The Strategic Plan of the Office of Dyslexia and Reading Disabilities
The Office of Dyslexia and Reading Disabilities’ (ODRD) inaugural Strategic Plan addresses three priorities, which highlight the core legislative charges of the office and outline aligned supports designed to ensure the success and sustainability of each initiative. These priorities will guide the office through the year 2028 and are aligned with the Connecticut State Board of Education’s priority that “all learners are supported, including those with high needs, and have equitable access to education regardless of background or advantage, as well as access to great teachers and leaders, and a diverse educational workforce,” as articulated in the Comprehensive Plan for Education 2023-28:
Strategic Priority 1: Educator preparation providers and local education agencies implement instruction aligned to scientific evidence-based knowledge and practices for structured literacy and dyslexia.
Strategic Priority 2: Educator preparation, professional learning, and credentialling are accountable to scientific evidence-based reading research in programming and procedures.
Strategic Priority 3: Families and school districts are supported with information and assistance regarding the detection and recognition of, and structured literacy interventions for, students with dyslexia.
These priorities were identified following meetings with interest holder groups and representatives, and the completion of an extensive environmental audit that included a review and analysis of a wide-range of Connecticut Department of Education policy, guidance, regulatory, and federal reporting documents; testimony submitted on behalf of Connecticut’s dyslexia-specific legislation (P.A. 14-39; P.A. 15-97; P.A. 16-92; P.A. 17-3; S.A. 19-8; P.A. 21-168); customized data reports prepared for the ODRD by the Connecticut State Department of Education Performance Office; national reports that reference Connecticut’s educator preparation and professional learning practices; and public feedback.
What follows is a description of the actions and intended outcomes associated with each priority, including actions that address legislative charges assigned to the office by C.G.S. Sections 10-14z through 10-14dd, and responsibilities designated to the office by the Bureau of Special Education (BSE). Successful attainment of ambitious outcomes necessitates close collaboration across the agency. The ODRD intends to address the actions described below in collaboration with agency colleagues to support the success of shared goals aligned with State Board of Education priorities. The office works closely with colleagues in the Talent Office, Bureau of Special Education, Academic Office, including the Center for Literacy Research and Reading Success, Office of Student Support Services, Performance Office, and others across the agency. Aligned initiatives help to ensure equitable access to education for all learners, including those identified with SLD/Dyslexia and other reading disabilities, strengthen school, family, and community relationships, and prepare all students for learning, life, and work beyond school.
Components of the Strategic Plan: