Events and Workshops

Cortical Vision Impairment - Overview Course

ONGOING REGISTRATION - Closes 12/31/2023 - If you have recently started working with a student with Cortical / Cerebral Visual Impairment (CVI), this course is perfect for you! The course is designed to provide foundational information surrounding the condition of cortical/cerebral visual impairment, its causes, associated medical conditions, and the educational impacts of this brain-based visual impairment. The content within this course pulls from multiple practitioners and researchers currently active in the field of CVI to allow for an inclusive and growing understanding of current promising practices and research-based methodology. After your enrollment is confirmed, you will be sent access to the course. Must be completed by 5/15/2024.

A Roadmap for the AAC Journey (Canvas Course)

**ONGOING REGISTRATION - Closes 12/31/2023** 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 6/1/24.

Small Group Instruction for Multilingual Learners (ELs) (Canvas Course)

**ONGOING REGISTRATION - Closes 12/31/2023** In order to support multilingual learner’s English development, we need to effectively plan and structure small group instruction to best meet their needs and foster language development. To do this, we need to know what our students are able to do and what their next steps in development are. In this course, participants will conduct an in-depth analysis of their students’ language capabilities and development and use this information to plan and structure effective, focused instruction. This course covers all topics needed to understand MLs/ELs language development, making it appropriate for new ML/EL educators or those with little knowledge about working with these students. It is also highly beneficial for more experienced ML/EL educators in that it provides a process and structure to delve deep into students’ language profiles and design effective, focused small group instruction. Coursework must be completed by 6/1/2024.

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.

ETS® ParaPro Assessment Testing

ENROLLMENT ONLY VIA CREDIT/DEBIT CARD not accepting any other form of payment.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.

OpenSciEd 101: For School and District Leaders

Like many states, Connecticut has adopted OpenSciEd for the middle level model science curriculum. The approach to teaching and learning through OpenSciEd presents a challenge for school and district leaders ~~ that is, what does it look like? Many leaders in districts responsible for supporting teachers do not have a science background or are simply not familiar with the shifts in science education from The Science Framework, NGSS, and ~~ more immediately ~~ the OpenSciEd Instructional Model.

Social & Emotional Learning 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.

Assistive Technology Consortium - Session 2 - Cutting Edge AAC Best Practices

Join us for engaging conversation as we discuss assistive technology in education. Learn about new devices and software to improve the experience of learning for students and techniques to facilitate success and independence for students while they work toward their academic, social, and communication goals. The consortium meets four times a year and free to consortium members.

RESC Alliance and CSDE Assistive Technology Community of Practice (CoP) - Session 4

Join colleagues throughout the state of CT and build collective knowledge about Assistive Technology to support all learners in the schools. This CoP is for anyone working in the schools who is interested in AT or who works with students who require AT.

ETS® ParaPro Assessment Testing

ENROLLMENT ONLY VIA CREDIT/DEBIT CARD not accepting any other form of payment.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 CRG at Soundbridge, 123 Progress Dr., Wethersfield, CT 06109. You will be notified when books are available for pick-up. 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 5/15/2024** 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 6/28/2024

Small Group Instruction for Multilingual Learners (ELs) (Canvas Course)

**ONGOING REGISTRATION - Closes 4/15/2024** In order to support multilingual learner’s English development, we need to effectively plan and structure small group instruction to best meet their needs and foster language development. To do this, we need to know what our students are able to do and what their next steps in development are. In this course, participants will conduct an in-depth analysis of their students’ language capabilities and development and use this information to plan and structure effective, focused instruction. This course covers all topics needed to understand MLs/ELs language development, making it appropriate for new ML/EL educators or those with little knowledge about working with these students. It is also highly beneficial for more experienced ML/EL educators in that it provides a process and structure to delve deep into students’ language profiles and design effective, focused small group instruction. Coursework must be completed by 6/1/2024.

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 CRG at Soundbridge, 123 Progress Dr., Wethersfield, CT 06109. You will be notified when books are available for pick-up. No cost to attend.

Foundations of Trauma-Informed Care

This foundational module is intended to build awareness and support staff at any level in reorganizing trauma and responding to individuals who have been exposed to adverse experiences and/or trauma. It is expected that participants will develop competency around defining and discussing trauma and common trauma symptoms, as well as the implications that trauma and toxic stress can have on behaviors presented at home, in school, or the community. The module incorporates information to increase awareness of the potential repercussions of trauma and toxic stress on brain development and resultant implications for learning, academic achievement or engagement, and social success. Participants will develop a deeper understanding of a trauma-informed care framework (e.g., the four Rs and six principles of trauma-informed organizations), and how these can benefit anyone, regardless of trauma exposure, and how basic trauma-informed care activities intersect with existing school initiatives (e.g., school climate, PBIS, SEL, DEI, restorative practices, etc.). This module is designed to offer all school-based personnel a basic understanding of trauma and trauma-informed care practices at all tiers, from universal practices to individualized supports.

