Events and Workshops

Assistive Technology for Secondary Students with SLD/Dyslexia (Canvas Course)

ON GOING REGISTRATION (closes 1/8/2023) - Asynchronous - Assistive technology can be a powerful way to help children with reading issues, however, with so many tools available, it’s not easy to know which one will work for your student. Students with dyslexia require appropriate instructional accommodations to allow them to be successful in the general education curriculum. This asynchronous online professional learning course explores assistive technology options across a variety of platforms and will demonstrate how to determine the best option for each student. This course can be completed in up to 4 hours. Participants have 2 months to complete all of the activities in the course. Participants will be given a certificate of completion at the end of the course. Release of Materials on 9/30/2022.

A Roadmap for the AAC Journey (Canvas Course)

**ONGOING REGISTRATION - Closes 1/8/2023** 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 6/2/2023.

AT Community of Practice

In this Community of Practice (CoP) we will discuss the use of Assistive Technology (AT) including Augmentative and Alternative Communication (AAC) in CT schools. The CoP model will provide members with the opportunity to network and collaborate. In order to accomplish our statewide goal for making AT accessible to all students, we will be meeting on a local level among each RESC for the first half of the year, and then convene with the large CoP group for 3 meetings from January to June. No cost to attend, but limited to districts within the CREC region.

Science Council

Science educators, coaches and administrators are invited to attend council meetings to share best practices, engage in new thinking about science education, and continue to proactively respond to the demands of the Next Generation Science Standards. No cost to attend!

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 Paraeducators serve 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.

Assistive Technology Consortium - Workshop 1: Accessibility for All With What you Already Have

Come to this fast-paced virtual session to discover what the accessibility features that are now included in every device or operating system for free! Accessibility within the Chrome OS and Chromebook devices, Apple iOS and Android devices and some PC accessibility features will be discussed. Learn how to support ALL student learning, especially struggling learners, from grades 3 and up with the amazing features now included in most devices.

Coaches Council

Instructional Coaches in the CREC region are invited to attend bi-monthly council meetings to share best practices and engage in new thinking about coaching. Topics will be determined based on participant interests. No cost to attend this workshop.

Implementation: Charting the LifeCourse/Person Centered Planning

This workshop is a follow up the the Introduction: Charting the LifeCourse series. Participants will become more well versed in the implementation of Charting the LifeCourse using real examples. Participants must have participated in the introduction course to enroll.

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.

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 Paraeducators serve 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.

Association Montessori Internationale (AMI) Blended Format Montessori Orientation - Ages 3-6

Montessori Training Center Northeast (MTCNE) is offering the Association Montessori Internationale (AMI) Blended Format Montessori Orientation 3-6 for persons that work in Montessori schools as Assistant Teachers and Paraprofessionals, parents of children involved in Montessori education, Montessori school administrators and/or educators who want to learn more about Montessori education for this particular age group. This Orientation provides a great overview from a Montessori perspective of the developmental growth of children ages 3-6. The Blended Format Orientation Course will include synchronistic online meetings including: theory, readings, and discussions, as well as live onsite meetings for practical applications at the training center within a prepared Montessori classroom environment. Total course content hours consist of 60 hours of classroom activities, divided into synchronous (online and onsite) and asynchronous format plus 9 hours of observation in a Montessori environment. Students who successfully complete this course are awarded an AMI Montessori Orientation 3-6 Certificate.

Association Montessori Internationale (AMI) Blended Format Montessori Orientation - Ages 6-12

Montessori Training Center Northeast (MTCNE) is offering the Association Montessori Internationale (AMI) Blended Format Montessori Orientation 6-12 for persons that work in Montessori schools as Assistant Teachers and Paraprofessionals, parents of children involved in Montessori education, Montessori school administrators and/or educators who want to learn more about Montessori education for this particular age group. This Orientation provides a great overview from a Montessori perspective of the developmental growth of children ages 6-12. The Blended Format Orientation Course will include synchronistic online meetings including: theory, readings, and discussions, as well as live onsite meetings for practical applications at the training center within a prepared Montessori classroom environment. Total course content hours consist of 60 hours of classroom activities, divided into synchronous (online and onsite) and asynchronous format plus 9 hours of observation in a Montessori environment. Students who successfully complete this course are awarded an AMI Montessori Orientation 6-12 Certificate.

Early Childhood Directors Council

Early Childhood Directors of community programs in CREC districts meet bi-monthly throughout the year. The mission of the Early Childhood Directors Council is to improve leadership and practice through opportunities to network with colleagues, share solutions around problems of practice, and build professional capacity. The Council meets from 9:30-10:30 and is followed by an optional book study from 10:30-11:00. Topics and book selections are developed by the group. No cost to attend.

Igniting Change - CT RESC Alliance

Join the RESC Alliance on Wednesday, October 19th from 8:30-4:00 for the fall Igniting Change conference. Two nationally renowned keynote speakers, Principal Baruti Kafele and Dr. Rich Milner, will inspire participants to ignite change in their schools and districts. Breakout sessions will be offered aligned to four equity-centered pathways: Grading Reform, Culturally Responsive Pedagogy, Inclusive School Culture, and Equity-Centered Leadership. There will be additional time for networking. Breakfast and lunch will be served.

