Connecticut Literacy Conference

Building Sustainable, Equitable Systems Through Literacy Leadership

Stephney Gonzalez, Ph.D., Hill for Literacy

Strong literacy outcomes depend on more than individual classrooms—they require coherent systems that support equitable and effective instruction, intervention, and continuous improvement over time. This session will explore how schools and districts can leverage sustainable, equitable systems such as those outlined in the CT K–12 Literacy Strategy to strengthen literacy efforts through clear roles and responsibilities, aligned plans, collaborative structures, and thoughtful use of data. Classroom teachers, specialists, coaches, principals, and district leaders will consider what it takes to build literacy systems that are both effective, equitable, and sustainable and walk away with some concrete tools and strategies to support implementation of their own district literacy plan.

Effective Tier 1 Literacy Instruction

Caroline Messenger, Associate Education Consultant, SDE; Deirdre Savarese, Associate Education Consultant, SDE; Taylor Parker, Principal, Andover Elementary School

High-quality classroom instruction that is grounded in grade-level text is central to successful literacy outcomes, but not all readers are able to access rigorous text independently. In this session, participants will explore the challenges facing many students in accessing grade-level text, examine evidence-based strategies to support students throughout the reading process, and learn from one district’s responsive efforts to successfully improve student literacy outcomes.

Using Literacy Data to Improve Instruction

Adrea Truckenmiller, Ph.D., Michigan State University

Dr. Truckenmiller will address the big questions about assessment. She will use real schools’ data to clearly translate specific data points to the most effective instructional content. The decisions are based on her and other Science of Reading leaders’ research on effective instruction and assessment. She will also present a set of new diagnostic assessments that answer the questions educators have been asking.

Connecticut Instructional Coaching Framework

Erin Edwards, Associate Education Consultant, SDE; Candice LaConti, Associate Education Consultant, SDE

What does effective instructional coaching look like across Connecticut? The CT Instructional Coaching Framework provides a shared vision and common language for high-quality instructional coaching in order to support educators in strengthening teaching and learning through collaborative, reflective, and job-embedded practice. This presentation will introduce the framework, explore its key components and intended use, and highlight the resources developed to support educators, instructional coaches, and leaders in putting the framework into practice. Participants will gain an understanding of how the framework can guide the development and enhancement of a district-wide system for transformational professional learning while helping build a consistent approach to instructional coaching across Connecticut.

Making Reading Intervention Work: Effective Practices and Systems

Dr. Michael Coyne, Professor, UConn NEAG

Reading intervention is a powerful, evidence-based approach for accelerating the reading growth of students experiencing difficulties. High-quality intervention requires schools to get two things right: the intervention itself and the systems that support it. This session will help participants identify and select evidence-based programs and instructional practices that address students’ needs, while also making the most of the intervention resources and practices already in place. Participants will explore the structures needed for strong implementation, including protected intervention time, alignment with core instruction, processes for intensifying support, and practical approaches to promoting fidelity. Particular attention will be given to supporting teachers and interventionists through high-quality training, coaching, collaboration, and ongoing problem solving. Participants will use this framework to assess their current approach and identify action steps.

Connecting Educator Roles in Structured Literacy and Dyslexia

Kristin Allen, Associate Education Consultant, SDE; Lisa Gianni, Associate Education Consultant, SDE; Cheri Kent, Associate Education Consultant, SDE; Dr. Dena Mortensen, Assistant Professor, CCSU

The Structured Literacy and Dyslexia Competencies describe the knowledge and skills that support effective literacy instruction for all students, particularly those at risk for or with dyslexia or other reading difficulties. They reflect a shared foundation of literacy knowledge while recognizing differences across certification levels and endorsement types. In this interactive session, participants will connect the competencies to current instructional practices, examine the contributions of different educator roles, and consider how the competencies can strengthen collaboration within a comprehensive system of literacy instruction and intervention. Classroom teachers, special educators, reading specialists, coaches, administrators, and others will explore how collaborative teams can bring the right knowledge and skills to students when needed.

Strengthening School-Family-Community Partnerships in Literacy

Cody Fusco, Associate Education Consultant, SDE; Dr. Margie Gillis, Founder and President of Literacy How

Strong literacy outcomes are supported not only in schools, but also through meaningful partnerships with families and communities. This session will explore ways schools and districts can build stronger home–school connections around reading, communicate effectively with families, and create opportunities for shared support of student learning. Teachers, specialists, administrators, and district leaders will consider practical approaches for making family and community engagement more purposeful, welcoming, and connected to literacy goals.

District panel: Heather Mastracchio, Literacy Coach, Tuttle E.S., East Haven; Amy Inzero, Reading and Language Arts Consultant, Elizabeth Green School, Newington; Amanda Chaisson, Literacy Specialist, Charles Barnum Discovery Magnet School, Groton.