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Request for Information (RFI) #007 CSDE Kindergarten through Grade Five (K–5) Structured Literacy Professional Learning Checklist
RFI #007
Connecticut State Department of Education (CSDE) Kindergarten through Grade Five (K–5) Structured Literacy Professional Learning Checklist
The Connecticut State Department of Education (CSDE) requests information from interested professional learning providers to support educators working in Connecticut Local Education Agencies (LEAs) to provide structured literacy instruction aligned to the science of reading for students in K–5. Once CSDE receives and reviews your application, you will obtain access to a private Microsoft SharePoint. This completed checklist must be uploaded to the Microsoft SharePoint that indicates the location of each specific component in the professional learning content you are submitting for review. The specific location of evidence must be identified for documentation to be considered for review.
Date of Application Submission:
Name of Professional Learning Provider:
Title of Structured Literacy Professional Learning:
Professional Learning Provider Point of Contact Name:
Professional Learning Provider Point of Contact Email:
Overall Components:
| Specific Components: |
| ☑ (a checkmark indicates the criteria can be found in the professional learning) |
| Evidence: Include the title and page number in provider content (slide deck, handout, other) |
Professional Learning Content (Rubric Section A)
| 1. Founded on the theoretical models that are grounded in the science of reading research |
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| 2. Explains how the brain learns to read and why learning to read is not a natural process |
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| 3. Grounded in the principles and practices of structured literacy, including the connection between oral and written language |
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| 4. Includes strategies and scaffolds targeted to differentiate student learning needs |
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| 5. Is aligned to the K–5 Connecticut Core Standards for English Language Arts/Literacy |
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Professional Learning Instructional Approach (Rubric Section B)
| 1. Presents a clear scope and sequence with learning objectives |
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| 2. Includes resources for participants to engage in knowledge building for pre-learning and to reference for ongoing purposes |
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| 3. Provides interactive learning opportunities that align with the content being taught |
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| 4. Includes rigorous evaluations throughout the sequence of learning |
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| 5. Offers process for documentation of successful completion of training |
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| 6. Ensures standardization of content for consistent program delivery: presenter materials, delivery formats, participant resources |
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Documentation of Effectiveness (Rubric Section C)
| 1. Presents evidence documenting advancement in K–5 educator knowledge and skill |
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| 2. Has evidence working with local and regional boards of education (LEAs) in the past and/or currently |
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| 3. Includes evidence demonstrating improved student outcomes and supports with closing the achievement gap |
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Qualifications of Professional Learning Staff (Rubric Section D)
| 1. Documents the professional learning was developed by individuals with educational background, previous work experience, and special training in structured literacy instructional approaches as evidenced in resume submission |
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| 2. Documents the professional learning is delivered by individuals with educational background, previous work experience, and special training in structured literacy instructional approaches as evidence in resume submission |
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Language Acquisition and Development (Rubric Section E)
| 1. Oral language as the foundation of literacy with information on the (5) language processing requirements of proficient reading and writing |
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| 2. Evidence-aligned strategies for the developmental progression of language acquisition and development for native speakers of English and English Learners/Multilingual Learners (ELs/MLs) |
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| 3. The three components of phonological processing and how they contribute to the development of skilled reading |
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| 4. The explanation that reading, spelling and writing proficiency depend on language proficiency |
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Literacy Acquisition and Development (Rubric Section F)
| 1. Ehri’s phases of word reading development |
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| 2. The environmental and individual factors that contribute to literacy development |
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| 3. The contribution of orthographic processing to the development of skilled reading and writing |
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| 4. Comparing and contrasting oral and written language acquisition |
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| 5. Code-emphasis instruction in K-3 and the role of language comprehension and meaning making |
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Principles of Explicit Instruction (Rubric Section G)
| 1. Systematic literacy instruction including 1) logical scope and sequence; 2) gradual release of responsibility; 3) connections to previous learning |
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| 2. The components of explicit and systematic instruction |
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| 3. The explicit instruction routines for the components of a structured literacy lesson |
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| 4. The importance of targeting instruction for ELs/MLs |
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Dyslexia (Rubric Section H)
| 1. Planning for and providing instruction that addresses student’s unique strengths and needs |
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| 2. Addressing different types of reading difficulties or disabilities |
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| 3. How and why reading difficulties may change in response to instruction |
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| 4. The distinguishing characteristics and risk indicators for dyslexia |
