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• FAQs

  Easing into Secondary Transition FAQs

• District Facilitator Annual Timeline

  The timeline presented here lists all the major TEAM milestones during the year. For each milestone we provide the details, suggestions and best practices that have proven to assist in the timely submission of reflection papers, building reviewer and mentoring capacity and processing of TEAM allocations.

• Units - Social Studies

• Stamford 26-0213

• Math

• Hiring Practices and Successful Employment

  Conditions and challenges for attracting and hiring teachers of color and promising practices for addressing this stage of the pipeline.

• Why Mastery-Based Learning?

  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.

• Literacy/English Language Arts

  Curriculum and Instruction, Surveys, and Assessments for English Language Arts.

• Assessment - Mastery-Based Learning

  A core tenet of mastery-based learning or competency-based pathways (CBP) is that accurate, credible and useful student assessment information plays an essential role in supporting learning. Assessments should be a meaningful learning experience for students, provide rich information to educators so they can provide targeted support to students, and send students and parents clear signals about students’ readiness for next steps.

• Device FAQ

• Guidance for Selecting, Piloting, or Implementing a CT-Approved K-3 Reading Model, Program, or Compendium

• Kindergarten: Skills Strand

• TEAM - Module 2

  Resources and samples for Module 2 – Planning

• Milford 25-0409

• Kindergarten: Retelling Familiar Stories that Include Key Details