstrive to meet the learning needs of all students, Connecticut’sScientific Research-Based Interventions (SRBI) Framework holdsconsiderable promise for increasing student achievement byproviding all learners with a continuum of academic and behaviorsupports. Co-teaching has been recognized as an effective universalpractice for general and special education teachers or other serviceproviders to support students with diverse needs in the classroom.For co-teaching support, SERC has various multi-day training andtechnical assistance packages available.CONTENT OPTIONS:Scheduling for co-teachingApplication of co-teaching approachesRelationship/parity buildingFacilitated lesson planningImplementing the CCSS through co-teachingDifferentiation within co-teachingAddressing IEP Goals and/or language objectivesData collectionRole of paraeducatorsPOSSIBLE FORMATS:Class visits/videos with reflective feedbackContent overviews/workshopsStudy groups/book groupsNeeds assessmentsWalkthroughs/learning walksTrain the trainer sessionsand more...To schedule technical assistance, create a professional developmentpackage, or for more information on co-teaching, please contactthe following SERC consultants at (860) 632-1485.Virginia Babcock - babcock@ctserc.org, ext. 318 orAnthony Brisson - brisson@ctserc.org, ext. 315www.ctserc.orgImplementCO-TEACHINGeffectively!IN-DISTRICT/JOB-EMBEDDEDProfessional DevelopmentState Education Resource Center25 Industrial Park RoadMiddletown, CT 06457(860) 632-148520http://serc.info/libguidesfor available resources

Technical assistance related to best practices in instruction isdesigned to help educators meet the goals of Connecticut’s newteacher evaluations. All districts must implement a new educatorevaluation and support system in the 2013-2014 school year. Thefollowing options are particularly useful for the System for EducatorEvaluation and Development (SEED) model, which, according tothe Connecticut State Department of Education, “promotes a sharedlanguage of excellence to which professional development, coachingand feedback can align to improve practice.”CONTENT OPTIONS:Classroom environmentStudent engagementPlanning standards-based instructionContent-area literacyResearch-based instructional practicesGradual release of responsibilityStudent learning strategiesAssessmentStandards-based instruction for ELLs and Special Education studentsUsing data to create flexible groupsPOSSIBLE FORMATS:Class visits/videos with reflective feedbackContent overviews/workshopsStudy groups/book groupsNeeds assessmentsWalkthroughs/learning walksTrain the trainers sessionsPeer coachingInstructional coachingProfessional Learning Communities/Data Teamsand more...Best PracticesinInstructionIN-DISTRICT/JOB-EMBEDDEDProfessional DevelopmentFor technical assistance related to best practices in instruction:Janet N.Y. Zarchen, Consultant, zarchen@ctserc.org,(860) 632-1485, ext. 376www.ctserc.orgState Education Resource Center25 Industrial Park RoadMiddletown, CT 06457(860) 632-148521http://serc.info/libguidesfor available resources

As Connecticut schools continue to adopt the Common CoreState Standards (CCSS), educators seek ways to assure that all oftheir students are literate 21st-century learners as defined by theCCSS. This technical assistance from SERC’s Teaching & LearningInitiative is designed for general and special education teachers aswell as administrators, curriculum developers, literacy and mathspecialists, interventionists, and paraeducators.Commoncore statestandardsCONTENT OPTIONS:Lesson planningAligning instruction to student learning outcomesAssessment and data analysisDifferentiated InstructionCurriculum development aligned to the CCSSAdministrator supportUsing Universal Design for Learning to implement the CCSSHelping English learners meet the CCSSImplementing the CCSS with students with disabilitiesParaeducators and the CCSSInforming parents about the CCSSIntegrating the CCSS and healthTopics Specific to English Language Arts:Close readingText complexityText-dependent questionsInformational textLiteracy in social studies/history, science, and technical subjectsMeeting the new writing standardsIntegrating the language artsTopics Specific to Math:Implementing the mathematical practice standardsProject-based instruction and the CCSSTechnology and the CCSSFractions: Content and strategiesIN-DISTRICT/JOB-EMBEDDEDProfessional DevelopmentFor technical assistance on teaching and learningto address the Common Core State Standards:Greta Skiles, Consultant, skiles@ctserc.org,(860) 632-1485, ext. 312www.ctserc.orgState Education Resource Center25 Industrial Park RoadMiddletown, CT 06457(860) 632-148522http://serc.info/libguidesfor available resources

Learning OpportunitiesSee the catalog listingsfor details on these sessionsThe Common Core State Standards (CCSS) are for EVERY student. For students with disabilities,educators need tools and strategies on how to best develop goals and objectives for individualizededucation programs (IEPs) that are derived from the CCSS.See below for a sampling of SERC professional development that addresses the CCSS,including ways to adapt curriculum and instruction for all students.Common Core and IEPs...Aligning IEPs to the CCSS for Students with Significant Cognitive DisabilitiesWednesday, October 9 & Tuesday, October 29, 2013, Rensselaer at HartfordCreating IEP Communication Goals and Objectives Aligned with the CCSSFriday, January 31 & Friday, April 25, 2014, SERCCommon Core and Curriculum...Applying the Principles of Universal Design for Learning to Access the Common Core State StandardsFriday, November 22, 2013 & Thursday, April 10, 2014, SERC21st-Century Skills in the Common Core State and NEASC StandardsThursday, April 3, 2014, ITBD at CCSU, New BritainCommon Core and Instruction...Progress for Students with Moderate to Severe Disabilities: Accessing and Aligning with the CCSSFriday, October 25 & Friday, December 6, 2013, SERCNavigating Complex Informational Texts in the Age of the Common CoreThursday, December 19, 2013 & Thursday, January 23, 2014, SERCMath Instruction:Common Core Math Resource Network, Wednesday, October 9, 2013 (opening session)Common Core State Standards for Mathematics: Practicing the Practices Session for K-Grade 5: Friday, October 11 & Friday, November 15, 2013,Green Street Arts Center, Middletown Session for Grades 6-12: Thursday, March 27 & Friday, May 16, 2014, SERCDifferentiated Instruction for Common Core Math Session for middle school: Thursday, November 7 & Wednesday, December 18, 2013, SERC Session for high school: Friday, February 28 & Thursday, April 3, 2014, SERCRegister Online at www.ctserc.org/catalogIt 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 onthe basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, sexualorientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.23

2013-2014Enhancing Instructional ProgramsWithin SchoolsTraining in Special Education Administration for Principals and Other AdministratorsOctober - April 8:30 AM - 3:30 PM Crowne Plaza Hotel, Cromwell, CTThis seven-day series is designed to assist educational leaders by ensuring quality,comprehensive programming for all students. The sessions focus on specificcompetencies, systems change, and the unification of general and special education aspart of the Common Core State Standards (2010) and Connecticut’s Common Core ofLearning and Common Core of Leading (2012). This program combines interactiveseminars with job-embedded reflection to assist participants with the application ofinformation into practice.The Connecticut State Department of Education has agreed to accept full participationin all sessions and evidence of application/reflection as fulfillment of the 36 clock-hourspecial education requirement for certification.1- Friday, October 11, 2013 CCSS and Student Success PlansMichael Faggella-Luby, Ph.D., Associate Professor, College of Education, Texas ChristianUniversity; Institute Faculty Member, ANSERS Institute2- Thursday, November 14, 2013 Legal Issues in Special EducationLinda Yoder, Esq., Attorney-at-Law, Shipman & Goodwin, LLP, Hartford3- Thursday, December 12, 2013 Educational BenefitJoEllen Wickwire & Thomas Foote, Consultants, SERC4- Thursday, January 9, 2014 Inclusive School ClimateFrances Stetson, Ph.D., President, Stetson and Associates, Inc., Houston, Texas5- Friday, February 7, 2014 Scientific Research-Based InterventionsMichael Faggella-Luby, Ph.D., Associate Professor, College of Education, Texas ChristianUniversity; Institute Faculty Member, ANSERS Institute6- Friday, March 28, 2014 Mental Health & Medical IssuesDavid R. Grice, Ph.D., Veronica Marion & Barbara Slone, Consultants, CT PIRCDonna Merritt, Ph.D., Consultant, SERCVarious Presenters, Connecticut State Department of Education7- Thursday, April 24, 2014 Gifted & Talented/Differentiated InstructionJeanne Purcell, Ph.D., Consultant, EASTCONN and Alice Henley, Assistant Director, SERCState Education Resource Center 25 Industrial Park RoadMiddletown, CT 06457 (860) 632-1485 www.ctserc.orgregister online at www.enhancinginstructionalprograms.eventbrite.comQuestions(860) 632-1485Registration:Rebecca GuildnerEducation Services Specialist,ext. 293, guildner@ctserc.orgContent-related:Tom FooteConsultant, ext. 395foote@ctserc.org$335Register online at:www.enhancinginstructionalprograms.eventbrite.comPayment Options1. Credit Card2. P.O.3. CheckAfterAugust 16, 2013$385.00 per participantPlease note:SERC is PAPERLESSfor this series!Downloads will be availableonline 7 days prior to eachsession.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 onthe basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, sexualorientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.24

CONTACTSpecial Opportunity for Leadership/School-Based TeamsEVALUATING STUDENT LEARNINGthroughINSTRUCTIONAL ROUNDSA Technical Assistance Opportunity“Descriptionbefore analysis, analysisbefore prediction, predictionbefore evaluation....All schools engagein some type of reflection but it is often aresponse to a particular issue that results ina quick fix as opposed to an embedded systemor process that is at the core of the teaching.Administrators’ influence on the quality andeffectiveness of classroom instruction is determinednot by the leadership practices they manifest,but by the way those practices influence theknowledge and skill of teachers, the levelof work in classrooms, and level ofactive learning by students.”Quote from Richard ElmoreInstructional Rounds in Education: A NetworkApproach to Improving Teaching and Learning, 2009RESULTSAs a result of this session, administrators andteams will be able to:• use the data and analysis protocol toimpact student achievement;• support a climate of professionalcollaboration;• provide opportunities for teacherleadership by engaging in deepmeaningful conversations about bestpractice; and• create optimal learning environments forstudents.PART 1WEBINAR SESSIONTake the webinar at your convenience fromany location one week prior to the trainingThis is an introduction to the components andpractice of the Instructional Rounds process andhow it differs from the traditional walkthrough.PART 2IN-DISTRICT/JOB-EMBEDDED TRAININGWe will visit your school on mutuallyagreed-upon datesThrough observation, scripting, and discussion,teams will practice the Instructional Roundsobservational protocol using on-site visits.Teams will use the observations conducted intheir own school or district to refine the processesof identifying and de-constructing problems inorder to develop focused areas of improvement.A process map will then be developed incorporatingthe areas of improvements into the:• District’s School Improvement Plan• Teacher evaluation, including Connecticut’sSystem for Educator Evaluation andDevelopment (SEED)• Common Core State StandardsIrene Zytka, Ed.D., Consultant, SERC, at (860) 632-1485, ext. 363, or zytka@ctserc.orgIt 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 thebasis 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 SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.25

Progress Monitoring for Student SuccessTarget Audience: Administrators, General and Special Educators, Student Support ServicesProfessionals, and Family Members, in Teams of 3-5 peopleThis training will assist school-based teams with the art and science of progress monitoring. Teams will learn fromreal-life experience by bringing an anonymous case study of a student who is struggling academically or behaviorally,including supporting data and documentation.Participants will have a better understanding of the key features of an effective monitoring system, including how touse data to inform instruction; how to visually organize data to facilitate analysis and interpretation and establish goals;and how to monitor the effectiveness of intervention(s) to ensure student success.Assessment methods examined (beyond mastery measurements) use data to IDENTIFY PATTERNS in studentperformance examine the baseline and CONDUCT GAP ANALYSIS identify a FOCUS AREA for improvement/intervention establish quantifiable, achievable, GRADE‐LEVELTARGETS and determine interval goals identify the level and rate of STUDENT PROGRESSTraining Consists of:One day of online training andone day of technical assistanceMutually agreeable dates to be determinedContact:Irene Zytka, Ed.D., Consultant, SERC at(860) 632-1485, ext. 363, or zytka@ctserc.orgNew Offering!Implementing SRBI in the Early Childhood SettingScientific Research-Based Interventions (SRBI) is fundamentally different on the early childhood level than it is in theschool setting for older children. SERC now has a professional development opportunity tailored specifically to staffmembers from public or private early childhood programs who want to learn more about SRBI.Learn to use these tools to develop an understanding of how to implement Connecticut’s SRBI framework:• Preschool Assessment Framework• Early Childhood SRBI Embedded Strategies Manual• Early Childhood SRBI Guide for Preschool ProgramsThis opportunity is available in the following formats:• Attend professional development at SERC on Tuesday, October 22, and Wednesday, October 23, 2013.You’ll have the option for us to provide follow-up on-site assistance for an additional fee; OR• We’ll come to you! Contact us to discuss 2-3 days of on-site training at your school or center.For more information about this opportunity,see the October 22 catalog listing or go onlineto register for the October sessions:www.ctserc.org/catalogTo discuss other options that best meet the needs of your school, contact:Mahri Elinoff, Ph.D., Consultant, SERC, (860) 632-1485, ext. 304, or elinoff@ctserc.org26

How are you meeting the needs of ALL your students?Building and sustaining a continuum of support that reflectsstudents’ diverse strengths and needs can seem daunting.Does your school or district have the structures and practices neededto implement Scientific Research-Based Interventions?SAVE the DATEFriday, January 31, 2014CT SPDG Information Session at SERCSchools participating in Connecticut’s State PersonnelDevelopment Grant (CT SPDG) receive comprehensiveprofessional development to establish a multi-tiered systemof academic and behavioral interventions and supports.If your school is chosen to participate in the CT SPDG, you will be in a better position to:• build a system of instruction, assessment, and decision-making;• ensure the quality and effectiveness of core instruction;• determine the intensity of intervention needed to accelerate student progress; and• analyze and monitor data for improved student performance.Services and benefits include:• orientation, training, and networking with other CT SPDG schools off-site;• on-site coaching and technical assistance;• facilitation of the Educational Benefit Review Process, Welcoming Walkthrough, and other selfassessmenttools to refine practice; and• access to online tools and resources to support sustainability.For more informationor contact Michelle LeBrun-Griffin, SERC Consultant, at (860) 632-1485, ext. 321 or griffin@ctserc.org27

FOSTERING EARLY INTERVENTION TEAMS:Does your team needto strengthen and/or develop the skillsto sustain a successfulearly interventionprocess?Professional Learning for Effective Decision-Making and Quality InstructionJob-Embedded Training for EIP TeamsScientific Research-Based Interventions (SRBI) is Connecticut’s frameworkfor improving education for all students. This professional developmentopportunity supports educators in refining their early interventionprocess to establish a comprehensive decision-making system necessary toimplement SRBI effectively. It comprises experiential activities, reflectivedialogue, case studies, and presentation of fundamental early interventionmethodology through a job-embedded format tailored for your school’sneeds.NEW EIP TEAMS:• explore how the early interventionprocess (EIP), a core element of thesystem of decision-making for SRBI,uses a strengths-based approach toincrease achievement for all studentsand reduce disproportionality inspecial education;• evaluate and improve team efficiencyand effectiveness; and• embed collaborative strategicdecision-making structures by:• assessing data resources;• defining desired outcomes;• identifying and planning forresearch-based instructionalstrategies;• monitoring progress; and• evaluating interventioneffectiveness.Audience:Teams of 5-8 educators. A building administrator is required toattend the training.Contact:Irene Zytka, Ed.D., Consultant, SERC, at (860) 632-1485, ext. 363,or zytka@ctserc.org, to discuss how we can best meet the needs ofyour Early Intervention Team.EXISTING EIP TEAMS:• examine existing instructionalpractices and organizationalstructures;• analyze collaborative decisionmaking;• verify that suitable interventionsare being used based on students’needs;• assess current team functioningand suggest modifications toimprove team efficiency andeffectiveness;• review how EIP is embeddedinto daily practice and monitorstudent progress; and• create data-analysis structuresthat examine the impact of thecontinuum of support throughthe analysis of patterns andtrends.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 onthe basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, sexualorientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.28

Analyzing Literacy Data is a multi-year professional learningproject designed to support teacher teams in providing ahigh-quality multi-tiered system of support in literacy forall students. It assists teams in implementing the CommonCore State Standards (CCSS) by connecting assessmentdata with best practices in literacy.During the project, grade-level teams administer standardsbasedassessments, analyze data, and plan differentiatedinstructional strategies. Teams disaggregate data forstudents in the groups targeted by Connecticut’s waiverfrom the No Child Left Behind update of the Elementaryand Secondary Education Act. These include students withdisabilities, students learning English, students receivingfree/reduced lunch, and/or students of color.As schools progress through the project, they focus on:• increasing the number of students reachingproficiency or higher on standards-basedassessments, especially for students in the targetedgroups;• application of evidence-based literacy practicesthat are aligned with the CCSS;• teacher leadership of the process and increasedcollaboration among teachers;• vertical alignment between grade levels; and• ways to improve the implementation of ScientificResearch-Based Interventions (SRBI).AnalyzingLiteracyData“Working with SERC has taken our instructionalteam leaders and our teachers to a much deeper levelof understanding surrounding data use, universalassessments, and the SRBI process – especially as itrelates to the need for a strong core curriculum.Contact:Greta Skiles, Consultantskiles@ctserc.org(860) 632-1485, ext. 312State Education Resource Center25 Industrial Park RoadMiddletown, CT 06457(860) 632-1485www.ctserc.org“The SERC team truly differentiated instruction– always working with us from our place ofunderstanding.”Marilyn Oat, Former PrincipalKillingly Memorial Schoolin memoriam 1948-201329for Available resourceshttp://serc.info/libguides

catchingAccelerating Reading GrowthUPK-Gr. 8Professional learning to help ALL STUDENTS meet the ambitious readinggoals in the COMMON CORE STATE STANDARDSCome participate in the “catching up” process:1) Select a student who needs to “catch up” in reading, and select a team to participate in this PD.The teams should include 3-4 teachers and staff involved with the targeted student’s reading growth.2) Attend a full-day training at SERC on Thursday, October 3, 2013.The teams will develop a plan designed to accelerate the student’s reading growth by a minimum of1½-2 years during the current school year. For students who are reading significantly below gradelevel, participants will use a multi-year planning process to help the student “catch up.”3) Participate in monthly online meetings to network on progress and make any adjustments to the plan.4) Debrief at a second full-day training at SERC on Tuesday, May 20, 2014.For more information, contact Greta Skiles, Consultant, SERC, at (860) 632-1485, ext. 312 or skiles@ctserc.orgRegister at www.ctserc.org/catalog30