Language Arts Council

CREC’s Language Arts Council provides Language Arts teachers opportunities to share best practices and engage in new thinking about literacy instruction. Kindergarten to grade 12 Language Arts educators including teachers, literacy coaches, literacy coordinators, directors and department heads are encouraged to attend the quarterly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership. No cost to attend this event.

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 Paraeducators serve 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.

Aligning Social and Emotional Learning to Multi-Tiered Systems of Support

Social and emotional learning provides the structure and process for students to develop skills in understanding and managing emotions, setting goals, showing empathy, maintaining positive relationships and making responsible decisions. Participants will learn strategies and interventions to promote social and emotional learning based on standards. It will focus on Tier 1, 2 and 3 interventions.

IM 6-12: Coaching Problem-Based Teaching and Learning

This full day workshop is designed to provide coaches with a deeper understanding of the structures and beliefs along with the core components and practicesembedded in the IM 6–12 Math curriculum. This session is ideal for coaches and math leaders who have experience working directly with teachers implementing IM 6–12 Math.

Coaching Reboot: Setting the Stage for All Year

This professional learning series is for veteran Instructional Coaches who have been in their role for 4 or more years. Participants will have the opportunity to explore different coaching models, identify successful models of coaching cycles, and fine tune strategies for working with adult learners.

Green STEP: BPI Building Science Principles

OPEN TO CT STUDENTS – GRADES 9-12 & RECENT HIGH SCHOOL GRADUATES - Earning the Building Science Principles (BSP) Certificate of Knowledge is your first step into the world of energy efficient home performance. You will learn some of the widely-used industry terminology related to building science. Building science demonstrates how various components of a home interact to affect the home’s overall performance. Understanding the relationships between the building envelope, heating, A/C, insulation, mechanical ventilation, lighting, appliances and other systems of the home will enable you to assist yourself and others. Learn how these systems affect the comfort, health and safety of occupants and durability of the home. Discover why improving the energy efficiency of the home should be the first step toward solar, geothermal, or other renewable energy improvements.• Requirements: Completion of virtual coursework and lectures. Students must receive a passing score of 70% on their examination to be certified. Zoom link will be sent two days prior to the first class. https://www.bpi.org/certificate.

IM 3–5 Math Fall Module: Planning with a Focus on Pedagogy

How can focusing on pedagogical decisions in our planning support the focus and pacing of the lessons? In this session, teachers will plan for an upcoming section in their grade level unit. They will understand the overarching learning goals of the section to create a plan for pacing of the lessons. Teachers will also learn a replicable process for planning and adjusting components of a lesson to support students’ understanding of the mathematical ideas.

IM K–2 Math Fall Module: Planning with a Focus on Pedagogy

How can focusing on pedagogical decisions in our planning support the focus and pacing of the lessons? In this session, teachers will plan for an upcoming section in their grade level unit. They will understand the overarching learning goals of the section to create a plan for pacing of the lessons. Teachers will also learn a replicable process for planning and adjusting components of a lesson to support students’ understanding of the mathematical ideas.

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 Paraeducators serve 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.

Empathy: The “Secret Sauce” of Social Emotional Learning

In order to teach students how to “walk in someone else’s shoes”, we first need to know what it’s like to “walk in one’s own shoes”. Empathy, the foundation of all social emotional learning, can improve classroom/school culture, increase classroom engagement, reduce bullying, and improve academic success.

A Roadmap for the AAC Journey

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.

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 Paraeducators serve 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.

The Importance of Play (Yes….even in school!)

Fred Rogers (better known as TV’s Mr. Rogers) said, “Play is often talked about as if it were a relief from serious learning, but for children, play is serious learning.” In addition to improving language, social, physical, math, science, and thinking skills, play can lead to social emotional and intellectual growth for students of all ages.

AT Community of Practice

In this Community of Practice (CoP) we will discuss the use of Assistive Technology (AT) including Augmentative and Alternative Communication (AAC) in CT schools. The CoP model will provide members with the opportunity to network and collaborate. In order to accomplish our statewide goal for making AT accessible to all students, we will be meeting on a local level among each RESC for the first half of the year, and then convene with the large CoP group for 3 meetings from January to June. No cost to attend, but limited to districts within the CREC region.

eesmarts™ Election Day Professional Development - Climate Change for Middle School

Energize Connecticut ℠ Sponsors Eversource and United Illuminating, Connecticut Natural Gas, and Southern Connecticut Gas, subsidiaries of Avangrid, are hosting an eesmarts™virtual professional development workshops on Election Day, Tuesday, November 8, 2022. This workshops is open to any Connecticut formal or informal educator. All workshops, which are offered at no cost, provide inquiry-based lessons which align with Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) for Math and English Language Arts.

