RFI007_K-5_StructuredLiterac ProfessionalLearningOpportunities_Application.docx

Connecticut State Department of Education (CSDE) RFI K–5 Structured Literacy Professional Learning Opportunities Application (June 2026)

Connecticut State Department of Education Center for Literacy Research and Reading Success

RFI K–5 Structured Literacy Professional Learning Opportunities Application (June 2026)

Charlene M. Russell-Tucker Commissioner of Education

Request for Information

RFI #007

Contents

An Equal Opportunity/Affirmative Action Employer The Connecticut State Department of Education is committed to a policy of equal opportunity/affirmative action for all qualified persons. The Connecticut Department of Education does not discriminate in any employment practice, education program, or educational activity on the basis of: race; color; religious creed; age; sex; pregnancy; sexual orientation; workplace hazards to reproductive systems; gender identity or expression; marital status; national origin; ancestry; retaliation for previously opposed discrimination or coercion; intellectual disability; genetic information; learning disability; physical disability (including, but not limited to, blindness); mental disability (past/present history thereof); military or veteran status; status as a victim of domestic violence; or criminal record in state employment, in accordance with applicable statutes, unless there is a bona fide occupational qualification excluding persons in any of the aforementioned protected classes. Inquiries regarding the Connecticut State Department of Education’s nondiscrimination policies should be directed to: Attorney Louis Todisco, Connecticut State Department of Education, by mail 450 Columbus Boulevard, Suite 605, Hartford, CT 06103-1841; or by telephone 860-713-6594; or by email louis.todisco@ct.gov.

Introduction The Connecticut State Department of Education (CSDE) requests information from interested professional learning providers to support educators working in Connecticut (CT) Local Education Agencies (LEAs) to provide structured literacy instruction aligned to the science of reading for students in grades Kindergarten through five (K–5). The K–5 structured literacy professional learning opportunities must:

1. address the literacy instructional needs of K–5 students, including historically underserved students;

2. increase the statewide use of responsive, evidence-based instructional and assessment structured literacy practices within a multi-tiered systems of support (MTSS) framework; and

3. build educator knowledge and skills aligned to the Connecticut Educator Competencies for Structured Literacy and Dyslexia.

In order for a provider to be listed on Connecticut State Department of Education's (CSDEs) approved list of K-5 structured literacy professional learning providers, it must go through a review in which members of the Connecticut State Department of Education (CSDE) team evaluate the professional learning. The K-5 structured literacy professional learning must meet all the Key Elements and Features of Evidence-Aligned Literacy Instruction requirements listed. If the professional learning does not meet all the Key Elements and Features of Evidence-aligned Literacy Instruction requirements, the review will be stopped and the provider will be notified that the professional learning has not met the requirements to be approved. The K-5 structured literacy professional learning must meet the minimum score for each section of the Alignment to CSDE's Educator Competencies for Structured Literacy and Dyslexia and Evidence-Aligned Literacy Content Practices requirements listed. If the professional learning does not meet the minimum score for each section of the Alignment requirements, the provider will be notified that the professional learning has not met the requirements to be approved.

The result of this RFI will be a CT approved list of professional learning providers, from which LEAs and educators may choose to further professional learning. The list may be updated periodically and the CSDE, in its sole discretion, may revise the criteria over time as needed. The K–5 structured literacy professional learning approved list will be available to CT LEAs and educators via the CSDE website.

Provider Contact Information and Name of Structured Literacy Professional Learning All elements of this section are required to be included on the CT approved list of potential K–5 structured literacy professional learning providers.

1. Name of the provider:

2. Primary contact's first and last name:

3. Primary contact email address:

4. Primary contact's phone number:

5. Name of the K–5 structured literacy professional learning provider:

Key Elements and Features of Evidence-Aligned Literacy Instruction Providers must complete all questions on this application and fully address each of the requirements of the Key Elements and Features of Evidence-Aligned Literacy Instruction components in order to be considered for inclusion on the CT approved list of K–5 structured literacy professional learning providers.

Section A: Professional Learning Content

1. Describe how the professional learning is founded on theoretical models which are grounded in the science of reading research. May include authors of and citations for the models.

2. Describe how the professional learning explains the way in which the brain learns to read and why learning to read is not a natural process.

3. Describe how the professional learning is grounded in the principles and practices of structured literacy, specifically the connection between oral and written language. (Reference the Structured Literacy definition in the RFI proposal on p.6.)

