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DISCIPLINE – AUTHORITY

REMOVAL OF STUDENTS FROM CLASS

  • When and how can a student be removed from class?
    • Any local or regional board of education may authorize teachers to remove a student from class when the student willingly causes a serious disruption of the educational process within the classroom
    • No student may be removed from class more than six (6) times in any school year or more than twice in one week UNLESS
      • the student is referred to the building principal or the principal’s designee; and
      • the student is granted an informal hearing.
    • Whenever any teacher removes a student from the classroom, the teacher shall send the student to a designated area and shall immediately inform the building principal (or the principal’s designee).
      • § 10-233b of CGSA.

    Link: http://www.cga.ct.gov/2011/pub/chap170.htm#Sec10-233.htm.

DETENTION

SUSPENSION

  • Under what circumstances can a student be suspended?
    • Under Connecticut state law (§ 10-233c of CGSA), any local or regional board of education may authorize the school administration to suspend any student under the following circumstances:
      • Conduct violates a board policy
      • Conduct is seriously disruptive of the educational process, or hurts persons or property
      • Conduct violates a board policy
      • Conduct is seriously disruptive of the educational process
      • Conduct endangers persons or property
      • Conduct violates a board policy
      • This can result in suspension of transportation services for such student
      • It occurs on school grounds or at a school-sponsored activity and:
      • It occurs off school grounds and:
      • It occurs while waiting for receiving transportation to and from school and:
    • Seriously disruptive conduct includes:
      • whether the incident occurred within close proximity of a school; 
      • whether other students from the school were involved;
      • gang involvement;
      • violence or threats of violence;
      • unlawful use of a weapon;
      • any injury; and
      • use of alcohol.
  • What are the types of suspension?
    • “In-school suspension” means an exclusion from regular classroom activity for no more than ten (10) consecutive school days, but not an exclusion from school. § 10-233c of CGSA. Suspensions are to be in-school suspensions, unless during the hearing:
      • the administration determines that the student being suspended poses such a danger to persons or property 
      • the administration determines that an out-of-school suspension is appropriate for such student based on evidence of:

    a. previous disciplinary problems that have led to suspensions or expulsion of such student; and
    b. efforts by the administration to address such disciplinary problems through means other than out-of-school suspension or expulsion, including positive behavioral support strategies.

      • An in-school suspension may be served in the school that the student attends, or in any school building under the jurisdiction of the local or regional board of education, as determined by the board.
  • How do suspensions work?
    • Unless an emergency exists, no student shall be suspended without an informal hearing.
    • At the hearing, the student shall be informed of the reasons for the disciplinary action and given an opportunity to explain the situation.
    • In determining the length of a suspension period, the administration may receive and consider evidence of past disciplinary problems, which have led to the student being removed from a classroom, suspended or expelled.
    • The school administration is required to notify the superintendent (or the superintendent’s designee) within twenty-four (24) hours of the suspension.
    • Any student who is suspended shall be given an opportunity to complete any classwork including, but not limited to, examinations which such student missed during the period of suspension.
    • For any student who is suspended for the first time and who has never been expelled, the administration may shorten the length of or waive the suspension period if:
      • the student successfully completes an administration-specified program;* and
      • meets any other conditions required by the administration.

    *The administration-specified program shall not require the student or the parent or guardian of the student to pay for participation in the program.

  • What are the limitations on suspension?
    • Suspension may not exceed ten (10) consecutive school days.
    • Students can be placed in in-school suspension up to fifteen (15) times or for a total of fifty (50) days in one school year, whichever results in fewer days.
  • Will notice of suspension be included in the student’s record? Can it be removed?
    • Yes.
      • Notice is included on the student’s record.
    • Notice of suspension will be removed from the record by the local or regional board of education
      • When the student graduates from high school; or
      • If the administration so chooses at the time the student completes the administration-specified program and meets any other conditions required by the administration,
    • Resources: http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/In_School_Suspension_Guidance.pdf.