Especially for General and Special Educators, Grades 3-12Explore 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;outline how to incorporate essential reading andwriting strategies that align with the Common Core State Standards;refl ect on the use of these techniques in personal practice; andplan strategic efforts to job-embed your learning.Fridays, April 4 & May 2, 20149:00 a.m. - 3:30 p.m.SERC Library Community Room, MiddletownPresenters: Lucy Krause, CRISS District TrainerMissy Wrigley, CRISS District Trainer, SERC ConsultantRegistration fee: $190(The NEW “Project CRISS, Creating Independence Through Student-Owned Strategies”4 th Edition manual is included in the registration fee.)Register online @ www.ctserc.org/catalogSERC Event Code: 14-12-047Questions?(860) 632-1485Registration: Heather Dawes, Education Services Specialist, ext. 263 or dawes@ctserc.orgContent: Missy Wrigley, Consultant, ext. 397 or wrigley@ctserc.orgIt 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 onthe basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, sexualorientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.31

Online and job-embedded professional developmentDifferentiated Instruction:Planning Instruction to Meet the Needs of All StudentsDifferentiated Instruction, or DI, has become an important component to teacher professional development. TheCommon Core State Standards cite DI as a way to ensure that all students are given every opportunity to meet theiroverarching achievement goals. The Common Core of Teaching, Connecticut’s approved waiver from the No ChildLeft Behind Act, and standards from the New England Association of Schools and Colleges (NEASC)—all includeDI as a core tenet of teacher practice. In addition, the NEASC requirement to limit or eliminate leveled classes makesdifferentiation in high classes more important than ever. When teachers apply the principles of DI successfully,students are more likely to demonstrate independence, use technology and digital media strategically and capably, andcomprehend as well as critique a range of information, evidence, and perspectives.SERC has created a package of training in DI.Registration Fee: $2,500 per teamSERC requires team participation of 4 to 8 individualsfrom the same school, preferably encompassing an entireacademic department such as science, social studies, andworld languages.SERC Event Code: 14-12-034Register online @ www.ctserc.org/catalogPackage Components:• SERC session on Thursday, October 10, 2013;• 2 on-site technical assistance visits with debriefing atthe schools;• 3 webinars, streamed to participants at any location;and• an online platform for collaborating with otherparticipants.Questions? (860) 632-1485Registration: Heather Dawes, Education Services Specialist, SERC, ext. 263 or dawes@ctserc.orgContent: Meg Porcella, Consultant, SERC, ext. 320 or porcella@ctserc.orgWhat else can we do for you?Multi-day training and technicalassistance packages related to DIDo you need support with...- creating a positive classroom environment?- crafting assessments?- planning units of instruction basedon the Common Core State Standards?We provide technical assistancein these and other areas and candesign a package specific to theneeds of your classrooms.For more information, contactMeg Porcella, Consultant,(860) 632-1485, ext. 320 orporcella@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 programsor activities on the basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physicaldisability, political beliefs, sexual orientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to AlBruno at bruno@ctserc.org.32

Keep e Calm & Differentiatef e i eOnline and job-embedded professional developmentThe Role of Differentiated Instructionin Teacher Evaluation (TEVAL)This professional development helps teachers and administrators navigate teacher evaluation by bridging differentiatedinstruction with the Common Core of Teaching (CCT). Participants will develop an understanding of the following:WednesdayOctober 23, 2013&ThursdayNovember 21, 20139:00 a.m. to 3:30 p.m.SERC, MiddletownSERC Event Code:14-12-033FEE: E $1101 • Common Core of Teaching Continuum of Effective TeachingDomains• Philosophy, principles, and practices of DIand...• Create a crosswalk of CCT and DI content, process & product• Evaluate a current unit of study• Design lessons incorporating elements of DI to improve studentoutcomesRegister online @ www.ctserc.org/catalogQuestions? (860) 632-1485Registration:Heather Dawes, Education Services Specialist, ext. 263or dawes@ctserc.orgContent:Meg Porcella, Consultant, ext. 320 or porcella@ctserc.orgSean Kavanaugh, Consultant, ext. 370 or kavanaugh@ctserc.orgAn “exemplary” leader…• builds the capacity of staff tocollaboratively identify differentiatedlearning needs for student groups• works with staff to continuously adjustinstructional practices and strategies tomeet the needs of every student- Connecticut’s System for Educator Evaluation and Development (SEED)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 activitieson the basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, politicalbeliefs, sexual orientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Al Bruno at bruno@ctserc.org.33

ATTENTION: Urban District Central Office Leaders and School PrincipalsQUALITYTEACHINGA Learning Seriesfor Exemplary Teachers of Diverse & HistoricallyUnderserved Urban Student PopulationsParticipating Teacher-leaders will create research-based tools to refine and articulate anapproach to facilitating more powerful learning experiences for all students with greatercoherence, consistency, and predictability.Teacher-Developed ToolsParticipants will:• Develop a framework for teaching that articulates theinterrelationship among:• the perspective on how learning occurs and its primarypurpose;• pedagogy and the quality of learning experiencesprovided to students• Develop an analytic tool to describe and examine practicesfor incorporating the cultural and experiential knowledge ofdiverse student populations• Engage in group collaborative dialogue on current teachingapproaches and familiar practices in schools to operationalizeresearchParticipant CriteriaCentral-office instructional leaders and principals can selectparticipating teachers according to the following criteria:• A predictive trajectory of an ‘Exemplary Rating’ according toCT SEED Mid-Year Preliminary Formative Data Review• A track record of successfully advancing learningLearning Series ScheduleDay 1: Wednesday, April 2, 2014SERC, MiddletownOn site Visit #1*: Each participatingteacher engages in dialogue oninstructional planning and use ofteacher-created tools (includesclassroom observation)*Mutually agreeable dates to be determinedDay 2: Wednesday, May 7, 2014SERC, MiddletownDay 3: Wednesday, May 28, 2014SERC, MiddletownOn site Visit #2*: Follow-up dialogueand classroom observation*Mutually agreeable dates to be determinedFee: $500 per participantContact (A pre-registration phone call must occur before registering for this event.)Jared Lancer, Ed.D., Consultant, SERC, at (860) 632-1485, ext. 388, or lancer@ctserc.orgIt 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 thebasis 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 SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.34

CT PIRC Family Engagement SeriesAre you simply involved orare you fully engaged?How would the families in yourschool answer that question?Relating to families not as clients,but as partners in school andcommunity improvement, helpspromote student achievement.How Welcoming Is Your School?Educators understand more than ever thatthe key to engaging parents is to maketheir schools feel “like family.” Schoolsthat extend a genuine welcome to parentshave stronger partners in the educationalprocess. This professional developmentand technical assistance incorporateshands-on activities and walkthrough ofa school to assess family-friendliness.Participants leave with the complete CTWelcoming Schools manual.School-Parent Compact TrainingDeveloping the School-Parent Compactis one of the responsibilities of all Title ISchools and School Governance Councils.Connecticut has a new model that linksthe compact to school improvementgoals – creating strategic links betweenclassroom and home to support studentsuccess. Participants in this trainingreceive sample templates for creating theirown School-Parent Compact using a new10-step process.SFCP Action Team TrainingCT PIRC offers a wide range of jobembeddedtechnical assistance to assistschools in developing a comprehensivesystem for engaging families. Sessions onSchool-Family-Community Partnerships(SFCP) include a full-day training toassist schools in forming Action Teamsand developing Action Plans followingthe national model created by Dr. JoyceEpstein at the National Network forPartnership Schools.To bring CT PIRC services to a school or community, pleasecontact Veronica D. Marion, CT PIRC Co-Coordinator,(860) 632-1485, ext. 391, marion@ctserc.orgwww.ctpirc.orgConnecticut Parent Information and Resource Center37

What Parents Need to KnowAbout High School Transitionand Planning ServicesParents and other family members are vital to the transition planning process, especially because a student’s ethnicityand culture must be considered when developing a plan for transition. To become informed participants in thetransition process, family members must know about the Individuals with Disabilities Education ImprovementAct (IDEA 2004) regulations specific to individualized education programs (IEPs) and transition services atthe secondary level, as well as about adult service agencies that can provide supports.Transition Specialists are currently available for presentations to families of students at the middle and highschool levels about the basics of secondary transition planning and services. Family members learn about thelaws and regulations specific to transition at the high school level with a focus on the writing of Post-SchoolOutcome Goal Statements. They also learn how the transition IEP supports and is supported by other districtinitiatives, particularly Student Success Plans and the Common Core State Standards.These presentations can be customized to meet the needs of a particular target audience. Parent nights, transitionexpos, and PTA/SEPTA meetings are ideal opportunities to offer this information. Local schools and private andstate agencies also are welcome to arrange for an overview session.There is no fee for the presentation.To schedule a presentation in your district, please contact:Rebecca Guildner, Education Services Specialist, SERC,at (860) 632-1485, ext. 293 or guildner@ctserc.org.For content questions or presentation information, please contact:Missy Wrigley, Consultant, at (860) 632-1485, ext. 397 or wrigley@ctserc.org.State Education Resource Center25 Industrial Park Road, Middletown, CT 06457Phone: 860-632-1485 Fax: 860-632-8870 www.ctserc.org38

REQUIREDALL STUDENTSGr. 6-12STUDENT SUCCESS PLANS:A Technical Assistance OpportunityDo you need support as you continue todevelop and implement the SSP?The State Education Resource Center (SERC) offers technical assistance to schools anddistricts on developing SSPs. We’ll help you meet students’ needs and interests so theywill stay connected in school and achieve postsecondary educational and career goals.Technical assistance might include:• Developing the content for each component of the SSP—academic, career,social and emotional, and physical—for 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 could use the SSP to inform curriculum and instruction• How to align the SSP to IEPs and other legal documentsFor more information or torequest technical assistance,please contact AnthonyBrisson, Consultant, SERC,at (860) 632-1485, ext. 315or brisson@ctserc.org.State Education Resource Center25 Industrial Park Road, Middletown, CT 06457Phone: (860) 632-1485 Fax: (860) 632-8870 www.ctserc.orgIt 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 activitieson 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 SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, atbruno@ctserc.org.39

Professional Development Options onSUPPORTING STUDENTS’ BEHAVIORAL HEALTHAND SOCIAL-EMOTIONAL DEVELOPMENTFrom SERC’s Integrated Student Support Services InitiativeSUPPORTING STUDENTS WITH FBAs AND BIPsThursday, December 19, 2013 and Friday, December 20, 2013SERC Classroom, Middletown, CTCREATING MEASURABLE BEHAVIORAL/SOCIAL-EMOTIONALIEP GOALS AND OBJECTIVESThursday, March 27, 2014 and Friday, May 2, 2014SERC Classroom, Middletown, CTFor complete information on the above sessions, refer to the catalog listings or go online to register:www.ctserc.org/catalogJob-embedded training and technical assistance availableIMPLEMENTING SYSTEM-WIDE DECISION-MAKING STRUCTURESTO SUPPORT STUDENT BEHAVIORIn addition to rigorous instruction, ensuring a high-quality educational experience for students requires effective andefficient system-wide behavioral systems and structures such as the use of benchmark assessments and data teams.District- or school-based teams are invited to assess their current behavioral systems by identifying existing studentbehavior data sources and creating new data sources if needed. Teams will determine which practices to sustain orchange and will then be guided through implementation of effective decision-making that supports school-widestudent behavior.To discuss a customized plan to meet your school or district needs, please contactMahri Elinoff, Ph.D., Consultant, at (860) 632-1485, ext. 304 or elinoff@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 basisof 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 SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.40

Professional Development Options onSUPPORTING STUDENTS’ BEHAVIORAL HEALTHAND SOCIAL-EMOTIONAL DEVELOPMENTPREVENTION AND INTERVENTION FOR STUDENTS IN NEEDOF TIER II & TIER III BEHAVIORAL SUPPORT STRATEGIESTuesday, November 26, 2013, Tuesday, January 7, 2014,Tuesday, February 11, 2014 & Thursday, April 24, 2014SERC Classroom, Middletown, CTSUPPORTING STUDENTS’ BEHAVIORAL AND MENTAL HEALTH NEEDSThursday, April 10, 2014 - SERC Classroom, Middletown, CTBEHAVIOR STRATEGIES AND INTERVENTIONS FORSTUDENTS WITH VISUAL IMPAIRMENTSFriday, April 25, 2014 - Crowne Plaza Hotel, Cromwell, CTFor complete information on the above sessions, refer to the catalog listings.SERC also is offering this session and more in its Early Childhood Education (ECE) Catalog.CHALLENGING BEHAVIORS AND INTENTIONAL TEACHINGSome young children in preschool classrooms have difficulty adjusting to classroom routines and expectationsand cause disruptions to the learning environment. Preschool teachers can learn new ways to change the learningenvironment and teach appropriate social skills to prevent and reduce problem behaviors.This session for preschool and kindergarten programs covers how to:• assess and modify the classroom environment to positively impact behavior• introduce social skills and teach positive replacement behaviors• support changes in behavior and maintain those changesDate to be determined. For more information, please refer to our Web site.To register for any of these sessions: www.ctserc.org/catalogIt 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 onthe basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, sexualorientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.41

What is...???...Come find out more about PBIS and how to apply!Information Session for the 2014-2015 School YearPBIS is a systems-based approach toadopting and implementing evidencebasedpractices in order to improveacademic and behavioral outcomes forall students.PBIS emphasizes the use of data todetermine effective behavioral practicesand develop a school-wide system, usinga continuum of supports ranging fromuniversal to individualized.PBIS works to improve overallschool climate, maximize academicachievement for all students, and addressboth nonclassroom and classroommanagement/disciplinary issues, aswell as the specific needs of studentswith severe emotional and behavioralconcerns.(Source: OSEP Center on PositiveBehavioral Interventions and Supports)WHO SHOULD ATTENDRequired for district superintendents and schoolprincipals (of all grade levels) interested inimplementing PBISWHENFriday, March 7, 20148:30 a.m. - 10:30 a.m.WHERESERC Library Community Room, MiddletownPRESENTERSEben McKnightTarold (Terry) MillerMichelle WeaverSERC ConsultantsPlease note: An application must becompleted to participate in the SERC 2014-2015 Training Series. A limited number ofdistricts and schools will be accepted.Questions? Contact Sarah-Anne Nicholas, Education Services Specialist, SERC, at nicholas@ctserc.org or (860) 632-1485, ext. 281Please register for this session at www.ctserc.org/catalog.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 onthe basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, sexualorientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.42

SERC’s Autism Initiative...provides information about autism spectrum disorders (ASD) and shares best practicesfor serving children and youth diagnosed with ASD. It’s especially designed for...Small changes can lead to big differences.• Educators• Service Providers• Birth to Five Providers• Paraeducators• Administrators• Student Support ServicesProfessionals• Families, Parents & Students• Medical Practitioners• BCBAs & BCaBACome to us… or we’ll come to you!The following professional development opportunities are available: (1) at the locations listed, on thefollowing dates, OR (2) in your district, at your convenience! For more information on these opportunities,see the individual listings in the SERC catalog or go to www.ctserc.org/catalog.Data-Driven Decision Making for StudentsDiagnosed with Autism/ASD*Tuesday, October 15, 2013SERC, MiddletownSocial Skills Study Group on ChildrenDiagnosed with ASDThursday, October 24, 2013 (Day 1)Friday, November 15, 2013 (Day 2)Tuesday, December 10, 2013 (Day 3)Rensselaer at Hartford, HartfordDSM-5 and Autism: What Now?Thursday, November 7, 2013SERC, MiddletownEvidence-Based Practices for Students withASD: Self-Regulation and Coping Skills*Wednesday, December 18, 2013SERC, MiddletownBuilding Relationships and ReplicatingServices for Students with ASD*Wednesday, January 8, 2014SERC, MiddletownHelping Students with ASDNavigate to New EnvironmentsFriday, January 17, 2014SERC, MiddletownQuestions about content, or wantto arrange an in-district visit?(860) 632-1485Barbara GiaquintoConsultant, ext. 303 orgiaquinto@ctserc.orgQuestions about registration oradditional sessions?Linda AdornoSenior Project Assistant, ext. 241or adorno@ctserc.org*These sessions may be repeatedin other areas of the state.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 onthe basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, sexualorientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.43

Now on Saturday!Paraeducator Learning Seminar on Autism and Challenging BehaviorsSaturday, January 25, 2014, 9:00 a.m. - 3:00 p.m. at SERCAutism (a.m. topic):- strategies and interventions to support students in the general education classroom who are diagnosed withautism spectrum disordersUnderstanding Challenging Behaviors (p.m. topic):- current practices of de-escalation- strategies to increase behavior management, growth and development, and academic achievementA series of learning guides for paraeducatorscovers these topics and more!For more info: www.ctserc.org/parasTo register: www.ctserc.org/catalogWhatParaeducatorsNeed to Know about IEPsand the LawParaeducators who complete this webinarwill understand the difference betweenaccommodations and modifications and othercrucial information found in a student’s individualizededucation program (IEP). They also will learn how thelaw affects their role as paraeducators who have accessto confidential information. After participating in thewebinar, paraeducators will be in a better positionto provide instructional and related services tostudents with disabilities that follow the legalrequirements of IEPs and result in successfulstudent outcomes.COMING SOON: a new WEBINAR for the convenience of paraeducators44

