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• School and District Leaders

• Implementing CT Core Standards - School and District Leaders

• Resources - School and District Leaders

• Presentation Materials - School and District Leaders

• Connecticut SAT School Day - Guidance for Weather Related Issues

• Connecticut Public School Expenditures Report 2007-2008

• Communication - Mastery-Based Learning

  A variety of communications toolkits are available to assist schools and school districts in explaining the changes necessary to implement Mastery-Based Learning.

• Connecticut State Standards - Mastery-Based Learning

  Standards define the goals of education- what students need to learn- not the processes of education or how schools are structured or how they operate. In recent years, a guiding principle in K-12 standards has been to clearly define what students should know and be able to do through out their K-12 experience anchored in college- and career-ready expectations.

• About the Collection: Early Childhood Outcomes (ECO)

  The ECO data collection is required for all applicable students with an IEP at least 3 years of age and in the preschool grade.

• About the Collection: ED159

  The ED159 is used to collect enrollment and staffing data from nonpublic schools.

• About the Collection: ED165

  The ED165: Connecticut School Data Report is used to collect a wide variety of data elements at the school-level for state and federal reporting.

• Connecticut Veterans

  Learn more about the Connecticut Troops to Teachers Program, focused on transitioning service members and Veterans to a career in teaching.

• Mastery-Based Learning Resource Center

  This website is designed to support local school districts that choose to implement Mastery-Based Learning, as well as families and community partners who want to learn more about this model.

• About the Collection: CT-SEDS Restraint & Seclusion Help Site

  The CT-SEDS Restraint and Seclusion database collects compliance data that identifies the frequency of use of physical restraint and/or seclusion and specifies whether the use of such seclusion was in accordance with an individualized education program (IEP) or whether the use of physical restraint or seclusion was an emergency.

• Professional Learning - Learning Communities

  Professional learning that enhances both educator practice and outcomes for each and every student occurs within learning communities committed to continuous growth, collective responsibility, family and community engagement and alignment of district and school vision and goals.