Events and Workshops

ESL Workforce Readiness – Transitions to Careers for ESL Students

ESL students come to our programs with varying levels of job skills/experience and education, but under WIOA legislation we must provide educational opportunities for them to become work-ready. For many students getting a job is only the first hurdle as they try to become knowledgeable about American laws and rights in the workplace. Presenters from the US Dept. of Health and US Dept. of Public Health will provide information and discussion about workers’ rights, worker safety and wages for both documented and undocumented workers. If you are not currently working with an AE program, there is a charge of $50/ ½ day session or $100/full day session; billed after completion of the workshop.

Personal Finance Workshop: Welcome to MBA Research

This workshop is being offered in partnership with MBA Research and Curriculum Center, which offers research based business administration education. Participants will access free, hands-on active learning resources and lessons, and will receive training on how to customize materials to their classrooms.

CCRS ELA 202 Lesson Development Workshop

Prerequisite: Certificate of completion for CCRS ELA 101 & 102Providing our students with high-quality resources and instruction aides their development of skills needed to be successful in the workplace or further education. During this session, we will build our capacity to create lessons aligned to the College and Career Readiness Standards (CCRS) and to identify and use good resources wisely. After reviewing some lessons, we will work in teams to create lessons aligned to the CCRS. Please bring your copy of the standards, a text you might like to use to create a lesson (resources will be provided as well) and a laptop with Wi-Fi capability. Resources from the 100 level sessions might be helpful but not required.

CREC Minority Teacher Consortium - 4/25/18

CREC's Minority Teacher Consortium is a learning collective which will meet throughout the 2017-2018 school year. Discussions planned include, but not limited to: Affinity Groups, High School Recruitment, and the Recruitment Fair. Other topics will be determined based on participant interests.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Para educators serving in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

RESC Alliance Foundational Skills for Evaluators of Teachers

The RESC Alliance Foundational Skills for Evaluators of Teachers training is designed to concentrate on the evaluator’s capacity to observe and analyze teacher performance and practice inherent in the CT Common Core of Teaching (CCT) and to provide supportive, high quality feedback to teachers. The primary focus of this training is on written feedback that focuses on areas of strengths and areas of growth explicitly connected to the rubric and observable classroom practices/evidence. The training is designed to link written feedback to verbal feedback and coaching strategies. This supports not only the evaluator’s ability to organize written feedback but consider how this feedback creates a platform for formal conferences that are instructionally focused, dialogic, and student-centered.Training includes both formative reviews of practice along with a final demonstration of proficiency. Participants take part in one formal and one informal video-based observation during the three-day training. Participants will receive feedback about their own practice that will help to codify key skills and prepare them to connect teacher practice to student learning.

Implementation of Math Workshop in the Elementary Classroom

This one day workshop offers an overview on how to initiate, support, and sustain Math Workshop in the elementary classroom. This workshop is an introduction to Math Workshop. Participants should have no prior training of Math Workshop and are looking for practical first steps to begin implementation. Participants will learn how to support content and differentiation to meet the needs of diverse learners using the workshop model. We will address different structures, routines and rituals, and connect to state standards in the workshop model.

Transitions to Post Secondary Grantees Meeting

Meeting of the Transition to Postsecondary grantees with their college partners mandated by the PEP grant.Tentative Agenda: Student Perspective on transitioning from AE to Postsecondary; Accuplacer/Writeplacer in the Classroom; Virtual High School Manufacturing Training; New Approach to a Transition Program at Adult Education.

Changing How Struggling Students Perceive Math

Research has proven that the best instruction for a student is explicit, systematic, and cumulative. Good instruction also uses tools that show clear representations that build understanding. Come join us for an intensive K-5 math intervention for teachers to help you further develop your skills and change the way you perceive math! This workshop will model proficient problem solving, simplify mathematical concepts and present processes concretely. The workshop will move through Number Sense (including issues related to subitizing), Place Value, Addition, Subtraction, Regrouping, Multiplication, Division and Fractions. All material covered will be shown in a concrete, hands-on manner. Each participant will leave the session with materials and tools to clearly illustrate the examples, models, and strategies taught in the workshop. Participants will have new skills, language patterns, and presentation methods to reach their students to move beyond counting and into higher level concepts. (Includes materials from Teach 4 Mastery: MasterPieces; MasterFractions; Blue Level Instruction Manual with 1 Year access to the Online Videos for the lessons in the Instruction Manual; Downloadable Fraction Recognition Cards and Game

A recipe for Success . . . How to Make STEM More Yummy!

