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• Stamford 24-0375

• Chapter 3: Planning and Placement Team (PPT) Members

• Connecticut Assistive Technology Guidelines - Section 1: For Ages 3-22

  This document provides a framework for making decisions about the assistive technology needs of students with disabilities.

• Abbreviations and Acronyms

• Full, Equal and Equitable Partnerships with Families

  Connecticut's definition and framework for family engagement

• Chart 3: What Does High-Impact Family Engagement Look Like in After School Programs?

• Chart 4: What Does High Impact Family Engagement Look Like in Middle and High Schools?

• Guiding Principles

• Chart 1: What Does High-Impact Family Engagement Look Like in Early Childhood Programs?

• 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