Connecticut

Piloting a Searchable Database of Dropout Prevention Programs in Nine Low-Income Urban School Districts in the Northeast and Islands Region
Despite evidence that some dropout prevention programs have positive effects, whether districts in the region are using such evidence-based programs has not been documented. This report details a pilot project to generate and share knowledge by building a searchable database of dropout programs and policies implemented in nine midsize urban school districts.

How State Education Agencies in the Northeast and Islands Region Support Data-Driven Decision-Making in Districts and Schools
The report examines the initiatives of state education agencies (SEAs) in the Northeast and Islands Region to support data-driven decision-making in districts and schools and describes the service providers hired to support this work. The report identifies four components of data-driven decision-making initiatives and finds that not all initiatives include all four.

Parent Involvement Strategies in Urban Middle and High Schools in the Northeast and Islands Region
Increasing parent involvement has been identified as a priority in multiple Northeast and Islands Region jurisdictions and is consistent with requirements of No Child Left Behind (NCLB) and Title I. Informed by a review of the literature on parent involvement strategies and working with nine urban districts in the region, this project developed and field-tested a protocol for documenting what parent involvement policies, programs, and practices are being implemented by states, districts, and schools at the secondary level, and how these efforts are evaluated.

How Eight State Education Agencies in the Northeast and Islands Region Identify and Support Low-Performing Schools and Districts
This report describes and analyzes how eight state education agencies (SEAs) in the Northeast and Islands Region—those of Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, and Vermont—identify and support low-performing schools and districts under the No Child Left Behind Act of 2001 (NCLB).

Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region
This project developed a database of policies and programs implemented to reduce teacher-turnover rates. The database includes descriptive profiles of 33 policies and programs utilized in four New England states and can be searched by several variables, including district size, per-participant cost, target grade level, and program type. Interventions were identified through a variety of publicly available sources, and detailed information was gathered through interviews with appropriate individuals.

Key Features of State Response to Intervention (RTI) Initiatives in the Northeast and Islands
The report analyzes the RTI-related initiatives, policies, regulations, and structures for support in all nine REL-NEI jurisdictions. It finds that the six New England states and New York support RTI as an overall school instructional-improvement approach or an approach to determing special-education eligibility. It also finds that RTI documents in the seven jurisdictions address the eight core features of RTI as defined by the National Research Center on Learning Disabilities.

What Characteristics of Bullying, Bullying Victims, and Schools Are Associated with Increased Reporting of Bullying to School Officials?
This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victims’ schools to determine which were associated with reporting to school officials. It found that 11 characteristics in two categories—bullying victimization and bullying victims—showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of victims who indicated the bullying was not reported.

Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region
More than 6 million students with disabilities are served under the Individuals with Disabilities Education Act (IDEA) of 2004. Two-thirds of these students are in at least one course taught by general education teachers. Due to the increased inclusion of students with disabilities in general education classrooms, it is essential for general education teachers to have the knowledge and skills needed to teach students with disabilities. This report on teacher certification requirements in the Northeast and Islands Region finds that eight of the nine jurisdictions require some coursework in teaching students with disabilities for initial licensure of general education teachers.