Events and Workshops

A Roadmap for the AAC Journey (Canvas Course)

**ONGOING REGISTRATION - Closes 5/16/2025** Are you working with a nonspeaking child for the first time? Do you have a student using AAC inconsistently or in ineffective ways? You might be wondering where to begin, or where to go from here! In this asynchronous self-paced session, participants will begin to explore, build, and refine practical knowledge of the best practices in alternative and augmentative communication (AAC). Participants will explore relevant evidence based practice, resources, tools, and strategies to become better communication partners and facilitators of meaningful and functional communication. Participants will be given a certificate of completion at the end of the course. Coursework must be completed by 6/6/2025.

RESC Alliance and CSDE Assistive Technology Community of Practice (CoP)

This CoP is for anyone working in the schools who is interested in AT or who works with students who require AT. The purpose of the AT CoP is to network and collaborate with CT district personnel providing AT services and supports to build capacity and share ideas. This initiative is brought to you by the Connecticut State Department of Education in partnership with the RESC Alliance.

CREC Curriculum Council Meeting

Join other educational leaders for time to problem-solve, plan, share, and collaborate with colleagues. The morning will be the virtual RESC Alliance Curriculum Council. The remaining time will be allocated to topic-specific work sessions and/or team-based work time. Come alone or with your team to use designated space and time around topics such as statewide mandates, district initiatives, or collaborating on problems of practice. Free to attend.

Early Childhood Education Council

Early Childhood Educators in CREC districts meet during the school year. The mission of the Early Childhood Educators Council is to embrace collaboration, improve teaching and learning, and promote excellence and equity in early childhood education through opportunities to network with colleagues, share solutions around problems of practice, and build professional capacity.

TEAM District Facilitator Meeting - Spring 2025

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.

Early Childhood Directors Council

The Early Childhood Directors Council is a professional network dedicated to fostering best practices and innovative strategies for early childhood administrators. Our primary objective is to empower leaders in the field by providing a platform for collaboration, knowledge sharing, and professional development.

Teachers Academy 2025 - Year 1 Certified Staff

FOR CREC STAFF ONLY: When registering (clicking "Enroll" button), you will be prompted to log into Protraxx with your username and password. If you do not have a Protraxx account, please select "Register” under the ‘New Users’ section on the right of the screen and follow the prompts to create an account. Please note that the “Organization Type” must be set to RESC in order to select a CREC school or program under the “Organization” field. If you have trouble creating an account, call our Protraxx helpline at 860-509-3787 or email crecschools@crec.org.

To register for the Teachers Academy 2025 Year 1 track, after clicking the "Enroll" button and signing in, you must select (check the checkboxes) the Day 1 Year 1 session and the Day 2 and Day 3 sessions that aligns with your position/assignment.

All teachers entering their first year at CREC are required to attend Teachers Academy. Sessions will encourage meaningful, collegial conversations, inspire collaborative problem solving and innovative thinking, and result in resources for immediate classroom application.

Session Schedule here: https://docs.google.com/document/d/1PkRR2S-RsSnhKyzxSFn0lkmvDVBdz0fid0Rre1QW_PQ/edit?usp=sharing

TEAM District Facilitator Meeting - Fall 2025

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.

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.

Connecting the Standards: How Does Addition and Subtraction Fluency Develop?

Join us for an in-depth, hands-on professional learning experience designed to deepen your understanding of how the Common Core State Standards (CCSS) support the development of students’ conceptual and procedural understanding of addition and subtraction across the elementary grades. In this interactive workshop, participants will examine the progression of addition and subtraction standards from Kindergarten through Grade 4, focusing on how the standards are intentionally structured to build a coherent understanding of place value, number sense, and algorithmic thinking. Using sample tasks and grade-level resources, educators will explore how students move from concrete representations and strategies to increasingly efficient, generalizable algorithms.

Connecting the Standards: How Does Multiplication and Division Fluency Develop?

