Bill > SB00220

This bill, effective July 1, 2026, mandates that local and regional school boards develop individual reading plans for students in grades four through nine who are not proficient in reading, as determined by their performance on state mastery examinations or their failure to meet growth targets. These plans must be based on approved reading assessments, identify specific reading deficiencies and improvement goals, outline evidence-based interventions like high-dosage tutoring (defined as small-group, frequent, and evidence-based instruction) and summer programs, involve a school literacy team, and include a plan to inform parents. The bill also establishes a competitive grant program to help fund this high-dosage literacy tutoring, prioritizing districts with alliance districts or those demonstrating strong implementation plans, and allows the Commissioner of Education to accept donations for this purpose. Furthermore, it updates requirements for reading assessments used for students in kindergarten through grade three, ensuring they are evidence-based, measure key literacy skills, and provide data to inform instruction, with the goal of identifying students needing additional support. The bill also directs the Department of Education to provide guidance on multitiered systems of support for struggling readers and requires educator preparation programs to implement specific competencies for structured literacy and dyslexia, with a future possibility of an early literacy microcredential for teachers.

Education

Education Committee (Joint)

https://www.cga.ct.gov/asp/cgabillstatus/cgabillstatus.asp?selBillType=Bill&bill_num=SB00220&which_year=2026