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- Graphic Representation of the 6 Co-Teaching Approaches
- What do Co-Teaching and Sports Cars Have in Common?
- Thoughts on Collaboration for 21st Century School Professionals
- Six Approaches to Co-Teaching
- Co-Teaching: An Evolving Role for Speech-Language Pathologists
- Co-Teaching resources for speech-language pathologists
- Early Childhood Education
- Early Childhood SRBI - A Guide for Preschool Programs
- Early Childhood SRBI - Supporting All Children (Brochure)
- SERC’s Early Childhood Professional Development Opportunities Fall 2010 Calendar-at-a-Glance
- Connecticut’s Preschool Curriculum Framework
- Connecticut Preschool Assessment Framework
- CT's Guide to Early Childhood Program Development
- Early Childhood Education Initiative: Publications and Related Websites
- Are you using the right assessment instrument for the right child?
- Connecticut's Blueprint For Reading Achievement
- Early Childhood - Community of Practice
- Summary Reports for Environment Rating Scales for Program Assessment and Improvement
- A Conversation with a CT Recognition and Response Initiative Coach
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- Helpful CT Resources for Families
- Connecticut's Framework for RTI: A Family Guide
- Student Guide to Understanding Your Rights and Responsibilities under IDEA
- Students with Disabilities and Parental Choice in Connecticut
- CT's Procedural Safeguards in Special Education
- CT Resource Directory of Educational Programs and Practices
- CT Resource Directory of Specialists: Educating Students with an Intellectual Disability in the General Education Environment
- PPT Checklist
- Parent's Guide to Special Education in Connecticut
- Focus on Autism Initiative
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- 2010 -11 ELL In-District/Job-Embedded Professional Development/ Technical Assistance Offerings
- Teacher Resource: Summary of SIOP Model Components
- Teacher Resource: Summary of the Basic Principles of Second Language Acquisition
- Teacher Resource: Instructional Guide for All Teachers Working with English Language Learners
- Demonstration Sheltered Content Lessons
- CT State Department of Education Guidance regarding English Language Learners
- Teacher Resource: Sheltered Content Lesson Plan Template
- Teacher Resource: LAS Links Levels of Proficiency - Stages of Second Language Acquisition Crosswalk
- Alignment of Connecticut Standards to the LAS Links Assessment
- Printable School and Classroom Tags in Four Languages!
- CT State Dep't of Education English Language Learner (ELL) Framework
- Terms Related to English Language Learners A - Z
- IDE Web Resources
- ELLs in CT - CSDE Data Bulletin (July 2008)
- Closing the Literacy Gap in Middle and High Schools: A Research-based, School-wide Approach
- Integrated Student Support Services (ISSS)
- A Letter to CT SLPs
- Linking GLEs to Tiered SLP Interventions
- SLP Workload Sumary
- SLPs Personal Action Plan
- SLPs' Roles in Schools
- Determining Eligibility for Special Education Speech and Language Services under IDEA
- Supporting Student Success By Building Resiliency Skills
- Is Hyperactive Behavior the Real Problem?
- Vocabulary Instruction Through Stories and Expansion
- Typical Speech and Language Development for School-Age Children
- Resources for speech-language pathologists
- Student Performance Monitoring Template
- ISSS: Occupational Therapists
- ISSS: Physical Therapists
- ISSS: School Counselors
- ISSS: School Nurses
- ISSS: School Psychologists
- ISSS: School Social Workers
- ISSS: Speech-Language Pathologists
- Best Practices for School Counseling in Connecticut
- CT Guidelines for Speech and Language Programs
- CT Guidelines for Physical Therapy in Educational Settings
- CT Guidelines for Occupational Therapy in Educational Settings
- CT Guidelines for Identifying and Educating Students with Serious Emotional Disturbance
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- Developing Quality Programs for Pupil Services: A Self-Evaluative Guide
- Leadership Initiative
- Least Restrictive Environment Initiative
- Augmentative and Alternative Communication (AAC) Resource Guide for Teachers
- State Department of Education IEP Walthrough Review - Instructional
- State Department of Education IEP Walthrough Review - Non-Instructional
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Student Guide to Understanding Your Rights and Responsibilities under IDEA
- Students with Disabilities and Parental Choice in Connecticut
- Parent's Guide to Special Education in Connecticut
- CT Resource Directory of Specialists: Educating Students with an Intellectual Disability in the General Education Environment
- CT's Special Education Regulations
