Events and Workshops

Association Montessori Internationale (AMI) Montessori Orientation 3-6

For interested adults and parents, Montessori Training Center Northeast (MTCNE) is offering an online Montessori Orientation for ages 3-6. The course will include both synchronistic meetings and at-your-own-pace learning and includes theory, practical applications, readings, and discussions. This orientation provides a great overview from a Montessori perspective of the developmental growth for this age group. This 60 hour course combines both online learning and viewing as well as discussion forums plus 9 hours of online observation activities. This AMI offering, formerly known as the “Assistant Courses”, has been relabeled to more accurately reflect the course offering. The successful completion of this course provides the AMI Certificate.

Association Montessori Internationale (AMI) Montessori Orientation 6-12

For interested adults and parents, Montessori Training Center Northeast (MTCNE) is offering an online Montessori Orientation for ages 6-12. The course will include both synchronistic meetings and at-your-own-pace learning and includes theory, practical applications, readings, and discussions. This orientation provides a great overview from a Montessori perspective of the developmental growth for this age group. This 60 hour course combines both online learning and viewing as well as discussion forums plus 9 hours of online observation activities. This AMI offering, formerly known as the “Assistant Courses”, has been relabeled to more accurately reflect the course offering. The successful completion of this course provides the AMI Certificate.

Virtual Learning Institute Digital Library

ONGOING - REGISTRATION - Purchase through March 1, 2021. Did you miss the RESC Alliance Virtual Summer Institute? This is your second chance to participate in this exceptional professional learning opportunity! In July of 2020, the Institute hosted 61 virtual professional learning sessions over five days, providing educators with the opportunity to exchange innovative ideas and explore solutions to help our students, families, and educators navigate learning in our new era. The Institute offered highly engaging and interactive collaborative learning sessions facilitated by esteemed and accomplished educators from across the state. You will have access to the digital libraries which includes: Sixty-one recorded online presentations organized by one of the four Institute Themes - (1) Reframing Education in the Digital Age (2) Addressing the Social-Emotional Learning Imperative (3) Engaging Students in Blended and Virtual Learning (4) Committing to Continuous Professional Learning; Related resources and materials for each presentation; Daily addresses and updates from CT State Department of Education representatives; and Daily addresses and updates from CT State Department of Education representatives, including Commissioner Dr. Miguel Cardona, Chief Academic Officer Irene Parisi, Special Education Division Director Bryan Klimkiewicz, Director of Language and Equity Dr. Gladys Labas, and Chief Talent Officer Dr. Shuana Tucker.

Teaching and Learning with IM 6-8 Curriculum

During this four-day virtual event, teachers and coaches will be guided by an IM Certified facilitator to gain first-hand experience and fluency with the IM 6-8 curricula. The 2-hour virtual sessions are combined with opportunities to watch videos, reflect, prepare, and ask questions asynchronously.

Teachers Academy 2020 - Year 1 Teachers

All teachers entering their first year at CREC are required to attend Teachers Academy. Online sessions will encourage meaningful, collegial conversations, inspire collaborative problem solving and innovative thinking, and result in resources for immediate classroom application. Session Schedule with Zoom links and resources is found here: https://docs.google.com/document/d/1_4BMcVJXCyLnJOH2k7FFIGyrNdlCPUgy06mtqPbPtHA/edit?usp=sharing

Teachers Academy 2020 - Year 2/3 Synchronous Sessions

FOR CREC STAFF ONLY: 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. Year 2/3 teachers are encouraged to attend 6 hours of sessions that are a combination of synchronous and asynchronous options. Register here for synchronous sessions that are outlined in the Teachers Academy catalog.

Advanced Coaching: Refining Your Practice and Next Steps

This asynchronous virtual learning series is for Instructional Coaches with five or more years of experience in the role. Participants will have the opportunity to explore strategies to engage in difficult conversations, adult learning theory, strategies, and techniques related to coaching adults and explore the unique perspective of the coaching mindset. Participants will also be part of CREC’s Virtual Coaching Network. As a member of the Virtual Coaching Network, participants will build their capacity as a coach and make connections with other coaches virtually. They will receive individualized feedback from Education Specialist, Jessica Kazigian, and be a member of a cohort specific to their needs. Participants will be asked to use the Sibme platform (access provided by CREC) to upload coaching videos, articles/artifacts, and provide feedback to one another. This virtual series will require participants to complete a combination of coursework and virtual coaching sessions over the course of the school year.This virtual learning series is for coaches already in the role. NOTE: Release of materials - 8/20, 10/15, 12/17, 2/18, 4/8 and 6/10.

