Connecticut’s Literacy Model is based on a multi-tiered systems of support (MTSS) framework and is anchored to evidence-based literacy practices. It includes the following critical features:

• Commitment to K-3 reading as a top priority
• Comprehensive school-wide reading plan
• Strong literacy leadership
• High-quality classroom reading instruction
• Intensive reading interventions
• Assessments to inform instruction
• Ongoing coaching and professional development for teachers
• Strong family engagement

Connecticut’s Literacy Model does not promote a prescriptive or rigid approach to reading instruction and does not endorse any curricula, programs, or assessments. Instead, the model is based on a flexible framework designed to help schools enhance the effectiveness of their current practices through building efficient and integrated tiered systems of support and increasing teacher knowledge of effective reading instruction.

Our expert team of reading coaches, trainers, professional developers, and evaluators are from the CSDE, the University of Connecticut’s Neag School of Education, HILL for Literacy, and Literacy How. They work directly with schools and districts to provide reading coaching, leadership training, professional development, and family engagement.

The Partnership supports schools and districts in:

1.  Ensuring a school-wide/district-wide commitment to tiered reading instruction and intervention.
2. Prioritizing K-5 literacy through coordinating of supports, aligning literacy initiatives (e.g., ReadyCT, ReadConn, CTLM) and allocating the resources and time needed to implement school-wide literacy plans and activities. This may include but may not be limited to:
   • Evaluating and adjusting master schedules;
   • Inventorying current school space, staff roles/responsibilities, and resources;
   • Protecting time for monthly district-level and grade-level literacy planning/implementation meetings); and
   • Prioritizing reading professional development activities.
3. Creating a District Literacy Plan and individual School Literacy Plans based on the results of a needs assessment and that includes observable and measurable goals and a timeline of clearly specified activities.
4. Establishing a school literacy leadership team that includes (but is not limited to): principal,  literacy coach, regular education teachers from each grade level, special education teachers, English-language specialists, reading specialists and parent engagement coordinator.
5. Attending the monthly school leadership team meetings to oversee the development and implementation of the school literacy plan and associated activities.
6. Building capacity for accurate and sustained implementation of K-5 intervention practices and systems.
7. Implementing an effective literacy assessment system for screening and progress monitoring students to (a) to inform Tier 1 classroom instructional priorities; (b) identify students requiring supplemental intervention; and (c) monitor student response to intervention over time.
8. Using a comprehensive core Tier I research-informed literacy curriculum/program and providing instructional staff with ongoing training and support.
9. Establishing and executing a plan for implementing small group evidenced-based intervention that supplements core instruction for students at risk for, or experiencing, reading difficulties.
10. Providing and protecting time for daily core classroom literacy instruction, Tier II literacy intervention, and summer school literacy supports.