Connecticut State Department of Education

K-12 Education

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  • About the Collection: English Language Proficiency (ELP) Assessment Participation Exceptions

    Domain exemptions are available for students who are dually identified as English learners/multilingual learners (ELs/MLs) with an Individualized Education Program (IEP) or a Section 504 Plan.

  • Concussion Education Plan and Guidelines for Connecticut Schools

    These guidelines provide accurate information, resources, and guidance for school districts to implement concussion education plans.

  • About the Collection: Early Childhood Outcomes (ECO)

    The ECO data collection is required for all applicable students with an IEP at least 3 years of age and in the preschool grade.

  • Coaching and Self-Reflection Tool for Competency in Teaching English Learners

    Aligned to Connecticut’s CCT Rubric for Effective Teaching, this tool is for professional development and growth as well as guiding observations and discussions.

  • Frequently Asked Questions about Mastery-Based Learning

    Mastery-based learning refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education.

  • How Does Mastery-Based Learning Work?

    With mastery-based learning, all students must demonstrate what they have learned before moving on. Before students can pass a course, move on to the next grade level, or graduate, they must demonstrate that they have mastered the skills and knowledge they were expected to learn.

  • Connecticut COVID-19 Education Research Collaborative (CCERC)

    CCERC is a collaboration of researchers from universities across Connecticut

  • Field Trips: Guidance for School Nurses

    These guidelines provide school nurses and school districts with information, resources, and guidance needed to develop safe plans for the health care needs all students on field trips. School nurses should use these guidelines in conjunction with their individual school district policies and procedures.

  • Education Cost Sharing Grant (ECS)/MBR

    The Education Cost Sharing (ECS) grant has been in existence since 1989-90. It continues to be Connecticut's primary education equalization aid program and accounts for well over 50 percent of the total state contribution to public elementary and secondary education.

  • Education Guidelines for the Prevention and Management of Lead Poisoning in Children

    These guidelines address lead prevention; early identification of students exposed and affected by lead; and educational programming in response to lead exposure in order to mitigate existing or potential deficits.

  • Young Parents Program

    A Young Parents Program (YPP) provides day care services for the infants/toddlers of students who are enrolled in and attending a comprehensive high school program leading to graduation from high school.

  • Connecticut Interim Assessments: Smarter Balanced and Next Generation Science

    This page provides information about The Smarter Balanced Interim Assessments for mathematics and English language arts (ELA)/literacy. They are available to students in Grades 3 – 8 and high school. The interim Assessments are one of the three components of the Smarter Balanced Assessment System—along with the end-of-year summative assessments in ELA/literacy and mathematics, and a digital library of formative assessment tools and practices that support classroom instruction.

  • Performance Office

    Home page of the State Department of Education's Performance Office.

  • National Blue Ribbon Schools

    Annually, the U.S. Department of Education identifies National Blue Ribbon Schools based on nominations from state education agencies.

  • 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.