Introduction to Becoming Anti-Racist Educator: Creating Change in Your Self, Profession, Community, and Beyond

In this four session series, participants will engage in their growth and development around identity, deficit thinking, culturally relevant and sustaining pedagogy, and anti-racism. This development will enable participants to make change at the individual, professional, and community levels from all positions in an educational organization. Recommended Prerequisites: a growth mindset, desire to learn from / about others, and self-reflective attitude. All Sessions are virtual, with asynchronous content available in-between sessions.

Regional Transition Network: Transition and the New IEP

In this session, Missy Wrigley will provide all of the important NEW information you will need in order to understand transition and the new IEP. She will provide an update of the changes as well as how to write a quality IEP. This will include an update on transition assessment and progress monitoring. This session is great for anyone that is writing an IEP for Middle School, High School or post-secondary/transition.

Continuing to Become an Anti-Racist Educator: Transforming Policies and Practices for Justice

In this four session series, participants will continue their efforts beyond the foundations of equity, diversity and inclusion and move deeper into different types of racism, white supremacy, education policy, and education reform vs. transformative education. 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. This continued development will enable participants to make change at the individual, professional, and community levels for educators from all positions in an organization. Recommended prerequisites: General understanding of some/all of the topics included in the “Becoming an Anti-Racist Educator: Creating Change in Your Self, Classroom, Community, and Beyond”. Such as social identity, privilege, equity vs equality, deficit thinking, culturally relevant pedagogy, and culturally responsive teaching. All Sessions are virtual, with asynchronous content available in-between sessions.

Structured Literacy Series: Systematic Teaching of Basic Literacy Skills

Learn systematic, structured methods for teaching decoding, encoding, oral, and written expression to students with learning disorders and specific language disabilities. Participants will: Define and model strategies to teach students who have specific reading disabilities; Identify skills needed to develop basic proficiency in reading and spelling; and Learn the developmental progression of oral language skills that prepare students for reading proficiency. This workshop will begin with one, “live”, synchronous day of instruction. The rest of the coursework will be completed asynchronously by June 1. Asynchronous instruction will cover the following: federal and state definitions; the detection and recognition of, and evidence-based structured literacy interventions for students with, or at risk for, SLD/Dyslexia or other reading-related learning disabilities; structured literacy lesson design and implementation; virtual structured literacy instruction; and assistive technology. Provided books include Speech to Print: Language Essentials for Teachers by Louisa Moats Ph.D. and Multisensory Teaching of Basic Language Skills by Judith Birsh Ed.D. and Suzanne Carreker. Participants are responsible for picking up books needed for the course from CREC, 111 Charter Oak Ave., Hartford, CT 06106. Books available for pick-up at CREC Central - Front Desk. No cost to attend.

Early Childhood Education Council

Early Childhood Educators in CREC districts meet bi-monthly 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.

Green STEP: Healthy Housing Principles

OPEN TO CT STUDENTS – GRADES 9-12 & RECENT HIGH SCHOOL GRADUATES - Pre-Requisite: Students must have completed all coursework and received a passing score of 70% on their BPI Building Science Principles exam to enroll in this course. Have you ever entered a home and known right away that something wasn't right? There was a stale quality to the air, or a musty odor. In some cases, the air quality may have been so poor that it made your eyes sting, or you could feel it in your throat. We instinctively know to leave these environments as quickly as possible, but what about that home's occupants? •Earning the Healthy Housing Principles (HHP) Certificate of Knowledge proves your knowledge of how the different components of a home interact to affect occupant health. Homeowners and renters are a part of the house as a system and a recipient of the downstream effects of how they follow these eight principles: Keep it clean, Keep it Dry, Keep it Pest- Free, Keep it Contaminate Free, Keep it Safe, Keep it Ventilated., Keep it Comfortable and Keep it Maintained. Requirements: +Pre-Requisite: Students must complete all coursework and have received a passing score of 70% on their BPI Building Science Principles exam to enroll in this course. +Completion of virtual coursework and lectures. Students must receive a passing score of 70% on their examination to be certified. Zoom link will be sent two days prior to the first class. https://www.bpi.org/healthy-housing-principles. NOTE: NEW CLASS DATES! STAY TUNED.

Knowledge and Skills for Teachers Supervising the Work of Paraeducators

This session is designed for classroom teacher and paraeducator teams to assist in building their knowledge on working effectively as a educational team supporting students with or without IEPs.

AARC and AARC TVI Open House Informational Session

The AARC program is a comprehensive program geared toward general education teachers who would like a special education cross endorsement (165) added to their certification. The AARC Teachers of the Blind and Visually Impaired (TVI) program is a comprehensive program geared towards special educators who hold a current 065 or 165 certifications. Qualifications: • Current special education teaching certificate ( TVI certification program) • Must be a certified teacher in an approved area for AARC program (e.g. elementary education, mathematics) • Have three years teaching experience (substitute experience will be considered)•Have a desire to work with students with disabilities.

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.

