(WFSB) – A former State Department of Education official is accusing the department of a hostile work environment, keeping her from doing her job to help students with dyslexia.
Just two years ago, Doctor Julie McCombes-Tolis was appointed Bureau Chief of the Office of Dyslexia and Reading Disabilities, but she says ongoing circumstances at the State Department of Education left her no choice but to resign.
In a resignation letter dated October 16th, Doctor Julie McCombes-Tolis details what she calls a hostile work environment at the Department of Education, saying from the beginning, she sensed a “chilly reception” and “lack of support from leadership.”
The state legislature created the Office of Dyslexia and Reading Disabilities in 2021 after advocates like Allison Quirion say they spent nearly a decade asking for help.
“There was a lot of excitement. We felt like we could finally potentially take our, you know, foot off the pedal and you know that this office would really look at the educational neglect that we feel that our students have been subject to,” says Quirion.
She runs Decoding Dyslexia CT.
At last count in 2021-2023, there are roughly 3500 students in the CT public school system identified as being dyslexic, experts say hundreds more go undiagnosed.
Senator Cathy Osten helped push for the office. “That was the whole goal here was to make sure that students in schools were identified and tested so that we could get them the appropriate treatment and the appropriate programming,” says Senator Osten.
Another goal, according to Diane Willcuts, director of Education Advocacy LLC, was to make sure teachers were being trained to properly teach reading.
“Parents are shocked when they find out that the vast majority of teachers have never been trained in reading science,” says Willcuts. “I’m frustrated because our schools of education have dropped the ball and they have not prepared our teachers to be effective.”
Now, these same advocates are frustrated with the Department of Education. Willcuts and Quirion say the moment the Office was created, there were red flags.
“It took forever to actually get it going and it took a lot of follow up from Decoding Dyslexia to really make sure things actually got going,” says Willcuts.
“The rollout of the office had some speed bumps in the beginning. The department posted job positions without any requirements for dyslexia knowledge. They rearranged jobs,” says Quirion.“
The structure of the jobs they started undertaking the work of the office, even before the office was staffed, and there was no urgency in staffing the office because it took almost two years to get fully staffed.
According to Doctor Tolis’ resignation, she was told there was no funding for the office, and was encouraged to just tow the line, saying “asking questions and questioning, in general, are met with offense. Setting boundaries for what one will and will not align theirvoice with is viewed as not being a team player. Opportunities for discussion and healthy debate in the service of children, families, and educators are limited.”
She goes on to say, “the lack of support from leadership has only deepened, constraining my ability to function as a manager. Unwritten policies have created a shifting landscape of expectations, where clarity is elusive, and the rules often feel arbitrary: don’t put things in writing, refrain from asking questions, offer more support to staff, yet offer less. My staff has been invited to discussions but instructed not to share insights with me. Leadership has opted to retain an employee – against my recommendation, which was supported by Labor – whose performance evaluations consistently fell short. I’ve been told there is no funding line for our office and was advised to “ask around” to tap into aligned initiatives that may have funding. Just last week, someone put a note on my door and on my Administrative Assistant’s desk telling us to order our own paper, even though we are a part of the Talent Office. As a person with a disability, I tried to procure access to software promoted as available to the agency for two years without success and much run around. Such a hostile work environment has made it increasingly difficult to lead effectively.”
“You know, I’m worried that this office was to pacify parents and that maybe there was no real intention for change,” says Quirion. “Without the ability to read, you can’t get a driver’s license. You can’t fill out job applications. We’re setting individuals and students up for failure.”Senator Osten says the legislature is asking questions about the Department of Ed’s role, and she intends to introduce new legislation in January that would ensure teacher training in reading science and actual funding, to ensure students get the help they need, and deserve. “Maybe we need to have it as a stand alone office and just use the State Department of Education as handling the back office parts of dyslexia, we might need to give it more autonomy in order for it to be successful,” says Senator Osten.
In a statement, the State Department of Education said, “We can confirm that on October 16, 2024, Dr. McCombes-Tolis unexpectedly advised the CSDE that she was resigning, effective immediately from her position as Bureau Chief of the Office of Dyslexia & Reading Disabilities. The CSDE thanks Dr. McCombes-Tolis for her service with the agency, however, is both surprised and puzzled by her allegations regarding the CSDE’s climate and culture. Dr. McCombes-Tolis never complained, alleged, or made any reference whatsoever to what she subsequently purported to be a hostile work environment, and these claims do not accurately reflect the CSDE’s collaborative and supportive climate and culture.”
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