Connecticut
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.
Updated 2025
Local control?
Local control yet newer legislation changed this related to K-3 literacy and mandated CT approved K-3 literacy curricula and programs
Has your state passed legislation and/or non-legislated rule changes related to the science of reading?
Yes. The newest public act and bill that ties to the Center are:
However, CT has a lot of legislation focused on early literacy and evidence-based reading/science of reading. Codified from the 2021 legislation: Chapter 163c – Education Evaluation and Remedial Assistance (ct.gov) and updated based on the above links.
- Sec. 10-145d. State board regulations for teacher certificates.
- Sec. 10-145r. Survey on reading instruction.
- Sec. 10-14u. Intensive reading instruction program for students in kindergarten to grade three.
- Sec. 10-14v. Coordinated state-wide reading plan for students in Kindergarten to Grade 3.
- Sec. 10-14y. Reading readiness program; tiered supports in early literacy.
- Sec.10-148b. Professional development program re scientifically-based reading research and instruction. Review and assessment of professional development.
- Sec. 10-262u. Alliance Districts.
- Sec. 10-263c. Transitional school district grant program.
- Sec. 10-264f. Grants for single districts or one or more schools within a district.
- Sec. 10-265g. Summer reading programs required for priority school districts. Evaluation of student reading level. Individual reading plan.
- Sec. 10-265i. Grants for priority school districts for the purchase of library books.
- Sec. 10-265m. Grants for summer school and weekend school programs in priority school districts.
- Sec. 10-266p. Priority school district grant program.
- Sec. 10-266q. Proposals and plans for expenditure of grant.
- C.G.S. Sec. 10-14t. Reading assessments for students in Kindergarten to Grade 3.
Does your state have an approved curriculum list?
Was evidence-aligned reading instruction a consideration for the curriculum review?
Yes. Reading CORE: The Connecticut Review Process and the Waiver process Waiver Application Process (ct.gov)
Please describe any other instructional-materials work related to the science of reading.
CSDE K-8 Model English Language Arts Collection Resources | GoOpen CT
The Office of Dyslexia and Reading Disabilities has created a Padlet of evidence-aligned Instructional Routines mapped to the approved Educator Competencies for practitioners to use as a resource to support their instruction and implementing competencies. Educator Competency-Aligned Instructional Routines. Padlet: Competency-Aligned Instructional Routines
Does your state mandate or provide guidance on early screening?
Yes. Literacy/English Language Arts (ct.gov)
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.
Please describe any other assessment work related to the science of reading with links, where applicable
Assessment Resource Guide – This resource guide seeks to support a comprehensive analysis of a student’s strengths and areas of concern in relation to the various research-based components of reading, oral language, spelling, and written language. This guide defines component skills and provides examples of technically sound screening measures, tests, and subtests that can support a comprehensive analysis of these discrete component skills for identification and/or instructional purposes.
Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?
Yes
Does your state have policy or guidance related to instruction and/or professional development
Yes
Does your state have state-developed guidance documents or training courses related to the science of reading?
Yes
Professional Learning Opportunities (ct.gov) and there will be required professional learning for all local and regional boards of education who use the grant funds as described below.
Connecticut’s Literacy Model Strategy
- Partners: University of Connecticut, Hill for Literacy, and Literacy How
- Audience: 76 Schools across Alliance Districts and Opportunity Districts
- Purpose: Build district and school culturally responsive, scientifically- and evidence-based literacy structures and practices
ReadConn 2.0
- Partner: PCG
- Audience: 100 district/school teams with total of 500 educator participants
- Purpose: ReadConn 2.0 accredited by the International Dyslexia Association and grounded in the Connecticut Educator Competencies for Structured Literacy and Dyslexia. Participants will gain more than one hundred instructional literacy strategies to better support all learners and be better prepared to pursue a CERI certificate as a Structured Literacy Classroom Teacher. This is an updated and expanded two-year hybrid experience for K-12 educators.
