Nebraska Comprehensive Literacy State Development Program
In August 2024, the Nebraska Department of Education was awarded a federal Comprehensive Literacy State Development (CLSD) grant. The total award of $55 million spans five years. The purpose of the CLSD Program is to advance literacy and pre-literacy skills for students from birth to grade 12, with emphasis on disadvantaged children, including children living in poverty, English learners, and children with disabilities. The Nebraska CLSD Program will support the NebraskaREADS initiative, which was launched in 2018 in response to the requirements and practices outlined in the Nebraska Reading Improvement Act.
The Nebraska CLSD Program will use a competitive sub granting process to carry out activities. Sub awards will be made to national and local partners, community organizations, and other collaboratives whose services align with our vision for a coherent system of literacy. NDE staff will use a rigorous evaluation process to ensure contracted services are of high quality, have a significant impact on evidence-based literacy practices, and build statewide capacity to meet our goals.
Our Vision
To foster a culture of proficient and lifelong readers in Nebraska and unlock student potential for learning, earning, and living through a focus on evidence-based reading instruction.
Our Goals
Goal
Increase third-grade proficiency on NSCAS ELA to 75% by 2030
Nebraska CLSD Sub Goals
- Cohesion and alignment of statewide tools and resources, including an updated Nebraska Statewide Literacy Plan, supplementation Nebraska’s statewide regional coaching network, and expanding and aligning tools and resources to ensure families, caregivers, and early childhood education centers can equip literacy in the home.
- Statewide teacher and leader training and preparation in structured literacy and the Science of Reading, encompassing strategies from early childhood through adult literacy.
- Support the selection, implementation, and continuation of high-quality instructional materials (HQIM) and evidence-based practices to promote adequacy in resources for underserved students in early learning programs and school settings.