The Bresnahan-Halstead Center is committed to work for the advancement of knowledge and quality services for people with disabilities through research, professional development, partnership/technical assistance, and scholarships. As part of this mission, the Center is committed to assisting not only professionals who work with students with disabilities but also families of these individuals to expand their knowledge and skills in their work with them. Because the ultimate goal of the Center is to improve the academic, social, emotional, and vocational outcomes of individuals with disabilities, we have made funding available to professionals and families to plan, organize, deliver, and evaluate professional development experiences.
Instructions for applying:
2016 Early Childhood Summit
- A (R)evolutionary Approach to Inclusion in an Age of Accountability
- Keystone, Colorado
- June 13-15, 2016
- Registration Form with Lodging Information (PDF)
- 2016 Early Childhood Flyer (PDF)
During the 2½ day 2016 Early Childhood Summit, we'll spend time "reimagining," "reinventing," and "rebirthing" ideas to ensure meaningful and inclusive practices for all. We'll also explore solutions to counter the push down of practices that have little relevance or impact on early development and learning. Specifically, we'll explore the "real" common core, which includes 32 essence attributes deemed necessary for an inclusive society. Lastly, we'll dismantle the idea that "readiness" is a trait, and rather, help others to see readiness as something that begins before the age of 5 and includes ready families, ready schools, and ready communities. Participants will have the opportunity to learn from and engage with Dr. Kristie-Pretti Frontczak as we discuss some of these issues in theory, policy, and practice and plan for implementing inclusive practices.
2015 Special Education Directors’ Academy
The annual Special Education Directors’ Academy was held in Vail, Colorado, July 8, 9, and 10, 2015. This year’s guest speakers were Mary Lynn Boscardin (University of Massachusetts Amherst), Patrick Tudryn (East Windsor Public Schools, Connecticut), and Rob Schulze (Johnson State College), focusing on Leadership: Facilitating Positive Change. Once again, the Bresnahan-Halstead Center and the Colorado Department of Education put together an Academy that provided innovative information and hands-on experiences to more than 40 administrators of special education programs and services throughout Colorado. Presenters shared research-based information on making special education leadership a priority in a results-driven world and the impact of such leadership. In addition, the attendees were inspired by Beau Goldsby, who shared with them steps on his journey through the special education system and the positive impact that results from making an individual student a priority. Formal and informal group discussions and reflection provided direction for participants as they prepared for the upcoming year.
Click the links below to view the presentations.
- Making Special Education Leadership a Priority
- Prioritizing Leadership Tasks Activity
- Silos in Education
- Beau Goldsby’s presentation
- Beau Goldsby’s presentation (Live at Harrison School District)
Self-Determination Instruction Across the Secondary Continuum
The Weld RE-4 School District (middle and high schools), with support from the Bresnahan-Halstead Center, designed and implemented the project Self-Determination Instruction Across the Secondary Continuum. Initiated in the spring of 2014, the project was designed to provide professional development and coaching for special education teachers in order to implement self-determination instruction that provides secondary age students with disabilities the opportunity to develop self-determination skills before entering postsecondary life. The project is moving through stages of professional development, data collection, coaching, and modeling/demonstration with middle and high school teachers/service providers to train and follow-up with oneon- one coaching in research-based instructional tools to meet specific outcomes identified across a grade level continuum of instruction. Ultimately, students who participate in the project and receive systematic selfdetermination instruction over time will develop skills that are not simply introduced and forgotten, but become a part of their innate abilities.