- CT's Procedural Safeguards in Special Education
- CT's Model Special Education Policy and Procedures Manual
- CT Guidelines for Identifying Children with Learning Disabilities
- The LRE News
- The School-Based Practices Profile
- PJ Settlement Synopsis
- PJ Settlement FAQ
- CT Guidelines for Identifying Children with Intellectual Disability - Executive Summary
- CT Guidelines for Identifying Children with Intellectual Disability
- Literacy Initiative
- Paraprofessionals as Partners
- Frequently Asked Questions About Paraprofessionals
- LRE News Spring/Summer 2010
- Paraprofessionals and SRBI Newsletter
- A Paraprofessionals Guide to SRBI (Scientific Research-Based Interventions)
- Paraprofessional District Contact Update Newsletters
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- CT Guidelines for Training and Support of Paraprofessionals
- Current Connecticut Paraprofessional Legislation
- CT Assessment Checklist for Paraprofessionals
- CT Teacher Supervisory Checklist
- Standards for a Profession
- "Alternatives to Overreliance on Paraprofessionals in Inclusive Schools"
- Positive Behavior Interventions and Supports
- Scientific Research-Based Interventions (SRBI)
- Early Childhood SRBI - A Guide for Preschool Programs
- Early Childhood SRBI - Supporting All Children (Brochure)
- Implementation Web Resources (SRBI)
- Math Web Resources (SRBI)
- Interventions Web Resources (SRBI)
- Families Web Resources (SRBI)
- Core Curriculum Web Resources (SRBI)
- Web Resources on Assessment (SRBI)
- Response to Intervention
- Response to Intervention Bibliography
- Response to Intervention: Essential Components
- Connecticut's Framework for RTI: A Family Guide
- Response to Intervention (RTI): A Primer for Parents
- SRBI: Connecticut’s Framework for RtI -- Executive Summary and Full Document
- Closing the Literacy Gap in Middle and High Schools: A Research-based, School-wide Approach
- Connecticut's Framework for SRBI - Commissioner Mark McQuillan (video)
- Problem Solving and RtI: It All Begins in Tier I (video)
- The Role of Special Education in an RtI Model (video)
- Why RtI? Enhancing Outcomes for All Students (video)
- Building Capacity for the Implementation of SRBI (video)
- SRBI: Monitoring Student Progress and Fidelity of Implementation (video)
- Science Literacy
- Strategies Intervention Program (SIP)
- Students with Visual and Hearing Impairments
- Technology In Education Initiative
- Transition Initiative
- CONSTRUYAMOS UN PUENTE (Building a Bridge - Spanish edition) - 2010
- Building a Bridge - 2010
- Reference Points: Transition resources from NCWD
- Results from a Statewide Transition Survey
- An Educational Journey from Self Discovery to Advocacy: A Handbook for Students.
- Writing Transition Goals and Objectives
- Transition IEP Checklist
- A Directory of Community Rehabilitation Providers for Youth in Transition and Adults with Disabilities in Connecticut
- Transition Resource Directory (national)
- Transition Assessment Resource Manual
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- Think outside the clock: Create time for professional learning.
- CT's Guide to Early Childhood Program Development
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
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- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Data Walls
- Best Practice Model for School Leader Evaluation and Professional Development
- Building a New Structure For School Leadership
- Promising Practices in CT Schools
- Bridging the Gap Between Standards and Achievement
- CT's Model Special Education Policy and Procedures Manual
- CT's Special Education Regulations
- Best Practices for School Counseling in Connecticut
- Developing Quality Programs for Pupil Services: A Self-Evaluative Guide
- Early Childhood - Community of Practice
- High Standards
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Equitable Access to opportunities and experiences ...
- Supporting Student Success By Building Resiliency Skills
- Bibliography of Resources at the SERC Library on High Standards and Expectations
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Building a New Structure For School Leadership
- Promising Practices in CT Schools
- Bridging the Gap Between Standards and Achievement
- Connecticut’s Preschool Curriculum Framework
- Connecticut Preschool Assessment Framework
- Improving Reading and Writing Skills in Language Arts Courses and Across the Curriculum
- A Practical Guide to Talking With Your Community About No Child Left Behind and Schools in Need of Improvement
- High Schools That Work: Findings from the 1996 and 1998 Assessments
- Work-Based Learning: Good News, Bad News and Hope
- Leadership
- Leadership resources available at the SERC Library
- Equitable Access to opportunities and experiences ...