4. Describe how the professional learning includes evidence-aligned strategies and scaffolds targeted to diverse student learning needs.

5. Describe how the professional learning is aligned to the K–5 Connecticut Core Standards for English Language Arts/Literacy.

Section B: Professional Learning Instructional Approach

1. Describe how the professional learning presents a clear scope and sequence with learning objectives.

2. Describe how the professional learning includes resources for participants to engage in knowledge building for pre-learning and to reference for ongoing purposes.

3. Describe how the professional learning provides interactive learning opportunities for application practice aligned to the content being taught.

4. Describe how the professional learning includes rigorous evaluations throughout the sequence of learning (e.g. checks for understanding, end of knowledge block assessments, self-reflection opportunities, etc.).

5. Describe how the professional learning offers a process for documentation of successful completion of the training.

6. Describe how the professional learning ensures standardization of content and program delivery for consistency (e.g., presenter materials, delivery formats, participant resources, etc.).

Section C: Documentation of Effectiveness

1. Describe how the professional learning has advanced K–5 educator knowledge and skill.

2. Describe how you have worked with local and regional boards of education (LEAs) in the past and/or currently.

3. Describe how the professional learning has improved student outcomes as a result of educator participation in the submitted professional learning (e.g., survey data, evidence-aligned research studies, etc.).

Section D: Qualifications of Professional Learning Staff

1. Describe the qualifications of the key staff involved in the development of the professional learning including educational background, previous work experience, and special training in structured literacy instructional approaches as evidenced in resume submission.

2. Describe the qualifications of the key staff involved in delivery of the professional learning including educational background, previous work experience, and special training in structured literacy instructional approaches as evidenced in resume submission.

Alignment to CSDE’s Educator Competencies for Structured Literacy and Dyslexia and Evidence-Aligned Literacy Content Practices Providers must meet the minimum score required on the rubric for each component of the Alignment to Connecticut's Educator Competencies for Structured Literacy and Dyslexia and Evidence-Aligned Literacy Content Practice section.

Section E: Language Acquisition and Development

1. Describe how the professional learning provides instruction in oral language as the foundation of literacy and includes information on the five language processing requirements of proficient reading and writing: phonological, orthographic, semantic, syntactic, discourse and their connection to reading, spelling, and writing for native speakers of English and English Learners/Multilingual Learners (ELs/MLs).

2. Describe how the professional learning provides instruction in evidence-aligned strategies or routines for the various stages and developmental progression of language acquisition and development for native speakers of English and ELs/MLs.

3. Describe how the professional learning provides instruction in the three components of phonological processing (phonological awareness, phonological memory, rapid naming/phonological access) and how they contribute to the development of skilled reading.

4. Describe how the professional learning provides instruction in the explanation that reading, spelling and writing proficiency depend on language proficiency.

Section F: Literacy Acquisition and Development

1. Describe how the professional learning provides instruction in the phases of word reading development as presented by Ehri (1995) with consideration for native speakers of English and ELs/MLs.

2. Describe how the professional learning provides instruction in the implications of environmental and individual factors on literacy development (e.g., primary home language, cognition, ability to read, anxiety, socio-economic status (SES), etc.).

3. Describe how the professional learning provides instruction in the contribution of orthographic processing to the development of skilled reading and writing.

4. Describe how the professional learning provides instruction in comparing and contrasting oral and written language acquisition and explaining the developmental difference between learning to talk and learning to read and write.

5. Describe how the professional learning provides instruction in the importance of code-emphasis instruction in K–3 and the role that language comprehension and meaning making play in developing oral language and foundational literacy skills.

Section G: Principles of Explicit Instruction

1. Describe how the professional learning provides instruction in systematic literacy instruction by (1) referencing a logically ordered scope and sequence; (2) following a gradual release of responsibility model; (3) making connections to previously taught concepts, strategies, and skills overt.

2. Describe how the professional learning provides instruction in the components of explicit and systematic instruction, including (1) setting the purpose for instruction, (2) identifying the important details of the concept being taught, (3) providing instructions that have only one interpretation, (4) modeling instructional tasks (skills, strategies, routines), (5) using visuals and manipulatives to teach concepts and content, as necessary, and with consideration for ELs/MLs, (6) engaging student in discourse around new concepts; and (7) providing timely, specific, confirming and corrective feedback.

3. Describe how the professional learning provides instruction in the explicit instruction routines identified in Question G2 above for the components of a structured literacy lesson for: phonemic awareness, phonics, vocabulary, fluency, and/or comprehension, including the features and appropriate use of varied texts.