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 Paraeducators serve 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.

Structured Literacy Series: Systematic Teaching of Basic Literacy Skills

Learn systematic, structured methods for teaching decoding, encoding, oral, and written expression to students with learning disorders and specific language disabilities. Participants will: Define and model strategies to teach students who have specific reading disabilities; Identify skills needed to develop basic proficiency in reading and spelling; and Learn the developmental progression of oral language skills that prepare students for reading proficiency. This workshop will begin with one, “live”, synchronous day of instruction. The rest of the coursework will be completed asynchronously by June 1. Asynchronous instruction will cover the following: federal and state definitions; the detection and recognition of, and evidence-based structured literacy interventions for students with, or at risk for, SLD/Dyslexia or other reading-related learning disabilities; structured literacy lesson design and implementation; virtual structured literacy instruction; and assistive technology. Provided books include Speech to Print: Language Essentials for Teachers by Louisa Moats Ph.D. and Multisensory Teaching of Basic Language Skills by Judith Birsh Ed.D. and Suzanne Carreker. Participants are responsible for picking up books needed for the course from CREC, 111 Charter Oak Ave., Hartford, CT 06106. Books available for pick-up at CREC Central - Front Desk. No cost to attend.

Wilson Reading Training

This workshop provides an overview of the Wilson Reading System.

RESC Alliance - Equity-Focused Leadership Pathway

In this five part pathway series, participants in this pathway will: 1) Expand capacity for equity-focused leadership at the school and/or district level, including skills in facilitating conversations about equity topics; 2) Develop skill in using data and student/staff/family experiences in diagnosing and assessing equity within the culture, policies, and practices of a school or district; 3) Gain expertise needed to be equity-centered instructional leaders so that every student thrives and excels; and 4) Build the capacity to lead development of a purposeful, intentional equity plan in partnership within the context of their local community. Sessions include: Session 1: Defining Equity-Centered Leadership; Session 2: Facilitating Equity-Centered Conversations: Centering Lived Experiences; Session 3: Good Data; Session 4: The Table: Who’s at It Who’s Heard?; and Session 5: Developing a Community Action Plan.

RESC Alliance - Culturally Responsive Pedagogy Pathway

In this five part pathway series, participants in this pathway will: 1) Bolster capacity in cultural competency, inclusivity, and instructional equity; 2) Develop and expand capacity to support integrating dimensions of multicultural education and culturally relevant teaching and learning practices; 3) Build the capacity to lead the development of curriculum and instructional plans that ensure broad, diverse perspectives and viewpoints in educational programs and departments; 4) Explore designing instructional “Look For’s” when evaluating teachers and ensuring cultural competency when selecting text/materials. Session content: 1) Foundations of Equity in Education; 2) Culturally Responsive Curriculum & Assessment Practices; 3) Culturally Responsive Instructional Practices; 4) Coaching and Supervising Culturally Responsive Practices; and 5) Action Planning.

RESC Alliance - Inclusive School Culture Pathwway

In this five part pathway series, participants will: 1) Bolster capacity in cultural competency, inclusivity, and welcoming school environments for all students and adults; 2) Build an inclusive school/district climate in which all students feel supported intellectually and academically, and feel valued in the educational environment regardless of identity; and 3) Gain tools to engage the school community in productive conversations about race, power, and privilege. Sessions content: Session 1- Foundations of Equity in Education; Session 2 - Developing an Equity Lens; Session 3 - Examining Policy, Practice, and Physical Environment through an Equity Lens; Session 4 - Coaching Children and Adults for an Inclusive School Culture; and Session 5 - Action Planning.

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 Paraeducators serve 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.

Structured Literacy Series: Systematic Teaching of Basic Literacy Skills

Learn systematic, structured methods for teaching decoding, encoding, oral, and written expression to students with learning disorders and specific language disabilities. Participants will: Define and model strategies to teach students who have specific reading disabilities; Identify skills needed to develop basic proficiency in reading and spelling; and Learn the developmental progression of oral language skills that prepare students for reading proficiency. This workshop will begin with one, “live”, synchronous day of instruction. The rest of the coursework will be completed asynchronously by June 1. Asynchronous instruction will cover the following: federal and state definitions; the detection and recognition of, and evidence-based structured literacy interventions for students with, or at risk for, SLD/Dyslexia or other reading-related learning disabilities; structured literacy lesson design and implementation; virtual structured literacy instruction; and assistive technology. Provided books include Speech to Print: Language Essentials for Teachers by Louisa Moats Ph.D. and Multisensory Teaching of Basic Language Skills by Judith Birsh Ed.D. and Suzanne Carreker. Participants are responsible for picking up books needed for the course from CREC, 111 Charter Oak Ave., Hartford, CT 06106. Books available for pick-up at CREC Central - Front Desk. No cost to attend.

Coaches Council

Instructional Coaches in the CREC region are invited to attend bi-monthly council meetings to share best practices and engage in new thinking about coaching. Topics will be determined based on participant interests. No cost to attend this workshop.

