Early Childhood Education (ECE) 2010-2011 Professional Development Catalog

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

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

March 2011
Executive Director Holly King
Saturday, March 5, 2011
Stacy Rosay
Publications Unit Unit Coordinators
April 2011
Saturday, April 2, 2011 Jeremy Bond
Friday, April 22, 2011 Communication & Publications Coordinator Data Systems Unit
Saturday, April 23, 2011 Debbie Williams Linda Zorovich
Education Services Specialist Data Systems Administrator
May 2011 Jodylynn Talevi Jasmine Zhao-Lin
Saturday, May 28, 2011 Media/Technology Associate Data Systems Developer
Monday, May 30, 2011
July 2011
Monday, July 4, 2011
www.ctserc.org
A Message from SERC’s…
Early Childhood Education Initiative Team

It is a pleasure to greet our colleagues and partners in the early childhood community as we
begin another year of learning and growing as early childhood professionals.
Hopefully the celebrations, challenges, and successes of the previous year will inspire you as we
move toward our common goal of achieving greater outcomes for all young children in
Connecticut. As you review this catalog, you will find learning opportunities that support your
professional goals.
Your professional growth is critical to building stronger programs and, in turn, healthier and
happier young children. Several opportunities planned throughout the year address the critical
areas of quality in early childhood programs. We hope you will join your colleagues in those
opportunities or reach out to us to create a customized plan for your center or district.
In the coming year, we will launch the Web site of our Early Childhood Resource Center. The
site will give you access to resources and training materials that SERC has developed as well as
publications from the Connecticut State Department of Education, Connecticut Birth to Three
System, and agencies nationwide that share in the mission of nurturing and educating children
ages birth through 8.
We encourage you to share the catalog with colleagues and join our e-mail list to receive
updates on new materials available in the Early Childhood Resource Center collection at the
SERC Library.
Please contact us directly at SERC at (860) 632-1485 to support any of your program
improvement and curriculum development needs:
Anne Marie Davidson, Consultant, ext. 316

Paquita Jarman-Smith, Consultant, ext. 313
Nattaneal Wilson, Education Services Specialist, ext. 268
Best wishes for an enriching year.
The SERC Early Childhood Education Initiative Team

SERC
Early Childhood Education
Professional Development Catalog
2010-2011
Marianne Kirner, Ph.D., Executive Director
TABLE OF CONTENTS
How to Use This Catalog 5
Submitting an Application Form 5

Information for Applicants 6
Frequently Asked Questions About Your SERC Member Number 8

NEW! Instructions for Online Registration 9
Index by Date 10
Activities for Individuals 13

Application for Individuals 35
Activities for Teams 37
Application for Teams 41
Technical Assistance Options 43

CAEYC Application 45
List of Family Resource Centers 46

Early Childhood-Related Web Sites 47
Position Statement on Infants, Toddlers and Their Families 48
Position Statement on Preschool Programs and Services 49

“Together We Will” Conference 50
Parent Session on Transition to Preschool 51

CT Parent Information and Resource Center Information 52
HOW TO USE THIS CATALOG
This publication provides an initial list of SERC activities from October 2010 through June 2011 that are related
to early childhood education. Visit www.ctserc.org for updated information, including new events scheduled
during the 2010-11 school year. All information is subject to change.
The activities appear in chronological order by start date beginning on page 15 except for a small number that
require team participation, listed separately on pages 39 and 40. Team activities are often intended for
personnel who work in collaborative settings within a district, school, agency, or program. For a complete
listing of all activities in chronological order, with page numbers, refer to the index beginning on page 10.
Activities for individuals and activities for teams have separate workshop application forms. See below for
more information.
Submitting an Application Form

It is now possible to register online for many of the activities in this catalog (see p. 9 for more information
about online registration). Workshop descriptions indicate which activities offer an online registration option,
though participants may submit an application through the mail or by fax for any activity they wish to attend.
However, online applicants receive the maximum benefit of open enrollment and rapid placement in the
activity when space is available. Applications submitted by mail will be processed as quickly as possible, and
confirmation of enrollment will be sent by return mail and/or applicant e-mail.
Applicants may apply to one or more activities on the same Individual Applicant Application Form by
recording the 7-digit workshop activity code where indicated and noting “Yes” for online registration or “No”
for submission by mail/fax. Release time signature by a building administrator for educators may be required.
(See page 35 for this application form.)
Those applying as teams from the same school or district need to submit a Team Application Form and may be
required to obtain an administrator’s signature authorizing release time/substitute coverage for team members.
The 7-digit workshop activity code must be indicated on this application form as well (the Team Application
Form is on page 41).
Please see the INFORMATION FOR APPLICANTS section (p. 6) for detailed information regarding registration
options and payment of registration fees.
It is the policy of the State Education Resource Center (SERC) that no person shall be discriminated against or excluded
from participation in any SERC programs or activities on the basis of race, color, language, religion, age, marital or civil
union status, national origin, ancestry, sex/gender, intellectual disability, physical disability, political beliefs, or sexual
orientation.
5
INFORMATION FOR APPLICANTS
This section explains how to register for SERC professional development activities. If you have additional
questions or concerns, please call SERC at (860) 632-1485 to speak with a staff member. SERC Administrative
Offices are open Monday through Friday from 8:30 a.m. to 4:30 p.m. Questions and/or need for assistance
regarding a specific activity may be directed to the Contact Person indicated on the activity description. Voice
mail is available.
Three Easy Ways to Register for an Activity

Options include: (1) registering online at www.ctserc.org; (2) mailing a completed Application Form to SERC
REGISTRATION, 25 Industrial Park Road, Middletown, CT 06457-1516; or (3) faxing a completed Application
Form to (860) 632-8870. Please see page 8 for FAQs about SERC Member numbers assigned to participants in
professional development activities. Include your SERC Member number when you apply to ensure prompt
processing of your application. (See pages 35 and 41 for the appropriate application form.)
After registering, but before the activity date, you will receive confirmation of enrollment with information
about the specific workshop, date(s), hours, and training site. Confirmation letters may be printed online at the
time of registration or will be forwarded by mail or e-mail to applicants who elect to send their application to
SERC by mail or fax. Registered participants will be sent notice of any changes to this information should they
occur. When appropriate, an educator will be asked to indicate whether arrangement for classroom release
time is being processed with the building administrator.
Selection for Participation

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

Some activities require a registration fee to defray costs (see activity description). If registering for a fee activity
that is scheduled more than 30 days away, payment may not immediately be required; however, payment
must be received at least 30 days before the activity start date. If you register less than 30 days before the
activity start date, your registration must be accompanied by your payment or a purchase order. Make checks
payable to Rensselaer at Hartford. Please write your SERC Member number on all correspondence with SERC,
including checks and purchase orders.
You may successfully withdraw from an activity without charge up to ten days before the start of the activity.
Participants may send a substitute participant for that activity or transfer to another activity prior to the start
date of the activity. Registered participants who, without notice, fail to attend an activity are responsible for
payment of any outstanding registration fee. “No-shows” cannot transfer payment to another activity and will
not receive a refund.
Fee Waivers
Limited funds are available, if needed, to programs and families to waive the registration fee required by some
activities. To inquire about obtaining a fee waiver for a particular activity, please contact SERC Staff (see
activity description) prior to submitting an application form.
6
Stipend for Substitute Coverage
For some activities, limited funds are available to participants from urban and priority school districts for
reimbursement of the cost of substitute coverage. Please contact SERC staff (see activity description) regarding
availability of substitute coverage stipends for a particular activity. As applicable, a Substitute Coverage Stipend
Form may be obtained, upon request, at the registration table on the day of the activity. This form must be
completed by the participant, signed by an administrator, and returned to SERC within thirty (30) days of the
activity.
Cancellation of an Activity
SERC reserves the right to cancel any activity. If cancellation is necessary for administrative reasons, applicants
confirmed for participation will be notified as soon as possible prior to the activity start date, and, if applicable,
the registration fee will be returned or refunded.
Inclement Weather Advisory

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

SERC is an approved private provider of CEUs with the CT State Department of Education (Provider #348).
Educators interested in earning CEUs required for continuation of a professional educator certificate will receive
a copy of SERC Guidelines for Awarding CEUs upon confirmation of participation.
Select activities, as noted in the workshop description, offer specific CEUs to attendees who hold professional
educator certification endorsements in Early Childhood (N-3), Elementary, Middle Grades, and/or Secondary
(Academic) designed to meet the requirements of Public Act 99-211, which mandates 15 hours of training (or
1.5 CEUs) in the teaching of reading (Code 301-Literacy), training in the use of computers in the classroom
(Code 302-Technology), and training in the evaluation of teachers (Code 305-Supervision & Evaluation) over a
five-year period.
For information regarding the Connecticut Guidelines for the Issuance of Continuing Education Units Required
for Certification, visit www.state.ct.us/sde; select “Certification”; and then select “Continuing Education Units
(CEUs)” (under Professional Development).
Disability-Related Accommodations
Upon prior sufficient notice, SERC will provide reasonable accommodations to participants with disabilities
and/or special needs pursuant to applicable laws. Please complete the accommodations section on the
application and/or discuss with the Contact Person listed under each activity.
Other Requests
Upon prior sufficient notice, SERC will provide for special requests such as vegetarian meals or English-to-
Spanish interpretation. Please discuss these requests with the Contact Person listed under each activity.
7
FREQUENTLY ASKED QUESTIONS
About Your SERC Member Number
What is my SERC Member number?

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

The Member number is used to enable SERC to maintain accurate database information such as your home
address, e-mail address, and telephone numbers. For educators interested in earning CEUs, the Member
number enables SERC to issue Continuing Education Certificates and maintain accurate CEU transcripts.
What if I do not have a SERC Member number?

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

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

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

Past participants in SERC professional development activities will use their Member number to create an online
user account. Member information is then verified and ensures the online user of accurate and faster processing
of applications. Online users can monitor the status of their workshop applications and print confirmation of
enrollment letters.
Is my SERC Member number and SERC Library card number the same?
No. A SERC Library card is issued to visitors to the SERC Library who wish to borrow materials. The number
on the Library card should not be confused with the SERC Member number assigned to participants in SERC
professional development activities.
To reconfirm or obtain a SERC Member number, contact a SERC Staff

member at (860) 632-1485 for assistance.
8
Instructions for Online Registration
Visit www.ctserc.org to browse Professional Development Opportunities. SERC members can register for workshops online!
Home | Sign In | Create an Account | SERC Policy
Visit www.ctserc.org and click the “Professional Development” tab to open

the Online Registration Home Page depicted here. Click “Create an Account”
to set up an Online Member User Account. Not sure if you are a Member?
Call SERC at (860) 632-1485 to find out. Once your account has been set up,
you may submit applications online, manage your member profile, and track
your enrollment status in professional development activities. Click “SERC
Policy” for additional information about CEUs, an Inclement Weather
Advisory, and Workshop Cancellation.
New and returning online users click on “Sign in” to access “My Workshops”
to check the status of applications. Acceptance is based on a first-come,
first-served enrollment process. Applicants are accepted immediately as long as there are seats
available. Print the My Workshop page as confirmation of enrollment. If you don’t see the workshop you
registered for, call the contact person indicated in the workshop description for confirmation of enrollment in
the activity.
Click on your “Username” (in red at the top of the screen) to open your User Profile, where you can modify
your account information, username, or password. If you forget your Member number, online username, or
password, e-mail SERC at info@ctserc.org for assistance.
Click on “Workshop Overview” to browse a list of trainings by Title, Dates
Offered, and Registration Fees, if applicable. Open the workshop to view a
full description and check on the availability of seats, registration deadline, and the name of the SERC contact
person. Click “APPLY” to submit your application.
Click on “Workshop Calendar” to browse all workshops available in a given
month. Open the workshop to view a full description and check on the
availability of seats, registration deadline, and the name of the SERC contact person. Click “APPLY” to submit
your application.
Click on “Forms” to access and print Workshop Application Forms. Mail
completed forms to SERC REGISTRATION, 25 Industrial Park Road,
Middletown, CT 06457-1516 or fax to (860) 632-8870. You do not need to mail/fax an Application Form to
SERC if you successfully applied online. However, some workshops will require a mail or fax process as
indicated in the description of the activity.
SERC, 25 Industrial Park Road, Middletown, CT 06457-1516, Telephone:
(860) 632-1485, Fax: (860) 632-8870, E-mail: info@ctserc.org for
technical assistance.
E-mail Linda Zorovich at zorovich@ctserc.org or Jasmine Zhao at zhao@ctserc.org

for Online Registration Technical Support.
9
SERC Professional Development Opportunities
INDEX BY DATE
OCTOBER 2010
Date Workshop Title - Grade Level Page No.
Thu 10/14/10 Autism Diagnostic Observation Schedule (ADOS) Clinical Training 15
PreK-Grade 12 Activity Code 11-46-153 Early Childhood Education Initiative
Wed 10/20/10 Using Multicultural Children’s Books to Teach Equity and Social Action: A Study Group on 15
Identity Development, Race, and Culture
Thu 10/21/10 NAEYC Accreditation Support Group 16