Science of Reading Masterclass
- Partner: Connecticut Association of Public School Superintendents
- Audience: District-based Teams (e.g., superintendent, district literacy lead, administrators, teacher leaders)
- Purpose: Develop local capacity for science of reading and components of comprehensive K-3 literacy instruction
HILL for Literacy K-3 Literacy Model Curricula and Program Adoption Process and Implementation Plan
- Partner: Hill for Literacy
- Audience: 14 Districts
- Purpose: Assist districts in reviewing, choosing, and/or implementing from the approved list
K-3 Literacy Model Curricula, Program Adoption Process and Implementation Plan
- Partner: TNTP
- Audience: 11 District-based teams
- Purpose: Assist districts in reviewing, choosing, and/or implementing from the approved list
Network Improvement Community-Smaller Districts
- Partner: WestEd
- Audience: 15 District-based Teams (e.g., superintendent, district literacy lead, administrators, teacher leaders)
- Purpose: Develop local capacity for science of reading and components of comprehensive K-3 literacy instruction
RESC Literacy Affinity Groups and 1:1 Coaching
- Partner: Area Cooperative Educational Services (ACES)
- Audience: 8 Literacy Affinity Groups
- Purpose: Support implementation of the approved CT K-3 reading curriculum models and programs
Please describe any grant work that names the science of reading and/or evidence-aligned instruction including links, where applicable
On May 26, 2023, the Connecticut State Department of Education (CSDE) announced the ARPA-Right to Read Grant which deploys $20 million in the CSDE’s American Rescue Plan Act (ARPA) funding to local and regional boards of education during fiscal year (FY) 2023 and FY 2024 for the purpose of supporting scientifically based, evidence-based literacy teaching and learning in grades Kindergarten through third (K-3). For more information, please see the ARPA Right to Read Guidance. The CSDE is also allocating $4,539,000 ARP ESSER funds to assist Connecticut local and regional boards of education with total enrollment of under 1000 students in addressing educational disparities and increasing their investment in Grades K-3 scientifically based, evidence-based literacy teaching and learning.
Priority District Summer School Grant providing funds to priority districts for K-3 summer school programming.
Has your state reviewed standards for alignment to the science of reading?
CT is a Common Core Standards State: Core Standards
Please describe any other standards work related to the science of reading with links, where applicable
Currently writing core curricula per legislation for use by districts. K-12 Model Curricula Hub (ct.gov)
CSDE K-8 Model English Language Arts Collection Resources | GoOpen CT
CSDE English Language Arts K-8 Model Curricula Now Available
IN April 2024, the Connecticut State Department of Education released the complete English Language Arts Model Curricula, which is now available for access and implementation. This phase includes the release of the Grades K-2 and 7-8 units, designed to support districts in implementing high-quality, rigorous English Language Arts (ELA) curricula. The combined K-8 ELA Model Curricula emphasize the vertical alignment and progression of learning in the primary, upper elementary, and middle school grades. Furthermore, new Model Curricula Quick Start Guides organized in grade bands K-3, 4-5, and 6-8 are now available.
Utilizing the K-8 ELA Model Curricula requires considerations for incorporating text sets, students’ lived experiences, local history, and sociocultural influences. Districts should utilize the available Aligned Core Resources to understand how the Model Curricula align with Connecticut’s Approved K-3 Reading Curriculum Models or Programs, and Compendiums of Curriculum Models or Programs. Aligned Core Resource documents (e.g. Grade 3 and Great Minds Wit and Wisdom, Grade 3 and Imagine Learning EL Education) indicate how Approved K-3 Reading Curriculum Models or Programs and Compendiums align with the K-3 ELA Model Curricula, and they include suggested pacing and scope and sequence recommendations. A limited number of Aligned Core Resources are now available for the Grade 3 ELA model curricula units.
Users of the model curricula should consult local curriculum leaders and administrators to understand the district curricula development process before deciding to use these units. For additional information regarding implementing the Grades K-3 units, view the K-3 Model Curricula Webinar. Note that professional learning opportunities are forthcoming. All model curricula, guidance documents, and resources are available through GoOpenCT, Connecticut’s open education resource digital library.
Does your state have guidance or resources for families related to the science of reading?
We are in the process of expanding the Center website to include more family resources, webinars, etc.
Your Child’s Right to Read Checklist: This checklist supports the school and family partnership to achieve the goal of all students reading independently and proficiently by the end of Grade 3. It highlights key elements that families should see in K-3 literacy classrooms and ways that families can support their child at home with reading.