Do your K-5 students struggle with real-world problem solving? Do you have a hard time fitting science and STEM into your day? We will focus on the main ingredients to make quality STEM lessons more enjoyable and delicious. In this fast-paced half-day workshop, you will get elbow deep in engineering challenges for Grades PreK- 5. Experience activities from earth, life, and physical science. It can be difficult to develop all three science domains, plus math and literacy into engaging testable engineering challenges. In this workshop you will learn how this can be accomplished. Participants will engage in hands-on activities and use models to investigate the effectiveness of different designs. After collecting and analyzing data, participants will use the data to plan and build a prototype while staying within certain criteria and constraints. Participants will then compare designs and results and make claims about the success of each design solutions.

Supporting ELs in the Math Classroom

The workshop will support general education educators who are working with or have a large ELL population at their school or district with assisting ELs with math skills. Teachers who attend this workshop may be teachers looking for ways to support ELL students in math in the regular education classroom. The session will give educators various ways to build math fluency, provide appropriate strategies for the different language proficiency levels, how to build math vocabulary, strengthen and elicit math terms and ideas, offer ideas and examples on how to provide support, and provide resources to engage students in the math classroom.

Exploring Algebraic Inequalities for the GED Test

The ability to write, manipulate, solve and graph linear inequalities is one of the high impact assessment indicators under algebraic reasoning for the GED Test. Come experience some lesson ideas to help students connect these ideas to what they already know for greater success in Mathematical Reasoning.

Library Media Specialists Council Meeting

CREC’s Library Media Specialists Council provides a unique opportunity for K-12 Library Media Specialists in the CREC region to come together to share best practices and engage in new thinking about digital literacy for the 21st century. Quarterly meetings will encourage input from participants regarding topics and speaker selections in order to best meet the needs of the council membership.

Alternate Instruction in the Algebra Classroom

Algebra 1 is the foundation or building block for other high school course work. Learn how to differentiate instruction in an Algebra 1 classroom, as well as alternative ways to teach major concepts in the curriculum.

Addressing Social Communication and Play

In this workshop, participants will learn how social communication and play skills in young children with Autism Spectrum Disorder (ASD) are widely acknowledged, and affect the ability of these children to achieve academic success and build social relationships with adults and peers. It is important to address these skills early; however, preschool intervention teams often struggle to find effective and collaborative ways to improve these key skills in young children with ASD.

FREE: Reading with TLC, Condensed: Full Training in Lively Letters

The Lively Letters program is used throughout the US and globally as a supplement to the core reading curriculum in grades Pre-K–2. It is also used as a powerful intervention program, quickly closing gaps for all types of learners and struggling students of all ages.

CREC Coaches Council

Instructional Coaches in the CREC region are invited to attend monthly council meetings to share best practices and engage in new thinking about coaching. Monthly topics will be determined based on participant interests.

Language Arts Council Meeting

CREC’s Language Arts Council provides Language Arts teachers in the CREC region monthly opportunities to share best practices and engage in new thinking about literacy instruction. Kindergarten to grade 12 Language Arts educators including teachers, literacy coaches, literacy coordinators, directors and department heads are encouraged to attend the monthly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership.

ServSafe

This is one-day training in ServSafe practices; you will be tested for certification at the end of the session. You will have a broader knowledge of food handling, food safety, pest control, and sanitary practices, and upon passing the exam, you will have an industry recognized credential.

Connecticut Competency System (CCS) Training

The Connecticut Competency System is a uniform, competency-based assessment and instructional system implemented by adult education programs and other state agencies that share a common client base. It provides a comprehensive, research based framework for a common core of competencies that youth and adults need to lead productive lives. CCS is based on the system developed by the Comprehensive Adult Student Assessment System (CASAS). If you are not currently working with an AE program, there is a charge of $50/ ½ day session or $100/full day session; billed after completion of the workshop.

Facilitating Futures Planning

Futures planning is a collaborative approach that helps staff, parents, and students to develop a long range plan that will guide the IEP.