PreK, 3-5 Activity Code 11-46-198 Early Childhood Education Initiative
Tue 10/26/10 NAEYC Accreditation Road Trip: An Overview of the NAEYC Accreditation System - Session A 16
Thu 10/28/10 Study Group: Comprehensive Assessment of Young Children Suspected of Having Autism 39
Spectrum Disorders
PreK-Grade 1 Activity Code 11-46-221 Team Application Early Childhood Education Initiative
NOVEMBER 2010
Fri 11/05/10 Behavior Strategies for Toddlers and Preschoolers 17
Birth-5 Activity Code 11-46-158 Early Childhood Education Initiative
Tue 11/09/10 Intentional Teaching Using the CT Preschool Curriculum and Assessment Frameworks 17
Tue 11/09/10 Lee y Serás® (Read and You Will Be) 18

Grades K-3 Activity Code 11-47-068 CT Parent Information and Resource Center
Sat 11/13/10 Including Children with Autism in Early Childhood Education Programs (Fall Session) 18
Tue 11/16/10 The Link Between Literacy, Social-Emotional Development, and Challenging Behavior 19
Wed 11/17/10 NAEYC Accreditation Road Trip: An Overview of the NAEYC Accreditation System - Session B 19
Thu 11/18/10 Supporting Families with Toddler and Preschool-Age Children with Autism Spectrum Disorders - 20
Session A
Fri 11/19/10 How Welcoming Is Your School? - Session A 20
PreK-Grade 12 Activity Code 11-47-065 CT Parent Information and Resource Center
Fri 11/19/10 Supporting Families with Toddler and Preschool-Age Children with Autism Spectrum Disorders - 21
Session B
DECEMBER 2010
Wed 12/01/10 Overview of the Autism Diagnostic Observation Schedule (ADOS) 21
10
DECEMBER 2010
Thu 12/02/10 NAEYC Accreditation Portfolios: What Are They and How Are They Used to Document 22
Program Quality?
Sat 12/04/10 Including Children with Motor Difficulties in Early Childhood Education Programs 22
Thu 12/09/10 Including Children with Disabilities in Early Childhood Education Programs, PreK and 23
Kindergarten: A Focus on Paraprofessional Support
PreK-Grade K Activity Code 11-46-219 Early Childhood Education Initiative
Thu 12/16/10 Using Tiered Interventions to Support Social and Emotional Competence and Address 23
Challenging Behaviors in Young Children
JANUARY 2011
Tue 01/11/11 How Welcoming Is Your School? - Session B 24
PreK-Grade 12 Activity Code 11-47-066 CT Parent Information and Resource Center
Tue 01/25/11 NAEYC Accreditation Road Trip: An Overview of the NAEYC Accreditation System - Session C 24
Thu 01/27/11 An Overview of PROMPT 25
Fri 01/28/11 Behavior Interventions: What Works for Toddlers and Preschoolers 25
FEBRUARY 2011
Tue 02/01/11 Finding the Balance Between Standards and Practice in Young Children's Education - Session A 39
PreK-Grade K Activity Code 11-46-236 Team Application Early Childhood Education Initiative
Wed 02/02/11 Myth Busters: An Open Conversation about NAEYC Accreditation 26

Fri 02/04/11 Including Children with Challenging Behaviors in Early Childhood Education Programs 26
Tue 02/08/11 Engaging Dads and Family Men: Their Unique and Specific Value in a Child's Development 27
Wed 02/23/11 Enhancing Early Literacy of Children with Significant Disabilities 27

MARCH 2011
Wed 03/02/11 Finding the Balance Between Standards and Practice in Young Children's Education - Session B 40
PreK-Grade K Activity Code 11-46-266 Team Application Early Childhood Education Initiative
Sat 03/05/11 Including Children with Intellectual Disabilities in Early Childhood Education Programs 28
11
MARCH 2011
Tue 03/08/11 Early Childhood Staff Education and Professional Development Plans? Help! 28
Thu 03/10/11 Diagnosis of Infants and Toddlers: Introduction to Diagnostic Classification System DC:0-3R 29
Fri 03/18/11 Overview of Evaluation Instruments and Practices 29

Sat 03/19/11 Literacy in Action: Brain Connections 30
Toddler-Gr. K Activity Code 11-46-267 Early Childhood Education Initiative
Tue 03/22/11 Advanced Topics in Working with Young Children with Autism Spectrum Disorders: Building 30
Relationships, Managing Meltdowns
Fri 03/25/11 Bringing the Outside In: Investigating Soil in the Early Childhood Classroom 31
Wed 03/30/11 Strengthening Families Through Parent-Professional Partnerships in Early Intervention 31
Evaluation
APRIL 2011
Sat 04/09/11 Including Children with Special Health Care Needs in Early Care and Education Community 32
Programs
Thu 04/14/11 Including Children with Autism in Early Childhood Education Programs (Spring Session) 32
MAY 2011
Thu 05/05/11 Including Children with Special Health Care Needs in School-based Preschool and Kindergarten 33
Classrooms
Fri 05/06/11 Raising Your Anti-Racist IQ: A Systems Approach to Culturally Responsive Practices 33
Wed 05/11/11 The Art of Observation and Documentation Using the CT Frameworks 34
JUNE 2011
Fri 06/03/11 Supporting the Language Development Needs of Young Second Language Learners in the 34
Early Childhood Classroom
12
THIS SECTION CONTAINS
ACTIVITIES DESIGNED FOR INDIVIDUALS

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

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

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

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

Application Form on page 35. Before sending the form, be
sure it is filled out completely and that an administrator’s release
time signature is included, if required.
The workshop description provides information on registration

fees (if applicable). For additional information about each
activity and the application process, call or send an e-mail
message to the advertised Contact Person.
13
14
Event Title Autism Diagnostic Observation Schedule (ADOS) Clinical Training
Date Start Time End Time Location

10/14/10, Thursday 8:30 AM 4:00 PM Rensselaer (RAH), Hartford
10/15/10, Friday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
Event Code: 11‐46‐153 Offered by: Early Childhood Education Initiative
# Sessions: 2 Registration: Fax, Mail or Online Contact Person:
CEUs: 1.4 Closing Date: 10/7/2010 Nattaneal Wilson
Fee: $165 per person Presenter(s): Jennifer Olson Education Services Specialist
Audience: PreK‐Grade 12 Autism Consultant, J. Olson Consulting, (860) 632‐1485 Ext: 268
Special Education Teachers and Behavior‐related Wilmette, IL Email: wilson@ctserc.org
Services Personnel with prior background in autism
and formal testing
Event Description:
This two‐day workshop will provide special education personnel in early childhood and school‐age settings with basic training on the Autism
Diagnostic Observation Schedule (ADOS). The ADOS is a semi‐structured, standardized assessment for children who have been referred for an
evaluation of autism or other Pervasive Developmental Disorder (PDD). It uses standardized toys and activities to assess communication, social
interaction, and imaginative use of materials through play, providing the child an opportunity to have social and communicative interaction with
the examiner.
The training format will include lecture, live demonstration, large group scoring discussions, and interpretation of scoring results. All four
modules of the ADOS will be covered during the training.
Participants in this professional development activity will acquire information pertaining to the reliability and validity of the four modules of
the ADOS assessment tool; receive an introduction to the standardized administration of the tool and the procedures involved in recording and
coding behaviors observed; recognize the usefulness of the ADOS in targeting behaviors for intervention and/or individualized education
programs (IEPs); and understand the usefulness of the results in the context of a comprehensive autism assessment. Participants will receive a
copy of the administration manual during the training.
PLEASE NOTE: This professional development activity is intended specifically for those individuals who will be conducting the ADOS on a regular
basis.
Event Title Using Multicultural Children’s Books to Teach Equity and Social Action: A Study Group on Identity Development,
Race, and Culture
10/20/10, Wednesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
12/08/10, Wednesday 4:30 PM 7:00 PM SERC Library Community Room, Middletown
Fee: $40 per person Presenter(s): SERC Consultants Education Services Specialist
Audience: PreK‐Grade 2 (860) 632‐1485 Ext: 268
General and Special Educators Email: wilson@ctserc.org

Event Description:
Connecticut student achievement data show that certain subgroups of students continually underachieve and are overly represented in certain
disability categories. In order to prevent these inequities and improve learning outcomes for all young children, teachers must themselves engage
in an inquiry process of development.
This full‐day and evening study group will actively engage participants in self‐discoveries as they reflect on institutional barriers to student
achievement, emulating the social action approach described by James Banks in “Multicultural Education: Issues and Perspectives” (6th edition,
2006). The first session will be reflective and include an introduction of the authentic multicultural literature assessment tool, using multicultural
picture books to engage students in exploring social justice and equity. A follow‐up evening study group will focus on reflection, collaboration,
and a social action curriculum.
Participants in this professional development activity will explore their own identity development and school experience; discuss links between
identity development, student performance, and authentic multicultural literature; survey authentic multicultural literature and use an
assessment tool to examine children’s literature for multicultural perspectives; develop a curriculum related to issues of social action for young
learners; and use James Banks’s social action inquiry process and Connecticut data to explore the process of identification and placement of
students in special education.
15
Event Title NAEYC Accreditation Support Group

10/21/10, Thursday 1:30 PM 3:30 PM SERC Classroom, Middletown
CEUs: None Closing Date: 10/14/2010 Nattaneal Wilson
Fee: None Presenter(s): Deborah Flis Education Services Specialist
Audience: PreK, 3‐5 Director, Accreditation Facilitation (860) 632‐1485 Ext: 268
Preschool General and Special Educators and Project, CCAC, Hamden Email: wilson@ctserc.org
Administrators
Event Description:
This session is a great opportunity for early childhood educators to meet others undertaking the NAEYC Accreditation process. Learning and
working together with colleagues can help programs successfully navigate the process and maximize their efforts to achieve the high quality
established by the National Association for the Education of Young Children. After this session, the support group will meet regularly four to five
times during the 2010‐2011 school year, at a location determined by the group, to provide guidance and collegial support. Participants are
strongly encouraged to attend the NAEYC Accreditation Road Trip session offered in this catalog (on 10/26/10, 11/17/10, or 1/25/11) or a similar
overview workshop offered locally or nationally.
Participants in this professional development activity will discuss the steps of the NAEYC Accreditation process; develop timelines to guide the
four‐step accreditation process; review program and classroom portfolio development strategies to ensure the creation of complete and
consistent portfolio content across classrooms; and examine the details of applying for NAEYC candidacy, including the Program Self‐Assessment
Report and the collaborative process used to complete the materials.
Event Title NAEYC Accreditation Road Trip: An Overview of the NAEYC Accreditation System ‐ Session A

10/26/10, Tuesday 9:00 AM 11:00 AM SERC Classroom, Middletown
Administrators
Event Description:
The accreditation system of the National Association for the Education of Young Children (NAEYC) has helped establish standards of quality for
early childhood programs for 25 years. This workshop is among several offerings provided by the Connecticut Accreditation Facilitation Project
(AFP) in an effort to support continuous quality improvement through the NAEYC Accreditation process. Educators seeking accreditation or re‐
accreditation will find this workshop helpful to inform their understanding of the requirements of the system and the steps of the NAEYC
Accreditation process.
Participants in this professional development activity will learn about NAEYC’s Program Standards and Accreditation criteria; the self‐study
materials, the four steps of the NAEYC Accreditation process and requirements for successful accreditation; and local and national resources to
support programs engaged in the NAEYC Accreditation process.
This activity is offered three times, with the same content, on 10/26/10, 11/17/10, and 1/25/11.