- Your Child’s Right to Read Checklist (English)
Family Guide to SRBI: Connecticut’s Framework for RTI. This booklet reviews what SRBI are and includes questions parents/caregivers may want to ask your child’s school or program to learn more about how they are using SRBI as a framework to improve teaching and learning. Also included here are ways families can be a part of the decision-making process and what to do when you have concerns about your child’s progress.
Do you have policy or guidance regarding how to leverage evidence-based practices to support secondary students?
Yes.
Does your state have state-developed guidance documents or training courses related to the science of reading and Multilingual learners?
Yes.
The ESSA Evidence-based Guide: Multilingual Learners provides information to districts and evidence-based practices. Also, the CSDE has Pathways to Success for MLs modules (one specific one is Oral Language Development and Foundational Reading Skills for English Learners (PreK-3). Connecticut has the OELA English Learner Toolkit posted as well.
Does your state have licensure or program approval criteria to ensure Educator Preparation Programs are aligned to the science of reading?
Yes. New program proposals are reviewed by content area experts. Since elementary programs have a literacy component, literacy faculty are included on an elementary evaluation team.
FOR pass rates are included in outcome data submitted for CAEP standard 1 as part of EPP self-study and accreditation site visit. Standards Workbook
In addition to content area expert review and Foundations of Reading (FOR) and Reading Specialist testing requirements for candidates in programs leading to Early Childhood, Elementary, Comprehensive Special Education certification, and Remedial Reading and Remedial Language Arts specialists, on May 7, 2025, the Connecticut State Board of Education adopted the Connecticut Educator Competencies for Structured Literacy and Dyslexia, as prescribed in C.G.S. Sec. 10-14z(d). Developed through an extensive, collaborative process involving educators, researchers, preparation providers, and family advocates, the competencies describe the knowledge and instructional practices educators must demonstrate to deliver effective, evidence-aligned instruction for all students, especially those at risk for or with dyslexia, reading difficulties or a reading disability, and are based on the body of reading research known as the science of reading. They are differentiated by certification and endorsement area and aligned with current state initiatives, certification regulations and nationally recognized standards (e.g., IDA Knowledge and Practice Standards).
The competencies apply to the endorsements below for both aspiring and practicing educators:
- Elementary Education (PK–6)
- Comprehensive Special Education (PK–12)
- Remedial Reading and Remedial Language Arts (1–12)
- And any program of study leading to professional educator certification
Key features of the competencies include:
- Early identification and intervention strategies for students at risk of dyslexia;
- Emphasis on explicit, systematic, cumulative and diagnostic instruction;
- Integration of oral language, foundational reading skills, vocabulary, comprehension, and written expression;
- Cultural and linguistic responsiveness, particularly for multilingual learners and students with co-occurring disabilities;
- Promotes alignment with the Connecticut Core Standards and other statewide initiatives and guidance, such as the K-3 Literacy Strategy, Guidance on Identifying and Supporting Students with Learning Disabilities, English and Multilingual Learners and Family Engagement.
By Fall of 2026, educator preparation providers will be implementing these competencies in teacher certification programs differentiated by endorsement.
To support implementation of the competencies for practitioners, the Office of Dyslexia and Reading Disabilities is developing model in-service training programs aligned to these competencies. These models will support local and regional boards of education in providing high-quality structured literacy and dyslexia-focused professional learning for current educators across roles and settings.
Do you have a “contact us” website that we can share publicly on TRL Compass?
Please describe and link to any other work you would like to share that relates to the science of reading
The Office of Dyslexia and Reading Disabilities partners with agencies and organizations across Connecticut to advance a year-long Dyslexia Awareness Campaign which features a series of coordinated events.
Beginning Fall of 2025, our events will be aligned with the adopted Educator Competencies. Our 2025 campaign’s focus is: Know the Signs. Change the Story. Dyslexia Awareness Campaign
As part of this year’s Dyslexia Awareness Campaign, we recorded audio stories of students and/or adults with dyslexia with the hope of raising awareness of dyslexia and its impact. This project was inspired by Story Corps and titled “Voices of Dyslexia”, each story is a window into the experiences of students and adults with dyslexia and reminds us that behind every diagnosis is a unique individual, with hopes, challenges and dreams. Voices of Dyslexia
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.