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Best Practice Model for School Leader Evaluation and Professional Development
- Building a New Structure For School Leadership
- Connecticut Code of Professional Responsibility for School Administrators
- Defining Effective Leadership for Connecticut's Schools
- The Future of School Leadership in Connecticut
- Educational Leadership Self Inventory
- Promising Practices in CT Schools
- Self Inventory Adapted to Provide Staff Member Feedback
- CT's Model Special Education Policy and Procedures Manual
- Best Practices for School Counseling in Connecticut
- Developing Quality Programs for Pupil Services: A Self-Evaluative Guide
- A Practical Guide to Talking With Your Community About No Child Left Behind and Schools in Need of Improvement
- Lead and Manage My School - NCLB Requirements
- Making Leadership Happen
- Personalized Learning
- Supplementary Educational Services/ Servicios Educativos Suplementarios
- Introduction to Augmentative and Alternative Communication (AAC)
- H1N1 Resources for Schools
- Connecticut's Framework for SRBI - Commissioner Mark McQuillan (video)
- 2009 Guidelines for the Identification of Children with Learning Disabilities
- Building Capacity for the Implementation of SRBI
- Determining Eligibility for Special Education Speech and Language Services under IDEA
- The Role of Special Education in an RtI Model
- Why RtI? Enhancing Outcomes for All Students
- Problem Solving and RtI: It All Begins in Tier I
- Terms Related to English Language Learners
- English Language Learners in CT
- SRBI: Monitoring Student Progress and Fidelity of Implementation
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Connecticut's Framework for RTI: A Family Guide
- Equitable Access to opportunities and experiences ...
- Autism Web Resources
- Typical Speech and Language Development for School-Age Children
- Supporting Student Success By Building Resiliency Skills
- CT Guidelines for Identifying Children with Intellectual Disability - Executive Summary
- CT Guidelines for Identifying and Educating Students with Serious Emotional Disturbance
- CT Guidelines for Identifying Children with Intellectual Disability
- Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness
- Literacy Blocks Resources
- Adolescent Literacy and Older Students with Learning Disabilities
- CT Guidelines for Identifying Children with Learning Disabilities
- CT Guidelines for Occupational Therapy in Educational Settings
- CT Guidelines for Physical Therapy in Educational Settings
- CT Guidelines for Speech and Language Programs
- CT Guidelines for In-School and Out-of-School Suspensions
- CT Guidelines for Assistive Technology
- Promising Practices in CT Schools
- CT Guidelines for Training and Support of Paraprofessionals
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- CT's Procedural Safeguards in Special Education
- Best Practices for School Counseling in Connecticut
- Developing Quality Programs for Pupil Services: A Self-Evaluative Guide
- Students with Disabilities and Parental Choice in Connecticut
- National Implementation of Response to Intervention (RTI): Research Summary
- Response to Intervention: Connecticut Directions
- Q & A with Jo Gusman
- NIMAS: What Connecticut Educators Need to Know
- Is Hyperactive Behavior the Real Problem?
- Parents & Community
- Connecticut's Framework for RTI: A Family Guide
- Equitable Access to opportunities and experiences ...
- Autism Web Resources
- Early Childhood Education Initiative: Publications and Related Websites
- The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness
- Response to Intervention (RTI): A Primer for Parents
- Goal Setting for Children with Learning Disabilities: Your Role is Important
- Documenting Communication with the School About Special Services
- Promising Practices in CT Schools
- CT's Procedural Safeguards in Special Education
- CT Resource Directory of Educational Programs and Practices
- CT Resource Directory of Specialists: Educating Students with an Intellectual Disability in the General Education Environment
- Helpful CT Resources for Families
- Parent's Guide to Special Education in Connecticut
- PPT Checklist
- Students with Disabilities and Parental Choice in Connecticut
- Student Guide to Understanding Your Rights and Responsibilities under IDEA
- A Practical Guide to Talking With Your Community About No Child Left Behind and Schools in Need of Improvement
- Work-Based Learning: Good News, Bad News and Hope
- Monitoring & Accountability
- Webinar: Evaluation Timelines Data Submission for Indicator 11
- English Language Learners in CT
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Connecticut's Framework for RTI: A Family Guide
- Student Performance Monitoring Template
- Using Scientific Research-Based Interventions: Improving Education for All Students
- Summary Reports for Environment Rating Scales for Program Assessment and Improvement
- Are you using the right assessment instrument for the right child?
