Connecticut

The purpose of this document is to capture state-by-state information of policy and guidelines related to the science of reading / evidence-based reading instruction to be presented on The Reading League Compass, a website of reliable and reputable guidance and resources for targeted stakeholder groups.

Local control?

Local control yet newer legislation changed this related to K-3 literacy and mandated CT approved K-3 literacy curricula and programs

Has your state passed legislation and/or non-legislated rule changes related to the science of reading?

Yes. The newest public act and bill that ties to the Center are:

However, CT has a lot of legislation focused on early literacy and evidence-based reading/science of reading. Codified from the 2021 legislation: Chapter 163c – Education Evaluation and Remedial Assistance (ct.gov) and updated based on the above links.

• Sec. 10-145d. State board regulations for teacher certificates.
• Sec. 10-145r. Survey on reading instruction.
• Sec. 10-14u. Intensive reading instruction program for students in kindergarten to grade three.
• Sec. 10-14v. Coordinated state-wide reading plan for students in Kindergarten to Grade 3.
• Sec. 10-14y. Reading readiness program; tiered supports in early literacy.
• Sec.10-148b. Professional development program re scientifically-based reading research and instruction. Review and assessment of professional development.
• Sec. 10-262u. Alliance Districts.
• Sec. 10-263c. Transitional school district grant program.
• Sec. 10-264f. Grants for single districts or one or more schools within a district.
• Sec. 10-265g. Summer reading programs required for priority school districts. Evaluation of student reading level. Individual reading plan.
• Sec. 10-265i. Grants for priority school districts for the purchase of library books.
• Sec. 10-265m. Grants for summer school and weekend school programs in priority school districts.
• Sec. 10-266p. Priority school district grant program.
• Sec. 10-266q. Proposals and plans for expenditure of grant.
• C.G.S. Sec. 10-14t. Reading assessments for students in Kindergarten to Grade 3.

AN ACT CONCERNING TRANSPARENCY IN EDUCATION.

“AN ACT CONCERNING SCHOOLS.”

Does your state have an approved curriculum list?

Was evidence-aligned reading instruction a consideration for the curriculum review?

Yes. Reading CORE: The Connecticut Review Process and the Waiver process Waiver Application Process (ct.gov)

Please describe any other instructional-materials work related to the science of reading.

CSDE K-8 Model English Language Arts Collection Resources | GoOpen CT

Does your state mandate or provide guidance on early screening?

Yes. Literacy/English Language Arts (ct.gov)

On July 9, 2014, the Connecticut State Board of Education (CSBE) approved a menu of research-based K-3 reading assessments for Grades K-3. The menu of research-based reading assessments must be used by districts for the purpose of Universal Screening for Reading of the entire K-3 student population. Commencing July 1, 2016, these reading assessments have been approved for use by districts to assist in identifying, in whole or in part, students at risk for Dyslexia or other reading-related learning disabilities. The menu of research-based K-3 reading assessments is a model for all Connecticut school districts to follow. Connecticut Priority School Districts are required by statute to submit K-3 reading assessment results multiple times per year.

Please describe any other assessment work related to the science of reading with links, where applicable

Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?

Yes

Does your state have policy or guidance related to instruction and/or professional development

Yes

Does your state have state-developed guidance documents or training courses related to the science of reading?

Yes

Professional Learning Opportunities (ct.gov) and there will be required professional learning for all local and regional boards of education who use the grant funds as described below.

Connecticut’s Literacy Model Strategy

• Partners: University of Connecticut, Hill for Literacy, and Literacy How
• Audience: 76 Schools across Alliance Districts and Opportunity Districts
• Purpose: Build district and school culturally responsive, scientifically- and evidence-based literacy structures and practices

ReadConn

• Partner: Public Consulting Group (PCG)
• Audience: School-based Teams (e.g., literacy leaders, teachers, administrators) – Total 500 participants
• Purpose: Increase teachers’ expertise in identifying and providing instruction in necessary foundational reading skills, spotting student skills gaps, and monitoring students’ progress to create a solid foundation in early literacy skills

