This multimedia presentation is designed to provide a tool and a process for helping Connecticut educators develop standards-based IEPs.

It is presented in three parts:

• Part 1
• Part 2
• Part 3

If you're having difficulty viewing the presentations, you'll need the most recent version of Adobe's Flash Player installed in your browser, and a broadband Internet connection.

Directions for the Tutorials

This presentation provides instruction on a tool that promotes the design of standards-based IEP goals and objectives.  This presentation can be used for individual, small group, or full staff professional development.  The training is broken up into three separate parts that are sectioned into components intended to be used sequentially.  Each module contains hands-on opportunities to apply the skills taught in the presentation.  The three parts can be viewed in either a single sitting or over several sittings.  If you choose to view them in a single sitting, the total recommended time for viewing the presentations and the completion of the hands-on activities is 3 hours.  If you choose to view them in more than one sitting, it is recommended that you plan to complete at least one part in its entirety within a sitting.  It is also recommended that each sitting occurs reasonably close in time to maintain the flow and continuity of the learning.  E.g., Part 1 is viewed on Monday; parts 2 and 3 are viewed on Tuesday.  Listed below are the recommended times for each part.

Part 1:  1 ½ hours

Part 2: ½ hour

Part 3: 1 hour

Before Using This Tutorial:

• Select a specific student to use as a case study
• Obtain a copy of the district curriculum or Common Core State Standards frameworks in any subject area, matching the grade level of the selected student; Click here for a copy of the Connecticut Frameworks.
• Obtain a copy of the student’s IEP
• Download the tool here

Tips for Selecting a Case Study:

• Determine if a single student case study should be used across all groups or if multiple cases should be used
• Select cases that relate to the grade levels of the participants
• Select cases that represent the typical scenarios in your district (i.e., use a “Goldilocks” rule: not too easy, not too hard)
• Consider using students who have attended the school or district in which the participants are employed
• Consider having participants volunteer to select their own cases
• Remember to respect confidentiality and the integrity of the IEP process; change names of students ahead of time and inform participants that all programming changes for any student must be done through the IEP process outside of this training

Suggestions for Group Use:

• Planning Ahead
  • Select facilitators for the session relative to the size of the total audience
  • Preview the tutorials ahead of time to assist in the organization and planning
  • Plan sufficient time for viewing, completing the activities, and discussing learning
  • If viewing over multiple sessions, plan each sitting close in time, e.g. over three consecutive days
  • Provide participant learning objectives or a purpose for the training, along with a brief description of Word Bank and how the training will be organized prior to the session
  • Copy all materials needed ahead of time
  • Determine if CEUs will be offered through your district

• Organizing Participants and Space
  • Consider the size of the group carefully, relative to space available and number of facilitators; this training has been done for up to 50 participants at a time
  • Organize participants in teams of 2 to 5 prior to the session and have each team work together
  • Use a comfortable space and seating for adults with sufficient room for the facilitators to be able to roam

• Organizing the Viewing
  • Viewing Using a Computer Lab
    • Pre-load or set up each computer with the tutorials prior to the session
    • Determine how the session will be paced across the groups
    • Use only pairs or trios for participant groupings
    • Provide directions and timing to the whole group and then allow groups to work at their own pace
    • Facilitators should roam to assist the groups
  • Viewing Whole Group
    • Have an LCD projector and a screen to project the modules to allow for simultaneous viewing
    • Have an adequate sound system to allow for everyone to hear comfortably
    • Group participants in small teams of 3 to 5
    • Arrange the room with multiple tables with 3 to 5 chairs around each table
    • Have one main facilitator lead the directions and pacing
    • Have other facilitators roam to assist the groups
  • Alternative Ways to View
  • • Study Groups
      • Pre-set groups of 3 to 5 participants to work together
      • Provide either a set timeframe for completion within which participants can schedule viewing times on their own or establish scheduled blocks of time that participants can use to view
      • Determine locations and arrangement for viewing; locations can be spread out
    • Multiple Small Groups in Different Locations at the Same Time
      • Assign a facilitator to lead each group
      • Provide the facilitators with directions and a preview prior to the session
      • Provide a set location, materials, and viewing arrangements for each small group
      • Provide a set starting and ending time
      • Have one or more facilitators roam across the multiple groups and locations during the scheduled sessions

Ruth D. Kirsch, Ph.D., LCSW

Children arrive at school with different “standard equipment”: abilities, skills, needs, and readiness to learn. For example, some students have few opportunities to develop the early skills that support reading success. An accompanying ISSS Brief, Vocabulary Instruction Through Stories and Expansion, explores some innovative approaches to help develop those skills. But student success is not limited to reading and math. In order to be successful in life, children must also develop healthy personal skills, both interpersonal (“plays well with others”) and intrapersonal -- those skills that are necessary to deal with adversity and promote emotional health. This Brief addresses the latter category: students’ ability to respond to life stressors, generally labeled coping or resiliency skills.

These skills start to develop early in life as an interaction of the infant’s temperament and the responsiveness of his or her environment, most especially the development of a secure, trusting attachment to a caregiver. Resiliency skills continue to develop and to be refined throughout one’s lifetime; they can be learned at any age. Often, resiliency is thought of as a “protective factor” since it tends to counteract, or mitigate against, “risk factors” such as biological compromises, development delays, emotional difficulties, poverty, and family circumstances. Resiliency is defined as the ability to maintain personal competency despite encountering adverse situations, misfortune, or stressful events. From a child’s perspective, resiliency might be described as:

• I have
  • Trusting relationships with adults and friends
  • Rules and structure to my life
  • Parental (teacher) encouragement
• I am
  • Loveable
  • Capable
• I can
  • Do things well (academics, sports, computers, etc.)
  • Act independently
  • Make meaningful choices

Essential resiliency skills also serve to protect against a variety of adverse life outcomes: acting-out behavior (eg., bullying), substance abuse, sexual promiscuity and accompanying sexually transmitted diseases, depression, and suicide. To accomplish prevention, research recommends developing skills in self-awareness, social awareness, self-management, relationship skills, and responsible decision-making (Greenberg et al., 2001). Furthermore, research suggests that prevention is best accomplished through comprehensive programs designed to teach all of the skills, rather a program targeting one adverse outcome such as substance abuse.

Schools are an excellent place to foster healthy development in youngsters whether teaching the “Three Rs” or AP chemistry. Each adult can support resiliency development by

• communicating caring and support;
• setting high expectations;
• providing meaningful opportunities for participation and involvement in the school community; and
• viewing students from a strength-based perspective.

Viewing students' strengths and teaching appropriate behavior skills is an essential component of Positive Behavior Supports (PBS). To learn more about SERC’s PBS Initiative, click here.

Direct instruction in resiliency skills can be accomplished through comprehensive, universal social-emotional learning curricula. A recently published document, Safe and Sound, provides a listing of research-based programs. Written from a “consumer's perspective,” the publication provides a wealth of information about the components of each program and their efficacy. To download a copy of the document, click here: www.casel.org. For additional information about resiliency and the benefits of comprehensive programming, visit http://smhp.psych.ucla.edu.

...that reflect and respect Race, culture, ethnicity, gender, religion, sexual orientation, language, ability, and generational status.

 

Resource	Product Type	Date	Annotated
Courageous Conversations About Race by Glenn Singleton and Curtis Linton	Book	2005	This book provides a guide for educators to engage in conversations about race and its impact on the achievement of children of color.
Facilitator’s Guide: Courageous Conversations on Race	Field Guide	2007	This field guide is a companion to the book Courageous Conversations about Race by Singleton and Linton.
We Can’t Teach What We Don’t Know by Gary Howard	Book	2006	Gary Howard addresses the crucial relationship between educator and student and provides suggestions for personal reflection.
National Council for Culturally Responsive Educational Systems (NCCRESt)	Website:  http://www.nccrest.org/	11/5/07	Resources for social justice materials and culturally responsive pedagogy.
The Free Child Project (501(c)3 Nonprofit):Social Justice Webpage	Website: http://www.freechild.org/SJforALL.htm	11/5/07	List and description of organizations with long-standing work in the area of Social Justice.

