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• The Definition: A Clear Consensus

• Chart 5: What Does High-Impact Family Engagement Look Like in Reducing Chronic Absence?

• Handout: Family Engagement Definition and Guiding Principles

• Implementing High-Impact Practice: Memos to Superintendents

• Building Capacity to Do the Work: Stakeholders' Roles and Actions

• Appendix A: Sources of Input from Families and Other Stakeholders

• Appendix B: Selected Research References

• About the Collection: CT-SEDS Oct 1 Child Count (previously SEDAC)

  The CT-SEDS Oct 1 Child Count (previously SEDAC) is used to collect data regarding the provision of special education and related services. The data collected is required to provide measurement of each district’s and the state’s compliance with the Individuals with Disabilities Education Improvement Act of 2004 (IDEA).

• Implementing the Framework: An Invitation to Partners

• ODRD Understanding Dyslexia and Reading Difficulties

• Chart 2: What Does High Impact Family Engagement Look Like in Elementary Schools?

• Printable version

• ODRD Principles of Structured Literacy

• Cultivating an Interest in Teaching

  Conditions and challenges for increasing interest in teaching for teachers of color and promising practices for addressing this stage of the pipeline.

• Educator Preparation Program Success

  Conditions and Challenges for Educator Preparation Program (EPP) Success and promising practices for addressing this stage of the pipeline.