AT Community of Practice

In this Community of Practice (CoP) we will discuss the use of Assistive Technology (AT) including Augmentative and Alternative Communication (AAC) in CT schools. The CoP model will provide members with the opportunity to network and collaborate. In order to accomplish our statewide goal for making AT accessible to all students, we will be meeting on a local level among each RESC for the first half of the year, and then convene with the large CoP group for 3 meetings from January to June. No cost to attend, but limited to districts within the CREC region.

Bridge to Kindergarten Series: Authentic Writing

This workshop will explore the various ways early childhood teachers can incorporate authentic writing throughout the preschool classroom. Specific attention will be given to helping children express their thoughts and ideas through writing. Intended audience: Pre-K and Kindergarten teachers.

RESC Alliance - Grading Reform Pathway

In this five part pathway series, participants in this pathway will: 1) Build capacity to lead transformation in grading practices, including developing a common purpose for grades; 2) Investigate strategies for separating academic achievement from non-academic factors in grade.;3) Examining methods for assessing and reporting student learning; and 4) Develop strategies to engage teachers, families, and community members in conversation about equity-focused grading, feedback, and assessment practices. Session content: Session 1: Grading: Past, Present, & Visioning the Future; Session 2: Making Grading Transparent; Session 3: Pathways to Grading Reform; Session 4: Aligning Policies and Practices; and Session 5: Developing a Systematic Plan for Implementation.

Social Studies Council

Social Studies teachers and district coordinators are invited to attend council meetings to share best practices, engage in new thinking about Social Studies instruction, and proactively respond to the instructional shifts demanded by the Connecticut Elementary and Secondary Social Studies Frameworks, Connecticut Core Standards, the SAT and Smarter Balanced Assessments. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership. No cost to attend.

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.

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 Paraeducators serve 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.

English Language Learners Council (Title III)

English Learner district coordinators and educators in the CREC region are invited to attend meetings to share best practices and emerging research on improving outcomes for EL students. Members will engage in new thinking about instructional practices and collaborate to proactively respond to EL needs in their district. No cost to attend.

Structured Literacy Series: Systematic Teaching of Basic Literacy Skills

Learn systematic, structured methods for teaching decoding, encoding, oral, and written expression to students with learning disorders and specific language disabilities. Participants will: Define and model strategies to teach students who have specific reading disabilities; Identify skills needed to develop basic proficiency in reading and spelling; and Learn the developmental progression of oral language skills that prepare students for reading proficiency. This workshop will begin with one, “live”, synchronous day of instruction. The rest of the coursework will be completed asynchronously by June 1. Asynchronous instruction will cover the following: federal and state definitions; the detection and recognition of, and evidence-based structured literacy interventions for students with, or at risk for, SLD/Dyslexia or other reading-related learning disabilities; structured literacy lesson design and implementation; virtual structured literacy instruction; and assistive technology. Provided books include Speech to Print: Language Essentials for Teachers by Louisa Moats Ph.D. and Multisensory Teaching of Basic Language Skills by Judith Birsh Ed.D. and Suzanne Carreker. Participants are responsible for picking up books needed for the course from CREC, 111 Charter Oak Ave., Hartford, CT 06106. Books available for pick-up at CREC Central - Front Desk. No cost to attend.

Early Childhood Directors Council

Early Childhood Directors of community programs in CREC districts meet bi-monthly throughout the year. The mission of the Early Childhood Directors Council is to improve leadership and practice through opportunities to network with colleagues, share solutions around problems of practice, and build professional capacity. The Council meets from 9:30-10:30 and is followed by an optional book study from 10:30-11:00. Topics and book selections are developed by the group. No cost to attend.

Science Council

Science educators, coaches and administrators are invited to attend council meetings to share best practices, engage in new thinking about science education, and continue to proactively respond to the demands of the Next Generation Science Standards. No cost to attend!

Language Arts Council

CREC’s Language Arts Council provides Language Arts teachers opportunities to share best practices and engage in new thinking about literacy instruction. Kindergarten to grade 12 Language Arts educators including teachers, literacy coaches, literacy coordinators, directors and department heads are encouraged to attend the quarterly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership. No cost to attend this event.

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 Paraeducators serve 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.

Assistive Technology Consortium - Workshop 2: Topic to be determined

Assistive Technology consortium workshops are scheduled four times a year and cover a variety of topics.

Small Group Instruction for Multilingual Learners (ELs)

This workshop is geared towards new ML/EL teachers and other educators who work with Multilingual Learners (ELs) in small groups but have limited knowledge about language acquisition, including interventionists, coaches and tutors. In this session, participants will explore strategies, linguistic supports and effective ways to structure small group instruction to support language development. Participants will gain an understanding of how to determine student language needs in order to create language goals and targets and monitor language growth.