The State Education Resource Center (SERC) is offering a series of eight online courses designed by the educationalconsulting firm Stetson and Associates of Houston, Texas, that focus on issues related to inclusive programming forstudents with disabilities and related high-interest topics. Each course is presented in an audio and visual format thatincludes downloadable handouts, tools, brief assessments, reflective questions, electronic links to resources, a list ofsuggested 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 toeach course is ensured for 12 consecutive months after logging on to the course for the first time. An individual’slearning can be staggered over time in short segments or completed in one sitting. Stetson Online courses are equal tothree hours of professional development. Each course takes approximately one to one-and-a-half hours to complete.Available Courses1. Instructional Accommodations and Curricular Modifications2. Adequate Yearly Progress3. Creating a Culturally Responsive Classroom4. New Models of Support5. Collaborative Teaching: A Marriage of Talents and Temperaments6. Multi-Level Instruction7. Side by Side: Teachers and Paraeducators in the Classroom8. A Guide to Differentiating InstructionRESPONSIBLEINCLUSIVE PRACTICE:Online Learning ModulesView course descriptions and demos of each course athttp://www.stetsononline.net/CourseSelection.htmSIGN UP TODAY!For more information or to register for any course, please e-mail inclusivepractice@ctserc.org.After you register, you will receive an e-mail message with your login information. Use this login information toaccess your course at http://www.stetsononline.net/CourseTracker. After logging in, you will be taken to the courselaunch page. Download the course materials from the provided link and print them out before beginning the course.45

SERC2013-2014ONLINE for CAPT/CMTwww.ctserc.org2013-2014 Connecticut State Department of Education Connecticut Mastery Test (CMT)/Connecticut Academic Performance Test (CAPT) Skills Checklist TrainingThe CMT/CAPT Skills Checklist is Connecticut’s alternate assessment for special education students with significant cognitivedisabilities. This online course is REQUIRED for Special Education Teachers who have primary responsibility for assessingstudents with the CMT/CAPT Skills Checklist. Information provided during this training will assist teachers working withparticular students to select and administer the appropriate assessment and learn about the new assessments to be administeredin 2015.Course registration and content will be posted at:www.ctserc.org/csdealternateassessmentThere is no fee for this course.For more information on the alternative assessments, as well as on the Connecticut Mastery Test and Connecticut AcademicPerformance Test, go to http://www.csde.state.ct.us/public/cedar/assessment/index.Questions?Contact Bianca Irizarry,Education Services Specialist at(860) 632-1485, ext. 216,or at irizarry@ctserc.org.Coming SoonWhat Every Educator Should Know about Assessment AccommodationsThis online training, appropriate for general and special education teachers, PPT administrators, English Language Learner (ELL)teachers, administrators, and curriculum coordinators, will provide eligibility and selection guidance for accommodations forassessment. The training will offer examples of accommodation types, assistive technology, and online practice sites.For updated information about this training: www.ctserc.org/catalogIt 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 activitieson 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 SERC’s nondiscrimination policies should be directed to Al Bruno at bruno@ctserc.org.46

2013-2014SERCONLINE for VI/HIComing Soonwww.ctserc.orgMeeting the Educational Needs of StudentsWho Are Deaf or Hard of Hearinga three-part WEBINARSERIES covering...- Language and communication needs- Social/emotional needs- Accessibility to instructionAttend in person, participate live through the Web, or access the archive later!All are welcome, particularly General and Special Education Teachers,Administrators, and Student Support Services ProfessionalsFor updated information, including dates, and to register, go towww.ctserc.org/catalogFor specific questions on the content:Nikki Hendry, Consultant, SERC, (860) 632-1485, ext. 255 or hendry@ctserc.orgFor assistance with registration:Bianca Irizarry, Education Services Specialist, SERC, (860) 632-1485, ext. 216 or irizarry@ctserc.orgSERC Initiative on Visual and Hearing Impairments47

SERC2013-2014ONLINE for School Nurseswww.ctserc.orgSERC offers the following online courses for school nurses. Registration is now available at www.ctserc.org/catalog.Questions? Contact Rebecca Guildner, Education Services Specialist, at (860) 632-1485, ext. 293, or at guildner@ctserc.org.Assessing Student Hearing: Screening Procedures for School Nurses $40This self-paced tutorial provides the opportunity for school nurses to gain expertise in conducting mandated hearing screeningassessments. The course provides a medical foundation for hearing acuity and hearing impairment, offers explicit instruction inaudiological instrumentation and screening procedures, and outlines educational supports needed in school settings by studentswith hearing loss.Upon fulfilling the requirements of this online course, school nurses will be able to describe the anatomical and physiologicalbases for hearing and the origins, symptoms, and treatment of hearing problems; identify the educational and social impacts ofhearing loss; plan and conduct developmentally appropriate hearing screenings; and modify screenings for students with specialneeds and those in early childhood programs.Availability: OngoingNursing Assessment, IHCPs and IEPs - An Interactive Online Course for School Nurses $70School nurses must have specialized skills in collecting, analyzing, and synthesizing health data for students with special educationexceptionalities. This 16-week online course will introduce school nurses to a framework and tools for this work. Participantswill select a case study of a student from their school, assess the student’s health status, and summarize the information intoan Individualized Health Care Plan (IHCP) and an individualized education program (IEP). The course involves self-guidedlearning accessed through online modules.Participants are required to complete three application of learning assignments, participate in online discussions, and conveneonce as a small group on Wednesday, March 26, 2014 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 thisrequirement with a supervisor in your school or district and arrange for substitute coverage or other considerations as needed.The course will run from January 14, 2014 through May 6, 2014.School Vision Screening - An Online Course for School Nurses $35Connecticut school nurses can self-pace their learning about vision and school vision screenings by participating in this onlinecourse. This tutorial explains which students and staff should be involved in the screening process and reviews vision anatomyand 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 todistinguish 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 andthe Guidelines for Health Screenings (CSDE, 2004) to develop and implement a comprehensive vision screening program,modifying procedures for students with special needs and those in early childhood programs. Availability: OngoingIt 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 onthe basis of race, color, language, religion, age, marital or civil union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, sexualorientation, or gender identity or expression. Inquiries regarding SERC’s nondiscrimination policies should be directed to Al Bruno at bruno@ctserc.org.48

SERC 2013-2014ONLINE for LD Guidelineswww.ctserc.orgImplementing Connecticut’s 2010 Guidelinesfor Identifying Children with Learning Disabilities – An Online CourseComing soon to www.ctserc.org/catalogEligibility determination for learning disabilities requires schools to have a strong Scientific Research-Based Interventions(SRBI) process and professionals to have an in-depth understanding of assessment, data analysis, and legal mandates.This online course offers an early elementary case-study approach to reading difficulties and disabilities. It includes anexamination of the collaborative decision-making system of SRBI as well as the special education eligibility determinationprocess.Participants will self-pace their learning, completing the course by reading through content and periodically answeringquestions, within their own start and end dates. Anticipated learning time is approximately 20 hours. Numerous educationalresources are provided to augment this learning experience.Professionals completing this course will:1. Acquire knowledge and skills to improve academic outcomes for students experiencing difficulty learning to read;2. Examine issues related to educational equity and access; and3. Implement, with fidelity, Connecticut’s 2010 Guidelines for Identifying Children with Learning Disabilities foreligibility determination.NOTE: Successful completion of this course requires a commitment of dedicated learning time. As appropriate, discussthis requirement with a supervisor in your school or district and arrange for substitute coverage or other considerations asneeded.Audience: General and Special Education Teachers,General and Special Education Administrators andSupervisors, Literacy Coordinators/Specialists, andStudent Support Services ProfessionalsThere is no fee for this course.Questions?Contact Bianca Irizarry,Education Services Specialist at(860) 632-1485, ext. 216, or atirizarry@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 activitieson 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 SERC’s nondiscrimination policies should be directed to Al Bruno at bruno@ctserc.org.49

AT GUIDELINES & Technology in Education at SERCNewly released for the 2013-2014 academic year, the Connecticut Assistive Technology Guidelines help provide a frameworkfor educators, providers, and families to make decisions about AT for individual students. The new guidelines embed theQuality Indicators for Assistive Technologies (QIAT), covering each stage of the AT process from initial considerationthrough implementation and evaluation.While AT might be perceived as intended for students with disabilities, it is part of an evolving structure in which studentsof all abilities use similar technologies and have a comparable learning experience. SERC professional development intechnology in education encompasses both common approaches to meet the needs of all students, exemplified in UniversalDesign for Learning (UDL), and procedures more specific to students with disabilities, including Assistive Technologyteams and individualized education programs.Highlights in 2013-2014:Progress for Students with Moderate to SevereDisabilities: Accessing and Aligning with the CCSSPresented by Diane Smith, Ed.D., and Smita Worah, Ph.D.,Consultants, SERCFriday, October 25, 2013 &Friday, December 6, 2013Applying the Principlesof Universal Design for Learningto Access the Common Core State StandardsPresented by Greta Skiles and Smita Worah, Ph.D., Consultants, SERCFriday, November 22, 2013 &Thursday, April 10, 2014Creating and Sustaining AT TeamsPresented by Bill Bannish and Smita Worah, Ph.D., Consultants, SERCTuesday, March 25, 2014register online at: www.ctserc.org/catalogNeedMoreInformation?(860) 632-1485Content: Smita Worah worah@ctserc.org x319Registration: Linda Adorno adorno@ctserc.org x241It is the policy of the State Education Resource Center (SERC) that no person shall be discriminated against or excluded from participationin 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. Inquiriesregarding SERC’s non-discrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.50

The list on the following pages includesmost SERC learning opportunities thatare scheduled on specific dates (as ofcatalog press time). Early ChildhoodEducation has its own catalog and isnot represented here.Opportunities that require or stronglyrecommend team participation arelabeled with this icon:SERC also offers technical assistancethroughout the year on a schedulenegotiated with the school or district.Some of these options are includedearlier in this catalog.51

New Connecticut Administrators of Special Education (NCASE) Cohort 2Date:Time:Location:09/23/13, Monday 9:00 AM - 3:30 PMCrowne Plaza Hotel, Cromwell11/07/13, Thursday 9:00 AM - 3:30 PMCrowne Plaza Hotel, Cromwell01/16/14, Thursday 9:00 AM - 3:30 PMCrowne Plaza Hotel, Cromwell04/01/14, Tuesday 9:00 AM - 3:30 PMCrowne Plaza Hotel, CromwellEvent Code:Fee:Closing Date:Contact Person:Rebecca Guildner(860) 632-1485, ext. 293guildner@ctserc.orgPresenter(s):Jane Currie, Ph.D.Independent Consultant,Farmington14-15-016$1500 per person09/09/2013Audience:K-Grade 12; New Special Education Directors and Supervisors with 2 years or less experience in thepositionNCASE is a professional learning community for new administrators of special education, launchingits second cohort in 2013-2014. One component of the comprehensive NCASE program is a series offour full-day professional learning seminars, held between September and April, focused on innovation,education reform, and best practices.The cohort examines effective special education leadership and the keys to success in Connecticut,under the guidance of a veteran special education director. Participants also receive fee waivers to attendthe CT State Department of Education’s Bureau of Special Education Leadership Forums.As a result of their participation, new administrators will build a repertoire of leadership strategies toaddress special education policies, structures, and practices to create positive outcomes for students withdisabilities and their families.TO APPLY: Contact Rebecca Guildner, SERC, (860) 632-1485, ext. 293, or guildner@ctserc.org.FOR MORE: Leadership Forum info: www.ctserc.org/leadershippdFree webinars for new administrators: www.ctserc.org/ncaseEducation of Students Who Are Visually Impaired: Strategies and Techniques forParaeducators in Academic ProgramsDate:Time:Location:10/02/13, Wednesday 9:00 AM - 3:30 PMBESB, WindsorEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):Various Presenters14-38-056$45 per person09/19/2013Audience:K-Grade 12; Paraeducators working with students with visual impairmentsParaeducators working with students who are visually impaired need specialized training on thispopulation, including how visual impairments affect student learning. This one-day session ofinteractive activities uses vision simulations, specialized materials, and other available resources to helpparaeducators improve outcomes for students who have visual impairments or blindness, kindergartenthrough Grade 12.Participants in this professional development activity will develop an awareness of the functionalimplications of vision loss; gain an awareness of the safety and mobility challenges of individualstudents and identify the basics of sighted guide and cane techniques; and review guidelines and toolsfor modifying materials and activities for students with visual impairments or blindness so as to enhancestudent achievement.PLEASE NOTE: This session is a collaborative effort between the State of Connecticut’sDepartment of Rehabilitation Services, Bureau of Education and Services for the Blind (BESB), andSERC.Register Online at www.ctserc.org/catalog52

‘Catching Up’: Accelerating Reading GrowthDate:Time:Location:10/03/13, Thursday 9:00 AM - 3:30 PMSERC Classroom, Middletown05/20/14, Tuesday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Leticia Garcia Guerra(860) 632-1485, ext. 233guerra@ctserc.orgPresenter(s):Greta SkilesSERC ConsultantLillie StuartSERC ConsultantJanet N.Y. ZarchenSERC Consultant14-45-101$500 per team09/26/2013Audience:K-Grade 8; Teams of 3-4, including the Classroom Teacher, the Special Education Teacher or ReadingInterventionist, and any others involved with the targeted student’s reading growthThe Common Core State Standards require that students be able to read and comprehend textwithin the text complexity band for their grade level. This has created increased urgency around helpingstruggling readers “catch up.” As emphasized in Scientific Research-Based Interventions (SRBI), schoolteams need to carefully plan and monitor interventions to accelerate reading growth.This training and technical assistance series will guide school teams through the process of analyzingassessments, designing and implementing an intervention plan, and monitoring student progressthrough a case-study approach. The team will select an individual student in need of “catch-up” readinggrowth; they will use this student as a case study while learning how to plan for acceleratedintervention.To meet the goal of “catching up” to grade level, participants will design plans for one-and-a-half totwo years of reading growth during the school year; for some students this will require multi-year plans.The teams will be required to attend two full-day trainings at SERC, in October and May. Inbetween, they will participate in monthly online meetings via GoToMeeting in order to share progressand receive technical assistance.Education of Students Who Are Visually Impaired: Strategies and Techniques forTeachers Working with Students Who Read Print - ElementaryDate:Time:Location:10/04/13, Friday 9:00 AM - 3:30 PMBESB, WindsorEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):Various Presenters14-38-057$55 per person09/19/2013Audience:PreK-Grade 5; General and Special Education Teachers and Student Support Services Professionalswho work with students who have visual impairments or blindnessChildren with vision loss face a unique set of challenges when learning to read. This session isdesigned to help educators increase their awareness of such challenges and devise strategies to use withstudents, 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 impairedor legally blind; improve their understanding of technologies used for visual impairments; and developteaching strategies to address the individual vision needs of students and to enhance student learningand outcomes.PLEASE NOTE: This session is a collaborative effort between the State of Connecticut’sDepartment of Rehabilitation Services, Bureau of Education and Services for the Blind (BESB), andSERC.Register Online at www.ctserc.org/catalog53

Aligning IEPs to the CCSS for Students with Significant Cognitive DisabilitiesDate:Time:Location:10/09/13, Wednesday 9:00 AM - 3:30 PMRensselaer (RAH), Hartford10/29/13, Tuesday 9:00 AM - 3:30 PMRensselaer (RAH), HartfordEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):Barbara GiaquintoSERC ConsultantNikki HendrySERC ConsultantDiane Smith, Ed.D.SERC Consultant14-09-054$150 per team10/02/2013Audience:K-Grade 12; Teams of at least 3 people, including at least one Special Educator and one GeneralEducator, and an AdministratorIn this professional development opportunity, participants will build a deeper understanding of howto use the Common Core State Standards (CCSS) to create and implement individualized educationprograms (IEPs) for students with significant cognitive disabilities. Once the CCSS and a student’s IEPsare aligned, the student will have greater access to general education instructional materials.Participants will be able to connect the standards to specific student needs, such as functionallearning outcomes; explore the use of instructional accommodations and curricular modifications toassist students with significant cognitive disabilities in meeting the CCSS; and apply goals andobjectives in natural settings, including general education classrooms and nonacademic settings (e.g.,lunchroom, extracurricular activities, and community settings). Participants will need to bring a casestudy to the session.Finally, participants will learn about the potential for optional, on-site technical assistance fordistricts with the greatest need in supporting students with significant cognitive disabilities.Common Core Math Resource NetworkDate:Time:Location:10/09/13, Wednesday 4:30 PM - 7:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Nikki HendrySERC ConsultantClare WurmSERC Consultant14-21-040$35 per person10/02/2013Audience:K-Grade 12; Math Teachers, Special Education Teachers, and Instructional LeadersConnecticut math teachers are in the midst of curriculum revision in order to more fully align to therecently adopted Common Core State Standards (CCSS). This professional network will help teachersfilter through the numerous resources on implementing the math standards, including resources aimedat special populations such as English language learners and students with disabilities.Participants will share their needs, areas of focus, and favorite resources. Attendees will receive atour of the SERC Library and learn about SERC’s CCSS and math resource offerings. After the session,members of the network will continue to collaborate online and will be asked to share and brieflyreview Common Core math resources throughout the academic year.By the end of the year, participants will have begun to build capacity to implement the CommonCore successfully and to increase access to CCSS for all students.Register Online at www.ctserc.org/catalog54