EXPULSION

  • Under what circumstances can a student be expelled?
    • Connecticut state law provides (§ 10-233d of CGSA):
      • whose conduct on school grounds or at a school-sponsored activity violates a board policy, is seriously disruptive of the educational process, or endangers persons or property; or
      • whose conduct off school grounds violates a board policy and is seriously disruptive of the educational process.
      • Any local or regional board of education, at a meeting at which three (3) or more board members are present, or the impartial hearing board, may expel any student:
    • In making a determination as to whether conduct is “seriously disruptive of the educational process,” the board of education or impartial hearing board may consider, among other factors:
      • Whether the incident occurred within near a school;
      • whether other students from the school were involved;
      • whether there was any gang involvement;
      • whether the conduct involved violence or threats of violence;
      • whether the conduct involved the unlawful use of a weapon;
      • whether any injuries occurred; or
      • whether the conduct involved the use of alcohol.
    • A student shall be expelled for one (1) calendar year if the local or regional board of education or impartial hearing board finds that the student:
      • firearm;
      • deadly weapon;
      • dangerous instrument; or
      • martial arts weapon,
      • Was in unlawful possession of a firearm; or
      • possessed and used a firearm, instrument or weapon in the commission of a crime,
      • selling drugs.
      • Was on school grounds or at a school-sponsored activity was in possession of a
      • Was off school grounds and
      • Was on school grounds or off school grounds
  • What is the expulsion hearing process?
    • Unless an emergency exists (such as where a child may pose a danger to self or others if the child remains in the classroom), no student shall be expelled without a formal hearing.
    • If the student is a minor, the notice shall also be given to the parents or guardian of the student. The notice must include information concerning legal services provided free of charge or at a reduced rate that are available locally and how to access such services.
    • Any local or regional board of education or any two (2) or more of such boards in cooperation may establish an impartial hearing board of one (1) or more persons.
      • No member of any such board or boards shall be a member of the hearing board.
    • In determining the length of an expulsion and the nature of the alternative education opportunity to be offered, the local or regional board of education, or the impartial hearing board, may receive and consider evidence of past disciplinary problems which have led to removal from a classroom, suspension or expulsion of the student.
  • May the length of expulsion be shortened or waived?
    • For any student expelled for the first time and who has never been suspended, the local or regional board of education may shorten the length of or waive the expulsion period if
      • the student successfully completes a board-specified program*; and
      • meets any other conditions required by the board.

    *Such board-specified program shall not require the student or the parent or guardian of the student to pay for participation in the program.

  • Will notice of expulsion be included in the student’s record? Can it be removed?
    • Notice of the expulsion will be included on the student’s cumulative education record.
    • Such notice, except for notice of an expulsion based on possession of a firearm or deadly weapon, shall be expunged from the cumulative education record by the local or regional board of education
      • if the student graduates from high school; or
      • if the board so chooses at the time the student completes the board-specified program and meets any other conditions required by the board, whichever is earlier.
  • Expulsion Duration
    • In cases of mandatory expulsion, the student must be expelled for one (1) calendar year, but the expulsion period is on a case-by-case basis.
    • In all cases, when deciding how long an expulsion shall last and the type of alternative educational opportunity, if any, to offer, a board may take and consider evidence about the student’s past disciplinary problems that have led to in-school or out-of-school suspensions or past expulsions.
    • An expelled student can apply for early readmission to school.
      • Readmission may occur at the local school board’s discretion or, if the board delegates the responsibility to him or her, at the discretion of the school superintendent.
      • The board or superintendent can make conditions on readmission.
      • Readmission decisions cannot be appealed to court.
  • Alternative Education Opportunity
    • A local school board must offer an alternative education opportunity to an expelled student under the following circumstances:
      • Required if they comply with the school board’s conditions.
      • The board’s alternative education program for a student between sixteen (16) and eighteen (18) can include placement in an adult education program.
      • For students under age sixteen (16) during the expulsion period it is required.
      • Students between ages sixteen (16) and eighteen (18) who are expelled for the first time,* unless the expulsion is for carrying a dangerous weapon or selling or distributing illegal drugs.
      • For students who have turned eighteen (18) it is not required except for special education students
      • For special education students twenty-one (21) and under it is required to offer an alternative education opportunity consistent with their education needs.

    *In determining whether a student over age sixteen (16) is being expelled for the first time, the board must count any expulsions imposed on the student before he or she turned sixteen (16).
    ** The hearing notice must state that the board of education is not required to offer an alternative education opportunity to any student found to have carried a dangerous weapon or sold or distributed illegal drugs on school grounds or at a school-sponsored activity.