Dive into the rich mathematical progression of multiplication and division as outlined by the Common Core State Standards (CCSS). This dynamic workshop invites educators to explore how multiplication and division concepts are developed across the elementary grades, supporting students in building deep conceptual understanding alongside procedural fluency. Participants will trace the trajectory of learning from early equal groups and array models to the development of standard algorithms, all while emphasizing the importance of reasoning, place value understanding, and the properties of operations. Through engaging tasks, classroom-ready tools, and collaborative discussions, this session will empower educators to make purposeful instructional decisions that align with the standards' intent.

New to Instructional Coaching? Navigating the Path as a New Instructional Coach

This series of trainings is for new instructional coaches who have been in their role for less than two years. Over the course of five sessions, you will identify the skills and techniques required to transition from teacher to instructional coach, explore different coaching models, learn about coaching cycles, discuss adult learning theory, and reflect on strategies to be successful in the role.

Small Group Instruction for Multilingual Learners (Hybrid/Canvas Course)

To support multilingual learners' English development, we must effectively plan and structure small group instruction that meets their needs and fosters language growth. This requires a clear understanding of what our students can currently do and what their next steps are in language development.In this course, participants will conduct an in-depth analysis of their students’ language capabilities and use this information to plan and deliver effective, focused small group instruction. The course covers essential topics related to multilingual learners’ language development, making it ideal for educators who are new to working with MLs/ELs or who are seeking foundational knowledge. It also offers experienced educators a structured process to dive deeper into student language profiles and refine their small group instruction.Participants will have 9 weeks to complete the asynchronous coursework. In addition, they are invited to attend three live, virtual sessions—a course kickoff, a mid-course check-in, and a wrap-up session. Each session includes 30 minutes of collaborative activities followed by an optional 30-minute Q&A.

IEP/504 Development for Students with Hearing Loss

This virtual 5 session learning series is designed to take an in depth approach to IEP/504 development for students with hearing loss that is data driven. Participants will identify the unique needs of students with hearing loss and align them with skills for the general education setting. Participants will gain an understanding of specific requirements for these students under the IDEA and Connecticut regulations. Participants will gain confidence in aligning the Language and Communication Plan with the IEP; develop data-drive and individualized goals and objectives specific to deaf education; identify accommodations and modifications that match the student's needs. All sessions will be captioned. Sign Language Interpreter available upon request. Requests need to be made no later than 2 weeks prior to session one. Participants will receive a 14, 7, 3 day reminder; in those reminders is a link to receive the Zoom link.

Professional Learning Community: Strategies for Multilingual Learners Series

Join a professional learning community that will explore a variety of ways to support Multilingual Learners (ELs/MLs) and foster language development in a six-session series! This PLC will meet virtually once a month for an hour and a half to delve deep into a language support strategy topic. Participants will have the opportunity to implement the strategy in practice in between sessions. As part of the PLC, they will network and collaborate with each other as they reflect on and fine-tune strategy implementation. PLC Schedule: September 26- Facilitate Comprehension; October 24-Student Talk and Interaction; November 21- Vocabulary; January 30- Build and Activate Background Knowledge; March 13 - Translanguaging; May 8 - Check for Understanding

Joy in Action: High-Impact Partnerships for Meaningful Learning Conference

We are thrilled to announce the 2025 Family & Community Engagement Conference—Joy in Action: High-Impact Partnerships for Meaningful Learning. This bi-annual event is dedicated to promoting and advancing effective family and community engagement practices that lead to student academic success.This year’s theme celebrates the joy that emerges when families, educators, and communities come together in authentic partnership to support meaningful learning. The conference will bring together educators, family-facing professionals, community leaders, and parents for a dynamic day of learning, connection, and inspiration.Attendees will experience research-based strategies, expert-led sessions, interactive workshops, and hands-on professional development—designed to deepen collaboration and enhance engagement across all learning environments. Don’t miss this powerful opportunity to connect, grow, and lead joyful, high-impact change in your community.