The following resources are available at the SERC Library and have been selected for their value in helping schools achieve High Standards and Expectations in their daily practice.

Books

Villani, S. (2002). Mentoring programs for new teachers: Models of induction and support. Thousand Oaks, CA: Corwin Press.

This book offers a number of ways in which schools can support and empower teachers by providing mentoring programs that help train and retain teachers.

Gabriel, J.G. (2005).  How to thrive as a teacher. Alexandria, VA: ASCD.

The author explores the responsibilities and rewards of teacher leadership, offering practical, positive advice on: identifying leadership qualities and building a team; enhancing communication and earning respect; overcoming obstacles and implementing change; energizing colleagues and strengthening morale; and improving student and teacher acheivement.

Video

Covey, S. R. (Writer/Director). (n.d.) Beyond principle-centered leadership: Empowerment. Washington, DC: Quality Learning Services.

This video is based on the author’s book First Things First and reports on standard practices of highly effective people and how they stay empowered within their organizations.

...that reflect and respect Race, culture, ethnicity, gender, religion, sexual orientation, language, ability, and generational status.

 

Resource	Product Type	Date	Annotated
Courageous Conversations About Race by Glenn Singleton and Curtis Linton	Book	2005	This book provides a guide for educators to engage in conversations about race and its impact on the achievement of children of color.
Facilitator’s Guide: Courageous Conversations on Race	Field Guide	2007	This field guide is a companion to the book Courageous Conversations about Race by Singleton and Linton.
We Can’t Teach What We Don’t Know by Gary Howard	Book	2006	Gary Howard addresses the crucial relationship between educator and student and provides suggestions for personal reflection.
National Council for Culturally Responsive Educational Systems (NCCRESt)	Website:  http://www.nccrest.org/	11/5/07	Resources for social justice materials and culturally responsive pedagogy.
The Free Child Project (501(c)3 Nonprofit):Social Justice Webpage	Website: http://www.freechild.org/SJforALL.htm	11/5/07	List and description of organizations with long-standing work in the area of Social Justice.

This multimedia presentation is designed to provide a tool and a process for helping Connecticut educators develop standards-based IEPs.

It is presented in three parts:

• Part 1
• Part 2
• Part 3

If you're having difficulty viewing the presentations, you'll need the most recent version of Adobe's Flash Player installed in your browser, and a broadband Internet connection.

Directions for the Tutorials

This presentation provides instruction on a tool that promotes the design of standards-based IEP goals and objectives.  This presentation can be used for individual, small group, or full staff professional development.  The training is broken up into three separate parts that are sectioned into components intended to be used sequentially.  Each module contains hands-on opportunities to apply the skills taught in the presentation.  The three parts can be viewed in either a single sitting or over several sittings.  If you choose to view them in a single sitting, the total recommended time for viewing the presentations and the completion of the hands-on activities is 3 hours.  If you choose to view them in more than one sitting, it is recommended that you plan to complete at least one part in its entirety within a sitting.  It is also recommended that each sitting occurs reasonably close in time to maintain the flow and continuity of the learning.  E.g., Part 1 is viewed on Monday; parts 2 and 3 are viewed on Tuesday.  Listed below are the recommended times for each part.

Part 1:  1 ½ hours

Part 2: ½ hour

Part 3: 1 hour

Before Using This Tutorial:

• Select a specific student to use as a case study
• Obtain a copy of the district curriculum or Common Core State Standards frameworks in any subject area, matching the grade level of the selected student; Click here for a copy of the Connecticut Frameworks.
• Obtain a copy of the student’s IEP
• Download the tool here

Tips for Selecting a Case Study:

• Determine if a single student case study should be used across all groups or if multiple cases should be used
• Select cases that relate to the grade levels of the participants
• Select cases that represent the typical scenarios in your district (i.e., use a “Goldilocks” rule: not too easy, not too hard)
• Consider using students who have attended the school or district in which the participants are employed
• Consider having participants volunteer to select their own cases
• Remember to respect confidentiality and the integrity of the IEP process; change names of students ahead of time and inform participants that all programming changes for any student must be done through the IEP process outside of this training

Suggestions for Group Use:

• Planning Ahead
  • Select facilitators for the session relative to the size of the total audience
  • Preview the tutorials ahead of time to assist in the organization and planning
  • Plan sufficient time for viewing, completing the activities, and discussing learning
  • If viewing over multiple sessions, plan each sitting close in time, e.g. over three consecutive days
  • Provide participant learning objectives or a purpose for the training, along with a brief description of Word Bank and how the training will be organized prior to the session
  • Copy all materials needed ahead of time
  • Determine if CEUs will be offered through your district

• Organizing Participants and Space
  • Consider the size of the group carefully, relative to space available and number of facilitators; this training has been done for up to 50 participants at a time
  • Organize participants in teams of 2 to 5 prior to the session and have each team work together
  • Use a comfortable space and seating for adults with sufficient room for the facilitators to be able to roam

• Organizing the Viewing
  • Viewing Using a Computer Lab
    • Pre-load or set up each computer with the tutorials prior to the session
    • Determine how the session will be paced across the groups
    • Use only pairs or trios for participant groupings
    • Provide directions and timing to the whole group and then allow groups to work at their own pace
    • Facilitators should roam to assist the groups
  • Viewing Whole Group
    • Have an LCD projector and a screen to project the modules to allow for simultaneous viewing
    • Have an adequate sound system to allow for everyone to hear comfortably
    • Group participants in small teams of 3 to 5
    • Arrange the room with multiple tables with 3 to 5 chairs around each table
    • Have one main facilitator lead the directions and pacing
    • Have other facilitators roam to assist the groups
  • Alternative Ways to View
  • • Study Groups
      • Pre-set groups of 3 to 5 participants to work together
      • Provide either a set timeframe for completion within which participants can schedule viewing times on their own or establish scheduled blocks of time that participants can use to view
      • Determine locations and arrangement for viewing; locations can be spread out
    • Multiple Small Groups in Different Locations at the Same Time
      • Assign a facilitator to lead each group
      • Provide the facilitators with directions and a preview prior to the session
      • Provide a set location, materials, and viewing arrangements for each small group
      • Provide a set starting and ending time
      • Have one or more facilitators roam across the multiple groups and locations during the scheduled sessions

This interactive learning module, prepared by SERC consultant Smita Worah, Ph.D., discusses communication and the basics of Augmentative and Alternative Communication (AAC).

Click here to view this presentation

Please follow the links below to view H1N1 resources.

Memo for CSDE: School Nurses Identified as H1N1 Vaccine Priority Group

Memo from CSDE: Surgical Mask Distribution to School Districts

CSDE: Reminders and Updates on H1N1 Influenza Guidance for Schools

CSDE: Guidance on Flexibility and Waivers for SEAs, LEAs, Postsecondary Institutions, and Other Grantee and Program Participants in Responding to Pandemic Influenza (H1N1 Virus)

2009 H1N1 Flu: Symptoms & Basic Steps

2009 H1N1 Flu: 10 Ways You Can Stay Healthy at Work

2009 H1N1 Influenza Vaccine - Live, Attenuated (the nasal spray vaccine)

2009 H1N1 Influenza Vaccine - Inactivated (the "flu shot")

Mark McQuillan, Commissioner of Education, discusses Connecticut's Framework for SRBI.

Connecticut's Framework for SRBI from CT SERC on Vimeo.

Problems viewing the video? Try updating your Flash player at http://adobe.com. (Click the "Get Adobe Flash Player" link)

Throughout 2008-2009, the State Department of Education, in collaboration with SERC, has presented a series of forums focusing on building the capacity of districts to implement Scientific Research-Based Interventions (SRBI) that are aligned with Connecticut’s Framework for RtI. Forums have included an address by both a national expert who delved into one specific aspect of implementing SRBI and CT educators who described the practicalities of implementation in their school/district.

Presentation Title:

George M. Batsche, Ph.D., University of South Florida
Building Capacity for the Implementation of SRBI

View accompanying PowerPoint presentation while you watch the video.

