SDE: Publications
Publications
School Social Work
 Practice Guidelines for Delivery of School Social Work Services: Contents
 Preface
 Acknowledgments
 Introduction
 Philosophy
 Mission
 Standards
 Code of Ethics
 Scope of Practice
 Credentialing and Prof Development
 Supports and Opportunities
 Appendixes
 References
 Appendix J: Resources
 General Overview
 Laws and Policies
 Consideration of Assistive Technology Needs
 Assessment and Evaluation
 Funding for Assistive Technology
 Assistive Technology: Documentation, Implementation And Effectiveness
 Assistive Technology and Educational Transition
 Administrative Responsibilities for Assistive Technology
 Assistive Technology Service Providers Competency 
 Universal Design for Learning
 National Instructional Materials Accessibility Standard (NIMAS)
 Formats for Accessible Instructional Media
 Frequently Asked Questions 
 Resources  
 Case Studies
 Glossary  
 References  
 Appendixes  
 Contents
 Assistive Technology Professional Development
 Contents
 Purpose
 Assistive Technology as a Part C Service
 Consideration of Assistive Technology
 Assessment for Assistive Technology
 Individualized Family Service Plan (IFSP) Documentation of Assistive Technology
 Funding for Assistive Technology
 Implementation
 Effectiveness
 Transition Planning
 Assistive Technology Professional Development
 References
 Appendixes
 Foreword
 Acknowledgments
 Connecticut Assistive Technology Guidelines - Section 1: Ages 3-21 - Section 2: Infants and Toddlers Under IDEA Part C
 Abbreviations and Acronyms
 Connecticut Assistive Technology Guidelines: Executive Summary

Field Trips: Guidance for School Nurses
 Field Trips: Guidance for School Nurses -- Acknowledgments
 Field Trips: Guidance for School Nurses--Introduction
 Field Trips: Guidance for School Nurses--Applicable Federal and State Laws
 Field Trips: Guidance for School Nurses -- Planning Considerations
 Field Trips: Guidance for School Nurses--Suggested Roles and Responsibilities
 Field Trips: Guidance for School Nurses--FAQ
 Field Trips: Guidance for School Nurses--Appendixes
 Field Trips: Guidance for School Nurses--References
 Field Trips: Guidance for School Nurses -- Table of Contents
 Field Trips: Guidance for School Nurses -- Definitions
 Superintendent's Digest
 10-26-17 Community Service Recognition Award
 Superintendent's Digest Archive 2014-15
 Superintendent's Digest Archive Index
 Superintendent's Digest Archive 2015-16
 Superintendent's Digest Archive 2016-17

Concussion Education Plan and Guidelines for Connecticut Schools
 Concussion Education Plan and Guidelines for Connecticut Schools - Table of Contents
 Concussion Education Plan and Guidelines for Connecticut Schools - Acknowledgments
 Concussion Education Plan and Guidelines for Connecticut Schools - Introduction
 Concussion Education Plan and Guidelines for Connecticut Schools - Purpose
 Concussion Education Plan and Guidelines for Connecticut Schools - How to Use This Guide
 Concussion Education Plan and Guidelines for Connecticut Schools - Section 1: Concussion Education and Other Requirements for Students, Parents, and Coaches
 Concussion Education Plan and Guidelines for Connecticut Schools - Section 2: Concussion Education Plan
 Concussion Education Plan and Guidelines for Connecticut Schools - Section 3: Implementation of the Concussion Education Plan
 Concussion Education Plan and Guidelines for Connecticut Schools - Resources
 Concussion Education Plan and Guidelines for Connecticut Schools - Glossary
 Concussion Education Plan and Guidelines for Connecticut Schools - Appendix A: School Concussion Management Team
 Concussion Education Plan and Guidelines for Connecticut Schools - Appendix B: Suggested Roles and Responsibilities
 Concussion Education Plan and Guidelines for Connecticut Schools - Appendix C: Concussion Education Plan Implementation Checklist
 Concussion Education Plan and Guidelines for Connecticut Schools - Appendix D: Reporting Requirements by Local and Regional Boards of Education
 Concussion Education Plan and Guidelines for Connecticut Schools - Appendix E: Applicable State and Federal Laws
 Concussion Education Plan and Guidelines for Connecticut Schools - References

Sexual Assault and Abuse Prevention and Awareness Program
 Author's note
 Acknowledgments
 Introduction
 Section 1: An Overview of Sexual Violence
 Section 2: Implementation and Teaching Considerations
 Section 3: Sexual Assault & Abuse Prevention & Awareness Curriculum Framework
 Section 4: Policy Guidance
 Section 5: Recommended Resources
 Appendixes
 Appendix A: K-12 Sexual Assault and Abuse Prevention and Awareness Program Enabling Statute
 Appendix B: Connecticut Schools Sexual Assault and Abuse Prevention and Awareness Survey Results
 Cover

Guidelines for Alternative Education Settings
 Acknowledgments
 Background and Overview
 Scope and Applicability of These Guidelines
 Definition of Alternative Education
 Guidelines for Reporting
 Guidelines for Student Placement
 Guidelines for Continued or Discontinued Student Placement
 Best Practice Guidelines for Program Implementation
 Public Act No. 133: An Act Concerning Alternative Education
 Guidelines for Alternative School Settings

SLD/Dyslexia Assessment Resource Guide
 Preface
 Introduction
 Assessment Options for Reading-Related Component Skills
 Acknowledgments
 Appendix A: Glossary of Terms
 Appendix B: List of Assessments
 Welcome to the SLD/Dyslexia Assessment Resource Guide

Coaching Tool for Compentency in Teaching English Learners
 Contents
 Introduction
 Indicator 1a
 Indicator 1b
 Indicator 1c
 Indicator 2a
 Indicator 2b
 Indicator 2c
 Indicator 3a
 Indicator 3b
 Indicator 3c
 Indicator 4a
 Indicator 4b
 Indicator 4c
 References
 Resources
 CCT rubric at a glance

Reducing Chronic Absence: A Prevention and Intervention Guide
 Contents
 Acknowledgments
 Introduction
 Section 1: What is chronic absence?
 Section 2: Why are students chronically absent?
 Section 3: Why is chronic absence an important issue for Connecticut?
 Section 4: How do we know if chronic absence is affecting learning in our district?
 Section 5: What can a district do to improve attendance?
 Section 6: What can schools do to improve attendance?
 Section 7: Who else can be involved with reducing chronic absence?
 References