Professional Learning

Jean Barresi

Integrated Early Childhood/Special Education

Jean leads a team of Education Specialists providing technical assistance, training, and coaching to early childhood educators throughout the Hartford Region. She supports NAEYC Early Learning Program Accreditation through the Connecticut Office of Early Childhood's Accreditation and Quality Improvement Supports (AQIS), serves as an Early Start CT Liaison, and is a Pyramid Model Master Cadre Trainer. Jean is a CT OEC-approved trainer for CT ELDS and CT DOTS, and a reliable rater for ITERS-3, ECERS-3, FCCERS-3, and a Pre-K to Grade 3 CLASS Observer.

Chrissy Bowman

English Learners/Multilingual Learners

Chrissy Bowman is a Multilingual Learner consultant for the CREC Resource Group, specializing in assisting educators develop and refine programs, policies, and practices that support multilingual learners while fostering language and academic growth. Chrissy has worked in a variety of contexts, including urban, suburban and rural settings, as well as in many different types of programs, such as dual language, bilingual and push in/pull out ESL. She has worked in districts with both large and small EL/ML populations and knows the unique challenges of each. Her varied experience coupled with her expertise gained from her degrees in Elementary Education, Spanish, and Bilingual/Multicultural Education and TESOL allow her to design and implement individualized coaching and professional learning experiences for all districts and educators. Chrissy is passionate about supporting teachers and districts as they work to enhance the experiences of the multilingual learners in their schools.

Sara Castle

Integrated Early Childhood/Special Education

With 25 years in the field, Sara's journey has taken her through nearly every role in early childhood — from classroom teacher to curriculum coordinator to center leadership. Her approach is deeply rooted in 15 years at a Reggio-Emilia-inspired center and children's museum. As a Connecticut Office of Early Childhood (OEC)-approved consultant, Sara works alongside teachers and directors from birth through Grade 3, focusing on practical tools like the CT ELDS and CT DOTS. Whether she's facilitating NAEYC Accreditation or navigating the Pyramid Model, her goal is to provide grounded, relatable support for fellow adult learners.

Alison Cianciolo

Speech & Language, COMPASS

Alison currently serves as an Education Specialist in the CREC Resource Group at the Capitol Region Education Council in Hartford, CT. Alison has been with CREC since 2011 starting in the Magnet School Division, and in 2013 transferred into Technical Assistance and Brokering Services and Special Services Support Team (SSST). Alison’s career started in 1985 as a Speech Language Pathologist for Waterbury Public Schools. From 1992-2011, she worked for both Hartford and Bloomfield Public Schools in Speech Language Pathology. She earned her B.S. in Speech Pathology from East Stroudsburg University in Pennsylvania and a M.A. in Speech and Language Pathology from Kean College in New Jersey. Alison’s expertise is in Speech and Language Pathology, diagnostics, inclusion practices, differentiated instruction, SRBI, culturally diverse linguistic populations, Autism, Social Communication Competencies and conducting Independent Educational Evaluations. Over the past two years, Alison has developed various curriculum modules for Paraeducators that aligns with the National Paraeducator Standards. The modules have been developed to be presented in district or through an online platform. Alison has contributed to the standardization and norming of: Diagnostic Evaluation of Language Variance, Phonological Awareness Test, and Comprehensive Receptive and Expressive Vocabulary Test. She has participated in over 35 workshops for professional development on Speech and Language and Special Education issues. Alison has been a member of the American Speech and Hearing Association (ASHA) for the past 35 years, the Connecticut Speech and Hearing Association (CSHA), the American Federation of Teachers, the National Education Association, the Brain Injury Association of Connecticut, and the Connecticut Education Association.

Dana Corriveau

Dana leads a team of Education Specialists within CREC Resource Group that span all areas of education, as well as teachers of the deaf at Soundbridge. She also works with districts across Connecticut designing and providing high quality professional learning in a variety of areas. She specializes in areas of leadership initiatives, special education, district strategy and outcomes, and all aspects of professional learning. She also works with the RESC Alliance and Connecticut State Department of Education on a number of statewide initiatives. Dana is also Director of CREC's Advanced Alternate Route to Certification program for special education cross-endorsement.

