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• FAQ

  FAQ on the ED159 Non-Public School Report .

• Certification FAQ

  Frequently asked questions regarding educator certification in Connecticut

• Grades 9-12: A Fire Waiting to be Lit– Which Country was to Blame for World War I?

• Documentation

  Documentation for the ED205: Title I Evaluation Report

• About the Collection: TCS

  The Teacher-Course-Student (TCS) application collects student, teacher and course data. Analyses of TCS data can greatly inform school and district strategists to increase the college and career readiness of all learners. This data allows districts to make informed decisions about the current state of instruction and learning as well as the ways in which both can be improved, monitored and shared.

• Chronic Absence

  Good attendance is essential to student achievement! Research shows that absences add up and that good attendance is essential to student achievement and graduation. Whereas, chronic absence and truancy can be lead to school drop-out, academic failure and juvenile delinquency. By removing barriers to attendance, districts, schools and community partners can improve attendance.

• What was it like to work tobacco?

  This topic can be integrated into a unit on industrialization/innovation in late 19th century for Grade 8 or Grade 10.

• Eligibility to Receive Reallocated Funds

  Title I, Part A reallocation procedures

• FAQ

  FAQ pertaining to the ED166 Student Disciplinary Offense Collection.

• Consolidated Grant Funding and Reallocation Timeline

  Title I, Part A reallocation procedures

• FAQ

  FAQ pertaining to Performance Office data collections.

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• Formative Assessment - Mastery-Based Learning

  The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

• Involving Families

• Connecticut Evidence Guides

  The CSDE encourages districts to use the CT Evidence Guides as a tool for professional development and growth as well as guiding observations. These guides can offer opportunities for valuable professional learning as educators work with one another to generate their own examples of evidence aligned to their respective rubric.