Throughout 2008-2009, the State Department of Education, in collaboration with SERC, has presented a series of forums focusing on building the capacity of districts to implement Scientific Research-Based Interventions (SRBI) that are aligned with Connecticut’s Framework for RtI. Forums have included an address by both a national expert who delved into one specific aspect of implementing SRBI and CT educators who described the practicalities of implementation in their school/district.

Presentation Title:

Michael Coyne, Ph.D., University of Connecticut
The Role of Special Education in an RtI Model

View accompanying PowerPoint presentation while you watch the video.

Throughout 2008-2009, the State Department of Education, in collaboration with SERC, has presented a series of forums focusing on building the capacity of districts to implement Scientific Research-Based Interventions (SRBI) that are aligned with Connecticut’s Framework for RtI. Forums have included an address by both a national expert who delved into one specific aspect of implementing SRBI and CT educators who described the practicalities of implementation in their school/district.

Presentation Title:

Jack Fletcher, Ph.D., University of Houston
Why SRBI? Enhancing Outcomes for All Students

View accompanying PowerPoint presentation while you watch the video.

Throughout 2008-2009, the State Department of Education, in collaboration with SERC, has presented a series of forums focusing on building the capacity of districts to implement Scientific Research-Based Interventions (SRBI) that are aligned with Connecticut’s Framework for RtI. Forums have included an address by both a national expert who delved into one specific aspect of implementing SRBI and CT educators who described the practicalities of implementation in their school/district.

Presentation Title:

Matthew K. Burns, Ph.D., University of Minnesota
Problem Solving and RtI: It All Begins in Tier I

View accompanying PowerPoint presentation while you watch the video.

Terms Related to English Language Learners and their Common Uses (SERC, Nov. 2008)

Jo Gusman, the founder of New Horizons in Education, Inc., is a former teacher and nationally-known presenter who specializes in the area of English language learners. She offered a workshop through SERC on October 29, 2008.

Throughout 2008-2009, the State Department of Education, in collaboration with SERC, has presented a series of forums focusing on building the capacity of districts to implement Scientific Research-Based Interventions (SRBI) that are aligned with Connecticut’s Framework for RtI.  Forums have included an address by both a national expert who delved into one specific aspect of implementing SRBI and CT educators who described the practicalities of implementation in their school/district.

Presentation Title:

Craig A. Albers, Ph.D., University of Wisconsin, Madison
Monitoring Student Progress and Fidelity of Implementation

View accompanying PowerPoint presentation while you watch the video.

Connecticut Blooms with Cultural and Linguistic Richness

Students in Connecticut schools speak a diverse array of languages, from Akan and Algonquian to Zande and Zurate. During the 2007-2008 school year, a total of 161 dominant languages were spoken by Connecticut’s public school students in grades K-12. One in seven students had a dominant language other than English (72,417 students in Connecticut’s schools). Of those students, 41.3% were assessed as English Language Learners (28,879 students). For detailed information regarding dominant languages in Connecticut public schools, English Language Learners in Connecticut, identification and services, and the performance of English Language Learners and former English Language Learners, please read the Connecticut Department of Education’s July 2008 Data Bulletin on English Language Learners in CT. [Document available below.]

Of particular note in the CSDE Data Bulletin on ELLs in CT (July 2008) are the performance levels of former English Language Learners as compared to the native English-speaking (non-ELL) students in the same grades. The data indicate that in the 2007-2008 school year, former ELLs (i.e., those students who have exited from ELL status by achieving linguistic proficiency on the designated state test – the LAS Links – and academic proficiency by achieving all grade-level performance standards on all subtests of the CMT) performed “as well or even better than non-ELL students, particularly on the writing section” of the CMT (CSDE Data Bulletin on ELLs, July 2008, page 7).

Connecticut State Department of Education
Division of Assessment and Accountability
Bureau of Data Collection, Research and Evaluation
DATA BULLETIN - July 2008

Using Scientific Research-Based Interventions: Improving Education for All Students

Teachers, administrators, and families want all children to succeed.  There are many ways to get children who are struggling to learn the additional help they need to be successful.  One way is with the use of “scientific research-based interventions” (SRBI).

This booklet reviews what SRBI are and includes questions you might want to ask your child’s school or program to learn more about how they are using SRBI as a framework to improve teaching and learning.  Also included here are ways families can be a part of the decision-making process and what to do when you have concerns about your child’s progress.

Download the Family Guide to RTI (pdf, 494kb)

IDEA 2004 mandated the creation of the National Instructional Materials Accessibility Standard "...for the purpose of providing instructional materials to blind persons or other persons with print disabilities, in a timely manner."

In this narrated presentation, you will learn the basics of making print materials accessible to all students using the NIMAS standard.

Launch What Connecticut Educators Need to Know about NIMAS

Using Scientific Research-Based Interventions: Improving Education for All Students
Connecticut's framework for RtI

Background

Federal laws have issued clear expectations for schools regarding their obligations to educate diverse groups of students well.  This legislation includes the No Child Left Behind Act of 2001 (NCLB), a reauthorization of the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA).  NCLB aims to ensure the academic growth and achievement of all students regardless of their race, ethnicity, fluency in English, disability, or socioeconomic status.  IDEA 2004 continues the federal mandate, in effect since 1975, for schools to provide all children with disabilities a free and appropriate public education (FAPE) in the least restrictive environment (LRE), and also contains some important revisions with clear implications for general as well as special education.  These revisions encourage the implementation of research-based interventions that facilitate success in the general education setting for a broad range of students.  In particular, school districts are allowed to use a process known as Response to Intervention (RTI)as part of identification procedures for learning disabilities, by far the largest category under which K-12 students in special education are served, roughly half of all special education students nationwide (see www.ideadata.org). 

RTI models grew out of research suggesting that traditional approaches to identifying learning disabilities are seriously flawed and that students sometimes end up in the special education system not due to genuine disabilities, but other factors, such as inadequate general education practices and limited opportunities for extra help for struggling students (e.g., Fletcher et al., 1994; Lyon, 1996; Spear-Swerling and Sternberg, 1996), including those students acquiring English.  RTI involves providing scientific, research-based instruction and intervention matched to student needs, with important educational decisions based on students’ levels of performance and learning rates over time.  Rather than limiting the provision of instructional and social/behavioral supports for those students classified under a particular label or program, supports are provided to all students, based on individual needs.

The basic principles underlying RTI hold considerable promise for helping Connecticut schools to improve education for all students and address the large disparities in performance within the state.  These basic principles have been embraced by the Connecticut State Department of Education (CSDE) for a number of years, as well as supported by state legislation and policy.  Furthermore, numerous ongoing projects and initiatives in Connecticut, such as those involving collaborations among researchers, teacher educators and public schools, provide a strong foundation for the implementation of RTI.

A Checklist for School Nurses

Donna D. Merritt, Ph.D., CCC

School nurses, particularly those in elementary schools, may have the broadest perspective of the students in their building, as they can observe children grow and communicate in various settings over multiple years. Their experience with typical development is a valuable reference point for appraising speech and language skills in children with disabilities as well as those presenting indications of being at risk. As school nurses have frequent contact with teachers, other student support services professionals, and families, they can be instrumental in sharing information about speech and language concerns. Their perspective and input can be influential in preventing speech and language problems, intervening early, or facilitating referral for a speech and language evaluation if needed.

During hearing, vision, and scoliosis screenings, school nurses have occasions, albeit brief, to engage in conversation. Sick visits to the nurse often result in more extended interactions. Although these situations may not reliably reflect a child’s day-to-day speech and language skills, they can yield useful information. Explaining physical symptoms or describing a playground accident are demanding communicative contexts for children, as they must be able to convey both the past and the present, what they have experienced, and what they are currently feeling, through words, gestures, or facial expressions.

A checklist of typical speech and language milestones for school-age children in preschool through grade 6 has been developed especially for school nurses as part of SERC’s professional development training, The Nursing Component of the IEP.

