Events and Workshops

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.

ETS® ParaPro Assessment Test Preparation Class

CREC is now offering 2-hour test preparation classes for individuals who need to take the ETS ParaPro Assessment. As an official testing site, we are committed to providing services that will help you prepare for, and ultimately pass the test.

Association Montessori Internationale (AMI) Assistants Training Course - Elementary

The Montessori Training Center Northeast (MTCNE) is pleased to offer the Association Montessori Internationale (AMI) Elementary Assistants Training Course directed by MTCNE staff. The course consists of class lectures, discussions and activities. Participants must also log 9 additional hours of observation in Montessori Primary and Elementary classrooms. Readings and three written papers will be assigned throughout the training. Participants successfully completing the course will be awarded an AMI Primary Assistants Course Certificate.

Association Montessori Internationale (AMI) Assistants Training Course - Primary

The Montessori Training Center Northeast (MTCNE) is pleased to offer the Association Montessori Internationale (AMI) Primary Assistants Training Course directed by MTCNE staff. The course consists of class lectures, discussions and activities. Participants must also log 9 additional hours of observation in Montessori Primary and Elementary classrooms. Readings and three written papers will be assigned throughout the training. Participants successfully completing the course will be awarded an AMI Primary Assistants Course Certificate.

Teaching and Learning with IM 6-8 Math Curriculum

This two-day workshop will provide teachers and instructional leaders with professional development designed around the Illustrative Math 6-8 curricula and materials. Participants will engage in hands on activities that deepen their understanding of the five practices framework and illustrate the importance of norms and routines. Attendees will then learn how these practices can be applied to support teacher planning, foster student discussions, and build mathematical understandings.

Interactive Student Notebooks

Interactive Notebooks are a great way to differentiate your classroom instruction and get your students more engaged in the learning process. In this workshop participants will discuss the difficulties they face with note-taking strategies and how an Interactive Notebook could be used to help hold students more accountable for their learning.

21st CCLC Summer Professional Development

In continuing the use of NAA's Core Competencies for After School and Youth Development Professionals, professional development and training opportunities for staff are crucial and critical for high quality after school programs for youth. To assist 21C programs in learning grant requirements, processes and resources available to them, this summer professional development opportunity will focus on the following areas:Morning Topics: -Risk Assessments -Intervention Plans -Evidence Binder guide and template Afternoon Topics: -Assessment of Program Practices Tool (APT-O) in action -Best Practices & Resources for High Quality 21C programs

SAE for All- Sponsored by National Council for Agricultural Eduacation

This is a “Train the Trainer” conference to prepare a team from each state to introduce the SAE for All program to all of their teachers for integration into the local program. This training would also enable teacher educators to become proficient in the program so they may integrate it into pre-service courses in teacher preparation. The Conferences is designed for each state to bring a team of 6-7 individuals consisting of state Ag Ed leadership, state FFA leadership, teacher educators who deliver SAE content courses, and teachers who will be key in delivery and adoption of SAE for All in the local programs. States that have multiple teacher education programs may include additional people on the team to accommodate all institutions. The state teams will go through training on the SAE for All program that will be designed for use to train their state’s teachers. In addition to the training, the teams will be given time in the schedule to develop an integration plan for their state. At the conclusion of the conference, each team will be provided the resources needed to implement the program. There is no cost for the conference or meals during the session. States will be responsible for transportation and hotel at the conference and evening meals. All materials and supplies used in the conference and the training package for state training will be provided through Council funding.

LifeCourse Planning Tools

Charting the LifeCourse, a universally-designed person-centered planning framework, is a tool to assist individuals and families of all abilities and ages to develop a vision of a good life. Participants in this hands-on learning session will understand the importance of person-centered/futures planning, become familiar with the LifeCourse tools, and how to use them to support the development of the IEP and transition planning.

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.

Beginning Coaches

This full day workshop will offer Instructional Coaches an opportunity to learn how to transition from working with students to coaching adults in a school setting. It will also provide an overview of Instructional Coaching theories, coaching models and provide applicable strategies for success.

Restore, Recharge and Reconnect: Self-care for a New Beginning

For most of us, the anticipation of a new school year brings up a complex set of thoughts and emotions. In addition, high expectations and increasing demands can keep us from experiencing the joy that led us here in the first place. Would you like to learn how to incorporate beneficial self-care practices that can reduce stress and help you find greater balance and meaning in your work and family life? As we prepare to “begin again”, join us for a mindful morning of self-care as we explore a variety of practices to help you start the new school year with resiliency and compassion that will last the whole year through.

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.

Elementary Math Workshop Series: First Steps

This year long half day professional development series will provide participants with the opportunity to implement math workshop in their elementary classroom. We will address different structures, routines and rituals used to initiate and sustain a workshop classroom over the course of the school year.

Yoga and Mindfulness in the Classroom: Tools to Improve Self-Regulation, Learning and Classroom Climate

Increasing numbers of students lack the skills of self-regulation, impulse control and focus which can negatively affect their behavior, ability to learn and overall well-being. These critical skills, essential to success at home, in school and throughout life, can be learned when taught in a developmentally appropriate, engaging way. Sharing yoga and mindfulness techniques, specifically designed for the time and space crunched classroom, is a convenient, engaging and effective way to promote these skills while cultivating a positive, peaceful productive classroom climate. This workshop is appropriate for PreK-12 classroom teachers, administrators, special educators, school counselors, school social workers, occupational therapists, SLPs, physical therapists, physical education teachers, health educators, and paraprofessionals. No prior yoga experience or mats are required! Price includes card deck, a $32 value.

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.

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.

Next Steps of a Math Workshop Model in a Secondary Math Classroom

This half day workshop offers current secondary teachers of Math Workshop in their 5-8 classrooms the opportunity to explore common areas of concerns during math workshop. We will explore organization, increasing the rigor of math stations, student accountability in workstations, and teacher led small group instruction.