  • Student Expelled by Another District
    • A school board may adopt another district’s expulsion decision if it holds its own hearing on whether the conduct for which the other district expelled the student would also lead to expulsion under its own policies.
    • The student is not permitted to attend school in the new district while such hearing is pending.
  • More Information
    • http://ctlawhelp.org/school-expulsions-when-your-child-is-expelled#specialedu.
    • http://www.cga.ct.gov/2002/olrdata/ed/rpt/2002-r-0849.htm.
    • http://www.infoline.org/informationlibrary/Documents/SchoolExpulsionsConnecticut.asp.

CORPORAL PUNISHMENT

BULLYING

  • How is “bullying” defined?
    • Definition of bullying: “Bullying” means (A) the repeated use by one or more students of a written, oral or electronic communication, such as cyber bullying, directed at or referring to another student attending school in the same school district, or (B) a physical act or gesture by one or more students repeatedly directed at another student attending school in the same school district, that: (i) Causes physical or emotional harm to such student or damage to such student’s property, (ii) places such student in reasonable fear of harm to himself or herself, or of damage to his or her property, (iii) creates a hostile environment at school for such student, (iv) infringes on the rights of such student at school, or (v) substantially disrupts the education process or the orderly operation of a school.  Bullying shall include, but not be limited to, a written, oral or electronic communication or physical act or gesture based on any actual or perceived differentiating characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity or expression, socioeconomic status, academic status, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of such characteristics. Public Act 11-232
  • What should a school district’s anti-bullying policy cover?
    • The law requires, among other things, that the policy allows anonymous reports of bullying by students to administrators and teachers and that students be notified yearly of the process by which they may make such reports.
    • Administrators and teachers must allow parents and guardians of students to file written reports of suspected bullying.
    • The law also requires school administrators to investigate parents and guardians’ written reports and review students’ anonymous reports.
    • No disciplinary action can be taken based solely on anonymous reports.
    • Teachers and other school staff who witness bullying or receive student reports of bullying are required to notify administrators in writing.
    • Administrators are required to investigate any written report of bullying allegations.
    • The policies may include provisions addressing bullying outside the school setting if it has a direct and negative impact on a student’s academic performance or safety in school.
    • A district’s anti-bullying policy must also:
    • Include a prevention and intervention strategy for school staff to deal with bullying.
    • This may include, but is not limited to:
      • Enforcing a positive behavioral intervention strategy or another evidenced-based model approach for safe school climate
      • A school survey to determine the rate of bullying (a school climate assessment satisfies this requirement);
      • Establishment of a bullying prevention coordinating committee with broad representation to review the survey results and enforce the strategy (a school climate committee satisfies this requirement);
      • School rules prohibiting bullying, harassment, and intimidation and establishing appropriate consequences for those who engage in such act;
      • Adequate adult supervision of outdoor areas, hallways, the lunchroom and other specific areas where bullying is likely to occur;
      • Inclusion of grade-appropriate bullying prevention lessons in kindergarten through high school;
      • Individual interventions with the bully, parents or guardians, and school staff, and interventions with the bullied student, parents or guardians, and school staff;
      • School-wide training related to promoting a safe school climate; or
      • Promotion of parent/guardian involvement in bullying prevention through individual or team participation in meetings, trainings and individual interventions.
    • Provide for the inclusion of language in student codes of conduct concerning bullying.
    • Require each school to notify the parents or guardians of students who commit any confirmed acts of bullying and the parents or guardians of students against whom such acts were directed, and invite them to attend at least one meeting.
    • Require each school to maintain a list of the number of verified acts of bullying in the school and to make the list available for public inspection.
    • Direct the development of case-by-case interventions for addressing repeated incidents of bullying against a single individual or bullying incidents by the same individual, which may include both counseling and discipline.
    • Identify the appropriate school personnel, which may include, but shall not be limited to, student services personnel, responsible for taking a bullying report and investigating the complaint.
  • Resources
    • http://www.sde.ct.gov/sde/cwp/view.asp?a=2700&Q=322402
    • http://www.cga.ct.gov/2011/pub/chap170.htm#Sec10-222d.htm

DRESS CODES

  • Are there dress code requirements for schools?
    • While not required to do so, school boards may implement dress codes. A local or regional board of education may require a school uniform for students in schools under its jurisdiction. § 10-221f of CGSA.
    • Connecticut statutes on school uniforms: http://www.cga.ct.gov/2011/pub/chap170.htm#Sec10-221f.htm.