PLEASE NOTE: A follow‐up training will be available to a limited number of participants who attend this professional development
opportunity. Details will be available at the session.
16
Event Title Behavior Strategies for Toddlers and Preschoolers

11/05/10, Friday 9:00 AM 3:30 PM Marriott Courtyard, Cromwell
Fee: $65 per person Presenter(s): Bobby Newman, Ph.D. Education Services Specialist
Audience: Birth‐5 Psychologist, Certified Behavior (860) 632‐1485 Ext: 268
Birth to Three Providers, Preschool Special Education Analyst, Room to Grow Email: wilson@ctserc.org
Teachers, Assistants, Administrators, Support Services
Professionals, and Family Members
Event Description:
This session is designed to help participants increase their skills in addressing behavior problems in toddlers and preschoolers with autism
spectrum disorders through a plan of assessment and intervention. The workshop will examine how to use the broad‐based, flexible framework
of Applied Behavior Analysis (ABA) to address behavior problems both at home and at school. Participants will be expected to share their current
behavior plans and strategies, as well as their critiques of these plans and strategies.
Upon acceptance of registration, participants will receive a copy of Dr. Newman’s book “Behavioral Detectives” and are asked to read it prior to
the workshop. Participants are expected to have a basic understanding of ABA principles. Following the workshop, participants can request
consultation from Dr. Newman via phone or Internet regarding a particular behavior plan they have in place.
Event Title Intentional Teaching Using the CT Preschool Curriculum and Assessment Frameworks

11/09/10, Tuesday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
01/19/11, Wednesday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
03/23/11, Wednesday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
Fee: $40 per person Presenter(s): Anne Marie Davidson Education Services Specialist
Audience: PreK, 3‐5 SERC Consultant (860) 632‐1485 Ext: 268
Early Childhood General and Special Educators Email: wilson@ctserc.org
Paquita Jarman‐Smith
SERC Consultant
Event Description:
“Intentionality” is to act purposefully, with a goal in mind and a plan for accomplishing it (see “The Intentional Teacher” by Ann S. Epstein,
2007). Using intentional teaching practices, along with the CT Preschool Curriculum and Assessment frameworks, is a powerful way to engage
young learners. This three‐day series supports teachers in becoming reflective practitioners by familiarizing them with intentional teaching and
demonstrating how the frameworks can be used for assessing culturally, linguistically, and ability‐diverse children, and planning lessons for them.
Participants will learn about the Cycle of Intentional Teaching; using the CT Preschool Curriculum and Assessment frameworks to support all
children, including those with special needs; and using learning standards, assessment information, and children’s interests to inform curriculum
and instruction.
On‐site technical assistance will be offered to programs meeting application criteria. This series is for teachers and teaching teams who have
not attended a three‐day CT Preschool Curriculum and Assessment training.
17
Event Title Lee y Serás® (Read and You Will Be)

11/09/10, Tuesday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
Event Code: 11‐47‐068 Offered by: CT Parent Information and Resource Center
CEUs: 0.7 Literacy (301) Closing Date: 10/26/2010 Bianca Irizarry
Fee: None Presenter(s): SERC Consultants Project Assistant
Audience: Grades K‐3 (860) 632‐1485 Ext: 216
Family Members, Teachers, District Personnel, and Email: irizarry@ctserc.org
Members of Community‐based and Faith‐based
Organizations
Event Description:
Research has clearly shown that parents and family members are children’s first and most important teachers and role models. Lee y Serás®
(Read and You Will Be) is a national Latino early literacy initiative that engages families and community members as active participants in the
literacy development of their children. The program provides research‐based, in‐culture, bilingual curricula and materials for families, child care
providers, and community leaders. The goal of this program is to create long‐term attitudinal and behavioral changes that can work to close the
educational achievement gaps that exist between white students and their non‐white peers.
Participants in this professional development activity will be provided with information about the literacy issues facing the Latino community,
an overview of the Lee y Serás initiative, practical advice on how to coordinate the Lee y Serás Family Conversation workshop series, and step‐by‐
step guidance for conducting the sessions.
Event Title Including Children with Autism in Early Childhood Education Programs (Fall Session)

11/13/10, Saturday 9:00 AM 12:00 PM SERC Library Community Room, Middletown
Fee: $25 per person Presenter(s): Susan Izeman, Ph.D. Education Services Specialist
Audience: PreK, 3‐5 Director, Abilis Autism Program, (860) 632‐1485 Ext: 268
Child Care and Preschool Teachers, and Assistants and Greenwich Email: wilson@ctserc.org
Administrators from Early Care and Education Programs
Event Description:
Autism spectrum disorder (ASD): What is it exactly? Why use the word “spectrum”? Why are we hearing more and more about autism in the
media? How do I know if a child has autism? What can I do for a young child with autism? In this half‐day session, participants will receive
answers to these and more questions about this complex disability category.
This activity will provide an introduction to ASD, an outline of the strengths and challenges for children with ASD, a discussion about the range
of impact the disorder has on development, and a brief overview of outcomes with early intervention and participation in high‐quality community
programs as a component of intervention.
Participants in this professional development activity will increase their understanding and be able to articulate the definition of ASD; identify
the developmental areas impacted by ASD; describe the range of severity of ASD and the impact on a child’s participation in daily activities; and
identify strategies for the successful inclusion of children with ASD in community‐based programs.
18
Event Title The Link Between Literacy, Social‐Emotional Development, and Challenging Behavior

11/16/10, Tuesday 9:00 AM 3:30 PM Four Points Sheraton, Meriden
CEUs: 0.7 Literacy (301) Closing Date: 11/2/2010 Nattaneal Wilson
Fee: $40 per person Presenter(s): Tweety Yates, Ph.D. Education Services Specialist
Audience: PreK, 3‐5 Univ. of Illinois at Urbana‐Champaign (860) 632‐1485 Ext: 268
Early Childhood General and Special Educators, Email: wilson@ctserc.org
Paraprofessionals, Related Services Personnel, and
Families
Event Description:
Dr. Tweety Yates, project coordinator at the Center on the Social and Emotional Foundations for Early Learning, will offer practical strategies
and resources designed to enhance young children’s literacy skills and social‐emotional development and in turn reduce challenging behaviors.
These strategies and resources can be used in various preschool settings as well as in parent groups and/or home visits.
Participants in this professional development activity will discuss the link between literacy, social‐emotional development, and challenging
behaviors; and explore ideas for strengthening how educators and families support children in these three areas.
Event Title NAEYC Accreditation Road Trip: An Overview of the NAEYC Accreditation System ‐ Session B

11/17/10, Wednesday 4:30 PM 6:30 PM SERC Classroom, Middletown
Administrators
Event Description:

19
Event Title Supporting Families with Toddler and Preschool‐Age Children with Autism Spectrum Disorders ‐ Session A

11/18/10, Thursday 1:00 PM 4:00 PM SERC Classroom, Middletown
Fee: $25 per person Presenter(s): Marianne Barton, Ph.D. Education Services Specialist
Audience: Birth‐5 Associate Clinical Professor, University (860) 632‐1485 Ext: 268
Early Childhood Special Educators, Child Care of Connecticut Email: wilson@ctserc.org
Providers, and Administrators
Event Description:
Parents of children who may have an autism spectrum disorder (ASD) are in need of support, guidance, and information, whether their child is
newly diagnosed with ASD or has exhibited behaviors associated with the disorder. ASD is very complex and presents itself differently for each
child; learning about its implications is an ongoing and complicated process for parents. Creating a partnership between the school and the family
of a child with ASD may be challenging, but it is critical for the child’s development and academic outcomes.
Participants in this professional development activity will examine their own behavior, reflect on the issues the families of children with ASD
are dealing with, and discuss strategies for improving the dialogue when hurdles are presented.
This activity is offered on 11/18/10 at SERC and on 11/19/10 at ACES. Both sessions cover the same content.
Event Title How Welcoming Is Your School? ‐ Session A

11/19/10, Friday 9:00 AM 12:00 PM SERC Library Community Room, Middletown
CEUs: 0.8 Closing Date: 11/4/2010 Bianca Irizarry
Fee: None Presenter(s): Betsy LeBorious Project Assistant
Audience: PreK‐Grade 12 Program Manager, Youth and Family (860) 632‐1485 Ext: 216
Teachers, Administrators, Parents, and Community Development, CREC Email: irizarry@ctserc.org
Members. Participants are encouraged to attend as Veronica Marion
school‐based teams of 5. CT PIRC Co‐coordinator, SERC
Consultant
Event Description:
When schools create a welcoming environment, they become inviting places where students feel safe and want to learn, school employees
want to work, and families want to be involved. This half‐day training incorporates hands‐on activities and small group discussions regarding the
use of a walkthrough assessment of a school. The welcoming walkthrough assessment is designed to examine four specific areas: the physical
environment, school‐wide practices and policies, welcoming staff, and written materials. By using the Welcoming Walkthrough Tool Kit,
participants learn how to assess the climate of their school and develop a plan to create a welcoming climate to engage families and the
community.
To improve outcomes for all students, participants in this professional development activity will develop an understanding of the value of
family engagement in school climate issues, discuss the preparations needed to conduct a constructive walkthrough assessment, review the
guidelines for conducting a welcoming walkthrough, and explore the report and recommendations component to develop a plan for action.
Session A of this activity is scheduled for November 19, 2010, and Session B is scheduled for January 11, 2011. Both sessions cover the same
content. The workshop is provided in collaboration with the Connecticut State Department of Education.
20
Event Title Supporting Families with Toddler and Preschool‐Age Children with Autism Spectrum Disorders ‐ Session B

11/19/10, Friday 9:00 AM 12:00 PM ACES, Hamden
Audience: Birth‐5 Associate Clinical Professor, University (860) 632‐1485 Ext: 268
Early Childhood Special Educators, Child Care of Connecticut Email: wilson@ctserc.org
Providers, and Administrators
Event Description:
Parents of children who may have an autism spectrum disorder (ASD) are in need of support, guidance, and information, whether their child is
newly diagnosed with ASD or has exhibited behaviors associated with the disorder. ASD is very complex and presents itself differently for each
child; learning about its implications is an ongoing and complicated process for parents. Creating a partnership between the school and the family
of a child with ASD may be challenging, but it is critical for the child’s development and academic outcomes.
Participants in this professional development activity will examine their own behavior, reflect on the issues the families of children with ASD
are dealing with, and discuss strategies for improving the dialogue when hurdles are presented.
This activity is offered on 11/18/10 at SERC and on 11/19/10 at ACES. Both sessions cover the same content.
Event Title Overview of the Autism Diagnostic Observation Schedule (ADOS)

Fee: $30 per person Presenter(s): Christine Peck, Psy.D. Education Services Specialist
Audience: PreK, 3‐5 School Psychologist, CES, Trumbull (860) 632‐1485 Ext: 268
Birth to Three and Early Childhood Special Education Email: wilson@ctserc.org
Practitioners and Administrators
Event Description:
The Autism Diagnostic Observation Schedule (ADOS) has been identified as the gold standard for use in determining clinical diagnosis and
educational classification of autism spectrum disorder (ASD). The ADOS is a standardized instrument that utilizes a semi‐structured format to
create an environment and opportunities to observe behavior patterns associated with ASD. The CT Birth to Three System and CT State
Department of Education both require comprehensive assessments to determine if a child is eligible for early intervention/special education
services due to a classification of autism, and the ADOS is a tool assessment teams can use as part of the evaluation process.
This half‐day session will provide a detailed description of the ADOS and videotaped sample administrations of the instrument. It will not
provide detailed training in the administration, scoring, or analysis of the ADOS.
Participants in this professional development activity will learn how the ADOS is administered and how it can be used; gain sufficient
knowledge of the tool in order to understand the role it plays in a comprehensive assessment; and examine how the information obtained
through the ADOS can assist in understanding a child’s needs and help to define how early intervention/special education services are delivered.
21
Event Title NAEYC Accreditation Portfolios: What Are They and How Are They Used to Document Program Quality?