Ruth Ennis

Aural Habilitation and Deaf Education (Soundbridge)

Ruth is an experienced leader in delivering direct and indirect services for students who are deaf and hard of hearing across Connecticut. She partners with district teams to build sustainable capacity through targeted coaching, strategic modeling of instructional practices, and guidance on audiological access, assistive technology, and transition planning. Her areas of specialization include auditory-oral approaches, aural habilitation, self-advocacy development, and transition planning specific to deaf education. At CREC Resource Group – Soundbridge Division, Ruth serves as a lead for educational and audiological services, professional learning, and field-based coaching. She also facilitates Teacher of the Deaf (TOD) Councils to strengthen regional collaboration and practice. In addition, Ruth supports district leadership through deaf education–specific teacher evaluation, program review, and alignment with state and federal requirements, ensuring services reflect current best practices and compliance standards.

Lisa Fiano

Lisa has been with CREC since 2006. Lisa’s career began in 1985 as an Assistive Technology Instructor for students with severe and profound disabilities. Newington Children’s Hospital then hired her as a Special Education Teacher. Prior to joining CREC, Lisa worked for 15 years as a Special Education Teacher and Case Manager at Rockville High School in Vernon. Lisa earned her B.A. in Communication Science and Disorders at the University of Vermont, her M.A. in Special Education from the UCONN, and her 6th Year Degree from CCSU. She is certified in K-12 Special Education. She has also completed all certification requirements for her Connecticut Reading and Language Arts Consultancy. Lisa has also presented at several workshops and conferences at the local and national level on Universal Design for Learning, Structured Literacy, and Assistive Technology. She provides services to CREC member districts in Educational Benefit of the IEP, inclusive practices, Universal Design for Learning, assistive technology and literacy instruction, intervention and evaluation. Lisa was project manager and primary developer of the CREC Blueprint: Building Powerful IEP’s series. She also contributed a chapter to the book Promoting Social Emotional Learning in the Classroom: Creativity, Connections, and Engagement

Shannon Holder

Diversity, Equity, Inclusion

Shannon holds a Bachelor of Arts and Masters of Teaching from Hampton University in Hampton, VA. Shannon is a doctoral candidate in the Learning, Leadership, and Education Policy Ph.D. program in the Educational Leadership Department at the University of Connecticut. She is from Hartford, Connecticut and prior to starting her doctoral work at UCONN, Shannon taught 10th grade government at a CREC inter-district magnet school. Shannon’s area of expertise includes culturally relevant pedagogy, anti-racist pedagogy, equity-based policy analysis, social studies curriculum, and qualitative research. Shannon is also a pre-doctoral fellow at William Paterson University in Wayne, NJ. She aims to use her research to study equity-based initiatives and to uncover how to make the United States educational system more just.

Colinda Hunter

Diversity, Equity, Inclusion

Dr. Hunter’s experience as a social worker spans various sectors of practice. She is a licensed clinical social worker. She has worked in mobile crisis for children and adolescents, child protective services, therapeutic foster care, private practice, and most recently, in the school setting. Her specialty is providing culturally responsive interventions to children and families. Dr. Hunter served as an Equity Team Leader in her previous position as a school social worker at CREC Museum Academy. Dr. Hunter’s work extended to the district level. Collaborating closely with the Director of Diversity, Equity, and Inclusion, Dr. Hunter assisted with creating a district-wide curriculum to guide conversations focused on race. Along with that work, she has co-facilitated training to enable others to conduct their conversations about race within their departments and schools. Dr. Hunter facilitates workshops and training in her community, educating the community about mental health and advocating for access to resources. She participates in panels and podcast discussions to educate and dismantle the stigma surrounding mental health in marginalized communities.

Olivia Hussey-Little

Diversity, Equity, Inclusion

Olivia is a Lead Education Specialist for CREC Resource group and advocate for transformative practices, focusing on educational equity. Beginning her career as a Spanish teacher, Olivia's commitment to access and belonging led her to lead a youth advocacy group, amplifying the voices of underrepresented communities. Olivia obtained a Bachelor's and Master's degree in Spanish as well as a Doctorate in educational leadership, with her dissertation focused on creating a framework to evaluate real integration in educational settings. Upon graduation, Olivia continued to stay connected to the university by teaching courses in anti-racism and multicultural education as well as working with a research team to evaluate the effectiveness of a state funded program. In her current role, Olivia collaborates with educators, administrators, and leaders to dismantle systemic barriers and ensure inclusive learning environments. Her expertise extends to providing DEI training, conducting equity program reviews, and providing individualized consultation to align policies with inclusive principles. Olivia is an advocate for social justice in both her personal and professional life and is consistently challenging the systems around her in order to create more equitable and sustainable systems for justice. Through her career, Olivia inspires others to create a more just and inclusive educational landscape, where every individual feels seen, heard, and valued.