Click here for a printable version of Typical Speech and Language Development for School-Age Children: A Checklist for School Nurses (Portable Document Format (.pdf), 138kb)

A note of caution for school nurses using the checklist …

• keep in mind that there are no clear dividing lines between the stages of speech and language development, and
• child’s speech and language skills must be viewed relative to the cultural norms of the community.

Ruth D. Kirsch, Ph.D., LCSW

Children arrive at school with different “standard equipment”: abilities, skills, needs, and readiness to learn. For example, some students have few opportunities to develop the early skills that support reading success. An accompanying ISSS Brief, Vocabulary Instruction Through Stories and Expansion, explores some innovative approaches to help develop those skills. But student success is not limited to reading and math. In order to be successful in life, children must also develop healthy personal skills, both interpersonal (“plays well with others”) and intrapersonal -- those skills that are necessary to deal with adversity and promote emotional health. This Brief addresses the latter category: students’ ability to respond to life stressors, generally labeled coping or resiliency skills.

These skills start to develop early in life as an interaction of the infant’s temperament and the responsiveness of his or her environment, most especially the development of a secure, trusting attachment to a caregiver. Resiliency skills continue to develop and to be refined throughout one’s lifetime; they can be learned at any age. Often, resiliency is thought of as a “protective factor” since it tends to counteract, or mitigate against, “risk factors” such as biological compromises, development delays, emotional difficulties, poverty, and family circumstances. Resiliency is defined as the ability to maintain personal competency despite encountering adverse situations, misfortune, or stressful events. From a child’s perspective, resiliency might be described as:

• I have
  • Trusting relationships with adults and friends
  • Rules and structure to my life
  • Parental (teacher) encouragement
• I am
  • Loveable
  • Capable
• I can
  • Do things well (academics, sports, computers, etc.)
  • Act independently
  • Make meaningful choices

Essential resiliency skills also serve to protect against a variety of adverse life outcomes: acting-out behavior (eg., bullying), substance abuse, sexual promiscuity and accompanying sexually transmitted diseases, depression, and suicide. To accomplish prevention, research recommends developing skills in self-awareness, social awareness, self-management, relationship skills, and responsible decision-making (Greenberg et al., 2001). Furthermore, research suggests that prevention is best accomplished through comprehensive programs designed to teach all of the skills, rather a program targeting one adverse outcome such as substance abuse.

Schools are an excellent place to foster healthy development in youngsters whether teaching the “Three Rs” or AP chemistry. Each adult can support resiliency development by

• communicating caring and support;
• setting high expectations;
• providing meaningful opportunities for participation and involvement in the school community; and
• viewing students from a strength-based perspective.

Viewing students' strengths and teaching appropriate behavior skills is an essential component of Positive Behavior Supports (PBS). To learn more about SERC’s PBS Initiative, click here.

Direct instruction in resiliency skills can be accomplished through comprehensive, universal social-emotional learning curricula. A recently published document, Safe and Sound, provides a listing of research-based programs. Written from a “consumer's perspective,” the publication provides a wealth of information about the components of each program and their efficacy. To download a copy of the document, click here: www.casel.org. For additional information about resiliency and the benefits of comprehensive programming, visit http://smhp.psych.ucla.edu.

...that reflect and respect Race, culture, ethnicity, gender, religion, sexual orientation, language, ability, and generational status.

 

Resource	Product Type	Date	Annotated
Courageous Conversations About Race by Glenn Singleton and Curtis Linton	Book	2005	This book provides a guide for educators to engage in conversations about race and its impact on the achievement of children of color.
Facilitator’s Guide: Courageous Conversations on Race	Field Guide	2007	This field guide is a companion to the book Courageous Conversations about Race by Singleton and Linton.
We Can’t Teach What We Don’t Know by Gary Howard	Book	2006	Gary Howard addresses the crucial relationship between educator and student and provides suggestions for personal reflection.
National Council for Culturally Responsive Educational Systems (NCCRESt)	Website:  http://www.nccrest.org/	11/5/07	Resources for social justice materials and culturally responsive pedagogy.
The Free Child Project (501(c)3 Nonprofit):Social Justice Webpage	Website: http://www.freechild.org/SJforALL.htm	11/5/07	List and description of organizations with long-standing work in the area of Social Justice.

Autism Society of America
www.autism-society.org

This site provides general information on autism spectrum disorders (ASD), including diagnostic information, treatment options, and dealing with challenging behaviors. News, that includes current research, events, and conferences, is available. Access to local chapters of the Autism Society is provided also.

The CT Autism Spectrum Resource Center
www.ct-asrc.org

Recent information pertaining to research, legislative updates, and resources on autism spectrum disorders is available on this site. This site also contains conference and advocacy information.

Connecticut Families for Effective Autism Treatment (CT FEAT)
www.ctfeat.org

Visit this site for information on diagnosis and treatment interventions of autism spectrum disorders. Families are provided with networking opportunities and resource information through recommended readings, discussions of legal issues, conference updates, parent support meetings, and advocacy.

The Yale Child Study Center
Developmental Disabilities Clinic and Research
www.autism.fm

This site contains clinical information on autism spectrum disorders associated with the work of Ami Klin, Ph.D., and Fred Volkmar, Ph.D. Information on current research studies, PDD resources, and conference updates may be found.

Is Hyperactive Behavior the Real Problem?

Ruth D. Kirsch, Ph.D., LCSW

In any space where teachers congregate, a frequent topic of discussion is the distracting behavior of students with Attention Deficit Hyperactivity Disorder (ADHD). Typically the statement "If he would only sit still!" elicits compassion and war stories about similar students. No one challenges the statement, or even inquires about what might happen if Johnny did sit still. What would happen?

Using Scientific Research-Based Interventions: Improving Education for All Students

Teachers, administrators, and families want all children to succeed.  There are many ways to get children who are struggling to learn the additional help they need to be successful.  One way is with the use of “scientific research-based interventions” (SRBI).

This booklet reviews what SRBI are and includes questions you might want to ask your child’s school or program to learn more about how they are using SRBI as a framework to improve teaching and learning.  Also included here are ways families can be a part of the decision-making process and what to do when you have concerns about your child’s progress.

Download the Family Guide to RTI (pdf, 494kb)

...that reflect and respect Race, culture, ethnicity, gender, religion, sexual orientation, language, ability, and generational status.

 

Resource	Product Type	Date	Annotated
Courageous Conversations About Race by Glenn Singleton and Curtis Linton	Book	2005	This book provides a guide for educators to engage in conversations about race and its impact on the achievement of children of color.
Facilitator’s Guide: Courageous Conversations on Race	Field Guide	2007	This field guide is a companion to the book Courageous Conversations about Race by Singleton and Linton.
We Can’t Teach What We Don’t Know by Gary Howard	Book	2006	Gary Howard addresses the crucial relationship between educator and student and provides suggestions for personal reflection.
National Council for Culturally Responsive Educational Systems (NCCRESt)	Website:  http://www.nccrest.org/	11/5/07	Resources for social justice materials and culturally responsive pedagogy.
The Free Child Project (501(c)3 Nonprofit):Social Justice Webpage	Website: http://www.freechild.org/SJforALL.htm	11/5/07	List and description of organizations with long-standing work in the area of Social Justice.

Autism Society of America
www.autism-society.org

This site provides general information on autism spectrum disorders (ASD), including diagnostic information, treatment options, and dealing with challenging behaviors. News, that includes current research, events, and conferences, is available. Access to local chapters of the Autism Society is provided also.

The CT Autism Spectrum Resource Center
www.ct-asrc.org

Recent information pertaining to research, legislative updates, and resources on autism spectrum disorders is available on this site. This site also contains conference and advocacy information.

Connecticut Families for Effective Autism Treatment (CT FEAT)
www.ctfeat.org

Visit this site for information on diagnosis and treatment interventions of autism spectrum disorders. Families are provided with networking opportunities and resource information through recommended readings, discussions of legal issues, conference updates, parent support meetings, and advocacy.

