Sec. 10-14z. Office of Dyslexia and Reading Disabilities. Duties.
Sec. 10-14aa. Compliance verification. Annual report.
Sec. 10-14bb. Approval of educator preparation programs contingent on compliance verification.
Sec. 10-14cc. Verification of training completion for educator certificates.
Sec. 10-14dd. Verification of qualifications of practicum hours supervisors.
Sec. 10-14ee. Family history questionnaire re risk of reading proficiency challenges.
Sec. 10-14ff. Reporting re compliance verification and reading assessments.
Sec. 10-14ii. Review and approval of reading curriculum models or programs.
Sec. 10-14t. *(See end of section for amended version and effective date.) Reading assessments for students in kindergarten to grade three. Guidance for administration. Data center re effectiveness. (a) On or before July 1, 2022, the Department of Education shall develop or approve reading assessments, with consideration given to the recommendations set forth in appendix g of the final report of the task force established pursuant to special act 19-8*, for use by local and regional boards of education, in accordance with the guidance provided pursuant to subsection (c) of this section, for the school year commencing July 1, 2023, and each school year thereafter, to identify students in kindergarten to grade three, inclusive, who are below proficiency in reading, provided any reading assessments developed or approved by the department include frequent screening and progress monitoring of students. Such reading assessments shall (1) be brief, (2) be evidence-based, as defined in 20 USC 7801(21), with proven psychometrics for validity, (3) measure oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension, (4) provide opportunities for formative assessments at least three times, in the fall, winter and spring, during each school year, (5) produce data that is useful for informing individual and classroom instruction, including the grouping of students based on such data and the selection of instructional activities based on data of individual student response patterns during such progress monitoring, (6) be compatible with best practices in reading instruction and research, and (7) assist in identifying, in whole or in part, students at risk for dyslexia, as defined in section 10-3d, or other reading-related learning disabilities.
(b) On or before January 1, 2023, the department shall provide guidance to local and regional boards of education for administering the approved reading assessments, including, but not limited to, (1) specifying the appropriate grade levels for each reading assessment; (2) allowing approved reading assessments to be combined to ensure each ability specified in subdivision (1) of subsection (a) of this section is measured during each school year using one or more reading assessments appropriate for a student's grade level; (3) advising how each board's goals, student body characteristics and resources should inform the choice of reading assessments used by such board; (4) advising how aggregate data derived from reading assessments should guide each board's prevention and early intervention initiatives; and (5) requiring the administration of approved reading assessments in both English and a student's native language, if available, for any student being instructed in literacy in his or her native language.
(c) Not later than February 1, 2023, the Commissioner of Education shall submit the reading assessments and guidance developed or approved under this section to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a.
(d) The Department of Education may, in partnership with a public institution of higher education, establish a data center to guide the department and local and regional boards of education in the use and effectiveness of reading assessments. Such data center may include, but need not be limited to, tracking (1) which reading assessments are used by each regional or local board of education, and (2) student information, disaggregated by categories including, but not limited to, a student's demographic background, school district, reading assessment dates and scores on reading assessments, provided such disaggregation keeps such student information personally nonidentifiable.
(P.A. 12-116, S. 5; P.A. 13-245, S. 11; P.A. 15-97, S. 4; P.A. 21-168, S. 7).
*Note: On and after July 1, 2022, this section, as amended by section 398 of public act 21-2 of the June special session, is to read as follows:
“Sec. 10-14t. Compilation of and guidance re reading assessments for students in kindergarten to grade three. Data center. (a) The Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, shall compile a list of reading assessments, with consideration given to the recommendations set forth in appendix g of the final report of the task force established pursuant to special act 19-8*, for use by local and regional boards of education, in accordance with the guidance provided pursuant to subsection (c) of this section, for the school year commencing July 1, 2023, and each school year thereafter, to identify students in kindergarten to grade three, inclusive, who are below proficiency in reading, provided any such reading assessments include frequent screening and progress monitoring of students. Such reading assessments shall (1) be brief, (2) be evidence-based, as defined in 20 USC 7801(21), with proven psychometrics for validity, (3) measure oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension, (4) provide opportunities for formative assessments at least three times, in the fall, winter and spring, during each school year, (5) produce data that is useful for informing individual and classroom instruction, including the grouping of students based on such data and the selection of instructional activities based on data of individual student response patterns during such progress monitoring, (6) be compatible with best practices in reading instruction and research, and (7) assist in identifying, in whole or in part, students at risk for dyslexia, as defined in section 10-3d, or other reading-related learning disabilities.
(b) On or before January 1, 2023, the department shall provide guidance to local and regional boards of education for administering the approved reading assessments, including, but not limited to, (1) specifying the appropriate grade levels for each reading assessment; (2) allowing approved reading assessments to be combined to ensure each ability specified in subdivision (1) of subsection (a) of this section is measured during each school year using one or more reading assessments appropriate for a student's grade level; (3) advising how each board's goals, student body characteristics and resources should inform the choice of reading assessments used by such board; (4) advising how aggregate data derived from reading assessments should guide each board's prevention and early intervention initiatives; and (5) requiring the administration of approved reading assessments in both English and a student's native language, if available, for any student being instructed in literacy in his or her native language.
(c) Not later than February 1, 2023, the Commissioner of Education shall submit the reading assessments and guidance developed or approved under this section to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a.
(d) The Department of Education may, in partnership with a public institution of higher education, establish a data center to guide the department and local and regional boards of education in the use and effectiveness of reading assessments. Such data center may include, but need not be limited to, tracking (1) which reading assessments are used by each regional or local board of education, and (2) student information, disaggregated by categories including, but not limited to, a student's demographic background, school district, reading assessment dates and scores on reading assessments, provided such disaggregation keeps such student information personally nonidentifiable.”
(P.A. 12-116, S. 5; P.A. 13-245, S. 11; P.A. 15-97, S. 4; P.A. 21-168, S. 7; June Sp. Sess. P.A. 21-2, S. 398.)
