by Julie Camerata
Yesterday, I testified before the DC Council on critical legislation that, if implemented well, can support all students and students with disabilities in being strong readers:
“This legislation is critical AND, even if implemented perfectly, our students with disabilities could still be left behind.
I encourage Council, the Mayor, OSSE, and every LEA to ensure that:
- Every school embarks on stronger literacy instruction, aligned to the science of reading, in all general education and special education classrooms;
- More students with disabilities experience high-quality, content-rich curriculum in general education settings from teachers who have received aligned professional development; and
- Every school undertakes a critical look at the effectiveness of the literacy supports that students with disabilities receive as part of their specialized instruction.”
A version of this testimony is below:
Public Comment for the Committee of the Whole Public Oversight Hearing on Literacy and the NAEP and PARCC Assessments
December 7, 2022
Thank you members of the Committee for allowing me the opportunity to provide feedback today.
My name is Julie Camerata and I am the Executive Director of the DC Special Education Cooperative, or the “Co-op.”
Our vision is that all students with disabilities in the District of Columbia receive a rigorous, individualized, and inclusive education that prepares them for post-graduation success. We serve 56 of DC’s charter LEAs and partner to share best practices throughout the city.
I’m also a Ward 1 resident and the parent of a child with a disability.
The most recent PARCC data revealed that only 8 percent of students with disabilities performed at grade level in English language arts. While these scores are largely level with how students performed in 2019, they are far too low.
Our city’s NAEP scores are equally as concerning: DC fell significantly in both reading and math since 2019. In 4th grade reading, DC saw the 7th largest decline in scores of all 52 states.
We see the Dyslexia Legislation as a key lever for improving what has historically been stagnant performance of students with disabilities.
Strategies by the adults and systems in our city, such as early identification and intervention of reading difficulties, are the most powerful tools schools have in improving long-term outcomes for students, and evidence-based interventions should be available to ALL students who need them, at any grade level.
To ensure a successful rollout of these new requirements, we recommend that OSSE:
- Set and clearly communicate universal screening cut scores so that all LEAs are using the same definition of “at-risk for reading difficulties.”
- Issue timely guidance — no later than April 1, 2023 — that addresses how the needs of students who are English Language Learners and students with disabilities are to be addressed within implementation.
- Issue guidance on when intervention is and is not specialized instruction. Current language presents potential challenges for LEAs in differentiating between specialized instruction and general education intervention, which creates confusion and frustration for schools and families alike.
- As these requirements are implemented, we may see a dramatic increase in the number of students referred for special education services. We ask that OSSE issue clear guidance that addresses the intersection of these requirements and Child Find (the federal mandate to identify students with disabilities).
- Training that aligns with the requirements of the legislation and developed and delivered on a timeline that allows schools to be successful is also important. We are halfway through SY22-23, and OSSE has not released its awareness training on reading difficulties. We request that this training be made available no later than January 2, 2023.
- Additionally, the legislation requires that all K-2 educators, including special education teachers and English Language Learners teachers, participate in “professional development on reading difficulties.” If OSSE plans to assign criteria to this requirement, we request that these be communicated to LEAs by March 1, 2023, so that these can be built into school budgets and calendars for SY23-24.
This legislation has the capacity to be a powerful tool in improving the educational opportunities available to students with disabilities, and literacy outcomes for all, its impact relies on timely, clear, and comprehensive implementation.
The current trajectory raises concerns as to whether OSSE will be able to meet its SY22-23 obligations while setting LEAs up for success in their own SY23-24 responsibilities.
This legislation is critical AND, even if implemented perfectly, our students with disabilities could still be left behind.
I encourage Council, the Mayor, OSSE, and every LEA to ensure that:
- Every school embarks on stronger literacy instruction, aligned to the science of reading, in all general education and special education classrooms;
- More students with disabilities experience high-quality, content-rich curriculum in general education settings from teachers who have received aligned professional development; and
- Every school undertakes a critical look at the effectiveness of the literacy supports that students with disabilities receive as part of their specialized instruction.
Thank you so much for the opportunity to share our thoughts; and thank you for helping the city to move towards high-quality services for students with disabilities.