The Yale Child Study Center
Developmental Disabilities Clinic and Research
www.autism.fm

This site contains clinical information on autism spectrum disorders associated with the work of Ami Klin, Ph.D., and Fred Volkmar, Ph.D. Information on current research studies, PDD resources, and conference updates may be found.

Greater Expectations: Connecticut’s Comprehensive Plan for Education 2001-2005
http://www.state.ct.us/sde/whatsnew/greater_expectations.pdf
This comprehensive plan addresses one part of the State Board of Education’s statutory requirement to provide leadership to school districts with respect to preschool, elementary and secondary education, special education, vocational education and adult education by developing a comprehensive plan every 5 years.

Connecticut’s Blueprint for Reading Achievement
http://www.state.ct.us/sde/dtl/curriculum/currcbra.htm
This is the report of the Early Reading Success Panel, published by the CT State Department of Education in 2000. It contains a general overview of basic research finding about reading and specifies the competencies required for reading success for children in kindergarten through grade 3.

Early Literacy Development: A Focus on Preschool http://www.state.ct.us/sde/deps/early/literacy.pdf
This CT State Department of Education concept paper examines what literacy is, how to promote literacy with preschoolers and how to assess literacy development.

Connecticut’s Preschool Curriculum Framework and Benchmarks for Children in Preschool Programs
http://www.state.ct.us/sde/deps/early/Frmwrkbench.pdf
This State Department of Education, Bureau of Early Childhood Education and Social Services document outlines content standards and performance indicators in the areas of personal and social development, physical development, cognitive development and creative expression/aesthetic development

“Family Friendly” Services for Preschool Special Education
http://www.state.ct.us/sde/deps/early/friendly.pdf
The purpose of this guide is to provide guiding principles, recommended practices and tools which school district preschool special education personnel can use to provide “family friendly” services.

Preschool Special Education Program
http://www.state.ct.us/sde/deps/early/pssed.pdf
This outline of the CT State Department of Education’s Bureau of Early Childhood Education and Social Services program for preschoolers with special needs describes its purpose, philosophy, eligibility and legislative authority.

A Guide to Using the Position Statement on School-Family-Community Partnerships in Early Care and Education Programs
http://www.state.ct.us/sde/deps/readiness/alerts/TA-SR-00-01guide.pdf
This document examines how to develop comprehensive school-family-community partnerships in preschool settings. It looks at six partnership standards and offers sample activities.

Position Statement on School-Family-Community Partnerships
http://www.state.ct.us/sde/board/partnerships.pdf
This CT State Board of Education Position Statement encourages schools to develop comprehensive school-family-community partnerships by developing programs related to six standards.

CT State Board of Education – Position Statement on Preschool Services and Programs
http://www.state.ct.us/sde/deps/early/PreschoolPositionStatement.pdf
This State Board of Education position statement outlines the qualities of preschool programs and activities which will maximize the development of preschoolers.

Other Links of Interest:

Accreditation Facilitation Project (AFP) http://www.ctcharts-a-course.org/accreditationf.htm

Commission On Children http://www.cga.state.ct.us/coc

CT Department of Public Health Child Day Care Licensing Program http://www.dph.state.ct.us/BRS/Day_Care/day_care.htm

CT Voices for Children Website http://www.ctkidslink.org

CT-Charts-A-Course http://www.ctcharts-a-course.org

DSS Child Care Team http://www.dss.state.ct.us/ccare/ccare.htm

Hartford Area Child Care Collaborative http://www.hartnet.org/haccc/

Hartford Association for the Education of Young Children http://www.haeyc.org

Dialogue on Early Childhood Science, Mathematics and Technology Education
http://www.project2061.org/tools/earlychild

This multimedia presentation is designed to provide a tool and a process for helping Connecticut educators develop standards-based IEPs.

It is presented in three parts:

• Part 1
• Part 2
• Part 3

If you're having difficulty viewing the presentations, you'll need the most recent version of Adobe's Flash Player installed in your browser, and a broadband Internet connection.

Directions for the Tutorials

This presentation provides instruction on a tool that promotes the design of standards-based IEP goals and objectives.  This presentation can be used for individual, small group, or full staff professional development.  The training is broken up into three separate parts that are sectioned into components intended to be used sequentially.  Each module contains hands-on opportunities to apply the skills taught in the presentation.  The three parts can be viewed in either a single sitting or over several sittings.  If you choose to view them in a single sitting, the total recommended time for viewing the presentations and the completion of the hands-on activities is 3 hours.  If you choose to view them in more than one sitting, it is recommended that you plan to complete at least one part in its entirety within a sitting.  It is also recommended that each sitting occurs reasonably close in time to maintain the flow and continuity of the learning.  E.g., Part 1 is viewed on Monday; parts 2 and 3 are viewed on Tuesday.  Listed below are the recommended times for each part.

Part 1:  1 ½ hours

Part 2: ½ hour

Part 3: 1 hour

Before Using This Tutorial:

• Select a specific student to use as a case study
• Obtain a copy of the district curriculum or Common Core State Standards frameworks in any subject area, matching the grade level of the selected student; Click here for a copy of the Connecticut Frameworks.
• Obtain a copy of the student’s IEP
• Download the tool here

Tips for Selecting a Case Study:

• Determine if a single student case study should be used across all groups or if multiple cases should be used
• Select cases that relate to the grade levels of the participants
• Select cases that represent the typical scenarios in your district (i.e., use a “Goldilocks” rule: not too easy, not too hard)
• Consider using students who have attended the school or district in which the participants are employed
• Consider having participants volunteer to select their own cases
• Remember to respect confidentiality and the integrity of the IEP process; change names of students ahead of time and inform participants that all programming changes for any student must be done through the IEP process outside of this training

Suggestions for Group Use:

• Planning Ahead
  • Select facilitators for the session relative to the size of the total audience
  • Preview the tutorials ahead of time to assist in the organization and planning
  • Plan sufficient time for viewing, completing the activities, and discussing learning
  • If viewing over multiple sessions, plan each sitting close in time, e.g. over three consecutive days
  • Provide participant learning objectives or a purpose for the training, along with a brief description of Word Bank and how the training will be organized prior to the session
  • Copy all materials needed ahead of time
  • Determine if CEUs will be offered through your district

• Organizing Participants and Space
  • Consider the size of the group carefully, relative to space available and number of facilitators; this training has been done for up to 50 participants at a time
  • Organize participants in teams of 2 to 5 prior to the session and have each team work together
  • Use a comfortable space and seating for adults with sufficient room for the facilitators to be able to roam

• Organizing the Viewing
  • Viewing Using a Computer Lab
    • Pre-load or set up each computer with the tutorials prior to the session
    • Determine how the session will be paced across the groups
    • Use only pairs or trios for participant groupings
    • Provide directions and timing to the whole group and then allow groups to work at their own pace
    • Facilitators should roam to assist the groups
  • Viewing Whole Group
    • Have an LCD projector and a screen to project the modules to allow for simultaneous viewing
    • Have an adequate sound system to allow for everyone to hear comfortably
    • Group participants in small teams of 3 to 5
    • Arrange the room with multiple tables with 3 to 5 chairs around each table
    • Have one main facilitator lead the directions and pacing
    • Have other facilitators roam to assist the groups
  • Alternative Ways to View
  • • Study Groups
      • Pre-set groups of 3 to 5 participants to work together
      • Provide either a set timeframe for completion within which participants can schedule viewing times on their own or establish scheduled blocks of time that participants can use to view
      • Determine locations and arrangement for viewing; locations can be spread out
    • Multiple Small Groups in Different Locations at the Same Time
      • Assign a facilitator to lead each group
      • Provide the facilitators with directions and a preview prior to the session
      • Provide a set location, materials, and viewing arrangements for each small group
      • Provide a set starting and ending time
      • Have one or more facilitators roam across the multiple groups and locations during the scheduled sessions

Webinar regarding Evaluation Timelines Data Submission for Indicator 11 presented on June 12, 2009 by Dr. Jacqueline Kelleher, Consultant, CSDE.

Evaluation Timelines Data Submission from CT SERC on Vimeo.