Education of Students Who Are Visually Impaired: Strategies and Techniques forTeachers Working with Students Who Read Print - Middle and SecondaryDate:Time:Location:10/09/13, Wednesday 9:00 AM - 1:00 PMBESB, WindsorEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):Various Presenters14-38-058$45 per person09/26/2013Audience:Grades 6-12; General and Special Education Teachers and Student Support Services Professionals whowork with students who have visual impairments or blindnessChildren with vision loss face a unique set of challenges when learning to read. This session isdesigned to help educators increase their awareness of such challenges and devise strategies to use withstudents, 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 impairedor legally blind; learn to identify various support technologies; and develop teaching strategies toaddress 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 Connecticut’sDepartment of Rehabilitation Services, Bureau of Education and Services for the Blind (BESB), andSERC.Differentiated Instruction: Planning Instruction to Meet the Needs of AllStudentsDate:Time:Location:10/10/13, Thursday 9:00 AM - 3:30 PMRensselaer (RAH), HartfordEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Sean KavanaughSERC ConsultantMeg PorcellaSERC Consultant14-12-034$2500 per team10/03/2013Audience:Grades 6-12; Teams of 4-8 people, including Middle School and High School General and SpecialEducation Teachers and Administrators, preferably encompassing an entire academic departmentWith this professional development opportunity, teachers will learn to differentiate instruction usingwhat they know about their students as learners. Participants will be able to understand the philosophy,principles, and practices of differentiated instruction in order to promote student engagement, structurea positive learning community, and identify key assessment elements that are effective in informinginstructional planning.The participants will use authentic student work and data in order to analyze and plan for thespecific needs of their students. They will be guided by the Common Core State Standards to plan unitsof instruction, creating formative assessments to provide relevant data to monitor student performanceand drive instruction. Additionally, participants will learn how to create rigorous and engaging lessonsthrough specific instructional techniques to effectively meet the needs of diverse learners, enablingstudents to apply and construct new meaning.The full-day session at SERC is just the first element of this comprehensive training, which alsoincludes three webinars, two classroom observations and debriefs, and an interactive Web site thatrequires participants to collaborate with others.Register Online at www.ctserc.org/catalog55

Common Core State Standards for Mathematics: Practicing the Practices (K-5)Date:Time:Location:10/11/13, Friday 9:00 AM - 3:00 PMGreen Street Arts Center, Middletown11/15/13, Friday 9:00 AM - 3:00 PMGreen Street Arts Center, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Nikki HendrySERC ConsultantClare WurmSERC Consultant14-21-114$110 per person10/03/2013Audience:K-Grade 5; Math Teachers, Instructional Leaders, and Special Education TeachersThe Common Core State Standards (CCSS) represent a significant shift in the teaching ofmathematics. The CCSS focus on higher-order thinking skills that teachers must continuously addressin their instruction. The Standards for Mathematical Practice (Practices) are the vehicle meant to drivethis change to deep understanding in addition to mathematical proficiency.In this two-day session, participants will explore the eight Practices and discover what they look likeat each grade level. They will learn to apply instructional strategies that support the practices and how toconnect the Practices with the Mathematical Content Standards. The session will also offer resourcesfrom the Connecticut State Department of Education and other sources that demonstrate the use ofthese best practices.On day two, participants will bring a unit from their own curriculum. They will workcollaboratively on adapting their lessons to incorporate the Practices into instruction.By understanding the eight Practices and integrating them into the classroom, teachers will findmultiple opportunities to individualize instruction. This can allow all learners access to the standards todevelop both mathematical proficiency and the higher-order thinking skills embedded in the CCSS.This session is offered in partnership with the Green Street Arts Center/PIMMS (Project to IncreaseMastery of Mathematics and Science), Wesleyan University.SERC also is offering this topic in a separate workshop for Grades 6-12 beginning March 27, 2014.Education of Students Who Are Visually Impaired: Strategies and Techniques forTeachers Working with Students Who Use BrailleDate:Time:Location:10/11/13, Friday 9:00 AM - 3:30 PMBESB, WindsorEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):Various Presenters14-38-059$55 per person09/26/2013Audience:K-Grade 12; General and Special Education Teachers and Student Support Services Professionals whowork with students who have visual impairments or blindnessTeachers working with students who are visually impaired need a special skill set in order to preparelearning 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 tohelp such educators implement adapted teaching strategies in order to increase achievement levels andoverall functioning for students with visual impairments who use Braille.Participants in this one-day professional development activity will increase their knowledge of thehistory and teaching of Braille code; heighten their awareness of the challenges experienced by studentswho are blind or have visual impairments; and identify equipment, technology, and teaching strategiesthat are used with students who have severe visual impairments and use Braille, in order to achievegreater student success.PLEASE NOTE: This session is a collaborative effort between the State of Connecticut’sDepartment of Rehabilitation Services, Bureau of Education and Services for the Blind (BESB), andSERC.Register Online at www.ctserc.org/catalog56

Data-Driven Decision Making for Students Diagnosed with Autism/ASDDate:Time:Location:10/15/13, Tuesday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Linda Adorno(860) 632-1485, ext. 241adorno@ctserc.org14-43-123$90 per person10/08/2013Presenter(s):John Burke, Ph.D., BCBA-DCo-Director, Branches of Hope,WestportAudience:K-Grade 12; Special Education Teachers, Administrators, Student Support Services Professionals, andService CoordinatorsPractical data collection strategies help create a setting in which students attain the skills they needin school and apply them to other areas of their lives—from academic, social, and communication skillsto pivotal skills such as attention, involvement, and interdependence. Using a data-driven decisionmaking approach, a team can create individualized education programs (IEPs) that continually monitorthe effectiveness of interventions for a child diagnosed with autism spectrum disorders (ASD) and havean 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 studentsdiagnosed with ASD. Participants will learn practical data collection methods, including the use ofassistive technology or apps for efficiency; how to use the data to develop possible intervention strategiesfor students diagnosed with ASD; and how to use the strategies across different intervention areascommonly targeted for K-Grade 12 students diagnosed with ASD. As a result, participants will leave ina stronger position to understand the specific needs of the students.NOTE: This professional development may be repeated in the future in other regions of the stateand is also available in-district. For more information, contact SERC at (860) 632-1485.Teachers of the Deaf and Hard of Hearing Study GroupDate:Time:Location:10/15/13, Tuesday 5:00 PM - 7:30 PMSERC Classroom, Middletown01/07/14, Tuesday 5:00 PM - 7:30 PMSERC Classroom, Middletown03/25/14, Tuesday 5:00 PM - 7:30 PMSERC Classroom, Middletown06/10/14, Tuesday 5:00 PM - 7:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):SERC Consultants14-38-103$130 per person10/03/2013Audience:PreK-Grade 12; Teachers of the Deaf and Hard of HearingHow can teachers of the deaf work together to improve outcomes for students with hearing loss?Do you have an experience or area of strength that others should know about? By sharing thoughts andideas, teachers of students who are deaf or hard of hearing can identify more effective ways to provide aquality education for all of their students.This discussion group, facilitated by SERC staff, will focus on examining the needs of teachers of thedeaf across Connecticut. It will provide these educators with a forum to share case studies and areas ofneed, develop structures of support, and determine next steps. The facilitators and participants willexplore existing resources and research for teachers of the deaf.Participants in this professional development activity will share their experiences working withstudents with hearing loss; identify needs and concerns in providing effective education to students whoare deaf/hard of hearing; and discuss and implement a plan of action to address needs, support teachers,and improve student learning.Register Online at www.ctserc.org/catalog57

Making a Difference Through Co-Teaching - Session ADate:Time:Location:10/16/13, Wednesday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown11/22/13, Friday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Virginia BabcockSERC ConsultantAnthony BrissonSERC Consultant14-12-042$110 per person10/09/2013Audience:K-Grade 12; Co-teaching teams preferred, consisting of a General Education Teacher and one of thefollowing: Special Education Teacher, ELL/ESL/Bilingual Educator, Reading or MathConsultant/Specialist, or other Student Support Services ProfessionalCo-teaching holds great promise within the framework of Scientific Research-Based Interventions(SRBI) as a universal practice for supporting students with diverse needs in general education settings.The talents, experiences, and expertise of the co-teaching team, both shared and varied, make forpowerful and dynamic approaches to instruction.Co-teaching partnerships consist of a general educator and one other education professional (see“Audience” for examples). These partners collaborate to provide rich and differentiated learningopportunities and a sense of belonging for every student.This two-day session covers how co-teaching can effectively meet the needs of students with andwithout disabilities in the general education classroom and compares the advantages and disadvantagesof each of the six co-teaching approaches. Participants will apply their learning between the two days,debrief on the second day, and hear from other co-teachers about their experiences.As a result of this professional development, participants will be able to make decisions about whichco-teaching approach will best help to improve student access and outcomes; explore ways to enhancethe quality of co-teaching partnerships and collaboration; and plan co-taught lessons based on theCommon Core State Standards that maximize instructional intensity.This content is offered twice, in separate sessions. Session A begins October 16, 2013; Session Bbegins October 24.Implementing SRBI in the Early Childhood SettingDate:Time:Location:10/22/13, Tuesday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown10/23/13, Wednesday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code: 14-11-023 Audience: PreK, Age 3-5; Staff Members from any public or private early childhood program who want to learnFee:$50 per personabout SRBI implementationClosing Date: 10/10/2013Contact Person:Dana Gordon-Gannuscio(860) 632-1485, ext. 231gordon-gannuscio@ctserc.orgPresenter(s):Mahri Elinoff, Ph.D.SERC ConsultantMichael O'NeillSERC ConsultantEarly identification and intervention are critical to raising achievement levels for all students.Because early childhood programs provide children with their first school experience, teachers in thesesettings have the opportunity to provide a foundation for success by providing high-quality instructionand tiered systems of support.In this professional development activity, participants will learn how the basic tenets of ScientificResearch-Based Interventions (SRBI) can be structured to fit the early childhood setting. Participantswill use the Preschool Assessment Framework, Early Childhood SRBI Embedded Strategies Manual,and the Early Childhood SRBI Guide for Preschool Programs to develop an understanding of how toimplement Connecticut's SRBI framework.This professional learning opportunity consists of two days of off-site training with optionalfollow-up on-site assistance available for an additional fee.This content is also offered as two to three days of on-site training at your school. Please call MahriElinoff at (860) 632-1485, ext. 304 to discuss the needs of your individual school.Register Online at www.ctserc.org/catalog58

What Every PPT Chairperson Should KnowDate:Time:Location:10/22/13, Tuesday 9:00 AM - 3:30 PMSERC Classroom, Middletown11/21/13, Thursday 9:00 AM - 3:30 PMSERC Classroom, Middletown01/28/14, Tuesday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Rebecca Guildner(860) 632-1485, ext. 293guildner@ctserc.orgPresenter(s):Various Presenters14-15-020$120 per person10/10/2013Audience:K-Grade 12; General and Special Education Administrators and Supervisors as well as DepartmentChairs of Special EducationUnder the Individuals with Disabilities Education Improvement Act (IDEA 2004), students withdisabilities are guaranteed a free appropriate public education in the least restrictive environment. Toensure that this happens, local education agencies must comply with procedural requirements of thePlanning and Placement Team (PPT) process and design individualized education programs (IEPs) thatare aligned to the Common Core State Standards and provide educational benefit.The PPT chairperson works as part of the team to develop IEPs for students with disabilities thatprovide access and opportunities for meaningful participation and progress in the general educationcurriculum. Within schools, the PPT chairperson should ensure that the compliance requirements ofthe PPT process are met, that assessment data and goals and objectives are directly linked to the generaleducation curriculum, and that placement decision-making occurs after the goals and objectives aredeveloped.Participants in this professional development activity will receive an overview of the rationale for thelegal requirements of an IEP; develop in-depth knowledge about the PPT process and how it is to beproperly documented; examine quality and compliance indicators of the components of the PPTprocess; and learn what to consider in determining the least restrictive environment.The Role of Differentiated Instruction in Teacher Evaluation (TEVAL)Date:Time:Location:10/23/13, Wednesday 9:00 AM - 3:30 PMSERC Classroom, Middletown11/21/13, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Sean KavanaughSERC ConsultantMeg PorcellaSERC Consultant14-12-033$110 per person10/16/2013Audience:K-Grade 12; General and Special Education Teachers and AdministratorsWhat does effective teaching look like under Connecticut’s new Teacher Evaluation (TEVAL)system? As always, effective teachers use differentiated instruction (DI) to reflect students’ differentlearning styles.This two-day professional development opportunity bridges DI with the Common Core of Teaching(CCT), one of the models for the TEVAL framework. Participants will create a crosswalk of DI andCCT that illustrates what effective teaching practices look like. They will also analyze one of their ownunits of study, evaluating the differentiated practices and making adjustments.This model incorporates the high expectations of the TEVAL measures involving the observation ofteacher practice and student growth and development. The training will help participants link studentoutcomes with the required Teacher Performance “SMART” goals to analyze their practices andincorporate more differentiated instruction.Participants will develop a better understanding of the CCT Continuum of Effective TeachingDomains as well as the philosophy, principles, and practices of differentiated instruction. By the end ofthe training, participants will have designed lessons that incorporate elements of differentiatedinstruction to improve student outcomes.Register Online at www.ctserc.org/catalog59

Making a Difference Through Co-Teaching - Session BDate:Time:Location:10/24/13, Thursday 9:00 AM - 3:30 PMSERC Classroom, Middletown12/10/13, Tuesday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Virginia BabcockSERC ConsultantAnthony BrissonSERC Consultant14-12-043$110 per person10/17/2013Audience:Reading Comprehension for AllK-Grade 12; Co-teaching teams preferred, consisting of a General Education Teacher and one of thefollowing: Special Education Teacher, ELL/ESL/Bilingual Educator, Reading or MathConsultant/Specialist, or other Student Support Services ProfessionalCo-teaching holds great promise within the framework of Scientific Research-Based Interventions(SRBI) as a universal practice for supporting students with diverse needs in general education settings.The talents, experiences, and expertise of the co-teaching team, both shared and varied, make forpowerful and dynamic approaches to instruction.Co-teaching partnerships consist of a general educator and one other education professional (see“Audience” for examples). These partners collaborate to provide rich and differentiated learningopportunities and a sense of belonging for every student.This two-day session covers how co-teaching can effectively meet the needs of students with andwithout disabilities in the general education classroom and compares the advantages and disadvantagesof each of the six co-teaching approaches. Participants will apply their learning between the two days,debrief on the second day, and hear from other co-teachers about their experiences.As a result of this professional development, participants will be able to make decisions about whichco-teaching approach will best help to improve student access and outcomes; explore ways to enhancethe quality of co-teaching partnerships and collaboration; and plan co-taught lessons based on theCommon Core State Standards that maximize instructional intensity.This content is offered twice, in separate sessions. Session A begins October 16, 2013; Session Bbegins October 24.Date:Time:Location:10/24/13, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown12/12/13, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Leticia Garcia Guerra(860) 632-1485, ext. 233guerra@ctserc.orgPresenter(s):Diane Smith, Ed.D.SERC ConsultantLillie StuartSERC Consultant14-45-099$140 per person10/15/2013Audience:K-Grade 12; General and Special Education Teachers and ELL/ESL TeachersStudents with reading disabilities need certain tools in order to navigate grade-level content. Thistwo-day training session will demonstrate the skills that expert readers possess and how to explicitlyteach these discrete skills in order to increase student achievement, especially for struggling readers andstudents with disabilities.Participants in this two-day professional development activity will cooperatively practice the use ofreading comprehension strategies such as previewing, visualization, and questioning. The “Mosaic ofThought,” 2nd edition (2007), by Ellin Oliver Keene and Susan Zimmerman, will be used to supportthe content of this session. Between sessions, participants will have the opportunity to implement thecomprehension strategies. On day two, participants will receive feedback on their practical applicationof 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 bygiving them the tools to access course materials and improve their reading skills. Participants will alsouse research-based comprehension strategies that improve student learning outcomes and provide apositive learning experience for all students, including special education students, English languagelearners, and at-risk/disengaged students.Register Online at www.ctserc.org/catalog60

Social Skills Study Group on Children Diagnosed with ASDDate:Time:Location:10/24/13, Thursday 9:00 AM - 3:30 PMRensselaer (RAH), Hartford11/15/13, Friday 9:00 AM - 3:30 PMRensselaer (RAH), Hartford12/10/13, Tuesday 9:00 AM - 3:30 PMRensselaer (RAH), HartfordEvent Code:Fee:Closing Date:Contact Person:Linda Adorno(860) 632-1485, ext. 241adorno@ctserc.org14-43-107$265 per person10/16/2013Presenter(s):Christine Peck, Psy.D., BCBA-DSchool Psychologist, CESAudience:K-Grade 8; Special Education Teachers and Behavior-Related Services Personnel with prior backgroundin autism and formal testingIndividuals diagnosed with autism spectrum disorders (ASD) often have significant difficultiesunderstanding the nuances of social communication and social interaction. Students diagnosed withASD require specific attention to the development of social skills and understanding social norms, astheir difficulties in these areas often impact their ability to engage in meaningful ways in the classroomand school environment.This study group will explore ways to teach and assess appropriate social skills for students diagnosedwith 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 astudent diagnosed with ASD; develop strategies to teach appropriate social skills; learn how to createsocial opportunities so that students may practice and generalize the social skills; and connect socialskills to the individualized education program (IEP) to ensure access and participation in generaleducation for students diagnosed with ASD.Progress for Students with Moderate to Severe Disabilities: Accessing andAligning with the CCSSDate:Time:Location:10/25/13, Friday 9:00 AM - 3:30 PMSERC Classroom, Middletown12/06/13, Friday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):Diane Smith, Ed.D.SERC ConsultantSmita Worah, Ph.D.SERC Consultant14-09-049$110 per person10/17/2013Audience:K-Grade 12; General and Special Educators, particularly at Private Approved Special EducationProgramsWith new accountability systems and the implementation of the Common Core State Standards(CCSS), educators are looking for additional instructional strategies to assist students with moderate tosevere disabilities. This training opportunity will help participants balance the needs of these studentswith the goals of their individualized education programs (IEPs), the curriculum requirements of theCCSS, and the expectation that all students in the classroom make progress.Participants will use an IEP from an actual student, with identifying information removed, to reviewthe student’s goals and objectives and begin to align them with the CCSS. They will learn instructionalstrategies that both implement the student’s goals and serve the entire classroom, incorporating theprinciples of Universal Design for Learning (UDL) while using technology to make instructionalmaterials more accessible.As a result of this professional development, participants will develop multiple means of presentinginstructional materials, use strategies that engage all learners and allow all students to express theirunderstanding, and incorporate CCSS in their instruction for their students with moderate and severedisabilities. The use of technology and assistive technology will be incorporated throughout the twodays.Register Online at www.ctserc.org/catalog61