*Note: Special act 19-8 is special in nature and therefore has not been codified but remains in full force and effect according to its terms.
History: P.A. 12-116 effective July 1, 2012; P.A. 13-245 amended Subsec. (a) by replacing “January 1, 2013” with “January 1, 2014” and replacing “July 1, 2013” with “July 1, 2014”, effective July 1, 2013; P.A. 15-97 amended Subsec. (a) by replacing “January 1, 2014” with “January 1, 2016”, replacing “July 1, 2014” with “July 1, 2016” and adding Subdiv. (5) re assist in identifying students at risk for dyslexia or other reading-related learning disabilities, and amended Subsec. (b) by replacing “February 1, 2013” with “February 1, 2016”, effective July 1, 2015; P.A. 21-168 substantially revised Subsec. (a) re development, approval and requirements of reading assessments and time frames related to such assessments, added new Subsec. (b) re provision of guidance for administration of reading assessments, redesignated existing Subsec. (b) as Subsec. (c) and amended same to change “February 1, 2016” to “February 1, 2023” and to add “and guidance”, and added Subsec. (d) allowing establishment of data center for guidance in use and effectiveness of reading assessments, effective July 1, 2021; June Sp. Sess. P.A. 21-2 amended Subsec. (a) to replace provision re Department of Education developing and approving reading assessments with provision re Center for Literacy Research and Reading Success compiling list of reading assessments, substantially revise requirements of such assessments, delete “On or before January 1, 2016,”, change “July 1, 2016” to “July 1, 2023”, and make conforming changes, added new Subsec. (b) requiring provision of guidance for administration of reading assessments, redesignated existing Subsec. (b) as Subsec. (c) and amended same to change “February 1, 2016” to “February 1, 2023” and to add “and guidance”, and added Subsec. (d) allowing establishment of data center for guidance in the use and effectiveness of reading assessments, effective July 1, 2022.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14u. *(See end of section for amended version and effective date.) Intensive reading instruction program for students in kindergarten to grade three. Intensive reading intervention strategy. Supplemental reading instruction. Reading remediation plan. Intensive summer school reading instruction program. (a) As used in this section:
(1) “Achievement gap” means the existence of a significant disparity in the academic performance of students among and between (A) racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) genders, and (E) English language learners and students whose primary language is English.
(2) “Scientifically-based reading research and instruction” means (A) a comprehensive program or a collection of instructional practices that is based on reliable, valid evidence showing that when such programs or practices are used, students can be expected to achieve satisfactory reading progress, and (B) the integration of instructional strategies for continuously assessing, evaluating and communicating the student's reading progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text and apply higher level thinking skills. Such comprehensive program or collection of practices shall include, but not be limited to, instruction in five areas of reading: Phonemic awareness, phonics, fluency, vocabulary, and text comprehension.
(b) For the school year commencing July 1, 2014, and each school year thereafter, the Commissioner of Education shall create an intensive reading instruction program to improve student literacy in grades kindergarten to grade three, inclusive, and close the achievement gap. Such intensive reading instruction program shall include routine reading assessments for students in kindergarten to grade three, inclusive, scientifically-based reading research and instruction, an intensive reading intervention strategy, as described in subsection (c) of this section, supplemental reading instruction and reading remediation plans, as described in subsection (d) of this section, and an intensive summer school reading program, as described in subsection (e) of this section. For the school year commencing July 1, 2014, the commissioner shall select five elementary schools that are (1) located in an educational reform district, as defined in section 10-262u, (2) participating in the commissioner's network of schools, pursuant to section 10-223h, or (3) among the lowest five per cent of elementary schools in school subject performance indices for reading and mathematics, as defined in section 10-223e, to participate in the intensive reading instruction program and for the school year commencing July 1, 2015, and each school year thereafter, the commissioner may select up to five additional such elementary schools to participate in the intensive reading instruction program.
(c) On or before July 1, 2014, the Department of Education shall develop an intensive reading intervention strategy for use by schools selected by the Commissioner of Education to participate in the intensive reading instruction program to address the achievement gap at such schools and to ensure that all students are reading proficiently by grade three in such schools. Such intensive reading intervention strategy for schools shall (1) include, but not be limited to, (A) rigorous assessments in reading skills, (B) scientifically-based reading research and instruction, (C) one external literacy coach for each school, to be funded by the department, who will work with the reading data collected, support the principal of the school as needed, observe, and coach classes and supervise the reading interventions, (D) four reading interventionists for each school, to be funded by the department, who will develop a reading remediation plan for any student who is reading below proficiency, be responsible for all supplemental reading instruction, and conduct reading assessments as needed, and (E) training for teachers and administrators in scientifically-based reading research and instruction, including, training for school administrators on how to assess a classroom to ensure that all children are proficient in reading by grade three, and (2) outline, at a minimum, how (A) reading data will be collected, analyzed and used for purposes of instructional development, (B) professional and leadership development will be related to reading data analysis and used to support individual teacher and classroom needs, (C) the selected schools will communicate with parents and guardians of students on reading instruction strategies and student reading performance goals, and on opportunities for parents and guardians to partner with teachers and school administrators to improve reading at home and at school, (D) teachers and school leaders will be trained in the science of teaching reading, (E) periodic student progress reports will be issued, and (F) such selected school intensive reading intervention strategy will be monitored at the classroom level. The commissioner shall review and evaluate the school intensive reading intervention strategy for model components that may be used and replicated in other schools and school districts to ensure that all children are proficient in reading by grade three.
(d) (1) For the school year commencing July 1, 2014, and each school year thereafter, each school selected by the Commissioner of Education to participate in the intensive reading instruction program under this section shall provide supplemental reading instruction to students in kindergarten to grade three, inclusive, who are reading below proficiency, as identified by the reading assessment described in section 10-14t. Such supplemental reading instruction shall be provided by a reading interventionist during regular school hours.