If you are Human, You are Biased

The human brain is an amazing, logical computing device. In order to conserve power and time, it organizes data into neat, patterned shortcuts. Why do I have knee-jerk reactions to certain words? Peanut Butter; Marco; Calvin. Unfortunately, these shortcuts, when applied to people and cultures, often results in stereo types, prejudices and discrimination.Participants in this session will explore the concept of unconscious bias, including a self-exploration to recognize their own bias. Most importantly, having identified personal biases, participants will learn strategies to overcome these preset reactions and respond in ways that reflect their conscious beliefs and values.

New to Instructional Coaching? Starting the School Year Off Right!

This asynchronous virtual learning series is for new Instructional Coaches, looking for the skills and techniques required to transition from teacher to teacher leader. Participants will have the opportunity to explore different coaching models, learn about coaching cycles, how to work with adults, and strategies to be successful in this new role over the course of a school year. Coaches will also be part of CREC’s Virtual Coaching Network. As a member of the Virtual Coaching Network, participants will build their capacity as a coach and make connections with other coaches virtually. They will receive individualized feedback from Education Specialist, Jessica Kazigian, and be a member of a cohort specific to their needs. Participants will be asked to use the Sibme platform (access provided by CREC) to upload coaching videos, articles/artifacts, and provide feedback to one another. This virtual series will require participants to complete a combination of coursework and virtual coaching sessions over the course of the school year. This virtual learning series is for new coaches already in the role. NOTE: Release of materials - 8/20, 10/15, 12/17, 2/18, 4/8 and 6/10.

Everything Engagement for Students with Disabilities

Engaging students with disabilities can be very challenging in a digital landscape. This session will provide you with may resources, tools, and suggestions for helping you increase engagement in one-on-one and within small group settings. This session is appropriate for special educators and related service staff. This fast-paced session will include tools and resources for assisting with engaging students with disabilities in small group or one-on-one sessions digitally. Chrome extensions, iOS apps and tools, and many online digital resources will be demonstrated and shared. A resource document of all resources will be provided. Participants will have the opportunity to share ideas within breakout rooms as well as try some of the tools demonstrated. Videos and demonstrations of tools will occur as well.

Bite-Sized Professional Learning: Engaging Learners in a Virtual Environment

Are you headed back to school soon and not sure how to engage learners in a virtual environment? Are you looking for a fast-paced and informative overview of best practices for elementary students? Join us on August 31st, 2:00-3:00, to learn more. Topics will include: how to create a classroom community in a virtual setting, strategies to increase collaboration, and best practices to reach all learners.

Illustrative Mathematics Unit Overviews - Grade 6

Unit overviews support teachers to make effective instructional decisions such as engaging students, effective questioning, pacing, formative assessment, and differentiation, through making visible the big ideas and coherence within a unit, and how understanding the trajectory of learning goals across lessons supports effective planning.

Illustrative Mathematics Unit Overviews - Grade 7

Unit overviews support teachers to make effective instructional decisions such as engaging students, effective questioning, pacing, formative assessment, and differentiation, through making visible the big ideas and coherence within a unit, and how understanding the trajectory of learning goals across lessons supports effective planning.

Illustrative Mathematics Unit Overviews - Algebra I

Unit overviews support teachers to make effective instructional decisions such as engaging students, effective questioning, pacing, formative assessment, and differentiation, through making visible the big ideas and coherence within a unit, and how understanding the trajectory of learning goals across lessons supports effective planning.

Illustrative Mathematics Unit Overviews - Grade 8

Unit overviews support teachers to make effective instructional decisions such as engaging students, effective questioning, pacing, formative assessment, and differentiation, through making visible the big ideas and coherence within a unit, and how understanding the trajectory of learning goals across lessons supports effective planning.

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.

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. No cost to attend this workshop.

Curriculum Council Meeting

These council meetings will give CREC Region Directors of Curriculum, Assistant Superintendents, and Instructional Leaders an opportunity to receive professional development, collaborate on curriculum and instructional issues related to teaching and learning, as well as share concerns, issues and resources. Participants will have the opportunity to liaison with CSDE on legislative and policy issues related to schools. No cost to attend this workshop.

