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.

Information Session-Unpaid Experiential Learning Program

This is a required meeting for all new and previously approved district/schools that want to offer a Unpaid Experiential Learning Program for the 2017-18 school year.

Enhancing Your Profession with Technology

The Cross Division Professional Development Technology Course will feature differentiated instruction using technology. This professional development will be offering two sessions with six courses running approximately one hour and fifteen minutes. They are Excel the Basics*, Excel Intermediate*, Presenters Toolkit, Collaborators Toolkit, Audio/Visual, Google Drive, and MUNIS Dashboard. Review the course descriptions below then to go “Enroll Now” and choose one course for each time session.*The Excel the Basics course is being offered in the first session and Excel Intermediate in the second session.

CCRS ELA 101 Instructional Shifts, Text Complexity, & Vocabulary

Adult Education Teacher only. CCRS for Adult Ed. are a set of college and career readiness standards that reflect the content most relevant to preparing adult students for success in colleges, training programs, work and citizenship. Participants will investigate the standards and review the key Instructional Shifts identified in the areas of ELA. The importance of choosing texts of appropriate complexity and teaching academic vocabulary will be discussed. Activities will encourage a deeper understanding of how to use standards when planning lessons in all content areas. If you are not currently working with an AE program, there is a charge of $50/ ½ day session or $100/full day session; billed after completion of the workshop.

CCRS Math 102(A) Standards for Mathematical Practice

Adult Education Teachers Only. Building on work done in CCRS Math 101, participants will experience problems worth puzzling through and analyze the habits of mind required to solve those problems. We will investigate four of the Practices through activities that illustrate the ways students are to engage with the subject matter of the content standards. The skills of complex problem solving, reasoning and proof, precise communication, and making connections will be practiced and discussed. Activities will encourage a deeper understanding of how to implement CCRS in instruction. Participants must have completed Math 101 before attending Math 102(A).

Title III Consortium

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

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.

CCRS ELA 102 Instructional Shifts, Evidence, & Building Knowledge

Adult Education Teachers Only. Building on work done in ELA 101, participants will continue to investigate standards and review the key instructional shifts. We will focus on the importance of text dependent questions, citing evidence in speaking and writing, and how this helps to build students’ knowledge. Activities will encourage a deeper understanding of how to implement CCRS in instruction in all classrooms. Participants must have completed ELA 101 before attending ELA 102. If you are not currently working with an AE program, there is a charge of $50/ ½ day session or $100/full day session; billed after completion of the workshop.

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.

Unpacking the Coaching and Self-Reflection Tool for Competency in Teaching ELs

To best serve the increasing number of English learners in our classrooms, educators need strategies and tools to help them reflect on their practice. In this session, participants will be introduced to The Coaching and Self-Reflection Tool for Competency in Teaching English Learners, a resource designed by the CT EL Strategic Partnership. Through interactive experiences, participants will understand how the tool aligns with the CCT Rubric for Effective Teaching 2016, and supports educators’ implementation of Connecticut English Language Proficiency (CELP) Standards. Participants will use the tool to engage in self-reflection and learning-focused conversations and will draft an action plan for using the tool in their own school and districts.

CCRS Math 102(B) Standards for Mathematical Practice

Adult Education Teachers Only. Building on work of CCRS Math 102(A), participants will experience problems worth puzzling through and analyze the habits of mind required to solve those problems. We will investigate four of the Practices through activities that illustrate the ways students are to engage with the subject matter of the content standards. The skills of complex problem solving, modeling, precise communication and making connections will be practiced and discussed. Activities will encourage a deeper understanding of how to implement CCRS in instruction. Participants will create a standards-based lesson plan or draft unit outline that integrates both the Key Instructional Shifts and the Standards for Mathematical Practice with priority content standards. Participants must have completed Math 101 and Math 102(A) before attending Math 102(B).

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.

Teaching & Learning with the Next Generation Science Standards

The Next Generation Science Standards (NGSS) intertwine three dimensions – disciplinary core ideas, crosscutting concepts and science and engineering practices – to engage students in science and transfer learning and problem solving skills to the real world. The NGSS vision for science education requires modification to current practices in curriculum writing, pedagogy, and assessment practices. This three-part workshop series will introduce science teachers and school leaders to these modifications and provide tools and strategies for beginning implementation at the classroom and district levels.

Bringing Mindfulness to Your Schools and Districts

During this workshop, participants will learn about the benefits of incorporating mindfulness and movement in their school or district, along with powerful research supporting these practices. We will explore resources and best practices for integrating mindfulness while considering what a mindfulness program might look like in their specific school or district. We will also explore how mindfulness practices and programs can align and support existing district strategic plans, school or district improvement plans and/or professional learning plans. Attendees will participate in brief mindfulness exercises throughout the session which participants will be able to bring back and use in their own school or district groups.