Science of Reading Masterclass

• Partner: Connecticut Association of Public School Superintendents
• Audience: District-based Teams (e.g., superintendent, district literacy lead, administrators, teacher leaders)
• Purpose: Develop local capacity for science of reading and components of comprehensive K-3 literacy instruction

HILL for Literacy K-3 Literacy Model Curricula and Program Adoption Process and Implementation Plan

• Partner: Hill for Literacy
• Audience: 14 Districts
• Purpose: Assist districts in reviewing, choosing, and/or implementing from the approved list

K-3 Literacy Model Curricula, Program Adoption Process and Implementation Plan

• Partner: TNTP
• Audience: 11 District-based teams
• Purpose: Assist districts in reviewing, choosing, and/or implementing from the approved list

Network Improvement Community-Smaller Districts

• Partner: WestEd
• Audience: 15 District-based Teams* (e.g., superintendent, district literacy lead, administrators, teacher leaders)
• Purpose: Develop local capacity for science of reading and components of comprehensive K-3 literacy instruction

RESC Literacy Affinity Groups and 1:1 Coaching

• Partner: Area Cooperative Educational Services (ACES)
• Audience: 8 Literacy Affinity Groups
• Purpose: Support implementation of the approved CT K-3 reading curriculum models and programs

Please describe any grant work that names the science of reading and/or evidence-aligned instruction including links, where applicable

On May 26, 2023, the Connecticut State Department of Education (CSDE) announced the ARPA-Right to Read Grant which deploys $20 million in the CSDE’s American Rescue Plan Act (ARPA) funding to local and regional boards of education during fiscal year (FY) 2023 and FY 2024 for the purpose of supporting scientifically based, evidence-based literacy teaching and learning in grades Kindergarten through third (K-3). For more information, please see the ARPA Right to Read Guidance. The CSDE is also allocating $4,539,000 ARP ESSER funds to assist Connecticut local and regional boards of education with total enrollment of under 1000 students in addressing educational disparities and increasing their investment in Grades K-3 scientifically based, evidence-based literacy teaching and learning

Has your state reviewed standards for alignment to the science of reading?

No. Core Standards

Please describe any other standards work related to the science of reading with links, where applicable

Currently writing core curricula per legislation for use by districts. K-12 Model Curricula Hub (ct.gov)

CSDE K-8 Model English Language Arts Collection Resources | GoOpen CT

CSDE English Language Arts K-8 Model Curricula Now Available

IN April 2024, the Connecticut State Department of Education released the complete English Language Arts Model Curricula, which is now available for access and implementation. This phase includes the release of the Grades K-2 and 7-8 units, designed to support districts in implementing high-quality, rigorous English Language Arts (ELA) curricula. The combined K-8 ELA Model Curricula emphasize the vertical alignment and progression of learning in the primary, upper elementary, and middle school grades. Furthermore, new Model Curricula Quick Start Guides organized in grade bands K-3, 4-5, and 6-8 are now available.

Utilizing the K-8 ELA Model Curricula requires considerations for incorporating text sets, students’ lived experiences, local history, and sociocultural influences. Districts should utilize the available Aligned Core Resources to understand how the Model Curricula align with Connecticut’s Approved K-3 Reading Curriculum Models or Programs, and Compendiums of Curriculum Models or Programs. Aligned Core Resource documents (e.g. Grade 3 and Great Minds Wit and Wisdom, Grade 3 and Imagine Learning EL Education) indicate how Approved K-3 Reading Curriculum Models or Programs and Compendiums align with the K-3 ELA Model Curricula, and they include suggested pacing and scope and sequence recommendations. A limited number of Aligned Core Resources are now available for the Grade 3 ELA model curricula units.

Users of the model curricula should consult local curriculum leaders and administrators to understand the district curricula development process before deciding to use these units. For additional information regarding implementing the Grades K-3 units, view the K-3 Model Curricula Webinar. Note that professional learning opportunities are forthcoming. All model curricula, guidance documents, and resources are available through GoOpenCT, Connecticut’s open education resource digital library.

Does your state have guidance or resources for families related to the science of reading?