Structured Word Inquiry: A Morphological Vocabulary Intervention for Grades 4-12

Structured Word Inquiry is a type of vocabulary instruction that explicitly targets any features and conventions that govern “word structure". This strategy teaches students to investigate the meaning of the word, it's phonology, etymology and morphology. This strategy fits well with structured literacy instruction.

Language and Literacy for Young Children with Autism

Children with autism are increasingly being included in the general education setting; however, they are so often excluded from meaningful language experiences and early literacy instruction. This workshop provides a framework for increasing qualitative, natural language, and literacy learning experiences in the general education setting for children who have autism. Children with autism need natural contexts for learning and using language and literacy. Participants will examine processes for planning instruction, creating materials and engineering the early childhood classroom to be used as an effective teaching tool. Participants will learn tips for implementing and embedding evidence based strategies to providing qualitative early learning experiences for ALL children in the general education classroom.

Early Childhood Council Meeting

Early Childhood educators in CREC districts meet monthly to share best practices and engage in new thinking about instruction. Pre-K to grade 12 Early Childhood educators are encouraged to attend monthly meetings. Topics and speaker lists are developed by the group.

TopsPro users Group Meeting

We will have a meeting of the eTests/Topspro users group on Thursday, May 10th, 2018, at Bristol Adult Education Center, 210 Redstone Hill Road Bristol, CT from 9:30 -noon to share and discuss best practices. Those attending should be doing the data entry and be familiar with and have access to both TopsPro and CARS. Come with your "tips and tricks", ideas for using reports, as well as your questions to share.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Para educators serving in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

The Zones of Regulation

The Zones of Regulation presentation provides teachers, therapists, and parents with hands-on knowledge on the nature of self-regulation and strategies for improving self-regulation and emotional control in individuals of all ages. The presentation addresses topics such as: the brain's involvement, typical development, sensory processing, emotional regulation, and executive functioning. Audience participants will learn an explicit, stair-stepped method and tools to guide students in utilizing The Zones framework across situations and environments to regulate sensory needs, impulses, and emotional states to social demands.

FREE: Improving Comprehension through Vocabulary Instruction - Tier 1 Strategies

Learn how to integrate vocabulary instruction into daily classroom lessons which will improve students reading comprehension. These strategies promote student discourse and participation, are student centered, encourage collaboration but also improve independence.

Curriculum Council Meeting - 5/10/18

Regular scheduled meeting of Directors of Curriculum, Assistant Superintendents and Instructional Leaders

Implementing a Math Workshop Model in a Secondary Math Classroom

Participants will learn how math centers/stations/rotations/workshops in the 5-8 math classroom can support the Connecticut Core content and process standards, while meeting the needs of all learners. We will address different structures, routines, and rituals used to initiate and sustain this type of differentiated instruction.

Math Council Meeting

CREC’s Mathematics Council provides new thinking about mathematics instruction for K-12 math teachers, coaches, and district leaders in an open forum type setting. Monthly agenda topics are determined by district participants in order to serve the group’s needs.

The COMPASS: Basic Modules Train the Trainer (two-day workshop)

Participants who support and supervise paraeducators in service delivery will be provided with an evidence-based curriculum designed to ensure that paraeducators gain the knowledge and skills to fulfill various instructional support roles. The COMPASS Basic Modules curriculum focuses on the roles and responsibilities paraeducators have in supporting student-centered instructional environments. Each module is based on the following characteristics: 1. Aligned with standards from the National Resource Center for Paraeducators and CT Guidelines 2. Responds to federal legislation by providing support and training to ensure that paraeducator services support effective instruction for all students and 3. Incorporates job embedded components to foster both knowledge and skill development in classroom settings. The curriculum of The COMPASS is research based in both design and instructional outcomes.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Para educators serving in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

Monthly ConnECT Meeting - 2017 - 2018

Regular scheduled meeting of Technology leaders from CREC districts held at our Central Office. Administrators and teachers welcome to attend as well.

