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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