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.

The Anti-Racism Handbook Book Club

This book group welcomes all people who are interested in understanding foundational concepts while cultivating an antiracist mindset that can be used to make sustainable changes within their communities. Through the sessions, participants will use this workbook-style text to explore complex topics of racial injustice and empower individuals with strategies and skills for confronting racism in personal, professional, and community spaces. Recommended Prerequisite: Open minded attitude. Required: The Anti-Racism Handbook:Practical Tools to Shift Your Mindset and Uproot Racism in Your Life and Community (The Social Justice Handbook Series) - by Edith G. Arrington and Thema Bryant-Davis (purchase on own).

IM 6-12 Focus on Vertical Alignment: Expressions and Equations

How might teachers leverage the coherence of IM 6–12 Math in order to enhance access to grade-level mathematics for students? The purpose of this session is to uncover and explore the development of topics, mathematical diagrams, and representations for expressions and equations in the curriculum.

RESC Alliance and CSDE Assistive Technology Community of Practice (CoP) - Session 5

Join colleagues throughout the state of CT and build collective knowledge about Assistive Technology to support all learners in the schools. This CoP is for anyone working in the schools who is interested in AT or who works with students who require AT.

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.

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 6-12 Coaching Problem-Based Teaching and Learning: Enhancing Access and Challenge for All Students

This 8-part series was designed to provide coaches with a deeper understanding of the structures and beliefs along with the core components and practices embedded in the IM 6–12 Math curriculum, supplemental materials, and professional learningfor teachers. Part 1: Examining Structures and Beliefs; Part 2: Observing in a Problem-Based Classroom; Part 3: Valuing Student Thinking; Part 4: Enhancing Access and Challenge for All Students; Part 5: Coaching with Universal Design for Learning; Part 6: facilitating Instructional Decision-Making with IM Resources; Part 7: Leveraging Vertical Alignment for Planning; Part 8: Putting It All Together. NOTE: Participants register for individual sessions.

An A-Z Introduction to Secondary Transition

This synchronous and asynchronous, hybrid course is designed for special education teams that are new to transition planning or would enjoy a refresher of what is required in Secondary Transition Planning in CT. It will include a full day of synchronous learning on the transition process, transition assessment, writing Post -School Outcome Goal statements, writing annual transition goals/objectives, and Person-Centered Planning. This professional learning opportunity will also include asynchronous learning activates that will be based on areas of personal interest with follow-up feedback from the presenter.

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.

Leadership for Equity

This professional learning opportunity will engage participants in discovering their own identity in order to serve and work with others while centering race, including white privilege, implicit bias, and systemic racism. Participants will: •Identify the values, behaviors, policies, and practices within your school and which stage they reflect within the cultural proficiency continuum; •Identify institutional challenges negatively impacting students of color; •Learn about the role implicit bias plays in educator expectations of black and brown student performance and behavior, along with strategies to counteract bias; and •Discuss racial equity within schools and existing barriers at the individual, institutional and systemic levels, as well as strategies to address them.

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 in the Secondary Science Classroom

Secondary science teachers will be introduced to a variety of strategies that support multilingual learners in the science content areas as well as enhance instruction for all students. Teachers are encouraged to bring a lesson or a unit of study from their current science curriculum that they will use to determine where specific strategies can be implemented to augment science teaching and learning.

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.

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. Council will meet from 9-11 and an optional book club from 11-11:30. No cost to attend this workshop.

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.

IM K-2 Adapting a Lesson Using Learning Goals

How can focusing on pedagogical decisions in our planning support the focus and pacing of the lessons? This session provides teachers with strategies for making adaptations to lessons, based on the learning goals, in order to maintain pacing. The session builds on teachers’ understanding of the problem-based lesson structure developed in Teach & Learn. Teachers will gain an understanding of how the learning goals can help inform day-to-day choices to help with pacing in this flexible curriculum. In later sessions, they will build on this knowledge as they incorporate responding to student thinking, and using their growing understanding of math progressions.

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 CRG at Soundbridge, 123 Progress Dr., Wethersfield, CT 06109. You will be notified when books are available for pick-up. No cost to attend.