Three-Dimensional Lesson Planning for the Next Generation Science Standards

Classrooms implementing the Next Generation Science Standards engage students in science and engineering practices to develop understandings of core ideas with crosscutting concepts that enable them to explain phenomena and solve problems. This workshop will explore how these three dimensions of the Standards impact classrooms and how the BSCS 5E Instructional Model can support shifting instruction and assessment practices. Participants will develop an understanding of the BSCS 5E Instructional Model through hands-on experience with sample instructional strategies. Participants will receive a lesson planning template and learn to write three dimensional lesson objectives, identify lesson level phenomena, and evaluate assessment practices.

Disciplinary Literacy

The Common Core standards include disciplinary literacy standards in an effort to emphasize that in order for students to meaningfully study a discipline, students must understand how literacy is used in that discipline (Shanahan & Shanahan, 2016). Disciplinary literacy involves the use of reading, reasoning, investigating, speaking, and writing required to learn and form complex content knowledge appropriate to a particular discipline. Through this blended learning experience, participants will engage in activities to understand disciplinary literacy and it’s implications for teaching and learning. They will, then, be guided to resources that will help them better understand specific disciplinary practices and strategies to support them. Partcipants will identify strategies they can bring back to their schools and classrooms.

CCRS Math 201: Resource Alignment Workshop

Prerequisite: Certificate of completion for CCRS Math 101 and 102Providing our students with high-quality resources and instruction aides their development of deep understanding and transferable knowledge. During our session, we will build our capacity to evaluate the degree of alignment of instructional materials to the College and Career Readiness Standards (CCRS) in Mathematics. A resource currently in use in participants’ programs, as well the resource provided for a materials fee, will be used. After determining alignment of the resource, we will renovate a lesson from the resource to improve its quality. Please bring a resource currently in use in your program and a laptop with Wi-Fi capability. Materials fee: $55.00. SNOW DATE FEBRUARY 27, 2017.

Gamification & Games for Learning Institute

Gamification is the use of gaming mechanics and elements in non-game situations. Examples of gaming mechanics include points, rewards, narrative, and competition (or cooperation). Gamification is commonly used in education; however, it is not always identified as such. Well-known implementations of gamification in educational settings include the point and leaderboard system represented by the House Hourglasses in the Harry Potter series and even PBIS with its ticketing system, but that’s just the start.

Summer Institute: Structured Language Series: Level One Dyslexia Specialist Certificate Four-Day Workshop

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.

Foundations of Culturally Responsive Instruction

At the heart of effective instruction is the ability of educators to connect with students and to use these connections to inform their practice. This interactive, one-day workshop will provide participants with the opportunity to explore the fundamentals of culturally responsive instruction, including: building a common vocabulary, examining bias and critical self-reflection, enhancing relationships with students and families, and analyzing tools and strategies for 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.

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.

Using Smarter Balanced Interim Assessments to Inform Instruction

In addition to summative assessments in ELA and Math for grades 3-8, the Smarter Balanced Assessment System has interim assessments designed to support teaching and learning throughout the year. In this workshop, educators will learn how to navigate the new AIR Ways reporting tool to view student responses to test items, generate item-level data, and inform collaborative, data driven conversations among teachers. Participants will use the reporting platform to analyze student performance and will follow Data Wise framework for collaborative-inquiry as they practice strategies for using assessment results to improve teaching and learning in their settings.

Using Smarter Balanced Interim Assessments to Inform Instruction

In addition to summative assessments in ELA and Math for grades 3-8, the Smarter Balanced Assessment System has interim assessments designed to support teaching and learning throughout the year. In this workshop, educators will learn how to navigate the new AIR Ways reporting tool to view student responses to test items, generate item-level data, and inform collaborative, data driven conversations among teachers. Participants will use the reporting platform to analyze student performance and will follow Data Wise framework for collaborative-inquiry as they practice strategies for using assessment results to improve teaching and learning in their settings.

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.

Applying the Data Wise Framework for Collaborative Inquiry to State Summative Assessment Results

As Connecticut educators work to decipher student performance on the statewide summative assessments, including Smarter Balanced, CMT/CAPT Science and SAT, it is imperative that they be able to turn the data into actionable information. The Data Wise framework for collaborative inquiry, designed by educators and researchers from the Harvard School of Education, provides educators with tools and protocols for turning test results into information to drive improvement.

Applying the Data Wise Framework for Collaborative Inquiry to State Summative Assessment Results

As Connecticut educators work to decipher student performance on the statewide summative assessments, including Smarter Balanced, CMT/CAPT Science and SAT, it is imperative that they be able to turn the data into actionable information. The Data Wise framework for collaborative inquiry, designed by educators and researchers from the Harvard School of Education, provides educators with tools and protocols for turning test results into information to drive improvement.