ENGLISH LANGUAGE LEARNERS (ELLs)

  • Who is an “eligible student”?
    • In Connecticut, “eligible students” means students enrolled in public schools in grades kindergarten to twelve (12), inclusive, whose dominant language is other than English and whose proficiency in English is not sufficient to ensure equal educational opportunity in the regular school program. § 10-17e-j of CGSA.
  • What instructional programs are available for ELLs?
    • “Program of bilingual education” means a program that:
      • Makes instructional use of both English and an eligible student’s native language;
      • Enables eligible students to achieve English proficiency and academic mastery of subject matter content and higher order skills, including critical thinking, so as to meet appropriate grade promotion and graduation requirements;
      • Provides for more use of English and less use of the student’s native language for the purpose of instruction each year;
      • Provides for the use of English for more than half of the instructional time by the end of the first year;
      • May develop the native language skills of eligible students; and
      • May include the participation of English proficient students if the program is designed to enable all enrolled students to become more proficient in English and a second language.
    • “English as a second language program” means a program that uses only English as the instructional language for eligible students and enables such students to achieve English proficiency and academic mastery of subject matter content and higher order skills, including critical thinking, so as to meet appropriate grade promotion and graduation requirements.
  • What are the duties of boards of education regarding bilingual education programs?
    • Annually, the board of education for each local and regional school district shall find the eligible students in the school district and shall classify the eligible students according to their dominant languages.
    • If there are twenty (20) or more eligible students in any public school within a local or regional school district classified as dominant in any one language other than English, the board of education of the district is required to provide a program of bilingual education for the eligible students for the following school year.
    • Annually, each local and regional board of education shall assess the progress made by each student toward meeting the state English mastery standard.
  • When should the local or regional board of education provide language support services?
    • If a student is not making sufficient progress toward meeting the state English mastery standard based on the assessment, the local or regional board of education shall provide language support services to the student in consultation with his or her parent or guardian to allow the student to meet the state standard. These services may include, but need not be limited to:
      • summer school; and/or
      • afterschool assistance and tutoring.
  • What information should be given to the parents and guardians of eligible students?
    • Each local and regional board of education shall hold a meeting with the parents and guardians of eligible students to explain the benefits of the language program options available in the school district, including an English language immersion program.
    • The parents and guardians may bring an interpreter or advisor to the meeting.
    • If the parent or guardian of an eligible student opts to have such student placed in a program of bilingual education, the local or regional board of education shall place the child in such program.
  • What is the assessment test used for ELLs? What are the procedures for the test?
    • Step I – Preliminary Assessment of Dominant Language.
    • Step II – Final Determination of Dominant Language.
      • Language Proficiency Test administered in English and/or the native language where possible (Language Assessment Scales [LAS], LAS Links or other test of preference); and/or
      • Observation and recording of observations and/or interview.
    • Step III – Determination of English Language Proficiency.
      • Students who are for the first time in a United States school for fewer than ten (10) school months may be exempt from the reading and writing portion of the CMT/CAPT.
      • Interview student or parent to determine Oral English Proficiency;
      • Administer the LAS, LAS Links or other English Language Proficiency Assessment of preference. If the English proficiency test was administered in Step II, then those scores will suffice; and
      • Academic history must be considered and may include records from another country or the DRA, CMT or CAPT scores, grade-level performance in the classroom and determination of below-average or failing report grades.
  • More resources
    • http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848&sdePNavCtr=|#45602
    • Bilingual Education Statute: § 10-17e-j, inclusive, of the Connecticut General Statutes, http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=321156.
    • Guidelines for Implementing Language Transition Support Services (LTSS) – 2002, http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=321092.
    • Developmental Reading Assessment (DRA) Q&A, http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320866.
    • English Language Learner Framework – State Board Approved November 2005, http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848.
    • English Language Learner (ELL) CMT and CAPT Exemption Guidelines, January 2009 http://www.csde.state.ct.us/public/cedar/assessment/ell/index.htm.
    • Performance Standards Necessary to Exit Programs of Eng. Lang. Instruction, November 2007 http://www.csde.state.ct.us/public/cedar/assessment/ell/index.htm.

