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• Documentation

  Documentation for the ED165: Connecticut School Data Report

• Professional Learning

  Professional Learning, NetStat, School Culture and Climate

• Early Childhood

  The time between birth through grade 3 is considered the early childhood developmental period. The Connecticut State Department of Education provides guidance and resources for public schools beginning in PreK.he time between birth through grade 3 is considered the early childhood developmental period. The Connecticut State Department of Education provides guidance and resources for public schools beginning in PreK.he time between birth through grade 3 is considered the early childhood developmental period. The Connecticut State Department of Education provides guidance and resources for public schools beginning in PreK.he time between birth through grade 3 is considered the early childhood developmental period. The Connecticut State Department of Education provides guidance and resources for public schools beginning in PreK.

• District and School Program Planning Tools

• Title I, Part A

  Title I, Part A is the U.S. Department of Education’s largest K-12 grant program. The CSDE supports local school districts in using their Title I funds to improve student outcomes.

• Post-School Outcome Goal Statements (PSOGS) & Annual IEP Transition Goals & Objectives

• About

  Learn about the Greater Hartford Regional School Choice Office (RSCO)

• Sheff History

  Greater Hartford Region of Connecticut, school choice, Sheff v. O’Neill

• NetStat

  Three times per year school leadership teams participate in continuous learning modules intended to highlight promising practices and problem solve challenges. You can find presentations and materials from each event.

• Spotlight on Connecticut

  Most of the following Connecticut schools and districts are members of the League of Innovative Schools (LIS) and are engaged in Mastery-Based Learning. LIS is a regional professional learning community for secondary schools committed to educational equity, student-centered learning and ongoing improvement.

• Guidelines for Implementing Mastery-Based Learning

  In accordance with the Connecticut General Statutes (C.G.S.) Section 10-221a(f)(3) passed by the Connecticut State Legislature, the Connecticut State Department of Education (CSDE) is required to create and distribute guidance to support educators in schools and districts interested in implementing a mastery-based system as follows.

• 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.