- Response to Intervention (RTI): A Primer for Parents
- The Connecticut Plan - School Reform
- CT Guidelines for Identifying Children with Intellectual Disability
- Adolescent Literacy and Older Students with Learning Disabilities
- CT Guidelines for Identifying Children with Learning Disabilities
- CT Guidelines for Occupational Therapy in Educational Settings
- CT Guidelines for Physical Therapy in Educational Settings
- CT Guidelines for Speech and Language Programs
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Q and A: Questions and Answers On Response to Intervention (RTI) and Early Intervening Services (EIS)
- CT Guidelines for Identifying and Educating Students with Serious Emotional Disturbance
- CT Guidelines for Identifying Children with Intellectual Disability - Executive Summary
- CT Guidelines for In-School and Out-of-School Suspensions
- CT Guidelines for Assistive Technology
- CT Guidelines for Developing Policies and Procedures for Reporting of Child Abuse and Neglect
- CT Guidelines for Feeding and Swallowing Programs in Schools
- CT Guidelines for Health Screenings: Vision, Hearing and Postural
- CT Guidelines for Identification and Education of Children and Youth with Autism
- Promising Practices in CT Schools
- CT Guidelines for Training and Support of Paraprofessionals
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- CT Complaint Resolution Process
- CT's Model Special Education Policy and Procedures Manual
- CT's Procedural Safeguards in Special Education
- CT's Special Education Regulations
- Connecticut Preschool Assessment Framework
- CT Assessment Checklist for Paraprofessionals
- CT Teacher Supervisory Checklist
- Improving Reading and Writing Skills in Language Arts Courses and Across the Curriculum
- High Schools That Work: Findings from the 1996 and 1998 Assessments
- NIMAS: What Connecticut Educators Need to Know
- Curriculum & Instruction
- CT School Health Survey 1997-2007
- Terms Related to English Language Learners
- English Language Learners in CT
- Resources for speech-language pathologists
- Typical Speech and Language Development for School-Age Children
- Vocabulary Instruction Through Stories and Expansion
- Early Childhood Education Initiative: Publications and Related Websites
- The 90 Minute Reading Block
- An Example of the 90 Minute Reading Block
- Literacy Blocks Resources
- Adolescent Literacy and Older Students with Learning Disabilities
- Promising Practices in CT Schools
- CSDE Tools for Curriculum and Instruction
- Connecticut's Blueprint For Reading Achievement
- Beyond the Blueprint: Literacy in Grades 4-12
- The Gateway to Educational Materials
- Improving Reading and Writing Skills in Language Arts Courses and Across the Curriculum
- High Schools That Work: Findings from the 1996 and 1998 Assessments
- Every Child Mathematically Proficient: An Action Plan of the Learning First Alliance
- Modeling: The Heart of Instruction
- Six Approaches to Co-Teaching
- Thoughts on Collaboration for 21st Century School Professionals
- Co-Teaching: An Evolving Role for Speech-Language Pathologists
- What do Co-Teaching and Sports Cars Have in Common?
- Professional Development
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Models of Professional Development
- Build a bridge between workshop and classroom (external link)
- Adult Learning Theory: Titles Available at the SERC Library
- Think outside the clock: Create time for professional learning.
- An Example of the 90 Minute Reading Block
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Best Practice Model for School Leader Evaluation and Professional Development
- Building a New Structure For School Leadership
- Promising Practices in CT Schools
- Bridging the Gap Between Standards and Achievement
- CT Guidelines for Training and Support of Paraprofessionals
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- Best Practices for School Counseling in Connecticut
- Effective Professional Development: Principles and Beliefs
- Time & Structure
- Think outside the clock: Create time for professional learning.
- The 90 Minute Reading Block
- An Example of the 90 Minute Reading Block
- Literacy Blocks Resources
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Promising Practices in CT Schools
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- CT Guidelines for Training and Support of Paraprofessionals
- High Schools That Work: Findings from the 1996 and 1998 Assessments
- PBS: Continuum of Behavior Support
- Clear and Common Focus
- 1: A Clear and Common Focus
- Think outside the clock: Create time for professional learning.