Science Content Literacy: Grades 6-12Date:Time:Location:10/25/13, Friday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown12/13/13, Friday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Lillie StuartSERC ConsultantClare WurmSERC Consultant14-26-036$110 per person10/18/2013Audience:Grades 6-12; Middle School and High School Teachers and AdministratorsStruggling students, including students with disabilities, need explicit instruction on how to transfertheir literacy comprehension and writing strategies to science content, including nonfiction texts. Thistwo-day professional development will engage science educators in reading comprehension techniquesthat will improve outcomes for students, grades 6-12, as well as increase their meaningful participationand achievement in the science content area.Participants in this training will become familiar with the Common Core State Standards forLiteracy in Science and Reading Informational Text. They also will learn the authentic use of graphicorganizers, content-specific vocabulary activities, science notebooks, and reciprocal teaching strategies;receive an overview of differentiation, gradual release, and inquiry-based instructional models; andbetter understand the commonalities between literacy comprehension skills and science processingskills.After day one, participants will have an opportunity to implement what they have learned. On daytwo, they will receive feedback as a learning community and share ideas about implementation. As aresult of this training, participants will be able to teach students to read and communicate like scientistsand 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 January 28, 2014 (see separate listing).Let’s Talk Series: Culturally Relevant Family EngagementDate:Time:Location:10/30/13, Wednesday 9:00 AM - 3:30 PMNew Haven Public Library - Wilson Branch, New HavenEvent Code:Fee:Closing Date:Contact Person:Lauren D. Jones(860) 632-1485, ext. 256ljones@ctserc.org14-47-112$60 per person10/22/2013Presenter(s):Nitza M. DiazSERC ConsultantVeronica D. MarionCT PIRC Co-Coordinator, SERCConsultantAudience:Birth-21; Educators, Community Members/Leaders, and Family MembersSchools across Connecticut are becoming more and more diverse. By maintaining open dialoguewith all families, educators can better understand the short- and long-term goals that culturally diversefamilies have for their children. Frequent communication creates an environment in which educatorsand families work together to help achieve equity in education.This workshop is part of a four-day series designed for educators and families, as well as communityleaders, faith-based leaders, and policy makers who want to actively address educational disparities andeliminate inequities. The sessions focus on specific strategies and activities that promote culturallyrelevant family engagement and create stronger partnerships between home and school. If requested,participants can take advantage of follow-up supports or on-site technical assistance for an additionalfee. More information will be available at the sessions.Participants are welcome to register for any or all of the four sessions. Session One (10/30/13):“Culturally Relevant Family Engagement”; Session Two (1/22/14): “Cultural Perspectives onDisability”; Session Three (5/8/14): “Inter- and Intra-cultural Communication between Educators,Families and Communities”; and Session Four (5/29/14): “Dynamic Dedicated Dads.”Register Online at www.ctserc.org/catalog62

Designing and Delivering Interventions: The Who, What, and HowDate:Time:Location:11/01/13, Friday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:14-11-022$50 per person10/25/2013Contact Person:Dana Gordon-Gannuscio(860) 632-1485, ext. 231gordon-gannuscio@ctserc.orgPresenter(s):Jeffrey ForzaniSERC ConsultantIrene Zytka, Ed.D.SERC ConsultantAudience:K-Grade 12; General and Special Education Teachers and Administrators, and Student SupportServices ProfessionalsThis professional learning opportunity is for any educator who is involved in intervention planningand implementation. The sessions will include analyzing data to determine correct focus level andconsequent interventions, along with strategies and structures to ensure fidelity of implementation.This workshop includes pre-work on the tenets of Scientific Research-Based Interventions (SRBI) inthe form of a webinar and one full day of training. Participants may complete the webinar from anylocation up to one week prior to the workshop. During the workshop, participants will create tools torecord and analyze intervention fidelity and effectiveness. The presenters will discuss interventionprotocols and Web sites with evidence-based interventions for participants to create an interventionresource binder.We Built It, Now What? Impacting Student Thinking Through EngineeringDate:Time:Location:11/01/13, Friday 9:00 AM - 3:00 PMCCSU Campus, New Britain12/06/13, Friday 9:00 AM - 3:00 PMCCSU Campus, New BritainEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.org14-26-035$135 per person10/23/2013Presenter(s):James DeLauraChair of Tech Ed Department,CCSUPatrick FosterProfessor, CCSUAudience:K-Grade 5; General Education Teachers and Instructional LeadersThe National Research Council’s (NRC) “A Framework for K-12 Science Education” calls for morefocus on engineering design skills and for all students to learn about engineering principles and thedifferent engineering careers. Many elementary teachers have little practice with integrating meaningfulengineering activities into the curriculum.This two-day session is designed to acquaint teachers with engineering design concepts, let themexperience engineering activities, and teach them how to incorporate meaningful engineering activitiesinto their science classes. The content will go beyond the common one-time “egg-drop” or “tallesttower” activities to stress the iterative design process, which includes the practices of problem definition;model development and use; investigation, analysis, and interpretation of data; application ofmathematics and computational thinking; and determination of solutions.After the first day of the session, participants will be expected to implement engineering in some wayin their classroom. Participants will then share these experiences on day two for colleagues to provideconstructive feedback.Register Online at www.ctserc.org/catalog63

Differentiated Instruction for Common Core Math - Middle SchoolDate:Time:Location:11/07/13, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown12/18/13, Wednesday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Meg PorcellaSERC ConsultantClare WurmSERC Consultant14-21-038$110 per person10/31/2013Audience:Grades 5-8; Middle School Math Teachers, Special Education Teachers, and Instructional LeadersThe Common Core State Standards (CCSS) call for all students to receive equal access to the samerigorous educational standards. These common expectations discourage tracking by ability level,presenting a new challenge for many secondary math teachers who now face increasingly heterogeneousclasses.Differentiated Instruction (DI) is the key to ensuring that all students learn at their own appropriatelevel and pace. This two-day workshop will provide strategies and techniques for using differentiatedlessons to increase the mathematical proficiency of all students. These methods will focus on the needsof middle school learners and incorporate the Standards for Mathematical Practice, which are a keytenet of the CCSS.After day one, teachers are asked to implement something they have learned. On day two, theseclassroom experiences will be discussed so that teachers can share feedback on best practices. As a resultof this training, participants will understand how DI can support the CCSS in mathematics and willhave multiple strategies for implementing DI in the math classroom.DSM-5 and Autism: What Now?Date:Time:Location:11/07/13, Thursday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Linda Adorno(860) 632-1485, ext. 241adorno@ctserc.orgPresenter(s):UCEDD StaffUCONN Health Center,Farmington14-43-108$90 per person10/29/2013Audience:K-Grade 12; Student Support Services Professionals, including Guidance Counselors and MentalHealth Professionals in the school and community; General and Special Education Administrators; andFamiliesFamilies and school-based teams will need to understand the criteria for autism spectrum disordersin the new fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Thisopen forum provides an opportunity to discuss how to make decisions when presented with clinicalevaluations based on the DSM-5 criteria.Education consultants from SERC and clinical staff with expertise in the DSM-5 will modelpartnerships between educators and clinicians to make eligibility decisions under the category ofAutism. Guidelines of the CT State Department of Education and IDEA 2004* will be used to assistfamilies and school-based teams when considering a clinical evaluation using the new criteria. As aresult of this forum, participants will be better able to identify their students’ social-emotional needswhen designing individualized education programs consistent with the DSM-5.* the Individuals with Disabilities Education Improvement ActRegister Online at www.ctserc.org/catalog64

Secondary Transition Planning: Making the IEP a Living DocumentDate:Time:Location:11/07/13, Thursday 9:00 AM - 3:30 PMRensselaer (RAH), Hartford12/06/13, Friday 9:00 AM - 3:30 PMRensselaer (RAH), HartfordEvent Code:Fee:Closing Date:Contact Person:Rebecca Guildner(860) 632-1485, ext. 293guildner@ctserc.orgPresenter(s):Jo-Ellen WickwireSERC ConsultantMissy WrigleySERC Consultant14-20-021$1050 per team10/29/2013Audience:Grades 9-12; Teams of 5 members including Transition Coordinators, Special Education Teachers,General Education Teachers, Administrators, and Student Support Services ProfessionalsThe Individuals with Disabilities Education Improvement Act (IDEA 2004) mandates thatsecondary transition services be designed to encompass both academic achievement and functionalperformance that facilitates movement from school to post-school activities. The State PerformancePlan (SPP) Indicator 13 specifies that these requirements be addressed in a student’s individualizededucation program (IEP).This professional development activity, which begins with two full-day sessions, helps participantsensure 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 aspecific student (with identifiable information removed), then learn to identify a continuum oftransition services to ensure that the student’s IEP is in compliance with all targeted points coveredwithin Indicator 13. They will design an appropriate continuum of transition services based on thestudent’s needs, interests, and preferences, as well as on the Common Core State Standards.SERC will provide each district participating in these sessions with yearlong support, includingonline training through modules of instruction, the development of a Professional Learning Network,and a half-day of technical assistance.Paraeducators as Partners: The 18th Annual Statewide ConferenceDate:Time:Location:11/14/13, Thursday 9:00 AM - 3:30 PMCrowne Plaza Hotel, CromwellEvent Code:Fee:Closing Date:Contact Person:Tyrese Bolden(860) 632-1485, ext. 210bolden@ctserc.orgPresenter(s):Various Presenters14-02-096$95 per person11/01/2013Audience:K-Grade 12; Paraeducators and Certified Staff who work with students, specifically students withdisabilitiesThis annual conference is an opportunity for paraeducators to engage in professional developmenton a variety of topics while networking with colleagues. It incorporates breakout sessions designed todevelop the skills of paraeducators and increase their effectiveness as educational partners with generaland 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 areasthat 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 as it becomes available, go to www.ctserc.org/paras.Register Online at www.ctserc.org/catalog65

Tapping the Talent of Your Cyber Kids: Using Technology to DifferentiateInstructionDate:Time:Location:11/15/13, Friday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Lauren D. Jones(860) 632-1485, ext. 256ljones@ctserc.org14-06-050$90 per person11/06/2013Presenter(s):Maria Carrillo-HuertaSERC ConsultantMatthew DuganSERC Asst. Director of Technology& Media ServicesAudience:Grades 6-12; General and Special Education Teachers, and ESL and Bilingual EducatorsTechnology has the potential to engage students’ strengths and interests while improving theiracademic achievement. This session is designed to help educators integrate technology withincurriculum and instruction for English Language Learners (ELLs) concomitantly with every student inthe classroom, including students with disabilities.Participants will learn to affirm and integrate the cultural identities of ELLs through the media thatstudents use the most, such as mobile devices. As a result, participants will understand the role oftechnology in closing academic achievement gaps and increase the engagement, learning, andparticipation of students who often fall behind due to language barriers and/or disabilities.Participants are invited to bring their own devices to the session such as a laptop, iPad, tablet, orsmartphone. They will explore apps, Web resources, and other computer-based tools for classroom use.The presenters will set up a page on the Edmodo online forum to allow for further discussion afterthe session. Topics for the forum might include resources (articles, Q&A, etc.) and troubleshootingissues with integrating technology.All participants will receive “Empower English Language Learners with Tools from the Web” byLori Langer de Ramirez included in the registration fee.SPECIAL OFFER: Registration fee is just $65 if payment is received by October 2, 2013.Applying the Principles of Universal Design for Learning to Access the CommonCore State StandardsDate:Time:Location:11/22/13, Friday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown04/10/14, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Linda Adorno(860) 632-1485, ext. 241adorno@ctserc.orgPresenter(s):Greta SkilesSERC ConsultantSmita Worah, Ph.D.SERC Consultant14-28-105$110 per person11/14/2013Audience:PreK-Grade 12; General and Special Education Teachers and Administrators, Paraeducators, andStudent Support Services ProfessionalsUniversal Design for Learning (UDL) is a research-based framework for curricular planning. TheCommon Core State Standards specifically mention the use of UDL to meet the needs of diverselearners. This two-day session will introduce participants to the history and principles of UDL and itsapplication to learning.During the first day, educators will learn the three guiding principles and analyze how well they arealready incorporating them into their current lesson plans. They will then develop lesson plansincorporating language arts or mathematics that embed multiple means of representation, action andexpression, and engagement to meet the needs of the widest range of learners. Between sessions,teachers will implement the lesson plan.During the second day of the workshop, participants will reflect on the success of the lesson planand determine ways to further refine it. A variety of resources and technology to supportimplementation of UDL will be explored.Upon completing this professional development, participants will have developed a more inclusivelearning environment that helps increase access to, participation in, and progress in the Common CoreState Standards for all students in the classroom.Register Online at www.ctserc.org/catalog66

Prevention and Intervention for Students in Need of Tier II and Tier IIIBehavioral Support StrategiesDate:Time:Location:11/26/13, Tuesday 8:30 AM - 11:30 AMSERC Library Community Room, Middletown01/07/14, Tuesday 12:30 PM - 3:30 PMSERC Library Community Room, Middletown02/11/14, Tuesday 8:30 AM - 11:30 AMSERC Library Community Room, Middletown04/24/14, Thursday 12:30 PM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):Bill BannishSERC ConsultantDiane Smith, Ed.D.SERC ConsultantMatthew SparSERC Consultant14-09-060$600 per team11/15/2013Audience:Grades 6-12; Teams of 5 consisting of (as applicable) an Administrator, School Psychologist, SocialWorker, Nurse, General and Special Education Teachers, and ParaeducatorsTo best serve today’s students, educators and other adults need to address the many environmentaland intrapersonal influences on students’ behavior. This professional development series will offereffective behavioral support strategies for students at risk, children who have experienced trauma due tomultiple stressors, and others with related disabilities.Each of the four sessions will examine evidence-based practices and experiences to guideprogrammatic development of intervention techniques and support for children beyond the universaltier of Scientific Research-Based Interventions (SRBI). Between sessions, participants will apply whatthey have learned through targeted job-embedded practices.As a result of this professional development, participants will be able to conduct a needs assessmentin terms of the prevention or intervention process; determine the function of behavior; develop acomprehensive understanding of behavioral intervention strategies; and learn how to provide studentswith supplemental supports and differentiation beyond SRBI Tier I. By addressing the manycomponents that impact their students’ well-being and overall health, the participants will have a morecomprehensive approach to fostering students’ academic success.Persist: A Comprehensive Guide for Student Success in Higher EducationDate:Time:Location:12/13/13, Friday 8:30 AM - 3:30 PMSCSU, New HavenEvent Code:Fee:Closing Date:Contact Person:Ashley Coleman(860) 632-1485, ext. 295acoleman@ctserc.orgPresenter(s):Representatives of ECMCFoundationOakdale, MN14-49-119None12/02/2013Audience:Grades 6-12; High School General and Special Education Teachers, Career Counselors, GuidanceCounselors, and Social WorkersAccess to higher education alone is not enough to provide educational opportunity to all whenlow-income, first-generation students who go to college are the least likely to make it to graduation.This workshop follows a toolkit for retaining students who are most at risk of dropping out.The tools contained in “PERSIST: A Comprehensive Guide for Student Success in HigherEducation” are designed to help at-risk students successfully navigate the varied aspects of the collegeexperience. The ultimate objective is to make students more likely to graduate and be better preparedfor careers outside of college.SERC is offering this workshop to educators and counselors on the high-school level to help themset goals for their low-income students that include a college degree—not just attending college—as ameans to success.The ECMC Foundation conducts the training and provides the toolkit to all participants. PERSISTis the third in the foundation’s series, which also includes “Believing the College Dream” and“Realizing the College Dream.”Register Online at www.ctserc.org/catalog67

Evidence-Based Practices for Students with ASD: Self-Regulation and Coping SkillsDate:Time:Location:12/18/13, Wednesday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Linda Adorno(860) 632-1485, ext. 241adorno@ctserc.org14-43-111$90 per person12/05/2013Presenter(s):Barbara GiaquintoSERC Consultantand other SERC colleaguesAudience:K-Grade 12; General and Special Education Teachers and Administrators; and Student SupportServices Personnel, including Guidance Counselors, Psychologists, and Social WorkersWith the fading of personnel supports, educators must foster independence in students diagnosedwith autism spectrum disorders (ASD). Self-monitoring and coping are two scientifically based researchstrategies for improving educational outcomes in these students.The presenters will provide numerous methods and resources for teaching self-monitoring andcoping skills, including the use of assistive technology and augmentative and alternative communication(AAC) devices. This creates a foundation for students with ASD to better adapt to their environmentand develop lifelong habits of learning.NOTE: This professional development may be repeated in the future in other regions of the state andis also available in-district. For more information, contact SERC at (860) 632-1485.Navigating Complex Informational Texts in the Age of the Common CoreDate:Time:Location:12/19/13, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown01/23/14, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Leticia Garcia Guerra(860) 632-1485, ext. 233guerra@ctserc.orgPresenter(s):Meg PorcellaSERC ConsultantLillie StuartSERC Consultant14-45-100$135 per person12/06/2013Audience:Grades 5-8; Intermediate and Middle School General and Special Education Teachers andAdministratorsCollege and career readiness depend on a student’s ability to navigate complex texts, gatherinformation, and communicate their learning in meaningful ways. This two-day session willdemonstrate instructional practices for navigating complex texts as well as examine the connectionbetween a student’s reading comprehension and their ability to respond in writing. Participants willexplore ways in which writing can facilitate comprehension.During day one, participants will investigate instructional models and curriculum design;research-based strategies for nonfiction texts, including graphic organizers related to text structure; andcomprehension strategies, such as effective questioning and text-dependent questions related to theCommon Core State Standards. Participants will collaborate with other educators to strengthen theirprofessional practices.During day two, participants will use formal and informal writing activities during reading tofacilitate the student writing process. Facilitators will discuss common writing weaknesses and how toprovide specific interventions for students in writing.As a result of this professional development, participants will help their students meet the anchorstandard for reading to “be able to read and comprehend complex literary and informational textsindependently and proficiently”; actively read and monitor their understanding; and become a literateperson in the 21st century as defined by the Common Core.Register Online at www.ctserc.org/catalog68