Implementing Standards in PowerSchool

Is your school or district considering implementing standards based grading? Walk through the process of setting up grade conversion scales and standards in PowerSchool. Learn how to export and import standards using Excel, and how to enable standards entry for teachers. We will also look at some of the codes used for standards-based report cards.

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

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

CSDE-NGSS Curriculum Unit Development Institute

The State of Connecticut Department of Education has collaborated with the Connecticut Science Center, CREC, and LEARN to create: Next Generation Science Standards (NGSS) Curriculum Unit Development Institute (CUDI). During the institute participants will:•experience the NGSS conceptual shifts as they investigate the architecture of the standards•engage in the curricular design process following a research-based protocol•generate a NGSS-aligned sample unit that is anchored in a phenomenon and is peer reviewed•develop learning sequences that are three dimensional and coherent.The intended audience for CUDI includes members of district or school science curriculum development teams; i.e., teachers, coaches, coordinators, and administrators. Teams of educators from a district are encouraged to attend.At the end of this 5-day institute, participants will have access to the sample units developed collaboratively in the institute for use or modification by their districts.

Blended Learning in Plain English

Learning how to incorporate technology into instruction is a critical skill for educators to have. With such a wide variety of options available today, this is often a very overwhelming task.This workshop series will focus on the infusion of technology to enhance the effectiveness of instruction and content, using easy to understand methods.NOTE: Please bring your own device (Laptop, Chromebook) / Lunch will be provided.

Creating Object Reports in PowerSchool Using VisualPST

Come and explore expanded reporting options using PowerSchool’s Object Reports. VisualPST is a visual editor for creating object reports that greatly simplifies the process of building reports. In this workshop we will look at how to layout a report and how to insert data tags in order to pull the data needed. There will be time available to work on reports for your school.

Social Emotional Learning through Yoga and Mindfulness

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

In this workshop participants will:

Launching the Writing Workshop Bootcamp K-2

This is a fast paced overview of the different components in writing workshop. This workshop will provide strategies and ways to start a writing workshop at the beginning of the school year. Participants can expect to explore components of writing workshop, mini lesson structures, genres and units of study, and assessment.

Unconscious Bias: We Have to Talk About It

Learn about the hidden biases that all humans carry and examine the implications for our students. Reflect on a number of strategies designed to help educators understand that as we become aware of our unconscious biases, we can better align our behavior with our intentions for justice and equity.

Balanced Literacy in the Elementary Classroom

This one day workshop offers an overview and introduction on the different components of balanced literacy in the K-5 classroom. Participants will learn how to support content and differentiation to meet the needs of diverse learners using the balanced literacy approach. We will address various components, different structures, routines and rituals, collecting data and connect to state standards.

Best Practices to Promote SAT Success in the Humanities Classroom

The College Board states that, “The redesigned SAT asks students to apply their reading, writing, language, and math knowledge and skills to answer questions in a range of contexts.” Additionally, “the goal (of the new SAT) is to inspire a close reading of these rich, meaningful, often profound texts.” This opportunity will provide teachers with an overview of the shifts in the new SAT, a review of close reading strategies and other best practices to support students in preparing for this test. Through this professional learning opportunity, teachers will work together to identify instructional strategies and develop test items that align to their content area curriculum while still addressing the skills needed to answer these redesigned test questions.

Yoga 4 Classrooms

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

Critical Literacy in the Elementary Classroom

The texts students read and the narratives students construct have a profound impact on how they define themselves and how they understand the world around them. In this interactive, one-day workshop, participants will explore how to effectively implement critical literacy at the elementary level. Participants will engage in analyzing texts to uncover underlying messages of power, privilege, and inequity. Participants will learn how to support students to identify texts that resonate with who they are. In addition, participants will examine multiple means of responding to literature that affirm the knowledge and experiences students bring to the classroom.

Getting Started with Project Based Learning

Project-based learning puts students at the center of instruction. This teaching method asks students to work together to investigate and engage in inquiry when responding to an authentic situation or driving question. During this two-day workshop, participants will understand and be exposed to different project-based models. In addition, they will learn about and consider the key features of a project-based classroom. Participants will explore the connection between project-based learning and inquiry-based and student-centered instruction. Ultimately, they will develop a project idea to take back to their schools and classrooms.

Launching the Reading Workshop Bootcamp K-2

This is a fast paced overview of the different components in reading workshop. This workshop will provide strategies and ways to start a reading workshop at the beginning of the school year. Participants can expect to explore components of reading workshop, mini lesson structures, genres and units of study, and assessment.

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.

Importing and Exporting Data in PowerSchool

Come and spend a morning sharpening up your data management skills. Learn about the importing and exporting functions in PowerSchool and how to use them to quickly retrieve data. We will also look at how to update large numbers of records more easily. Discover how to work with your data using Direct Database Export to gather the information you and your school needs to make informed decisions.