- CT's Guide to Early Childhood Program Development
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Data Walls
- Best Practice Model for School Leader Evaluation and Professional Development
- Building a New Structure For School Leadership
- Promising Practices in CT Schools
- Bridging the Gap Between Standards and Achievement
- CT's Model Special Education Policy and Procedures Manual
- CT's Special Education Regulations
- Best Practices for School Counseling in Connecticut
- Developing Quality Programs for Pupil Services: A Self-Evaluative Guide
- Early Childhood - Community of Practice
- 2: High Standards and Expectations
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Equitable Access to opportunities and experiences ...
- Supporting Student Success By Building Resiliency Skills
- Bibliography of Resources at the SERC Library on High Standards and Expectations
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Building a New Structure For School Leadership
- Promising Practices in CT Schools
- Bridging the Gap Between Standards and Achievement
- Connecticut’s Preschool Curriculum Framework
- Connecticut Preschool Assessment Framework
- Improving Reading and Writing Skills in Language Arts Courses and Across the Curriculum
- A Practical Guide to Talking With Your Community About No Child Left Behind and Schools in Need of Improvement
- High Schools That Work: Findings from the 1996 and 1998 Assessments
- Work-Based Learning: Good News, Bad News and Hope
- 3: Strong Leadership
- Leadership resources available at the SERC Library
- Equitable Access to opportunities and experiences ...
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Best Practice Model for School Leader Evaluation and Professional Development
- Building a New Structure For School Leadership
- Connecticut Code of Professional Responsibility for School Administrators
- Defining Effective Leadership for Connecticut's Schools
- The Future of School Leadership in Connecticut
- Educational Leadership Self Inventory
- Promising Practices in CT Schools
- Self Inventory Adapted to Provide Staff Member Feedback
- CT's Model Special Education Policy and Procedures Manual
- Best Practices for School Counseling in Connecticut
- Developing Quality Programs for Pupil Services: A Self-Evaluative Guide
- A Practical Guide to Talking With Your Community About No Child Left Behind and Schools in Need of Improvement
- Lead and Manage My School - NCLB Requirements
- Making Leadership Happen
- 4: Supportive, Personalized, and Relevant Learning
- Supplementary Educational Services/ Servicios Educativos Suplementarios
- Introduction to Augmentative and Alternative Communication (AAC)
- H1N1 Resources for Schools
- Connecticut's Framework for SRBI - Commissioner Mark McQuillan (video)
- 2009 Guidelines for the Identification of Children with Learning Disabilities
- Building Capacity for the Implementation of SRBI
- Determining Eligibility for Special Education Speech and Language Services under IDEA
- The Role of Special Education in an RtI Model
- Why RtI? Enhancing Outcomes for All Students
- Problem Solving and RtI: It All Begins in Tier I
- Terms Related to English Language Learners
- English Language Learners in CT
- SRBI: Monitoring Student Progress and Fidelity of Implementation
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Connecticut's Framework for RTI: A Family Guide
- Equitable Access to opportunities and experiences ...
- Autism Web Resources
- Typical Speech and Language Development for School-Age Children
- Supporting Student Success By Building Resiliency Skills
- CT Guidelines for Identifying Children with Intellectual Disability - Executive Summary
- CT Guidelines for Identifying and Educating Students with Serious Emotional Disturbance
- CT Guidelines for Identifying Children with Intellectual Disability
- Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness
- Literacy Blocks Resources
- Adolescent Literacy and Older Students with Learning Disabilities
- CT Guidelines for Identifying Children with Learning Disabilities
- CT Guidelines for Occupational Therapy in Educational Settings
- CT Guidelines for Physical Therapy in Educational Settings
- CT Guidelines for Speech and Language Programs
- CT Guidelines for In-School and Out-of-School Suspensions
- CT Guidelines for Assistive Technology
- Promising Practices in CT Schools
- CT Guidelines for Training and Support of Paraprofessionals
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- CT's Procedural Safeguards in Special Education
- Best Practices for School Counseling in Connecticut
- Developing Quality Programs for Pupil Services: A Self-Evaluative Guide
- Students with Disabilities and Parental Choice in Connecticut
- National Implementation of Response to Intervention (RTI): Research Summary
- Response to Intervention: Connecticut Directions
- Q & A with Jo Gusman
- NIMAS: What Connecticut Educators Need to Know
- Is Hyperactive Behavior the Real Problem?
- 5: Parent/Community Involvement
- Connecticut's Framework for RTI: A Family Guide
- Equitable Access to opportunities and experiences ...
