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.
- 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.
| Assessment Windows | Performance Office Submission Due Dates |
|
|---|---|---|
| Summer | Substantially Deficient Data Collection Database Opens September 16, 2020 | September 30, 2020 |
| Fall | September 23, 2020 – October 14, 2020 | October 26, 2020 |
| Winter | January 20, 2021 – February 12, 2021 | March 1, 2021 |
| Spring | April 27, 2021 – May 21, 2021 | June 10, 2021 |
| Summer | Substantially Deficient Data Collection Database Opens September 16, 2021 | September 30, 2021 |
If you have any questions regarding assessment requirements, email Joanne White or call (860) 713-6751. For questions regarding the K-3 reading data portal, email Gil Andrada or call (860) 713-6883.
For more information, follow the links below:
- Approved Menu of Research-based K-3 Universal Reading Assessments-July 2019
- 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
- University of Oregon’s 2020-21 Materials for Remote DIBELS 8th Edition Assessment
- Special Considerations for Dyslexia-February 2019
- Special Considerations for Bilingual/Dual Language Programs-July 2018
- Priority District Reportable Measures in K-3 Reading
- Individual Reading Plan for Grades K-5
- Individual Reading Plan for Grades K-5