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.

Creating a Culture for Writing for English Learners

Writing can be intimidating for any student; that anxiety is heightened in English Learners. Participants in this workshop will learn how to create a safe place for writing as well as many instructional strategies for engaging English Learners in the Writing process.

Charting the LifeCourse/Person Centered Planning

Participants in this workshop will become familiar with the Charting the LifeCourse Materials and learn how to utilize them for futures planning. No cost to attend.

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.

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. The series's curriculum is aligned with the International Dyslexia Association's Level 1 Dyslexia Specialist Standards. Required text (not included): 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.

What's New in AT for the Schools?

This fast-paced workshop will present to participants what is new and cutting-edge in Assistive Technology for the schools. Add to your own professional toolkit for AT!

CT DOTS Intro Part 1 and Part 2

The Connecticut Documentation and Observation for Teaching System (CT DOTS) is a framework to guide early care and education providers in a process of monitoring children’s progress on the skills, abilities, and behaviors in the Connecticut Early Learning and Development Standards (CT ELDS). This introduction to CT DOTS will provide an overview of the tool during the two half-day trainings. The first training addresses how the CT DOTS documents are organized and the process of collecting evidence of children’s learning and development using three strategies: naturalistic observations, planned experiences and family input. Participants will engage in practice with the tool in their own setting between trainings. The second training involves reflection on how to collect relevant and meaningful data and the summarizing of evidence collected over time. This training addresses Core Knowledge and Competency Framework Domain Four - Observing, Documenting and Assessing with a specific focus on the following categories: •Early Childhood Screening and Assessment •Observation and Documentation to Inform .Planned Program •Engaging Families. No cost to attend,

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.

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.

COMPASS 3 Day Paraeducator Training

Participants will examine the basics of the Early Intervention Program (EIP) process, explore Special Education laws in Participants will examine the basics of the Early Intervention Program (EIP) process, explore Special Education laws in Connecticut and develop best practices in becoming an effective member of an instructional team. Paraeducators will build their practices in evidence-base practices that can be used in the learning environments to support. Sessions will focus on: Instructional Strategies(1), Managing Behaviors (2), Creating Independent Learners(3). NOTE: Sessions will be from 9:00am–12:00pm (Knowledge/Skills and LRE/Inclusive Practices), lunch break, 12:30-1:30pm (Activity). Participants will be assigned to breakout rooms for collaborative discussions and time will be provided for individual work out of the group. The facilitator will be available to participants from 1:30-3:00pm for individual questions/support.

Designing and Implementing Professional Learning Experiences that Honor the Adult 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.

Augmentative & Alternative Communication Council

Service Providers will share information to assist students with Augmentative & Alternate Communication needs. Members will be able to network with staff from other districts.Topic lists are developed by the group. No cost to attend.

CT Early Learning Development Standards (ELDS) Intro Part 1 and 2

This session will focus on using the CT ELDS as the foundation of a cycle of intentional teaching. This session will explore the beginning use of the CT ELDS to support all children’s learning and development. This training builds on Core Knowledge and Competency Level 1 (Promoting Child Development and Learning). No cost to attend.

STEM Council

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. No cost to attend this event.

Aligning Social and Emotional Learning to Multi-Tiered Systems of Support

Social and emotional learning provides the structure and process for students to develop skills in understanding and managing emotions, setting goals, showing empathy, maintaining positive relationships and making responsible decisions. Participants will learn strategies and interventions to promote social and emotional learning based on standards.It will focus on Tier 1, 2 and 3 interventions.

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. No cost to attend event.

TEAM District Facilitator Meeting - Fall, 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.

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. No cost to attend this event.

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. No cost to attend this event.

Culturally Responsive Pedagogy and Anti-Racism

Participants will discuss basic concepts of Culturally Responsive Pedogogy (CRP), the distinctions of CRP from initiatives and packaged strategies, and the ways in which meaningful application of CRP connects to Anti-racism.

TEAM Mentor Initial Support Training

This 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 sessions, there will be an additional time for follow up offered 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. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event.

English Language Learners Council (Title III)

English Language Learner district coordinators in the CREC region are invited to attend 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. No cost to attend.

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. No cost to attend event.

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. Participants will examine strategies for aligning and integrating Restorative Practices within a multi-tiered system of support.