4. Describe how the professional learning provides instruction in understanding the importance of targeting instruction for ELs/MLs by activating and connecting to their fund of knowledge, using visuals, focusing on cross-linguistic features and transfer skills, employing wait time, using manipulatives, organizers, language supports, or total physical response.

Section H: Dyslexia

1. Describe how the professional learning provides instruction in planning for and providing instruction that addresses the student's unique strengths and needs, including but not limited to those related to word reading accuracy, word reading automaticity, oral reading fluency, reading vocabulary, reading comprehension, and written expression.

2. Describe how the professional learning provides instruction in addressing different types of reading difficulties or disabilities, including dyslexia, and providing information, research, and practical applications.

3. Describe how the professional learning provides instruction in how and why symptoms of reading difficulty are likely to change over time in response to development and instruction.

4. Describe how the professional learning provides instruction in the identification of the distinguishing characteristics and risk indicators for dyslexia.

5. Describe how the professional learning provides instruction in how dyslexia varies in presentation and degree.

Section I: English Learner/Multilingual Learner (EL/ML)

1. Describe how the professional learning provides instruction in multi-tiered approaches and instructional strategies to support a diverse range of ELs/MLs.

2. Describe how the professional learning provides instruction in explicit practice and teaching of oral language by having students engage in discussions to make connections and enhance understanding by providing opportunities to engage in conversation and structured oral language activities in the classroom.

3. Describe how the professional learning provides instruction in explicit instructional practice of teaching vocabulary, integrating oral and written instruction into teaching, providing regular opportunities to develop writing skills, providing small group interventions and addressing the particular needs of specific groups of ELs/MLs, such as long-term EL/ML learners and late arrival students, and students with limited or interrupted formal education (SLIFE).

4. Describe how the professional learning provides instruction in how multilingualism enriches and influences student's thinking and learning during literacy acquisition and development.

Section J: Assessments, Concepts, Practices, and Applications

1. Describe how the professional learning provides instruction in identifying and describing the features and appropriate use of the following types of assessments: Curriculum Based Measure (CBM), Curriculum Based Assessment (CBA), criterion-referenced tests, and norm-referenced tests; and their relevance to universal screening, diagnostic, progress monitoring, and summative assessment applications.

2. Describe how the professional learning provides instruction in the identification of the underlying principles of Scientific Research Based Interventions (SRBI)/Response to Intervention (RTI)/MTSS (e.g., instructional tiers, universal screening with approved measures, diagnostic assessment, continuous progress monitoring to include the use of approved measures, collaborative problem-solving, research-based interventions, fidelity of instruction, etc.) with analysis distinguishing the critical features of each tier of instruction and with consideration for ELs/MLs.

3. Describe how the professional learning provides instruction in the principles of progress monitoring and the use of graphs to indicate progress.

4. Describe how the professional learning provides instruction in effective utilization of assessment results and related data to plan for appropriate student instruction.

5. Describe how the professional learning provides instruction in common statistical concepts, such as reliability and validity, as used in assessment and research.

Section K: Phonological Awareness

1. Describe how the professional learning provides instruction in the research, instructional methodologies, and practical applications of phonological and phonemic awareness. This encompasses, but is not limited to, understanding the levels and progression of phonological awareness, addressing articulation, and considering variations in dialects and languages and explain how this knowledge supports learning for native speakers of English and ELs/MLs.

2. Describe how the professional learning provides instruction in the general goal of phonemic awareness instruction and how to align that instruction to the content and goals of the reading and spelling lesson to support students' transfer of skills.

3. Describe how the professional learning provides instruction in understanding the reasons for students' challenges distinguishing, pronouncing, and associating phonemes with graphemes with consideration for ELs/MLs.

Section L: Phonics and Word Identification

1. Describe how the professional learning provides instruction in the instructional techniques and practical applications of systematic, explicit and diagnostic beginning phonics instruction. This includes, but is not limited to, an understanding of the alphabetic principle in learning to read and spell, the reciprocal relationships among phonemic awareness, decoding, spelling and vocabulary knowledge and their role in literacy acquisition and development.

2. Describe how the professional learning provides instruction in the instructional techniques and practical applications of the role of orthographic mapping in phonics instruction and research-based strategies for irregular word teaching.

3. Describe how the professional learning provides instruction in historical influences on English spelling patterns (e.g., Old English, Latin, Greek).

