Resources
This document guides school districts in making determinations about whether suspensions should be in-school or out-of-school, in accordance with Section 10-233c of the Connecticut General Statutes, regarding Suspension of Students. Section 10-233c aims to lower the number of students who are suspended from school by setting new standards for sending students home for violating school or district rules.
The framework provides a blueprint for supporting students in making connections and applying skills for a lifetime of health and well-being. Four overarching curricular outcomes, across a continuum of expectations from Pre-K through grade 12, equip students to live actively and fully in a state of personal, interpersonal and environmental well-being: skills; literacy; concepts and plans; advocacy. Curricular outcomes are aligned with the Comprehensive School Health Education and Comprehensive Physical Education Standards, as well as incorporate the expectations outlined in the Connecticut Preschool Curriculum Framework.
The purpose of this document is to provide accurate information, resources, requirements and guidance needed to implement school district concussion education plans. Implementation guidance includes suggested roles and responsibilities for the range of school staff involved, applicable state and federal laws;, a glossy of terms and other useful information for concussion prevention, recognition and management.
This guide for parents and guardians on the important topic of bullying and harassment in Connecticut organizes and presents critical information in six sections: Taking First Steps; About the Law; Filing a Formal Bullying Complaint; After the Complaint is Filed; Making School Safer; Other Protections.
These guidelines assist school social workers in identifying their scope of services; developing and implementing programs and interventions to support students in meeting their academic goals; and guiding the decision making necessary to meaningfully assess circumstances and prepare supports addressing needs within the school community. The applications of several important concepts in relation to school-based services are discussed, including Response to Intervention and the collaborative model of a coordinated approach to school health.
This guide provides a framework that local and regional school district administrators can use to strategically plan and implement preventions and interventions that will lead to the reduction of chronic absence in prekindergarten through grade 12 within their districts. Included in this resource are messaging tools that school district administrators can use to educate and engage parents regarding the importance of good attendance. The guide also offers downloadable links to national resources, tools and strategies from Attendance Works, a national expert on chronic absence.
This document can guide educators regarding the instructional shifts and rigor inherent in the Connecticut English Language Proficiency (CELP) Standards and their alignment with best practices in Connecticut’s Common Core of Teaching (CCT) Rubric for Effective Teaching. Practitioners (principals, coaches and teachers) can use this tool to reflect on the practices and strategies they use in the classroom to support English learners and to learn about potential strategies they can use to augment their practice. Teachers and coaches can use this tool to determine a targeted area for observations and coaching conversations. Coaches can use the sample questions to guide their conversations with teachers. Throughout the document, there are hyperlinks to resources that can be used to support English learners in the classroom.
This action guide addresses comprehensive nutrition and physical activity policies to create the healthiest possible environment for infants and children in child care settings. It is intended to help local and community child care, early education and afterschool programs establish and implement policies and practices that encourage healthy lifestyles in children. Information within the guide is based on current science, public health research and national recommendations and standards.
This document provides information for families as they think about how they can support their child’s growth and development. It is a companion resource to Connecticut’s Early Learning and Development Standards (CT ELDS) document, which provides a common language about what children should know and be able to do from birth to age five. The guide is designed so that individual components or the whole document can be used by families. A suggested use of the document is such that an early care and education provider can discuss and share the individual components with families as these topics are introduced or when families have expressed a related concern or interest.
This document, focusing on Early Childhood SRBI, offers a framework for supporting and ensuring that needs are met for all of our youngest children, regardless of their range of experience or current skills, abilities and interests. Many key components of this framework are present in high-quality preschool programs. The document is adapted from Scientific Research-Based Interventions (SRBI), Connecticut’s Framework for Response to Intervention (RTI), which is currently being implemented in elementary, middle and high schools throughout the state.
More...
This curriculum-embedded tool articulates comprehensive performance standards or learning outcomes for assessing 3- and 4-year-old children in their preschool classrooms. As preschool teachers plan and implement curriculum that addresses specific learning standards, this framework enables them to observe and assess children’s progress in achieving these standards.
These guidelines are statements of what children should know and be able to do from birth to age 5 and are made available to inform families, teachers, caregivers and other professionals about common developmental and learning progressions, so that they can work together to better support children’s early learning and growth. They serve as a guide for considering the steps in children’s development and to plan ways to support children’s continued growth. The document is organized by eight domains: Social and Emotional Development; Physical Health and Development; Language and Literacy; Creative Arts; Mathematics; Science; Cognition; Social Studies.
This resource for parents and guardians of students receiving special education helps them to understand a student’s rights related to getting an education and other important issues in the transition to life after high school. It is provided annually by the school district at a Planning and Placement Team (PPT) meeting to all parents, guardians and surrogate parents of students who are receiving special education services in grades 6-12 and to students who are 18 years of age or older.
This resource book for middle and high school students with disabilities is designed to help them self-advocate in developing goals for their future after high school, including: learning more about their disability and learning style; understanding their rights and responsibilities under disability law; developing a personal self-advocacy plan; exploring transition options and developing goals; participating in their Planning and Placement Team (PPT) meeting.