12/02/10, Thursday 8:30 AM 3:00 PM SERC Classroom, Middletown
Early Childhood General and Special Educators, School Project, CCAC, Hamden Email: wilson@ctserc.org
Administrators, Paraprofessionals, and Classroom
Assistants
Event Description:
Each program has the chance to really tell its stories of excellence through classroom and program portfolios. Participants in this professional
development activity will learn how successful NAEYC accreditation portfolios can show assessors what a program is like year‐round with just one
visit.
Participants may choose to attend the full day or only the morning portion of this session. In the morning, the presenters will review guidelines
to maximize organizational strategies, collection time, space, and “story telling.” The presenters will highlight the NAEYC guidance on portfolio
assembly and how to use portfolios to support parent involvement, program marketing, and professional development.
The afternoon portion of the session, which begins at 12:30, will combine networking with work time and discussion. Participants must bring a
portfolio with program documentation to review and share. Portfolios do not need to be complete, but experience in compiling a portfolio and
actual examples of documentation are necessary for participation.
Participants in this professional development activity will gain an understanding of the use of portfolios in the NAEYC accreditation process;
develop their knowledge of NAEYC’s guidelines for portfolio development; learn new ideas to create documentation of the performance of NAEYC
Accreditation criteria; and identify colleagues who would be willing to share ideas and opportunities as they continue to develop portfolios.
Event Title Including Children with Motor Difficulties in Early Childhood Education Programs

12/04/10, Saturday 8:30 AM 1:30 PM SERC Classroom, Middletown
Fee: $20 per person Presenter(s): Laurie Waple Education Services Specialist
Audience: PreK, 3‐5 Consultant, Orange (860) 632‐1485 Ext: 268
Early Childhood Teachers and Adminstrators, Email: wilson@ctserc.org
Paraprofessionals, and Classroom Assistants
Event Description:
Early childhood educators must collaborate and strategize with professionals from a variety of disciplines to create access and barrier‐free
environments that include all children in early childhood programs. In this half‐day professional development activity, participants will learn how
to evaluate their classroom environment for potential barriers that may exist for children with motor difficulties; examine challenges for these
children in the areas of physical access, mobility, and safety; explore ways to include self‐help, fine motor skills, and sensory integration within
classroom instruction and routines; discuss the specific role and function of occupational therapists and physical therapists in supporting young
children to benefit from special education services; discuss the importance of implementing strategies within the classroom environment by using
a collaborative approach; and examine strategies for reducing barriers and providing the highest level of independent participation and access to
the classroom experience for all students.
22
Event Title Including Children with Disabilities in Early Childhood Education Programs, PreK and Kindergarten: A Focus on
Paraprofessional Support
12/09/10, Thursday 9:00 AM 1:00 PM SERC Library Community Room, Middletown
Fee: $25 per person Presenter(s): Stefanie Carbone Education Services Specialist
Audience: PreK‐Grade K SERC Consultant (860) 632‐1485 Ext: 268
Early Childhood Teachers and Administrators Email: wilson@ctserc.org
Paquita Jarman‐Smith
SERC Consultant
Event Description:
Young children with disabilities may require the support of a paraprofessional to assure their access to the general education curriculum,
progress in learning, and participation in the classroom as well as in other activities. Learning how to use paraprofessional support effectively is
key to increasing a child’s inclusion in the classroom environment, curriculum, and social experiences. This session will provide participants with
strategies on how to use paraprofessional support in a classroom to achieve these goals.
Event Title Using Tiered Interventions to Support Social and Emotional Competence and Address Challenging Behaviors in Young
Children
12/16/10, Thursday 9:00 AM 3:30 PM Marriott Courtyard, Cromwell
Fee: $45 per person Presenter(s): Geneva Woodruff Education Services Specialist
Audience: PreK, 3‐5 Consultant and Trainer, Brookline, MA (860) 632‐1485 Ext: 268
Early Childhood General and Special Educators and Email: wilson@ctserc.org
Administrators
Event Description:
This workshop will provide an overview of how to use tiered interventions in an early childhood classroom setting to promote the social and
emotional competence of young children with challenging behaviors.
Participants in this professional development activity will understand the relationship between social and emotional competence and
academic success; learn the components of the Pyramid Model of intervention and their application in an early childhood classroom setting; and
make connections between the Pyramid Model and Connecticut’s intervention models: Scientific Research‐Based Interventions (SRBI); Early
Childhood SRBI; and Positive Behavioral Interventions and Supports (PBIS).
23
Event Title How Welcoming Is Your School? ‐ Session B

01/11/11, Tuesday 9:00 AM 12:00 PM SERC Library Community Room, Middletown
CEUs: 0.8 Closing Date: 12/28/2010 Bianca Irizarry
Fee: None Presenter(s): Betsy LeBorious Project Assistant
Audience: PreK‐Grade 12 Program Manager, Youth and Family (860) 632‐1485 Ext: 216
Teachers, Administrators, Parents, and Community Development, CREC Email: irizarry@ctserc.org
Members. Participants are encouraged to attend as Veronica Marion
school‐based teams of 5. CT PIRC Co‐coordinator, SERC
Consultant
Event Description:
When schools create a welcoming environment, they become inviting places where students feel safe and want to learn, school employees
want to work, and families want to be involved. This half‐day training incorporates hands‐on activities and small group discussions regarding the
use of a walkthrough assessment of a school. The welcoming walkthrough assessment is designed to examine four specific areas: the physical
environment, school‐wide practices and policies, welcoming staff, and written materials. By using the Welcoming Walkthrough Tool Kit,
participants learn how to assess the climate of their school and develop a plan to create a welcoming climate to engage families and the
community.
To improve outcomes for all students, participants in this professional development activity will develop an understanding of the value of
family engagement in school climate issues, discuss the preparations needed to conduct a constructive walkthrough assessment, review the
guidelines for conducting a welcoming walkthrough, and explore the report and recommendations component to develop a plan for action.
Session A of this activity is scheduled for November 19, 2010, and Session B is scheduled for January 11, 2011. Both sessions cover the same
content. The workshop is provided in collaboration with the Connecticut State Department of Education.
Event Title NAEYC Accreditation Road Trip: An Overview of the NAEYC Accreditation System ‐ Session C

01/25/11, Tuesday 1:30 PM 3:30 PM SERC Classroom, Middletown
Administrators
Event Description:

24
Event Title An Overview of PROMPT

01/27/11, Thursday 9:00 AM 12:00 PM Rensselaer (RAH), Hartford
Fee: $40 per person Presenter(s): Bob Kiernan, CCC‐SLP Education Services Specialist
Audience: Birth‐3 Certified PROMPT Clinician, Early (860) 632‐1485 Ext: 268
Early Intervention Service Providers and Administrators Connections, Milford Email: wilson@ctserc.org

Event Description:
PROMPT, or Prompts for Restructuring Oral Muscular Phonetic Targets, is a method of therapy for speech production disorders for adults and
children approximately 6 months of age and older. It is a technique designed to integrate the motor, cognitive‐linguistic, and social‐emotional
aspects of communications. As a system of treatment, PROMPT helps clients gain more control with their speech and links motor movements to
linguistic equivalents, such as words and phrases.
This professional development activity offers administrators and early intervention service providers with an introduction to PROMPT, which is
intended for use only by licensed speech pathologists. Participants will learn the philosophy of PROMPT; the relevant theoretical framework
illustrating the development of PROMPT; and the different levels of prompting (Parameter, Syllable, Complex, and Surface).
Event Title Behavior Interventions: What Works for Toddlers and Preschoolers

01/28/11, Friday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
Fee: $40 per person Presenter(s): Michael Weiss, Ph.D. Education Services Specialist
Audience: PreK, 3‐5 Developmental Psychologist, ADA (860) 632‐1485 Ext: 268
General and Special Education Preschool Teachers, Therapy LLC, Fairfield Email: wilson@ctserc.org
Assistants, Administrators, Support Services
Professionals, and Family Members
Event Description:
There are many elements that impact behavior and just as many points of view on how to systematically influence behavior and promote
growth in young children, including young children with autism spectrum disorder (ASD). This session will focus on how to achieve a true
integration of approaches and develop a behavior management system. The session will examine proactive and reactive strategies, along with
defining consequences, and discuss issues of “self‐regulation” and how they correlate with parenting/teaching styles. Participants will receive
information on functional behavior assessment and positive behavior support plans for young children with challenging behaviors, especially
children with ASD.
As a result of this professional development activity, participants will learn how to integrate multiple points of view in a coherent behavior
management system; know how to apply their understanding of self‐regulation to support positive behavioral growth; and use newly acquired
strategies for understanding children’s behavior, especially young children with ASD.
25
Event Title Myth Busters: An Open Conversation about NAEYC Accreditation

02/02/11, Wednesday 9:00 AM 12:00 PM Rm. 3 ‐ CSDE/SERC, Middletown
Lead Education Agency Preschool Teachers and Project, CCAC, Hamden Email: wilson@ctserc.org
Administrators
Event Description:
Let’s dispel some myths about accreditation by the National Association for the Education of Young Children (NAEYC) and ensure that you
make decisions about pursuing accreditation using accurate information. What have you heard that might be a barrier to your program’s
successful pursuit of NAEYC Accreditation? Think of all those rumors that begin with “I heard you can’t be accredited if….” and let’s talk about
them using facts and the NAEYC materials. Bring your questions!
Event Title Including Children with Challenging Behaviors in Early Childhood Education Programs

02/04/11, Friday 9:00 AM 3:30 PM Crowne Plaza, Cromwell
General and Special Education Early Childhood Email: wilson@ctserc.org
Teachers and Support Personnel Elsa Jones
Child Development Specialist, Rocky Hill
Event Description:
When teachers provide opportunities for children to develop their social and emotional skills, they begin to lay the foundation that is needed
to support a lifetime of learning. Through a teacher’s intentional teaching and reflective practice, children’s individual needs are identified,
planned for in the curriculum, and monitored for progress. The presenters will discuss these core components and share evidence‐based
practices and strategies to support students’ social and emotional development that can be used in the classroom.
In this professional development opportunity, participants will increase their understanding of intentional teaching and reflective practice;
learn new teaching and learning strategies specific to children’s social and emotional development; and learn to plan and implement behavioral
strategies linked to the Connecticut Preschool Curriculum and Assessment frameworks.
26
Event Title Engaging Dads and Family Men: Their Unique and Specific Value in a Child's Development

02/08/11, Tuesday 9:00 AM 3:30 PM Marriott Courtyard, Cromwell
Fee: $40 per person Presenter(s): Doug Edwards Education Services Specialist
Audience: Birth‐3 Program Director, Real Dads Forever, (860) 632‐1485 Ext: 268
Early Intervention Service Providers and Administrators CT Center for School Change Email: wilson@ctserc.org

Event Description:
Explore the benefits of the intentional and strategic inclusion of dads and other men in the family as a catalyst for the social, emotional, and
literacy success of young children. This session will use music, video, photos, and lively interactive conversation to highlight the unique value of
the presence and role of these all‐too‐often overlooked family members and how they support the development of their children. Participants
will learn strategies that support the involvement of fathers and other men in the family in the early intervention process.
Event Title Enhancing Early Literacy of Children with Significant Disabilities