Social Studies Council Meeting

CREC region Social Studies teachers and district coordinators are invited to attend 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. No cost to attend.

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 Elementary Students with SLD/Dyslexia

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.

Book Club - Deeper Discussions in CRP: Hip Hop Culture and Culturally Responsive Pedagogy

Participants will participate in a four part series of book groups that include deep and focused analysis of topics connecting race to the understanding and application of Culturally Relevant Pedagogy. Participants will examine the values and assets of marginalized groups and how they benefit teaching toward anti-racist aims. Required text (not included): "For White Folks Who Teach in the Hood...and the Rest of Y'all Too: Reality Pedagogy and Urban Education" by Christopher Emdin

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. No cost to attend this event.

Equity Council

CREC's Equity Council provides educators in the CREC region quarterly opportunities to share policies, practices, and procedures to move toward an equitable system of education. The Council will review strategies that eliminate the predictability of outcomes for students who are racially, linguistically, economically diverse, who identify as LGBTQ, and who receive special education services. The group will review successful examples of districts from across the country that are identifying gaps in opportunities and intentionally dismantling the barriers that exist in their systems. No cost to attend event.

Social Emotional Learning Council Meeting

The council will focus on current trends, research and interventions related to Social and Emotional Learning. Members will have the opportunity to network with staff from other districts, have access to resources, and learn the most current developments in the area. No cost to attend.

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.

Autism Toolbox Part 1

Participants will learn strategies to include students on the autism spectrum into general education classrooms and also how to help students with ASD navigate all environments in the school.

Building Tier II/III Supports for Chronic Absenteeism

From the researchers at Safe and Civil Schools and the publisher of the Tough Kid Series, nationally recognized expert, Jessica Sprick, will be presenting on best practices for building tier II/III supports for chronic absenteeism. Jessica’s practical experience in the classroom and as an administrator drives her passion to help school personnel develop and implement effective behavioral and academic approaches. She is a co-author of Functional Behavior Assessment of Absenteeism & Truancy (FBAAT) and Absenteeism and Truancy: Interventions and Universal Procedures.

School Change for Equity

This workshop is aimed at schools/districts looking to form an equity team - "where do we start"? Participants will identify and discuss key features (e.g. data/analysis collection, teaming, teacher diversity) of engaging in systems, structural, and cultural transformation.

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. No cost to attend this event.

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.

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.

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. Held Virtually.

Curriculum Council Meeting

These council meetings will give CREC Region Directors of Curriculum, Assistant Superintendents, and Instructional Leaders an opportunity to receive professional development, collaborate on curriculum and instructional issues related to teaching and learning, as well as share concerns, issues and resources. Participants will have the opportunity to liaison with CSDE on legislative and policy issues related to schools. No cost to attend this workshop.

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.

Anti-Racist Educator Framework

Develop the will and skill of your organization to enact anti-racist, equitable policies and practices through collaborative teamwork in a four-part cohort workshop with other school and district leaders. Intersession will include support for continuation of the work through online forums. Session 1: Engaging in Anti-racist Conversations, Session 2: Applying a Critical Race Lens to Policy/Practices, Session 3: Culturally Responsive/Relevant Pedagogy, Session 4: Leading for Equity and Social Justice. Participants should have the following district/organization drafts: Racial Equity Plan, Racial Equity Policy, Culturally Responsive Teaching PD Plan, and Plan for Equity Partnership. Required Text (not included): "Courageous Conversations on Race" by Singleton, "How to Become an Anti-Racist" by Kendi, "Culturally Responsive Teaching" by Hammond, and "Culturally Responsive School Leadership by Khalifa.

Educator of Color Affinity Groups and Networking Sessions

Participants will meet three times throughout the school year to discuss challenges to staying connected to and progressing in the education profession as educators of color. We will share ways to stay healthy, safe, and affirm movement within the profession.

Assistive Technology for Secondary Students with SLD/Dyslexia

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.

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.

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. No cost to attend this workshop.

Knowledge and Skills for Teachers Supervising the Work of Paraeducators

Teachers will build their knowledge on working effectively with paraeducators by understanding 1) Their roles and responsibilities in supporting paraeducators 2) How to provide feedback that will encourage and assist paraeducators to grow professionally, and 3) How to manage the paraeducator's time and effectiveness in supporting the learning environment. NOTE: Sessions will be from 9:00am–12:00pm (Professional Development), lunch break, 12:30-1:30pm (Activity). Participants will be assigned to breakout rooms for collaborative discussions and time will be provided for individual work out of the group. The facilitator will be available to participants from 1:30-3:00pm for individual questions/support.

