The benefits of bringing CREC regional educators together to research and develop assessments are many and varied. This is an opportunity to enrich our extended Professional Learning Community, distributing a labor-intensive process across a competent field of professionals.
The K-2 Assessment Consortium is a Connecticut State Department of Education (CT SDE) initiative that is managed by Capitol Region Education Council’s (CREC) Institute for Teaching and Learning. Through state funding, all partner and supported districts were invited to participate in the consortium for the 2009-10 school year.
These programs and services focus on systemic planning for continuous improvement, collection and analysis of data to measure achievement, and communication of results to inform key stakeholders about current performance levels to maximize the opportunity for future learning.
Focused on intergenerational instruction and support to increase the literacy of English Language Learning adults and their children. The FL Program linked 4 essential components: English as a Second Language Adult Education Program, Parent Education, Parent and Child Time Together and Interactive Family Connections.
These programs and services facilitate the use of data as a tool for continuous improvement. Institute staff members work with educators to develop structures for the collection and analysis of data through a variety of methods.
Primarily focusing to promote education through the child development theories of Dr. Maria Montessori's theories. Serving as a central location for Montessori activities, students are awarded internationally recognized AMI diplomas upon completion.
High quality programming for youth and their families to promote literacy and career readiness and life long learning. The impact of literacy in the home and of parental involvement in school-related activities is significant.
Connecticut’s System for Educator Evaluation and Development (SEED)
A model evaluation system that is aligned to the CT Guidelines for Educator Evaluation (Core Requirements), which were adopted by the Performance Evaluation Advisory Council and inform implementation of model teacher/administrator evaluation and support systems being piloted in districts throughout the state during the 2012-13 school year.
Created to improve family involvement in schools and after school programs, this initiative aims to make parents feel welcomed, celebrate the diversity of the school community, and set unique goals to improve how inviting the school appears to its community.
SSP is an individualized student driven plan that will be developed to address every student's needs and interests to help them stay connected in school and to achieve postsecondary educational and career goals.
Supporting community learning centers through professional development, training and networking opportunities for schools by providing academic enrichment opportunities during non-school hours for children.
School climate refers to the quality and character of school life. School climate is based on patterns of students', parents' and school personnel's experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.
Through the RESC Minority Teacher Recruitment Program, the Institute of Teaching and Learning, in collaboration with the RESC Alliance, offers mentoring and financial assistance to both youth and adults who are aspiring to become teachers.