Education (Curriculum)

SB 220 requires school districts to create individual reading plans for students in grades 4-9 who scored at Level 1 or 2 on English Language Arts exams or missed growth targets. Each plan must identify specific reading gaps, outline evidence-based interventions (like small-group tutoring with a 4:1 student-to-tutor ratio), and include parent communication. The bill also establishes a state grant program to fund high-dosage tutoring for these students, prioritizing districts in alliance towns or with detailed implementation plans. It updates required reading assessments for kindergarten through grade 3 to include frequent screening and progress monitoring.

HB 5323 requires school-based health centers in Connecticut to use evidence-based screening tools for disordered eating behaviors during annual health assessments for students in grades 9-12, starting January 1, 2028. The bill also creates two new groups: a task force to develop recommendations for identifying and treating disordered eating in children, and a Holistic Food Education Working Group to create a state-wide food education roadmap and nutrition curriculum. Both groups include representatives from education, health, advocacy, and school organizations. The screening is optional for students or their parents/guardians, and the task force must report by January 1, 2028. The bill directly affects schools, health centers, and students in grades 9-12 through these new requirements and planning efforts.

SB 312 allows Connecticut's Department of Education to approve machine-learning literacy tools that listen to students read, analyze performance in real time, and provide immediate individualized feedback, provided they align with reading science research and meet effectiveness standards. It also requires educator preparation programs to include mandatory behavior management courses for graduates and establishes an American Sign Language (ASL) working group to develop curriculum standards, teacher certification pathways, and training programs for ASL educators. The bill mandates the Department to issue ASL curriculum guidance by 2030 to support schools implementing world language requirements. These provisions directly affect public school students, educators, and school districts through new instructional tools and educator training requirements.

HB 5034 reduces testing requirements for Connecticut public schools while redesigning high school math pathways. It creates an incentive program for school districts that cut time spent on broad assessments (like state exams), integrate ongoing classroom checks, and boost teacher training in formative assessments. The bill also requires the state to redesign math courses to focus on career-ready skills like data science and applied math, and seeks federal flexibility to adjust school accountability measures. These changes directly affect school districts, students (through reduced testing), and educators (via new professional development). The law takes effect July 2026, with implementation deadlines by 2027.

SB 308 requires all local and regional school boards to post their approved curriculum online by July 1, 2026. Specifically, boards must make available the objectives and scope/sequence of all approved curriculum on their public websites each school year. This applies to every school district in the state and directly affects parents, students, and educators seeking transparency about course content. The law amends existing statute to mandate this annual online posting, building on existing requirements for curriculum materials under federal law.

SB 135 requires the Technical Education and Career System to submit annual reports to state legislative committees by November 15, detailing curriculum updates for future workforce needs, graduate employment data (including demographics, wages, and program completion), resource assessments, and staffing needs. It mandates the development of a long-term strategic plan (starting January 1, 2030) for the system, updated every five years, to coordinate with other education providers and address capital improvements. The bill also establishes a process for evaluating existing vocational programs every five years based on job demand, technological changes, and instructor availability, and for adding new programs considering workforce needs, cost, and underrepresented populations. This directly affects technical education schools, state legislators, and workforce development planning.