Transition from Birth to Three to Preschool Special Education

Provide school districts an overview of the Connecticut Birth to Three system.Implement strategies to smooth the transition process for familiesClarify the role of Birth to Three and school district representatives in the transition process

Social Studies Council Meeting

CREC region social studies teachers and district coordinators are invited to attend monthly council meetings to share best practices, engage in new thinking about social studies instruction, and proactively respond to the instructional shifts demanded by the Connecticut Elementary and Secondary Social Studies Frameworks, Connecticut Core Standards, the SAT and Smarter Balanced Assessments. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership.

Science Council Meeting

CREC region science teachers and district coordinators are invited to attend monthly council meetings to share best practices, engage in new thinking about science education, and continue to proactively respond to the demands of the Next Generation Science Standards,Connecticut Core Standards, and CAPT Science. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership.

Early Childhood Assessment Training

Comprehensive and meaningful assessment in early childhood requires training and specialized experience in understanding family dynamics, culture, and child development. Also required is knowledge of assessment tools, techniques, and early childhood curricula to prevent detrimental decisions that results from misinterpretation of assessment data.

Multi-Tiered Systems of Support and Social and Emotional Learning

Social and emotional learning provides the structure and process for students to develop skills in understanding and managing emotions, setting goals, showing empathy, maintaining positive relationships and making responsible decisions.

Transgender? Bi-gender? Pan-gender? Non-binary? What?

The world (and school environments) are changing rapidly. Students as young as 5 are coming out along the transgender spectrum. What do all of these changes mean for you as an educator, administrator or school support staff? This interactive, day-long training will give you the chance to learn new terminology; understand and implement best practices regarding sports, facilities, bathrooms, etc., respond to parent and student questions/concerns; and ensure that your school climate creates a safe and effective learning environment for all.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Para educators serving in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

Transition from Birth to Three to Preschool Special Education

Provide School districts an overview of the Connecticut Birth to Three system.Implement strategies to smooth the transition process for families.Clarify the role of Birth to Three and school district representatives in the transition process.

Connecticut After School Partnership Showcase and Network Meeting

After school professionals throughout CT who receive Connecticut State Department of Education after school program funding, or funding for 21st Century Community Learning Centers, will have the opportunity to both showcase program successs and network with peers during this workshop. The event will feature interactive breakout sessions that highlight best practices in after school programs. Attendees also have time to browse vendor tables and share resources with a network of colleagues from throughout the state.

UELP Briefing

Educators who oversee students in the UELP program must attend one safety session in order to run the program.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Para educators serving in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

Instructional Coaching Institute

The Instructional Coaching Institute is for current and aspiring instructional coaches at all grade levels, who are interesed in attending formal training. This 2-day workshop will provide participants with an understanding of various coaching frameworks, theory, research, and current perspectives and practices. Among the topics that will be covered over the course of the two days are working with adult learners, building networks for change, providing feedback, student-centered coaching, assessing student work, promoting teacher reflection, having better conversations, and using videotape for professional growth.

Using Math Centers, Stations, and Small Group Instruction for Differentiation

Are you looking for different ways to meet the needs of all the students in your math class? Are you currently using centers, stations, or guided math groups, and you are looking for ways to differentiate those groups? Are you thinking of starting math groups, but you need a practical way to get organized, and then figure out where to begin? Are you looking for answers on how to assess math groups and use that data to drive your instruction? This workshop will provide the answers to these questions and more.

Writing in the Math Classroom

Are you looking for ways to integrate writing into your math classroom? Are you thinking of starting a math journal and looking for something MORE than just sentence stems? This workshop will provide strategies from organization to implementation and assessment.

TEAM Initial Support Teacher Training

This three-day training for prospective mentors and cooperating teachers. The training engages participants in the TEAM module process and how to guide beginning teachers through successful completion of the five mentoring modules. In addition, participants are prepared to host a student teacher while developing effective coaching strategies. Food and beverages will not be served at this training. Please make arrangements to bring your own food and/or beverages or to purchase food from the CREC Cafe.Qualifications for Participation: Approval by building principal and Provisional or Professional Educator Certificate

Title III Consortium

Effective Classroom / ESL Strategies For Teaching English Learners: Ways to get English Learners actively involved in your lessons.

