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• Grades 9-12: Primary Source Exemplar - Nutrition and Human Rights

• Systems of Professional Learning

• Implementing UDL

• UDL Resources

• Understanding UDL

• ReadConn K-3 Reading Skills Professional Development Series

• Professional Development Opportunities

• Library of Professional Learning Materials

• Online Learning Modules

• 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.

• How Does Mastery-Based Learning Work?

  With mastery-based learning, all students must demonstrate what they have learned before moving on. Before students can pass a course, move on to the next grade level, or graduate, they must demonstrate that they have mastered the skills and knowledge they were expected to learn.

• Grading - Mastery-Based Learning

  One of the primary goals of a mastery-based grading system is to produce grades that more accurately reflect a student’s learning progress and achievement, including situations in which students struggled early on in a semester or school year, but then put in the effort and hard work needed to meet expected standards.

• Instruction - Mastery-Based Learning

  There are many similarities between traditional classroom instruction and instruction in a mastery-based learning classroom. In both, there will be a need for direct instruction at times. Both approaches depend on defining the desired results. However, there are also differences.

• Issues in Grading - Mastery-Based Learning

  Issues in grading and their implications.

• Governor Lamont Launches State Initiative to Address Student Absenteeism and Disengagement Resulting from the COVID-19 Pandemic