Structured Literacy Series: Systematic Teaching of Basic Literacy Skills

Learn systematic, structured methods for teaching decoding, encoding, oral, and written expression to students with learning disorders and specific language disabilities. Participants will: Define and model strategies to teach students who have specific reading disabilities; Identify skills needed to develop basic proficiency in reading and spelling; and Learn the developmental progression of oral language skills that prepare students for reading proficiency. This workshop will begin with one, “live”, synchronous day of instruction. The rest of the coursework will be completed asynchronously by June 1. Asynchronous instruction will cover the following: federal and state definitions; the detection and recognition of, and evidence-based structured literacy interventions for students with, or at risk for, SLD/Dyslexia or other reading-related learning disabilities; structured literacy lesson design and implementation; virtual structured literacy instruction; and assistive technology. Provided books include Speech to Print: Language Essentials for Teachers by Louisa Moats Ph.D. and Multisensory Teaching of Basic Language Skills by Judith Birsh Ed.D. and Suzanne Carreker. Participants are responsible for picking up books needed for the course from CREC, 111 Charter Oak Ave., Hartford, CT 06106. Books available for pick-up at CREC Central - Front Desk. No cost to attend.

Supporting Newcomer and Beginner Multilingual Learners (ELs)

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.

A Roadmap for the AAC Journey (Canvas Course)

**ONGOING REGISTRATION - Closes 5/15/2023** 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 6/2/2023.

LRE/Inclusive Practices for Students with Significant Learning Disabilities

The session will provide educators (special education, general education, related services providers and administrators) with evidenced based practices and curriculum frameworks to support learners with significant disabilities access the curriculum to demonstrate success.

Bridge to Kindergarten Series: STEAM

This workshop will explore the various ways early childhood teachers can integrate play-based discovery and creative art experiences throughout the day. The focus will be on sharing engaging strategies for incorporating the program’s goals in developmentally appropriate ways. Intended audience: Pre-K and Kindergarten teachers.

Creating a Culture for Writing for Multilingual Learners (ELs)

Writing can be intimidating for any student; that anxiety is heightened in Multilingual Learners (ELs). Participants in this workshop will learn how to create a safe place for writing as well as many instructional strategies for engaging Multilingual Learners in the writing process.

Structured Literacy Series: Systematic Teaching of Basic Literacy Skills

Learn systematic, structured methods for teaching decoding, encoding, oral, and written expression to students with learning disorders and specific language disabilities. Participants will: Define and model strategies to teach students who have specific reading disabilities; Identify skills needed to develop basic proficiency in reading and spelling; and Learn the developmental progression of oral language skills that prepare students for reading proficiency. This workshop will begin with one, “live”, synchronous day of instruction. The rest of the coursework will be completed asynchronously by June 1. Asynchronous instruction will cover the following: federal and state definitions; the detection and recognition of, and evidence-based structured literacy interventions for students with, or at risk for, SLD/Dyslexia or other reading-related learning disabilities; structured literacy lesson design and implementation; virtual structured literacy instruction; and assistive technology. Provided books include Speech to Print: Language Essentials for Teachers by Louisa Moats Ph.D. and Multisensory Teaching of Basic Language Skills by Judith Birsh Ed.D. and Suzanne Carreker. Participants are responsible for picking up books needed for the course from CREC, 111 Charter Oak Ave., Hartford, CT 06106. Books available for pick-up at CREC Central - Front Desk. No cost to attend.

Early Childhood Education Council

Early Childhood educators (Pre-K) in CREC districts meet bi-monthly during the school year. The mission of the Early Childhood Educators Council is to improve teaching and learning through opportunities to network with colleagues, share solutions around problems of practice, and build professional capacity. The Council meets from 1:00-2:00 and is followed by an optional book study from 2:00-2:30. Topics and book selections are developed by the group. No cost to attend.

Transition 101 for Middle School Teams- 2 part series

High Quality Transition Planning is essential not only in high school, but in middle school as well. This 2 part series is designed for middle school special education teachers, case managers and special education teams. Pursuant to state statute, effective July 1, 2021, transition services are required for each child requiring special education beginning no later than the first individualized education program (IEP) to be in effect when such child turns 14 years of age, or younger if determined appropriate by the planning and placement team (PPT), and updated annually thereafter. Now, more than ever, it is best practice to begin transition planning as early as possible. This workshop will provide middle school teachers and teams will with a detailed scope and sequence of how to transition plan from the exit of elementary school up to the transition to high school.

English Language Learners Council (Title III)

English Learner district coordinators and educators in the CREC region are invited to attend meetings to share best practices and emerging research on improving outcomes for EL students. Members will engage in new thinking about instructional practices and collaborate to proactively respond to EL needs in their district. No cost to attend.

Introduction: Charting the LifeCourse/Person Centered Planning

Participants in this workshop will become familiar with the Charting the LifeCourse materials and learn how to utilize them for futures planning. You must attend both am and pm sessions. No cost to attend.

Supporting Multilingual Learners (ELs) in the General Education Classroom

This workshop will build the capacity of general education teachers to understand and support the multilingual learners (ELs) in thier classrooms. Teachers who attend this workshop may be looking for ways to support ML/EL students in all content areas of the regular education classroom. The session will give educators various ways to build their “bag of tricks” while learning about how multilingual learners learn and develop language.