IM 3-5 Adapting a Lesson Using Learning Goals

How can focusing on pedagogical decisions in our planning support the focus and pacing of the lessons? This session provides teachers with strategies for making adaptations to lessons, based on the learning goals, in order to maintain pacing. The session builds on teachers’ understanding of the problem-based lesson structure developed in Teach & Learn. Teachers will gain an understanding of how the learning goals can help inform day-to-day choices to help with pacing in this flexible curriculum. In later sessions, they will build on this knowledge as they incorporate responding to student thinking, and using their growing understanding of math progressions.

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.

AMI Montessori for Dementia, Disability, and Ageing Workshop

Montessori Training Center Northeast (MTCNE) is offering AMI Montessori for Dementia, Disability, and Ageing Workshop. This course is In-Person and a 2 day session format. Montessori for ageing and dementia is a person-centered approach to care based on the philosophy of famed Italian physician Dr. Maria Montessori. The Montessori method has been practiced for over 100 years to support the natural development of one’s own initiative and natural abilities, through self-directed activities and hands on learning. While often thought of as just a method of education for children, the Montessori ethos of ‘help me to do it myself’ transfers across all ages in the context of cognitive development.

Assistive Technology Consortium - Session 3 - “What We Learned at the Assistive Technology Industry of America (ATIA) Conference”

Join us for engaging conversation as we discuss assistive technology in education. Learn about new devices and software to improve the experience of learning for students and techniques to facilitate success and independence for students while they work toward their academic, social, and communication goals. The consortium meets four times a year and free to consortium members.

Evaluators of Teachers (3 day training)

Effective leadership has a powerful influence on student outcomes. This session will provide an overview of the CT Guidelines 2023 for educators, including classroom teachers, instructional coaches, and student and support specialists. The new model includes cycles of continuous Improvement and is designed to align professional learning plans with professional practice to support improved outcomes for all students. Participants will engage to learn about: •The mind-set shifts in the new CT Guidelines 2023.; *How to align professional learning with professional practice strategies to improve student learning, growth and achievement; and *The focus on supporting educators to improve outcomes for all students.

Harnessing Resilience Through Peer Support

Peer support can be an effective means of fostering resilience in individuals and systems when interventions are implemented intentionally. In this module, participants will explore how trauma-informed peer support programs can become protective factors that mitigate the impact of negative messages received through traumatic or retraumatizing experiences. This module focuses on steps for building trauma-informed peer support programs that build on shared experiences and foster mutually supportive relationships. Specific strategies for students, staff, and caregiver-focused peer support programs and practices will be explored. Additionally, strategies will be provided to increase self-care capacity for individuals that choose to provide support to others.

AARC 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. QUALIFICATIONS: • 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.

Using Recorded Videos to Promote and Assess Oral Language Development in the Preschool Classroom

This session will provide participants with practical strategies for using recorded videos to create a more engaging and interactive learning environment for preschoolers as well as foster an understanding of how recorded videos can serve as a valuable assessment tool to track and measure preschoolers' progress in oral language development.

IM 6-12 Coaching Problem-Based Teaching and Learning: Coaching with Universal Design for Learning

This 8-part series was designed to provide coaches with a deeper understanding of the structures and beliefs along with the core components and practices embedded in the IM 6–12 Math curriculum, supplemental materials, and professional learningfor teachers. Part 1: Examining Structures and Beliefs; Part 2: Observing in a Problem-Based Classroom; Part 3: Valuing Student Thinking; Part 4: Enhancing Access and Challenge for All Students; Part 5: Coaching with Universal Design for Learning; Part 6: facilitating Instructional Decision-Making with IM Resources; Part 7: Leveraging Vertical Alignment for Planning; Part 8: Putting It All Together. NOTE: Participants register for individual sessions.

RESC Alliance and CSDE Assistive Technology Community of Practice (CoP) - Session 6

Join colleagues throughout the state of CT and build collective knowledge about Assistive Technology to support all learners in the schools. This CoP is for anyone working in the schools who is interested in AT or who works with students who require AT.

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.