- Autism Web Resources
- Early Childhood Education Initiative: Publications and Related Websites
- The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness
- Response to Intervention (RTI): A Primer for Parents
- Goal Setting for Children with Learning Disabilities: Your Role is Important
- Documenting Communication with the School About Special Services
- Promising Practices in CT Schools
- CT's Procedural Safeguards in Special Education
- CT Resource Directory of Educational Programs and Practices
- CT Resource Directory of Specialists: Educating Students with an Intellectual Disability in the General Education Environment
- Helpful CT Resources for Families
- Parent's Guide to Special Education in Connecticut
- PPT Checklist
- Students with Disabilities and Parental Choice in Connecticut
- Student Guide to Understanding Your Rights and Responsibilities under IDEA
- A Practical Guide to Talking With Your Community About No Child Left Behind and Schools in Need of Improvement
- Work-Based Learning: Good News, Bad News and Hope
- 6: Monitoring, Accountability, and Assessment
- Webinar: Evaluation Timelines Data Submission for Indicator 11
- English Language Learners in CT
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Connecticut's Framework for RTI: A Family Guide
- Student Performance Monitoring Template
- Using Scientific Research-Based Interventions: Improving Education for All Students
- Summary Reports for Environment Rating Scales for Program Assessment and Improvement
- Are you using the right assessment instrument for the right child?
- Response to Intervention (RTI): A Primer for Parents
- The Connecticut Plan - School Reform
- CT Guidelines for Identifying Children with Intellectual Disability
- Adolescent Literacy and Older Students with Learning Disabilities
- CT Guidelines for Identifying Children with Learning Disabilities
- CT Guidelines for Occupational Therapy in Educational Settings
- CT Guidelines for Physical Therapy in Educational Settings
- CT Guidelines for Speech and Language Programs
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Q and A: Questions and Answers On Response to Intervention (RTI) and Early Intervening Services (EIS)
- CT Guidelines for Identifying and Educating Students with Serious Emotional Disturbance
- CT Guidelines for Identifying Children with Intellectual Disability - Executive Summary
- CT Guidelines for In-School and Out-of-School Suspensions
- CT Guidelines for Assistive Technology
- CT Guidelines for Developing Policies and Procedures for Reporting of Child Abuse and Neglect
- CT Guidelines for Feeding and Swallowing Programs in Schools
- CT Guidelines for Health Screenings: Vision, Hearing and Postural
- CT Guidelines for Identification and Education of Children and Youth with Autism
- Promising Practices in CT Schools
- CT Guidelines for Training and Support of Paraprofessionals
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- CT Complaint Resolution Process
- CT's Model Special Education Policy and Procedures Manual
- CT's Procedural Safeguards in Special Education
- CT's Special Education Regulations
- Connecticut Preschool Assessment Framework
- CT Assessment Checklist for Paraprofessionals
- CT Teacher Supervisory Checklist
- Improving Reading and Writing Skills in Language Arts Courses and Across the Curriculum
- High Schools That Work: Findings from the 1996 and 1998 Assessments
- NIMAS: What Connecticut Educators Need to Know
- 7: Curriculum and Instruction
- CT School Health Survey 1997-2007
- Terms Related to English Language Learners
- English Language Learners in CT
- Resources for speech-language pathologists
- Typical Speech and Language Development for School-Age Children
- Vocabulary Instruction Through Stories and Expansion
- Early Childhood Education Initiative: Publications and Related Websites
- The 90 Minute Reading Block
- An Example of the 90 Minute Reading Block
- Literacy Blocks Resources
- Adolescent Literacy and Older Students with Learning Disabilities
- Promising Practices in CT Schools
- CSDE Tools for Curriculum and Instruction
- Connecticut's Blueprint For Reading Achievement
- Beyond the Blueprint: Literacy in Grades 4-12
- The Gateway to Educational Materials
- Improving Reading and Writing Skills in Language Arts Courses and Across the Curriculum
- High Schools That Work: Findings from the 1996 and 1998 Assessments
- Every Child Mathematically Proficient: An Action Plan of the Learning First Alliance
- Modeling: The Heart of Instruction
- Six Approaches to Co-Teaching
- Thoughts on Collaboration for 21st Century School Professionals
- Co-Teaching: An Evolving Role for Speech-Language Pathologists
- What do Co-Teaching and Sports Cars Have in Common?