Working with Students with Hearing Loss: An Introduction

This full-day, in-person opportunity is designed as an introduction to working with students with hearing loss,with a focus on communication through listening and spoken language. During this interactive session, participants will explore a broad range of topics that impact students with hearing loss and apply effective strategies and best practices into their educational environment.

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.

Autism Toolbox

Meaningful inclusion for students on the autism spectrum contributes to improved outcomes and equitable education. Participants will learn strategies to include students on the autism spectrum into general education classrooms. Participants will also develop strategies to help students with ASD navigate all environments in the school.

TEAM Initial Reviewer Training

Successful completion of the TEAM Initial Reviewer Training will enable participants to review TEAM reflection papers and projects to determine if there is sufficient evidence to successfully meet the TEAM module criteria. The training will consist of 3 two-hour facilitated online sessions and pre-work for each session. IMPORTANT REGISTRATION INFORMATION: In order to successfully complete the training, participants must complete all pre-work and session activities in the order of presentation. That means that if participants are unable to complete any of the pre-work or sessions, they will have to finish the training by registering for and attending the missed sessions and completing the pre-work at another training. Therefore, it is important that participants only register for a training where they know that they will be able to attend each of the three sessions and complete the pre-work. No cost to attend this event.

Understanding and Supporting Auditory Development in Children with Hearing Loss

This full-day, in-person opportunity, designed for Teachers of the Deaf/Hard of Hearing and Speech Language Pathologists working with students who have hearing loss and use listening and spoken language. Participants will gain a deep understanding of auditory development and hierarchy, equipping them with essential knowledge and practical strategies to support their students' auditory learning journey.

Supporting Newcomer and Beginner Multilingual Learners

Supporting multilingual learners with little to no English is especially challenging. Participants will explore ways that educators can effectively support these students with strategies and linguisitc supports in any educational setting.

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.

Enhancing Academic Success: A Workshop on Implementing Multi-Tiered System of Supports (MTSS)

Join us for an insightful workshop designed to empower educators and administrators with the knowledge and tools needed to effectively implement a Multi-Tiered System of Supports (MTSS) in the area of academics. This session will provide an overview of MTSS, including its foundational principles, practical strategies and techniques, and best practices for supporting all students in achieving academic success.

Supporting Multilingual Learners in the General Education Classroom

This full-day workshop is designed to build the capacity of general education teachers to effectively support multilingual learners (MLs/ELs) in their classrooms. Educators will explore how multilingual learners acquire language and how to integrate research-based strategies that promote both language development and content learning. Whether you're just getting started or looking to expand your “toolkit,” this session will provide practical, classroom-ready approaches for scaffolding instruction and making learning more accessible across all content areas.

Creating a Culture for Writing for Multilingual Learners

Writing can be intimidating for any student—and even more so for Multilingual Learners. In this interactive workshop, participants will explore a range of strategies to support and promote writing among ELs/MLs. We’ll focus on incorporating meaningful activities, scaffolds, language models, and opportunities to leverage students’ home languages. As part of this work, participants will also have the opportunity to practice creating writing-focused goals that reflect students’ strengths, needs, and stages of language development.

Supporting Multilingual Learners in the General Education Classroom

This full-day workshop is designed to build the capacity of general education teachers to effectively support multilingual learners (MLs/ELs) in their classrooms. Educators will explore how multilingual learners acquire language and how to integrate research-based strategies that promote both language development and content learning. Whether you're just getting started or looking to expand your “toolkit,” this session will provide practical, classroom-ready approaches for scaffolding instruction and making learning more accessible across all content areas.

