Overview

Educator preparation providers and local education agencies implement instruction aligned to scientific evidence-based knowledge and practices for structured literacy and dyslexia.

Actions

The ODRD will advance the following actions to support educator preparation providers and local education agencies in implementing instruction aligned to scientific evidence-based knowledge and practices for structured literacy and dyslexia:

1.1 Develop, maintain, and update as needed, a comprehensive set of evidence-based structured literacy and dyslexia competencies to be achieved by an educator based on certification type and endorsement level. C.G.S. Section 10-14z(d)(1)

1.2 Develop and update as necessary, a list of sample course assignments and evaluations aligned with the adopted structured literacy and dyslexia competencies for educator preparation program (EPP) consideration. C.G.S. Section 10-14z(d)(2)

1.3 Develop and update as necessary, model in-service professional learning programs aligned with the adopted structured literacy and dyslexia competencies for use by local and regional boards of education. C.G.S. Section 10-14z(d)(3)

1.4 Provide ongoing information, assistance, and guidance, including professional learning opportunities and resources, to educator preparation programs to support the successful implementation of the adopted structured literacy and dyslexia competencies.

1.5 Align complementary initiatives (e.g., Educator Effectives Guidelines 2023, Teacher Education and Mentoring), with consideration for the adopted structured literacy and dyslexia competencies, to create a bridge from pre-service teacher education to in-service teacher education.

1.6 Disseminate and support the implementation of model in-service professional learning programs, and support schools, districts, and agency partners in providing professional learning opportunities that are aligned with the adopted structured literacy and dyslexia competencies.

1.7 Develop a Community of Practice for education professionals providing reading and writing interventions and specialized reading and writing instruction to students identified as at-risk for and with dyslexia.

Outcomes

The ODRD expects these actions will advance the Connecticut State Board of Education’s priority that all learners are supported, including those with high needs, and have equitable access to education regardless of background or advantage, as well as access to great teachers and leaders, and a diverse educational workforce. Specific outcomes include:

1.8 Developed and disseminated a comprehensive set of evidence-based structured literacy and dyslexia competencies to be achieved by an educator based on certification type and endorsement level.

1.9 Developed a list of sample course assignments and evaluations aligned with the adopted structured literacy competency targets for educator preparation program (EPP) consideration.

1.10 Developed and disseminated model in-service professional learning programs for use by local and regional boards of education.

1.11 Developed and disseminated resources, presentations, and other professional learning opportunities for educator preparation programs and faculty to support the successful implementation of structured literacy and dyslexia competencies.

1.12 Aligned complementary initiatives (e.g., Educator Effectiveness Guidelines 2023, Teacher Education and Mentoring).

1.13 Support provided for schools, districts, and agency partners providing professional learning opportunities that are aligned with the adopted structured literacy and dyslexia competencies.

1.14 Community of Practice for education professionals providing reading and writing interventions and specialized reading and writing instruction to students identified as at risk for and with dyslexia developed.