CREC Minority Teacher Consortium - 6/6/2018

CREC's Minority Teacher Consortium is a learning collective which will meet throughout the 2017-2018 school year. Discussions planned include, but not limited to: Affinity Groups, High School Recruitment, and the Recruitment Fair. Other topics will be determined based on participant interests.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Para educators serving in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

UELP Briefing

Educators who oversee students in the UELP program must attend one safety session in order to run the program.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Para educators serving in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

TEAM Mentor Initial Support Training

This two-day training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles.Following the two in-person sessions, there will be an additional time for follow up offered either online or in person for more in-depth work on the modules or the process chosen by your districts.The training prepares participants to lead beginning teachers through the Teacher Education and Mentoring (TEAM) Program module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers.At the end of the training, participants qualify to work with either a new teacher or a student teacher.Participants must attend all sessions.Participants must bring their own food/beverage.

Illustrative Math 6-8

This 2-day workshop will provide teachers and instructional leaders with professional development designed around the Illustrative Math 6-8 currricula and materials. The IM Instructional Academy is aimed toward teachers, instructional math coaches, or math team leaders in districts adopting, or considering, the Illustrative Mathematics 6–8 Math curriculum.

Reading & Writing Workshop with author Kate Roberts

Kate Roberts is a national literacy consultant, top-selling author, and popular keynote speaker. She taught reading and writing in Brooklyn, NY and worked as a literacy coach before joining the Teachers College Reading and Writing Project in 2005, where she worked as a Lead Staff Developer for 11 years. Kate's latest book, A Novel Approach, asks how we can teach whole class novels while still holding onto student centered practices like readers workshop. She is also the co-author of Falling in Love with Close Reading (with Christopher Lehman), DIY Literacy (with Maggie Beattie Roberts), and she co-wrote two Units of Study books on Literary Essay. Her work with students across the country has led to her belief that all kids can be insightful, academic thinkers when the work is demystified, broken down and made engaging. To this end, Kate has worked nationally and internationally to help teachers, schools, and districts develop and implement strong teaching practices and curriculum. The Mini-Institute on Powerful Reading and Writing Instruction and Practices with DIY Tools to Match is for educators, classroom teachers, school administrators, and curriculum specialists who are committed to turning classrooms into richly literate reading and writing workshops. Kate will spend her time during the 3 day mini-institute focusing on powerful reading and writing instruction along with an up-close look at DIY strategies all three days.

Wilson Reading Training

This workshop provides an overview of the Wilson Reading System.

Association Montessori Internationale (AMI) Primary and Elementary Assistants Training Course

The Montessori Training Center Northeast (MTCNE) is pleased to offer the Association Montessori Internationale (AMI) Primary and Elementary Assistants Training Course directed by AMI Primary Trainer, Gretchen Hall and AMI Elementary Director, Gerry Leonard. The course consists of class lectures, discussions and activities. Participants must also log 9 additional hours of observation in Montessori Primary and Elementary classrooms following the summer course to receive their certificate. Readings and written papers will be assigned throughout the training. Participants successfully completing the course will be awarded either the AMI Primary or AMI Elementary Assistants Course Certificate depending on the break-out track the participant chooses.

Instructional Coaching Institute

The Instructional Coaching Institute is for current and aspiring instructional coaches at all grade levels, who are interesed in attending formal training. This 2-day workshop will provide participants with an understanding of various coaching frameworks, theory, research, and current perspectives and practices. Among the topics that will be covered over the course of the two days are working with adult learners, building networks for change, providing feedback, student-centered coaching, assessing student work, promoting teacher reflection, having better conversations, and using videotape for professional growth.

Reading Strategy Lessons that Push Past Literacy Plateaus: Where All Students Have Reading Goals and Plans

In this workshop, participants will learn to expand their vision for students who seem to be struggling, or who are stuck at particular reading levels for weeks, or even months. Participants will learn how small group instruction and conferring with specific reading goals and strategies will tackle areas of engagement. They will be able to determine the importance of fiction and nonfiction for building deep comprehension, where all readers flourish. This session will support participants who want to examine and refine their skills in reading strategies, conferring, and small group instruction.