IM 3–5 Math Winter Module: Planning with a Focus on Student Thinking

How can planning based on what students know support us in instructional decision-making? In this session, teachers will explore a variety of strategies for attending to student thinking in order to support lesson planning. They will use student work to help inform decisions both before the lesson while they are planning and during the lesson while they are instructing. Teachers will reflect on how to support student thinking from all students in the classroom, and not just a select few.

IM K–2 Math Winter Module: Planning with a Focus on Student Thinking

How can planning based on what students know support us in instructional decision-making? In this session, teachers will explore a variety of strategies for attending to student thinking in order to support lesson planning. They will use student work to help inform decisions both before the lesson while they are planning and during the lesson while they are instructing. Teachers will reflect on how to support student thinking from all students in the classroom, and not just a select few.

Regional Transition Network: Postsecondary Education

In this session, you will be provided with information on options for all students that will be attending any type of post-secondary education or training. This session is meant for high school special education teachers and transition coordinators or anyone that is interested in learning about how to find the right fit for their students after high 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.

Autism Toolbox

Participants and/or teams in this workshop will learn strategies to support students on the autism spectrum in all environments of the school. Teachers, paraprofessionals and related service providers will leave with a toolbox of strategies to support inclusivity in the general education classroom and special education settings that they can bring back to their classrooms the very next day.

Coaches Council

Instructional Coaches in the CREC region are invited to attend bi-monthly council meetings to share best practices and engage in new thinking about coaching. Topics will be determined based on participant interests. No cost to attend this workshop.

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.

Science Council

Science educators, coaches and administrators are invited to attend council meetings to share best practices, engage in new thinking about science education, and continue to proactively respond to the demands of the Next Generation Science Standards. No cost to attend!

AARC and AARC TVI Open House Informational Session

The AARC program is a comprehensive program geared toward general education teachers who would like a special education cross endorsement (165) added to their certification. The AARC Teachers of the Blind and Visually Impaired (TVI) program is a comprehensive program geared towards special educators who hold a current 065 or 165 certifications. Qualifications: • Current special education teaching certificate ( TVI certification program) • Must be a certified teacher in an approved area for AARC program (e.g. elementary education, mathematics) • Have three years teaching experience (substitute experience will be considered)•Have a desire to work with students with disabilities.

Language Arts Council

CREC’s Language Arts Council provides Language Arts teachers opportunities to share best practices and engage in new thinking about literacy instruction. Kindergarten to grade 12 Language Arts educators including teachers, literacy coaches, literacy coordinators, directors and department heads are encouraged to attend the quarterly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership. No cost to attend this event.

Social Studies Council

Social Studies teachers and district coordinators are invited to attend council meetings to share best practices, engage in new thinking about Social Studies instruction, and proactively respond to the instructional shifts demanded by the Connecticut Elementary and Secondary Social Studies Frameworks, Connecticut Core Standards, the SAT and Smarter Balanced Assessments. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership. No cost to attend.

Early Childhood Directors Council

Early Childhood Directors of community programs in CREC districts meet bi-monthly throughout the year. The mission of the Early Childhood Directors Council is to improve leadership and practice through opportunities to network with colleagues, share solutions around problems of practice, and build professional capacity. The Council meets from 9:30-10:30 and is followed by an optional book study from 10:30-11:00. Topics and book selections are developed by the group. No cost to attend.

Assistive Technology Consortium - Workshop 3: Topic to be determined

Assistive Technology consortium workshops are scheduled four times a year and cover a variety of topics.

Social & Emotional Learning / Mindfulness Council

This council will focus on current trends, research, and interventions related to Social and Emotional Learning. Participants will be able to network with staff from other districts, access resources, and learn the most current developments in the field. We will also engage in Mindfulness and yoga practices and will share expertise, valuable resources, and activities that can be used in any setting. No cost to attend.

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.

English Language Learners Council (Title III)

English Learner district coordinators and educators in the CREC region are invited to attend meetings to share best practices and emerging research on improving outcomes for EL students. Members will engage in new thinking about instructional practices and collaborate to proactively respond to EL needs in their district. No cost to attend.

Defining, Understanding, and Supporting Neurodiversity in the Public Schools

In today’s diverse classroom, the need to both understand and create opportunities for success for neurodiverse learners is greater than ever. Students arrive in schools with varying levels of experience, self awareness, abilities, and preferences, which are not always best supported by the neurotypical way of doing things. In this virtual workshop, participants will explore the history and present day principles of neurodiversity through a diversity, equity, and inclusion (DEI) lens. Participants will identify and explore ways of delivering and differentiating instruction in mindful, culturally relevant ways that ensure each learner is given equitable opportunities to grow and advocate for their needs. Through analysis of case studies, resources, and discussion, participants will have opportunities to reflect on their own practices and discuss future implications.