CREC Teachers Academy 2019

FOR CREC STAFF ONLY: Please arrive at 7:30 AM to register on-site. All CREC teachers are welcome to attend this annual event! Sessions will encourage meaningful collegial conversations; inspire collaborative problem solving and innovative thinking; and result in resources for immediate classroom application. Sessions begin promptly at 8:30 AM on Tuesday, August 20. Registration opens at 7:30 AM. Breakfast and lunch are provided.

LGBTQI+ Inclusivity in CREC Schools

This training is a deep dive into LGBTQI+ youth inclusivity with Robin P. McHaelen, Executive Director of True Colors, Jeff Currey, CT Deputy Majority Leader, and Tony Ferraiolo, Certified Life Coach, Trainer, and Author. This workshop will provide you with a deeper understanding of the legal rights of LGBTQI+ students in CT schools, current issues, and an engaging conversation focused on supporting our transgender students. This training is intended for CREC Magnet School administrators and educators who've completed GLSEN training.

ETS® ParaPro Assessment Test Preparation Class

CREC is now offering 2-hour test preparation classes for individuals who need to take the ETS ParaPro Assessment. As an official testing site, we are committed to providing services that will help you prepare for, and ultimately pass the test.

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.

Wilson Reading System® Level I Certification

Wilson Reading System (WRS) Level 1 Certification is designed to prepare teachers to effectively implement the Wilson Reading System Steps 1-6 with students who are reading and spelling below grade level as well as those diagnosed with a language-based learning disability, such as dyslexia. It consists of two components: WRS Intensive Instruction Online Course and WRS Level I Practicum. A critical factor for student success is teacher knowledge and skills, and the ability to apply those in the classroom with students. The WRS Level I Certification Program provides a course that deepens teachers’content knowledge in providing structured multi-sensory literacy instruction, while providing a supervised practicum that allows teachers to apply and practice skillful use of research-based strategies. Considerable time, effort, and study are required for the WRS Certification program and participants will have the 2019-2020 school year to complete their certification.

Launch 2019

Professional learning required for ALL CREC teachers and certified staff members. Launch focuses on new or revised curriculum as well as the introduction of the 2019-20 areas of focus. Sessions are assigned based on position and content area.

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.

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.

Designing and Implementing Professional Learning Experiences that Honor the Learner

Embedded professional learning has been shown to be one of the most effective manner of professional learning for educators. Because of this, more and more teachers, administrators and instructional coaches are asked to facilitate sessions. Participants in this half-day workshop will learn the basics of Adult Learning Theory and how to apply them to the planning and delivery of teacher workshops and presentations.

Illustrative Math - Grade 6

Illustrative Mathematics is a problem-based core mathematics curriculum for grades 6–8 that develops students’ mathematical thinking skills through questioning, discussion, and real-world contexts and connections.Unit overviews help teachers structure their lessons so that the progression of the big mathematical idea in the unit is coherent. We will discuss how teachers can incorporate instructional decisions such as effective questioning, pacing, formative assessment, and differentiation. NOTE: Unit oveviews consist of 8 sessions, 2 hours each. If you choose to add-on virtual coaching, it will consist of three (3) coaching sessions.

Illustrative Math - Grade 7

Illustrative Mathematics is a problem-based core mathematics curriculum for grades 6–8 that develops students’ mathematical thinking skills through questioning, discussion, and real-world contexts and connections.Unit overviews help teachers structure their lessons so that the progression of the big mathematical idea in the unit is coherent. We will discuss how teachers can incorporate instructional decisions such as effective questioning, pacing, formative assessment, and differentiation.NOTE: Unit oveviews consist of 8 sessions, 2 hours each. If you choose to add-on virtual coaching, it will consist of three (3) coaching sessions.

Illustrative Math - Grade 8

Illustrative Mathematics is a problem-based core mathematics curriculum for grades 6–8 that develops students’ mathematical thinking skills through questioning, discussion, and real-world contexts and connections.Unit overviews help teachers structure their lessons so that the progression of the big mathematical idea in the unit is coherent. We will discuss how teachers can incorporate instructional decisions such as effective questioning, pacing, formative assessment, and differentiation. NOTE: Unit oveviews consist of 8 sessions, 2 hours each. If you choose to add-on virtual coaching, it will consist of three (3) coaching sessions.

Teaching & Responding with IM 6–8 Math Curriculum: Year 2/3 Users

This advanced two-day onsite event brings teachers and coaches together with an Illustrated Math (IM) certified facilitator for a series of units. Participants gain firsthand experience and fluency with the IM curriculum.

All Students Are Motivated

All human behavior is motivated. Sometimes, however, what students are motivated to do, and what the teacher wants them to do are not in harmony. Participants in this workshop will learn some myths of motivation which are omnipresent in schools today and concrete strategies to use in order to differentiate motivational techniques for their students.

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.

Certificate in Instruction for Social-Emotional Learning and Character Development

Offered through the Academy for Social-Emotional Learning in Schools – a partnership of the College of Saint Elizabeth and Rutgers University’s Social-Emotional and Character Development (SECD) Lab, this two-day training that can lead to a Certificate in Instruction for Social-Emotional Learning and Character Development. This unique, non-credit program offers all educational staff, school mental health professionals and those working in after school programs the opportunity to: 1) Acquire a foundation of knowledge and research about the relationship between academic achievement and SEL competencies. 2) Learn how to build students’ social-emotional and character development (SECD) skills and mindsets. 3) Develop skill in pedagogical strategies to integrate SECD principles into all aspects of teaching. Upon successful completion of the two-day training, participants will have the OPTION to complete an online, 18-week practicum to earn the SECD certificate.

i-Ready Connecting Data to Instruction Institute (Presented by: Curriculum Associates)

