Leadership Initiative

Training in Special Education Administration

This professional development program on the administration of special education is designed to assist principals and other administrators, as educational leaders, with ensuring quality programming for all students, including students with disabilities.

Seven comprehensive sessions focus on specific competencies, systems change, and the unification of special and general education as per Connecticut Standards for School Leaders (1999). The program combines interactive seminars with job-embedded reflection to assist participants with the application and utilization of information into educational practice. Examples of seminar topics include: Legal Issues; No Child Left Behind Act of 2001; LRE; School-Based Practices Profile (SBPP); and IEPs Based on the General Curriculum.

This program is appropriate for superintendents, principals, assistant principals, central office administrators, and administrators-in-training. Special education administrators with limited experience or who are new to Connecticut are also welcome to participate.

“I enjoyed the opportunity to network and increase my knowledge.”
-Assistant Principal
  • Comprehensive seven-day program on specific competencies, systems change, and the unification of general and special education as per Connecticut Standards for School Leaders (1999).
  • Interactive seminars followed by job-embedded reflection to facilitate the application and utilization of new information/ knowledge in professional practice.
  • Feedback from selected seminar leaders on post-seminar reflections prepared by individual participants regarding application and utilization.
  • Opportunities to network and dialogue with administrators from across all educational disciplines throughout the seven-day program, and during one luncheon provided to participants.
  • Valuable resource materials disseminated through the Connecticut State Department of Education and SERC.
  • Priority consideration in selection for participants who choose to register for additional professional development offerings through SERC’s Leadership Initiative.

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All sessions (except Day 2*) will be held from 8:30 a.m. to 3:00 p.m.

Day 1:  Thursday, October 12, 2006

Develop an understanding of the major social, historical, and technological developments that have resulted in a changing paradigm in education and the implications for administrators, teachers, and students in both general and special education.

Eleanor Renee Rodriguez, Ph.D., President
Rodriguez and Associates
Norfolk, Virginia

Day 2:  Wednesday, November 15, 2006

*8:30 a.m. to 4:00 p.m.

A.M. Presentation:

Develop an understanding of the content and intent of the Individuals with Disabilities Education Act (IDEA) regarding IEPs based on the general curriculum to enhance student access and learning.

Rosemary Tralli, Consultant
CREC, Hartford

P.M. Seminars:  Participants select two afternoon seminar preferences.

A)    Co-Teaching as a Service Delivery Model
Demonstrate an understanding of co-teaching as an effective service delivery model for meeting the diverse learning needs of all students in general classrooms,  K–12, including students with disabilities.  Learn how to supervise teachers in a co-teaching model to ensure success for all students.

Ingrid M. Canady, Consultant
Diversity in Education Initiative
Christopher Ozmun, Consultant
Science Literacy Initiative
SERC, Middletown          

B)Utilizing Paraprofessionals for Service Delivery for Students with Disabilities

Develop skills and strategies in order to maximize the support of paraprofessionals in service delivery to effectively facilitate student learning; understand the provisions of the Individuals with Disabilities Education Act and the No Child Left Behind Act of 2001 regarding paraprofessionals.

Rosemary Tralli, Consultant
CREC, Hartford

C)    Student Support Services Delivery Models
Examine an integrated model for student support services, K–12, to improve student learning and access to the general curriculum.

Ruth Kirsch, Ph.D., LCSW, Consultant
Donna Merritt, Ph.D., CCC, Consultant
Integrated Student Support Services Initiative
SERC, Middletown

* In order to address CEU/Certification requirements, Day 2 will conclude at 4:00 p.m.

Day 3:  Wednesday, December 13, 2006

Demonstrate a basic understanding of relevant issues pertaining to the administration of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act in order to ensure effective learning for students with disabilities.

Larry Campane, Attorney-at-Law
Michael McKeon, Attorney-at-Law
Sullivan, Schoen, Campane & Connon, Hartford

Day 4:  Thursday, January 11, 2007

Establish a supportive, inclusive school climate by focusing on collaborative models and strategies that enhance the learning and teaching process for all students, including students with disabilities; develop strategies to ensure access to the general curriculum and the least restrictive environment (LRE) by students with disabilities.

Frances Stetson, Ph.D., President
Stetson and Associates, Inc.
Houston, Texas

Day 5:  Wednesday, February 7, 2007

A.M. Presentation:
Develop an understanding of the continuum of early intervening services in order to identify and support students with academic and behavioral needs; outline the requirements for early intervening services per IDEA 2004.