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.

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.

AARC Open House Informational Session

Advanced Alternate Route to Certification Program for Special Education is an advanced program for certified teachers to earn a cross endorsement in Comprehensive Special Education (165). To qualify you must be a certified teacher in an approved area (e.g. elementary education, mathematics); have three years teaching experience (substitute experience will be considered); and have a desire to work with students with disabilities. Applications accepted November 1, 2020 through April 30, 2021. AARC advantages are affordable tuition; flexible classes (summer, Saturdays, online); job-embedded portfolio assignments; 14-month program design for working professionals; working in a cohort with a regional mentor.

Addressing Challenging Behaviors in Young Children

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).

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.

Choosing Complex Texts in Early Childhood

Children’s Literature: What is a Complex Text and Why?Description: This workshop will focus on complex texts in children’s literature, what to look for, how to choose them, and why they are important. As early childhood educators we want to select books to engage young children to think deeply about the stories they hear, which will support children in developing book appreciation and knowledge.Participants in this workshop will be able to; Understand the elements of a complex text; Explain the reasons why complex texts are used in the ECE classroom; Use new knowledge to identify the features of a complex text.

Equity Council

CREC's Equity Council provides educators in the CREC region quarterly opportunities to share policies, practices, and procedures to move toward an equitable system of education. The Council will review strategies that eliminate the predictability of outcomes for students who are racially, linguistically, economically diverse, who identify as LGBTQ, and who receive special education services. The group will review successful examples of districts from across the country that are identifying gaps in opportunities and intentionally dismantling the barriers that exist in their systems. No cost to attend event.

Social Emotional Learning Council Meeting

The council will focus on current trends, research and interventions related to Social and Emotional Learning. Members will have the opportunity to network with staff from other districts, have access to resources, and learn the most current developments in the area. No cost to attend.

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.

Aligning Social and Emotional Learning to Multi-Tiered Systems of Support

Social and emotional learning provides the structure and process for students to develop skills in understanding and managing emotions, setting goals, showing empathy, maintaining positive relationships and making responsible decisions. Participants will learn strategies and interventions to promote social and emotional learning based on standards.It will focus on Tier 1, 2 and 3 interventions.

English Language Learners Council (Title III)

English Language Learner district coordinators in the CREC region are invited to attend 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. No cost to attend.

Social Studies Council Meeting

CREC region Social Studies teachers and district coordinators are invited to attend 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. No cost to attend.

Integrating Formal Literacy Curriculum Throughout the Preschool Day

This workshop will explore the various ways early childhood teachers can integrate a formal literacy program (i.e. Fundations) throughout the day. The focus will be on sharing engaging strategies for incorporating the program’s goals in developmentally appropriate ways.

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.

Book Club - Deeper Discussions in Culturally Relevant Pedagogy (CRP): Young, Gifted, and Black

Participants will participate in a four part series of book groups that include deep and focused analysis of topics connecting race to the understanding and application of Culturally Relevant Pedagogy. Participants will examine barriers to, and ways to increase access to, AP for students of color; specifically Black and Brown students. Required Text (not included): Required text (not included): "Young, Gifted and Black: Promoting High Achievement among African-American Students" by Theresa Perry, Claude Steele and Asa Hilliard III

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. No cost to attend event.

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. No cost to attend this event.

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. No cost to attend this event.

Refining Problems of Practice in the Math Workshop Classroom

This series of half day workshops, will provide current elementary teachers of Math Workshop (K-5) the opportunity to explore common problems of practice that arise in a workshop classroom. We will explore teacher led small groups, increasing the rigor of stations, and how to manage student accountability in stations. This workshop is geared towards classroom, or teams of teachers, at the elementary level looking for continued support over a school year.

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. Participants will examine strategies for aligning and integrating Restorative Practices within a multi-tiered system of support.

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.

Formative Assessment in Early Childhood

In this session, participants will explore formative assessment, what it is and what it looks like in the early childhood classroom. Specific attention will be given to tools and techniques for gathering formative assessment data to inform instruction.

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.

Creating a Culture for Writing for English Learners

Writing can be intimidating for any student; that anxiety is heightened in English Learners. Participants in this workshop will learn how to create a safe place for writing as well as many instructional strategies for engaging English Learners in the Writing process.