(2) A reading remediation plan shall be developed by a reading interventionist for each student in kindergarten to grade three, inclusive, who has been identified as reading below proficiency to address and correct the reading deficiency of such student. Such remediation plan shall include instructional strategies that utilize research based reading instruction materials and teachers trained in reading instruction, parental involvement in the implementation of the remediation plan and regular progress reports on such student.
(3) The principal of a school selected by the Commissioner of Education to participate in the intensive reading instruction program under this section shall notify the parent or guardian of any student in kindergarten to grade three, inclusive, who has been identified as being below proficiency in reading. Such notice shall be in writing and (A) include an explanation of why such student is below proficiency in reading, and (B) inform such parent or guardian that a remediation plan, as described in subdivision (2) of this subsection, will be developed for such student to provide supplemental reading instruction, including strategies for the parent or guardian to use at home with such student.
(e) (1) Any student enrolled in a school selected by the Commissioner of Education that is located in a priority school district, pursuant to section 10-266p, to participate in the intensive reading instruction program under this section and who is reading below proficiency at the end of the school year shall be enrolled in an intensive summer school reading instruction program. Such intensive summer school reading instruction program shall include, (A) a comprehensive reading intervention program, (B) scientifically-based reading research and instruction strategies and interventions, (C) diagnostic assessments administered to a student prior to or during an intensive summer school reading instruction program to determine such student's particularized need for instruction, (D) teachers who are trained in the teaching of reading and reading assessment and intervention, and (E) weekly progress monitoring to assess the reading progress of such student and tailor instruction for such student.
(2) The principal of a school selected by the Commissioner of Education to participate in the intensive reading instruction program under this section shall submit reports to the Department of Education, at such time and in such manner as prescribed by the department, on (A) student reading progress for each student reading below proficiency based on the data collected from the screening and progress monitoring of such student using the reading assessments described in section 10-14t, and (B) the specific reading interventions and supports implemented.
(f) Not later than October 1, 2015, and annually thereafter, the department shall report to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a, on student reading levels in schools participating in the intensive reading instruction program. Such report shall include recommendations on model components of the school intensive reading intervention strategy that may be used and replicated in other schools and school districts.
(P.A. 12-116, S. 89; P.A. 13-31, S. 5; 13-245, S. 12.)
*Note: On and after July 1, 2022, this section, as amended by section 399 of public act 21-2 of the June special session, is to read as follows:
“Sec. 10-14u. Intensive reading instruction program for students in kindergarten to grade three. Intensive reading intervention strategy. Supplemental reading instruction. Reading remediation plan. Intensive summer school reading instruction program. (a) As used in this section and section 10-3c:
(1) “Achievement gaps” means the existence of a significant disparity in the academic performance of students among and between (A) racial groups, (B) ethnic groups, (C) socioeconomic groups, (D) genders, and (E) English language learners and students whose primary language is English.
(2) “Opportunity gaps” means the ways in which race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations or other factors intersect with the unequal or inequitable distribution of resources and opportunities to contribute to or perpetuate lower educational expectations, achievement or attainment.
(3) “Scientifically-based reading research and instruction” means (A) a comprehensive program or a collection of instructional practices that is based on reliable, valid evidence showing that when such programs or practices are used, students can be expected to achieve satisfactory reading progress, and (B) the integration of instructional strategies for continuously assessing, evaluating and communicating the student's reading progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text and apply higher level thinking skills. Such comprehensive program or collection of practices includes, but is not limited to, instruction in the following areas of reading: Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension.
(b) For the school year commencing July 1, 2022, and each school year thereafter, the Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, shall oversee an intensive reading instruction program to improve student literacy in grades kindergarten to grade three, inclusive, and close the achievement gaps that result from opportunity gaps. Such intensive reading instruction program shall include routine reading assessments for students in kindergarten to grade three, inclusive, scientifically-based reading research and instruction, an intensive reading intervention strategy, as described in subsection (c) of this section, supplemental reading instruction and reading remediation plans, as described in subsection (d) of this section, and an intensive summer school reading program, as described in subsection (e) of this section. For the school year commencing July 1, 2022, and each school year thereafter, the Center for Literacy Research and Reading Success shall provide, upon request of a local or regional board of education for a town designated as an alliance district, as defined in section 10-262u, the intensive reading instruction program to such board, or may include the intensive reading instruction program in the tiered supports in early literacy provided under the reading readiness program pursuant to section 10-14y.
(c) For the school year commencing July 1, 2022, and each school year thereafter, the Center for Literacy Research and Reading Success, shall develop an intensive reading intervention strategy which shall be available to local and regional boards of education for a town designated as an alliance district that have any elementary schools that enroll students who are not reading at or above grade level to ensure that such students are reading proficiently by grade three in such schools. Such intensive reading intervention strategy shall (1) include, but not be limited to, (A) rigorous assessments in reading skills, (B) scientifically-based reading research and instruction, (C) external literacy coaches who have experience and expertise in the science of teaching reading, who will work with the reading data collected, support the principal of the school as needed, observe, and coach classes and supervise the reading interventions, (D) reading interventionists who will develop a reading remediation plan for any student who is reading below proficiency, be responsible for all supplemental reading instruction, and conduct reading assessments as needed, and (E) training for teachers and administrators in scientifically-based reading research and instruction, including, training for school administrators on how to assess a classroom to ensure that all children are proficient in reading by grade three, and (2) outline, at a minimum, how (A) reading data will be collected, analyzed and used for purposes of instructional development, (B) professional and leadership development will be related to reading data analysis and used to support individual teacher and classroom needs, (C) schools will communicate with parents and guardians of students on reading instruction strategies and student reading performance goals, and on opportunities for parents and guardians to partner with teachers and school administrators to improve reading at home and at school, (D) teachers and school leaders will be trained in the science of teaching reading, (E) periodic student progress reports will be issued, and (F) such intensive reading intervention strategy will be monitored at the classroom level. The commissioner shall review and evaluate the intensive reading intervention strategy for model components that may be used and replicated in other alliance districts to ensure that all children are proficient in reading by grade three.