Fostering a Sense of Safety and Trust & Transparency

This training is comprised of two UPLIFT Trauma-Informed Care Practice modules. In the first module, Fostering A Sense of Safety, participants will learn about the key components of physical and psychological safety in order to identify how to strengthen these critical domains of well-being for students, staff and families. Participants will reflect on traditional practices targeting physical safety in schools (e.g., active supervision, predictability and routines, fire drills, lockdowns), and expand their understanding of a safe, trauma-informed environment. Participants will also learn the key components of psychological safety, with a specific focus on the sequence of engagement, including co-regulation and relationship building. Actions and practices that school leaders and staff can use to increase physical and psychological safety will be identified. Lastly, a portion of time will be used to explore restorative practices that more sustainably establish feelings of safety for students, staff and families. The second module, Trust and Transparency, participants explore how effective communication and a commitment to transparency and inclusion in decision-making are essential in establishing a school climate that supports all individuals in the system (e.g., students, staff and families). Discussion will focus on exploring how to imbue a culture of trust, authenticity, and honesty. Particular emphasis will be on identifying communication and relationship-building strategies that facilitate productive problem-solving during courageous or difficult conversations. Also included is a focus on actions and practices that school leaders and staff can utilize to build schools and relationships that prioritize trust and transparency.

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.

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.

RESC Alliance and CSDE Assistive Technology Community of Practice (CoP) - Session 7

Join colleagues throughout the state of CT and build collective knowledge about Assistive Technology to support all learners in the schools. This CoP is for anyone working in the schools who is interested in AT or who works with students who require AT.

IM 6-12 Coaching Problem-Based Teaching and Learning: Facilitating Instructional Decision-Making with IM Resources

This 8-part series was designed to provide coaches with a deeper understanding of the structures and beliefs along with the core components and practices embedded in the IM 6–12 Math curriculum, supplemental materials, and professional learningfor teachers. Part 1: Examining Structures and Beliefs; Part 2: Observing in a Problem-Based Classroom; Part 3: Valuing Student Thinking; Part 4: Enhancing Access and Challenge for All Students; Part 5: Coaching with Universal Design for Learning; Part 6: facilitating Instructional Decision-Making with IM Resources; Part 7: Leveraging Vertical Alignment for Planning; Part 8: Putting It All Together. NOTE: Participants register for individual sessions.

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. Council will meet from 9-11 and an optional book club from 11-11:30. No cost to attend this workshop.

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.

Humanities Council

The CREC Resource Group provides Kindergarten to grade 12 Language Arts and Social Studies educators, district leaders, instructional coaches, department heads and coordinators the opportunity to come together to share best practices and exchange ideas around ELA and Social Studies. Input from participants regarding topic selection will be encouraged in order to best meet the needs of the council membership. No cost to attend.

Math Council

CREC’s Mathematics Council provides new thinking about mathematics instruction for K-12 math teachers, coaches, and district leaders in an open forum type setting. Agenda topics are determined by district participants in order to serve the group’s needs. 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!

Cultural Humility: Addressing and Unpacking Racial, Historical, and Gender Issues; Empowerment, Voice & Choice For All

This training is comprised of two UPLIFT Trauma-Informed Care Practice Series modules. In this first module, Cultural Humility: Addressing and Unpacking Racial, Historical, and Gender Issues, participants explore the impacts of educational and social inequities on student achievement and provides participants with a baseline understanding of the need for cultural humility in educational settings. Overall, this module is intended to increase staff capacity to utilize tenets of cultural humility to better recognize and mitigate bias and disparities in access to educational or socioemotional support. Additionally, this topic is designed to support participants in being able to have meaningful conversations about educational inequity.The second module, Empowerment, Voice & Choice for All, allows participants to engage in meaningful exploration around the importance of creating equitable opportunities for empowerment, voice, and choice amongst staff, students, and the community. Participants will explore student and staff empowerment, and learn about the criticality of creating opportunities for everyone to be an active participant in conversations and decision-making. During each portion, participants will have time to identify strategies that may be feasible to implement in their buildings, and to discuss the barriers they may face and supports they may need along the way.

Using Technology for Meaningful Parent Conference Communication for Infants, Toddlers and Preschool-age Children

In this session, participants will discuss the best practices for leveraging technology to establish and maintain consistent communication channels, enabling parents to stay informed and involved in their child's early educational journey.

RESC Alliance and CSDE Assistive Technology Community of Practice (CoP) - Session 8

Join colleagues throughout the state of CT and build collective knowledge about Assistive Technology to support all learners in the schools. This CoP is for anyone working in the schools who is interested in AT or who works with students who require AT.

IM 6-12 Coaching Problem-Based Teaching and Learning: Leveraging Vertical Alignment for Planning

This 8-part series was designed to provide coaches with a deeper understanding of the structures and beliefs along with the core components and practices embedded in the IM 6–12 Math curriculum, supplemental materials, and professional learningfor teachers. Part 1: Examining Structures and Beliefs; Part 2: Observing in a Problem-Based Classroom; Part 3: Valuing Student Thinking; Part 4: Enhancing Access and Challenge for All Students; Part 5: Coaching with Universal Design for Learning; Part 6: facilitating Instructional Decision-Making with IM Resources; Part 7: Leveraging Vertical Alignment for Planning; Part 8: Putting It All Together. NOTE: Participants register for individual 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.