ABILITY GROUPING FOR LEARNING PURPOSES

  • Special Education Requirements
    • “A child requiring special education” means any exceptional child who

    a. Meets the criteria for eligibility for special education pursuant to the Individuals With Disabilities Education Act, 20 U.S.C. § 1400;
    b. Has extraordinary learning ability or outstanding talent in the creative arts, the development of which requires programs or services beyond the level of those ordinarily provided in regular school programs but which may be provided through special education as part of the public school program; or
    c. Is age three (3) to five (5), inclusive, and is experiencing developmental delay that causes the child to require special education.

    • The state is required to provide the professional services necessary to identify children requiring special education, determine the eligibility of children for special education, and prescribe appropriate educational programs for eligible children. §§ 10-76a to 10-76h of CGAS.
    • State statutes on special education: http://search.cga.state.ct.us/dtsearch_pub_statutes.html.
    • State Board of Education Regulations on special education:

    a. http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Parents_Guide_SE.pdf.
    b. http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730.
    · State Education Resource Center: http://ctserc.org/s/.

  • Common Core Standards
    • Connecticut’s Common Core of Learning is designed to set and define the high standards required for students to become fully educated citizens. It is organized under three headings:
    • Foundational Skills and Competencies
      • Reading
      • Writing
      • Speaking, Listening and Viewing
      • Quantifying, Problem Solving, Reasoning and Creative Thinking
      • Learning Resources and Information Technology
      • Working Independently and Collaboratively
      • Understanding and Applying
    • Discipline-Based and Interdisciplinary Skills
      • · Language Arts
        · Mathematics
        · Science
        · Social Studies
        · World Languages
        · The Arts
        · Health and Safety Education
        · Physical Education
        · Technology Education
        · Applied Education
        a. School-to-Career Transition
        b. Preparing for Adult Life and Lifelong Learning
    • Aspects of Character
      • Responsibility and Integrity
      • Effort and Persistence
      • Intellectual Curiosity
      • Respect
      • Citizenship and Sense of Community
    • Connecticut Common Core Standards Link: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320858

GRADUATION REQUIREMENTS

  • What are the graduation requirements?
    • The Connecticut School Code establishes the minimum requirements for graduation from Connecticut high schools. § 10-221(a) of CGSA.
    • Academic Tests:
      • Grade 3 through grade 8.
      • Tests mathematics, reading comprehension, writing, and science (5th and 8th grades only)
      • Grading scale: 1 to 5:
      • Connecticut Mastery Test (CMT)

    5 = Advanced
    4 = Good
    3 = Proficient
    2 = Basic
    1 = Below basic CMT Contact:

        • To contact: Telephone: 860-713-6860 Email: cmt@ct.gov
      • Connecticut Academic Performance Test (CAPT)
        • First given to all students in March of their sophomore year. If the state goal is not met, students must retake the sections they do not pass.
        • Tests mathematics, reading, writing, and science (in nine individual sessions, which are taken over a period of 9 days.)
        • State-mandated standardized test. Required to graduate high school in some districts.
        • CAPT Contact: Telephone: 860-713-6890 Email: capt@ct.gov
    • For more information, please see: http://www.csde.state.ct.us/public/cedar/assessment/capt/index.htm.
    • Required Classes for Graduation:
      • 20 credits minimum, including:
        • 4 credits in English
        • 3 credits in Mathematics
        • 3 credits in social studies, including at least 0.5 credits in civics and American government
        • 2 in science,
        • 1 in the arts or vocational education, and
        • 1 in physical education
      • 22.5 credits minimum, including:
        • 4 credits in English, including composition,
        • 3 credits in social studies, including at least one credit in American history and at least 0.5 credits in civics and American government,
        • 1 credit in fine arts, and
        • 1 credit in a humanities elective
        • 4 credits in mathematics, including algebra I, geometry and algebra II or probability and statistics,
        • 3 credits in science, including at least 1 credit in life science and at least 1 credit in physical science, and
        • 1 credit in a science, technology, engineering, or mathematics elective
        • 1 credit in physical education,
        • 0.5 credits in health and safety education, and
        • 2 credits in career and life skills electives, such as career and technical education, English as a second language, community service, personal finance, public speaking and nutrition and physical activity
        • 9 credits in the humanities, including:
        • 8 credits in science, technology, engineering, and mathematics, including:
        • 3.5 credits in career and life skills, including not fewer than:
        • 2 credits in world languages, and
        • A 1-credit senior demonstration project or its equivalent, as approved by the State Board of Education
      • 25 credits minimum, including:
        • 4 credits in English, including composition;
        • 3 credits in social studies, including at least one credit in American history and at least 0.5 credit in civics and American government;
        • 1 credit in fine arts; and
        • 1 credit in a humanities elective;
        • 4 credits in mathematics, including algebra I, geometry and algebra II or probability and statistics;
        • 3 credits in science, including at least 1 credit in life science and at least 1 credit in physical science; and
        • 1 credit in a science, technology, engineering or mathematics elective;
        • 1 credit in physical education;
        • 0.5 credits in health and safety education; and
        • 2 credits in career and life skills electives, such as career and technical education, English as a second language, community service, personal finance, public speaking and nutrition and physical activity;
        • 9 credits in the humanities, including:
        • 8 credits in science, technology, engineering and mathematics, including:
        • 3.5 credits in career and life skills, including not fewer than
        • 2 credits in world languages; and
        • A 1-credit senior demonstration project or its equivalent, as approved by the State Board of Education.
      • Algebra I
      • Geometry
      • Biology
      • American history
      • 10th grade English
      • For classes graduating through 2017 (inclusive)
      • For classes graduating in 2018, and for each graduating class thereafter
      • For classes of 2018 and thereafter
      • Classes of 2018 and thereafter must also satisfactorily complete end of the school year examinations for the following courses:

