Connecticut Approved K-3 Reading Curriculum Models or Programs
Public Act No. 21-2 sec. 402 (8c)
Section 10-14ii requires the Center for Literacy Research and Reading Success at the CSDE, in consultation with the Reading Leadership Implementation Council, to review and approve at least five reading curriculum models or programs that must be implemented by all public-school districts effective the 2023–24 school year.
Connecticut Approved K–3 Reading Curriculum Models or Programs
At this time the PreK curriculum models or programs submitted for review are not found to meet expectations, however, Savvas Learning Company – Three Cheers for Pre-K, (2022) is under review as noted below.
The following K–3 curriculum models or programs, listed in alphabetical order, are approved for use by Connecticut districts until June 30, 2027, as they meet the expectations of the Connecticut 2022 Guidelines for Open Review Period for Grades Pre-Kindergarten to Three Reading Curricula and/or Programs (2022 Guidelines) and scored in the Meets Expectations range by other credible and comprehensive literacy review processes:
- American Reading Company – ARC Core (K-3), (2020);
- Amplify Education Inc. – Core Knowledge Language Arts (CKLA, 2022);
- Houghton Mifflin Harcourt – Into Reading;
- Imagine Learning – EL Education Grades K-3, (2017);
- McGraw Hill Education – Wonders, (2020);
- Open Up Resources – EL Education, (2017); and
- Savvas Learning Company – myView Literacy, (2020).
The following curriculum models or programs are under review. While they scored in the Meets Expectations range on the 25 indicators, they have not been reviewed by any other credible and comprehensive literacy review process:
- Savvas Learning Company – Three Cheers for Pre-K, (2022); and
- Schoolwide, Inc. – Fundamentals of Reading, Writing, Grammar, Content Literacy, and Foundational Skills.
PreK–3 Reading Connecticut Review Process to Evaluate Curricula and Programs (Reading CORE)
The CSDE developed the PreK–3 Reading Connecticut Review Process to Evaluate Curricula and Programs (Reading CORE). The Reading CORE rubric is designed for use by the CSDE, in consultation with the Reading Leadership Implementation Council, to review reading curriculum models and programs for use by local and regional boards of education for students in PreK–3, inclusive, that are evidence-based/scientifically based. The Reading CORE rubric was adapted from the Curriculum Ratings by Teachers (CURATE) project designed by the Massachusetts Department of Elementary and Secondary Education (DESE).
The CSDE’s CORE Review Team consisted of 16 Connecticut literacy experts, CSDE staff, and educational leaders. Several members of the Reading Leadership Implementation Council served on the CORE Review Team. In total, the CORE Review Team reviewed and rated the 25 curriculum models or programs on each of the 25 critical literacy indicators aligned to the science of reading that are listed in the 2022 Guidelines. Each curriculum model or program was reviewed by at least two reviewers. In addition to the ratings of Connecticut reviewers, other credible and comprehensive literacy material reviews and research findings, including CURATE, EdReports, and the Colorado Department of Education Advisory List of Instructional Programming, were considered before final approval.
Guidance Regarding the 2022 Application Requesting a Waiver of Connecticut Approved K–3 Reading Curriculum Model or Program (Waiver)
Section 10-14hh(a) of the Connecticut General Statutes (C.G.S.) mandates that each local and regional board of education implement for the 2023–24 school year and each school year thereafter a reading curriculum model or program for grades prekindergarten to grade three, inclusive, that has been reviewed and recommended pursuant to C.G.S. 10-14ii.
C.G.S. Sec 10-14hh(d), however, provides that local and regional boards of education may request a waiver to implement a reading curriculum model or program other than a model or program reviewed and recommended pursuant to section 10-14ii. C.G.S. 10-14hh(d) further provides that the Commissioner of Education, in consultation with the director of the Center for Literacy Research and Reading Success, shall, upon the request of a local or regional board of education, grant such waiver if the Commissioner determines that the local or regional board of education requesting a waiver has demonstrated that such other reading curriculum or model is:
- evidenced-based and scientifically based, and
- focused on competency in the following areas of reading: oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension.
As required by C.G.S. Sec 10-14hh(d), the waiver request—in addition to satisfying the foregoing criteria—shall include (A) data collected from the reading assessments described in C.G.S Sec. 10-14t that has been disaggregated by race, ethnicity, gender, eligibility for free or reduced priced lunches, students whose primary language is not English and students with disabilities, and (B) a strategy to address remaining reading achievement gaps, as defined in C.G.S. Sec. 10-14u as the existence of a significant disparity in the academic performance of students among and between (A) racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) genders, and (E) English language learners and students whose primary language is English.
The 2022 Application Requesting a Waiver of Connecticut Approved K–3 Reading Curriculum Model or Program (Waiver) was developed in alignment with the legislation and incorporates stakeholder feedback.
For local and regional board of education convenience, the Waiver application has been constructed using the Qualtrics online software. The Waiver application includes grades Kindergarten through three (K–3), inclusive, as currently prekindergarten (PreK) reading curriculum models or programs are still under review.
The Waiver application must be completed by one signatory representing the local or regional board of education and submitted by 5:00 p.m., on February 28, 2023. The Waiver requires the signatory to:
- Submit a detailed description, that may include a compendium of documents, to demonstrate that the curriculum model or program is evidenced-based and scientifically based and focused on competency in the following areas of reading: oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name, or letter name fluency and reading comprehension (C.G.S. Sec. 10-14hh).
- Upload the completed K–3 Reading Data Template (C.G.S. Sec. 10-14hh).
- Upload the strategy created to address reading achievement gaps as defined in C.G.S. Sec. 10-14u, in the academic performance of students among and between (A) racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) genders, and (E) English language learners and students whose primary language is English (C.G.S. Sec. 10-14hh).
- Sign a signature page.
- Any embedded links or materials included in a submission must be easily accessed and must not require permissions or passwords. If a reviewer is unable to access or review materials submitted, the application will not be reviewed. Please note, if you are submitting multiple documents for review, you must upload a zip file of all documents.
If you have any questions, please contact Dr. Melissa Wlodarczyk Hickey, Director of the Center for Literacy Research and Reading Success, at SDE.LiteracyCenter@ct.gov.