Connecticut State Department of Education

Greetings! The Connecticut State Board of Education has undertaken a months-long process of developing it's 2023-2028 Five-Year Plan. After several months of meetings and retreats, engagement with thousands of stakeholders through surveys and focus groups, input by Connecticut State Department of Education staff and leadership, the latest draft, which includes goals, action items and outcomes, has been developed. Please use the link below to access the latest draft of the plan. We welcome your review and comments using the fillable form . Draft Comprehensive Plan 2023-2028

Center for Literacy Research and Reading Success


Every Connecticut student has the right to read at or above grade level by the end of third grade

The Center for Literacy Research and Reading Success (Center) was established in 2021 by Commissioner Charlene M. Russell-Tucker, per C.G.S. Section 10-14gg, operating within the Connecticut State Department of Education (CSDE). The Center is responsible for implementing Connecticut’s early literacy laws, regulations, and policies. Select a link below to learn more.

Approved K-3 Reading Curriculum Models or Programs K-3 READING MODELS Opportunities for educators to expand their knowledge PROFESSIONAL LEARNING Connecticut's process to review reading curriculum models and programs READING CORE The Reading Leadership Implementation Council guides the Center's work READING COUNCIL Information on waivers to implement different reading curriculum models or programs WAIVER PROCESS Watch, listen, or read helpful sources of additional information on K-3 literacy RESOURCES

 

Mission

The mission of the Center is to lead statewide change and increase the effectiveness of literacy teaching and learning through advocacy, research, and education so that all Connecticut students are reading at or above grade level independently and proficiently by the end of third grade.

The Center’s Why, How, and What

  • Why: Every Connecticut student has the right to read at or above grade level independently and proficiently by the end of third grade
  • How: By leading through change and bridging research to support Connecticut educators, families, policy leaders, and community members in increasing effectiveness of literacy teaching and learning
  • What: Build comprehensive local and regional literacy educational systems based on culturally responsive, evidence-based literacy teaching and learning practices, strategies, and structures