Getting Your Writing Units of Study off to the Best Possible Start

As the school year begins, many school districts and classroom teachers will begin, or continue to use, the Teachers College Reading and Project Units of Study for The Teaching of Writing to embark upon embedding the writing process into their districts’ literacy curriculum. In this workshop, participants will learn the skills to use, access, and unpack the units with the recommended curricular calendars. They will discover how to fill their toolkits with tips, teaching points, and tools, to establish a yearlong plan of growing writers. The morning will be a fast paced conversation about setting the stage for Writing Workshop and building a culture of “we are all writers and readers.” Then the day will move into rallying around the basic structure of the units, and mine for gems that are in the units that we may have missed, as we skimmed and scanned through all the units have to offer. Participants will discuss getting started with the units and grade level supports. Time will be spent looking at the mini-lessons, or explicit instruction, and the overarching plan of what we are aiming to teach against the learning progressions in writing.

Implementing a Math Workshop Model in a Secondary Math Classroom

Participants will learn how math centers/stations/rotations/workshops in the 5-8 math classroom can support the Connecticut Core content and process standards, while meeting the needs of all learners. We will address different structures, routines, and rituals used to initiate and sustain this type of differentiated instruction.

Social Emotional Learning through Yoga and Mindfulness

The Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies self-awareness and self-management as two important competencies on the Social and Emotional Learning “wheel”. But how can we teach these important skills? Mindfulness - awareness of the present moment with acceptance -and yoga – mindful movement - can help students become aware of and understand their emotions, thoughts, and bodily sensations. This can have a positive impact on behavior, stress levels, relationships and the ability to focus and concentrate.

In this workshop participants will:

Professional Learning for the Master Coach

This workshop is for experienced coaches, at all grade levels and subject areas, who have either attended CREC Instructional Coaching training, or have more than four years’ coaching experience. In a collaborative learning environment, participants will examine the latest research, current perspectives, and promising practices in the field of Instructional Coaching. The main topics of the day will be working with school and district leadership, having better conversations, and creating a framework for coaching.

Building Math Rigor for Grades 3-5

This workshop is designed to : Develop an awareness about practices that build academic rigor and engage students; Improve students' understanding of foundational concepts and conceptual instruction; Provide experience with CCS activities/lessons using manipulatives; Create more rigorous activities/lessons.Participants will experience a variety of conceptual lessons and activities to build their capacity using manipulatives they already have. They will see how to make their word walls more engaging. Participants will leave with specific strategies to add to their instructional toolkit that they can use in class the next day!

Getting Your Reading Units of Study off to the Best Possible Start

As the school year begins, many school districts and classroom teachers will begin, or continue to use, the Teachers College Reading and Project Units of Study for The Teaching of Reading as a powerful resource to support their balanced literacy curriculum. In this workshop, participants will learn the skills to use, access, and unpack the units with the recommended curricular calendars. They will discover how to fill their toolkits with tips, teaching points, and tools, to establish a yearlong plan of growing readers. The morning will be a fast paced conversation about setting the stage for Reading Workshop and building a culture on reading. Then the day will move into rallying around the basic structure of the units. Participants will discuss getting started with the units and grade level supports. Time will be spent looking at the mini-lessons, or explicit instruction, and the overarching plan of what we are aiming to teach, in order to lift the level of reader independence and learning progressions in reading for grades 3-5.

Yoga 4 Classrooms

Yoga 4 Classrooms is an evidence-based, low-cost, simple, effective and sustainable tool designed for classrooms, which facilitates students’ physical, mental, emotional and social personal growth. A classroom-appropriate mix of yoga-based motor breaks, brain boosting movements, breath exercises, visualizations, mindfulness activities, creative movement and community-building games will be shared. Teachers who implement Yoga 4 Classrooms(R) traditionally report that taking as little as 30 seconds to 5 minutes to practice these simple tools throughout the day helps their class community learn to self-regulate, leading to a more positive, peaceful, productive school day, not to mention happier, more resilient students. NO PRIOR YOGA EXPERIENCE OR YOGA MATS ARE REQUIRED! Please contact Emily Rosen at erosen@crec.org or 860-509-3610 for more information.

Building Math Rigor for Grades 6-8

This workshop is designed to : Develop an awareness about practices that build academic rigor and engage students; Improve students' understanding of foundational concepts and conceptual instruction; Provide experience with CCS activities/lessons using manipulatives; Create more rigorous activities/lessons.Participants will experience a variety of conceptual lessons and activities to build their capacity using manipulatives they already have. They will see how to make their word walls more engaging. Participants will leave with specific strategies to add to their instructional toolkit that they can use in class the next day!

