Connecticut State Department of Education

State Board of Education now accepting public comments on state charter applications until Jan. 14, 2025.

Inclusive and Culturally Responsive Instruction

All students, regardless of ability or background, can thrive academically and socially in a culturally responsive environment that fosters respect, belonging, community, and equitable access to rigorous, engaging learning opportunities while preparing them for a diverse world.

Inclusive and culturally responsive instruction places the student at the heart of all teaching and learning, providing all with equitable access to rigorous, engaging instruction and data-driven intervention, while offering individualized supports to facilitate learning. Students’ identities, cultures, languages, and beliefs are respected and encouraged in an effort to create a safe and welcoming learning environment in which all students can achieve success. 

As illustrated in the Joint Statement on the Importance of a Culturally Responsive Education, Connecticut is committed to the goal of improving students’ academic lives by, among other pledges, aligning and providing resources, guidance, and support to districts to continue developing and implementing policies, procedures, and relevant curricula that affirm their students’ identity and their sense of belonging.
“Our special education students are now being exposed to much more grade-level text, which we know is what is going to help us to close the achievement gap.”
Region 17: Jennifer Beermuender, Humanities Curriculum Coordinator

“One of my favorite moments this year was when a student, who is usually a quiet observer, opened up after reading a book about Ramadan. He shared traditions he participates in with his family. Seeing his face light up when he realized what we were reading about was really priceless.”
Ansonia: Shannon Allison, Grade 1 Teacher

All of Connecticut’s Approved K-3 Reading Programs, Models, and Compendiums were analyzed to ensure that materials were inclusive, provided varied means of accessing content and demonstrating learning, and included questions and tasks that promoted and valued the diverse identities of Connecticut’s students.

CT-Approved Models, Programs, and Compendiums

Three girls, one in front of a mirror, another in front of a window, and another opening a doorLearners need to find themselves in the texts they read while books must provide an opening onto and a path into the world beyond the reader’s own experience. This is the analogy of books as mirrors, windows, and sliding glass doors to promote the appreciation of diversity and the growth of empathy among learners.

 

Want to learn more about creating a rigorous, culturally responsive classroom text set or library? Check out Scholastic’s Teacher Tools website for more information.

Find suggested diverse, culturally responsive titles at:

The Connecticut State Department of Education boasts several expert areas that help to shape the state’s approach to inclusive education.

Office of Dyslexia
and Reading Disabilities  English Learners
Multilingual Learners  State Education
Resource Center

The Office of Dyslexia and Reading Disabilities provides insight, expertise, training, encouragement, and resources to assist those in the education and related communities to succeed in helping all Connecticut students with dyslexia and other reading-related learning disabilities develop the reading and writing skills necessary to become effective lifelong learners, reach their career goals, and become productive members of society.

CSDE’s EL/MLL experts support the state’s mission to (need to get good brief statement from office)

The State Education Resource Center, or SERC, is a quasi-public agency that has worked for educational equity since its 1969 founding. While initially created to support families, communities, and schools with resources for students with disabilities, today SERC supports success for all students by providing services to support culturally responsive practice, multi-tiered systems of support, curriculum and instruction, early childhood care and education, and systems of support for students and adults with disabilities.