CT Early Learning Development Standards (ELDS) Intro Part 1 and 2

This session will focus on using the CT ELDS as the foundation of a cycle of intentional teaching. This session will explore the beginning use of the CT ELDS to support all children’s learning and development. This training builds on Core Knowledge and Competency Level 1 (Promoting Child Development and Learning). No cost to attend.

Curriculum Council Meeting

These council meetings will give CREC Region Directors of Curriculum, Assistant Superintendents, and Instructional Leaders an opportunity to receive professional development, collaborate on curriculum and instructional issues related to teaching and learning, as well as share concerns, issues and resources. Participants will have the opportunity to liaison with CSDE on legislative and policy issues related to schools. No cost to attend this workshop.

School Change for Equity

This workshop is aimed at schools/districts looking to form an equity team - "where do we start"? Participants will identify and discuss key features (e.g. data/analysis collection, teaming, teacher diversity) of engaging in systems, structural, and cultural transformation.

STEM Council

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. No cost to attend this event.

Charting the LifeCourse/Person Centered Planning

Participants in this workshop will become familiar with the Charting the LifeCourse Materials and learn how to utilize them for futures planning. No cost to attend.

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.

Next Steps in the Math Workshop Classroom

This half day session workshop offers current elementary teachers of Math Workshop (K-5) the opportunity to explore common areas of concern that arise in a workshop classroom. We will explore teacher led small groups, increasing the rigor of stations, and how to manage student accountability in stations.

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. No cost to attend this event.

The Math Workshop Classroom: Implementation and Momentum all Year

This series of half day workshops will provide an overview of the different components of the Math Workshop model over the course of a school year. Participants can expect to learn how to support content and differentiation to meet the needs of diverse learners using the workshop model. We will address different structures, routines and rituals, increasing the complexity and sophistication of student activities and connect state standards to the workshop model.This workshop is geared towards classroom, or teams of teachers, at the elementary level looking for continued support over a school year.

COMPASS 3 Day Paraeducator Training

Participants will examine the basics of the Early Intervention Program (EIP) process, explore Special Education laws in Participants will examine the basics of the Early Intervention Program (EIP) process, explore Special Education laws in Connecticut and develop best practices in becoming an effective member of an instructional team. Paraeducators will build their practices in evidence-base practices that can be used in the learning environments to support. Sessions will focus on: Instructional Strategies(1), Managing Behaviors (2), Creating Independent Learners(3). NOTE: Sessions will be from 9:00am–12:00pm (Knowledge/Skills and LRE/Inclusive Practices), lunch break, 12:30-1:30pm (Activity). Participants will be assigned to breakout rooms for collaborative discussions and time will be provided for individual work out of the group. The facilitator will be available to participants from 1:30-3:00pm for individual questions/support.

CT ELDS to Common Core State Standards: Using Learning Progressions as a Foundation for Building Meaningful Learning Experiences

In this workshop, participants will look at specific learning progressions across the early childhood spectrum, Pre-K to Grade 3, by examining the CT ELDS and Common Core State Standards (CCSS). Understanding the comprehensive learning progressions helps early childhood educators plan for meaningful learning experiences that build a strong foundation to support long-term development.

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.

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. No cost to attend this workshop.

Culturally Responsive Pedagogy and Anti-Racism

Participants will discuss basic concepts of Culturally Responsive Pedogogy (CRP), the distinctions of CRP from initiatives and packaged strategies, and the ways in which meaningful application of CRP connects to Anti-racism.

Using Story Baskets to Expand Your Literacy Center in Early Childhood

The CT ELDS Strand D outlines early learning experiences that will support children’s interest and engagement with books. To address this learning progression, participants will explore ways to make stories come alive while developing language, literacy and comprehension skills using Story Baskets.

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.

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.

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.

Equity Council

CREC's Equity Council provides educators in the CREC region quarterly opportunities to share policies, practices, and procedures to move toward an equitable system of education. The Council will review strategies that eliminate the predictability of outcomes for students who are racially, linguistically, economically diverse, who identify as LGBTQ, and who receive special education services. The group will review successful examples of districts from across the country that are identifying gaps in opportunities and intentionally dismantling the barriers that exist in their systems. No cost to attend event.