02/23/11, Wednesday 9:00 AM 3:30 PM SERC Classroom, Middletown
Audience: Birth‐3 SERC Consultant (860) 632‐1485 Ext: 268
Early Childhood Educators, Parents, and Speech‐ Email: wilson@ctserc.org
Language Pathologists Smita Worah, Ph.D.
SERC Consultant
Event Description:
The development of language and literacy begins early and includes a range of behaviors, from listening to understanding, from
communicating with sounds and gestures to speaking. While literacy eventually includes reading and writing, children prepare to read long before
they can actually recognize and write words. Early literacy in reading is a baby who chews on a book, a toddler who wants his favorite book read
over and over, and a preschooler who “reads” the story to you from memory.
For children with disabilities or developmental delays, however, all of these early literacy skills may mature more slowly than they do in
typically developing children. Participants in this professional development activity will learn strategies to enhance literacy skills for children with
significant disabilities and begin adapting early literacy materials to reflect the needs of these children. The participants will have the opportunity
to take home these materials at the end of the session.
27
Event Title Including Children with Intellectual Disabilities in Early Childhood Education Programs

Fee: $25 per person Presenter(s): SERC Consultants Education Services Specialist
Audience: PreK, 3‐5 (860) 632‐1485 Ext: 268
Early Childhood Teachers and Administrators Email: wilson@ctserc.org

Event Description:
When early childhood programs are inclusive, all children benefit. In this setting, teachers are more likely to plan experiences that address the
needs of a wider range of children with and without disabilities.
Participants in this professional development activity will learn some of the skills needed to plan rich and diverse learning experiences that are
useful to children with intellectual disabilities. Adaptations and supports in the areas of curriculum, environment, and peer interactions will be
shared.
Event Title Early Childhood Staff Education and Professional Development Plans? Help!

03/08/11, Tuesday 1:00 PM 4:00 PM SERC Library Community Room, Middletown
Fee: None Presenter(s): Margaret Gustafson Education Services Specialist
Audience: PreK, 3‐5 Quality Initiative Specialist, CT Charts‐A‐ (860) 632‐1485 Ext: 268
Lead Education Agency Preschool Teachers and Course Email: wilson@ctserc.org
Administrators Claudia Sawyer
Advisor and Retention Counselor, CT
Charts‐A‐Course
Event Description:
Education requirements can look like alphabet soup (NAEYC, EHS, SR, DSS, etc., etc.). CT Charts‐A‐Course can help you navigate these
requirements in order to create professional development plans for program staff that are SMART: Specific, Measurable, Attainable, Rewarding,
and Trackable. Participants in this professional development activity should bring their questions and will leave with planning tools for organized,
planful professional development experiences.
Participants will identify the staff qualification requirements for each of the identified systems; learn how to construct meaningful individual
professional development plans; develop an understanding of the CT Charts‐A‐Course Professional Registry and how it can be used to track staff
qualifications; and understand Connecticut education resources and how to organize documentation to meet funder mandates and program goals.
28
Event Title Diagnosis of Infants and Toddlers: Introduction to Diagnostic Classification System DC:0‐3R

03/10/11, Thursday 9:00 AM 3:30 PM Marriott Courtyard, Cromwell
03/11/11, Friday 9:00 AM 3:30 PM Marriott Courtyard, Cromwell
Fee: $65 per person Presenter(s): Heather Bonitz‐Moore Education Services Specialist
Audience: Birth‐3 United Community and Family Services, (860) 632‐1485 Ext: 268
Early Intervention Service Providers and Administrators Norwich Email: wilson@ctserc.org
Kim Shepardson
Licensed Clinical Social Worker, East
Lyme
Event Description:
Zero to Three’s developmentally based diagnostic tool, the DC:0‐3R, is based on a growing understanding of early cognitive development. The
newest version of the manual, known in full as the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early
Childhood, Revised Edition, stands to make early treatment more effective than ever. The new criteria include diagnostic subsets for depression;
anxiety disorders, including separation anxiety and social anxiety; and feeding behavior disorders.
The facilitators in these interactive sessions will review the revised criteria and other aspects of diagnosing and treating early childhood mental
health disorders. The sessions will include a demonstration of the diagnostic process using the Decision Guidelines; an explanation of how the use
of videotape enhances the diagnostic process; and information about the relationships between the DC:0‐3R, the DSM‐IV, and the ICD‐9 or ICD‐10.
Participants in this two‐day professional development activity will learn key concepts in infant mental health; the development, philosophy and
use of the DC:0‐3R; an in‐depth exploration of the DC:0‐3R’s multi‐axial system; clarification of the five axes; and how to apply clinical reasoning
and diagnostic thinking to cases that are presented for small‐group intensive case discussions.
Event Title Overview of Evaluation Instruments and Practices

03/18/11, Friday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
Audience: PreK, 3‐5 Associate Clinical Professor, University (860) 632‐1485 Ext: 268
Early Childhood General and Special Educators and of Connecticut Email: wilson@ctserc.org
Administrators
Event Description:
Evaluating young children can be challenging—especially when the children have, or are suspected of having, special needs. This session will
review assessment tools currently available for evaluating preschoolers.
Participants in this professional development activity will learn how to select the appropriate tools for their needs; assess the validity of various
assessment methods; discuss the importance of gathering information from multiple sources; and learn how to use the data from these sources in
their evaluations.
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Event Title Literacy in Action: Brain Connections

Fee: $30 per person Presenter(s): Ida Washington Education Services Specialist
Audience: Toddler‐Gr. K Educational Consultant, Windsor (860) 632‐1485 Ext: 268
Early Childhood Educators Email: wilson@ctserc.org

Event Description:
Literacy in Action: Brain Connections is a multicultural movement exploration that focuses on active physical engagement related to research
on brain development. The presenter, Ida Washington, embeds early pre‐literacy development in a fun‐filled way, especially tailored for
ethnically, linguistically, and ability‐diverse children, ages 2‐6.
This session explores the benefits of using activities that involve literacy, creative dance, drama, and movement with young children, including
children with special needs. Through active participation, educators and child care providers attending this workshop will plan activities to use in
their own early childhood settings. The earlier portion of the session will focus on music and movement using a variety of instruments, props, and
musical forms, while the later portion will focus on how movement facilitates brain connections in language and literacy.
Participants in this professional development activity will incorporate brain research in planning creative movement expression experiences
and early literacy development in the early childhood classroom; re‐connect with the value of play in the development of language and literacy,
creativity, problem solving, and critical thinking skills in young children; and embed Connecticut’s Preschool Curriculum Framework (2006) into
language and literacy, physical development, and creative expression activities in order to improve learning outcomes for young children.
Event Title Advanced Topics in Working with Young Children with Autism Spectrum Disorders: Building Relationships, Managing
Meltdowns
03/22/11, Tuesday 9:00 AM 3:30 PM Rensselaer (RAH), Hartford
Fee: $55 per person Presenter(s): Rebecca Klaw Education Services Specialist
Audience: PreK‐Grade 5 Autism Consultant and Trainer, Autism (860) 632‐1485 Ext: 268
Early Childhood Special Education Teachers and Services by Klaw, Pittsburgh, PA Email: wilson@ctserc.org
Administrators
Event Description:
For reasons that are neurologically and developmentally based, children with autism spectrum disorders (ASD) are often difficult to engage. It
can be hard to build a social connection initially, even harder to maintain that relationship over time, and most challenging of all to go to the next
step and promote relationships between a child with autism and other children. The morning portion of this workshop will describe ways to
foster social relatedness between children with the common challenges of autism and the adults who work with them, and techniques for helping
young children with autism relate to other children. Video clips will be used to illustrate developmentally based, effective interventions that
expand and broaden social interactions among young children.
Also for reasons that are neurologically and developmentally based, many children with autism exhibit challenging behaviors and frequent
outbursts. Some seem to have one meltdown after another. Since consequences don’t always work with young children with ASD who are, by the
nature of their diagnosis, easily frustrated and often inflexible, different strategies for managing behavior are required. Responding thoughtfully
to these outbursts, both proactively and reactively, will be the focus of the afternoon portion of this workshop.
PLEASE NOTE: Participants are expected to have a basic understanding of ASD and the developmental differences exhibited by toddlers and
preschoolers who have been identified with the disorder.
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Event Title Bringing the Outside In: Investigating Soil in the Early Childhood Classroom

03/25/11, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown
Fee: $25 per person Presenter(s): Paquita Jarman‐Smith Education Services Specialist
Audience: PreK‐Grade K SERC Consultant (860) 632‐1485 Ext: 268
General and Special Educators, Support Staff, and Email: wilson@ctserc.org
Service Providers Nattaneal Wilson
Education Services Specialist
Event Description:
Would you like to create an engaging science center in your early childhood classroom? Do you need ideas on how to incorporate science into
the curriculum? Are you looking for ways to engage learners who are linguistically, ethnically, and ability diverse in physical and earth science
investigations? “Bringing the Outside In” is an opportunity to make the best of a common natural science resource: soil.
During this professional development activity, participants will develop an understanding of physical and earth science in the context of the
preschool and kindergarten curriculum, use the inquiry process to investigate soil using the CT Preschool and Kindergarten Science Curriculum
frameworks, and plan an age‐appropriate inquiry to engage all learners.
Please dress appropriately and feel free to bring your own soil sample from your program or your own backyard.
Event Title Strengthening Families Through Parent‐Professional Partnerships in Early Intervention Evaluation

Fee: $40 per person Presenter(s): Anne Farrell, Ph.D. Education Services Specialist
Audience: Birth‐3 Assistant Professor, Human Dev. & (860) 632‐1485 Ext: 268
Early Intervention Service Providers and Administrators Family Studies, UConn Stamford Email: wilson@ctserc.org

Event Description:
This interactive workshop will illustrate child assessment and intervention practices that respond to the social‐emotional needs of families. It
will link theory and research to everyday encounters between families and practitioners and suggest ways to manage issues such as unclear
referral questions, a lack of consensus about a child’s diagnosis, a dispute over the need for or nature of intervention, or a family’s shaken
confidence following trauma or other events.
The presenter will share specific, accessible strategies for engaging families and how to assess and match family priorities and concerns. She
will describe fundamental concepts of family‐centered values, practices, and theories, explore how these values or practices affect parent
function and child outcomes, and make the link between these theories and commonly encountered circumstances. Participants will consider
strategies to empower instead of disenfranchise parents, practice translating professional language (jargon) into accessible and family‐friendly
terms, and review case studies of children with clear disabilities as well as children with regulatory problems and social‐emotional concerns.
After this professional development activity, participants will know and apply the tenets of family‐centered practices; understand how
parent‐professional partnerships can bolster parent confidence and coping skills; articulate a philosophy of and set of strategies for engaging
parents in the assessment/evaluation process; describe overarching principles for effective evaluation reports; and identify effective
family‐friendly strategies for early intervention report writing.
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Event Title Including Children with Special Health Care Needs in Early Care and Education Community Programs

Fee: $25 per person Presenter(s): Carole Passarelli, RN, PNP Education Services Specialist
Audience: PreK, 3‐5 Nurse Consultant, North Haven (860) 632‐1485 Ext: 268
Preschool Teachers, Administrators, Nurses, and Email: wilson@ctserc.org
Service Providers Susan Yates, RN, PNP
Nurse Consultant, North Haven
Event Description:
Early care and education community programs now deal with children who have special health care needs. These children have health
conditions/problems that require monitoring and health procedures previously thought of as exclusive to health care settings. This workshop is
designed to provide information for early childhood teachers and service providers in community programs to plan for the entry and ongoing
attendance of these children, explore programmatic and environmental adaptations that may be necessary, and identify staff development needs
and resources related to the inclusion of these children in group settings.
Participants in this professional development activity will discuss how early childhood teachers and service providers can include children with
special health care needs in early care and education community programs; review medical conditions such as juvenile diabetes, asthma, seizures,
and feeding issues involving young children; and review individual health care and emergency care plans for children with special health care
needs.
Event Title Including Children with Autism in Early Childhood Education Programs (Spring Session)

