Overview

Curriculum and Instruction

• Connecticut Common Core Standards Toolbox
• Common Core State Standards: Effective July 7, 2010, the Connecticut State Board of Education adopted the Common Core State Standards (CCSS), now called the Connecticut Core Standards, in English language arts and mathematics. These standards establish what Connecticut’s students should know and be able to do as they progress through Grades K-12. The CSDE will provide support for local education agencies as they transition from the 2006 English Language Arts  Curriculum Framework and the 2007 PK-8 Curriculum Standards, commonly referred to as the GLEs. Currently, documents that are intended to assist districts in CCSS-based curriculum revision and development are available. Curriculum Development Tools and Support.
• The Northeast Comprehensive Center, in conjunction with the Connecticut State Department of Education, has developed a series of short videos to support the successful implementation of the ELA Common Core State Standards. The video series provides instructional strategies for Middle School teachers working to successfully engage English language learners with the ELA Common Core State Standards. Series collection and corresponding handouts.
• English Language Arts Position Statement (2008): Expresses the Connecticut State Board of Education's vision and goals of Literacy/English language arts education.

Foundations of Reading Survey

Information for district administrators and teachers about the implementation and administration of the reading survey, as mandated in Section 13 of Public Act 13-245.

• Foundations of Reading Survey

Research-based Universal Screening Reading Assessments for Grades K-3

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. For more information, follow the links below:

• Assessment and Reporting Windows for Approved K-3 Assessments
• Approved Menu of Research-based K-3 Universal Reading Assessments-March 2017
• Guidelines for Research-based K-3 Universal Reading Assessments-March 2017
• Priority District Reportable Measures in K-3 Reading
• Individual Reading Plan for Grades K-5
• Individual Reading Plan for Grades K-5