This three half-day workshop institute will benefit districts that are starting or currently using i-Ready Diagnostics. The purpose of this learning is to help teachers and district leaders maintain the practice of reviewing data after each Diagnostic to help differentiate instruction throughout the year. Day 1 (9/12/19): This session is for administators/district leaders and teachers. First, district leaders will take part in the Data-Driven Leadership Best Practices course that helps leaders establish effective implementation strategies and foundations that unlock i-Ready’s potential to drive student growth. Leaders will engage in hands-on exploration of the most important reports and features while also learning about tested strategies to launch a successful school-level i-Ready implementation. Next, teachers will take part in the Getting Good Data with i-Ready course. This course is the integral first step for educators to begin implementing i-Ready and building a classroom data culture with their students. Day 2 (10/25/19): This session, Using Data to Plan Instruction, prepares educators to use effective data practices as they analyze their own students’ data from the first Diagnostic. Using a process for data analysis, participants uncover new insights and information about student performance to inform instructional decisions. Educators also begin to plan instruction that addresses gaps and needs to reach differentiated growth measures. Day 3 (1/29/20): The final session will be a tailored support around supporting the fidelity of i-Ready. The Professional Development Specialist will identify data trends and consult with educators to recommend topics to get everyone on the path to i-Ready success. This session will ensure that momentum from Using Data to Plan Instruction extends to the second Diagonistic and beyond. Some potentional tailored support topics are: Teacher-Led Instruction, Data Analysis, Standards Mastery or Student Growth.

Instruction for Social-Emotional Learning and Character Development

The Connecticut RESC Alliance is pleased to announce a two-day training that can lead to a Certificate in Instruction for Social-Emotional Learning and Character Development. This training is offered through the Academy for Social-Emotional Learning in Schools – a partnership of the College of Saint Elizabeth and Rutgers University’s Social-Emotional and Character Development (SECD) Lab.

Using Connecticut’s Documentation & Observation System for Teaching (CT- DOTS) to Document Progress for Children with IEPs

This half-day workshop provides an introduction and overview for using CT-DOTS (formative assessment tied to the CT-ELDS and curriculum) to gather information about child progress that can inform the PPT process and progress monitoring. Prerequisite: Attendees must have basic familiarity with the CT ELD

Assessment of Afterschool Program Practices Tool (APT) for 21st CCLC Programs

The Assessment of Afterschool Program Practices Tool (APT) was developed by the National Institute on Out-of-School Time (NIOST) with 21st Century Community Learning Centers in mind! The APT provides a way for after schools staff to access the quality of their services and use data to make program improvements. Quality after schools programs produce positive outcomes in youth!

Teaching and Learning with IM High School Math Curriculum (Unit 1 Overview Included)

During this two-day event, teachers and coaches will be guided by an IM Certified facilitator to gain first-hand experience and fluency with the IM High School Algebra I, Geometry, and Algebra II curricula. Participants will understand the following aspects of the IM curricula: structure of an IM lesson, available assessment resources and their purposes, instructional routines, The 5 Practices for Orchestrating Mathematical Discussion, how Math Language Routine suppot English learners and students with disabilities, how to organize and plan for Lesson 1, and techniques for setting classroom norms that support problem-based learning.

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.

Early Childhood Council

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 these monthly meetings. Topics and speaker lists are developed by the group.

NGSS Unit Bundle Assessment Development Series (Chemistry): Recommended for high school teachers and coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

CREC Coaches Council

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

Advanced Coaching Series

This workshop is geared towards Instructional Coaches who have 3 or more years of coaching experience and are looking to advance their professional learning through four half day sessions. Through this year long series, Instructional Coaches will have the opportunity to study and apply different coaching models, address the topic of having difficult conversations with adult learners, and learn how to plan and present professional learning for teachers.

NGSS Unit Bundle Assessment Development Series (Biology): Recommended for high school teachers and coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

Wilson Reading Training

This workshop provides an overview of the Wilson Reading System.

TEAM District Facilitator Meeting - Fall, 2019

TEAM District Facilitator Meetings occur twice each school year and provide program updates. The mission of the TEAM Program is to promote excellence, equity, and high achievement for Connecticut students by engaging teachers in the purposeful exploration of professional practice through guided support and personal reflection.

When ELs Struggle: Basic Strategies for General Education Teachers

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.

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.

Supporting English Learners through the SRBI Process

In this session, participants will learn how to support English learners (ELs) in the Scientifically Research-Based Intervention (SRBI) process and analyze pedagogical approaches to meet the needs of the diverse population of English learners in both Tier I instruction and tiered interventions. By examining student cases, district data, and effective strategies, participants will utilize their new learning to outline best practices and decisions through the lens of second language acquisition, CELP standards, and state and federal policies. Participants will increase their capacity to use data effectively, advocate for needs of specific ELs, and develop appropriate goals and a plan for supports and accommodations for ELs. Audience: Classroom teachers, instructional coaches, interventionists, TESOL/bilingual teachers, SRBI coordinators and team members, and administrators. Participants are encouraged to come in teams (e.g., secondary classroom teacher, coach/department chair, ESL teacher, and administrator).

Teaching Literacy to Students with Significant Disabilities: A Workshop Series

This 3-day workshop series will target special education teams to help them improve their literacy interventions for students with disabilities. Target audience is special education.

Building and Teaching in a Trauma Sensitive Classroom

About 1 in 4 children witness or experience a traumatic event before the age of four, and almost 50% of children and adolescents in the United States have experienced at least one type of childhood trauma. In this training you will learn what childhood trauma is, how trauma impacts children and adolescents, and how symptoms might manifest in the classroom. We will also discuss potential triggers that students might face in the classroom and create concrete plans that can be implemented in the classroom to create a more trauma-sensitive experience for all students.