04/14/11, Thursday 5:00 PM 8:00 PM Northwestern Connecticut Community College, Winsted
Fee: $25 per person Presenter(s): Janae Peluso Education Services Specialist
Audience: PreK, 3‐5 OTR/L Program Manager, Education (860) 632‐1485 Ext: 268
Child Care and Preschool Teachers, and Assistants and Connection/SEED, Litchfield Email: wilson@ctserc.org
Administrators from Early Care and Education Programs
Event Description:
Autism spectrum disorder (ASD): What is it exactly? Why use the word “spectrum”? Why are we hearing more and more about autism in the
media? How do I know if a child has autism? What can I do for a young child with autism? In this half‐day session, participants will receive
answers to these questions about this complex disability category.
This activity will provide an introduction to ASD, the strengths and challenges for children with ASD, the range of impact the disorder has on
development, and a brief overview of outcomes with early intervention and participation in high‐quality community programs as a component of
intervention.
Participants in this professional development activity will increase their understanding and be able to articulate the definition of ASD; identify
the developmental areas impacted by ASD; describe the range of severity of ASD and the impact on a child’s participation in daily activities; and
identify strategies for the successful inclusion of children with ASD in community‐based programs.
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Event Title Including Children with Special Health Care Needs in School‐based Preschool and Kindergarten Classrooms

Fee: $40 per person Presenter(s): Donna Kosiorowski, RN, NCSN Education Services Specialist
Audience: PreK‐Grade K Supervisor School Health, West Haven (860) 632‐1485 Ext: 268
Preschool and Kindergarten Teachers, Administrators, Email: wilson@ctserc.org
Nurses, and Service Providers Carole Passarelli, RN, PNP
Nurse Consultant, North Haven
Event Description:
An increasing number of children with special health care needs are now included in school classrooms. These children have health
conditions/problems that require monitoring and health procedures previously thought of as exclusive to health care settings. This workshop is
designed to provide information for classroom teachers, service providers, and health care professionals in school settings to plan for entry and
ongoing attendance of these children, explore programmatic and environmental adaptations that may be necessary, and identify staff
development needs and resources related to the inclusion of these children in school classrooms.
Participants in this professional development activity will discuss how school‐based preschool and kindergarten classroom teachers, service
providers, and health care professionals can include children with special health care needs in school classrooms; review medical conditions such
as juvenile diabetes, asthma, seizures, and feeding issues involving young children; and review individual health care and emergency care plans
for children with special health care needs.
Event Title Raising Your Anti‐Racist IQ: A Systems Approach to Culturally Responsive Practices

05/06/11, Friday 9:00 AM 3:30 PM SERC Classroom, Middletown
Audience: Birth‐5 SERC Consultant (860) 632‐1485 Ext: 268
Early Childhood General and Special Educators, Email: wilson@ctserc.org
Administrators, and Service Providers Paquita Jarman‐Smith
SERC Consultant
Event Description:
To be effective as early educators and leaders, teachers and administrators must start examining systemic racism in the context of early
childhood classrooms and programs.
This session is designed to support early care and education professionals as they begin the process of understanding racial identity
development. Using an anti‐racist IQ tool developed from their observations in the field, along with best practices in social‐emotional
development, the facilitators will lead participants in supporting the positive racial identity development of children and promoting positive
interactions with families.
Participants in this professional development opportunity will explore the impact of systemic racism and dominant (white) culture on adult
values and beliefs, and the impact of racism on their personal practices in early childhood classrooms; examine children’s identity development
through the lens of race and culture; develop an awareness of the role teachers play in understanding systemic racism as they develop their own
cultural competencies; and use tools to support positive family roles in the lives of their students.
33
Event Title The Art of Observation and Documentation Using the CT Frameworks

Preschool General and Special Educators, Service Email: wilson@ctserc.org
Providers, and Support Staff Paquita Jarman‐Smith
SERC Consultant
Event Description:
Observation is “beyond a set of skills”; it is “an attitude of openness” (see the “Power of Observation” by Judy Jablon, Amy Laura Dombro, and
Margo Dichtelmiller, 2nd edition, 2007). An open attitude and a commitment to early success for all children are common traits in successful
teachers. These teachers are reflective, joyous about watching children learn, and intentional about the work involved in preparing young
children for a lifetime of learning. This workshop will give teachers an opportunity to learn the techniques as well as cultivate the “art” of
observation.
Participants in this professional development opportunity will explore the ongoing cycle of observation and participate in activities aligned to
the Connecticut Preschool Curriculum and Assessment frameworks; learn to make accurate and objective observations using effective systems of
data documentation and collection; and connect the art of observation and reflective practice to high quality teaching and learning in the early
childhood classroom.
PLEASE NOTE: Participants should be trained in the CT Preschool Curriculum and Assessment frameworks before attending this workshop.
Event Title Supporting the Language Development Needs of Young Second Language Learners in the Early Childhood Classroom

06/03/11, Friday 9:00 AM 3:30 PM SERC Library Community Room, Middletown
Fee: $25 per person Presenter(s): Beth‐Ann Brunet Education Services Specialist
Preschool Teachers and Administrators Email: wilson@ctserc.org
Anne Marie Davidson
SERC Consultant
Event Description:
During this interactive training, the presenters will provide an overview of second language acquisition stages and behaviors common to
preschool‐age children. Participants will align the CT Preschool Curriculum framework, 2006, and English Language Learners (ELL) standards and
objectives. Additional content will include expectations and examples of supportive learning environments. There will be an opportunity to
discuss strategies for young language learners in the preschool setting as well as the cultural and linguistic differences and communication styles
in Caribbean, African American, and Latino families.
In this professional development activity, participants will become more familiar with stages and processes of second language acquisition; be
able to name components of a supportive language‐learning environment; and discuss cultural, linguistic, and communication styles in Caribbean,
African American, and Latino families related to early language development.
34
INDIVIDUAL APPLICANT APPLICATION FORM
2010-2011 PROFESSIONAL DEVELOPMENT ACTIVITIES
Have you been a participant in SERC professional development activities? Yes No
NAME SERC MEMBER # (IF KNOWN)
Home Phone Preferred E-mail
Home Address
City State Zip Code
FOR EDUCATORS: School / Program / Agency Work Phone
School District / Town Position / Role
Grade Level or Early Childhood Age Range Birth-3 3-5
If you are interested in earning CEUs, please provide the last four digits of your SSN or full SDE EIN:
Release time authorization: Administrator’s signature

(IF REQUIRED)
ONLINE WORKSHOP ACTIVITY CODE DATE TITLE FEE
Y/N # # # # # # #
Enclosed Check # Purchase Order # TOTAL AMOUNT DUE: $
Applicants who choose to register online should indicate YES next to the activity code and use this form to
submit payment or purchase order information. Please provide your online USERNAME:
Please list any disability-related accommodation needed:
INSTRUCTIONS: Please return the completed Application Form to SERC REGISTRATION, 25 Industrial Park Road,
Middletown, CT 06457-1516. Participants will be selected on a first-come, first-served basis up to full workshop
capacity and/or the registration closing date. Participants will receive written confirmation of enrollment from
SERC. If registering within 30 days of the date of the activity, applicants must submit payment with the
Application Form. Make checks payable to Rensselaer at Hartford.
STATE EDUCATION RESOURCE CENTER, 25 Industrial Park Road, Middletown, CT 06457-1516

Phone (860) 632-1485 – Fax (860) 632-8870 – www.ctserc.org
35
36
THIS SECTION CONTAINS
PROFESSIONAL DEVELOPMENT ACTIVITIES
DESIGNED FOR TEAM PARTICIPATION
ACTIVITIES DESIGNED FOR TEAMS

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

applications should be submitted by mail or fax only. Please fill
out the Team Application Form on page 41.
The workshop description provides information on registration

fees (if applicable). For additional information about each
activity and the application process, call or send an e-mail
message to the advertised Contact Person.
37
38
Event Title Study Group: Comprehensive Assessment of Young Children Suspected of Having Autism Spectrum Disorders

10/28/10, Thursday 9:00 AM 3:30 PM Rm. 3 - CSDE/SERC, Middletown
Event Code: 11-46-221 Offered by: Early Childhood Education Initiative
# Sessions: 1 Registration: Fax or Mail Contact Person:
Fee: $200 per team Presenter(s): Christine Peck, Psy.D. Education Services Specialist
Audience: PreK-Grade 1 School Psychologist, CES, Trumbull (860) 632-1485 Ext: 268
Preschool, Kindergarten, and Grade 1 Teachers, in Email: wilson@ctserc.org
Teams of 2-5 people Janae Peluso
OTR/L Program Manager, Education
Connection/SEED, Litchfield
Event Description:
For a child to be considered eligible for special education services, he or she must be assessed in all areas related to the suspected disability.
In addition, the CT Guidelines for the Identification and Education of Children and Youth with Autism state that “when an evaluation is conducted
to determine if a child meets the criteria for classification in the category of autism, autism-specific measures … must be a part of the evaluation
process.” Therefore, assessing a child’s needs and arriving at a decision regarding classification of autism spectrum disorder (ASD) is a process
with several layers. While the Autism Diagnostic Observation Schedule (ADOS) is the primary tool used in many districts to identify children with
the classification of autism, its results cannot be the sole determining factor.
This study group is designed for district teams of 2-5 people who will learn about the development of these comprehensive assessments for
young children and examine the issues involved in providing the assessments. Each district also will receive a half day of technical assistance to
further develop its ASD evaluation process and obtain a complete picture of the child’s needs. Finally, if needed, attendees at the full-day session
will determine dates and times for four additional half-day study group sessions that would offer extra CEUs.
Event Title Finding the Balance Between Standards and Practice in Young Children's Education - Session A

02/01/11, Tuesday 9:00 AM 3:30 PM ACES, Hamden
Fee: $80 per team Presenter(s): Andrea Brinnel Education Services Specialist
Audience: PreK-Grade K Consultant, CSDE - Bureau of Teaching (860) 632-1485 Ext: 268
Preschool and Kindergarten Teachers and and Learning Email: wilson@ctserc.org
Administrators from Lead Education Agencies teamed Michelle Levy
with Preschool Teachers and Administrators from Consultant, CSDE - Bureau of Teaching
community-based programs and Learning
Event Description:
When classrooms combine the use of rigorous standards, high expectations for achievement, and practices that reflect the unique learning
needs of the young child, all students are likely to get a successful learning experience. This professional development activity will address how
school districts and early childhood preschool programs can find this balance.
This workshop will focus on the alignment of expectations, instructional practices, and ways to provide support to diverse learners. It will
incorporate the CT Preschool Curriculum and Assessment frameworks as well as the CT Kindergarten Standards and is intended to support
programs that are using these tools as a guide for their curriculum development.
Participants in this professional development activity will understand the connections between standards and developmentally appropriate
practice; the alignment of early childhood and elementary instructional practice; the alignment between the Preschool Curriculum and
Assessment frameworks (PCF/PAF) and content area grade-level expectations; and the integration and alignment across domains and content
areas.
39
Event Title Finding the Balance Between Standards and Practice in Young Children's Education - Session B

