Day One Reflections on: How can the science of reading help address special education disproportionality?

The science is clear: all children can learn to read. Yet too often, our systems fail to provide the instruction and support needed to make this basic right a reality for every child. The other day, at day one of Lexia's "All Means All" roundtable, I engaged with education leaders in a fascinating exploration of how the science of reading and the science of learning must work in concert to transform our special education practices and create more equitable outcomes.

Dreaming: Why can't I be at this roundtable every day? Like a morning convening to just keep me focused on the WHY and DO of it all?

We focused on three questions:

• How can the science of reading help address special education disproportionality?
• How might SOR improve special education processes for more accurate diagnosis and referrals?
• What's the most effective way to communicate these insights to district leaders?

Key Insights From Day One:

1. The Integration of Two Sciences. A powerful revelation for me emerged around how the science of reading and the science of learning are deeply interconnected. While the science of reading shows us the cognitive processes behind how children decode and comprehend text, the science of learning reminds us that this happens within a complex web of motivation, relationships, and experiences. We can't separate the two if we want to serve all learners effectively.
2. The Power of Brain Science Understanding how our brains learn to read isn't just academic - it's transformative. When we ground our instruction in cognitive science, we can better support every learner's unique path to literacy. This science shows us that with the right instruction and support, all children can develop strong reading skills.
3. Beyond Behavior to Learning One of today's most powerful discussions centered on the need to move beyond behavioral observations to truly understanding how children learn. Special education referrals must be based on learning and instructional needs, not just behavior. This shift is essential for addressing the disproportionality that continues to plague our special education system.
4. Radical Collaboration for Real Change We need to break down the walls between general and special education through what our discussions called "radical collaboration." This isn't just about cooperation - it's about fundamentally reimagining how we serve all students through integrated, science-based approaches to literacy.

The Path Forward

The urgency is clear (not the WSC characteristic of Urgency, the other one): reading is a civil right, and we must ensure our systems protect and support this right for every child. As I prepare for my next step - meeting with principals to understand each schools pre-referral systems - I'm carrying with me the powerful reminder that every child deserves access to high-quality reading instruction based in both the science of reading and the science of learning.

When we combine these sciences with a commitment to equity, we create the conditions for all students to thrive. Not just some students, not just the students who fit a certain profile - ALL students and it is my responsibility in my role as the ED of 3Ls and the Principal Supervisor of 16 schools to ensure school leaders have learned and set systems and structures in place for ALL!

I'm looking forward to day two tomorrow as we continue to explore these critical intersections between reading science, learning science, and special education. Stay tuned for more insights as we work toward truly transformative change in education. Because when we say "all means all," we must mean it - and we must build systems that make it real.

#ScienceOfReading #ScienceOfLearning #EducationalEquity #SpecialEducation #AllMeansAll