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Data, statistics, and reports about schools, districts, and the state
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Professional Learning - Outcomes
Professional learning that enhances both educator practice and outcomes for each and every student is aligned with district/school goals, relevant Connecticut standards, and other agreed-upon standards for educator practice and student growth.
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Documentation pertaining to the TCS Data Collection.
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The U.S. Department of Agriculture's CACFP in licensed family or group day care homes provides cash assistance for nutritious meals and snacks served to infants and children ages 12 and younger.
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FAQ about the Connecticut Core Standards
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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.
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Training
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CSDE Announcement: Accountability Results Show the Pandemic Impacted Indicators Beyond Test Scores
CSDE Announcement: Accountability Results Show the Pandemic Impacted Indicators Beyond Test Scores
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Rather assuming that completing a number of hours in a classroom results in understanding, mastery-based learning requires students to demonstrate knowledge and skills before progressing to the next level. Mastery-based learning requires teachers to develop a more fine-grained understanding of student abilities.