(d) (1) For the school year commencing July 1, 2022, and each school year thereafter, each local and regional board of education for a town designated as an alliance district shall, in consultation with the Center for Literacy Research and Reading Success, provide supplemental reading instruction to students in kindergarten to grade three, inclusive, who are reading below proficiency, as identified by the reading assessment described in section 10-14t. Such supplemental reading instruction shall be provided by a reading interventionist during regular school hours.
(2) A reading remediation plan shall be developed by a reading interventionist for each student enrolled in an elementary school in an alliance district in kindergarten to grade three, inclusive, who has been identified as reading below proficiency to address and correct the reading deficiency of such student. Such remediation plan shall include instructional strategies that utilize research-based reading instruction materials and teachers trained in reading instruction, parental involvement in the implementation of the remediation plan and regular progress reports on such student.
(3) The principal of each elementary school in an alliance district shall notify the parent or guardian of any student in kindergarten to grade three, inclusive, who has been identified as being below proficiency in reading. Such notice shall be in writing and (A) include an explanation of why such student is below proficiency in reading, and (B) inform such parent or guardian that a remediation plan, as described in subdivision (2) of this subsection, will be developed for such student to provide supplemental reading instruction, including strategies for the parent or guardian to use at home with such student.
(e) (1) Each local and regional board of education for a town designated as an alliance district shall, in consultation with the Center for Literacy Research and Reading Success, provide any student in kindergarten to grade three, inclusive, who is reading below proficiency at the end of the school year with an intensive summer school reading instruction program. Such intensive summer school reading instruction program shall include, (A) a comprehensive reading intervention program, (B) scientifically-based reading research and instruction strategies and interventions, (C) diagnostic assessments administered to a student prior to or during an intensive summer school reading instruction program to determine such student's particularized need for instruction, (D) teachers who are trained in the teaching of reading and reading assessment and intervention, and (E) weekly progress monitoring to assess the reading progress of such student and tailor instruction for such student.
(2) Each local and regional board of education for a town designated as an alliance district providing supplemental reading instruction as part of the intensive reading instruction program under this section shall submit reports to the Center for Literacy Research and Reading Success, at such time and in such manner as prescribed by the Department of Education, on (A) student reading progress for each student reading below proficiency based on the data collected from the screening and progress monitoring of such student using the reading assessments described in section 10-14t, and (B) the specific reading interventions and supports implemented.
(f) Not later than October 1, 2022, and annually thereafter, the Commissioner of Education shall report to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a, on student reading levels in the intensive reading instruction program. Such report shall include recommendations on model components of the school intensive reading intervention strategy that may be used and replicated in other alliance districts.”
(P.A. 12-116, S. 89; P.A. 13-31, S. 5; 13-245, S. 12; June Sp. Sess. P.A. 21-2, S. 399.)
History: P.A. 12-116 effective July 1, 2012; P.A. 13-31 made a technical change in Subsec. (d)(3), effective May 28, 2013; P.A. 13-245 amended Subsecs. (b), (c) and (d)(1) by replacing references to “July 1, 2012” with references to “July 1, 2014”, amended Subsec. (b) by replacing “July 1, 2013” with “July 1, 2015” and adding provisions re participation of additional elementary schools and amended Subsec. (f) by replacing “October 1, 2013” with “October 1, 2015”, effective July 1, 2013; June Sp. Sess. P.A. 21-2 amended Subsec. (a) by adding “and section 10-3c”, adding new Subdiv. (2) defining “opportunity gaps”, and redesignating existing Subdiv. (2) as Subdiv. (3) and amending same by redefining “scientifically-based reading research and instruction”, amended Subsec. (b) by replacing “July 1, 2014” with “July 1, 2022”, “Commissioner of Education” with “Center for Literacy Research and Reading Success, established pursuant to section 10-14gg,”, “create” with “oversee” and “achievement gap” with “achievement gaps that result from opportunity gaps”, replacing provision re selection of 5 elementary schools to participate in intensive reading instruction program with provision re center to provide intensive reading instruction program to boards of education or include program in tiered supports in early literacy, amended Subsec. (c) by replacing “On or before July 1, 2014, the Department of Education” with “For the school year commencing July 1, 2022, and each school year thereafter, the Center for Literacy Research and Reading Success,”, replacing provision re intensive reading intervention strategy for use by selected schools with provision re intensive reading intervention strategy to be available to alliance districts, replacing “one external literacy for each school to be funded by the department” with “external literacy coaches who have experience and expertise in the science of teaching reading” in Subdiv. (1)(C), and deleting “four” and “for each school, to be funded by the department” in Subdiv. (1)(D), amended Subsec. (d) by replacing “July 1, 2014” with “July 1, 2022” and replacing provision re selected school with provision re each alliance district in Subdiv. (1), adding “enrolled in an elementary school in an alliance district” in Subdiv. (2), replacing provision re selected school with provision re each elementary school in alliance district in Subdiv. (3), amended Subsec. (e) by replacing provision re any student enrolled in selected school who is reading below proficiency with provision re alliance districts to provide any student in kindergarten to grade 3 who is reading below proficiency in Subdiv. (1), replacing provision re principal of selected school with provision re each alliance district providing supplemental reading instruction and replacing “Department of Education” with “Center for Literacy Research and Reading Success” in Subdiv. (2), amended Subsec. (f) by replacing “October 1, 2015” with “October 1, 2022” and “department” with “Commissioner of Education”, and made technical and conforming changes throughout, effective July 1, 2022.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14v. *(See end of section for amended version and effective date.) Coordinated state-wide reading plan for students in kindergarten to grade three. On or before January 1, 2014, the Department of Education shall develop a coordinated state-wide reading plan for students in kindergarten to grade three, inclusive, that contains strategies and frameworks that are research-driven to produce effective reading instruction and improvement in student performance. Such plan shall include: (1) The alignment of reading standards, instruction and assessments for students in kindergarten to grade three, inclusive; (2) teachers' use of data on the progress of all students to adjust and differentiate instructional practices to improve student reading success; (3) the collection of information concerning each student's reading background, level and progress so that teachers can use such information to assist in the transition of a student's promotion to the next grade level; (4) an intervention for each student who is not making adequate progress in reading to help such student read at the appropriate grade level; (5) enhanced reading instruction for students who are reading at or above their grade level; (6) the coordination of reading instruction activities between parents, students, teachers and administrators of the school district at home and in school; (7) school district reading plans; (8) parental involvement by providing parents and guardians of students with opportunities for partnering with teachers and school administrators to (A) create an optimal learning environment, and (B) receive updates on the reading progress of their student; (9) teacher training and reading performance tests aligned with teacher preparation courses and professional development activities; (10) incentives for schools that have demonstrated significant improvement in student reading; (11) research-based literacy training for early childhood care and education providers and instructors working with children birth to five years of age, inclusive, and transition plans relating to oral language and preliteracy proficiency for children between prekindergarten and kindergarten; (12) the alignment of reading instruction with the common core state standards adopted by the State Board of Education; and (13) the alignment of reading instruction with the two-generational initiative established pursuant to section 17b-112l.