    * Beginning with classes graduating in 2018, and for each graduating class after, local and regional boards of education shall provide student support and remedial-GLOSS services for students beginning in seventh grade. They shall provide alternate means for a student to complete any of the high school graduation requirements or end of the school year examinations if the student is unable to satisfactorily complete any of the required courses or exams.

STATE PARENT INFORMATION RESOURCE CENTERS

  • General
    • The Connecticut Parent Information Resource Center (“CT PIRC”) is designed to serve families, educators, and service providers on behalf of the children of Connecticut. The Connecticut PIRC offers a number of resources and services.
    • The CT PIRC provides the following services:
      • Family support and resources, training opportunities, and outreach to all families with some programs targeted to those families from culturally and linguistically diverse backgrounds;
      • Toll-free phone line to provide assistance to families on education issues related to the No Child Left Behind Act (NCLB) and accountability;
      • Website containing resources and updated announcements regarding family learning, family engagement, parent involvement, and school-family-community partnerships;
      • CT PIRC library section with family and school-family-community resources housed at the SERC Library;
      • Professional development for Title I districts to include overview on school-family-community partnerships, welcoming atmosphere tool-kit training, action team training, NCLB training for family service providers, and family literacy; and
      • Service provider and school personnel support in the development and implementation of effective parent involvement policies, programs, and activities.
  • Contact Information
    • Connecticut Parent Information Resource Center (CT PIRC)

    CT PIRC
    25 Industrial Park Rd.
    Middletown, CT 06457
    Telephone: 1-800-842-8678
    Email Address: info@ctpirc.org
    Website: http://ctpirc.org/s/

    • The CT PIRC website also contains lists of related resources, including:
      • Fact Sheets, which are brief summaries of what parents need to know about a variety of education-related topics, written in plain language;
      • Web Links for CT Parents, which are links that have been reviewed and endorsed by CT PIRC as containing information useful to Connecticut parents; and
      • Brochures and Downloads, which are other downloadable and printable resources for parents.
    • The Connecticut PIRC also has information on the No Child Left Behind program.

CONNECTICUT STATE BOARD OF EDUCATION

  • Board of Education Contact Education

    Connecticut State Board of Education
    165 Capitol Avenue,
    Hartford, CT 06106

    or

    25 Industrial Park Road,
    Middletown, CT 06457-1520
    Telephone: 860-713-6543
    Website: http://www.sde.ct.gov/sde/site/default.asp

U.S. DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS

  • Contact information for the Boston Office

    Boston Office
    Office for Civil Rights
    U.S. Department of Education
    8th Floor
    5 Post Office Square
    Boston, MA 02109-3921
    Telephone: 617-289-0111
    FAX: 617-289-0150; TDD: 877-521-2172
    Email: OCR.Boston@ed.gov