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CRE review finds district has core reading resources; recommends targeted training and MTSS handbook finalization
Summary
A district‑commissioned review by the Capital Region Education Council found sufficient assessment materials and trained staff for students with SLD/dyslexia in K–5, recommended finalizing the MTSS handbook (completed), targeted SLP training on the TILLS assessment, refined IEP progress monitoring, and attention to orthographic‑mapping needs.
District leaders summarized a voluntary review of specialized reading instruction for students with specific learning disabilities (SLD) and dyslexia, conducted by the Capital Region Education Council (CRE). The review focused on K–5 services at the district’s two elementary schools and was intended to provide objective recommendations for continuous improvement.
The Special Education Director told the board that CRE found the district has sufficient instructional materials and approved assessment tools to support evaluations and interventions. “They found that we have sufficient assessment materials that are approved by the Connecticut State Department of Education,” the director said, and that the district’s MTSS (multi‑tiered systems of support) approach is outlined and functioning.
CRE’s organizational findings were positive about staff expertise: multiple special‑education teachers hold dual certification, some staff are Wilson‑trained (a year‑long certification for a structured literacy program), and the district provides ongoing professional development. The review also noted strong implementation fidelity for structured literacy programs in both special and general education classrooms.
Recommendations focused on concrete next steps: finalize and publish the MTSS handbook (district staff reported that work was completed in the fall), expand targeted professional learning related to SLD/dyslexia (including training for speech‑language pathologists on the TILLS assessment), increase in‑lesson progress monitoring, and use templates to standardize evaluation decisions. The director also said the district has begun work with outside consultants to address an observed rise in orthographic‑mapping challenges — students’ difficulty picking words up as whole units — and will pursue additional training and materials to meet those needs.
Board members asked about timelines and parent access to information; staff said the MTSS handbook will be posted and that professional development and coaching are ongoing. The review and district response were framed as iterative: the district plans to monitor trends in intervention outcomes and adapt training and resources as needs emerge.