(P.A. 12-116, S. 91; P.A. 13-245, S. 14; P.A. 18-129, S. 1.)
*Note: On and after July 1, 2022, this section, as amended by section 400 of public act 21-2 of the June special session, is to read as follows:
“Sec. 10-14v. Coordinated state-wide reading plan for students in kindergarten to grade three. On or before January 1, 2023, the Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, shall develop a coordinated state-wide reading plan for students in kindergarten to grade three, inclusive, that contains strategies and frameworks that are research-driven to produce effective reading instruction and improvement in student performance. Such plan shall include: (1) The alignment of reading standards, instruction and assessments for students in kindergarten to grade three, inclusive; (2) teachers' use of data on the progress of all students to adjust and differentiate instructional practices to improve student reading success; (3) the collection of information concerning each student's reading background, level and progress so that teachers can use such information to assist in the transition of a student's promotion to the next grade level; (4) an intervention for each student who is not making adequate progress in reading to help such student read at the appropriate grade level; (5) enhanced reading instruction for students who are reading at or above their grade level; (6) the coordination of reading instruction activities between parents, students, teachers and administrators of the school district at home and in school; (7) school district reading plans; (8) parental involvement by providing parents and guardians of students with opportunities for partnering with teachers and school administrators to (A) create an optimal learning environment, and (B) receive updates on the reading progress of their student; (9) teacher training and reading performance tests aligned with teacher preparation courses and professional development activities; (10) incentives for schools that have demonstrated significant improvement in student reading; (11) research-based literacy training for early childhood care and education providers and instructors working with children birth to five years of age, inclusive, and transition plans relating to oral language and preliteracy proficiency for children between prekindergarten and kindergarten; (12) the alignment of reading instruction with the common core state standards adopted by the State Board of Education; and (13) the alignment of reading instruction with the two-generational initiative established pursuant to section 17b-112l.”
(P.A. 12-116, S. 91; P.A. 13-245, S. 14; P.A. 18-129, S. 1; June Sp. Sess. P.A. 21-2, S. 400.)
History: P.A. 12-116 effective July 1, 2012; P.A. 13-245 replaced “July 1, 2013” with “January 1, 2014” re development of state-wide reading plan and added provision re transition plans relating to oral language and preliteracy proficiency in Subdiv. (11), effective July 1, 2013; P.A. 18-129 added Subdiv. (13) re alignment of reading instruction with two-generational initiative and made a conforming change, effective July 1, 2018; June Sp. Sess. P.A. 21-2 replaced “January 1, 2014” with “January 1, 2023” and “Department of Education” with “Center for Literacy Research and Reading Success, established pursuant to section 10-14gg,”, effective July 1, 2022.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14y. *(See end of section for amended version and effective date.) Reading readiness program; tiered supports in early literacy. (a) The Department of Education shall, within available appropriations, establish a reading readiness program that provides tiered supports in early literacy to each school district designated as an alliance district, pursuant to section 10-262u, and each school participating in the commissioner's network of schools, pursuant to section 10-223h. The department shall conduct an assessment of the reading readiness of students enrolled in kindergarten to grade three, inclusive, for each such school and school district. Such reading readiness assessment shall consider any combination of the following: (1) Whether such school or school district has developed and is implementing a multiyear plan and allocated resources specifically for early literacy in kindergarten to grade three, inclusive, (2) whether teachers and administrators have received training regarding the science of teaching reading, and the extent to which teachers and administrators have completed the program of professional development in scientifically based reading research and instruction, pursuant to section 10-148b, (3) the level of access to external coaches in literacy, and (4) whether there is reading intervention staff embedded at such school or in the school district.
(b) The department shall identify the early literacy needs of each school and school district described in subsection (a) of this section based on the results of the reading readiness assessment conducted pursuant to said subsection (a), and provide tiered supports in early literacy as follows:
(1) Tier one universal supports shall be provided to each such school district that is an educational reform district, as defined in section 10-262u, and include online professional development modules aligned with the reading instruction survey, as described in section 10-145r, and other literacy modules and programs available in the state;
(2) Tier two targeted supports shall include (A) a two-year program of literacy leadership training for certain teachers and administrators, (B) targeted professional development, in accordance with the provisions of section 10-148b, using the results of the reading instruction survey, as described in section 10-145r, and (C) external coaching support using funding received pursuant to section 10-223h or 10-262u; and
(3) Tier three intensive supports shall include multiyear support from the department and a commitment from such school or school district, that includes, but need not be limited to, (A) the use of funding received pursuant to section 10-262u to support an early literacy program for students enrolled in kindergarten to grade three, inclusive, (B) technical support in the drafting and submission of alliance district reading plans, as described in section 10-262u, (C) identifying and embedding dedicated literacy coaches and reading interventionists, (D) targeted and intensive professional development, and (E) funds for assessment and instructional materials.