Supporting Students with FBAs and BIPsDate:Time:Location:12/19/13, Thursday 9:00 AM - 3:30 PMSERC Classroom, Middletown12/20/13, Friday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Rebecca Guildner(860) 632-1485, ext. 293guildner@ctserc.orgPresenter(s):Mahri Elinoff, Ph.D.SERC ConsultantMatthew SparSERC Consultant14-23-124$90 per person12/05/2013Audience:K-Grade 12; School teams encouraged, but not required. General and Special Education Teachers,Psychologists, School Counselors, Social Workers, Behavior Specialists, and AdministratorsIn order to plan effective behavioral interventions for students, educators must be skilled atcollecting and analyzing data to uncover the root causes of the behavior. Without these skills,practitioners are unlikely to select interventions that are appropriately targeted to an individualstudent’s unique needs.In this professional development opportunity, participants will learn how to identify data sources,design data collection procedures, conduct Functional Behavior Assessments that uncover the rootcauses of behavior, and design targeted Behavior Intervention Plans that are measurable, manageable,and likely to elicit positive behavior changes in students.Additional job-embedded on-site technical assistance will be available for an additional fee.Information will be provided at the session.Building Relationships and Replicating Services for Students with ASDDate:Time:Location:01/08/14, Wednesday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Linda Adorno(860) 632-1485, ext. 241adorno@ctserc.orgPresenter(s):Barbara GiaquintoSERC ConsultantJo-Ellen WickwireSERC Consultant14-43-109$90 per person12/19/2013Audience:K-Grade 12; General and Special Education Teachers and Administrators, including Directors of PupilServices; Guidance Counselors; Psychologists; Social Workers; State and Local Providers; and FamiliesThe role of school-based teams to locate and secure resources is often challenging and difficult todevelop. Additionally, funding sources such as DCF, DDS, community mental health, and local grantsare often fragmented. This full-day panel with multiple agencies is designed to assist schools andfamilies with collaborating and coordinating supports and services for students with autism spectrumdisorders (ASD) throughout the day and across all settings. The panel will model for teams how tocoordinate systems, engage parents in the process, and locate funding resources to “wrap” servicesaround a student’s needs and thus improve outcomes for students with ASD.NOTE: This professional development may be repeated in the future in other regions of the state andis also available in-district. For more information, contact SERC at (860) 632-1485.Register Online at www.ctserc.org/catalog69

Helping Students with ASD Navigate to New EnvironmentsDate:Time:Location:01/17/14, Friday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Linda Adorno(860) 632-1485, ext. 241adorno@ctserc.org14-43-110$90 per person01/07/2014Presenter(s):Patricia Anderson, Ph.D.Education Consultant, CSDEBarbara GiaquintoSERC ConsultantMissy WrigleySERC ConsultantAudience:K-21; General and Special Education Teachers and Administrators, Transition Coordinators, andStudent Support Services ProfessionalsStudents with autism spectrum disorder (ASD) have difficulty generalizing learned information to anew environment whether from home to school, class to class, school to school, school to community,to and from out-of-district placements, or school to adult life. This professional development activitywill model a process to provide seamless, structured, well-defined schedules and activities to assiststudents with ASD, ages 5-21, with typical “transitions.”The process includes a “set of coordinated activities”; when they are done in a planned,well-thought-out, and timely manner, these activities can provide a student with ASD at any level withthe “transition” skills necessary to navigate to a new environment. The process will address ASDstudents’ needs for structure, visual supports, scheduled/predictable outcomes, and consistent routines,thus reducing their anxiety and frustration and minimizing behavioral concerns. Participants will learnhow this process helps students become more flexible, independent, and able to handle typical“transitions” as well as unexpected situations.Participants will learn to identify an appropriate plan of “transition” services to ensure that students’individualized education programs (IEPs) are designed to minimize student difficulties and maximizethe skills necessary to transition from school to adult life. The services would be based on students’needs, interests, and preferences as well as on the Common Core State Standards.Let’s Talk Series:Cultural Perspectives on DisabilityDate:Time:Location:01/22/14, Wednesday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Lauren D. Jones(860) 632-1485, ext. 256ljones@ctserc.org14-47-088$60 per person01/09/2014Presenter(s):Nitza M. DiazSERC ConsultantMarcus E. RiveraEducation Consultant, CSDEBarbara R. SloneCT PIRC Co-Coordinator, SERCConsultantAudience:Birth-21; Educators, Community Members/Leaders, and Family MembersSchools across Connecticut are becoming more and more diverse. By maintaining open dialoguewith all families, educators can better understand the short- and long-term goals that culturally diversefamilies have for their children. Frequent communication creates an environment in which educatorsand families work together to help achieve equity in education.This workshop is part of a four-day series designed for educators and families, as well as communityleaders, faith-based leaders, and policy makers who want to actively address educational disparities andeliminate inequities. The sessions focus on specific strategies and activities that promote culturallyrelevant family engagement and create stronger partnerships between home and school. If requested,participants can take advantage of follow-up supports or on-site technical assistance for an additionalfee. More information will be available at the sessions.Participants are welcome to register for any or all of the four sessions. Session One (10/30/13):“Culturally Relevant Family Engagement”; Session Two (1/22/14): “Cultural Perspectives onDisability”; Session Three (5/8/14): “Inter- and Intra-cultural Communication between Educators,Families and Communities”; and Session Four (5/29/14): “Dynamic Dedicated Dads.”Register Online at www.ctserc.org/catalog70

Paraeducator Learning Seminar on Autism and Challenging BehaviorsDate:Time:Location:01/25/14, Saturday 9:00 AM - 3:00 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Various Presenters14-02-115$30 per person01/09/2014Audience:K-Grade 12; ParaeducatorsToday’s classrooms are constantly changing, and paraeducators working in these inclusiveenvironments have a wide variety of responsibilities. This learning seminar will provide paraeducatorswith the necessary skills, strategies, and information to work more effectively in collaborativepartnerships with general and special education teachers to meet the diverse needs of all students.This seminar has two sessions:Autism (9:00 a.m. – 11:30 a.m.) This session will cover strategies and interventions to supportstudents in the general education classroom who are diagnosed with autism spectrum disorders (ASD).Participants will understand the diagnosis of ASD, the interpretation and collection of data, and theimplementation and application of effective and evidence-based strategies and alternative methods inworking and educating students.Understanding Challenging Behaviors (12:30 p.m. – 3:00 p.m.) Paraeducators play an importantrole in providing behavioral support for students with disabilities. Working with more at-risk studentlearners requires using universal practices and specialized intervention strategies. Participants in thissession will analyze current practices of de-escalation while brainstorming strategies to increase behaviormanagement, growth and development, and academic achievement.Science Content Literacy: K-Grade 5Date:Time:Location:01/28/14, Tuesday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown04/01/14, Tuesday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.org14-26-037$110 per person01/16/2014Presenter(s):Sarah JohnsonScience Teacher, WethersfieldSchool DistrictLillie StuartSERC ConsultantClare WurmSERC ConsultantAudience:K-Grade 5; Elementary School Teachers and AdministratorsStruggling students, including students with disabilities, need explicit instruction on how to transfertheir literacy comprehension and writing strategies to science content, including nonfiction texts. Inthis two-day professional development activity, presenters will demonstrate the use of science notebooksas a formative assessment to assess changes in student thinking throughout a scientific investigation.This session covers Connecticut’s Core Scientific Inquiry Standards as well as the Common CoreState Standards for Reading Informational Text. Participants will learn the commonalities betweenreading comprehension skills and the science processing skills; research-based strategies to improveoutcomes for students, particularly developing learners, and how to increase their meaningfulparticipation and achievement in the science content area; and how to facilitate discourse in order toimprove student comprehension of science content.After day one, participants will have an opportunity to implement what they have learned. On daytwo, they will receive feedback as a learning community and share ideas about implementation. As aresult of this training, participants will be able to teach K-5 students to read and communicate likescientists and transfer their literacy skills across content areas.A similar session covering grades 6 through 12 is scheduled to begin October 25, 2013 (see separatelisting).Register Online at www.ctserc.org/catalog71

Beyond the Basics of Co-TeachingDate:Time:Location:01/29/14, Wednesday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Virginia BabcockSERC ConsultantMeg PorcellaSERC Consultant14-12-044$70 per person01/15/2014Audience:K-Grade 12; Co-teaching teams preferred, consisting of a General Education Teacher and one of thefollowing: Special Education Teacher, ELL/ESL/Bilingual Educator, Reading or MathConsultant/Specialist, or other Student Support Services ProfessionalThe opportunity to provide high-quality instruction at the universal level, matched to the needs ofthe students, is an important benefit of co-teaching. This professional development activity is designedto assist participants in maximizing the impact of their co-teaching partnership by combining theirindividual strengths and expertise in the planning and delivery of instruction.The session will focus on the use of differentiated instruction, along with Universal Design forLearning (UDL), culturally responsive instruction, and instructional strategies that co-teachers can useto motivate their students, increase student participation, and enhance student achievement.Participants will determine how to adjust their instruction in order to respond to the varying readinesslevels, learning preferences, and interests of their students. Using the six co-teaching approaches, theywill also explore ways to provide supports for learning that reduce barriers to the curriculum andimprove access to the Common Core State Standards for all students.This advanced session is designed for experienced co-teachers who are seeking to improve theeffectiveness of their collaboration, classroom management, and instruction. Participation by bothco-teaching team members is strongly encouraged.Prior to attending the workshop, participants will be asked to view a 90-minute webinar that definesand reviews the six co-teaching approaches. Online networking opportunities will be offered as afollow-up to the workshop.SRBI for English Language Learners: Examining Assessment and InstructionDate:Time:Location:01/29/14, Wednesday 9:00 AM - 3:30 PMSERC Classroom, Middletown02/13/14, Thursday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:14-11-030$1100 per team01/15/2014Contact Person:Dana Gordon-Gannuscio(860) 632-1485, ext. 231gordon-gannuscio@ctserc.orgPresenter(s):Jeffrey ForzaniSERC Consultantand other SERC colleaguesAudience:Grades 3-12; District or School-based Teams of 6 consisting of General and Special EducationTeachers, Administrators, ESL/Bilingual Teachers, Instructional Coaches, Literacy Specialists, andStudent Support Services ProfessionalsThe tiers of support in Scientific Research-Based Interventions (SRBI) are intended to meet theneeds of all students. However, performance data and other trends suggest the implementation of SRBIhas not yet adequately reached English language learners (ELLs). This two-day training will help guideschool-based teams on how to consider background and language proficiency to ensure that the SRBIsystems of assessments, decision making, and instruction lead to improved academic achievement ofELLs.The first day of training will address assessments. Participants will explore underutilized data sources,in addition to LAS Links, to inform decision making for ELLs. The data would include historicalfactors that should be considered when assessing current ELL levels of performance.Day two will focus on instruction. Participants will learn what high-quality core instruction,following the Common Core State Standards, should look like for ELLs under SRBI Tier I; and whenthese students might need supplemental interventions and supports (Tier II) to accelerate their languageacquisition.By the end of the training sessions, participants will better understand the factors related to theperformance of ELLs and be well-equipped to meet these students’ needs consistent with thecomponents of SRBI. Participants also will have the option to apply for on-site technical assistance, foran additional fee, during the current school year. More information will be available at the sessions.Register Online at www.ctserc.org/catalog72

Creating IEP Communication Goals and Objectives Aligned with the CCSSDate:Time:Location:01/31/14, Friday 9:00 AM - 3:30 PMSERC Classroom, Middletown04/25/14, Friday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Rebecca Guildner(860) 632-1485, ext. 293guildner@ctserc.org14-23-133$250 per team01/17/2014Presenter(s):Donna Merritt, Ph.D., CCCSERC ConsultantMeg PorcellaSERC ConsultantRichard Zipoli, Ph.D.Assistant Professor, SouthernConnecticut State UniversityAudience:K-Grade 12; Teams of 5 including Speech and Language Pathologists, General/Special Education andELL Teachers, Reading Specialists, Teachers of the Hearing Impaired, and AdministratorsEffective communication skills underpin many of the Common Core State Standards (CCSS) andare foundational to academic achievement and social-emotional development. Students withcommunication disabilities require collaborative interventions that link the specialized instruction theyneed with the speaking, listening, reading, and writing standards of the CCSS.This professional development opportunity aims to increase access to the CCSS for students withcommunication disabilities. In the two days of training, participating teams will analyze thecommunication requirements of the CCSS, examine speech and language data sources that yield presentlevels of performance, align assessment data with the CCSS, and learn to create integratedcommunication goals and objectives for an individualized education program (IEP).Between the two sessions, participants will draft revised IEPs for their own students. They will bringthe drafts (with identifying information removed) to the second session for feedback. The teams willthen leave the second session better prepared to work with other planning and placement teammembers on revising IEPs that reflect the communication skills exemplified in the CCSS.Differentiated Instruction for Common Core Math - High SchoolDate:Time:Location:02/28/14, Friday 9:00 AM - 3:30 PMSERC Classroom, Middletown04/03/14, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Meg PorcellaSERC ConsultantClare WurmSERC Consultant14-21-039$110 per person02/14/2014Audience:Grades 9-12; Math Teachers, Special Education Teachers, and Instructional LeadersThe Common Core State Standards (CCSS) call for all students to receive equal access to the samerigorous educational standards. These common expectations discourage tracking by ability level,presenting a new challenge for many secondary math teachers who now face increasingly heterogeneousclasses.Differentiated Instruction (DI) is the key to ensuring that all students learn at their own appropriatelevel and pace. This two-day workshop will provide strategies and techniques for using differentiatedlessons to increase the mathematical proficiency of all students. These methods will focus on highschool strategies and incorporate the Standards for Mathematical Practice, which are a key tenet of theCCSS.After day one, teachers will implement what they have learned. On day two, these classroomexperiences will be discussed so that teachers can share feedback on best practices. As a result of thistraining, participants will understand how DI can support the CCSS in mathematics and will havemultiple strategies for implementing DI in the math classroom.Register Online at www.ctserc.org/catalog73

Creating and Sustaining AT TeamsDate:Time:Location:03/25/14, Tuesday 8:30 AM - 3:00 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Linda Adorno(860) 632-1485, ext. 241adorno@ctserc.orgPresenter(s):Bill BannishSERC ConsultantSmita Worah, Ph.D.SERC Consultant14-28-104$150 per team03/11/2014Audience:K-Grade 12; General and Special Education Teachers and Administrators, AT and IT Coordinators,Transition Coordinators, Student Support Services Professionals, and Paraeducators, in Teams of 2-3Determining whether a student needs assistive technology (AT) “requires thoughtful attention andanalysis of all areas related to that student’s goal,” according to the new Connecticut AssistiveTechnology Guidelines. Research suggests that such an analysis, and the systematic implementation ofthe technology, is best carried out by a multidisciplinary team.This professional development opportunity provides an overview of how to use school- anddistrict-wide AT teams to coordinate AT services and maximize their effectiveness. Participants willdiscuss the resources at their various schools and discover what can be used as an assistive technologydevice, from low-tech to high-tech. They will begin practicing how AT teams review their existingservices through the entire AT cycle, from consideration to evaluation.Finally, participants will reflect on student needs and goals, and learn how to evaluate AT for thebest fit, to ensure access to, participation in, and progress in general education for students withdisabilities.Schools and districts will have an option of technical assistance on developing their AT services toensure they are implementing the services systematically. Additional information will be provided at thesession.Common Core State Standards for Mathematics: Practicing the Practices (6-12)Date:Time:Location:03/27/14, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown05/16/14, Friday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Nikki HendrySERC ConsultantClare WurmSERC Consultant14-21-113$110 per person03/13/2014Audience:Grades 6-12; Math Teachers, Instructional Leaders, and Special Education TeachersThe Common Core State Standards (CCSS) represent a significant shift in the teaching ofmathematics. The CCSS focus on higher-order thinking skills that teachers must continuously addressin their instruction. The Standards for Mathematical Practice (Practices) are the vehicle meant to drivethis change to deep understanding in addition to mathematical proficiency.In this two-day session, participants will explore the eight Practices and discover what they look likeat each grade level. They will learn to apply instructional strategies that support the practices and how toconnect the Practices with the Mathematical Content Standards. The session will also offer resourcesfrom the Connecticut State Department of Education and other sources that demonstrate the use ofthese best practices.On day two, participants will bring a unit from their own curriculum. They will workcollaboratively on adapting their lessons to incorporate the Practices into instruction.By understanding the eight Practices and integrating them into the classroom, teachers will findmultiple opportunities to individualize instruction. This can allow all learners access to the standards todevelop both mathematical proficiency and the higher-order thinking skills embedded in the CCSS.SERC also is offering this topic in a separate workshop for K-Grade 5 beginning October 11, 2013(see separate listing).Register Online at www.ctserc.org/catalog74

