Statewide Professional Development Programs:
LRE/Inclusion PD Booklet & Connections to Other SERC
Initiatives
The LRE/Inclusion Statewide Initiative provides training and technical
assistance(TA) regarding the education of students with disabilities in the least
restrictive environment (LRE). These professional development opportunities,
based on high quality, research-based practices, address the needs of all students
with disabilities, with additional focus given to meeting the needs of students with
intellectual disabilities (ID) in general education settings. This includes a range of
professional development opportunities, from initial awareness level programs and
skill building workshops, to ongoing, in-depth programming at the implementation
level designed to “build local capacity” in order to support the inclusion of students
with diverse needs. The professional development opportunities offered by the
LRE/Inclusion Initiative continue to evolve and place more focus on the quality of
education in the classroom for students with disabilities.
SERC’s Least Restrictive Environment (LRE)/Inclusion Initiative Professional
Development Opportunities Booklet for 2005-2006 was distributed to xxxxxxx
individuals and schools throughout Connecticut. It served as both a resource of
information and a listing of professional development opportunities. In addition to
the booklet, statewide training opportunities were promoted through the web, at
Step by Step sessions and SERC workshops, at the Expanding Horizons
Conference in October, and by SERC Consultants providing technical assistance
in districts. The number of professional development opportunities, especially
awareness level training, has been reduced in favor of more customized training
offered to school-based and district level teams.
The following activities coordinated by the Statewide LRE/Inclusion Initiative were
part of the LRE/Inclusion Initiative Professional Development Booklet for
2005-2006:
Examining the Relationship of Quality IEPs to Student Progress: A Reflective
Process to Promote Reasonable Calculations for Educational Benefit
In 2005, Consultants from SERC and the CSDE participated in a professional
development opportunity provided by the California State Department of Education
on a process of examining IEPs for educational benefit utilized in California.
Connecticut has since adopted the process as a means of providing a reflective
format for Planning and Placement Teams (PPTs) to examine the quality and
potential outcomes of IEPs. Beginning in February of 2006, SERC provided four,
statewide, half-day professional development opportunities on this process using a
case study approach. Over twenty teams attended. Teams were asked to bring a
three-year cycle of a student’s IEP from their district, with identifying information
removed, to examine and reflect on their process for IEP development. The
process provided a truly differentiated learning opportunity for teams. One district
later replicated the professional development for their whole district, with some
technical assistance from SERC for preparation and guidance on facilitation.
The New Connecticut IEP Form and Manual
The CSDE has revised the state’s IEP form and collaborated with SERC in the
development of the accompanying manual. The manual was designed as an
instructional guide for educators on documenting effective IEP development. The
CSDE and SERC provided six regional sessions on the changes of the IEP. Over
three hundred assistant superintendents, special education directors, principals,
integrated student support service professionals, and special education teachers
attended these sessions. Participants were provided an overview of the changes in
IDEA and the IEP form, and provided with information on potential uses of the
manual.
Using the Connecticut Preschool Curriculum Framework and the
Connecticut Preschool Assessment Framework to Write IEPs
This was a collaborative effort between SERC’s LRE/Inclusion Initiative and Early
Childhood Education Initiative. Over forty-five preschool special and general
education teachers and integrated student support services professionals attended
a one-day professional development opportunity focused on the use of the
Connecticut Preschool Curriculum Framework (PCF) and the Connecticut
Preschool Assessment Framework (PAF) to write IEPs aligned with standards set
for all children at the preschool level. Participants were taught a gap analysis
process adapted from Anne Moll in order to compare the curriculum and setting
demands to the child’s needs and characteristics. The process allowed participants
the opportunity to gain a deeper understanding of the PCF and PAF, and to
examine a child’s relative strengths and needs with a general education
perspective. Participants were then able to use this information to write IEP goals
and objectives aligned with the PCF.
Satellite and Audio Conference offerings
This year SERC participated in satellite conferences, Web based telephone
conferences and audio conferences, and accessed online Web chats. The satellite
conferences offered by NASDSE were offered statewide in the LRE/Inclusion
Professional Development Booklet. The other sessions were made available to
Consultants at the CSDE and SERC to build their own internal capacity
2005-2006 NASDSE Satellite Conference Series
This year the National Association of State Directors of Special Education
(NASDSE) offered it’s 8th interactive conference series entitled, Supporting Quality
Education for Students with Disabilities Through Innovation. Participation in the
series was made available to principals and special education directors and other
school administrators, as well as to Consultants. Copies of each broadcast and
supporting materials are available in the SERC library for districts to use in their
own professional development. Four sessions were planned this year; however,
due to the delay in authorization of the new IDEA Regulations, that session has
been postponed until the fall. The following sessions were offered this year:
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Getting the Most Out of Your Partnerships: Using Knowledge
Management and Communities of Practice
Making Response to Intervention (RTI) Work in Schools
Making the Grade: Effective High Schools For All Students