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

Early Childhood

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 has been providing high quality direct services to students who are deaf and hard of hearing across Connecticut for the past 16 years. She supports district staff through teaching strategies and information regarding audiological equipment to build capacity within districts. She specializes in auditory aural approaches, aural habilitation, and advocacy skills. At CREC Resource Group Soundbridge Division she is the point person for educational and audiological services, as well as professional learning and coaching specific to deaf education. She facilitates TOD Community of Practices through the RESC Alliance and the CT SBE.

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

Jess is an experienced educator and professional learning facilitator who supports districts in aligning K-5 curriculum and instruction with state standards through high-quality, research-based practices. She partners with district leaders and instructional coaches to design and implement professional learning aligned with Learning Forward's Standards for Professional Learning, emphasizing adult learning theory, the science of learning, and change management. A founding member and current president of Learning Forward Connecticut, Jess also serves on the national Learning Forward Host Committee. She has partnered extensively with the CSDE on initiatives including TEAM, SPDG, and the Model Curricula Project in elementary mathematics.

Heather McBride

Aural Habilitation and Deaf Education (Soundbridge)

Heather currently serves as a Teacher of the Deaf/Hard of Hearing and Education Specialist in the CREC Resource Group at the Capitol Region Education Council in Hartford, CT. She has 17 years of professional experience in special education, and she holds a Master of Arts in Teaching from The College of New Jersey and a Sixth Year in Educational Leadership from Central Connecticut State University. Heather’s career began in 2008 as a Teacher of the Deaf/Hard of Hearing at Summit Speech School in New Jersey. Upon moving to Connecticut and starting with CREC in 2015, she worked as a Teacher of the Deaf/Hard of Hearing in a K-1 classroom for one year before moving to an itinerant position, where she has worked with students of all ages. From 2018-2021, she served as supervisor of the itinerant team. It was during this time that she also began to engage in post-secondary transition work through collaborations with the State Department of Education, the Bureau of Rehabilitative Services, the State Education Resource Center, and the American School for the Deaf. In 2024, she began working formally as a Post-Secondary Transition Specialist with CREC Resource Group in addition to maintaining a Teacher of the Deaf/Hard of Hearing caseload. Heather’s expertise is in Education of the Deaf/Hard of Hearing, listening and spoken language, mainstream support and inclusion practices, disability rights, self-advocacy, accommodations and modifications, multidisciplinary collaboration, early childhood education, and Post-Secondary Transition including Person Centered Planning, comprehensive evaluations, and technical assistance. She serves on the Connecticut Transition Task Force and is a facilitator for the CREC Regional Transition Network. Additionally, she is the current chair of the Student Transition Resources committee, which is a statewide collaboration of Deaf Education and Transition Specialists.

Ratosha McBride

Education Technology

Ratosha has been instrumental in helping CREC schools and partner districts strengthen digital wellness practices and build meaningful, future-ready pathways for AI integration. Her leadership has brought digital health and wellness to the forefront through engaging, developmentally aligned programming for students, staff, and families — helping school communities create safe, respectful, and responsible digital cultures.

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

Early Childhood

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

As a PBIS endorsed trainer, Claudia assists districts with the implementation of Multi-Tiered Systems of Behavior and SEL support using a tiered approach. She also assists school districts with programming for students on the Autism spectrum. As the head of the CREC SEL council, she provides education in the areas of self-care, coping with stress and anxiety, and overall wellbeing to support positive school climates.

Lindsey Ramos

Math Grades 4-12

Lindsey focuses her work on supporting teachers in K-12 Mathematics instruction. Her main focus areas are coaching to support equitable practices and developing a deeper understanding of mathematical standards. In 2019, she became a Certified Facilitator for Illustrative Mathematics and delivers professional learning for educators using this program. Throughout her career, her work has continued to be driven by creating opportunities for all learners to feel empowered by mathematics.

Natasha Robinson

Professional Learning

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

Early Childhood, Multi-Tiered System of Supports

Jenifer had over twenty-five years of experience working as a Special Education Teacher before joining CREC in April of 2024. In her time in the classroom, Jenifer has experience providing a full range of services for students with disabilities from grade Kindergarten through 12th grade, including full inclusion, self-contained behavioral, co-teaching with a general education content specialist, and supplementary support in a pull-out model. She conducted educational evaluations as part of a triennial review or part of the referral process. Most recently, as part of the MTSS model, she developed and implemented a Tiered Intervention Program at the high school level, targeting the “On-Track for Graduation” metric for students in grades 9-12. Jenifer now works on best practices in the areas of special education, MTSS and intervention, and post-secondary transition, as well as the AARC Program for Educators seeking their cross-endorsement in Special Education.