We are working on this. Anticipated launch fall 2024

Do you have policy or guidance regarding how to leverage evidence-based practices to support secondary students?

Yes.

Does your state have state-developed guidance documents or training courses related to the science of reading and Multilingual learners?

Yes.

The ESSA Evidence-based Guide: Multilingual Learners provides information to districts and evidence-based practices. Also, the CSDE has Pathways to Success for MLs modules (one specific one is Oral Language Development and Foundational Reading Skills for English Learners (PreK-3). Connecticut has the OELA English Learner Toolkit posted as well.

Does your state have licensure or program approval criteria to ensure Educator Preparation Programs are aligned to the science of reading?

Yes. New program proposals are reviewed by content area experts. Since elementary programs have a literacy component, literacy faculty are included on an elementary evaluation team.

Foundations of Reading pass rates are included in outcome data submitted for CAEP standard 1 as part of EPP self study and accreditation site visit.

CAEP Revised Standards Workbook

Sec. 10-14z. Office of Dyslexia and Reading Disabilities. Duties. (a) There is established an Office of Dyslexia and Reading Disabilities within the Department of Education which shall be under the management of a chief. The chief shall be qualified by training and experience to perform the duties of the office, including, but not limited to, expertise in higher education, dyslexia and structured literacy. The Office of Dyslexia and Reading Disabilities shall (1) verify the compliance of (A) educator preparation programs, as defined in section 10-146c, and (B) applicants for an initial, provisional or professional educator certificate pursuant to the provisions of chapter 166 relating to dyslexia instruction and training, including, but not limited to, the compliance verifications required pursuant to sections 10-14aa to 10-14cc, inclusive; (2) review and recommend changes, as necessary, to the State Board of Education’s process for approval of educator preparation programs related to such compliance verifications; and (3) provide guidance to and consult with the department’s Talent Office related to such compliance verifications.

(b) The chief of the Office of Dyslexia and Reading Disabilities shall appoint such full-time staff as may be necessary for the operations of said office, which shall include, but need not be limited to, (1) staff with expertise in (A) educator preparation program accreditation analysis and approval, and (B) educator preparation program curriculum analysis related to structured literacy and dyslexia; and (2) support staff.

(c) Not later than July 1, 2022, the office shall (1) with consideration given to the recommendations set forth in appendices d and e of the final report of the task force established pursuant to special act 19-8*, develop compliance measures and audit procedures to determine the compliance of educator preparation programs with the provisions of subsection (e) of section 10-145a, and whether such educator preparation programs include supervised practicum hours or student teaching experience and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia in any programs of study in the diagnosis and remediation of reading and language arts; and (2) submit such compliance measures and audit procedures, in accordance with the provisions of section 11-4a, to the joint standing committees of the General Assembly having cognizance of matters relating to higher education and education.

(d) Not later than July 1, 2022, the office shall develop, and update as necessary, (1) with consideration given to the recommendations set forth in appendix f of the final report of the task force established pursuant to special act 19-8*, structured literacy competency targets for the purpose of identifying structured literacy competencies that should be achieved by an educator based on certification level and endorsement type; (2) for the review and consideration of institutions of higher education and other providers of educator preparation programs approved by the department, a list of sample course assignments and evaluations aligned with the structured literacy competency targets developed by the office and the compliance measures developed pursuant to subsection (c) of this section; and (3) model dyslexia in-service training programs, for use by local and regional boards of education, aligned with the structured literacy competency targets developed by the office.

Do you have a “contact us” website that we can share publicly on TRL Compass?

Use the interactive state map to find descriptions of state-level policy adoption, guidance, and practices related to the science of reading. State policy may include legislation incorporating training or practices related to the science of reading or state education agency guidance regarding policy, professional development, curricula, instruction, or assessment.

Filter by specific topic area(s) to find state-specific work: 

The Reading League expresses gratitude to our collaborators and associates within the state education agencies for sharing their state-specific data. This data will undergo semi-annual updates, contingent upon the availability and resources of the respective state agencies. For any inquiries, clarifications, or updates, please reach out to compass@thereadingleague.org.