AARC Open House Informational Session

The AARC program is a cross-endorsement program for general education teachers who are seeking special education certification (165). Qualifications: 1) Valid teaching certification in the State of Connecticut (school social worker, school psychologist, speech-language pathologist not applicable). 2) Three (3) years of successful teaching experience in the last eight (8) years. Note: Successful substitute teaching and paraeducator experience will be considered. 3) Completion and submission of application and related materials (including application fee) by application deadline, generally March 31 of any year. 4) GPA of 3.0. Candidates with GPAs between 2.5 and 3.0 may petition, in writing, for consideration of a waiver based on a history of exceptional professional experience or recent academic excellence. (Undergraduate coursework GPA of 3.0 is accepted if not enrolled in graduate coursework). 5) Bachelor’s degree from an accredited college or university. A master’s degree is encouraged, but not required.

MTSS for SEL and Behavior Systems

Join our comprehensive workshop designed to enhance your understanding and application of social-emotional and behavioral supports within a Multi-Tiered System of Supports (MTSS) framework. This hands-on workshop will delve into how to embed social-emotional and behavioral strategies in order to support positive behavior and classroom climate at any grade level. SNOW DATE: 1/16/2026

Empowering Every Learner: Free AI Tools to Support Students with Low-Incidence Disabilities

In today's educational landscape, artificial intelligence is reshaping what is possible — especially for students with complex learning needs. In this engaging and practical session, special educators, therapists, administrators, and assistive technology practitioners will explore a range of free AI-powered tools that can be immediately leveraged in the schools. Participants will learn how to create custom curriculum materials, design visual supports including video modeling and digital storytelling, generate adapted content, and build symbols and communication tools tailored for students with low-incidence disabilities. This hands-on session will not only demonstrate the tools but will also offer strategies for implementing them ethically, creatively, and effectively to promote student engagement, communication, independence, and access. SNOW DATE: 1/27/2026

TEAM Initial Reviewer Training

Successful completion of the TEAM Initial Reviewer Training will enable participants to review TEAM reflection papers and projects to determine if there is sufficient evidence to successfully meet the TEAM module criteria. The training will consist of 3 two-hour facilitated online sessions and pre-work for each session. IMPORTANT REGISTRATION INFORMATION: In order to successfully complete the training, participants must complete all pre-work and session activities in the order of presentation. That means that if participants are unable to complete any of the pre-work or sessions, they will have to finish the training by registering for and attending the missed sessions and completing the pre-work at another training. Therefore, it is important that participants only register for a training where they know that they will be able to attend each of the three sessions and complete the pre-work. No cost to attend this event.

Amplifying Voices: Using Storytelling for Social Change

This 6-part learning series welcomes all people who are interested in deepening their understanding of foundational concepts related to diversity, equity, and inclusion, and exploring more complex topics of intersectionality and racial literacy. Through the use of storytelling, the sessions will provide a context for readers to develop a deep understanding of and empathy for the lived experiences of individuals from a variety of racial, linguistic, ethnic, and cultural backgrounds within the text “Tell Me Who You Are: Sharing Our Stories of Race, Culture, & Identity” (Winona Guo and Priya Vulchi ). Within each session, facilitators will work with participants to bring to life the shared stories to personalize the experiences and challenges that many people in our society are confronted with. Recommended Prerequisite: Open minded attitude. Participants must purchase book.

Strengthening Communities Series: Educational Equity in Changing Times

In this four-session series, participants will continue their growth beyond the foundations of diversity, equity, and inclusion, and move deeper into addressing current misunderstandings and pushback related to equity initiatives within schools and districts. The sessions will ground individuals in a process of self-reflection and social awareness while also equipping them with the language and tools that they can use to address staff members and respond to community members. Topics to explore include decolonization and the use of restorative practices, responding to discriminatory language and creating a culture of inclusion, and addressing privilege and managing equity detours. There will be opportunity for participants to work with policies and practices relative to their own educational organizations at a variety of levels including classroom, school, department, or district in order to gain meaningful feedback for making intentional change at the individual, professional, and community level. All Sessions are virtual, with asynchronous content available in-between sessions.

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.

