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Board hears plan to standardize dyslexia identification and districtwide interventions
Summary
District staff presented a multi-year plan and districtwide protocols on Specific Learning Disability/Dyslexia, describing a steering committee formed in 2016, screening and structured literacy interventions, and next steps to align practices with state guidance.
Dr. Gretchen Nelson, director of pupil services, presented a report Dec. 4 to the West Hartford Board of Education on Specific Learning Disability (SLD)/dyslexia and the district’s efforts to create consistent K–12 protocols.
Nelson said the West Hartford Public Schools Dyslexia Steering Committee was created in 2016 with a mission to develop a shared understanding of how SLD/dyslexia is identified and to establish districtwide protocols. Melissa Caballero summarized the steering committee’s three-year timeline and reported outcomes of that focused work.
Migdalia Fletcher described the district’s approach to early intervention, universal screening and data collection, and the assessment and eligibility processes used to determine SLD services. Fletcher said structured literacy interventions are part of the district’s response when students demonstrate the types of deficits the state guidance identifies.
Rachele Schiappa discussed strategic planning the district is undertaking in response to current state legislation, including developing K–12 protocols and expanding workgroups to manage implementation and training. Superintendent Tom Moore also noted a partnership with CCSU’s Future Educators of Diversity program that will increase training opportunities for students interested in education careers.
Board members asked staff about the options available when a student does not meet SLD/dyslexia eligibility criteria, how West Hartford’s screening and intervention work compares with neighboring districts, and how families are being engaged in the process. Staff said the district intends to present public updates and to continue building workgroups to support implementation.
The presentation concluded with staff outlining next steps: further refinement of screening and intervention procedures, expanded professional learning for educators, and public reporting to the Board on implementation progress.