Creating Measurable Behavioral/Social-Emotional IEP Goals and ObjectivesDate:Time:Location:03/27/14, Thursday 9:00 AM - 3:30 PMSERC Classroom, Middletown05/02/14, Friday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Rebecca Guildner(860) 632-1485, ext. 293guildner@ctserc.orgPresenter(s):Mahri Elinoff, Ph.D.SERC ConsultantMatthew SparSERC Consultant14-23-125$90 per person03/13/2014Audience:K-Grade 12; General and Special Education Teachers, Psychologists, School Counselors, SocialWorkers, School Nurses, Behavior Specialists, and Administrators. School teams encouraged, but notrequired.To address student needs effectively, goals and objectives in individualized education programs(IEPs) must be SMART: specific, measurable, attainable, realistic, and timely. These requirements areoften difficult for educators to meet when they are writing goals in the areas of student behavior orsocial-emotional development.In this professional development opportunity, participants will learn how to write behavioral andsocial-emotional goals and objectives that meet the rigorous expectations set forth by the Individualswith Disabilities Education Improvement Act (IDEA 2004).Additional job-embedded on-site technical assistance will be available for an additional fee.Information will be provided at the session.Enhancing Outcomes for Students with IEPs in the Co-taught ClassroomDate:Time:Location:03/28/14, Friday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.orgPresenter(s):Virginia BabcockSERC ConsultantMissy WrigleySERC Consultant14-12-045$70 per person03/14/2014Audience:K-Grade 12; Co-teaching teams preferred, consisting of a General Education Teacher and one of thefollowing: Special Education Teacher, ELL/ESL/Bilingual Educator, Reading or MathConsultant/Specialist, or other Student Support Services ProfessionalFor co-teaching to be effective in enhancing outcomes for students, particularly those withindividualized education programs (IEPs), teaching partnerships must combine their expertise andcapitalize on the various options for instructional delivery. This advanced session will feature practicaltools for strengthening collaboration within co-teaching teams and proven methods for maximizinginstructional intensity. It will include effective teaching strategies that address not only students’academic needs, but also their individual behavioral and social/emotional goals.The session will examine a variety of data collection techniques to assist in strategic decision-making,along with ideas for adapting curriculum and instruction based on analysis of the data. To assistco-teaching teams with their support of students with IEPs in the general education setting, thepresenters will share specific ways to differentiate instructional activities that address the students’exceptional needs as well as the Common Core State Standards.Prior training/experience with co-teaching is strongly recommended, as this training will build onthe basic principles presented in previous SERC co-teaching workshops, and involve further applicationof the six co-teaching approaches. Participants will be asked to preview a 90-minute webinar thatdefines and describes six co-teaching approaches, as well as bring a copy of a student’s IEP goals andobjectives (with identifying information removed) for use during the session.Register Online at www.ctserc.org/catalog75

21st-Century Skills in the Common Core State and NEASC StandardsDate:Time:Location:04/03/14, Thursday 9:00 AM - 3:30 PMITBD at CCSU, New BritainEvent Code:Fee:Closing Date:Contact Person:Leticia Garcia Guerra(860) 632-1485, ext. 233guerra@ctserc.orgPresenter(s):Sean KavanaughSERC ConsultantLillie StuartSERC Consultant14-12-132$160 per person03/20/2014Audience:Grades 9-12; General and Special Education Teachers and AdministratorsBoth the Common Core State Standards (CCSS) and New England Association of Schools andColleges (NEASC) accreditation standards have placed great emphasis on 21st-century skills. The CCSSweave 21st-century skills throughout both the Math and Literacy standards, and NEASC explicitlymentions 21st-century skills in indicator 2.Schools are faced with the challenge of providing students with the necessary content and conceptsof core academic subjects while also helping students develop innovation skills such as creativity; criticalthinking and problem solving; communication and collaboration; information, media, and technologyskills; and life and career skills such as flexibility, initiative and self-direction, social and cross-culturalskills, productivity, and leadership.This professional development opportunity will review the Partnership for 21st Century Skills (P21)framework and help educators understand how 21st-century skills are incorporated into the CCSS andNEASC Standards. Educators will also embed 21st-century skills into upcoming units of study; andlearn how to use technologies such as digital storytelling, blogs, wikis, and more to assess studentlearning 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 onlineresponses prior to the workshop as well as post-workshop activities.Student Learning Objectives for English Language Learners: Session ADate:Time:Location:04/03/14, Thursday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Lauren D. Jones(860) 632-1485, ext. 256ljones@ctserc.orgPresenter(s):Maria Carrillo-HuertaSERC ConsultantKc Nelson-OliveriaSERC Consultant14-06-053$70 per person03/20/2014Audience:K-Grade 12; General and Special Education Teachers and ELL EducatorsThis one-day session covers the content and skills necessary for general, bilingual, TESOL, andspecial education teachers to write and implement Student Learning Objectives (SLOs) for studentswho are learning English. Participants will develop a better understanding of the particular needs ofEnglish language learners (ELLs), setting appropriate language acquisition goals for student learning,adjusting instructional practice to support student progress in the SLO, and using assessment practicesthat collect evidence of student outcomes relative to SLOs.An optional Web-based opportunity will allow participants to share and receive feedback on theSLOs they have written for their ELL students. Further information on the Web option will be availableat the workshop.This content is offered twice, in separate sessions. Session A is scheduled for April 3, 2014; SessionB, April 25.SPECIAL NOTE: Local education agencies may use monies from the Elementary and SecondaryEducation Act (ESEA) Title III to provide high-quality professional development related to EnglishLanguage Learners [ESEA Title III, Subpart 1, Sec. 3115]. For this activity, please inquire within yourlocal education agency to see if funds are available to cover the cost of attendance.Register Online at www.ctserc.org/catalog76

Project CRISS: Helping Teachers Teach and Learners Learn (Level I Training)Date:Time:Location:04/04/14, Friday 9:00 AM - 3:30 PMSERC Library Community Room, Middletown05/02/14, Friday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Heather Dawes(860) 632-1485, ext. 263dawes@ctserc.org14-12-047$190 per person03/21/2014Presenter(s):Lucy KrauseSIM Professional Developer,BrooklynMissy WrigleySERC ConsultantAudience:Grades 3-12; General and Special Education Teachers and AdministratorsProject CRISS teaches the techniques of active learning through modeling, demonstrating,explaining, and guiding in a gradual release of responsibility model. Teachers attending this two-daysession will learn how to incorporate explicit instruction of learning strategies and reflection into regularclassroom instruction. They will also enable students to gradually assume responsibility for learning byusing the techniques that work most effectively for them. This choice empowers students, motivatingand engaging them as they become more confident learners.The goal of CRISS is to create self-directed and confident learners who know HOW TO LEARN.The research-based strategies in Project CRISS help all students become more thoughtful, persistent,and confident readers, writers, and learners.Participants will receive the NEW “Project CRISS, Creating Independence ThroughStudent-Owned Strategies” 4th Edition manual as part of the registration fee.About Project CRISS: In 2010, Project CRISS was recognized by the U.S. Department ofEducation’s What Works Clearinghouse as a research-based and effective means to increase studentachievement. Schools across the U.S. and Canada are using CRISS to successfully implement and bringmeaning to Professional Learning Communities, data-driven instruction, English Language Learnersupport, differentiated instruction, Response to Intervention, Common Core State Standards, andmany other education initiatives.Supporting Students’ Behavioral and Mental Health NeedsDate:Time:Location:04/10/14, Thursday 9:00 AM - 3:30 PMSERC Classroom, MiddletownEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.orgPresenter(s):Bill BannishSERC ConsultantMahri Elinoff, Ph.D.SERC Consultant14-09-048$200 per team03/27/2014Audience:K-Grade 12; General and Special Education Teachers, Student Support Services Professionals, andAdministrators in Teams of 3-4 membersEducators have a difficult task creating successful educational experiences in the regular educationsetting for students with mental illness and significant behaviors of concern. In this professionaldevelopment opportunity, teams will build a deeper understanding of best practices and resources forworking with these students.Participants will learn best practices in creating behavior intervention plans; explore the use ofinstructional accommodations and curricular modifications to assist students with significant behavioraldisabilities in meeting the Common Core State Standards; and apply goals and objectives in naturalsettings, including general education classrooms and nonacademic settings (e.g., lunchroom,extracurricular activities, community settings), for individualized education programs (IEPs).Optional, on-site technical assistance is available for an additional fee to districts with the greatestneed in supporting students with significant behavioral disabilities. Participants can learn more aboutthe technical assistance at the end of the training day.Register Online at www.ctserc.org/catalog77

Behavior Strategies and Interventions for Students with Visual ImpairmentsDate:Time:Location:04/25/14, Friday 9:00 AM - 3:30 PMCrowne Plaza Hotel, CromwellEvent Code:Fee:Closing Date:Contact Person:Bianca Irizarry(860) 632-1485, ext. 216irizarry@ctserc.org14-38-093$55 per person04/10/2014Presenter(s):Melissa HolderbachBehavior Analyst, ConnecticutBehavioral Health, LLCAudience:K-Grade 12; General and Special Education Teachers and Student Support Services Professionals whowork with students who have visual impairments or blindnessTeachers of students with visual impairments need more than an understanding of vision-relatededucational needs. This session tackles behavioral challenges these teachers might sometimes confrontand the strategies for handling them.The presenters will share materials and resources for teaching students with visual impairments ifthey exhibit behavior that interferes with learning. Participants will learn how to collaborate withclassroom teachers, paraeducators, and families in order to best meet the students’ needs and improvetheir outcomes, both academic and behavioral.This professional development opportunity is a collaboration between the State of CT’s Departmentof Rehabilitation Services, Bureau of Education and Services for the Blind (BESB) and SERC.Student Learning Objectives for English Language Learners: Session BDate:Time:Location:04/25/14, Friday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Lauren D. Jones(860) 632-1485, ext. 256ljones@ctserc.orgPresenter(s):Maria Carrillo-HuertaSERC ConsultantKc Nelson-OliveriaSERC Consultant14-06-052$60 per team04/10/2014Audience:K-Grade 12; General and Special Education Teachers and ELL EducatorsThis one-day session covers the content and skills necessary for general, bilingual, TESOL, andspecial education teachers to write and implement Student Learning Objectives (SLOs) for studentswho are learning English. Participants will develop a better understanding of the particular needs ofEnglish language learners (ELLs), setting appropriate language acquisition goals for student learning,adjusting instructional practice to support student progress in the SLO, and using assessment practicesthat collect evidence of student outcomes relative to SLOs.An optional Web-based opportunity will allow participants to share and receive feedback on theSLOs they have written for their ELL students. Further information on the Web option will be availableat the workshop.This content is offered twice, in separate sessions. Session A is scheduled for April 3, 2014; SessionB, April 25.SPECIAL NOTE: Local education agencies may use monies from the Elementary and SecondaryEducation Act (ESEA) Title III to provide high-quality professional development related to EnglishLanguage Learners [ESEA Title III, Subpart 1, Sec. 3115]. For this activity, please inquire within yourlocal education agency to see if funds are available to cover the cost of attendance.Register Online at www.ctserc.org/catalog78

Let’s Talk Series: Inter- and Intra-cultural Communication Between Educators,Families, and CommunitiesDate:Time:Location:05/08/14, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Lauren D. Jones(860) 632-1485, ext. 256ljones@ctserc.orgPresenter(s):Linnet E. CartySERC ConsultantNitza M. DiazSERC Consultant14-47-094$60 per person04/22/2014Audience:Birth-21; Educators, Community Members/Leaders, and Family MembersSchools across Connecticut are becoming more and more diverse. By maintaining open dialoguewith all families, educators can better understand the short- and long-term goals that culturally diversefamilies have for their children. Frequent communication creates an environment in which educatorsand families work together to help achieve equity in education.This workshop is part of a four-day series designed for educators and families, as well as communityleaders, faith-based leaders, and policy makers who want to actively address educational disparities andeliminate inequities. The sessions focus on specific strategies and activities that promote culturallyrelevant family engagement and create stronger partnerships between home and school. If requested,participants can take advantage of follow-up supports or on-site technical assistance for an additionalfee. More information will be available at the sessions.Participants are welcome to register for any or all of the four sessions. Session One (10/30/13):“Culturally Relevant Family Engagement”; Session Two (1/22/14): “Cultural Perspectives onDisability”; Session Three (5/8/14): “Inter- and Intra-cultural Communication between Educators,Families and Communities”; and Session Four (5/29/14): “Dynamic Dedicated Dads.”Let’s Talk Series: Dynamic, Dedicated DadsDate:Time:Location:05/29/14, Thursday 9:00 AM - 3:30 PMSERC Library Community Room, MiddletownEvent Code:Fee:Closing Date:Contact Person:Lauren D. Jones(860) 632-1485, ext. 256ljones@ctserc.org14-47-095$60 per person05/13/2014Presenter(s):Tyrese BoldenEducation Services SpecialistNitza M. DiazSERC ConsultantAudience:Birth-21; Educators, Community Members/Leaders, and Family MembersSchools across Connecticut are becoming more and more diverse. By maintaining open dialoguewith all families, educators can better understand the short- and long-term goals that culturally diversefamilies have for their children. Frequent communication creates an environment in which educatorsand families work together to help achieve equity in education.This workshop is part of a four-day series designed for educators and families, as well as communityleaders, faith-based leaders, and policy makers who want to actively address educational disparities andeliminate inequities. The sessions focus on specific strategies and activities that promote culturallyrelevant family engagement and create stronger partnerships between home and school. If requested,participants can take advantage of follow-up supports or on-site technical assistance for an additionalfee. More information will be available at the sessions.Participants are welcome to register for any or all of the four sessions. Session One (10/30/13):“Culturally Relevant Family Engagement”; Session Two (1/22/14): “Cultural Perspectives onDisability”; Session Three (5/8/14): “Inter- and Intra-cultural Communication between Educators,Families and Communities”; and Session Four (5/29/14): “Dynamic Dedicated Dads.”Register Online at www.ctserc.org/catalog79

SERC Professional Development Index (by initiative)This is a quick reference to SERC opportunities that have scheduled dates, organized bySERC initiative (the Early Childhood Education Initiative has its own catalog). Formultiday trainings, the date of the first session is listed.Certain activities held in partnership with other agencies are featured after this index andare not included here.Online opportunities also are not listed in the index; please refer to the Table of Contents.Autism InitiativeDateTue 10/15/13Thu 10/24/13Thu 11/07/13Wed 12/18/13Wed 01/08/14Fri 01/17/14Page No.Data-Driven Decision Making for Students Diagnosed with Autism/ASD 57K-Grade 12 Event Code 14-43-123Social Skills Study Group on Children Diagnosed with ASD 61K-Grade 8 Event Code 14-43-107DSM-5 and Autism: What Now? 64K-Grade 12 Event Code 14-43-108Evidence-Based Practices for Students with ASD: Self-Regulation and Coping Skills 68K-Grade 12 Event Code 14-43-111Building Relationships and Replicating Services for Students with ASD 69K-Grade 12 Event Code 14-43-109Helping Students with ASD Navigate to New Environments 70K-21Event Code 14-43-110CT Parent Information and Resource Center (CT PIRC)DateWed 10/30/13Wed 01/22/14Page No.Let’s Talk Series: Culturally Relevant Family Engagement 36, 62Birth-21Event Code 14-47-112Let’s Talk Series: Understanding Success and Challenges of Raising Children with Disabilities 36, 70Birth-21Event Code 14-47-088Thu 05/08/14Let’s Talk Series: Inter- and Intra-cultural Communication Between Educators, Families, andCommunitiesBirth-21Event Code 14-47-09436, 79Thu 05/29/14Let’s Talk Series: Dynamic, Dedicated Dads 36, 79Birth-21Event Code 14-47-095Dropout Prevention InitiativeDateFri 12/13/13Page No.Persist: A Comprehensive Guide for Student Success in Higher Education 67Grades 6-12 Event Code 14-49-11980

Initiative on Diversity in Education (IDE)DateThu 11/07/13Fri 11/15/13Thu 04/03/14Fri 04/25/14Page No.Fostering Success of English Language Learners in Low-Incidence Districts 35K-Grade 12 Event Code 14-06-137Tapping the Talent of Your Cyber Kids: Using Technology to Differentiate Instruction 66Grades 6-12 Event Code 14-06-050Student Learning Objectives for English Language Learners: Session A 76K-Grade 12 Event Code 14-06-053Student Learning Objectives for English Language Learners: Session B 78K-Grade 12 Event Code 14-06-052Initiative on Visual and Hearing Impairments (VI/HI)DateWed 10/02/13Fri 10/04/13Wed 10/09/13Fri 10/11/13Education of Students Who Are Visually Impaired: Strategies and Techniques for Paraeducators inAcademic ProgramsK-Grade 12 Event Code 14-38-056Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working withStudents Who Read Print - ElementaryPreK-Grade 5 Event Code 14-38-057Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working withStudents Who Read Print - Middle and SecondaryGrades 6-12 Event Code 14-38-058Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working withStudents Who Use BrailleK-Grade 12 Event Code 14-38-059Page No.52535556Tue 10/15/13Fri 04/25/14Teachers of the Deaf and Hard of Hearing Study Group 57PreK-Grade 12 Event Code 14-38-103Behavior Strategies and Interventions for Students with Visual Impairments 78K-Grade 12 Event Code 14-38-093Integrated Student Support Services Initiative (ISSS)DateThu 12/19/13Fri 01/31/14Thu 03/27/14Page No.Supporting Students with FBAs and BIPs 40, 69K-Grade 12 Event Code 14-23-124Creating IEP Communication Goals and Objectives Aligned with the CCSS 23, 73K-Grade 12 Event Code 14-23-133Creating Measurable Behavioral/Social-Emotional IEP Goals and Objectives 40, 75K-Grade 12 Event Code 14-23-12581

Leadership InitiativeDateMon 09/23/13Fri 10/11/13Tue 10/22/13Page No.New Connecticut Administrators of Special Education (NCASE) Cohort 2 52K-Grade 12 Event Code 14-15-016Enhancing Instructional Programs Within Schools: Training in Special Education Administration 24K-Grade 12 Event Code 14-15-015What Every PPT Chairperson Should Know 59K-Grade 12 Event Code 14-15-020Literacy InitiativeDateThu 10/03/13Thu 10/24/13Thu 12/19/13Page No.‘Catching Up’: Accelerating Reading Growth 30, 53K-Grade 8 Event Code 14-45-101Reading Comprehension for All 60K-Grade 12 Event Code 14-45-099Navigating Complex Informational Texts in the Age of the Common Core 68Grades 5-8 Event Code 14-45-100LRE/Inclusion InitiativeDateWed 10/09/13Fri 10/25/13Tue 11/26/13Thu 04/10/14Page No.Aligning IEPs to the CCSS for Students with Significant Cognitive Disabilities 23, 54K-Grade 12 Event Code 14-09-054Progress for Students with Moderate to Severe Disabilities: Accessing and Aligning with the CCSS 23, 61K-Grade 12 Event Code 14-09-049Prevention and Intervention for Students in Need of Tier II and Tier III Behavioral Support Strategies 41, 67Grades 6-12 Event Code 14-09-060Supporting Students’ Behavioral and Mental Health Needs 41, 77K-Grade 12 Event Code 14-09-048Mathematical Literacy InitiativeDateWed 10/09/13Fri 10/11/13Thu 11/07/13Fri 02/28/14Page No.Common Core Math Resource Network 23, 54K-Grade 12 Event Code 14-21-040Common Core State Standards for Mathematics: Practicing the Practices (K-5) 23, 56K-Grade 5 Event Code 14-21-114Differentiated Instruction for Common Core Math - Middle School 23, 64Grades 5-8 Event Code 14-21-038Differentiated Instruction for Common Core Math - High School 23, 73Grades 9-12 Event Code 14-21-03982