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| 5. The variation in dyslexia in terms of presentation and degree |
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English Learner/Multilingual Learner (EL/ML) (Rubric Section I)
| 1. Multi-tiered approaches and instruction strategies to support a diverse range of ELs/MLs |
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| 2. Explicit practice and teaching of oral language to enhance student discussion and language comprehension |
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| 3. Providing small group targeted instruction and/or intervention; addressing the particular needs of specific groups of EL/MLs, such as long-term EL/ML learners and late arrivals and students with limited or interrupted formal education (SLIFE) |
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| 4. The positive impact of multilingualism on student literacy acquisition and development |
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| Assessment, Concepts, Practices, and Applications (Rubric Section J) |
| 1. The features of various forms of commonly used assessment types and their relevance to different assessment applications |
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| 2. The underlying principles of SRBI/RTI/MTSS with analysis of each distinguishing feature |
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| 3. Principles of progress monitoring and use of graphs |
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| 4. Using assessment results to plan for student instruction |
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| 5. Common statistical concepts used in assessment and research |
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Phonological Awareness (Rubric Section K)
| 1. The research, instructional methodologies, and practical applications of phonological and phonemic awareness |
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| 2. The general goal of phonemic awareness instruction and its alignment to reading and spelling lessons |
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| 3. Understanding students’ phonemic awareness challenges with consideration for ELs/MLs |
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Phonics and Word Identification (Rubric Section L)
| 1. The instructional techniques and practical applications of systematic, explicit, and diagnostic beginning phonics instruction |
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| 2. The instructional techniques and practical applications of the role of orthographic mapping and research-based strategies for irregular word teaching |
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| 3. Historical influences on English spelling patterns |
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| 4. The instructional techniques and practical applications for advanced word study |
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| 5. Common practice considerations for adapting instruction for students with executive function or phonological processing weaknesses |
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| 6. Appropriate use of decodable and less controlled text |
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Reading Fluency (Rubric Section M)
| 1. The instructional techniques and practical applications for developing reading fluency |
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| 2. The role of fluent word, phrase, and sentence level skills in oral reading fluency, reading comprehension, and motivation to read |
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| 3. Appropriate use of assistive technology to enable students with limitations in reading fluency to access grade-level content |
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Vocabulary (Rubric Section N)
| 1. Instructional techniques and practical applications opportunities for teaching basic, academic, and content-specific vocabulary |
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| 2. The wide differences in student's vocabulary and how these factors impact vocabulary instruction |
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| 3. The role of vocabulary development and knowledge in comprehension and writing |
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| 4. How to make decisions about which vocabulary words to explicitly teach with consideration for EL/MLs |
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| Listening and Reading Comprehension (Rubric Section O) |
| 1. How sentence level comprehension and syntax contribute to listening and reading comprehension |
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| 2. The characteristics, text features, and organizational structures of major text genres |
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| 3. Major factors that contribute to deep comprehension of text |
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| 4. Evidence-aligned instructional strategies to teach all students to use the organizational structure of text to support comprehension, including use of scaffolds |
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| 5. 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 of EL/MLs |
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| 6. Evidence-aligned instructional strategies to teach students to understand literal and inferred meanings to create mental models |
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| 7. Evidence-aligned instructional strategies on identifying basic parts of speech to relate meaning, spelling, and pronunciation to grammatical role in sentence |
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| 8. Evidence-aligned instructional strategies to build ability to use syntax to comprehend |
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| Written Expression (Rubric Section P) |
| 1. Comparing and contrasting processes of text comprehension with those of written expression to explain usefulness of writing in building text comprehension |
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| 2. Major skill domains that contribute to written expression: transcription, composition, ideation |
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| 3. Components and subskills of writing process and evidence-aligned instructional strategies to address all components |
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| 4. Evidence-aligned instructional strategies to teach spelling concepts that align with spelling development and orthographic knowledge |
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| 5. Evidence-aligned instructional strategies to teach students how to use basic parts of speech to relate word’s meaning, spelling, and pronunciation to grammatical role |
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| 6. Evidence-aligned instructional strategies to teach sentence composition |
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| 7. Appropriate use of assistive technology to support written expression |
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