Curriculum Council Meeting 9-27-2019

Bi-monthly scheduled meeting of Directors of Curriculum, Assistant Superintendents and Instructional Leaders

“No, you can’t use Google Translate”: Teaching World Language in the 1:1 Classroom

Teaching World Language to ‘Digital Natives’ brings many challenges, Google Translate is just one of them. With the whole world at their fingertips, who can we guide students in their journey to master another language. Participants in this half-day session will learn strategies to make effective use of chromebooks/laptops in the 1:1 classroom to teach WL in a student-centered manner.

Charting the LifecCourse/Person Centered Planning

Charting the LifeCourse, a universally-designed person-centered planning framework, is a tool to assist individuals and families of all abilities and ages to develop a vision of a good life. Participants in this hands-on learning session will understand the importance of person-centered/futures planning, become familiar with the LifeCourse tools, and how to use them to support the development of the IEP and Transition Planning.

NGSS Unit Bundle Assessment Development Series (Integrated Earth and Physical Science): Recommended for high school teachers and coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

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.

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.

Mindfulness Council

This FREE forum, open to anyone interested in integrating mindfulness and yoga into their work with youth, will provide an opportunity to share best practices, activities, expertise and valuable resources. Each session will feature a presentation on a specific topic relevant to integrating mindfulness and/or yoga, and will include time for personal practice support and self-care. Whether you work in a school, a behavioral health or medical setting, or are a parent looking to incorporate mindfulness at home, come join us as we create an open forum for learning and growth. Participant involvement and feedback is essential to the Council’s success.

Project Based Learning Skill Institute

The Project Based Learning (PBL) Skill Institute provides teachers with a research-informed model for measuring, calibrating, and improving instructional practice. This model includes student-driven projects focused on acquiring key knowledge, understanding, and success skills. CREC is hosting this Buck Institute for Education training to Connecticut educators new to PBL and looking to successfully and sustainably implement PBL. This immersive experience actively engages all participants in deep, focused, collaborative work. The Institute spans three (3) consecutive days, and participants must commit to attend all days.

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.

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 bi-monthly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership.

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.

Teaching Oral Language Development and Foundational Skills to English Learners

Participants in this professional learning experience will learn about the stages of second language acquisition and language proficiency levels in order to build capacity to make better instructional decisions about English learners (ELs) in their classrooms in oral language development and reading. Through interactive experiences, participants will see the importance of oral language development to build comprehension as reading proficiency and overall English proficiency develops in ELs.

Engaging English Learners in the Inquiry Process

In this session, educators in this session will participate in a structured inquiry to answer their own compelling and/or driving questions about English learners (ELs) in inquiry-based learning environments. The group will use the CT English Language Proficiency (CELP) Standards to help interpret the performance of ELs in their classrooms and determine what supports are best suited for ELs at different levels of English language proficiency. Additionally, participants will gather specific information and methods in order to answer their questions.

Establishing and Maintaining Meaningful Inclusive Learning Environments in Preschool

This full-day workshop provides a road map and set of strategies for establishing and maintain meaningful inclusive, developmentally appropriate learning environments for 3, 4, and 5-year-olds with special needs. Participants will learn about establishing and maintaining high-quality learning environments within an inclusive preschool setting that move beyond mere compliance and are considered best practice. This workshop will include a discussion about 50/50 ratios being the lowest standard as well as the efficacy of natural proportions.

STEM Council (NEW Council for 2019-2020)

STEM educators, coaches, and coordinators in CREC districts meet to share best practices, resources and new thinking around interdisciplinary instruction in science, technology, engineering and math. Discussions may include topics ranging from implementing NGSS, Math CCSS, and ISTE standards to creating effective Makerspaces. Topics and speaker lists are developed by the group.

NGSS Unit Bundle Assessment Development Series (Grade 8): Recommended for eigth grade teachers and middle school coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

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.

Social Studies Council Meeting

CREC region social studies teachers and district coordinators are invited to attend bi-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.

Math Council

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. Agenda topics are determined by district participants in order to serve the group’s needs.

NGSS Unit Bundle Assessment Development Series (Grade 7): Recommended for seventh grade teachers and middle school coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

Social and Emotional Learning Council

This council will focus on current trends, research and interventions related to Social and Emotional Learning. Members will be able to network with staff from other districts, have access to resources, and learn the most current developments in the area.

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.

Early Childhood Council

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 these monthly meetings. Topics and speaker lists are developed by the group.

English Language Learners Council (Title III)

Council members and district coordinators are invited to attend bi-monthly consortium meetings to share best practices, emerging research on improving outcomes for EL students, and to proactively respond to the instructional shifts demanded by the Connecticut Common Core State Standards (CCSS), assessments, and the Connecticut English Language Proficiency (CELP) Standards. Members will engage in new thinking about instructional practices and collaborate to proactively respond to EL needs in their district.

Science Council

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. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership.

Connecting the SAT to Classroom Math Practice

This half day workshop will provide teachers and instructional leaders with professional development on the redesigned features of the SAT and how to connect the SAT to classroom practice. Participants will receive an overview of the redesigned SAT and review the College Board Assessment Scores and Subscores. They will also will also engage in activities that focus on the Mathematical Content Domains, sample SAT Math questions, and connecting instructional practices to the SAT.

Panel and Cohort for Increasing capacity in community-based preschools for children with special needs: Building Sustainable Partnerships Between LEAs and Community-Based Programs

This is a professional development series for teams (combined LEA and community providers) to assist with action planning as well as the deployment of resources to support young children in preschool programs outside of the LEA. This series will include:* Day 1-Panel discussion of how community-based programs can meet the requirement of FAPE in the LRE, with “team time” for action planning, implementation, and reflection using a template. *Day 2-Session for teams to come back together, working with the panel and facilitators to debrief on their progress, report out on action plans and reflect on their work. *One hour of on-site coaching for each team. *One hour of technical assistance by phone conference for each team. *One year-end debrief with a coach for each team.

Early Childhood Special Education Referrals and Comprehensive Evaluations

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.

