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• School Nutrition Memos 2019

• School Nutrition Memos 2020

• Norwalk 25-0237

• School Nutrition Memos 2018

• Next Generation Accountability System

  Connecticut’s Next Generation Accountability System is a broad set of 12 indicators that help tell the story of how well a school is preparing its students for success in college, careers and life.

• Menu Planning Guidance for School Meals for Grades K-12

  This webpage offers a series of guides that contain comprehensive information and guidance on planning menus to meet the U.S. Department of Agriculture’s meal patterns for grades K-12 in the National School Lunch Program (NSLP), School Breakfast Program (SBP), and Seamless Summer Option (SSO) of the NSLP.

• Area Eligibility for Child Nutrition Programs

  Information on schools with at least 50 percent of children eligible for free and reduced-price meals in the U.S. Department of Agriculture's school nutrition programs.

• Milford 26-0215

• Archive 2016-17

  Superintendent's Digest archive for 2016-17

• CNS Worksheet 08: Evaluating Non-entree Combination Foods for Compliance with the Connecticut Nutrition Standards

• P4-Instructional Innovation Priority Area Planning

• CSDE-RESC Alliance Introduction to Customized Employment in CT

  Introduction to Customized Employment (CE) in CT is a training for special education teachers, providers, and administrators working with transition-age students with disabilities.

• CT State Advisory Council for Special Education

  Meeting Schedules, Agendas, Minutes, and Archives for the Connecticut State Advisory Council for Special Education

• A Guide to K12 Program Development in the Arts

  The draft 2017 Guide to K-12 Program Development in the Arts provides information and guidance for new entities.

• The Student Learning Goals/Objectives Process

  The process begins before the start of the new school year with the superintendent identifying the instructional priorities for the district, which informs the instructional priorities of each school and thus informs the administrator’s student learning priorities. Teacher then examine their own student data and set goals to address the learning priorities identified by their administrators.