During a recent government meeting, significant concerns were raised regarding proposed legislation aimed at improving reading outcomes for students, particularly those with dyslexia. Experts highlighted potential pitfalls, including the bill's reliance on a multi-tiered system of support (MTSS), which is currently optional in special education identification processes. Many districts lack a functional MTSS framework, which could hinder effective student interventions and increase the risk of litigation against schools.

The discussions underscored the inadequacy of mandated screening assessments, which have proven ineffective in accurately identifying students with dyslexia and other reading difficulties. This failure not only jeopardizes student support but also exposes schools to legal challenges if they are perceived as non-compliant with the legislation.

Dr. Audra Melton, a retired educator and parent of a dyslexic child, shared her experiences from the Troy School District, emphasizing that even high-performing districts struggle with reading proficiency. She criticized the district for using outdated instructional practices that do not align with current research on effective reading instruction, leaving many students, particularly those from disadvantaged backgrounds, without the necessary support.

In contrast, Dr. Steven Keskes, a director of grants and academic innovation, presented a more optimistic view based on his experiences implementing structured literacy programs. He noted that training teachers in effective reading strategies, such as Orton-Gillingham, has led to significant improvements in student reading abilities and a decrease in special education referrals.

The meeting concluded with a call for a more thoughtful approach to the proposed legislation, urging lawmakers to consider the experiences of districts that have successfully implemented effective reading programs. Stakeholders emphasized the need for capacity building among educators rather than imposing additional requirements, advocating for a focus on collaborative professional development to enhance instructional practices.