Supporting Deaf and Hard of Hearing Students

K-12 Principal Collaborative

K-12 Principal Collaborative

IEP Development for Students with Hearing Loss

This full-day professional learning opportunity is designed to take an in-depth approach to IEP development for students with hearing loss that is data-driven. Participants will identify the unique needs of students with hearing loss and align them with skills for the general education setting. Participants will gain an understanding of specific requirements for these students under the IDEA and Connecticut regulations. Participants will gain confidence in aligning the Language and Communication Plan with the IEP; develop data-driven and individualized goals and objectives specific to deaf education; and identify accommodations and modifications that match the student's needs. There is one (1) hour virtual office hour scheduled to support caseload-specific questions and support. Note: Sign Language Interpreter available upon request. Requests need to be made no later than 4 weeks before the session. Sessions: October 9, 2026 (8:30 AM–3:30 PM); November 4, 2026 (10:00 AM–12:00 PM, online). In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Building Systems to Support Twice Exceptional Students (K-12) G/T 6 Hour Update

In-person professional development for educators, coordinators and leaders supporting twice-exceptional students. Align state requirements and service-delivery models, improve communication among G/T, special education and general education teams, and develop practical shared approaches to student success. 6 CPE hours.

Yes We Can! An Unprecedented Opportunity to Improve Special Education Outcomes

A two-day hands-on training for school or districtwide teams, where general and special educators discover how to use PLC best practices to develop collaborative partnerships and identify high-leverage structures and strategies that level the playing field, accelerate learning, and support success for all students—including multilingual learners, children with special needs, children from poverty, and children facing trauma.