Social Emotional Learning Council Meeting

The council will focus on current trends, research and interventions related to Social and Emotional Learning. Members will have the opportunity to network with staff from other districts, have access to resources, and learn the most current developments in the area. No cost to attend.

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.

NAEYC Standard 6: Issues of Equity in Early Childhood Parts 1, 2, & 3

This workshop will support participants in increasing their cultural competence, help them identify ways to reduce implicit and explicit bias, and consider strategies for affirming diversity in the early childhood classroom. NAEYC’s position statement Advancing Equity in Early Childhood Education will be used as the foundation for our professional learning. No cost to attend.

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.

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. No cost to attend event.

Assistive Technology for Elementary Students with SLD/Dyslexia

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.

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.

Book Club - Deeper Discussions in Culturally Relevant Pedagogy (CRP): Bias...It's just more complicated than that!

Participants will participate in a four part series of book groups and include deep and focused analysis of topics connecting race to the understanding and application of Culturally Relevant Pedagogy.Participants will examine the role of bias within the broader context of systemic oppression in classrooms and schools. Required text (not included): "Culturally Responsive Pedagogy and the Brain" by Zaretta Hammond

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. No cost to attend event.

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. No cost to attend this event.

Augmentative & Alternative Communication Council

Service Providers will share information to assist students with Augmentative & Alternate Communication needs. Members will be able to network with staff from other districts.Topic lists are developed by the group. No cost to attend.

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.

Blueprint: LRE/Inclusive Practices for Students with Significant Disabilities

Participants will learn about various curriculum frameworks that can be readily used when developing challenging and appropriate instruction for students with significant disabilities. NOTE: Sessions will be from 9:00am–12:00pm (Professional Development), lunch break, 12:30-1:30pm (Activity). Participants will be assigned to breakout rooms for collaborative discussions and time will be provided for individual work out of the group. The facilitator will be available to participants from 1:30-3:00pm for individual questions/support..

AARC Open House Informational Session

Advanced Alternate Route to Certification Program for Special Education is an advanced program for certified teachers to earn a cross endorsement in Comprehensive Special Education (165). To qualify you must be a certified teacher in an approved area (e.g. elementary education, mathematics); have three years teaching experience (substitute experience will be considered); and have a desire to work with students with disabilities. Applications accepted November 1, 2019 through April 30, 2020. AARC advantages are affordable tuition; flexible classes (summer, Saturdays, online); job-embedded portfolio assignments; 14-month program design for working professionals; working in a cohort with a regional mentor.

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.

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. No cost to attend this event.

Aligning Social and Emotional Learning to Multi-Tiered Systems of Support

Social and emotional learning provides the structure and process for students to develop skills in understanding and managing emotions, setting goals, showing empathy, maintaining positive relationships and making responsible decisions. Participants will learn strategies and interventions to promote social and emotional learning based on standards.It will focus on Tier 1, 2 and 3 interventions.

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.

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. No cost to attend this event.

Assistive Technology for Secondary Students with SLD/Dyslexia

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.

CT Early Learning Development Standards (ELDS) Intermediate Training Day 1 & 2

This session will focus on using the CT ELDS as the foundation of a cycle of intentional teaching. Participants will consider approaches to developing quality planned programs, including engaging environments and rich learning experiences. This session will also explore the beginning use of the CT ELDS to support all children’s learning and development, using differentiation to meet the needs of diverse learners and children who are dual language learners.This training builds on Core Knowledge and Competency Level 1 and addresses Competency Level 2. No cost to attend.

STEM Council

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. No cost to attend this event.

Culturally Responsive Pedagogy and Anti-Racism

Participants will discuss basic concepts of Culturally Responsive Pedogogy (CRP), the distinctions of CRP from initiatives and packaged strategies, and the ways in which meaningful application of CRP connects to Anti-racism.

English Language Learners Council (Title III)

English Language Learner district coordinators in the CREC region are invited to attend 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. No cost to attend.

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.Participants will examine strategies for aligning and integrating Restorative Practices within a multi-tiered system of support.

Social Studies Council Meeting

CREC region Social Studies teachers and district coordinators are invited to attend 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. No cost to attend.

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.

