Publications

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• Matoneo y Acoso en Connecticut

  Guía para padres y tutores

• Connecticut Assistive Technology Guidelines - Section 2: For Infants and Toddlers under IDEA Part C

  The purpose of this document is to help service providers ensure that all infants and toddlers who require assistive technology (AT) as indicated under IDEA Part C receive the appropriate devices. This document also assists parents in understanding how assistive technology is incorporated into early intervention services in Connecticut.

• Connecticut Assistive Technology Guidelines - Section 1: For Ages 3-22

  This document provides a framework for making decisions about the assistive technology needs of students with disabilities.

• 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.

• Guidelines for Identifying and Educating Students with Emotional Disturbance

  Guidance for making appropriate decisions regarding eligibility and specialized services for students with emotional disturbance as defined in the IDEA 2004.

• Guidelines for Adapted Physical Education

  The purpose of these guidelines is to clarify and to underscore the importance of physical education—in the context of meaningful physical participation within a community of peers—for students with disabilities in a school environment.

• Practice Guidelines for Delivery of School Social Work Services

  Guidelines for professionals developing and implementing school social work services for Connecticut students

• Sexual Health Education Component of Comprehensive Health Education

  Sexual health education is one vital component of a planned, ongoing and systematic health education program

• Concussion Education Plan and Guidelines for Connecticut Schools

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

• 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.

• Promising Practices to Reduce Chronic Absence

• Statewide K-12 Sexual Assault & Abuse Prevention & Awareness Program Guidelines

  These guidelines provide an overview of sexual violence and recommendations for implementing sexual assault and abuse awareness and prevention programs as required by state law.

• 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.

• Connecticut Middle School Science Safety

  Direction, support, and resources for middle school science teachers and school administrators to plan exciting and safer laboratory experiences for students based on prudent professional practices and legal safety standards.

• Clinical Procedure Guidelines for Connecticut School Nurses

  These guidelines are intended to help school nurses develop the procedural aspects of individual health care plans for students with special health care needs and in providing task-specific training for other school personnel, when indicated.