CT SB00220

Local and regional boards of education must develop individual reading plans for students in grades 4-9 who score at level 1 or 2 on the English Language Arts mastery examination or fail to meet growth targets, effective July 1, 2026

High-dosage literacy tutoring is defined as evidence-based instruction with a maximum 4:1 student-to-tutor ratio, provided at least three times weekly for minimum 30-minute sessions; a competitive grant program will fund this tutoring with priority given to alliance districts

The Center for Literacy Research and Reading Success must adopt a list of required reading assessments for kindergarten through grade 3, to be administered at least three times per school year (fall, winter, spring) to identify students below proficiency

The Department of Education must develop guidance on implementing multitiered systems of support for struggling readers and submit a report with recommendations to the legislature by January 1, 2028

Educator preparation programs must implement the Connecticut Educator Competencies for Structured Literacy and Dyslexia adopted May 1, 2025, and the Commissioner must develop options for an early literacy microcredential by July 1, 2027