

Faculty from CT colleges and universities, actively engaged in research and teaching pre-service educators.
SUPPORTING TEACHERS - SUPPORTING LEARNERS
Best Practices • Evidence-Based • Research-Supported
Workshops are catered to the needs of individual clients (districts/schools) and are created and executed by the faculty members who teach the topic at an institution of higher learning.
Individual faculty consult/walkthrough districts and schools.
The faculty observe individual classrooms and offer constructive feedback that matches research-based and evidence-supported practices.
We assist districts/schools in designing self-reflection tools as well as analyzing and interpreting data.
CT is home to 541,815 students who use 175 different languages in their daily life. 80,007 consider a language other than English to be dominant, and 34,833 are identified as English language learners. This means that their overall proficiency in English is not sufficient for a typical CT pre-K-12 classroom.
The vast majority of educational professionals in CT schools have not received instruction in internal complexities, as well as advantages, of multilingual experience.
English learning is not viewed as a subject matter but as a service. Because of this classification, the type and the level of support for English learners, as well as the level of credentialing of providers, varies greatly.