Early Childhood Education Council

Early Childhood Educators in CREC districts meet bi-monthly 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.

A Roadmap for the AAC Journey

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.

IM 3–5 Math Spring Module: Planning with a Focus on Mathematical Progressions

How does understanding the progression of mathematical ideas in a unit support us in planning and teaching lessons across the unit? In this session, teachers will learn a process to help them understand the mathematical progression of ideas in an upcoming unit through the use of unit narratives and assessments. They will use these understandings to support them in planning with the mathematical goal in mind.

IM K–2 Math Spring Module: Planning with a Focus on Mathematical Progressions

How does understanding the progression of mathematical ideas in a unit support us in planning and teaching lessons across the unit? In this session, teachers will learn a process to help them understand the mathematical progression of ideas in an upcoming unit through the use of unit narratives and assessments. They will use these understandings to support them in planning with the mathematical goal in mind.

Science Council

Science educators, coaches and administrators are invited to attend council meetings to share best practices, engage in new thinking about science education, and continue to proactively respond to the demands of the Next Generation Science Standards. No cost to attend!

Regional Transition Network: Transition Talks

This session is intended to be a networking opportunity for teachers and transition coordinators to ask questions, network and learn from one another about topics related to transition. Come to this "Transition Talk" with questions, your best practices to share, or just come and learn something new to take back to your classroom or program.

Coaches Council

Instructional Coaches in the CREC region are invited to attend bi-monthly council meetings to share best practices and engage in new thinking about coaching. Topics will be determined based on participant interests. No cost to attend this workshop.

Early Childhood Directors Council

Early Childhood Directors of community programs in CREC districts meet bi-monthly throughout the year. The mission of the Early Childhood Directors Council is to improve leadership and practice through opportunities to network with colleagues, share solutions around problems of practice, and build professional capacity. The Council meets from 9:30-10:30 and is followed by an optional book study from 10:30-11:00. Topics and book selections are developed by the group. No cost to attend.

Assistive Technology Consortium - Workshop 4: Topic to be determined

Assistive Technology consortium workshops are scheduled four times a year and cover a variety of topics.

Implementation: Charting the LifeCourse/Person Centered Planning

This workshop is a follow up the the Introduction: Charting the LifeCourse series. Participants will become more well versed in the implementation of Charting the LifeCourse using real examples. Participants must have participated in the introduction course to enroll.

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.

Language Arts Council

CREC’s Language Arts Council provides Language Arts teachers opportunities to share best practices and engage in new thinking about literacy instruction. Kindergarten to grade 12 Language Arts educators including teachers, literacy coaches, literacy coordinators, directors and department heads are encouraged to attend the quarterly meetings. Input from participants regarding topic selections will be encouraged in order to best meet the needs of the council membership. No cost to attend this event.

Social Studies Council

Social Studies teachers and district coordinators are invited to attend council meetings to share best practices, engage in new thinking about Social Studies instruction, and proactively respond to the instructional shifts demanded by the Connecticut Elementary and Secondary Social Studies Frameworks, Connecticut Core Standards, the SAT and Smarter Balanced Assessments. In addition, input from participants regarding additional topic selections will be encouraged in order to best meet the needs of the council membership. No cost to attend.

English Language Learners Council (Title III)

English Learner district coordinators and educators in the CREC region are invited to attend meetings to share best practices and emerging research on improving outcomes for EL students. Members will engage in new thinking about instructional practices and collaborate to proactively respond to EL needs in their district. No cost to attend.

Social & Emotional Learning / Mindfulness Council

This council will focus on current trends, research, and interventions related to Social and Emotional Learning. Participants will be able to network with staff from other districts, access resources, and learn the most current developments in the field. We will also engage in Mindfulness and yoga practices and will share expertise, valuable resources, and activities that can be used in any setting. No cost to attend.

Early Childhood Education Council

Early Childhood educators (Pre-K) in CREC districts meet bi-monthly during the school year. The mission of the Early Childhood Educators Council is to improve teaching and learning through opportunities to network with colleagues, share solutions around problems of practice, and build professional capacity. The Council meets from 1:00-2:00 and is followed by an optional book study from 2:00-2:30. Topics and book selections are developed by the group. No cost to attend.

Coaches Council

Instructional Coaches in the CREC region are invited to attend bi-monthly council meetings to share best practices and engage in new thinking about coaching. Topics will be determined based on participant interests. No cost to attend this workshop.

Science Council

Science educators, coaches and administrators are invited to attend council meetings to share best practices, engage in new thinking about science education, and continue to proactively respond to the demands of the Next Generation Science Standards. No cost to attend!

Early Childhood Directors Council

Early Childhood Directors of community programs in CREC districts meet bi-monthly throughout the year. The mission of the Early Childhood Directors Council is to improve leadership and practice through opportunities to network with colleagues, share solutions around problems of practice, and build professional capacity. The Council meets from 9:30-10:30 and is followed by an optional book study from 10:30-11:00. Topics and book selections are developed by the group. No cost to attend.