State Kindergarten-Through-Third-Grade Policies: State Profile

State Kindergarten-Through-Third-Grade Policies: State Profile - Connecticut

June 2018


This information was collected from state statutes, rules and regulations. A profile was sent to each state for review and modification, as needed.
 


Kindergarten Requirements
What is the compulsory school age? Age 5 Conn. Gen. Stat. Ann. § 10-184
What is the state's kindergarten entrance age? Age 5 on or before January 1 of the school year Conn. Gen. Stat. Ann. § 10-15c
What age exemptions or waivers exist for kindergarten entrance? Opt-in: Age 5, local board decision. Conn. Gen. Stat. Ann. §10-184, Conn. Gen. Stat. Ann. §10-15c
Does the state require children to attend kindergarten? Yes Conn. Gen. Stat. Ann. § 10-184, Conn. Gen. Stat. Ann. § 10-15c
Does the state require the district to offer kindergarten and if so, full or half day? What exemptions exist for districts? Yes — Half-Day Conn. Gen. Stat. Ann. § 10-15 
 
How many hours are required for grades K-3? 450 hours per year for half-day kindergarten, 900 hours per year for full-day kindergarten and grades 1-3 Conn. Gen. Stat. Ann. § 10-16,
Conn. Gen. Stat. Ann. § 10-15
Teacher Quality
What are the teacher-to-student ratio requirements for grade K-3? Not specified in statute, rules, regulations. Grant funding available to reduce K-3 class sizes to 1:18. Conn. Gen. Stat. Ann. § 10-265f
What are the requirements for teacher training and professional development in reading? Teacher preparation: In order to be eligible to receive an initial educator certificate with an early childhood-grade 3 or an elementary endorsement, each person is required to complete at least 6 semester hours of a reading instruction course.
Professional Development: Statewide reading plans for K-3 must include teacher training and reading performance tests aligned with teacher preparation courses and professional development activities. Professional development program for teachers and principals in scientifically based reading research and instruction shall be developed.
Conn. Gen. Stat. Ann. § 10-14v, Conn. Gen. Stat. Ann. § 10-145b, Conn. Gen. Stat. Ann. § 10-148b
What are the requirements for teacher training and professional development in math? Not specified in statute, rules or regulations.
Does the state have an early learning endorsement or license specific to K-3? Early Childhood Certificate, infants to grade 3. Elementary Certificate, pre-kindergarten to grade 6. Conn. Agencies Regs. 10-145d-429
Conn. Agencies Regs. 10-145d-434
School Readiness and Transitions
Are kindergarten entrance assessments required? The Office of Early Childhood is responsible for developing a statewide developmentally appropriate kindergarten entrance inventory. Conn. Gen. Stat. Ann. § 10-500
What are states required to do with the results of the KEA? Data on school readiness must be reported to the department of education. Conn. Gen. Stat. Ann. § 10-500
Are there programs in place to guide the pre-kindergarten to kindergarten transition process? Transition plans relating to oral language and pre-literacy proficiency for children between prekindergarten and kindergarten are required as part of the coordinated statewide reading plan for students in kindergarten to grade three. School Readiness program requirements include transition plan for participating children from the school readiness program to kindergarten, including the transfer of records from the program to kindergarten program. Conn. Gen. Stat. Ann. § 10-14v, Conn. Gen. Stat. Ann. § 10-16q
Does the state have a statutory definition of school readiness? What do states use their definition of school readiness to inform? Not specified in statute, rules or regulations.
Assessment, Intervention and Retention
Are assessments required in grades K-3? K-3 reading assessments are required to be included in the statewide reading plan. Conn. Gen. Stat. Ann. § 10-14v, Conn. Gen. Stat. Ann. § 10-14t, Conn. Gen. Stat. Ann. § 10-265g
What do the results of K-3 assessments inform? Results of the K-3 reading assessments are used to inform instruction, progress monitoring, interventions, family engagement, and reading improvement plans. Data on school readiness must be reported to the department. Conn. Gen. Stat. Ann. § 10-14v, Conn. Gen. Stat. Ann. § 10-14t, Conn. Gen. Stat. Ann. § 10-265g
Are there interventions available beginning in kindergarten? What are the interventions available for students in grades K-3? Interventions available in K-3 for schools that are participating in the intensive reading instruction program. Interventions include weekend education programs, reading interventionists at each school to develop reading remediation plans, supplemental instruction, family engagement, progress monitoring, summer school, and after school programs. Conn. Gen. Stat. Ann. § 10-14u
Is there a third grade retention policy? Third grade retention is required with good cause exemptions, if a student does not participate in a summer school program. Conn. Gen. Stat. Ann. § 10-265g
Family Engagement
For those states with pre-kindergarten to kindergarten transition guidance, is family engagement a requirement? Yes, family engagement is included as a requirement of school readiness programs. Conn. Gen. Stat. Ann. § 10-16q
For those states with third grade retention policies, is parental input required? Not specified in statute, rules or regulations.
Social-Emotional Learning
Where is social-emotional development emphasized in statute? Any candidate entering a program of teacher preparation leading to professional certification is required to complete training in social-emotional development. Conn. Gen. Stat. Ann. § 10-145a, Conn. Gen. Stat. Ann. § 10-145b

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