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Educator Evaluation Implementation Recommendations and Resources
World language programs in Connecticut public schools include Spanish, French, Latin, Italian, German, Russian, Portuguese, Chinese, Japanese, Polish, Arabic and Greek. The effort has been to start programs as early as possible in the elementary grades.
Racial composition of each school by grade, the racial composition of the teaching staff of each school, and the number of pupils in each elementary school who are eligible to receive free or reduced price lunches pursuant to federal law and regulation.
Trends in International Mathematics and Science Study - TIMSS
This page contains information about the Trends in International Mathematics and Science Study - TIMSS.
Grade 9: Art and Poetry - English Language Arts and Visual Arts
Connecticut Code of Professional Responsibility for Teachers
The Code of Professional Responsibility for Teachers is a set of principles which the teaching profession expects its members to honor and follow.
Connecticut State Department of Education Grantees
Audit instructions for CSDE grantees
This page provides information about the National Assessment of Educational Progress (NAEP). NAEP is the nation’s only ongoing representative sample survey of student achievement in core subject areas.
This page provides information about The Connecticut SAT School Day that is administered to all students in Grade 11.
Connecticut's Definition of Professional Learning: High-quality professional learning is a process that ensures all educators have equitable access throughout their career continuum to relevant, individual and collaborative opportunities to enhance their practice so that all students advance towards positive academic and non-academic outcomes.
School Climate Transformation Grant
The School Climate Transformation Grant (SCTG) is a five-year federal award that has been established to assist state agencies in developing, enhancing and expanding their statewide systems of support for, and technical assistance to, local educational agencies (LEAs) and schools implementing an evidence-based, multi-tiered behavioral framework (MTBF), e.g., Positive Behavior Interventions and Supports (PBIS), for improving behavioral outcomes and learning conditions for all students.
Whole School, Whole Community, Whole Child
The WSCC model provides an infrastructure for schools to engage students, families, staff, and the community to improve the cognitive, physical, social, and emotional development of every child.