Connecticut General Statutes
Chapter 163c - Education Evaluation and Remedial Assistance
Section 10-14v. - *(See end of section for amended version and effective date.) Coordinated state-wide reading plan for students in kindergarten to grade three.

On or before January 1, 2014, the Department of Education shall develop a coordinated state-wide reading plan for students in kindergarten to grade three, inclusive, that contains strategies and frameworks that are research-driven to produce effective reading instruction and improvement in student performance. Such plan shall include: (1) The alignment of reading standards, instruction and assessments for students in kindergarten to grade three, inclusive; (2) teachers' use of data on the progress of all students to adjust and differentiate instructional practices to improve student reading success; (3) the collection of information concerning each student's reading background, level and progress so that teachers can use such information to assist in the transition of a student's promotion to the next grade level; (4) an intervention for each student who is not making adequate progress in reading to help such student read at the appropriate grade level; (5) enhanced reading instruction for students who are reading at or above their grade level; (6) the coordination of reading instruction activities between parents, students, teachers and administrators of the school district at home and in school; (7) school district reading plans; (8) parental involvement by providing parents and guardians of students with opportunities for partnering with teachers and school administrators to (A) create an optimal learning environment, and (B) receive updates on the reading progress of their student; (9) teacher training and reading performance tests aligned with teacher preparation courses and professional development activities; (10) incentives for schools that have demonstrated significant improvement in student reading; (11) research-based literacy training for early childhood care and education providers and instructors working with children birth to five years of age, inclusive, and transition plans relating to oral language and preliteracy proficiency for children between prekindergarten and kindergarten; (12) the alignment of reading instruction with the common core state standards adopted by the State Board of Education; and (13) the alignment of reading instruction with the two-generational initiative established pursuant to section 17b-112l.

(P.A. 12-116, S. 91; P.A. 13-245, S. 14; P.A. 18-129, S. 1.)
*Note: On and after July 1, 2022, this section, as amended by section 400 of public act 21-2 of the June special session, is to read as follows:
“Sec. 10-14v. Coordinated state-wide reading plan for students in kindergarten to grade three. On or before January 1, 2023, the Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, shall develop a coordinated state-wide reading plan for students in kindergarten to grade three, inclusive, that contains strategies and frameworks that are research-driven to produce effective reading instruction and improvement in student performance. Such plan shall include: (1) The alignment of reading standards, instruction and assessments for students in kindergarten to grade three, inclusive; (2) teachers' use of data on the progress of all students to adjust and differentiate instructional practices to improve student reading success; (3) the collection of information concerning each student's reading background, level and progress so that teachers can use such information to assist in the transition of a student's promotion to the next grade level; (4) an intervention for each student who is not making adequate progress in reading to help such student read at the appropriate grade level; (5) enhanced reading instruction for students who are reading at or above their grade level; (6) the coordination of reading instruction activities between parents, students, teachers and administrators of the school district at home and in school; (7) school district reading plans; (8) parental involvement by providing parents and guardians of students with opportunities for partnering with teachers and school administrators to (A) create an optimal learning environment, and (B) receive updates on the reading progress of their student; (9) teacher training and reading performance tests aligned with teacher preparation courses and professional development activities; (10) incentives for schools that have demonstrated significant improvement in student reading; (11) research-based literacy training for early childhood care and education providers and instructors working with children birth to five years of age, inclusive, and transition plans relating to oral language and preliteracy proficiency for children between prekindergarten and kindergarten; (12) the alignment of reading instruction with the common core state standards adopted by the State Board of Education; and (13) the alignment of reading instruction with the two-generational initiative established pursuant to section 17b-112l.”
(P.A. 12-116, S. 91; P.A. 13-245, S. 14; P.A. 18-129, S. 1; June Sp. Sess. P.A. 21-2, S. 400.)
History: P.A. 12-116 effective July 1, 2012; P.A. 13-245 replaced “July 1, 2013” with “January 1, 2014” re development of state-wide reading plan and added provision re transition plans relating to oral language and preliteracy proficiency in Subdiv. (11), effective July 1, 2013; P.A. 18-129 added Subdiv. (13) re alignment of reading instruction with two-generational initiative and made a conforming change, effective July 1, 2018; June Sp. Sess. P.A. 21-2 replaced “January 1, 2014” with “January 1, 2023” and “Department of Education” with “Center for Literacy Research and Reading Success, established pursuant to section 10-14gg,”, effective July 1, 2022.

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