CT DOTS Parts 1 and 2

The Connecticut Documentation and Observation for Teaching System (CT DOTS) is a framework to guide early care and education providers in a process of monitoring children’s progress on the skills, abilities, and behaviors in the Connecticut Early Learning and Development Standards (CT ELDS). This introduction to CT DOTS will provide an overview of the tool during the two half-day trainings. The first training addresses how the CT DOTS documents are organized and the process of collecting evidence of children’s learning and development using three strategies: naturalistic observations, planned experiences and family input. Participants will engage in practice with the tool in their own setting between trainings. The second training involves reflection on how to collect relevant and meaningful data and the summarizing of evidence collected over time. This training addresses Core Knowledge and Competency Framework Domain Four - Observing, Documenting and Assessing with a specific focus on the following categories: •Early Childhood Screening and Assessment •Observation and Documentation to Inform Planned Program •Engaging Families. No cost to attend.

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

These council meetings will give CREC Region Directors of Curriculum, Assistant Superintendents, and Instructional Leaders an opportunity to receive professional development, collaborate on curriculum and instructional issues related to teaching and learning, as well as share concerns, issues and resources. Participants will have the opportunity to liaison with CSDE on legislative and policy issues related to schools. No cost to attend this workshop.

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. No cost to attend this workshop.

Positive Behavioral Interventions and Supports (PBIS) Booster Session

Through development and implementation a school using multi tiered systems of support can create and maintain safe and effective learning environments, ensuring all students have the social, emotional, and behavioral skills to succeed.

Autism Toolbox Part 2

Participants will learn strategies to help students on the autism spectrum into general education classrooms in further detail then Part 1. Attendance in Autism Toolbox Part 1 is not required to participate in this workshop. This workshop is designed for educators in grades K-6.

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 Challenging Behaviors in Young Children

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).

Math Language Routines to Plan for Purposeful Math Instruction I

Explore 5 mathematical language routines (MLRs) that support the learning of mathematics and language development. MLRs in this session: Stronger and Clearer Each Time, Discussion Supports, Collect and Display, Co-Craft Questions, Three Reads.

Illustrative Mathematics High School Curriculum Overview

Survey the IM curriculum with a focus on the philosophy and instructional shifts and the resourcesavailable in the curriculum for supporting teachers around student understanding and discourse, planning,assessment, and instructional routines.

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.

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.

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. No cost to attend event.

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. No cost to attend this event.

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. No cost to attend event.

Augmentative & Alternative Communication Council

Service Providers will share information to assist students with Augmentative & Alternate Communication needs. Members will be able to network with staff from other districts.Topic lists are developed by the group. No cost to attend.

Charting the LifeCourse/Person Centered Planning

Participants in this workshop will become familiar with the Charting the LifeCourse Materials and learn how to utilize them for futures planning. No cost to attend.

STEM Council

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. No cost to attend this event.

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.

Equity Council

CREC's Equity Council provides educators in the CREC region quarterly opportunities to share policies, practices, and procedures to move toward an equitable system of education. The Council will review strategies that eliminate the predictability of outcomes for students who are racially, linguistically, economically diverse, who identify as LGBTQ, and who receive special education services. The group will review successful examples of districts from across the country that are identifying gaps in opportunities and intentionally dismantling the barriers that exist in their systems. No cost to attend event.

Social Emotional Learning Council Meeting

The council will focus on current trends, research and interventions related to Social and Emotional Learning. Members will have the opportunity to network with staff from other districts, have access to resources, and learn the most current developments in the area. No cost to attend.

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)

English Language Learner district coordinators in the CREC region are invited to attend 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. No cost to attend.

Social Studies Council Meeting

CREC region Social Studies teachers and district coordinators are invited to attend 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. No cost to attend.

Curriculum Council Meeting

These council meetings will give CREC Region Directors of Curriculum, Assistant Superintendents, and Instructional Leaders an opportunity to receive professional development, collaborate on curriculum and instructional issues related to teaching and learning, as well as share concerns, issues and resources. Participants will have the opportunity to liaison with CSDE on legislative and policy issues related to schools. No cost to attend this workshop.

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.

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. No cost to attend this workshop.

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. No cost to attend this event.

Culturally Responsive Pedagogy and Anti-Racism

Participants will discuss basic concepts of Culturally Responsive Pedogogy (CRP), the distinctions of CRP from initiatives and packaged strategies, and the ways in which meaningful application of CRP connects to Anti-racism.

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.

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. No cost to attend this event.

Teach and Learn with IM 6-8 and High School

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 6-8 and IM High School curricula.

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.

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.

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.