Jessica Kazigian

Instructional Coaching, Elementary Math K-5, Early Literacy

Jessica Kazigian is a Senior Education Specialist with the CREC Resource Group in Hartford, CT, where she partners with districts across Connecticut to design and lead high quality professional learning for educational professionals. Her work focuses on instructional coaching, high leverage instructional strategies, PLC development, curriculum alignment, and building the capacity of district leaders, teacher leaders and instructional coaches. She supervises a team of Education Specialists and serves as a liaison between the Connecticut State Department of Education and the RESC Alliance for the statewide TEAM program. Jessica’s work is grounded in research aligned frameworks and centers on creating sustainable systems for professional learning, coaching, and educator development at scale. She specializes in job embedded learning through coaching cycles, lab classrooms, and collaborative professional learning structures that support meaningful shifts in instructional practice. She began her career in Hartford Public Schools, teaching at Henry C. Dwight Elementary during its recognition as a National Blue Ribbon School. She later served as a Curriculum Specialist supporting K to 8 educators in English Language Arts and mathematics, and taught at Charter Oak International Academy in West Hartford. Across her career, she has led district wide curriculum alignment efforts, mentored new teachers, and coached educators in evidence based practices, with a strong foundation in early childhood and K to 8 instruction. Jessica currently serves as President of Learning Forward Connecticut and holds a sixth year degree in Educational Leadership from Central Connecticut State University, a master’s in Curriculum and Instruction from Lesley College, and a bachelor’s in Elementary Education from the University of Massachusetts at Amherst.

Ratosha McBride

Education Technology

With over 25 years of experience, Ratosha McBride is an accomplished Education Technology Specialist and Digital Health & Wellness Strategist. She is passionate about leveraging technology to enhance learning while promoting well-being, and has been at the forefront of innovative solutions that connect education with digital health. Her deep expertise and unwavering commitment to creating balanced digital environments make her a trusted leader in the field, dedicated to empowering forward-thinking technology and comprehensive wellness practices.

Nicole Natale

Assistive Technology

Nicole Natale is a Senior Education Specialist for the CREC Resource Group. Nicole joined CREC in 2007 and leads CREC’s work in assistive technology (AT). With over 20 years as a speech-language pathologist and assistive technology practitioner, Nicole has focused her work with school districts on building capacity of teams in providing AT supports and services to students with disabilities. She also provides professional development, technical assistance, and training on a variety of topics regarding AT, inclusion, and adaptations for students with disabilities and Universal Design for Learning. She completes evaluations for students who require AT to access the general education curriculum, as well as for students who require augmentative and alternative communication (AAC). Nicole also uses her expertise to conduct program review and audits of district special education programming in order to affect change for students with disabilities. In addition to this varied background, Nicole has also co-authored a number of publications, including “The Assistive Technology Guide for Maximizing Learning for Students with Autism” and “The Blueprint: Building Powerful Special Education Practices.”

EJ Piccirillo

Assistive Technology

Edna-Jo “EJ” Piccirillo is an Education Specialist with the Capitol Region Education Council Resource Group. In this role, EJ focuses her work on support for educators who work with students with disabilities that use and benefit from technology to access the curriculum. Prior to joining CREC as an Education Specialist, EJ spent four years in the schools as a speech and language therapist. Her experience ranges from pre-K students to age 21, and she has clinical practice working with students and families with complex communication needs. Her areas of professional interest include alternative and augmentative communication (AAC), autism spectrum disorders, dyslexia, and other reading/literacy disorders. She holds a Master’s degree from Southern Connecticut State University, as well as a Department of Public Health license (061) and a Certificate of Clinical Competence from the American Speech-Language Hearing Association (ASHA).

Traci Protz

Integrated Early Childhood/Special Education

Traci brings over 20 years of experience in public schools, supporting young learners as a special education teacher, classroom teacher, and mentor across preschool through grade 2. As an early childhood education specialist, she supports districts and early learning programs through professional learning, instructional coaching, and consultation. Traci is a Preschool Pyramid Model trainer, a CT ELDS trainer, a CLASS 2nd Edition observer, and applies deep expertise in developmentally appropriate, equitable, and play-based instructional practice.