ISTE Teacher Certification Training - Focused on pedagogy and based on the ISTE Standards

ISTE Certification helps ambitious preK-grade12 educators rethink and redesign learning activities with technology to engage students in real-world, authentic, active learning. It is learner-focused and pedagogy-based, and gives educators the tools they need to change classroom practice and improve student outcomes, no matter what technology they are using. Training kicks off with a two day in-person experience, followed by five weeks of online course work. Participants complete approximately 30 hours of instruction and activities before assembling an e-portfolio that includes artifacts and reflections on their learning. Candidates have up to six months to compile their portfolios, which are then evaluated by the ISTE Certification review team.

NGSS and Universal Design for Learning - Making Instruction in the New Science Standards Meaningful and Achievable for Diverse Learners

The Next Generation Science Standards is a multi-state effort in the United States to create new education standards that are rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. Three dimensional learning allows students to actively engage with the Practices and apply the Crosscutting Concepts to deepen their understanding of Core Ideas in order to explain phenomena and solve problems.The authors of the Next Generation Science Standards explicitly name Universal Design for Learning as a necessary tool for the creation of units that are meaningful, accessible and challenging for all students. Universal Design for Learning is a lens through which teachers can analyze curriculum goals, methods and materials to ensure that there are multiple pathways to success for all learners. This workshop will review the structure of the standards and the nature of science instruction with the NGSS.

When ELs Struggle: More Strategies

This is the second in a non-sequential series of instructional strategies. You do not have to have attended the first session to participate in this session. 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.

CREC's 4th Annual Family, School, & Community Engagement Conference - When ALL Means ALL: The call for full, equal and equitable partnerships between families, schools and communities

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Elementary Math Workshop: Next Steps

This half day series of professional learning provides current elementary math workshop teachers an opportunity to learn strategies to increase the complexity and sophistication of student tasks, facilitate teacher led small groups, and increase student discourse in the Math Workshop classroom.

NGSS Unit Bundle Assessment Development Series (Grade 6): Recommended for sixth grade teachers and middle school coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

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.

NGSS Unit Bundle Assessment Development Series (Grade 5): Recommended for fifth grade teachers and elementary coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

Assessing English Learners at the Secondary Level

In this session, participants will learn how to equitably assess and grade English learners (ELs) in the secondary classroom based on research-based criteria. By examining assessments with the guidelines of Universal Design for Learning (UDL), the stages of English language acquisition, and equal access in mind, participants will evaluate the ways in which they have previously developed and delivered assessments and consider new access points. Participants are encouraged to come in teams (e.g., secondary classroom teacher, coach/department chair, ESL teacher, administrator).

Positive Behavioral Interventions and Supports (PBIS) Booster Session - Tier I

Topics covered in this booster session are: Establishing universal behavior support systems; Building stakeholder buy–in; Data systems for decision-making; Preparation for implementation of Tier I systems; Ongoing monitoring of fidelity and progress; Implementing sustainable Tier I system.

Writing Standards Based IEPS in Preschool

This full-day workshop will include three of four modules from the BLUEPRINT for Early Childhood Special Education & Related Services Professionals.These modules are designed to facilitate participants’ learning and implementation of: •The use of relevant evaluation and progress monitoring data in conjunction with CT’s Early Learning Standards (ELDS) to write measurable, attainable standards based individual education program (IEP) goals. •The creation of a well aligned IEP from crafting appropriate Present Levels of Academic Achievement and Functional Performance that are aligned to Standards Based IEP Goals with effective means of Progress Monitoring measures, to accurate determination of Service Delivery type, amount and frequency. •A decision-making framework for choosing relevant progress monitoring tools and methods that can be aligned to CT’s Documentation and Observation for Teaching System (DOTS). •A decision-making framework for choosing evidence-based or designing effective methodology for specially designed instruction. •The development of IEP Matrices and Specially Designed Instruction Plans for integrated and collaborative service delivery in the least restrictive setting.

The Role of the Paraprofessional in High-Quality Early Childhood Setting That Serves Children with IEPs

This full-day workshop will include three of five modules from the Preschool COMPASS for Early Childhood Paraeducators and their teacher partners who work in preschools who want to learn about: •The different roles and responsibilities of the Teacher/Paraprofessional as part of a teaching tea in the preschool environment. •Effective communication between adults and adult to child. •Positive behavior supports and instructional strategies for working with diverse children. •Legal and ethical issues. Teachers are strongly encouraged to attend WITH their Paraprofessional!

NGSS Unit Bundle Assessment Development Series (Grade 4): Recommended for fourth grade teachers and elementary coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

School Structures to Support English Learner Writing Instruction

This full day workshop is divided into two sessions. The morning will focus on structural supports necessary to support the teaching of writing to English Learners. The intended audience for the morning is classroom teachers, EL teachers/tutors and building administrators. In the afternoon, classroom and EL teachers will learn several strategies to incorporate writing into the classroom and have the opportunity to work as a team to apply their new learning in their lesson plans.

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.

Addressing Young Children’s Behavioral and Social-Emotional Needs Through a Multi-Tiered System of Support

This one day workshop will provide participants with a framework for establishing a multi-tiered system of supports for social-emotional growth and early intervention for behavioral concerns within a larger overarching, developmentally appropriate system of prevention of challenging behaviors. This framework is easily implemented within curriculum and instruction that is aligned to Connecticut’s Early Learning Development Standards (ELDS) and can be monitored through use of Connecticut’s Documentation and Observation for Teaching System (DOTS).

An Autism Behavior Toolkit for Teachers: Tips and Tricks that Work When Educating Elementary Students on the Autism Spectrum

In this half-day workshop, participants will learn strategies that they can incorporate into their classrooms immediately to support the academic and behavioral needs of students with ASD. The workshop is designed for general education and special education teachers that have students in their classrooms with ASD. We will cover strategies to support transitions, common behavior issues, sensory needs of students with ASD and much more. Participants will learn: sensory strategies to prevent common behaviors presented by students with ASD; strategies to support transitions in and out of the classroom for students with ASD; and proactive strategies to prevent challenging behaviors before they occur.