Fee: $80 per team Presenter(s): Andrea Brinnel Education Services Specialist
Audience: PreK-Grade K Consultant, CSDE - Bureau of Teaching (860) 632-1485 Ext: 268
Preschool and Kindergarten Teachers and and Learning Email: wilson@ctserc.org
Administrators from Lead Education Agencies teamed Michelle Levy
with Preschool Teachers and Administrators from Consultant, CSDE - Bureau of Teaching
community-based programs and Learning
Event Description:
When classrooms combine the use of rigorous standards, high expectations for achievement, and practices that reflect the unique learning
needs of the young child, all students are likely to get a successful learning experience. This professional development activity will address how
school districts and early childhood preschool programs can find this balance.
This workshop will focus on the alignment of expectations, instructional practices, and ways to provide support to diverse learners. It will
incorporate the CT Preschool Curriculum and Assessment frameworks as well as the CT Kindergarten Standards and is intended to support
programs that are using these tools as a guide for their curriculum development.
Participants in this professional development activity will understand the connections between standards and developmentally appropriate
practice; the alignment of early childhood and elementary instructional practice; the alignment between the Preschool Curriculum and
Assessment frameworks (PCF/PAF) and content area grade-level expectations; and the integration and alignment across domains and content
areas.
40
TEAM APPLICATION FORM
2010-2011 PROFESSIONAL DEVELOPMENT ACTIVITIES
School District/Town Phone
Team Liaison/Contact Person E-mail
Do you plan to attend? Yes No If yes, please complete a Team Member form below.
(IF REQUIRED)
TEAM MEMBER 1:
School / Program / Agency Work Phone

Position / Role Grade Level
Home Address
City State Zip Code
TEAM MEMBER 2:

Home Address
City State Zip Code
WORKSHOP ACTIVITY CODE TITLE UNITS FEE

# # # # # # #
Enclosed Check # Purchase Order # TOTAL DUE: $

INSTRUCTIONS: Please return completed Team Application Form to SERC REGISTRATION, 25 Industrial Park Road,
Middletown, CT 06457-1516. Teams meeting the advertised criteria will be selected on a first-come, first-served basis up to
full workshop capacity and/or the registration closing date. The designated team liaison will be responsible for
communication among team members. Team members will receive written confirmation of enrollment from SERC.
Payment of registration fees should accompany the Application Form unless purchase order information is provided. Make
checks payable to Rensselaer at Hartford.
STATE EDUCATION RESOURCE CENTER, 25 Industrial Park Road, Middletown, CT 06457-1516
Phone (860) 632-1485 – Fax (860) 632-8870 – www.ctserc.org
41
WORKSHOP TEAM APPLICATION FORM
ADDITIONAL MEMBERS
School District / Town Phone
Team Liaison/Contact Person E-mail

(IF REQUIRED)
TEAM MEMBER 3:

Home Address
City State Zip Code
TEAM MEMBER 4:
Home Address
City State Zip Code

TEAM MEMBER 5:

Home Address
City State Zip Code
42
TECHNICAL ASSISTANCE OPTIONS
from our Early Childhood Education Initiative and the Early Childhood Resource Center
The Early Childhood Education Initiative at the State Education Resource Center offers customized, job-
embedded technical assistance opportunities to early childhood programs and kindergarten classrooms.
SERC and other professional early childhood consultants can deliver in-depth, on-site support tailored to your
program’s needs.
The goal of technical assistance is to help programs and professionals improve the daily practices,
structures, and policies that promote student outcomes in the early learning environment.
Do I need technical assistance?

SERC activities are designed around the vision that educators and child care providers who have
opportunities to learn, reflect, and apply skills related to their profession can best provide the same
opportunities for children. SERC also embraces the idea that one style of professional development does
not meet everyone’s needs, so we provide a variety of training opportunities.
We offer:
• on-site delivery and follow-up support
• a focus on collaboration and opportunities for networking
• action steps developed collaboratively with participants as part of the technical assistance
• a focus on leadership development and systems change to support practitioners during periods of change
• access to the CT Early Childhood Resource Center Library Collection, as well as Web-based supports
For information on arranging technical assistance for your school or program, contact
Paquita Sims, Early Childhood Consultant at SERC, (860) 632-1485, ext. 313, or sims@ctserc.org.
SAMPLE TOPICS
Supporting Children with Special Needs
• Developing IEPs
• Linking assessment and instruction
• Inclusive practices for school and community-based programs
Best Practices in Curriculum, Assessment, and Instruction
• CT Curriculum and Assessment Frameworks
• Social & emotional development, infants and toddlers through kindergarten-age
• Cultural responsiveness and diversity
• Content-specific professional development: science, math, literacy, social studies
• Tiered interventions to support all learners
Early Childhood Leadership
• Program assessment and improvement
• Accreditation for inclusive programs
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44
CT Association for the Education of Young Children
2321 Whitney Avenue * Building 2, Suite 501 * Hamden, CT 06518
A statewide educational organization dedicated to promoting early care and education.

This form will entitle you to become a member in your Local, State, & National Association for the Education of Young Children
Rolling Membership Application 2010

Name:_____________________________________________________________________________________________________
Address:___________________________________________________________________________________________________
City:__________________________________________________ State: ______ Zip:___________________
Home Telephone:________________________________________ Work Telephone:__________________________________
Email:_____________________________________________________________________________________________________
Name of Workplace:_________________________________________________________________________________________
Workplace Address:__________________________________________________________________________________________
City:__________________________________________________ State: _______ Zip:___________________
New and existing NAEYC membership now includes a subscription to the NAEYC print publication of your choice:
Young Children or Teaching Young Children for the Preschool Professional. For an additional fee, you can receive both
publications. Choose the publication package that best meets your needs:
Young Children (6 issues)
Teaching Young Children (5 issues, plus a bonus book, Spotlight on Teaching Young Children) or
Both...Young Children and Teaching Young Children (Additional cost: $19 for one year or $57 for three)
New Membership Renewal - Member #: _____________________
Please choose your affiliate designation below, then select the membership level you would like to join.
At-Large Area - 52000 Central Naugatuck Valley Chapter of CAEYC - 52001 Northeast Chapter of CAEYC - 52002
Hartford - 016 New Haven - 018 Fairfield - 019
$94 Comprehensive Affiliate Member $59 Regular Affiliate Member

$59 Student Affiliate Member
Students ONLY: Student ID#:_________________________ College/University Name: _____________________________
Indicate your payment option:
Check/money order enclosed. If paying by check from a bank branch located outside the United States, add
a processing fee of $10 for amounts up to $90; add $20 for amounts over $90.
Visa Mastercard American Express Discover
Credit Card #:_______________________________ Security Code:_________ Expiration Date:__________
Cardholder’s Name:_________________________________________________________
Please return completed form with your payment to National Association for the Education of Young Children, P.O. Box
97156, Washington DC 20090-7156. Or fax to 202-328-2649. Please make check payable to NAEYC.
NAEYC sometimes rents its mailing lists to commercial firms to distribute information regarding early childhood related products
and services. Generated revenues are used to support other NAEYC activities.
Please check here if you wish to have your name removed from the list:
45
Family Resource Centers
Family Resource Centers provide access within a community to a broad continuum of early childhood
and family support services that foster the optimal development of children and families. They offer
parent education and training; family support; preschool and school-age child care; teen pregnancy
prevention (positive youth development services); and family day care provider training.
Family Resource Centers are:
• providers of quality child care;
• physically accessible in public schools;
• sources of family support and child care services administered by schools
or community-based agencies collaborating with schools; and
• open for use by families during hours that are consistent with the schedules of families.
Connecticut Family Resource Center Sites:

Bloomfield: J.P. Vincent School New Haven: Hill Central School,
Branford: Indian Neck School Katherine Brennan School,
Bridgeport: Barnum-Waltersville School, Wexler/Grant Community School
Cesar Batalla School, New London: Harbor School, Jennings School
Dunbar School, Roosevelt School N. Branford: Jerome Harrison Elementary
School
Bristol: Clara T. O’Connell School,
South Side School Norwalk: Fox Run School,
Naramake Elementary School,
Danbury: Mill Ridge Intermediate School,
Side by Side Community School
Morris Street School
Norwich: Wequonnoc School
East Hartford: Hockanum School,
Silver Lane School Plainfield: The Early Childhood Center
East Haven: D.C. Moore School Plainville: Linden Street School
East Windsor: Broad Brook Elementary School Plymouth: Plymouth Center School
Enfield: Thomas G. Alcorn School Putnam: Putnam Elementary School
Groton: Catherine C. Kolnaski School Stafford Springs: West Stafford School
Hamden: Church Street School Stamford: Rogers International Magnet,
Westover School
Hartford: Burns Academy of Latin Studies
School, Maria Sanchez School, Stonington: West Broad Street School
Martin Luther King, Jr. School, Stratford: Stratford Academy
Ramon E. Betances School, Tolland: Birch Grove Primary School
Sand Everywhere School Torrington: Vogel-Wetmore School
Hebron:
2
Gilead Hill School Vernon: Maple Street School
Killingly: Goodyear Early Childhood Center Waterbury: H.S. Chase School,
Manchester: Washington Media Magnet School Woodrow Wilson School
Meriden: Benjamin Franklin School, West Hartford: Charter Oak Academy
John Barry School West Haven: Savin Rock Community School
Middletown: Commodore Macdonough School, Winchester: Batcheller Elementary School
Farm Hill School Windham: North Windham School,
Milford: Mathewson School Natchaug School
New Britain: Jefferson School, Smalley Academy Windsor: Oliver Ellsworth School
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Early Childhood-Related Web Sites
Accreditation Facilitation Project (AFP) The Division for Early Childhood (DEC)
www.ctcharts-a-course.org www.dec-sped.org
The Annie E. Casey Foundation Early Childhood Outcomes Center

www.aecf.org www.fpg.unc.edu/~eco
Center for Response to Intervention in Early Early Childhood Research & Policy Council
Childhood http://www.ctearlychildhood.org/Content/Research_
www.crtiec.org and_Policy_Council.asp
Center on the Social and Emotional Foundations GreatKids CT

for Early Learning www.greatkidsct.org
www.vanderbilt.edu/csefel
Hartford Area Child Care Collaborative
Child Care Infoline www.haccc.info
www.childcareinfoline.org
Hartford Association for the Education of Young
Children's Defense Fund Children
www.childrensdefense.org www.hartfordaeyc.org
CT Association for the Education of Young Children Infoline

http://www.ctaeyc.org www.infoline.org
CT Birth to Three System National Association for Family Child Care (NAFCC)
www.birth23.org www.nafcc.org
CT-Charts-A-Course National Association for the Education of Young

www.ctcharts-a-course.org Children (NAEYC)
www.naeyc.org
CT Commission on Children
www.cga.ct.gov/coc National Association of Child Care Resource and
Referral Agencies (NACCRRA)
CT Department of Public Health Care Practitioner www.naccrra.org
Licensing Program
www.dph.state.ct.us/BRS/Day_Care/day_care.htm National Black Child Development Institute, Inc.
www.nbcdi.org
CT Parent Advocacy Center (CPAC)
www.cpacinc.org National Child Care Information and Technical
Assistance Center
CT Parent Information and Resource Center http://nccic.acf.hhs.gov
(CTPIRC)
www.ctpirc.org National Early Childhood Technical Assistance Center
www.nectac.org
CT State Department of Education
www.state.ct.us/sde National Head Start Association
www.nhsa.org
CT State Department of Education, Early Childhood
Education Zero to Three
http://www.sde.ct.gov/sde/cwp/view.asp?a=2678& www.zerotothree.org
q=320780&sdePNavCtr=|#45557
Dialogue on Early Childhood Science, Mathematics,

