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 Science of Reading - Literacy Look-Fors Walkthrough Guide: This practical tool was created in partnership with the Connecticut Association of Public School Superintendents (CAPSS) and Literacy How to assist in establishing a common understanding of evidence-based literacy practices. Although not exhaustive, this non-evaluative guide includes essential “look-fors” designed to support teams of educators as they collaborate to develop effective literacy practices across the classrooms. For information on purchasing spiral-bound hard copies from CAPSS, please visit Literacy Look-Fors Flipbook Order Form.
- New! CSDE K-2 Literacy Learning Walk Form
- New! K-2 Literacy Learning Walk Debrief Discussion Guide
- 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.
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.
If you have any questions regarding assessment requirements, email Joanne White or call (860) 713-6751.
For more information, follow the links below:
- Approved Menu of Research-based K-3 Universal Screening Reading Assessments - Effective July 2023
- Grades K-3: Universal Screening Reading Assessments Frequently Asked Questions: Pursuant to Section 10-14t(a) of the Connecticut General Statutes (C.G.S.), the Connecticut State Department of Education has revised the Approved Menu of Research-Based Grades K-3 Universal Screening Reading Assessments for mandated use by local and regional boards of education effective July 1, 2023. These reading assessments have been approved for use by districts to identify students in kindergarten to grade three, inclusive, who are below proficiency in reading, and to assist in identifying, in whole or in part, students at risk for Dyslexia, as defined in Sec. 10-3d of the C.G.S., or other reading-related learning disabilities. This guidance document entitled, Grades K-3: Universal Screening Reading Assessments Frequently Asked Questions, is the first in a series of guidance documents, and serves to provide local and regional boards of education with initial guidance on the selection of approved K–3 research-based universal screening reading assessments.
- Sensible Assessment Practices: How to Virtually Assess K-3 Literacy Skills: This video created by Hill for Literacy assists schools and districts in understanding how to virtually administer the DIBELS. Dr. Kaitlin Leonard shows how quickly and easily teachers can gather data and identify the specific skills that are needed for explicit foundational skills instruction. Documents are provided as well.
- mCLASS/Amplify's Professional Learning for Remote DIBELS Assessment
- DIBELS 8th Edition Materials | DIBELS (uoregon.edu)
- Special Considerations for Dyslexia-February 2019
- Special Considerations for Bilingual/Dual Language Programs-July 2018
- Individual Reading Plan for Grades K-5
- Individual Reading Plan for Grades K-5