Problems viewing the video? Try updating your Flash player at http://adobe.com. (Click the "Get Adobe Flash Player" link)

Connecticut Blooms with Cultural and Linguistic Richness

Students in Connecticut schools speak a diverse array of languages, from Akan and Algonquian to Zande and Zurate. During the 2007-2008 school year, a total of 161 dominant languages were spoken by Connecticut’s public school students in grades K-12. One in seven students had a dominant language other than English (72,417 students in Connecticut’s schools). Of those students, 41.3% were assessed as English Language Learners (28,879 students). For detailed information regarding dominant languages in Connecticut public schools, English Language Learners in Connecticut, identification and services, and the performance of English Language Learners and former English Language Learners, please read the Connecticut Department of Education’s July 2008 Data Bulletin on English Language Learners in CT. [Document available below.]

Of particular note in the CSDE Data Bulletin on ELLs in CT (July 2008) are the performance levels of former English Language Learners as compared to the native English-speaking (non-ELL) students in the same grades. The data indicate that in the 2007-2008 school year, former ELLs (i.e., those students who have exited from ELL status by achieving linguistic proficiency on the designated state test – the LAS Links – and academic proficiency by achieving all grade-level performance standards on all subtests of the CMT) performed “as well or even better than non-ELL students, particularly on the writing section” of the CMT (CSDE Data Bulletin on ELLs, July 2008, page 7).

Connecticut State Department of Education
Division of Assessment and Accountability
Bureau of Data Collection, Research and Evaluation
DATA BULLETIN - July 2008

Using Scientific Research-Based Interventions: Improving Education for All Students

Teachers, administrators, and families want all children to succeed.  There are many ways to get children who are struggling to learn the additional help they need to be successful.  One way is with the use of “scientific research-based interventions” (SRBI).

This booklet reviews what SRBI are and includes questions you might want to ask your child’s school or program to learn more about how they are using SRBI as a framework to improve teaching and learning.  Also included here are ways families can be a part of the decision-making process and what to do when you have concerns about your child’s progress.

Download the Family Guide to RTI (pdf, 494kb)

NEW TOOL: You can easily create your own graphs of student performance on academic and behavior objectives to demonstrate the progress that has been made!

Download the Monitoring Template (hint: right-click the link, choose "Save Target As..." from the menu. 31kb, Requires Microsoft Excel).

Using Scientific Research-Based Interventions: Improving Education for All Students

Connecticut's framework for RtI

Background

Federal laws have issued clear expectations for schools regarding their obligations to educate diverse groups of students well.  This legislation includes the No Child Left Behind Act of 2001 (NCLB), a reauthorization of the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA).  NCLB aims to ensure the academic growth and achievement of all students regardless of their race, ethnicity, fluency in English, disability or socioeconomic status.  IDEA 2004 continues the federal mandate, in effect since 1975, for schools to provide all children with disabilities a free and appropriate public education (FAPE) in the least restrictive environment (LRE), and also contains some important revisions with clear implications for general as well as special education.  These revisions encourage the implementation of research-based interventions that facilitate success in the general education setting for a broad range of students.  In particular, school districts are allowed to use a process known as Response to Intervention (RTI) as part of identification procedures for learning disabilities, by far the largest category under which K-12 students in special education are served, roughly half of all special education students nationwide (see www.ideadata.org). 

RTI models grew out of research suggesting that traditional approaches to identifying learning disabilities are seriously flawed and that students sometimes end up in the special education system not due to genuine disabilities, but other factors, such as inadequate general education practices and limited opportunities for extra help for struggling students (e.g., Fletcher et al., 1994; Lyon, 1996; Spear-Swerling and Sternberg, 1996), including those students acquiring English.  RTI involves providing scientific, research-based instruction and intervention matched to student needs, with important educational decisions based on students’ levels of performance and learning rates over time.  Rather than limiting the provision of instructional and social/behavioral supports for those students classified under a particular label or program, supports are provided to allstudents, based on individual needs.

The basic principles underlying RTI hold considerable promise for helping Connecticut schools to improve education for all students and address the large disparities in performance within the state.  These basic principles have been embraced by the Connecticut State Department of Education (CSDE) for a number of years, as well as supported by state legislation and policy.  Furthermore, numerous ongoing projects and initiatives in Connecticut, such as those involving collaborations among researchers, teacher educators and public schools, provide a strong foundation for the implementation of RTI.

Download the Connecticut RtI Executive Summary (PDF)

A template for these reports, prepared by Thelma Harms, Ph.D., is available here in two formats:

• ECERS-R Report Template (MS Word)
• ECERS-R Report Template (Adobe PDF)

Cognitive Measures

Stanford Binet Intelligence Scale, Fourth Edition : The Stamford Binet is one of the oldest cognitive measures and is widely used because it taps a broad range of skills. The SB assesses mental abilities in four areas: Verbal reasoning, Abstract Visual Reasoning, Quantitative Comprehension and Short-term Memory. It is used for individuals from age to through adulthood. Publisher: Riverside Publishing Co.

Wechsler Preschool and Primary Scales of Intelligence, Revised: The WPPSI- R is a downward extension of the widely used Wechsler Scales for older children and adults. It can be difficult to administer to young children, and is used only for children between the ages of 3 and 7. Like the other Wechsler Scales, it yields verbal and performance scores. Publisher: Psychological Corporation

Differential Abilities Scale: The DAS measures conceptual and reasoning abilities in children aged 30 months to 17 years. It includes a preschool level and a school age level. This is a relatively new measure with good psychometric properties, which is used increasingly with preschool aged children. Publisher: Psychological Corporation

Woodcock-Johnson Psychoeducational Battery: This is a battery of tests which includes cognitive and achievement measures for use with individuals from age 3 through adulthood. Only a portion of those are applicable to preschoolers. The cognitive portion of the battery likely underestimates cognitive ability, especially in children with language delays. The tests of achievement appear to be of greater use in measuring achievement. Publisher: DLM Teaching Resources

Kaufman Assessment Battery for Children: The K-ABC has several subscales and can be used with children aged 30 months to 12 years, 5 months. The K-ABC does not include the verbal comprehension or reasoning items In the Mental Processing Composite. It also relies heavily on short term memory and attention skills. It samples a limited set of skills in very young children, and it has a low ceiling. These and other limitations suggest that the K-ABC may not be the best choice for a primary instrument for assessing intellectual ability. Publisher: American Guidance Service

McCarthy Scales of Children’s Abilities: The McCarthy Scales can be administered to children aged 20 months to 8.5 yrs. They yield a general cognitive index, as well as five subscale scores. The tests are useful in their specification of strengths and weaknesses, and they are appealing to children, but the validity of some scores has been questioned. The norms are also out dated. Publisher: Psychological Corporation

Merrill-Palmer Scale of Mental Tests: This is an old test which measures primarily non-verbal skills in children aged 18 months to four years. It has non-verbal items not found elsewhere, and is attractive to children. It is occasionally used for those reasons despite the fact that its norms are outdated and result in inflated scores. There is an extended version of the Merrill-Palmer, which includes some of the items from the original scale, and may be of limited use. It lacks adequate psychometric properties at present. Publisher: Stoeltling Co.

Leiter International Performance Scale- Revised: This is a revision of a non-verbal intelligence scale, originally developed for use with deaf children. The current model can be used with children aged 2 to 20 years, but is used infrequently because it is difficult to administer, score and interpret. Publisher: Stoeltling Co.

Developmental Measures

Bayley Scales of Infant Development II: The BSID II is designed to identify cognitive delays in children aged 1 month to 42 months. It yields a Mental Development Index, and a Motor Development Index. It is the most widely used and well respected, norm referenced measure of development for very young children. Publisher: Psychological Corporation.

Battelle Developmental Inventory: The Battelle evaluates the development of children from infancy to primary levels. It assesses developmental skills in five areas: Personal-Social, Adaptive, Motor, Communication and Cognition. Information is obtained from a combination of structured interaction, observation and caregiver report. Publisher: DLM Teaching Resources

Mullen Scales of Early Learning: The Mullen measures learning abilities and learning patterns in children aged 1 to 69 months. It is used to identify learning disabilities, mental retardation and learning styles. The Mullen provides scores in four areas: Visual Receptive Organization, Visual Expressive Organization, Language Receptive Organization and Language Expressive Organization. Publisher: T.O.T.A.L. Child.