Grade 9 NGSS Curriculum Launch

Ninth Grade Teachers and Curriculum Coaches who have purchased access to CREC’s 9th Grade Science curriculum are encouraged to attend this one day Curriculum launch session. Participants will be introduced to the unit phenomena and story-lines. Pedagogical shifts associated with the curricular units will be a main focus of the day.

Summer Institute: Structured Language Series: Level One Dyslexia Specialist Certificate Four-Day Workshop

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.

K-8 Math: What Am I Supposed to Teach?

Participants will build their understanding of the key shifts in the CCS-M by examining the coherence and progressions intended by the authors. Everyone will leave with a clearer understanding of what their students need to understand in their grade, and how that fits into the bigger picture of the K-8 continuum. Our instructional activities will be easy to replicate in your classroom right away.

Launching the Writing Workshop Bootcamp (Grades 3-5)

A fast paced overview of the writing workshop components in a (3-5) classroom. The one day event will support participants, with the nuts and bolts to get writing up and running. Participants can expect to explore components of writing workshop, mini-lesson structures, genre/units of study and assessment.

Implementation of Math Workshop K-5

This one day workshop offers an overview on how to initiate, support, and sustain math workshop in the K-5 classroom. This workshop is an introduction to math workshop in the elementary classroom. Participants will learn how to support content and differentiation to meet the needs of diverse learners using the workshop model. We will address different structures, routines and rituals, and connect to state standards in the workshop model.

Launching the Reading Workshop Boot Camp (Grades 3-5)

A fast paced overview of the different components in reading workshops (Grades 3-5). The one day event will support participants, with strategies and ways to start reading workshops at the beginning of the year. Participants can expect to explore components of reading workshops, mini-lesson structures, genre/units of study and assessment. Participants will leave with a backpack full of ways to support, build and grow a reading workshop.

Preparing Your Students for Success on the Math SAT

Student success on the Math SAT depends on the teacher’s understanding of the structure and design of the assessment. In this session, participants will become more familiar with the rationale for SAT content, as well as format and question types. A variety of teaching strategies that can be brought back to your district will be shared.

Building Math Rigor Gr. 6-8

This workshop is designed to : Develop an awareness about practices that build academic rigor and engage students; Improve students' understanding of foundational concepts and conceptual instruction; Provide experience with CCS activities/lessons using manipulatives; Create more rigorous activities/lessons

Math Workshop: Next Steps

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

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.

Job Coach Training

Improve your Job Coaching skills through this training. Training topics include: Role of a Job Coach; Employability skills checklist/task analysis; Assessments-school and vocational rehabilitation; Industry skills standards; Social interaction skills/job-related behaviors; Executive functional skills; Transition law; Student self-advocacy and independence; Safety standards and "Scaffolding" - vs. - "Fading Out". Participants are encouraged to bring an electronic device if possible.

Building Math Rigor Gr. 3-5

This workshop is designed to : Develop an awareness about practices that build academic rigor and engage students; Improve students' understanding of foundational concepts and conceptual instruction; Provide experience with CCS activities/lessons using manipulatives; Create more rigorous activities/lessons

CREC CCSU MS in Teacher Leadership: LEA-Based Cohort Model / Information Session

The master's degree in Teacher Leadership is a 30-credit program designed to prepare educational leaders who are capable of implementing innovative instructional approaches and enhancing the effectiveness of their organizations. The program is primarily focused on capacity-building for early-career teachers. The central mission of the program is the development of skills in teacher collaboration, instructional coaching and curriculum development for diverse learners across the PK-12 spectrum.

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.

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.

Monthly ConnECT Meeting - 2017 - 2018

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

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.

CREC's 2nd Annual Family and School Engagement Conference - Honoring and Embracing All Children, Youth, and Families: Working with Educators and Community Partners

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Monthly ConnECT Meeting - 2017 - 2018

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

Monthly ConnECT Meeting - 2017 - 2018

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

2nd Annual Paraeducator Symposium for Leadership Development

CREC consultants with expertise in evidence-based practices for supporting the learning environment will provide professional development and learning opportunities to paraeducators serving students with social-emotional disabilities in order to develop and maintain learner-centered, supportive learning environments. Sessions will address: 1. Developing a positive school climate that will support the learning and behavioral needs of all students and minimize incidences of bullying and other forms of mean behaviors. 2. Alternative ways of teaching math to students that are missing foundational skills in order to learn various concepts. 3. Social emotional learning a process for learning life skills, including how to deal with oneself, others and relationships, and work in an effective manner. 4. Monitoring and controlling our own behavior, emotions, or thoughts, altering them in accordance with the demands of the situation through self-regulation.

Monthly ConnECT Meeting - 2017 - 2018

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

Monthly ConnECT Meeting - 2017 - 2018

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

Monthly ConnECT Meeting - 2017 - 2018

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