Overview

Families and school districts are supported with information and assistance relating to the detection and recognition of, and structured literacy interventions for, students with dyslexia.

Actions

The ODRD will advance the following actions to support families and school districts with information and assistance relating to the detection and recognition of, and structured literacy interventions for, students with dyslexia:

3.1 Provide information and assistance to local and regional boards of education and families of students relating to the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia. C.G.S. Section 10-3d

3.2 Identify existing and develop new information and guidance resources to promote shared understandings between local and regional boards of education and the families of students regarding the detection and recognition of and evidence-based structured literacy interventions for students with dyslexia.

3.3 Create and promote a statewide dyslexia awareness collaborative in partnership with representatives from state, community-based, and non-profit agencies, including but not limited to the Connecticut Parent Advocacy Center (CPAC), Decoding Dyslexia-CT (DD-CT), the African Caribbean American Parents of Children with Disabilities, Inc. (AFCAMP), the State Education Resource Center (SERC), the Regional Educational Service Centers (RESC) Alliance, and the Connecticut Council of Administrators of Special Education (ConnCASE).

3.4 Develop, disseminate, and support school and district application of guidance resources for writing quality Individualized Education Plans (IEPs) for students identified with SLD/Dyslexia and other reading disabilities that are aligned with (1) the state’s academic content standards for the grade in which the student is enrolled; and (2) the student’s present levels of performance, with the Bureau of Special Education.

3.5 Develop, disseminate, and support guidance for local and regional boards of education on special education staffing and service delivery models designed to meet the individualized and intensive reading and writing needs of students with SLD/Dyslexia and other reading disabilities, with consideration for identified special education staffing shortages, with the Bureau of Special Education.

3.6 Develop, disseminate, and support guidance on best practices for general educators supporting students with SLD/Dyslexia in the inclusive classroom setting, with the Bureau of Special Education.

3.7 Contribute to the development of, and contribute reporting related to, the Individuals with Disabilities Education Act (IDEA) Part B Statewide Systemic Improvement Plan (SSIP), with attention to improving achievement, performance, and transition outcomes for students with disabilities.

3.8 Maintain a collaborative partnership with Connecticut’s Parent Training and Information Center (Connecticut Parent Advocacy Center) by providing training and ongoing consultation support to the Bureau of Special Education Call Center and Connecticut Parent Advocacy Center staff to ensure alignment of information and assistance provided to local and regional boards of education and families regarding the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, and by developing parent learning opportunities that are responsive to the needs of the community and increase awareness of scientific evidence-based reading research.

3.9 Propose professional learning opportunities for IDEA funding that are responsive to the needs of the community and increase the capacity of educators to meet the needs of students with dyslexia and other reading disabilities, in consultation with the State Education Resource Center and the Regional Educational Service Center Alliance.

Outcomes

The ODRD expects these actions will advance 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. Specific outcomes include:

3.10 Information and assistance provided to local and regional boards of education and families of students relating to the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia.

3.11 Identified and developed information and guidance resources to promote shared understandings between local and regional boards of education and the families of students regarding the detection and recognition of and evidence-based structured literacy interventions for students with dyslexia.

3.12 Statewide dyslexia awareness collaborative created and promoted, in partnership with representatives from state, community-based, and non-profit agencies.

3.13 Developed and disseminated guidance resources for writing quality IEPs for students identified with SLD/Dyslexia and other reading disabilities, with application support.

3.14 Developed, disseminated, and supported guidance to local and regional boards of education on special education staffing and service delivery models designed to meet the individualized and intensive reading and writing needs of students with SLD/Dyslexia and other reading disabilities.

3.15 Developed, disseminated, and supported best practice guidelines for how general educators can support students with SLD/Dyslexia in the inclusive classroom setting.

3.16 Completed contributions to the IDEA Part B Statewide Systemic Improvement Plan (SSIP), with attention to improving achievement, performance, and transition outcomes for students with disabilities.

3.17 Maintained collaborative partnership with Connecticut’s Parent Training and Information Center (Connecticut Parent Advocacy Center), with training and consultation support provided and parent learning opportunities developed.

3.18 Professional learning opportunities proposed for IDEA funding.