Adaptive Behavior Measures

Vineland Adaptive Behavior Scales: This is a series of scales based upon parental report which provide an estimate of adaptive functioning in the areas of Socialization, Communication, Daily Living Skills and Motor Skills. It can be used with individuals from birth through adulthood, and is the most widely used of the adaptive behavior measures. Publisher: American Guidance Service

Scales of Independent Behavior: This scale assesses skills in areas similar to those used on the Vineland. It can be used for individuals from birth through adulthood. Although less research has been done with this tool, it appears to be suitable for use with preschool children. Publisher: DLM Teaching Resources

Behavior Rating Scales

Behavior Assessment Scale for Children: The BASC system provides a comprehensive rating scale which yields scores on internalizing behaviors, externalizing behaviors, learning problems and adaptive skills, as well as a behavior problems index. It includes rating forms for parents and teachers, a structured observation schedule and a guide for history taking. The scale is suitable for use with children aged 2 through 18. Publisher: Psychological Corporation

The Child Behavior Checklist: The CBCL is a rating scale completed by parents or teachers. There is one form for children aged 2-3 and a separate form for children four and older. The scale yields scores on internalizing and externalizing behaviors. Publisher: University of Vermont

Adapted from Sattler (1992); Bracken, (2000) & Culbertson & Willis, (1993)

Selected Bibliography of Assessment Resources

Bagnato, Stephen, Neisworth, John, & Munson, Susan. 1997. Linking Assessment and Early Intervention: An authentic curriculum based approach. Baltimore: Brookes

Bracken, Bruce. 2000. The Psychoeducational Assessment of Preschool Children, 3rd Ed. Needham Hgts., MA: Allyn & Bacon.

Culbertson, Jan & Willis, Diane. (Eds.). (1993). Testing Young Children: A reference guide for developmental, psychoeducational, and psychosocial assessments. Austin, TX: Pro-Ed.

Devereaux Foundation, Lebuffe, P.A., Naglieri, J.A., Korelak, D. & Vacca, M.M. (1999). Devereaux Early Childhood Assessment Program: Enhancing Social and Emotional Development. Lewisville, NC: Kaplan Press.

Gredler, G.R. (2000). Early childhood education - assessment and intervention: What the future holds. Psychology in the Schools, 37, 73-79.

Gridley, B.E., Mucha, L., & Hatfield, B.B. (1995). Preschool screening. In A Thomas & T. Grimes (Eds.) Best practices in school psychology. Washington, D.C.: National Association of School Psychologists.

Lerner, J.W., Lowenthal, B & Egan, R. (1998). Preschool Children with Special Needs. Boston: Allyn & Bacon

Linder, T.W. (1993). Transdisciplinary Play-based Assessment: A functional approach to working with young children. Baltimore: Paul H. Brookes.

McConnell, S., Priest, J. Davis, S. & McEvoy, M. (2000). Best Practices in Measuring growth and Development in Preschool Children. www.nasponline.org/pdf

McLean, M., Bailey, D.B. & Wollery, M. (Eds.). (1996). Assessing Infants and Preschoolers with Special Needs. Englewood Cliffs, NJ: Prentice Hall.

Meisels, Samuel & Fenichel, Emily. (Eds.). (1996). New Visions for the Developmental Assessment of Infants and Young Children. Washington, D.C.: ZERO TO THREE.

Sattler, J. (1992). Assessment of Children, 3rd Edition. San Diego: Jerome Sattler.

Spodek, Bernard & Saracho, Olivia. (Eds.). (1997). Issues in Early Childhood Educational Assessment and Evaluation. NY: Teachers College Press.

IDEA 2004 mandated the creation of the National Instructional Materials Accessibility Standard "...for the purpose of providing instructional materials to blind persons or other persons with print disabilities, in a timely manner"

In this narrated presentation, you will learn the basics of making print materials accessible to all students using the NIMAS standard.

Launch What Connecticut Educators Need to Know about NIMAS

The Connecticut School Health Survey (CSHS) is comprised of two components: the Youth Tobacco Component (YTC), and the Youth Behavior Component (YBC). Some encouraging signs were seen in the 2007 survey year, including an increase in seatbelt use since 1997, a decrease in drinking and driving, and a decrease in use of inhalants to get high.

Follow the links below for more information.

CT School Health Survey Fact Sheet

2007 CT School Health Survey Report (Large PDF)

Terms Related to English Language Learners and their Common Uses (SERC, Nov. 2008)

Connecticut Blooms with Cultural and Linguistic Richness

Students in Connecticut schools speak a diverse array of languages, from Akan and Algonquian to Zande and Zurate. During the 2007-2008 school year, a total of 161 dominant languages were spoken by Connecticut’s public school students in grades K-12. One in seven students had a dominant language other than English (72,417 students in Connecticut’s schools). Of those students, 41.3% were assessed as English Language Learners (28,879 students). For detailed information regarding dominant languages in Connecticut public schools, English Language Learners in Connecticut, identification and services, and the performance of English Language Learners and former English Language Learners, please read the Connecticut Department of Education’s July 2008 Data Bulletin on English Language Learners in CT. [Document available below.]

Of particular note in the CSDE Data Bulletin on ELLs in CT (July 2008) are the performance levels of former English Language Learners as compared to the native English-speaking (non-ELL) students in the same grades. The data indicate that in the 2007-2008 school year, former ELLs (i.e., those students who have exited from ELL status by achieving linguistic proficiency on the designated state test – the LAS Links – and academic proficiency by achieving all grade-level performance standards on all subtests of the CMT) performed “as well or even better than non-ELL students, particularly on the writing section” of the CMT (CSDE Data Bulletin on ELLs, July 2008, page 7).

Connecticut State Department of Education
Division of Assessment and Accountability
Bureau of Data Collection, Research and Evaluation
DATA BULLETIN - July 2008

A Checklist for School Nurses

Donna D. Merritt, Ph.D., CCC

School nurses, particularly those in elementary schools, may have the broadest perspective of the students in their building, as they can observe children grow and communicate in various settings over multiple years. Their experience with typical development is a valuable reference point for appraising speech and language skills in children with disabilities as well as those presenting indications of being at risk. As school nurses have frequent contact with teachers, other student support services professionals, and families, they can be instrumental in sharing information about speech and language concerns. Their perspective and input can be influential in preventing speech and language problems, intervening early, or facilitating referral for a speech and language evaluation if needed.

During hearing, vision, and scoliosis screenings, school nurses have occasions, albeit brief, to engage in conversation. Sick visits to the nurse often result in more extended interactions. Although these situations may not reliably reflect a child’s day-to-day speech and language skills, they can yield useful information. Explaining physical symptoms or describing a playground accident are demanding communicative contexts for children, as they must be able to convey both the past and the present, what they have experienced, and what they are currently feeling, through words, gestures, or facial expressions.

A checklist of typical speech and language milestones for school-age children in preschool through grade 6 has been developed especially for school nurses as part of SERC’s professional development training, The Nursing Component of the IEP.

Click here for a printable version of Typical Speech and Language Development for School-Age Children: A Checklist for School Nurses (Portable Document Format (.pdf), 138kb)

A note of caution for school nurses using the checklist …

• keep in mind that there are no clear dividing lines between the stages of speech and language development, and
• child’s speech and language skills must be viewed relative to the cultural norms of the community.

“Promising Practice” Ideas for Closing Connecticut’s Achievement Gaps

Donna D. Merritt, Ph.D., CCC

Vocabulary proficiency has been documented to be a primary predictor in learning to read, and, subsequently, reading to learn in the content areas. As established by researchers Betty Hart and Todd Risley in "Meaningful Differences in the Lives of …" (1995), administrators, general and special educators, and student support services professionals cannot assume that all children come to school having had sufficient opportunities listening to and experimenting with words.

