From the rights of learners of varying abilities to the standards required by the teaching profession, creating and implementing effective education policy has profound impacts on literacy acquisition for students and their teachers.
Since Literacy How’s beginnings at Haskins Laboratories, our leaders have lent their expertise to improve teacher preparation and reading achievement across Connecticut and beyond. We have presented testimony to Connecticut’s policymakers, partnered with the Connecticut State Department of Education, and had the privilege to work with funders and advocates who support our mission.
Our Efforts have Contributed to:
“Blueprint for a Literate Nation. How You Can Help” by Literate Nation’s CEO Cinthia Coletti is a call to action. The book is divided into two parts: the first details stories and facts about literacy in the United States, while the second offers a toolbox for readers, empowering them to build a cultural movement to enact real transformation through effective literacy laws in every state. Margie Gillis wrote the chapter on Knowledge Calibration.
An act concerning teacher education programs requiring teacher-training institutions to include instruction on literacy skills that reflects current research and best practices in the field of literacy training.
LD (Learning Disabilities) Blueprint for the Governor of Connecticut, funded by the Emily Hall Tremaine Foundation.
Piloting mCLASS: Reading 3-D as an alternative assessment to the DRA.
The establishment of Literate Nation. As a Board Member, Margie Gillis serves on its Science Core Group, “integrating, translating, and disseminating the cross-disciplinary science of literacy learning in order to provide succinct, trustworthy guidance for parents, policy makers, educators, teachers, institutes of higher education, educational leaders and stakeholders as they work to implement this knowledge into practice in our nations’ schools.”
Literate Nation Science Core Group. (2014). A Licensure Test for K-6 Teachers Using Common Core’s Reading Standards: What It Should Include and Who Should Take It. [White paper]. Retrieved from http://literatenation.org/wp-content/uploads/2014/06/052014-ByndLitLegA-SPRDS-eb6.pdf.
Dyslexia and the Quest for Grade Level Reading Briefing in Washington, D.C.
Education Policy Advocates
CBIA, Connecticut Business & Industry Association, is “the leading voice at the State Capitol and before regulatory agencies for policies that promote economic growth, a fiscally responsible state government, and a dynamic business climate.” Their education policy goal is to “provide all young people with the education they need to be productive citizens and contributors to Connecticut’s economic vitality.”
ConnCAN, the Connecticut Coalition for Achievement Now, “is leading a movement to improve educational outcomes for Connecticut’s kids.” ConnCAN advocates for policies that result in better public schools, better teachers, principals and leaders, better funding and better instruction.
Connecticut Association of Public School Superintendents (CAPSS) mission “is to lead the continuous improvement of public education for all students by advocating public policy for children and by developing and supporting executive school leaders.” Visit NextEd to learn more about their educational transformation project.
Connecticut Commission on Children, an agency of the Connecticut General Assembly, has promoted public policies in the best interests of Connecticut’s children since 1985 when it was created through bipartisan action of the state legislature. Its long record of successes includes work in early childhood education and reading.
The Connecticut Council for Education Reform (CCER) is a statewide, non-partisan, 501(c)(3) not-for-profit organization that works to close the achievement gap and raise academic outcomes for all students in Connecticut.
To learn more about policy strides and next steps, read CCER’s 2019 Policy Priorities.