(c) Any tiered supports in early literacy provided under this section shall be aligned with any turnaround plan, developed pursuant to section 10-223h, or alliance district plan, developed pursuant to section 10-262u, as applicable.
(P.A. 17-101, S. 2.)
*Note: On and after July 1, 2022, this section, as amended by section 401 of public act 21-2 of the June special session, is to read as follows:
“Sec. 10-14y. Reading readiness program; tiered supports in early literacy. (a) The Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, shall, within available appropriations, establish a reading readiness program that provides tiered supports in early literacy to each school district designated as an alliance district, pursuant to section 10-262u. The center shall conduct an assessment of the reading readiness of students enrolled in kindergarten to grade three, inclusive, for each alliance district. Such reading readiness assessment shall consider any combination of the following: (1) Whether such alliance district has developed and is implementing a multiyear plan and allocated resources specifically for early literacy in kindergarten to grade three, inclusive, (2) whether teachers and administrators have received training regarding the science of teaching reading, and the extent to which teachers and administrators have completed the program of professional development in scientifically based reading research and instruction, pursuant to section 10-148b, (3) the level of access to external literacy coaches who have experience and expertise in the science of teaching reading, and (4) whether there is reading intervention staff embedded in the alliance district.
(b) The center shall identify the early literacy needs of each alliance district based on the results of the reading readiness assessment conducted pursuant to subsection (a) of this section, and provide tiered supports in early literacy as follows:
(1) Tier one universal supports shall be provided to each alliance district, as defined in section 10-262u, and include online professional development modules aligned with the reading instruction survey, as described in section 10-145r, and other literacy modules and programs available in the state;
(2) Tier two targeted supports shall include (A) a two-year program of literacy leadership training for certain teachers and administrators, (B) targeted professional development, in accordance with the provisions of section 10-148b, using the results of the reading instruction survey, as described in section 10-145r, and (C) external coaching support, which may utilize funding received pursuant to section 10-223h or 10-262u; and
(3) Tier three intensive supports shall include multiyear support from the center and a commitment from the alliance district, that includes, but need not be limited to, (A) the use of funding received pursuant to section 10-262u to support an early literacy program for students enrolled in kindergarten to grade three, inclusive, (B) technical support in the drafting and submission of alliance district reading plans, as described in section 10-262u, (C) identifying and engaging dedicated literacy coaches and reading interventionists, (D) targeted and intensive professional development, and (E) funds for assessment and instructional materials.
(c) Any tiered supports in early literacy provided under this section shall be aligned with any turnaround plan, developed pursuant to section 10-223h, or alliance district plan, developed pursuant to section 10-262u, as applicable.”
(P.A. 17-101, S. 2; June Sp. Sess. P.A. 21-2, S. 401.)
History: P.A. 17-101 effective July 1, 2017; June Sp. Sess. P.A. 21-2 replaced references to the Department of Education with references to the Center for Literacy Research and Reading Success and deleted provisions re school participating in commissioner's network of schools, amended Subsec. (a)(3) by replacing “external coaches in literacy” with “external literacy coaches who have experience and expertise in the science of teaching reading”, amended Subsec. (b)(3)(C) by replacing “embedding” with “engaging”, and made technical and conforming changes throughout, effective July 1, 2022.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14z. Office of Dyslexia and Reading Disabilities. Duties. (a) There is established an Office of Dyslexia and Reading Disabilities within the Department of Education which shall be under the management of a chief. The chief shall be qualified by training and experience to perform the duties of the office, including, but not limited to, expertise in higher education, dyslexia and structured literacy. The Office of Dyslexia and Reading Disabilities shall (1) verify the compliance of (A) educator preparation programs, as defined in section 10-146c, and (B) applicants for an initial, provisional or professional educator certificate pursuant to the provisions of chapter 166 relating to dyslexia instruction and training, including, but not limited to, the compliance verifications required pursuant to sections 10-14aa to 10-14cc, inclusive; (2) review and recommend changes, as necessary, to the State Board of Education's process for approval of educator preparation programs related to such compliance verifications; and (3) provide guidance to and consult with the department's Talent Office related to such compliance verifications.
(b) The chief of the Office of Dyslexia and Reading Disabilities shall appoint such full-time staff as may be necessary for the operations of said office, which shall include, but need not be limited to, (1) staff with expertise in (A) educator preparation program accreditation analysis and approval, and (B) educator preparation program curriculum analysis related to structured literacy and dyslexia; and (2) support staff.
(c) Not later than July 1, 2022, the office shall (1) with consideration given to the recommendations set forth in appendices d and e of the final report of the task force established pursuant to special act 19-8*, develop compliance measures and audit procedures to determine the compliance of educator preparation programs with the provisions of subsection (e) of section 10-145a, and whether such educator preparation programs include supervised practicum hours or student teaching experience and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia in any programs of study in the diagnosis and remediation of reading and language arts; and (2) submit such compliance measures and audit procedures, in accordance with the provisions of section 11-4a, to the joint standing committees of the General Assembly having cognizance of matters relating to higher education and education.
(d) Not later than July 1, 2022, the office shall develop, and update as necessary, (1) with consideration given to the recommendations set forth in appendix f of the final report of the task force established pursuant to special act 19-8*, structured literacy competency targets for the purpose of identifying structured literacy competencies that should be achieved by an educator based on certification level and endorsement type; (2) for the review and consideration of institutions of higher education and other providers of educator preparation programs approved by the department, a list of sample course assignments and evaluations aligned with the structured literacy competency targets developed by the office and the compliance measures developed pursuant to subsection (c) of this section; and (3) model dyslexia in-service training programs, for use by local and regional boards of education, aligned with the structured literacy competency targets developed by the office.
(P.A. 21-168, S. 1.)
*Note: Special act 19-8 is special in nature and therefore has not been codified but remains in full force and effect according to its terms.