Alfred P. Bruno, J.D., Consultant
Leadership Initiative

Michelle LeBrun-Griffin, Consultant
Early Intervention Project

David R. Grice, Consultant
Positive Behavior Support Initiative and
Early Intervention Project

Janet Zarchen, Consultant
Literacy Initiative

SERC, Middletown

Day 5:  P.M. Seminars:
Develop a strong comprehensive literacy program grounded in scientifically-based reading research (SBRR) practices that meet the needs of all students, with an emphasis on reducing risk and preventing academic failure.  Explore methods for responding to the literacy needs of students using a continuum of support and intervention.

The afternoon seminars will focus on specific grade levels.  Participants select one.

A)    Pre-K and Elementary Level Reading Instruction

Perri Murdica, Consultant
Bureau of Special Education
Rosanne Daigneault, Leader-in-Residence
Joann White, Consultant
Bureau of Curriculum and Instruction
Connecticut State Department of Education

B)    Addressing Literacy Needs at the Middle and High School Levels

William Farr, Ph.D., Assistant Professor-in-Residence

Reading and Language Arts Center
Neag School of Education
University of Connecticut, Storrs

Day 6:  Wednesday, April 4, 2007

A.M. Presentation:  Understand current medical issues confronting students, including students with disabilities, and the impact on schools, families, and school personnel; delineate the requirements of administrators and teachers relevant to student confidentiality.

Cheryl-Ann Resha, Ed.D., R.N.,  Consultant
Scott Newgass, LCSW,  Cnsultant
Bureau of Health and Nutrition Services and Child/Family/School Partnerships
Connecticut State Department of Education

P.M. Presentation:  Explore methods for establishing and then valuing partnerships with all families to enhance student success, including students with disabilities.

Barbara Slone, Consultant
Families as Partners Initiative
SERC, Middletown

Day 7:  Wednesday, May 9, 2007

Effectively cultivate the gifts and talents of all students through curriculum differentiation; identify the requirements of Connecticut law regarding gifted and talented education and program standards.

Jeanne H. Purcell, Ph.D., Consultant
Bureau of Curriculum and Instruction
Connecticut State Department of Education

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Registration Information

There is a $150.00 registration fee per applicant.  Checks must be made payable to Rensselaer at Hartford.  Mail completed registration form with payment by September 26, 2006 to:

Leadership Initiative
SERC
25 Industrial Park Road

Middletown, CT  06457-1520

Questions regarding registration/CEUs should be directed to Heather Penfield, Senior Project Assistant, (860) 632-1485, ext. 263, or penfield@ctserc.org.

Registration is limited. Sixty-five (65) superintendents, principals, assistant principals, central office administrators, and administrators-in-training will be selected to participate on a first-come, first-served basis with consideration to regional distribution. Special education administrators with limited experience or who are new to Connecticut are also welcome to participate.

Printable Registration Form

“This series was extremely helpful to me as a new administrator.”
-Principal

The Connecticut State Department of Education has agreed to accept full participation in all sessions and completion of application/
reflection as fulfillment of the
36 clock-hour special education requirement for certification.

Questions regarding certification and the 36 clock-hour requirement should be referred to the Connecticut State Department of Education, Bureau of Educator Preparation, Certification, Support and Assessment, (860) 713-6969.

 

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CEU Information

SERC will award 3.6 CEUs (which serve as fulfillment of the 36 clock-hour special education requirement for certification) to qualified participants for full participation in this professional development program, including completion of post-seminar reflection and application.  Participants must be pre-registered, have written confirmation from SERC, and attend all seven days in their entirety to receive CEU credit.  Per Connecticut CEU Guidelines, the process of designing and implementing activities and programs for CEU credit must now include an application of learning component.  No partial credit can be awarded.

 

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Administrators' Advisory Group

SERC receives ongoing assistance in the design and delivery of this program through collaboration with the Connecticut State Department of Education, Connecticut Council of Administrators of Special Education (ConnCASE), and SERC’s Administrators’ Advisory Group.

The Administrators’ Advisory Group, formed in 1986, was an unanticipated outcome of the creation of the Training for Principals in Special Education Administration Program, now titled, Training in Special Education Administration for Principals and Other Administrators. Upon completion of this training on special education administration, participants are welcome to become members of the advisory group. This cadre of administrators meets informally with the Director of SERC and other SERC and Connecticut State Department of Education staff with respect to the Leadership Initiative to provide input regarding professional development of interest to educational leaders.

Districts that are currently represented within the Administrators’ Advisory Group include: Baltic, Bozrah, Burlington, Columbia, Cos Cob, Danbury, Darien, Glastonbury, Guilford, Meriden, Monroe, New Britain, New Haven, North Branford, Plainfield, Plantsville, Somers, Stafford Springs, Stratford, Tolland, U.S.D. #1, Wallingford, Waterbury, West Haven, Wilton, and Windsor Locks.

 

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