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• Chapter 7: Students Unable to Attend School for Medical Reasons

• Chapter 9: Students Parentally-Placed in Private Schools

• Regional School District 17 25-0689

• Bridgeport Public Schools/Magnet School 25-0544

• Hartford Public Schools/Magnet School 24-0159

• Special Education Resources for Educators

  Best practice resources

• FAQ

  FAQ on the Public School Information System (PSIS).

• Connecticut English Language Proficiency (CELP) Standards Training of Trainers

  Resources for the CELP Training of Trainers sessions on how to use them in planning and practice.

• District Facilitator Annual Timeline

  The timeline presented here lists all the major TEAM milestones during the year. For each milestone we provide the details, suggestions and best practices that have proven to assist in the timely submission of reflection papers, building reviewer and mentoring capacity and processing of TEAM allocations.

• Program Guidance for CACFP Child Care Programs

  Links to information on federal and state requirements and guidance for child care centers, at-risk afterschool care centers, emergency shelters, and family day care homes participating in the U.S. Department of Agriculture's CACFP.

• Resources for School Counselors to Support FAFSA Completion

• International Assessments

  This page provides information about the full range of international assessments that are administered in Connecticut schools periodically.

• The Student Learning Goals/Objectives Process

  The process begins before the start of the new school year with the superintendent identifying the instructional priorities for the district, which informs the instructional priorities of each school and thus informs the administrator’s student learning priorities. Teacher then examine their own student data and set goals to address the learning priorities identified by their administrators.

• Increasing Educator Diversity (IED) Policy Oversight Council

  Advise the Commissioner of Education on ways to encourage minority middle and secondary school students to attend institutions of higher education and enter teacher preparation programs, recruit minority students attending institutions of higher education to enroll in teacher preparation programs and pursue teaching careers, recruit and retain minority teachers in Connecticut schools, recruit minority teachers from other states to teach in Connecticut schools, and recruit minority professionals in other fields to enter teaching.

• CCS Leadership Community of Practice Series for Administrators 2014-15