Claudia Provenzano

Transition, Multi-Tiered System of Supports

Claudia joined CREC in 2017 after earning her undergraduate and graduate degrees from Manhattanville University and spending 17 years teaching in both general and special education. As Lead Education Specialist for the Advanced Alternate Route to Special Education, she leads, mentors and supports teacher candidates as they work toward cross-endorsement certification. She partners with districts to strengthen Multi-Tiered Systems of Support, Social-Emotional Learning, and autism programming. Passionate about educator well-being, Claudia also leads trainings on self-care, stress management, and mindfulness to promote positive school climates for students and staff alike. As the RESC representative for Secondary Transition, Claudia serves on the CT Transition Task Force, the Transition Steering Committee, and is a Charting the LifeCourse ambassador. She guides districts in person-centered planning, transition evaluations, and program development. Her statewide contributions include co-creating the CSDE Customized Employment course, Secondary Transition Coordinator training, and Paraeducator training. Claudia is currently enrolled in the Educational Leadership doctorate program at Sacred Heart University.

Lindsey Ramos

Math Grades 4-12

Lindsey Ramos is an Education Specialist with over 16 years of experience supporting K–12 mathematics teaching and learning. She has spent the last seven years designing and facilitating high-quality professional learning for teachers, coaches, and instructional leaders, with a focus on standards-aligned instruction, equitable practices, and using data to drive decision-making. She is a Lead Facilitator for the CREC Mathematics Council, a former K–12 Certified Facilitator for Illustrative Mathematics, and a frequent conference presenter, including at ATOMIC and NCSM events. Her professional interests include instructional coherence across grade levels, effective use of representations, intervention and acceleration structures, and supporting educators in translating research-based practices into classroom impact.

Natasha Robinson

Integrated Early Childhood/Special Education

Natasha Robinson joined the CREC Resource Group as an Education Specialist in May 2021. She provides coaching, training, and technical assistance for early childhood programs in public school districts, private schools, and community-based programs. Much of the work Ms. Robinson does in these programs includes providing support NAEYC accreditation process. Ms. Robinson has worked in the field of education for ten years in many capacities, to include preschool teacher in early learning centers in New York City, Hartford, Connecticut and the Consolidated School District of New Britain, Connecticut. Ms. Robinson ventured into educational leadership as a Primary Instructional Coach and Kindergarten Play Coach. In 2015, an administrator of a New Britain Elementary school in which Ms. Robinson taught, invited her to “loop” to Kindergarten in efforts to create a smoother transition for early learners. During her time as a Kindergarten teacher, Ms. Robinson implemented the Kindergarten Executive Function and Developmentally Appropriate Play Curriculum, where she used much of her experience in preschool to design dynamic learning environments and experiences. Ms. Robinson believes that young children learn best through play and inquiry. She has dedicated her life to the meaningful education of young children in underserved communities. She holds a CT #113 Birth-Grade 3 Integrated Early Childhood Education teacher certification and #092 Intermediate Administrator certification. In other words, Ms. Robinson is an Educational Leader with a mission to impact Early Childhood Education.

Jenifer Tuller

Special Education, MTSS, and Literacy

With over 26 years of experience in special education and intervention, Jenifer serves as a trusted partner for schools and organizations seeking meaningful, measurable improvement in student outcomes, helping educators translate research into practice through high-impact professional learning, coaching, and system-level support. Jenifer combines deep expertise with practical application, supporting districts in strengthening instruction through Universal Design for Learning, building effective Multi-Tiered Systems of Support (MTSS), and improving outcomes for students with diverse learning needs. Her work is grounded in implementation science and focused on results, ensuring strategies are evidence-based and sustainable. Jenifer holds a master’s degree in special education and has completed advanced graduate coursework in Remedial Reading. As a member of the National Society of Leadership and Success, she demonstrates an ongoing commitment to professional excellence and leadership. She also brings specialized training in Professional Learning Standards through Learning Forward, structured literacy through the Wilson Reading System, and Restorative Practices through the International Institute for Restorative Practices (IIRP). District partners value Jenifer’s ability to meet teams where they are and move them forward with clarity and purpose. She has coached educators, mentored new teachers, developed data-driven intervention systems, and partnered with diverse settings including public schools, private programs, and correctional education. Jenifer spent over two decades in the classroom, building a reputation for fostering inclusive practices and school-family partnerships. Now, whether working with leadership teams or classroom teachers, Jenifer is committed to empowering educators and transforming systems so that every student has access to high-quality, equitable education, and every educator has the tools to make that a reality.