and Technology Education
http://www.project2061.org/publications/earlychild/
online
47
Connecticut State Board of Education
Hartford
Position Statement on Infants, Toddlers and Their Families
Adopted January 5, 2005
Infants are born active learners.
Research shows that a child’s first three years of life are a period of extraordinary growth and development. During this period of
dramatic brain development, children acquire the ability to think, speak and reason. It is these early years, the infant and toddler period
of development, that lay the foundation for a child’s future school and life success. The State Board of Education acknowledges the
essential role and interest of parents and other state agencies serving infants and toddlers. This position statement supports parents, state
agencies, providers, schools and communities in meeting the needs of infants and toddlers.
The State Board of Education recognizes the importance of the early childhood community in preparing children for ultimate school
success. Early life experiences for children are most significantly influenced by the adults in their lives and by the general environment
to which they are exposed. Relationships and experiences with parents, caregivers and significant adults form a foundation upon which
cognitive, language, emotional, social and moral development unfold. Nurturing and loving relationships have a tangible and long-term
influence on a child’s development. Access to high-quality personnel, programs, services and supports for infants, toddlers and their
families is critical.
The State Board of Education believes that all infants and toddlers in Connecticut deserve the opportunity to reach their full potential. To
that end, the State Board recognizes that the following principles should guide the development of programs and services for infants,
toddlers and their families.
Infrastructure Development
• Infants, toddlers and their families need comprehensive services that integrate care and learning, nutrition, physical and
mental health and other services that may be required to sustain healthy development.
• Systems of training for parents and service providers of infants and toddlers must be developed and made accessible.
• Local, state and national resources should be coordinated in a manner that allows all families easy access to services,
supports and programs for their children and themselves.
• Partnerships between early childhood providers and state agencies must ensure the early identification of and delivery of
intervention services to infants and toddlers with disabilities.
• The good health of all infants and toddlers should be ensured by the delivery of ongoing medical, health and nutritional
services.
• Communities should invest in and ensure the availability and quality of infant-toddler care in their community.
• State agencies with infant-toddler interest should develop professional and service standards for providers of infant and
toddler services.
Supporting Families and Positive Relationships
• Programs and services must recognize the critical role that families play in the lives of children. Programs must support
parents as their child’s first teachers.
• Families and significant adults in the lives of children must have the requisite knowledge, skills and competencies to
nurture a child’s development.
• Parents without a high school diploma or General Educational Development (GED) diploma should be referred to local
GED and adult literacy programs.
• Providers should align their programs, services and supports to respect each family’s culture and ethnicity.
• Families of infants and toddlers with special needs or developmental disabilities must be provided
with information, resources and support in order to successfully advocate for their children.
High-Quality Programs and Services
• Infants and toddlers with disabilities should receive specialized, high-quality early intervention services and supports to
meet their individual needs and ensure positive developmental outcomes.
• Infants and toddlers should be afforded high-quality early learning environments that ensure their health and safety.
• Environments serving infants and toddlers must provide optimal learning opportunities that encourage and support each
child’s growth and development.
• Programs that serve high-risk infants and toddlers must focus their efforts on providing targeted and comprehensive
services and sensory stimulation that support learning.
• Training and technical assistance must be ongoing to ensure the availability of qualified, competent and capable
providers.
• Training and technical assistance opportunities must be enhanced by incentives and career ladders. Infants and toddlers
are the most vulnerable members of our society. The State Board of Education believes that a community’s commitment
to infants and toddlers and their families is an investment in an essential, long-term, structural asset that will result in
lasting educational benefits for all.
48
Connecticut State Board of Education
Hartford
Position Statement on Preschool Programs and Services
Adopted September 11, 2002
Families are increasingly looking to local public schools to assist them in meeting the needs of preschool-age children. The Connecticut
State Board of Education is committed to ensuring that all of the state’s preschool-age children, including children with disabilities, are
afforded an opportunity to participate in a high-quality preschool education. Such an experience fosters a child’s overall development,
including literacy and readiness for the public school kindergarten curriculum. The Board believes that a high-quality preschool
education is essential to children’s future success both in school and as adults. The Board’s focus on preschool education is a
cornerstone of the state’s school reform efforts, with attention to high expectations and the assurance that preschool-age children will
demonstrate performance and proficiency at each age and stage of development and will enter school ready to learn.
The Board views Connecticut’s local and regional school boards as leaders in a community’s collaborative response to meeting the
needs of preschool-age children and their families. As leaders, local boards do not necessarily need to operate programs. Rather, local
boards should coordinate and facilitate the array of services and supports available, including high-quality preschool education, for the
child and family within the community.
The ability to ensure that preschool children are successful learners in school will depend on a number of factors. These include a child’s
good health and nutrition; quality interactions with parents, caregivers and peers; and experiences provided by preschool educators who
are guided by values, ideas, and actions directed at the interests of individual children and their families, and scientifically based
research. Research consistently relates parental educational status and parental reading competence as inherent benefits to young
children acquiring literacy and meeting other age-appropriate developmental expectations. In developing strategies to close achievement
gaps among students, local boards of education must actively encourage parents without a high school diploma or in need of literacy and
English-language supports to enroll in local adult education programs. Local and regional school boards are encouraged to design
effective family literacy strategies for parents of preschool-age children.
To foster the maximum development of children during the preschool years, the Board endeavors to sponsor preschool programs and
services that expand and enhance the availability and quality of comprehensive and integrated public school and community-based
preschool programs and services for all children by:
• encouraging local school board leadership in each community to ensure that the educational needs of preschoolers are
being met;
• providing assistance to local and regional school boards when needed to implement new community- or school-based
preschool programs and/or improve existing ones;
• supporting the participation of families in the preschool education of their children;
• ensuring that parents with adult educational needs, including English as a second language, receive priority for such
services;
• supporting the community in its efforts to ensure access to a high-quality preschool education for its children;
• supporting the quality of children’s learning at the preschool level by providing and promoting high-quality educational
opportunities and establishing standards for high expectations linked to Connecticut’s curricular goals and standards for
children in kindergarten through Grade 12; and
• supporting the professional development of personnel to ensure that they possess the skills, knowledge and competencies
to offer children a quality preschool education.
Through the coordination of policy concerning preschool education and child care across state agencies, local school districts’ leadership
in setting high standards and fostering collaboration among local partners, and each child being supported by caring and knowledgeable
families, an educational continuum, starting at preschool, can be effected. As a result, no child will be left behind and each child will
enter school prepared and eager to continue learning.
49
Conference brochures will be available shortly after February 15, 2011. Contact Yolanta Garcia at
garcia@ctserc.org, or (860) 632-1485, ext. 264, if you would like to be added to the mailing list.
50
The Transition from Birth to Three to Preschool
Please join us for an informative, informal conversation
with care providers, school personnel, and other parents
who have been through the process!
Come hear about…
• what to expect as your child leaves

the Birth to Three System and
enters preschool;
• preparing your child for the
transition;
• your rights as a parent during the
process;
• your role as a parent in the special
education system;
• what happens at a PPT and what
questions you should ask;
• how the individualized family
service plan (IFSP) differs from the
individualized education program
(IEP); and
• effective communication between
you and your child’s teacher.
A light dinner will be provided.

Child care stipends are available upon request.
To register, call the CT Parent Advocacy Center (CPAC) at
1-800-445-2722 or go to www.cpacinc.org
This evening is sponsored through a collaboration among the CT Birth to Three System;
the CT State Department of Education, Bureau of Special Education; the CT Parent Advocacy Center; and the State Education Resource Center
51
CT PIRC: Parent Information and Resource Center
Serving families, teachers, and other professionals who work on behalf of children in Connecticut
CT PIRC provides the following services and resources:

For families~
Family support, referrals to pertinent resources, workshops, talks at community events,
Call CT PIRC’s and special programs that celebrate families’ cultural and linguistic diversity.
Toll-Free Parent Line:
A toll-free phone line for assistance on educational issues related to the Elementary and
1-800-842-8678 Secondary Education Act (ESEA).
http://www.ctpirc.org
For families, teachers, faith-based organizations, and other professionals who work with and
Call our toll-free number if you
would like more information for
care for children~
yourself, your school, or your faith- A Web site with resources and announcements about family learning, family
based or community organization. involvement, and School-Family-Community Partnerships.
A library collection with family and School-Family-Community resources.
For teachers and other professionals who work with and care for children~
Professional development opportunities for school districts statewide, including Title I
districts, on School-Family-Community Partnerships, Welcoming Atmosphere Tool
Kit Training, Action Team Training, ESEA for family service providers, Family
Literacy Institute, and much more.
CT PIRC Coordinators Support for service providers and school personnel in targeted Title I districts with a
Veronica Marion focus on developing and implementing effective parent involvement policies,
(860) 632-1485, ext. 391 programs, and activities.
marion@ctserc.org
For everyone who works with and cares for Connecticut’s children~
Barbara Slone Visit our library at 25 Industrial Park Road, Middletown, Connecticut, where you’ll
(860) 632-1485, ext. 340
find:
slone@ctserc.org
Materials for parents on becoming a leader in your child’s school,
CT PIRC Director
Marianne Kirner, Ph.D. understanding ESEA, learning how school systems work, and much more.
(860) 632-1485, Valuable resources for teachers on how to create family-friendly schools,
ext. 265 or 266 communicating with families and community stakeholders, legislation, and
many other helpful topics.
CT PIRC is partially funded by the

U.S. Department of Education
Supporting School-Family-Community Partnerships
CT PIRC · 25 Industrial Park Road · Middletown, CT 06457 · (860) 632-1485
52
Top eleven reasons to visit the SERC Library
25 Industrial Park Road, Middletown, CT
Serving Connecticut’s education community for 41 years

Equity, excellence, education
Resources for educators, preservice educators, support services personnel, and families
Continuously adding to our resources
Located centrally in Connecticut

Individualized attention and research assistance
Blog at http://serclibrary.blogspot.com
Renew and reserve online with our Library automation system
Acquisitions posted on our Web site monthly at www.ctserc.org/library
Ready to serve you six days a week with extended evening & Saturday hours
Yes, membership is still free!
Come see the new technological tools available to you!
Create lists of your favorite resources and manage your account on your
individual homepage via our new patron interface,
http://serc-verso.auto-graphics.com/iluminar/home.asp.
Check out the SERC Library blog at http://serclibrary.blogspot.com
Library/Circulation: (860) 632-1485, Ext. 235

Fax: (860) 632-0438
NON-PROFIT ORG
U.S. POSTAGE PAID
MIDDLETOWN, CT
PERMIT # 332
• Special Education Resource Center Change Service Requested
• Early Childhood Resource Center
CT Parent Information and Resource Center
25 Industrial Park Road

Middletown, CT 06457-1516
www.ctserc.org

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Marianne Kirner, Ph.D. Kristy Giacco

Early Childhood Education Initiative Team

Anne Marie Davidson, Consultant, ext. 316

Best wishes for an enriching year.

The SERC Early Childhood Education Initiative Team

Submitting an Application Form 5

Frequently Asked Questions About Your SERC Member Number 8

Activities for Individuals 13

Activities for Teams 37

Application for Teams 41

Technical Assistance Options 43

List of Family Resource Centers 46

Position Statement on Infants, Toddlers and Their Families 48

Position Statement on Preschool Programs and Services 49

Parent Session on Transition to Preschool 51

Submitting an Application Form

Three Easy Ways to Register for an Activity

Selection for Participation

Registration Fees/Refund Policy

Inclement Weather Advisory

Continuing Education Units (CEUs)

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Why is my SERC Member number important to online registration for an activity?

To reconfirm or obtain a SERC Member number, contact a SERC Staff

Home | Sign In | Create an Account | SERC Policy

Visit www.ctserc.org and click the “Professional Development” tab to open

E-mail Linda Zorovich at zorovich@ctserc.org or Jasmine Zhao at zhao@ctserc.org

Thu 10/21/10 NAEYC Accreditation Support Group 16

Tue 11/09/10 Lee y Serás® (Read and You Will Be) 18

Wed 02/02/11 Myth Busters: An Open Conversation about NAEYC Accreditation 26

Wed 02/23/11 Enhancing Early Literacy of Children with Significant Disabilities 27

Fri 03/18/11 Overview of Evaluation Instruments and Practices 29

ACTIVITIES DESIGNED FOR INDIVIDUALS

These activities are open to any single applicants. However,

Before registering, please review the activity descriptions for

Although applications for these workshops may be submitted by

If using mail or fax, fill out the Individual Applicant

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Enclosed Check # Purchase Order # TOTAL AMOUNT DUE: $

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New Membership Renewal - Member #: _____________________

$94 Comprehensive Affiliate Member $59 Regular Affiliate Member