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• Section 1: Guidelines for Ages 3-22

  Section 1 of the Assistive Technology Guidelines for Ages 3-22 enables school districts to make informed decisions about AT considerations, implementation, and evaluation for their students, factoring in administrative support and professional development.

• On-Demand Systems of Professional Learning - Module 4 - Math

• 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.

• Introduction

• Standards vs. Competencies - Mastery-Based Learning

  Standards are the responsibility of the State Board of Education. Standards are proposed by the Connecticut Department of Education and adopted by the State Board of Education. Competencies are the knowledge, skills, and/or behaviors students must master in specific content or performance areas according to the OLD Foundation.

• Grade 5: Wonderstruck

• Connecticut Code of Professional Responsibility for Administrators

• Grade 9: Art and Poetry - English Language Arts and Visual Arts

• Grade 5: Building Background Knowledge on Human Rights

• Book Resources - Grading - Mastery-Based Learning

  Written resources for developing and implementing grading procedures in Mastery-Based Learning.

• Grade 4: Building Background Knowledge—Animal Defenses and the Research Process

• Grades 11-12: I Am an American Day by Learned Hand

• Grade 5: Building Background Knowledge on Human Rights

• Grade 5 - Building Background Knowledge on Human Rights

• Professional Learning - Outcomes

  Professional learning that enhances both educator practice and outcomes for each and every student is aligned with district/school goals, relevant Connecticut standards, and other agreed-upon standards for educator practice and student growth.