New Jersey
State Information
The purpose of this document is to capture state-by-state information of policy and guidelines related to the science of reading / evidence-based reading instruction to be presented on The Reading League Compass, a website of reliable and reputable guidance and resources for targeted stakeholder groups.
Local control?
Yes
Has your state passed legislation and/or non-legislated rule changes related to the SoR?
The NJDOE does not use the term “science of reading”. However, the NJDOE does recognize “structured literacy” within its regulations.
Not yet, the related Standards are currently involved in the amendments and readoption process. They may reflect common principles within the science of reading once they are adopted.
Recently, Chapter 9 in New Jersey’s regulations related to teacher certification was amended to add an Early Literacy Specialist endorsement, which includes common methodology with the Science of Reading.
Does your state mandate or provide guidance on early screening?
New Jersey dyslexia screening law states, “A board of education shall ensure that each student enrolled in the school district who has exhibited one or more potential indicators of dyslexia or other reading disabilities is screened for dyslexia and other reading disabilities using a screening instrument selected pursuant to section 2 of this act no later than the student’s completion of the first semester of the second grade.”
The New Jersey Dyslexia Handbook – See Section 5: Selecting a Universal Screener
Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?
New Jersey Tiered System of Supports: NJTSS is a framework of supports and interventions to improve student achievement, based on the core components of Multi-Tiered Systems of Support and the three tier prevention logic of Response to Intervention (RTI). With a foundation of strong district and school leadership, a positive school culture and climate and family and community engagement, NJTSS builds on Intervention and Referral Services (I&RS) and gives schools structure to meet the academic, behavioral, health, enrichment and social/emotional needs of all students. Scroll over an area of the triangle and click for information on the components of the system.
Does your state have policy or guidance related to instruction and/or professional development
In New Jersey, three pieces of significant dyslexia-related legislation were passed in 2013 and implemented in 2014-15. Within that package (P.L. 2013, c.105), elementary teachers in grades K-3, special education teachers, ESL teachers, reading specialists and other specialists are required to complete a minimum of 2 hours of professional development (PD) on the screening, intervention, accommodation, and use of technology for students with reading disabilities, including dyslexia. School districts are responsible for determining how this requirement is fulfilled and for tracking completion of PD. This requirement was enacted in the 2014-15 school year.
Accordingly, New Jersey has developed multiple resources for ways to identify students with dyslexia, provide supports through its New Jersey Tiered System of Supports framework, and to improve literacy instruction and the continuum of targeted, appropriate supports that all students need.
Source:
Does your state have state-developed guidance documents or training courses related to the science of reading?
Under “Additional Professional Development”
- Research-Based Priority Reading Skills
Please describe any grant work that names the science of reading and/or evidence-aligned instruction including links, where applicable
Early Literacy Initiative (SISEP): In New Jersey, all students will have access to equitable, high-quality, evidence-based instructional and behavioral practices to achieve academic excellence and self-actualization. By utilizing targeted and comprehensive school data and the Implementation Science framework to identify schools, New Jersey will establish literacy “Transformation Zones” to receive intensive coaching and support in early reading.
NJTSS-ER: A U.S. Department of Education State Personnel Development Grant supports statewide capacity building for NJTSS-ER via a partnership between the New Jersey Department of Education and Rutgers University.
RAPID: The New Jersey Department of Education is seeking to launch the Reading Acceleration Professional Integrated Development (RAPID) initiative to support and bolster foundational literacy. This initiative will target literacy in early elementary grades (Kindergarten through Grade 3). The Department will identify vendors with capacity to provide professional development opportunities for New Jersey educators and to create professional development resources targeting learning acceleration in early literacy.
RAPID+: The Reading Acceleration Professional Integrated Development (RAPID) Plus Initiative will bolster literacy in upper elementary grades (Grades 4 through 6). The Department will partner with New Jersey institutes of higher education to provide professional development opportunities for New Jersey educators, and to create resources supporting learning acceleration in literacy.
NJHIT Initiative: New Jersey High-Impact Tutoring. The New Jersey Department of Education is supporting local education agencies’ (LEAs) efforts as they respond to students’ increased academic needs and the necessity to accelerate learning by proposing a state-supported high impact tutoring initiative.
Has your state reviewed standards for alignment to the science of reading?
No, the standards are not explicitly reviewed to determine if they align with science of reading.
New Jersey Student Learning Standards: The New Jersey Student Learning Standards for English Language Arts (NJSLS-ELA) build on the best of existing standards and reflect the skills and knowledge students need to succeed in college, career, and life. They define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K-12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.
Please describe any other standards work related to the science of reading with links, where applicable
STAMP: The Division of Teaching and Learning Services actively supports the effective implementation of the NJSLS by offering technical assistance specific to the needs of New Jersey schools, and providing guidance based on current and relevant educational research, policies and regulations. Content area specialists identify challenges and create resources in support of a well-rounded education for all students. Members of the division proudly support educators in their work to prepare students for life beyond high school in an interconnected, global world.
Does your state have guidance or resources for families related to the science of reading?
The NJDOE does not have specific resources related to the Science of Reading, but the New Jersey State Parent Advocacy Network (NJSPAN) does offer resources for parents.
Do you have policy or guidance regarding how to leverage evidence-based practices to support secondary students?
Not specifically. However, this guidance articulates intervention regulations
Chapter 16, Subchapter 8. Intervention and Referral Services
District boards of education shall establish and implement in each school building in which general education students are served a coordinated system for planning and delivering intervention and referral services designed to assist students who are experiencing learning, behavior, or health difficulties, and to assist staff who have difficulties in addressing students’ learning, behavior, or health needs. District boards of 113 education shall choose the appropriate multidisciplinary team approach, such as the Response to Intervention (RTI) or a Multi-Tiered System of Support (MTSS) model, for planning and delivering the services required under this subchapter. (6A:16-8.1 Establishment of intervention and referral services)
Does your state have state-developed guidance documents or training courses related to the science of reading and Multilingual learners?
Not specific to the science of reading. However, there is guidance for educators working with MLs.
Guidance for Educators- Professional Learning: The New Jersey Department of Education (NJDOE) provides learning opportunities to educators who work with Multilingual Learners (MLs) throughout the school year. This professional development comes in the form of webinars, videos, and college course opportunities. These opportunities are both self-paced and offered on a specific date(s). They are intended for use by both teachers and administrators and can be used as part of the school district’s professional development plan.
Do you have a “contact us” website that we can share publicly on TRL Compass?
Interactive State Map
Use the interactive state map to find descriptions of state-level policy adoption, guidance, and practices related to the science of reading. State policy may include legislation incorporating training or practices related to the science of reading or state education agency guidance regarding policy, professional development, curricula, instruction, or assessment.
Filter by specific topic area(s) to find state-specific work:
The Reading League expresses gratitude to our collaborators and associates within the state education agencies for sharing their state-specific data. This data will undergo semi-annual updates, contingent upon the availability and resources of the respective state agencies. For any inquiries, clarifications, or updates, please reach out to compass@thereadingleague.org.