Implementation of Math Workshop in the Elementary Classroom

This one day workshop offers an overview on how to initiate, support, and sustain Math Workshop in the elementary classroom. This workshop is an introduction to Math Workshop. Participants should have no prior training of Math Workshop and are looking for practical first steps to begin implementation. Participants will learn how to support content and differentiation to meet the needs of diverse learners using the workshop model. We will address different structures, routines and rituals, and connect to state standards in the workshop model.

When ELs Struggle: Basic Strategies for the General Education Teacher (Elementary)

This workshop will support general education educators who are working with or have a large ELL population at their school or district with assisting ELs with Basic Strategies through the lens of Second Language Acquisition. Teachers who attend this workshop may be teachers looking for ways to support ELL students in all content areas of the regular education classroom. The session will give educators various ways to build their “bag of tricks” while learning about how ELs learn and develop language.

Math Workshop: Next Steps for Grades K-5

This one-day session offers elementary (K-5) math teachers the opportunity to explore common areas of concern when using a Math Workshop model. We will explore math conferences, guided math groups, and strategies for raising the rigor of math workstations.

When ELs Struggle: Basic Strategies for the General Education Teacher (Secondary)

This workshop will support general education educators who are working with or have a large ELL population at their school or district with assisting ELs with Basic Strategies through the lens of Second Language Acquisition. Teachers who attend this workshop may be teachers looking for ways to support ELL students in all content areas of the regular education classroom. The session will give educators various ways to build their “bag of tricks” while learning about how ELs learn and develop language.

Structured Literacy Series: Systematic Teaching of Basic Literacy Skills

Participants will learn systematic, structured methods for teaching decoding, encoding, oral and written expression to students with learning disorders and specific language disabilities. Participants will have the opportunity to apply new skills in practice simulations and receive implementation coaching by experts. Participants will receive the books "Speech to Print: Language Essentials for Teachers" by Louisa Moats Ph.D. and "Multisensory Teaching of Basic Language Skills" by Beverly J. Wolf M.Ed. and Judith Birsh Ed.D. The series's curriculum is aligned with the International Dyslexia Association's Level 1 Dyslexia Specialist Standards.

Wilson Reading Training

This workshop provides an overview of the Wilson Reading System.

RESC Alliance Foundational Skills for Evaluators of Teachers

The RESC Alliance Foundational Skills for Evaluators of Teachers training is designed to concentrate on the evaluator’s capacity to observe and analyze teacher performance and practice inherent in the CT Common Core of Teaching (CCT) and to provide supportive, high quality feedback to teachers. The primary focus of this training is on written feedback that focuses on areas of strengths and areas of growth explicitly connected to the rubric and observable classroom practices/evidence. The training is designed to link written feedback to verbal feedback and coaching strategies. This supports not only the evaluator’s ability to organize written feedback but consider how this feedback creates a platform for formal conferences that are instructionally focused, dialogic, and student-centered.Training includes both formative reviews of practice along with a final demonstration of proficiency. Participants take part in one formal and one informal video-based observation during the three-day training. Participants will receive feedback about their own practice that will help to codify key skills and prepare them to connect teacher practice to student learning.

Wilson Reading Training

This workshop provides an overview of the Wilson Reading System.

4th Annual CREC/CCSU Mindfulness Conference -

CREC and CCSU are co-hosting their 4th Annual Mindfulness Conference on December 7, 2018 on the CCSU campus. The conference will focus on mindfulness, yoga, and self-care practices that support social and emotional learning for students PreK – higher education. This year's conference keynote speakers are Ali Smith, Atman Smith and Andres Gonzales, founding members of Holistic Life Foundation. HLF is Baltimore-based non-profit committed to nurturing the wellness of children and adults in under-served communities. The work of the Holistic Life Foundation has been featured in O (Oprah) Magazine, Mindful magazine, The LA Times, The Chicago Tribune, Yoga Journal, and on NBC Nightly News, CBS Morning News, PBS, and The Doctors, as well as a social media article on Upworthy and .Mic that went viral, about “turning detention into meditation”. HLF teaches their own unique blend of many styles of yoga, mindfulness, and other self-healing practices and serve over 10,000 youth per week in Baltimore City Public Schools alone.