TEAM Mentor Initial Support Training (2 day 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 TEAM 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. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Participants must bring their own food/beverage.

Curriculum Council Meeting 11-8-2019

Bi-monthly scheduled meeting of Directors of Curriculum, Assistant Superintendents and Instructional Leaders

Multi-Tiered Systems of Support and Restorative Practices

This workshop will describe the rationale for Restorative Practices in schools, identify and demonstrate a continuum of restorative practices and discuss a restorative approach as an alternative to traditional discipline practices.

NGSS Unit Bundle Assessment Development Series (Grade 3): Recommended for third grade teachers and elementary coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

TEAM Initial Reviewer Training

This one day training is required for anyone serving on a district or regional review committee. Districts must select potential reviewers to attend the training to learn the criteria for a successful reflection paper. Participants are given multiple opportunities to read and review a range of papers to assist them in making informed decisions.

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.

Early Childhood Council

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 these monthly meetings. Topics and speaker lists are developed by the group.

CREC Coaches Council

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

Catalyzing Change in High School Mathematics; Initiating Critical Conversations

Mathematics education at the high school level is part of a complex system of policies, traditions, and societal expectations. This workshop will engage all individuals with a stake in high school mathematics in the critical conversations that must take place to bring about and give support to necessary changes. Participants of this workshop will take part in activities that will help facilitate the critical conversations around the following topics in high school mathematics: Essential Concepts, Tracking, Instructional Practices, and High School Mathematics Pathways. For maximum benefit, it is recommended that districts send a team of key stakeholders. Participants will leave the workshop with the action steps necessary to initiate a conversation around changes in high school mathematics.

NGSS Unit Bundle Assessment Development Series (Grade 2): Recommended for kindergarten teachers and elementary coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

Assessment of Afterschool Program Practices Tool (APT) for 21st CCLC Programs

The Assessment of Afterschool Program Practices Tool (APT) was developed by the National Institute on Out-of-School Time (NIOST) with 21st Century Community Learning Centers in mind! The APT provides a way for after school staff to access the quality of their services and use data to make program improvements. Quality after school programs produce positive outcomes in youth!

NGSS Unit Bundle Assessment Development Series (Grade 1): Recommended for first grade teachers and elementary coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

Regional PBIS School Team Coaches Network

Three meetings (fall, winter, spring) from 8:30 to 11 a.m.. Open to team coaches from any PBIS schools in the CREC region. Provides an opportunity to learn about the latest research, problem-solve implementation challenges, and share ideas with coaches from other schools.

Incorporating Games and Game Mechanics without Losing Rigor

People like to play. Incorporating game mechanics into your class can improve student engagement and deepen student understanding. Participants in this workshop will learn the basics of game mechanics and specific strategies to incorporate games and gamification into your classroom.

Social and Emotional Learning Council

This council will focus on current trends, research and interventions related to Social and Emotional Learning. Members will be able to network with staff from other districts, have access to resources, and learn the most current developments in the area.

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.

NGSS Unit Bundle Assessment Development Series (Kindergarten): Recommended for kindergarten teachers and elementary coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions for each grade level focused on developing formative assessments, summative assessments and student rubrics specific to the CREC consortium unit bundles to measure and monitor student progress towards the NGSS performance expectations. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

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.

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 bi-monthly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership.

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.

Social Studies Council Meeting

CREC region social studies teachers and district coordinators are invited to attend bi-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.

Math Council

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. Agenda topics are determined by district participants in order to serve the group’s needs.

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.

English Language Learners Council (Title III)

Council members and district coordinators are invited to attend bi-monthly consortium meetings to share best practices, emerging research on improving outcomes for EL students, and to proactively respond to the instructional shifts demanded by the Connecticut Common Core State Standards (CCSS), assessments, and the Connecticut English Language Proficiency (CELP) Standards. Members will engage in new thinking about instructional practices and collaborate to proactively respond to EL needs in their district.

STEM Council (NEW Council for 2019-2020)

STEM educators, coaches, and coordinators in CREC districts meet to share best practices, resources and new thinking around interdisciplinary instruction in science, technology, engineering and math. Discussions may include topics ranging from implementing NGSS, Math CCSS, and ISTE standards to creating effective Makerspaces. Topics and speaker lists are developed by the group.

Curriculum Council Meeting 1-8-2020

Bi-monthly scheduled meeting of Directors of Curriculum, Assistant Superintendents and Instructional Leaders

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.

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.

Early Childhood Council

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 these monthly meetings. Topics and speaker lists are developed by the group.

CREC Coaches Council

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

Science Council

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. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership.

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.

Assistive Technology and Systematic Reading Instruction Overview: Incorporating Assistive Technology into Systematic, Explicit Instruction in Reading

Systematic reading instruction explicitly teaches basic reading skills in a way that is beneficial for all students. This type of instruction has been found to be especially beneficial for students who have difficulty learning sound/symbol association, decoding skills, reading accuracy and automaticity. Assistive technology allows students with more significant needs to participate in this type of instruction with greater independence and success.

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.

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.

Multi-Tiered Systems of Support and Restorative Practices

This workshop will describe the rationale for Restorative Practices in schools, identify and demonstrate a continuum of restorative practices and discuss a restorative approach as an alternative to traditional discipline practices.

Teaching Oral Language Development and Foundational Skills to English Learners

Participants in this professional learning experience will learn about the stages of second language acquisition and language proficiency levels in order to build capacity to make better instructional decisions about English learners (ELs) in their classrooms in oral language development and reading. Through interactive experiences, participants will see the importance of oral language development to build comprehension as reading proficiency and overall English proficiency develops in ELs.