Creating a Culture for Writing for Multilingual Learners

Writing can be intimidating for any student—and even more so for Multilingual Learners. In this interactive workshop, participants will explore a range of strategies to support and promote writing among ELs/MLs. We’ll focus on incorporating meaningful activities, scaffolds, language models, and opportunities to leverage students’ home languages. As part of this work, participants will also have the opportunity to practice creating writing-focused goals that reflect students’ strengths, needs, and stages of language development.

Sound Judgements: Navigating Assessment for Students with Hearing Loss

This full-day, in-person course addresses the critical need for accurate and appropriate assessment of students with hearing loss who use listening and spoken language. Designed specifically for district staff responsible for these evaluations, the course focuses on enhancing knowledge and practical skills in conducting formal assessments of student language, vocabulary, and auditory abilities. Participants will learn strategies to ensure assessments are tailored to students’ unique needs and promote equitable educational outcomes. SNOW DATE: 3/3/2026

Small Group Instruction for Multilingual Learners (Hybrid/Canvas Course)

To support multilingual learners' English development, we must effectively plan and structure small group instruction that meets their needs and fosters language growth. This requires a clear understanding of what our students can currently do and what their next steps are in language development.In this course, participants will conduct an in-depth analysis of their students’ language capabilities and use this information to plan and deliver effective, focused small group instruction. The course covers essential topics related to multilingual learners’ language development, making it ideal for educators who are new to working with MLs/ELs or who are seeking foundational knowledge. It also offers experienced educators a structured process to dive deeper into student language profiles and refine their small group instruction.Participants will have 9 weeks to complete the asynchronous coursework. In addition, they are invited to attend three live, virtual sessions—a course kickoff, a mid-course check-in, and a wrap-up session. Each session includes 30 minutes of collaborative activities followed by an optional 30-minute Q&A.

Job Coaching for Secondary Transition

In this engaging workshop, educators/paraeducators/job coaches, and support staff will gain knowledge and learn the strategies needed to guide transition-aged students toward meaningful employment and lifelong success. The workshop will provide participants with actionable tools and effective, individualized supports to successfully assist students on the job and with their transition from education to employment.

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.

Supporting Newcomer and Beginner Multilingual Learners

Supporting multilingual learners with little to no English is especially challenging. Participants will explore ways that educators can effectively support these students with strategies and linguisitc supports in any educational setting.

Working with Students with Hearing Loss: An Introduction

This full-day, in-person opportunity is designed as an introduction to working with students with hearing loss,with a focus on communication through listening and spoken language. During this interactive session, participants will explore a broad range of topics that impact students with hearing loss and apply effective strategies and best practices into their educational environment.

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.

Connecting the Standards: How Does Multiplication and Division Fluency Develop?

Dive into the rich mathematical progression of multiplication and division as outlined by the Common Core State Standards (CCSS). This dynamic workshop invites educators to explore how multiplication and division concepts are developed across the elementary grades, supporting students in building deep conceptual understanding alongside procedural fluency. Participants will trace the trajectory of learning from early equal groups and array models to the development of standard algorithms, all while emphasizing the importance of reasoning, place value understanding, and the properties of operations. Through engaging tasks, classroom-ready tools, and collaborative discussions, this session will empower educators to make purposeful instructional decisions that align with the standards' intent.

Connecting the Standards: How Does Addition and Subtraction Fluency Develop?

Join us for an in-depth, hands-on professional learning experience designed to deepen your understanding of how the Common Core State Standards (CCSS) support the development of students’ conceptual and procedural understanding of addition and subtraction across the elementary grades. In this interactive workshop, participants will examine the progression of addition and subtraction standards from Kindergarten through Grade 4, focusing on how the standards are intentionally structured to build a coherent understanding of place value, number sense, and algorithmic thinking. Using sample tasks and grade-level resources, educators will explore how students move from concrete representations and strategies to increasingly efficient, generalizable algorithms.

TEAM District Facilitator Meeting - Spring 2026

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.