History: P.A. 21-168 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14aa. Compliance verification. Annual report. (a) On and after September 1, 2022, the Office of Dyslexia and Reading Disabilities, established pursuant to section 10-14z, shall verify that any educator preparation program, as defined in section 10-146c, that submits an application for initial or continued approval to the State Board of Education (1) is complying with the requirements set forth in subsection (e) of section 10-145a concerning instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d, and (2) includes supervised practicum hours or student teaching experience and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia in any programs of study for remedial reading, remedial language arts, reading consultants or special education. The office shall use the compliance measures and audit procedures developed pursuant to subsection (c) of section 10-14z to carry out the provisions of this subsection.
(b) The office may complete the compliance verification required pursuant to subsection (a) of this section by reviewing the information gathered by a national accrediting agency that accredits educator preparation programs for the Department of Education, pursuant to the provisions of special act 16-22*, provided such national accrediting agency uses the compliance measures and audit procedures developed pursuant to subsection (c) of section 10-14z.
(c) Not later than January 1, 2023, and annually thereafter, the office shall submit, in accordance with the provisions of section 11-4a, to the joint standing committees of the General Assembly having cognizance of matters relating to higher education and education, a report on the compliance verification conducted pursuant to subsection (a) of this section for each educator preparation program.
(d) Not later than January 1, 2023, and annually thereafter, the office shall (1) review, and request updates of as necessary, the webinar modules and trainings developed or endorsed by the Department of Education for the purpose of aligning such webinar modules with the compliance measures developed by the office pursuant to subsection (c) of section 10-14z; and (2) submit, in accordance with the provisions of section 11-4a, to the joint standing committees of the General Assembly have cognizance of matters relating to higher education and education status reports on the compliance of such webinar modules and trainings.
(P.A. 21-168, S. 2.)
*Note: Special act 16-22 is special in nature and therefore has not been codified but remains in full force and effect according to its terms.
History: P.A. 21-168 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14bb. Approval of educator preparation programs contingent on compliance verification. On and after September 1, 2022, the State Board of Education shall not approve any educator preparation program until the Office of Dyslexia and Reading Disabilities, established pursuant to section 10-14z, completes the compliance verification required pursuant to section 10-14aa.
(P.A. 21-168, S. 3.)
History: P.A. 21-168 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14cc. Verification of training completion for educator certificates. On and after September 1, 2023, the State Board of Education shall issue an initial, provisional or professional educator certificate to an applicant who meets the requirements set forth in section 10-145b upon verification by the Office of Dyslexia and Reading Disabilities, established pursuant to section 10-14z, in consultation with the department's Talent Office and Bureau of Educator Standards and Certification, that (1) an applicant for an initial educator certificate who has graduated from an educator preparation program in the state has completed not fewer than twelve clock hours of instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d; and (2) an applicant for an initial educator certificate who seeks an endorsement for comprehensive special education or integrated early childhood and special education completes the requirements of subdivision (2) of subsection (i) of section 10-145d.
(P.A. 21-168, S. 4.)
History: P.A. 21-168 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14dd. Verification of qualifications of practicum hours supervisors. (a) On and after January 1, 2022, the Office of Dyslexia and Reading Disabilities shall provide guidance to institutions of higher education and other providers of educator preparation programs on how to provide verification that any supervisor of the practicum hours required pursuant to subdivisions (1) and (2) of subsection (i) of section 10-145d has obtained at least four of the following qualifications: (1) A satisfactory score on the reading instruction examination approved by the State Board of Education on April 1, 2009, or a comparable reading instruction examination with minimum standards that are equivalent to the examination approved by the State Board of Education on April 1, 2009; (2) a valid initial, provisional or professional educator certificate issued by the State Board of Education; (3) a master's degree in remedial reading or a closely related field; (4) specific and documented knowledge about structured literacy principles and practices; (5) training for practicum supervision, coaching and evaluation of a reading interventionist; or (6) at least three years of work experience in providing structured literacy interventions for students with remedial reading needs, including, but not limited to, students with dyslexia.
(b) An institution of higher education and any other provider of an educator preparation program shall give preference to those candidates for a practicum supervisor position who, in addition to meeting the qualifications specified in subdivisions (1) to (6), inclusive, of subsection (a) of this section, have experience in the design, implementation or monitoring of structured literacy interventions or previous practicum supervisor experience.
(P.A. 21-168, S. 6.)
History: P.A. 21-168 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14ee. Family history questionnaire re risk of reading proficiency challenges. On or before January 1, 2022, the Department of Education shall develop or approve a voluntary family history questionnaire to be distributed during the school year commencing July 1, 2022, and each school year thereafter, to assist in the identification, in whole or in part, of students who are at risk of reading proficiency challenges.
(P.A. 21-168, S. 8.)
History: P.A. 21-168 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14ff. Reporting re compliance verification and reading assessments. Not later than January 1, 2023, and annually thereafter, the Department of Education shall submit, in accordance with the provisions of section 11-4a, to the joint standing committees of the General Assembly having cognizance of matters relating to higher education and education, a report outlining (1) the outcomes of the compliance verification conducted pursuant to section 10-14aa, and (2) the reading assessments developed or approved and the related guidance provided by the department pursuant to section 10-14t.
(P.A. 21-168, S. 10.)