IM K-2 Understanding Math Content Progressions Across Grades

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.

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.

IM 3-5 Understanding Math Content Progressions Across Grades

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.

Igniting Change - CT RESC Alliance (Spring 2024)

The Spring 2024 Igniting Change conference is an opportunity to engage with nationally-recognized experts and other educational leaders on the equity-centered topics of: Grading for Equity, Culturally Sustaining Practices: Pedagogy and Inclusive Schools, Equity-Centered Leadership, and Supporting Linguistically Diverse Students. Nationally-recognized keynote speakers include Gloria Ladson-Billings and Joe Feldman. Breakfast and lunch will be served.

IM 3-5 Math: Teach and Learn

What is a problem based curriculum and how do I implement it in my classroom? In this session, teachers will explore the design structure of the IM curriculum and lesson plan with a Certified IM Facilitator. They will experience a lesson, practice and rehearse content and language routines, explore various supports, understand assessment materials and begin to use student thinking as a vehicle for productive planning. After this training, teachers will be ready to begin using the IM K–5 Curriculum effectively in their classrooms.

IM K-2 Math: Teach and Learn

What is a problem based curriculum and how do I implement it in my classroom? In this session, teachers will explore the design structure of the IM curriculum and lesson plan with a Certified IM Facilitator. They will experience a lesson, practice and rehearse content and language routines, explore various supports, understand assessment materials and begin to use student thinking as a vehicle for productive planning. After this training, teachers will be ready to begin using the IM K–5 Curriculum effectively in their classrooms.

Taking Steps Toward Collaboration and Mutuality

In this module, participants will explore the nuances and many variables that exist when implementing collaboration strategies aimed at students, staff, caregivers, or community members. Conversation will help to identify natural supports within the building that can be augmented to facilitate strong caregiver-staff relationships, and will include a review of national and community-based resources that can assist with building mutual resilience within families and communities. Strategies to empower parents/caregivers in a culturally responsive fashion will be explored

RESC Alliance and CSDE Assistive Technology Community of Practice (CoP) - Session 9

Join colleagues throughout the state of CT and build collective knowledge about Assistive Technology to support all learners in the schools. This CoP is for anyone working in the schools who is interested in AT or who works with students who require AT.

IM 6-12 Coaching Problem-Based Teaching and Learning: Putting It All Together

This 8-part series was designed to provide coaches with a deeper understanding of the structures and beliefs along with the core components and practices embedded in the IM 6–12 Math curriculum, supplemental materials, and professional learningfor teachers. Part 1: Examining Structures and Beliefs; Part 2: Observing in a Problem-Based Classroom; Part 3: Valuing Student Thinking; Part 4: Enhancing Access and Challenge for All Students; Part 5: Coaching with Universal Design for Learning; Part 6: facilitating Instructional Decision-Making with IM Resources; Part 7: Leveraging Vertical Alignment for Planning; Part 8: Putting It All Together. NOTE: Participants register for individual sessions.

TEAM District Facilitator Meeting - Spring 2024

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.

Assistive Technology Consortium - Session 4

Join us for engaging conversation as we discuss assistive technology in education. Learn about new devices and software to improve the experience of learning for students and techniques to facilitate success and independence for students while they work toward their academic, social, and communication goals. The consortium meets four times a year and free to consortium members.

RESC Alliance and CSDE Assistive Technology Community of Practice (CoP) - Session 10

Join colleagues throughout the state of CT and build collective knowledge about Assistive Technology to support all learners in the schools. This CoP is for anyone working in the schools who is interested in AT or who works with students who require AT.

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. Council will meet from 9-11 and an optional book club from 11-11:30. No cost to attend this workshop.

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.

Humanities Council

The CREC Resource Group provides Kindergarten to grade 12 Language Arts and Social Studies educators, district leaders, instructional coaches, department heads and coordinators the opportunity to come together to share best practices and exchange ideas around ELA and Social Studies. Input from participants regarding topic selection will be encouraged in order to best meet the needs of the council membership. No cost to attend.

Math Council

CREC’s Mathematics Council provides new thinking about mathematics instruction for K-12 math teachers, coaches, and district leaders in an open forum type setting. Agenda topics are determined by district participants in order to serve the group’s needs. 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!