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Section 1: Guidelines for Ages 3-22
Section 1 of the Assistive Technology Guidelines for Ages 3-22 enables school districts to make informed decisions about AT considerations, implementation, and evaluation for their students, factoring in administrative support and professional development.
Professional Learning - Leadership
Professional learning that enhances both educator practice and outcomes for each and every student requires and develops leadership capacity at all levels to advocate for and create systems for professional learning.
Professional Learning - Learning Designs
Professional learning that enhances both educator practice and outcomes for each and every student integrates research on effective adult learning and uses flexible learning designs to achieve intended outcomes.
Professional Learning - Resources
Professional learning that enhances both educator practice and outcomes for each and every student requires purposeful planning for the identification, coordination, monitoring, evaluation, and equitable use and allocation of resources to support educator learning.
Health Services Program Information Survey Reports
Results of a yearly survey on school health services in Connecticut’s public schools.
ESSA Student Transition Resources – PreK to Kindergarten
Practical, user-friendly resources that will promote bridge building between early childhood and elementary school domains and better support our youngest students and their families during this critical transition point.
Professional Learning - Cultural Competence
Professional learning that enhances both educator practice and outcomes for each and every student facilitates educators’ self-examination of their awareness, knowledge, skills, and actions that pertain to culture and how they can develop culturally-responsive strategies to enrich the educational experiences for all students.
Professional learning that enhances both educator practice and outcomes for each and every student requires the use of both quantitative and qualitative student, educator and system data to plan, implement, monitor, and assess professional learning.
Professional Learning - Implementation
Professional learning that enhances both educator practice and outcomes for each and every student applies change research and uses tools to identify and support the developmental stages of change and ensures the fidelity of implementation.
Commissioner's Roundtable for Family and Community Engagement in Education
The purpose of the Commissioner's Roundtable for Family and Community Engagement in Education (Commissioner's Roundtable) is to advise the Commissioner of Education regarding policy and programmatic priorities to improve outcomes for all students and advance the State Board of Education's comprehensive plan for equity and excellence in Connecticut schools.
World language programs in Connecticut public schools include Spanish, French, Latin, Italian, German, Russian, Portuguese, Chinese, Japanese, Polish, Arabic and Greek. The effort has been to start programs as early as possible in the elementary grades.