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State board approves revised K–3 screening menu after review; department to collect data statewide
Summary
The State Department of Education presented a year‑long review of K–3 universal literacy screeners and recommended removing older tools and collecting vendor data statewide. Independent researchers reviewed eight assessment suites and staff recommended policy changes and a Stamford pilot for I‑Ready.
The Connecticut State Department of Education presented its K–3 literacy work on May 7, reporting a multi‑year rollout of professional learning and recommending changes to the approved menu of universal screening assessments for kindergarten through grade 3.
Independent reviewers — Dr. Adria Truckenmiller of Michigan State University and Dr. Michael Coyne of the University of Connecticut — told the board they reviewed eight commercial screening suites and technical manuals against rigorous criteria used by state education agencies. They concluded several commonly used curriculum‑based measures meet technical standards for identifying students at risk of reading difficulties, while other newer or adaptive products require additional external validity studies for kindergarten–2 outcomes.
Why it matters: The K–3 universal screeners are intended to identify students who, without intervention, are likely to be below grade‑level reading proficiency at year’s end and to flag students at risk for dyslexia or other reading disabilities so early evidence‑based intervention can be delivered. Commissioner and department staff emphasized that a screening program must be paired with coherent core instruction, interventions and communication with families.
Key decisions and next steps: The department recommended removing an outdated DIBELS Sixth Edition (DIBELS 6) entry from the state menu in favor of the updated DIBELS‑8 with the MCLASS vocabulary component, and recommended that AMIRA remain off the approved menu pending further validity data for early grades. Staff also proposed a Stamford Public Schools pilot to study I‑Ready early literacy screening where requested. The board heard the department’s request to collect K–3 screening data from vendors statewide and to analyze how screeners relate to third‑grade outcomes.
Public and board discussion: Researchers stressed that early grades require measures that are sensitive to decoding development; some end‑of‑year measures (for example, NWEA MAP Growth as used in prior studies) do not reliably detect early decoding problems. Board members asked about English learners and longitudinal evaluation; researchers and staff said the department will study multilingual learners’ profiles and work to gather vendor data to permit state‑level validation.
Vote and implementation: The transcript records the board proceeding to a vote and the chair announcing approval of the revised menu and the data‑collection initiative. Department staff said they will work with vendors and districts on implementation, professional learning and parent communication.
Ending: The department will collect screening data, monitor how tools perform in Connecticut classrooms, and return to the board with findings so the state can refine screening guidance and supports to districts.