“No, you can’t use Google Translate”: Teaching World Language in the 1:1 Classroom

Teaching World Language to ‘Digital Natives’ brings many challenges, Google Translate is just one of them. With the whole world at their fingertips, who can we guide students in their journey to master another language. Participants in this half-day session will learn strategies to make effective use of chromebooks/laptops in the 1:1 classroom to teach WL in a student-centered manner.

Social and Emotional Learning Council

This council will focus on current trends, research and interventions related to Social and Emotional Learning. Members will be able to network with staff from other districts, have access to resources, and learn the most current developments in the area.

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.

Supporting English Learners through the SRBI Process

In this session, participants will learn how to support English learners (ELs) in the Scientifically Research-Based Intervention (SRBI) process and analyze pedagogical approaches to meet the needs of the diverse population of English learners in both Tier I instruction and tiered interventions. By examining student cases, district data, and effective strategies, participants will utilize their new learning to outline best practices and decisions through the lens of second language acquisition, CELP standards, and state and federal policies. Participants will increase their capacity to use data effectively, advocate for needs of specific ELs, and develop appropriate goals and a plan for supports and accommodations for ELs. Audience: Classroom teachers, instructional coaches, interventionists, TESOL/bilingual teachers, SRBI coordinators and team members, and administrators. Participants are encouraged to come in teams (e.g., secondary classroom teacher, coach/department chair, ESL teacher, and administrator).

The Blueprint: LRE/Inclusive Practices for Students with Significant Learning Disabilities ((Includes Workbook)

Participants will learn about various curriculum frameworks that can be readily used when developing challenging and appropriate instruction for students with significant disabilities.

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.

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 bi-monthly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership.

Mindfulness Council

This FREE forum, open to anyone interested in integrating mindfulness and yoga into their work with youth, will provide an opportunity to share best practices, activities, expertise and valuable resources. Each session will feature a presentation on a specific topic relevant to integrating mindfulness and/or yoga, and will include time for personal practice support and self-care. Whether you work in a school, a behavioral health or medical setting, or are a parent looking to incorporate mindfulness at home, come join us as we create an open forum for learning and growth. Participant involvement and feedback is essential to the Council’s success.

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.

Early Childhood Council

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 these monthly meetings. Topics and speaker lists are developed by the group.

Social Studies Council Meeting

CREC region social studies teachers and district coordinators are invited to attend bi-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.

Math Council

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. Agenda topics are determined by district participants in order to serve the group’s needs.

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.

Assistive Technology for Students with Dyslexia - Elementary

Students with dyslexia require appropriate instructional accommodations that allow them to access and be successful in instruction in the general education curriculum. This workshop explores assistive technology options across a variety of platforms. Access link and instructions will be provided to registrants prior to the session.

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.

SIM™ Teaching Self-Advocacy: Tier 2 and Tier 3 Interventions for Increasing Student Independence

These strategies help students prepare for and participate in education or transition planning conferences. Students learn to determine and list their perceived strengths, areas in which they need to improve or learn, education and transition goals, needed accommodations, and more. They then use steps of the strategy to share their lists during conferences, listen and respond to others, ask questions, and communicate their goals.

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.

Early Childhood Special Education Referrals and Comprehensive Evaluations

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.

Assistive Technology and Systematic Reading Instruction - Application: Creating Lessons for Incorporating Assistive Technology into Systematic Reading Instruction

Systematic reading instruction explicitly teaches basic reading skills in a way that is beneficial for all students. Assistive technology allows students with more significant needs to participate in this type of instruction with greater independence and success. Systematic reading instruction has a structured, predictable lesson plan with specific procedures for teaching new concepts, sounds and syllable types. This workshop allows participants to create lessons and embed assitive technology tools into the lesson procedures and activities.

STEM Council (NEW Council for 2019-2020)

STEM educators, coaches, and coordinators in CREC districts meet to share best practices, resources and new thinking around interdisciplinary instruction in science, technology, engineering and math. Discussions may include topics ranging from implementing NGSS, Math CCSS, and ISTE standards to creating effective Makerspaces. Topics and speaker lists are developed by the group.

TEAM Initial Reviewer Training

This one day training is required for anyone serving on a district or regional review committee. Districts must select potential reviewers to attend the training to learn the criteria for a successful reflection paper. Participants are given multiple opportunities to read and review a range of papers to assist them in making informed decisions.

English Language Learners Council (Title III)

Council members and district coordinators are invited to attend bi-monthly consortium meetings to share best practices, emerging research on improving outcomes for EL students, and to proactively respond to the instructional shifts demanded by the Connecticut Common Core State Standards (CCSS), assessments, and the Connecticut English Language Proficiency (CELP) Standards. Members will engage in new thinking about instructional practices and collaborate to proactively respond to EL needs in their district.

Curriculum Council Meeting 3-17-2020

Bi-monthly scheduled meeting of Directors of Curriculum, Assistant Superintendents and Instructional Leaders

Early Childhood Council

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 these monthly meetings. Topics and speaker lists are developed by the group.

Science Council

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. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership.

When ELs Struggle: Basic Strategies for General Education Teachers

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.

CREC Coaches Council

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

Positive Behavioral Interventions and Supports (PBIS) Booster Session - Tier I

Topics covered in this booster session are: Establishing universal behavior support systems; Building stakeholder buy–in; Data systems for decision-making; Preparation for implementation of Tier I systems; Ongoing monitoring of fidelity and progress; Implementing sustainable Tier I system.

School Structures to Support English Learner Writing Instruction

This full day workshop is divided into two sessions. The morning will focus on structural supports necessary to support the teaching of writing to English Learners. The intended audience for the morning is classroom teachers, EL teachers/tutors and building administrators. In the afternoon, classroom and EL teachers will learn several strategies to incorporate writing into the classroom and have the opportunity to work as a team to apply their new learning in their lesson plans.