- 8: Professional Development
- Using a Word Bank Process to Develop Standards-Based IEP Goals & Objectives
- Models of Professional Development
- Build a bridge between workshop and classroom (external link)
- Adult Learning Theory: Titles Available at the SERC Library
- Think outside the clock: Create time for professional learning.
- An Example of the 90 Minute Reading Block
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Best Practice Model for School Leader Evaluation and Professional Development
- Building a New Structure For School Leadership
- Promising Practices in CT Schools
- Bridging the Gap Between Standards and Achievement
- CT Guidelines for Training and Support of Paraprofessionals
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- Best Practices for School Counseling in Connecticut
- Effective Professional Development: Principles and Beliefs
- 9: Time and Structure
- Think outside the clock: Create time for professional learning.
- The 90 Minute Reading Block
- An Example of the 90 Minute Reading Block
- Literacy Blocks Resources
- SUSTAINING SCHOOL IMPROVEMENT: Professional Learning Community
- SUSTAINING SCHOOL IMPROVEMENT: Data-Driven Decision Making
- SUSTAINING SCHOOL IMPROVEMENT: Professional Development
- Promising Practices in CT Schools
- CT Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut
- CT Guidelines for Training and Support of Paraprofessionals
- High Schools That Work: Findings from the 1996 and 1998 Assessments
- PBS: Continuum of Behavior Support
- Articles by Topic
- Library
- Professional Development
- Autism
- Keys to Paraprofessionals’ Success: How to Best Support Students with Autism Spectrum Disorders (11/13/10)
- Setting the Stage for Success: Supporting Children with Asperger’s Syndrome (11/5/10)
- Literacy and Autism: A Study Group (10/30/10)
- Autism Diagnostic Observation Schedule (ADOS) Clinical Training (10/14/10 and 10/15/10)
- Co-Teaching
- Differentiated Instruction (DI)
- Early Childhood Education (ECE)
- SERC’s Early Childhood Professional Development Opportunities Fall 2010 Calendar-at-a-Glance
- The Link Between Literacy, Social-Emotional Development, and Challenging Behavior (11/16/10)
- Intentional Teaching Using the CT Preschool Curriculum and Assessment Frameworks (11/9/10)
- Using Multicultural Children’s Books to Teach Social Skills, Equity, and Social Action: A Study Group on Identity Development, Race, and Culture (10/20/10 and 12/8/10)
- Autism Diagnostic Observation Schedule (ADOS) Clinical Training (10/14/10 and 10/15/10)
- Initiative on Diversity in Education (IDE)
- 2010-11 ELL In-District/Job-Embedded Professional Development/ Technical Assistance Offerings
- Using Multicultural Children’s Books to Teach Social Skills, Equity, and Social Action: A Study Group on Identity Development, Race, and Culture (10/20/10 and 12/8/10)
- ELL Program Coordination 101
- ELL Program Coordination 101 [Cohort B] (10/7/10 and 2/4/11)
- Distinguishing Second Language Acquisition from Learning Disabilities (10/1/10)
- From Programming to Practice: What School Leaders Need to Know about English Language Learners
- From Programming to Practice: What School Leaders Need to Know about English Language Learners [Cohort B] (9/15/10 and 2/17/11)
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- Connecticut’s Teachers of the Deaf and Hard of Hearing: A Discussion Group (11/16/10)
- Strategies for Teaching Students who are Deaf or Hard of Hearing with Additional Disabilities (11/9/10)
- Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students Who Read Print
- Education of Students Who Are Visually Impaired: Strategies and Techniques for Teachers Working with Students Who Use Braille
- Education of Students Who Are Visually Impaired: Strategies and Techniques for Paraprofessionals in Academic Programs
- Teaching & Learning
- Building a Foundation for Learning: Strategic Differentiation in the Early Grades (12/2/10)
- Fostering Independent Learning: Strategic Differentiation in the Middle Grades (11/30/10)
- Reaching the Adolescent Learner: Strategic Differentiation in High School (11/16/10)
- Data-Driven Decision Making (DDDM)/Data Teams Basic Training: Session A (11/16/10 and 11/17/10)
- Making a Difference through Co-teaching - Session A (11/10/10)
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- Governor's Summit on Dropout Prevention -- CT Dropout Data (2007-2008)
- Recent media coverage of the Governor's Summit on Dropout Prevention
- Governor's Summit on Dropout Prevention - USB Key Resources
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