Connecticut schools and districts are experiencing positive outcomes in response to their initiation and implementation of literacy programs. This is evidenced by data collected, analyzed, and submitted via LET (Literacy Evaluation Tool), Students common assessment scores pre/post data team cycle including disaggregation of students with disabilities to accelerate their achievement, CMT scores, as well as through the personal testimony of the Principals implementing literacy programs in their schools.

As one local Principal reports:

“Working with SERC has taken our instructional team leaders and our teachers to a much deeper level of understanding surrounding data use, universal assessments, and the SRBI process – especially as it relates to the need for a strong core curriculum. The SERC team truly differentiated instruction – always working with us from our place of understanding.”

Marilyn Oat, Principal, Killingly Memorial School


The Literacy Initiative joins the Connecticut State Department of Education in the commitment to a balanced approach to literacy instruction in order for all students, including students with disabilities and students at-risk, to develop the proficiency, confidence, and fluency in reading, writing, speaking, listening, viewing, and thinking needed to meet the literacy demands of the 21st century.

This commitment is realized through continuous collaborative efforts with State Department of Education consultants endeavoring to plan a statewide, comprehensive approach to professional development with regard to literacy.

The Analyzing Literacy Data for Tiers of Instruction project, which helps school-based data teams establish and enhance the systems necessary to inform instruction and raise the literacy achievement of their students. Data teams can achieve these goals by striving to: 1) improve their function; 2) increase the number and percentage of students achieving profi ciency and above on state-, district-, and school-based assessments; and 3) increase the number and percentage of teachers using diff erentiated instruction for students of all races, students with special needs, and students who are English Language Learners, based on the results of the assessment data.

Contacts:

For more information, please contact:

Janet Zarchen, Consultant
(860) 632-1485 ext. 376
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Leticia Garcia-Guerra, Education Services Specialist
(860)632-1485 ext. 233
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Participating schools by year:

2007-2008

Poquonnock School (Windsor), Bowers Elementary (Manchester), Killingly Memorial School (Danielson), Chaplin Elementary (Chaplin), Mary Griswold School (Kensington)

 

2008-2009

Bowers Elementary (Manchester), Killingly Memorial School (Danielson), Chaplin Elementary (Chaplin), Mary Griswold School (Kensington)

 

2009-2010

Bowers Elementary (Manchester), Killingly Memorial School (Danielson), Chaplin Elementary (Chaplin), Highland Park Elementary (Manchester)

 

2010-2011

Bowers Elementary (Manchester), Killingly Memorial School (Danielson), Chaplin Elementary (Chaplin), Highland Park Elementary (Manchester), Killingly Central School (Killingly), Bethany Community School (Bethany), Waddell Elementary School (Manchester)

 

2011-2012 Killingly Central School (Killingly), Bethany Community School (Bethany), Waddell Elementary School (Manchester), Tolland Intermediate School (Tolland), Buckley Elementary School (Manchester), Consolidated School (New Fairfield)
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