History: P.A. 21-168 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14gg. Center for Literacy Research and Reading Success. Reading Leadership Implementation Council. (a) The Department of Education shall establish a Center for Literacy Research and Reading Success within the department. The center shall be responsible for (1) the implementation of the coordinated state-wide reading plan for students in kindergarten to grade three, inclusive, established pursuant to section 10-14v; (2) researching and developing, in collaboration with the Office of Early Childhood, a birth to grade twelve reading success strategy to be included in the alignment of reading instruction with the two-generational initiative, established pursuant to section 17b-112l; (3) (A) providing direct support to schools and boards of education to improve reading outcomes for students in kindergarten to grade three, inclusive, and other reading initiatives, and (B) supporting teachers, schools and boards of education engaged in improving through coaching, leadership training, professional development, parental engagement and technical assistance that is consistent with the intensive reading instruction program, as described in section 10-14u and aligned with evidence-based practices; (4) providing independent, random reviews of how a local or regional board of education is implementing (A) a reading curriculum model or program for grades prekindergarten to grade three, inclusive, pursuant to section 10-14hh, and (B) an approved reading assessment, pursuant to section 10-14t; (5) receiving and publicly reporting, not later than September 1, 2023, and biennially thereafter, the reading curriculum model or program being implemented by each local and regional board of education pursuant to section 10-14hh; (6) developing and maintaining an Internet web site for the purpose of disseminating tools and information associated with the intensive reading instruction program for student reading; (7) serving as a collaborative center for institutions of higher education and making available to the faculty of teacher preparation programs (A) the science of teaching reading, (B) the intensive reading instruction program, and (C) samples of available reading curriculum models or programs reviewed and recommended pursuant to section 10-14ii; and (8) reviewing and publicly reporting on progress made by teacher preparation programs to include reading curriculum models or programs reviewed and recommended pursuant to section 10-14ii.
(b) The Center for Literacy Research and Reading Success shall be under the direction of a director who shall, in consultation with the Reading Leadership Implementation Council described in subsection (c) of this section, be responsible for (1) overseeing all activities of the center, (2) facilitating communication between the center, local and regional boards of education and other affiliates of the center, and (3) coordinating the dissemination of information, tools and services made available by the center.
(c) The activities of the center shall be informed by the Reading Leadership Implementation Council which shall consist of the following members: (1) The director of the center, or the director's designee; (2) the executive director of the Commission on Women, Children, Seniors, Equity and Opportunity, or the executive director's designee; (3) an individual designated by the Governor, who has experience in literacy or education and is engaged in the development and implementation of the intensive reading instruction program; (4) an individual designated by the speaker of the House of Representatives, who has experience in literacy or education; (5) an individual designated by the president pro tempore of the Senate, who has experience in literacy or education; (6) an individual designated by the minority leader of the House of Representatives, who has experience in literacy or education; (7) an individual designated by the minority leader of the Senate, who has experience in literacy or education; (8) two individuals, designated by the chairperson of the Black and Puerto Rican Caucus of the General Assembly, one of whom has experience with literacy or education and is engaged in the development and implementation of the intensive reading instruction program, provided such individual is not a member of the General Assembly; (9) the dean of the Neag School of Education at The University of Connecticut, or the dean's designee; and (10) three individuals designated by the Commissioner of Education. The Reading Leadership Implementation Council shall develop and publish annual goals for the center and meet at least once every two months. The Reading Leadership Implementation Council may consult with representatives from public, private and philanthropic organizations.
(d) The Center for Literacy Research and Reading Success shall engage external literacy coaches who have experience and expertise in the science of teaching reading. Such external literacy coaches shall (1) provide training and professional development on the intensive reading instruction program, described in section 10-14u, literacy leadership and effective instruction to teachers, (2) work directly with teachers to support the implementation of the intensive reading instruction program, (3) provide coaching to teachers, and (4) participate in family engagement activities.
(June Sp. Sess. P.A. 21-2, S. 402.)
History: June Sp. Sess. P.A. 21-2 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14hh. Implementation of reading curriculum model or program in grades prekindergarten to three. (a) For the school year commencing July 1, 2023, and each school year thereafter, each local and regional board of education shall implement a reading curriculum model or program for grades prekindergarten to grade three, inclusive, that has been reviewed and recommended pursuant to section 10-14ii.
(b) On or before July 1, 2023, and biennially thereafter, each local and regional board of education shall notify the Center for Literacy Research and Reading Success, established pursuant to section 10-14gg, of which reading curriculum model or program that the board is implementing pursuant to subsection (a) of this section.
(c) If a local or regional board of education demonstrates to the Commissioner of Education that such board has insufficient resources or funding to implement any of the reading curriculum model or programs reviewed and recommended pursuant to section 10-14ii, the commissioner shall grant such board an extension of time, if the commissioner determines that such board demonstrates continued efforts to commence implementation of a reviewed and recommended reading curriculum model or program in accordance with this section.
(d) The Commissioner of Education, in consultation with the director of the Center for Literacy Research and Reading Success, shall, upon request of a local or regional board of education, grant a waiver from the provisions of subsection (a) of this section to such board to implement a reading curriculum model or program other than a model or program reviewed and recommended pursuant to section 10-14ii, if the commissioner determines that such other reading curriculum or model is (1) evidenced-based and scientifically-based, and (2) focused on competency in the following areas of reading: Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension. A request for a waiver under this subsection shall include (A) data collected from the reading assessments described in section 10-14t that has been disaggregated by race, ethnicity, gender, eligibility for free or reduced priced lunches, students whose primary language is not English and students with disabilities, and (B) a strategy to address remaining reading achievement gaps, as defined in section 10-14u.
(June Sp. Sess. P.A. 21-2, S. 394.)
History: June Sp. Sess. P.A. 21-2 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |
Sec. 10-14ii. Review and approval of reading curriculum models or programs. Not later than July 1, 2022, the director of the Center for Literacy Research and Reading Success, in consultation with the Reading Leadership Implementation Council established pursuant to section 10-14gg, shall review and approve at least five reading curriculum models or programs to be implemented by local and regional boards of education according to the unique needs of each school district in accordance with the provisions of section 10-14hh. Such reading curriculum models or programs shall be (1) evidenced-based and scientifically-based, and (2) focused on competency in the following areas of reading: Oral language, phonemic awareness, phonics, fluency, vocabulary, rapid automatic name or letter name fluency and reading comprehension.
(June Sp. Sess. P.A. 21-2, S. 395.)
History: June Sp. Sess. P.A. 21-2 effective July 1, 2021.
| (Return to Chapter Table of Contents) |
(Return to List of Chapters) |
(Return to List of Titles) |