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.
Why This Matters
Numbers of English Learners
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.
Classification and Variability
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.