Linking vocabulary instruction to stories using word origins is a viable teaching approach that is appealing to students at all grade levels. It is also effective, as typically developing and at-risk students, as well as those with identified special education needs, can rely on the narrative structure of the story to learn vocabulary. This process aids recall and use of words in meaningful contexts related to the curriculum.

How To Link Words With Stories

Identify the origin of key curricular vocabulary. Dictionaries provide some of this information, but it is also accessible on the Web using a site such as www.wordorigins.org. See the examples below for some ideas. Initially present information about how the word originated or has changed over time. Then develop these ideas into a story appropriate for the students’ grade, interests, and culture. Alternatively, students can develop their own original stories in oral, written, or dramatic forms, individually or in cooperative groups.

Some Vocabulary Examples

“Hocus-pocus” is known to modern day children as a phrase that produces magical results. “Hocus-Pocus” was actually the name of an early-17th century English juggler who captivated his audience by incorporating the word into his act.

The word “posh” dates back to the 1920s. This acronym for Port Out, Starboard Home was printed on the tickets of first-class ocean liner passengers traveling from England to India. The port side of the ship had the coolest cabins and best view on the way to India. The starboard cabins had the same advantage on the return voyage. From this word origin, “posh” came to mean elegant, luxurious, or fashionable.

“Deadline” originally had a literal meaning. During the Civil War, a line was drawn on the ground indicating the perimeter of makeshift prisoner-of-war camps. Prisoners who crossed the deadline met their demise. It was not until the 1920s that the meaning of “deadline” as a time limit became part of newspaper jargon.

“Sorts” were individual wooden letter tiles used in the 18th century to set type for announcements and newspapers. Typesetters were known to become irritable when they were “out of sorts.” As the printing industry modernized and “sorts” became obsolete, the phrase continued its association with a bad disposition.

Expanding Vocabulary

“Deadline” and “out of sorts” are Americanisms, but most American words, as well as those from other cultures (e.g., Spanish), originate from Latin, Greek, German, or Anglo-Saxon derivations. Teachers across all content areas can help children expand their vocabulary by:

1. establishing the etymological base of a word (i.e., tracing the root word back as far as possible to its original language source),
2. applying knowledge of the word’s origin to contemporary usage, emphasizing its application in the context of the lesson, and
3. systematically bridging from simple to more complex or obscure forms or applying the word to other contexts.

A Vocabulary Expansion Example

“Sign” derives from the Latin word signum, meaning “mark.” This serves as the root for words such as signal, signature, signify, significant, signet (an official mark on a document), and signatory (the person who signs an official document). Other derivations common to this word are sign up, sign off, and sign away. An understanding of this single root word has applications across the grades and several content area subjects.

As teachers introduce the essential vocabulary of a content unit or work of literature, they can expose students to many words simultaneously. This differentiates instruction and provides opportunities for students of various ability levels to access the curriculum. The approach also helps to demystify the English language, connect roots words across cultures and languages, and has the added benefit of improving the probability of spelling accuracy. It can be beneficial for all students, but has particular applicability for English Language Learners and those students with vocabulary weaknesses or gaps.

Be sure to also visit SERC’s Integrated Student Support Services (ISSS) Initiative Web page for vocabulary instruction technology links.

Presented at ASHA, November, 2007 by Donna D. Merritt, Ph.D., CCC, SERC Consultant

Connecticut’s Survey of Speech-Language Pathologists: Philosophy to Practice

• Connecticut’s School Speech-Language Pathology Survey (2007)(pdf)
• Connecticut’s 2006-07 Survey of School Speech-Language Pathologists: A Summary of Findings(pdf)
• ASHA Handout (November 17, 2007 - pdf)
• An SLP’s Guide to Reflection and Facilitated Dialogue (pdf)
• Speech-Language Pathologist’s Personal or Group Action Plan (pdf)

Integrating Speech and Language Interventions in Kindergarten: Co-teaching Applications

Presented by Donna D. Merritt, Ph.D., SERC, Lisa Smith-Horn, and Deborah Beveridge, South Windsor Public Schools

• Integrating Speech and Language Interventions in Kindergarten - Powerpoint presentation
• Co-teaching Lesson Plans from Pleasant Valley School, South Windsor, CT
• Co-teaching Lessons Plans from Orchard Hill School, South Windsor, CT
• Kindergarten Story Comprehension Rubric
• Kindergarten Storytelling Rubric
• Co-teaching: An Evolving Role for SLPs
• Co-teaching Lesson Planning Form
• Co-teaching Handout
• Story Braidy, the instructional tool used by the Kindergarten/SLP teaching team from Pleasant Valley School in South Windsor, CT is available through MindWings Concepts (external link)
• Research Summaries - SLPs as Co-teachers

Greater Expectations: Connecticut’s Comprehensive Plan for Education 2001-2005
http://www.state.ct.us/sde/whatsnew/greater_expectations.pdf
This comprehensive plan addresses one part of the State Board of Education’s statutory requirement to provide leadership to school districts with respect to preschool, elementary and secondary education, special education, vocational education and adult education by developing a comprehensive plan every 5 years.

Connecticut’s Blueprint for Reading Achievement
http://www.state.ct.us/sde/dtl/curriculum/currcbra.htm
This is the report of the Early Reading Success Panel, published by the CT State Department of Education in 2000. It contains a general overview of basic research finding about reading and specifies the competencies required for reading success for children in kindergarten through grade 3.

Early Literacy Development: A Focus on Preschool http://www.state.ct.us/sde/deps/early/literacy.pdf
This CT State Department of Education concept paper examines what literacy is, how to promote literacy with preschoolers and how to assess literacy development.

Connecticut’s Preschool Curriculum Framework and Benchmarks for Children in Preschool Programs
http://www.state.ct.us/sde/deps/early/Frmwrkbench.pdf
This State Department of Education, Bureau of Early Childhood Education and Social Services document outlines content standards and performance indicators in the areas of personal and social development, physical development, cognitive development and creative expression/aesthetic development

“Family Friendly” Services for Preschool Special Education
http://www.state.ct.us/sde/deps/early/friendly.pdf
The purpose of this guide is to provide guiding principles, recommended practices and tools which school district preschool special education personnel can use to provide “family friendly” services.

Preschool Special Education Program
http://www.state.ct.us/sde/deps/early/pssed.pdf
This outline of the CT State Department of Education’s Bureau of Early Childhood Education and Social Services program for preschoolers with special needs describes its purpose, philosophy, eligibility and legislative authority.

A Guide to Using the Position Statement on School-Family-Community Partnerships in Early Care and Education Programs
http://www.state.ct.us/sde/deps/readiness/alerts/TA-SR-00-01guide.pdf
This document examines how to develop comprehensive school-family-community partnerships in preschool settings. It looks at six partnership standards and offers sample activities.

Position Statement on School-Family-Community Partnerships
http://www.state.ct.us/sde/board/partnerships.pdf
This CT State Board of Education Position Statement encourages schools to develop comprehensive school-family-community partnerships by developing programs related to six standards.

CT State Board of Education – Position Statement on Preschool Services and Programs
http://www.state.ct.us/sde/deps/early/PreschoolPositionStatement.pdf
This State Board of Education position statement outlines the qualities of preschool programs and activities which will maximize the development of preschoolers.

Other Links of Interest:

Accreditation Facilitation Project (AFP) http://www.ctcharts-a-course.org/accreditationf.htm

Commission On Children http://www.cga.state.ct.us/coc

CT Department of Public Health Child Day Care Licensing Program http://www.dph.state.ct.us/BRS/Day_Care/day_care.htm

CT Voices for Children Website http://www.ctkidslink.org

CT-Charts-A-Course http://www.ctcharts-a-course.org

DSS Child Care Team http://www.dss.state.ct.us/ccare/ccare.htm

Hartford Area Child Care Collaborative http://www.hartnet.org/haccc/

Hartford Association for the Education of Young Children http://www.haeyc.org

Dialogue on Early Childhood Science, Mathematics and Technology Education
http://www.project2061.org/tools/earlychild