4. Describe how the professional learning provides instruction in the instructional techniques and practical applications pertaining to advanced word study. This encompasses but is not limited to syllable patterns, multisyllabic words, morphology and etymology.

5. Describe how the professional learning provides instruction in common practice considerations for adapting instruction for students with weaknesses in executive function and phonological processing.

6. Describe how the professional learning provides instruction in appropriate uses of decodable and less controlled texts (e.g., trade books) in instruction.

Section M: Reading Fluency

1. Describe how the professional learning provides instruction in the instructional techniques and practical applications for developing reading fluency, with consideration of instructional routines that promote improvement in accuracy, rate, and prosody.

2. Describe how the professional learning provides instruction in the role of fluent word, phrase, and sentence level skills in oral reading fluency, reading comprehension, and motivation to read.

3. Describe how the professional learning provides instruction in appropriate use of assistive technology to enable students with limitations in reading fluency access grade-level content.

Section N: Vocabulary

1. Describe how the professional learning provides instruction in the instructional strategies or routines to explicitly teach basic (common words used regularly in speaking and listening), general academic (high-utility words that appear in written text across multiple subjects), and content-specific vocabulary critical for understanding a lesson or reading.

2. Describe how the professional learning provides instruction in the wide differences in student's vocabularies and how these factors impact vocabulary instruction.

3. Describe how the professional learning provides instruction in the role of vocabulary development and knowledge in comprehension and writing.

4. Describe how the professional learning provides instruction in how to make decisions about which vocabulary words to explicitly teach with consideration for ELs/MLs.

Section O: Listening and Reading Comprehension

1. Describe how the professional learning provides instruction in various sentence structures (e.g., sentence structures such as simple, compound, complex, and compound-complex) and how syntax and sentence level comprehension contributes to students' listening and reading comprehension.

2. Describe how the professional learning provides instruction in the characteristics, text features and text organizational structures of the major genres: narrative, informational and opinion/argumentation.

3. Describe how the professional learning provides instruction in the major factors that contribute to deep comprehension of text (e.g., background knowledge, vocabulary, verbal reasoning ability, semantic knowledge, syntactic knowledge, knowledge of literacy structures and conventions, and skills and strategies for close reading).

4. Describe how the professional learning provides instruction in evidence-aligned strategies or routines to teach all students to identify and use the organizational structure of narrative, informational and opinion/argument texts to support comprehension, including using graphic organizers to illustrate text structure.

5. Describe how the professional learning provides instruction in the role of grade level texts and evidence-aligned strategies that can be applied to comprehension of grade-level texts to provide access for all students with consideration for EL/MLs (e.g., comprehension monitoring, graphic organizers, generating and answering questions, retelling, and summarizing).

6. Describe how the professional learning provides instruction in evidence-aligned instructional strategies or routines to teach all students to understand the literal and inferred meanings of words, phrases, and sentences, including the use of cohesive devices, to construct a mental model of the text.

7. Describe how the professional learning provides instruction in evidence-aligned instructional strategies or routines to teach all students to identify the basic parts of speech and to relate a word’s meaning, spelling, and pronunciation to its grammatical role in a sentence.

8. Describe how the professional learning provides instruction in evidence-aligned instructional strategies or routines to build students' ability to use syntax to comprehend (e.g., paraphrasing, identifying the function of words within a sentence, identifying anaphora [e.g., pronoun referents, etc.]).

Section P: Written Expression

1. Describe how the professional learning provides instruction in comparing and contrasting the processes of text comprehension and those of written composition and explain the usefulness of writing in building text comprehension.

2. Describe how the professional learning provides instruction in the major skill domains that contribute to written expression (transcription, composition, ideation).

3. Describe how the professional learning provides instruction in the components of the writing process, including the subskills of each and evidence-aligned instructional strategies or routines to teach students to plan, draft, edit, and revise their writing.

4. Describe how the professional learning provides instruction in evidence-aligned instructional strategies or routines to teach spelling concepts that match students' levels of spelling development and orthographic knowledge.

5. Describe how the professional learning provides instruction in evidence-aligned instructional strategies or routines to teach all students to use the basic parts of speech and relate a word’s meaning, spelling, and pronunciation to its grammatical role in a sentence to support fluent writing.

6. Describe how the professional learning provides instruction in evidence-aligned instructional strategies or routines to teach sentence composition (e.g., sentence frames, sentence combining, sentence expansion, sentence elaboration).

7. Describe how the professional learning provides instruction in appropriate use of assistive technology to support written expression.

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