SERC believes the most effective learning opportunities are learner-driven, in a variety of formats. We offer comprehensive in-district technical assistance and support, online courses and learning modules, resources through the SERC Library and website, and other means to serve the unique needs of the learner.
This page features our pre-scheduled learning opportunities, with specific dates, for those who wish to plan ahead to attend in person. Registration is required. For anytime online learning, click the “Online Courses” tab.
Executive Functioning 101
May 3, 2017
This professional development opportunity discusses the impact of executive function and self-regulation on academic success. Teachers will learn new tools and approaches that allow them to effectively integrate new understandings of the relationship between executive function skills and academic success into their teaching practice. They also will learn to better recognize warning signs and to develop strategies to support students.
Time: 9:00 a.m.
Person-Centered Planning: Maps Train the Trainer Professional Learning Experience
May 4, 2017
Person-Centered Planning (PCP) is a set of approaches to life planning based on what a person considers most important. It is traditionally associated with individuals with disabilities. In an education setting, PCP involves specifying the opportunities, accommodations, and assistance that will give a student with disabilities the best chance of experiencing what is most important.
This two-day train-the-trainer session for school teams will introduce them to the various person-centered planning programs, including the new Life Course Framework adopted by the Connecticut Department of Developmental Services. In addition, the teams will receive the materials and skills needed to facilitate a Making Action Plans (MAPS) session for students within their districts. Providing this PCP experience will help students, families, and educators identify a student’s post-school goals and determine the services needed to achieve those goals.
This session requires registration by teams of 2 to 4. It is recommended the team include a parent of a student with disabilities.
Time: 9:00 a.m.
Multi-day Event: 5/4/2017, 5/5/2017
Dismantling Systemic Racism: 2017 Conference on Race, Education & Success
May 10, 2017
SERC and the SERC Foundation are excited to hold a conference on the importance of racial equity in education.
Calvin Terrell, founder and lead facilitator of Social Centric, and Aaron Jafferis, a playwright and teacher, will keynote this important conversation on an equity transformation approach to ensure that all students get what they need to be successful in school and in life. Breakout sessions will address the multifaceted ways that race and systemic racism impede our students’ outcomes and limit opportunities for success in academics, social development, health, and family engagement. Participants will learn about the work of individuals committed to supporting students of color and engage in activities on transforming systems to support an excellent and equitable education for all.
Time: 8:30 a.m.
Connecticut’s English Language Arts Initiatives: Implications for Students with Disabilities, English Learners, Students of Color, and Families
May 11, 2017
When it comes to English Language Arts, Connecticut emphasizes the need for providing effective and impactful literacy instruction for all students. This session focuses on a critically important component of these efforts: the curriculum and instructional implications for families, students of color, English learners, and students with disabilities.
The session will cover the latest updates on the English Language Arts initiatives in Connecticut and, using the lens of equity, how schools and districts can be strategic and proactive in providing additional support for these populations.
Time: 8:00 a.m.
Integrating your SRBI and PBIS Processes
May 17, 2017
Scientific Research-Based Interventions (SRBI )and Positive Behavioral Interventions and Supports (PBIS) are prevention-oriented systems of school functioning and resource allocation. Both PBIS and SRBI share defining characteristics that include: implementation with fidelity; a continuum of evidence-based practices; student performance as a measurement of success; continuous progress monitoring; data-based decision making and problem solving; and universal screening. PBIS and SRBI frameworks provide guidance for implementation of evidence-based practices along a continuum of Interventions and Supports for behavioral and social development. In this session participants will learn ways to integrate their systems of academic intervention and behavior supports to maximize resources, efficiency, and outcomes for students.
Time: 9:00 a.m.
Exploring Collaborative Roles for Speech-Language Pathologists (SLPs) in Specific Learning Disabilities (SLD)/Dyslexia
May 19, 2017
A student’s planning and placement team (PPT) needs the expertise of many school professionals, including speech-language pathologists (SLPs), to appropriately identify a Specific Learning Disability (SLD)/Dyslexia and to implement specially designed structured literacy interventions.
In this roundtable colloquium, SLPs will review the components of structured literacy and then access the resources of SERC’s Library to examine speech and language assessment tools that inform the SLD/Dyslexia comprehensive evaluation process. Subsequently, they will investigate research-based practices that support collaborative and consultative language-literacy interventions.
SLPs participating in this professional learning opportunity will self-assess their collaborative PPT role in the identification of SLD/Dyslexia; expand their repertoire of assessment tools; and support language-literacy instruction for students with SLD/Dyslexia via collaboration and consultation.
An Alternative to Restraint/Seclusion: Nonviolent Crisis Intervention
May 24, 2017
A new Connecticut law (P.A. 15-141) has significantly changed how or whether schools use restraint and seclusion. School staff need to know how to defuse escalating situations and address disruptive behaviors before they lead to a crisis.
This two-day session covers Nonviolent Crisis Intervention, which emphasizes early intervention and nonphysical methods for managing disruptive behavior. Participants will also have the opportunity to learn and practice prevention and deceleration strategies, assessing level of risk and making appropriate decisions, managing behavioral risk using disengagement, debriefing after a crisis, and coping with their own fear and anxiety.
Time: 9:00 a.m.
Multi-day Event: 5/24/2017, 5/25/2017