Mathematical Literacy InitiativeDateThu 03/27/14Page No.Common Core State Standards for Mathematics: Practicing the Practices (6-12) 23, 74Grades 6-12 Event Code 14-21-113Paraprofessionals as Partners InitiativeDateThu 11/14/13Sat 01/25/14Page No.Paraeducators as Partners: The 18th Annual Statewide Conference 44, 65K-Grade 12 Event Code 14-02-096Paraeducator Learning Seminar on Autism and Challenging Behaviors 44, 71K-Grade 12 Event Code 14-02-115Positive Behavioral Interventions and Supports Initiative (PBIS)DateFri 03/07/14Page No.PBIS Information Session for the 2014-2015 School Year 42PreK-Grade 12 Event Code 14-13-089Science Literacy InitiativeDateFri 10/25/13Fri 11/01/13Tue 01/28/14Page No.Science Content Literacy: Grades 6-12 62Grades 6-12 Event Code 14-26-036We Built It, Now What? Impacting Student Thinking Through Engineering 63K-Grade 5 Event Code 14-26-035Science Content Literacy: K-Grade 5 71K-Grade 5 Event Code 14-26-037Scientific Research-Based Interventions (SRBI)DateTue 10/22/13Fri 11/01/13Wed 01/29/14Wed 04/02/14Page No.Implementing SRBI in the Early Childhood Setting 26, 58PreK, Age 3-5 Event Code 14-11-023Designing and Delivering Interventions: The Who, What, and How 63K-Grade 12 Event Code 14-11-022SRBI for English Language Learners: Examining Assessment and Instruction 72Grades 3-12 Event Code 14-11-030Quality Teaching: A Learning Series 34K-Grade 12 Event Code 14-11-02683

Teaching & Learning InitiativeDateThu 10/10/13Wed 10/16/13Wed 10/23/13Thu 10/24/13Wed 01/29/14Fri 03/28/14Thu 04/03/14Fri 04/04/14Page No.Differentiated Instruction: Planning Instruction to Meet the Needs of All Students 32, 55Grades 6-12 Event Code 14-12-034Making a Difference Through Co-Teaching - Session A 58K-Grade 12 Event Code 14-12-042The Role of Differentiated Instruction in Teacher Evaluation (TEVAL) 33, 59K-Grade 12 Event Code 14-12-033Making a Difference Through Co-Teaching - Session B 60K-Grade 12 Event Code 14-12-043Beyond the Basics of Co-Teaching 72K-Grade 12 Event Code 14-12-044Enhancing Outcomes for Students with IEPs in the Co-taught Classroom 75K-Grade 12 Event Code 14-12-04521st-Century Skills in the Common Core State and NEASC Standards 76Grades 9-12 Event Code 14-12-132Project CRISS: Helping Teachers Teach and Learners Learn (Level I Training) 31, 77Grades 3-12 Event Code 14-12-047Technology in Education Initiative (TIE)DateFri 11/22/13Tue 03/25/14Page No.Applying the Principles of Universal Design for Learning to Access the Common Core State Standards 50, 66PreK-Grade 12 Event Code 14-28-105Creating and Sustaining AT Teams 50, 74K-Grade 12 Event Code 14-28-104Transition InitiativeDateThu 11/07/13Page No.Secondary Transition Planning: Making the IEP a Living Document 65Grades 9-12 Event Code 14-20-02184

Looking for a specific topic anddon’t know where tofi ndit?Search forkeywords in SERC’sredesigned online catalog.Go2www.ctserc.org/catalog85

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REGIONAL TRANSITION NETWORKS CELEBRATE THEIR 10TH YEAR:A Training and Networking Opportunity for Transition SpecialistsNow in their tenth year of service, the Regional Transition Networks are the result of a collaborative effort among the Connecticut State Departmentof Education (CSDE), the State Education Resource Center (SERC), and the Regional Educational Service Centers (RESCs). Established out of aneed expressed by Connecticut’s Transition specialists, these regional networks are locally run. Each area sets its own agenda and provides trainingspecifically requested by its members. These trainings provide a wonderful opportunity for educators new to the field of secondary transition aswell as seasoned professionals to network and share topics and issues crucial to the area of secondary transition. All services are free of charge.For more information or to request a disability-related accommodation needed for participation, contact the representative in your region.Area Cooperative Education Services (ACES)All meetings are 9:00 a.m. - 12:00 p.m.Deborah Kohan(203) 235-7962, ext. 154, or debbie.kohan@meriden.k12.ct.usVanessa Taragowski(203) 498-6849, or vtaragowski@aces.orgACES Transition Expo: November 14, 2013, Location TBDCapitol Region Education Council (CREC)All meetings are 1:00 p.m. - 3:00 p.m.Elizabeth Battagliaebattaglia@crec.orgChristine Veilleuxcveilleux@npsct.orgCooperative Educational Services (CES)All meetings are 8:30 a.m. - 11:30 a.m.Joann Bassford(203) 365-8840, or bassforj@ces.k12.ct.usCES Transition Expo: March 19, 2014, CES, 25 Oakview Dr., Trumbull (Snow Date: March 26, 2014)EASTCONNAll meetings are 1:00 p.m. - 3:00 p.m.Amy Norton(860) 228-3486, or anorton@eastconn.org205 Skiff St., HamdenTuesday, September 17, 2013Wednesday, November 13, 2013Wednesday, January 29, 2014Wednesday, April 9, 201434 Sequassen St., HartfordWednesday, October 2, 2013Wednesday, January 8, 2014Wednesday, March 19, 2014Wednesday, May 14, 201425 Oakview Dr., TrumbullThursday, October 3, 2013Wednesday, November 20, 2013Thursday, January 30, 2014(Snow Date: February 6, 2014)Monday, May 5, 2014376 Hartford Tpke., HamptonThursday, September 26, 2013(8:30 a.m. - 10:30 a.m.)Thursday, November 7, 2013Thursday, January 30, 2014Wednesday, March 26, 2014Thursday, May 8, 2014EDUCATION CONNECTIONAll meetings are 8:30 a.m. - 11:30 a.m.Fran Peters(203) 794-8600, ext. 429, or petersf@bethel.k12.ct.usMimi Riccio(203) 426-7646, ext. 8846, or ricciom@newtown.k12.ct.usLEARNAll meetings are 8:00 a.m. - 10:00 a.m.Lois Eldridge(860) 434-4800, ext. 183, or leldridge@learn.k12.ct.us88355 Goshen Rd., LitchfieldFriday, September 27, 2013 **(held at Bethel School District Central Office)Friday, October 25, 2013Friday, November 15, 2013Wednesday, February 12, 2014Friday, March 14, 2014Friday, May 2, 201444 Hatchetts Hill Rd., Old LymeFriday, September 13, 2013Thursday, November 14, 2013Thursday, January 23, 2014Thursday, March 13, 2014Thursday, May 29, 2014

EQUITY. EXCELLENCE. EDUCATION.2013-2014NCASENew Connecticut Administrators of Special EducationSave the Dates!Wednesday, September 18, 2013Back to School: Data PresentationCrowne Plaza, Cromwell9:00 a.m. - 3:30 p.m.Thursday, December 5, 2013Fiscal Administration of Special Education: How to Fill out your IDEA GrantCrowne Plaza, Cromwell1:00 p.m. - 3:00 p.m.Ongoing:Resources for New Connecticut Administrators of Special EducationKey Components of Secondary School ReformIEP 101Format: Archived WebinarFor more information about the Leadership Initiative atSERC, please contact Tom Foote, Consultant, at (860)632-1485, ext. 395 or foote@ctserc.org. To be placed onthe mailing list for the NCASE Leadership sessions, pleasecontact Rebecca Guildner, Education Services Specialist, at(860) 632-1485, ext. 293 or at guildner@ctserc.org.It is the policy of the State Education Resource Center (SERC) that no person shall be discriminated againstor 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, physicaldisability, political beliefs, sexual orientation, or gender identity or expression. Inquiries regarding SERC’snondiscrimination policies should be directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.89

Connecticut State Department of EducationBureau of Special EducationSDATES!THESAVE SAV2013-2014LeadershipFORUMS“Staying Connected”The theme for the CSDE Leadership Forumsfor 2013-2014 is “Staying Connected.” Topics ofpriority to the field such as Assessment and TeacherEvaluation, Student Learning Objectives (SLOs),Indicators of Academic Growth and Development(IAGDs), the Common Core State Standards, andinstruction related to the Teacher Evaluation are allpart of the field staying connected to achieve thesame end goal. The exact topics pertinent to thefield will be selected closer to the December andFebruary dates of the following Leadership Forums.THE DATAES!Thursday, December 5, 2013Crowne Plaza, Cromwell*8:30 a.m. - 12:30 p.m.Thursday, February 6, 2014Crowne Plaza, Cromwell*8:30 a.m. - 12:30 p.m.Thursday, March 27, 2014Current Legal IssuesCrowne Plaza, Cromwell*8:30 a.m. - 3:30 p.m.*Note: New location for eventsFor more information about the Leadership Initiative atSERC, please contact Tom Foote, Consultant, at (860)632-1485, ext. 395 or at foote@ctserc.org. To be placedon the mailing list for the Leadership Forums, pleasecontact Rebecca Guildner, Education Services Specialist,at (860) 632-1485, ext. 293 or at guildner@ctserc.org.90InteractiveBureau BulletinDid you know about a Web-based special educationresource from the CSDE to keep you connected towhat’s going on in the field of special education?“Staying Connected” continues to be a main themefor the CSDE Leadership Forums, and the BureauBulletin helps get you there.To disseminate important and often critical specialeducation information to the field in a timely manner,the Bureau of Special Education has developed thisinteractive resource.Visit the Bureau Bulletin athttp://ctspecialednews.org to:◊ view the latest articles written by CSDEconsultants offering insight, guidance, andnotifications related to serving students withdisabilities.◊ Gain perspectives from the local, state, andnational levels as you view articles of topicalimportance.◊ Search the archives for past articles. Accessthe bulletin through the Web site or subscribeand receive each article directly into youre-mail inbox as soon as it is posted.Stay Connected to what’s going on in special education.Make the Bureau Bulletin part of your personal andprofessional routine!For questions related to the Bureau Bulletin, pleasecontact Jay Brown, Education Consultant, CSDE, atjay.brown@ct.gov or (860) 713-6918.It is the policy of the State Education Resource Center (SERC) that no personshall be discriminated against or excluded from participation in any SERCprograms or activities on the basis of race, color, language, religion, age, maritalor civil union status, national origin, ancestry, sex/gender, intellectual disability,physical disability, political beliefs, sexual orientation, or gender identity orexpression. Inquiries regarding SERC’s nondiscrimination policies shouldbe directed to Alfred P. Bruno, SERC General Counsel, at bruno@ctserc.org.

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CT PIRC’s online newsletter serving families, teachers, and other professionals who work on behalf of the children of Connecticut.Previous topics:Do you know about...the process for a Special Education Planning and Placement Team meeting?the positive impact of family engagement on student learning and behavior?the tools to have an open dialogue about diversity and culture in the classroom?Get connected with“The Family Link”online newsletter!• The what, why, and how of family engagement• The parent-teacher conference andstudent-teacher conference• Listen to your adolescent• Web sites to help with academic subjects• Common Core State Standards• CT’s ESEA waiver and school reform law• the Americans with Disabilities Act• School-Family-Community Partnershipswww.ctpirc.orgConnecticut Parent Information and Resource Center92Visit our Web site or dialtoll-free 800-842-8678for information on:• Upcoming events and professional developmentopportunities• General and special education resources forfamilies and individuals with disabilities(Available in English & Spanish)• School-Family-Community Partnerships insupport of educational achievement for all ofConnecticut’s childrenand so much more!

New!SERC’s English Language LearnerResource Centerwww.ctserc.org/ellrc will provide materials and information on supportingEnglish Language Learners in Connecticut public schools. Some resources toinclude:• Administration Resource Handbook for Coordinators of Programs forEnglish Language Learners in Connecticut’s Public Schools• Resources and Links for Distinguishing Second Language Acquisitionfrom Learning Disabilities• Teachers’ Resources:o Summary of SIOP Model Componentso Basic Principles of Second Language Acquisitiono Instructional Guide for All Teachers Working with EnglishLanguage Learnerso Video demonstration of Sheltered Content Lessonso Links to critical state and national documentswww.ctserc.org/ellrcAdditional resources for families are available atwww.ctpirc.orgLearn about SERC’sfive elements to addresssystemic inequities• Leadership• Professional Capacity• School Climate• School-Family-Community Partnerships• Teaching & LearningFor updatesGo2www.ctserc.org/equity93

SERCAdministrative Office HoursMonday through Friday8:30 a.m. to 4:30 p.m.Administrative Office and LibraryHoliday ObservancesMonday, September 2, 2013Monday, October 14, 2013Monday, November 11, 2013Thursday, November 28, 2013Wednesday, December 25, 2013Wednesday, January 1, 2014Monday, January 20, 2014Wednesday, February 12, 2014Monday, February 17, 2014Friday, April 18, 2014Monday, May 26, 2014Friday, July 4, 2014LIBRARY HOURSTuesday – Friday8:30 a.m. to 4:30 p.m.EXTENDED HOURSTuesday – Thursday8:30 a.m. to 6:30 p.m. (September-June)*Friday8:30 a.m. to 4:30 p.m.Saturday9:00 a.m. to 1:00 p.m. (September-May)**SPECIFIC LIBRARY CLOSINGSThe Library will close at noon on:November 27 & 29, 2013December 24, 26 & 31, 2013April 17, 2014*No evening hours on:November 26 & 27, 2013December 24, 26 & 31, 2013January 2, 2014April 17, 2014 andafter June 19, 2014**No Saturday hours on:October 12, 2013November 9 & 30, 2013December 28, 2013January 18, 2014February 15, 2014March 22, 2014April 19, 2014 andafter May 17, 2014PARKING IS LIMITED.All visitors to SERC and the Library at 25 Industrial ParkRoad, Middletown must enter and exit the building throughthe rear entrance, which is wheelchair-accessible. Seekingaccess through the front entrance is prohibited.Please carpool if possible. Please park in designated spaceswhen visiting the Library or attending an activity in theSERC Classroom or Library Community Room.Smith StreetCOMMUNITYROOMFront EntranceLIBRARYIndustrial Park RoadPARKINGPUBLICEntranceCLASSROOMSERC • 25 Industrial Park Road, Middletown, CT 06457-1516Phone (860) 632-1485 Fax (860) 632-8870-N--S--W--E-Side EntranceSCHEDULE CHANGE:Effective September 2013, the Librarywill be CLOSED on MONDAYS.Please visit the SERC Library Web site or blog for current schedule.94PARKING

www.ctserc.org/libraryfacebook.com/serclibrarywww.serclibrary.blogspot.comlibrary@ctserc.orgEQUITY. EXCELLENCE. EDUCATION.The SERC LibraryA free, public lending library centrally located in Middletown, CTThe SERC Library serves as a comprehensive Library/Resource Center with an extensive and current collection ofresearch, reference, and instructional materials and resources related to education and social services. The Libraryhelps Connecticut education professionals, college/university students, families, and community members achievepositive educational and life outcomes for all learners.We’re 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 People’s 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 renewitems, track searches and borrowing history, and create lists of favorite resources.• FEDERATED SEARCHING offers access to the full complement of Library resources, includingjournal articles from various educational research databases.• Resource LIBGUIDES from the Library contain focused content on current topics in education toenhance research endeavors.• EDUCATIONAL GUIDELINES on best practices in education and social services from theConnecticut State Department of Education, SERC, and other agencies are conveniently organized.• LISTSERV and RSS FEED subscriptions provide e-mail notices from the Library about prioritytopics of inquiry and interest, including updates on new resource acquisitions.• Our BLOG features timely information about free Webinars, community events, research updates,and what’s new at the Library.State Education Resource Center Library25 Industrial Park Road • Middletown, CT 06457Phone (860) 632-1485 / Option 4 for Library95

Assistive TechnologyResourcesSERC publishes a number ofAssistive Technology referencematerials available online atwww.ctserc.org/tieFor hard copies, contact Dawn Gosselin at(860) 632-1485, ext. 250 or gosselin@ctserc.org.Coming in 2013-2014The newly revised CONNECTICUTASSISTIVE TECHNOLOGYGUIDELINES from the ConnecticutState Department of Education?Questions?Smita Worah, Ph.D., SERC Consultant &Project Coordinator, Connecticut AssistiveTechnology Guidelines,(860) 632-1485, ext. 319or worah@ctserc.orgA Family Guide toASSISTIVETECHNOLOGYinConnecticutwww.ctserc.org/tie96

ACADEMIC SUCCESSDIVERSE CLASSROOMSINCLUSIVE SCHOOL CLIMATEYour Resource

State Education Resource Center• Special Education Resource Center• Early Childhood Resource Center• SERC LibraryCT Parent Information and Resource CenterNON-PROFIT ORGU.S. POSTAGE PAIDMIDDLETOWN, CTPERMIT # 332Change Service Requested25 Industrial Park RoadMiddletown, CT 06457-1516www.ctserc.org