TEAM District Facilitator Meeting - Spring, 2020

TEAM District Facilitator Meetings occur twice each school year and provide program updates. The mission of the TEAM Program is to promote excellence, equity, and high achievement for Connecticut students by engaging teachers in the purposeful exploration of professional practice through guided support and personal reflection.

All Students Are Motivated

All human behavior is motivated. Sometimes, however, what students are motivated to do, and what the teacher wants them to do are not in harmony. Participants in this workshop will learn some myths of motivation which are omnipresent in schools today and concrete strategies to use in order to differentiate motivational techniques for their students.

Addressing Young Children’s Behavioral and Social-Emotional Needs Through a Multi-Tiered System of Support

This one day workshop will provide participants with a framework for establishing a multi-tiered system of supports for social-emotional growth and early intervention for behavioral concerns within a larger overarching, developmentally appropriate system of prevention of challenging behaviors. This framework is easily implemented within curriculum and instruction that is aligned to Connecticut’s Early Learning Development Standards (ELDS) and can be monitored through use of Connecticut’s Documentation and Observation for Teaching System (DOTS).

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.

Mindfulness Council

This FREE forum, open to anyone interested in integrating mindfulness and yoga into their work with youth, will provide an opportunity to share best practices, activities, expertise and valuable resources. Each session will feature a presentation on a specific topic relevant to integrating mindfulness and/or yoga, and will include time for personal practice support and self-care. Whether you work in a school, a behavioral health or medical setting, or are a parent looking to incorporate mindfulness at home, come join us as we create an open forum for learning and growth. Participant involvement and feedback is essential to the Council’s success.

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 bi-monthly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership.

Recent Advances in Understanding Word-Level Reading Problems: Assessment and Highly Effective Intervention

The presentation will focus on how children learn to read words and why some children struggle. Understanding the nature of word-level reading development and word-level reading problems will guide both assessment and intervention. Studies consistently show that the most commonly used intervention approaches provide limited benefits for weak readers. However, other studies have shown that some approaches can yield very large reading gains for such students, and these will be the focus of the presentation.

When ELs Struggle: More Strategies

This is the second in a non-sequential series of instructional strategies. You do not have to have attended the first session to participate in this session. 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.

Social Studies Council Meeting

CREC region social studies teachers and district coordinators are invited to attend bi-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.

Early Childhood Council

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 these monthly meetings. Topics and speaker lists are developed by the group.

Assistive Technology for Students with Dyslexia - Secondary

Secondary students with dyslexia require appropriate instructional accommodations that allow them to access and be successful in instruction in the general education curriculum. This workshop explores assistive technology options across a variety of platforms. Access link and instructions will be provided to registrants prior to the session.

Engaging English Learners in the Inquiry Process

In this session, educators in this session will participate in a structured inquiry to answer their own compelling and/or driving questions about English learners (ELs) in inquiry-based learning environments. The group will use the CT English Language Proficiency (CELP) Standards to help interpret the performance of ELs in their classrooms and determine what supports are best suited for ELs at different levels of English language proficiency. Additionally, participants will gather specific information and methods in order to answer their questions.

Charting the LifecCourse/Person Centered Planning

Charting the LifeCourse, a universally-designed person-centered planning framework, is a tool to assist individuals and families of all abilities and ages to develop a vision of a good life. Participants in this hands-on learning session will understand the importance of person-centered/futures planning, become familiar with the LifeCourse tools, and how to use them to support the development of the IEP and Transition Planning.

Executive Function Skills

Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. The brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses. These skills are crucial for learning and development. This workshop will describe each executive function and its connection to learning.

STEM Council (NEW Council for 2019-2020)

STEM educators, coaches, and coordinators in CREC districts meet to share best practices, resources and new thinking around interdisciplinary instruction in science, technology, engineering and math. Discussions may include topics ranging from implementing NGSS, Math CCSS, and ISTE standards to creating effective Makerspaces. Topics and speaker lists are developed by the group.

TEAM Mentor Initial Support Training (2 day 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 TEAM 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. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Participants must bring their own food/beverage.

NGSS Unit Bundle Assessment Development Series (Physics): Recommended for high school teachers and coaches using the CREC NGSS curriculum.

Assessment of the three dimensions of the Next Generation Science Standards is a critical component of implementation. As a part of the consortium's work, we will be offering assessment development sessions. These sessions will help districts develop a process of assessment to measure student progress towards the NGSS performance expectations. While the current units contain activities and summative work related to anchor phenomenon, data collection relative to each performance expectation is not present. This cohort of participants will develop an assessment process, including teacher rubrics and sample tasks, to assess student achievement in relation to the three dimensions of the NGSS. NOTE: This workshop series is ONLY available to districts using CREC’s NGSS unit bundles, and the same person must attend both days.

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.

Curriculum Council Meeting 5-8-2020

Bi-monthly scheduled meeting of Directors of Curriculum, Assistant Superintendents and Instructional Leaders

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.

Early Childhood Council

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 these monthly meetings. Topics and speaker lists are developed by the group.

English Language Learners Council (Title III)

Council members and district coordinators are invited to attend bi-monthly consortium meetings to share best practices, emerging research on improving outcomes for EL students, and to proactively respond to the instructional shifts demanded by the Connecticut Common Core State Standards (CCSS), assessments, and the Connecticut English Language Proficiency (CELP) Standards. Members will engage in new thinking about instructional practices and collaborate to proactively respond to EL needs in their district.

Science Council

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. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership.

CREC Coaches Council

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

Multi-Tiered Systems of Support and Restorative Practices

This workshop will describe the rationale for Restorative Practices in schools, identify and demonstrate a continuum of restorative practices and discuss a restorative approach as an alternative to traditional discipline practices.

Math Council

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. Agenda topics are determined by district participants in order to serve the group’s needs.