ABOUT
Dr. Jule McCombes-Tolis is an educator, evaluator, consultant, and leader whose work centers on reading psychology, learning disabilities, assessment, and child-centered educational decision-making. She is Professor of the Practice and Director of Reading and Language Development at Fairfield University and maintains a private consulting practice providing independent educational evaluations, program consultation, and professional development for educators.
Her experience spans classroom practice, special education, higher education, state leadership, and national professional organizations. She served as the inaugural Bureau Chief of the Connecticut State Department of Education’s Office of Dyslexia and Reading Disabilities and previously held national leadership roles with the International Dyslexia Association, where her work included educator preparation, accreditation, professional standards, and the development of resources supporting evidence-informed reading practice.
Dr. McCombes-Tolis brings together expertise in literacy assessment and intervention, dyslexia and related learning disabilities, special education programming, data-informed decision-making, educator development, and systems improvement. Her work is grounded in a simple principle: complex educational questions require careful analysis, clear communication, and practical recommendations that help learners move forward.
EXPERIENCE
Director, Reading and Language Development
Fairfield University
2015-2022, 2024-Present
Developed curriculum and secured university and state approval for four new graduate reading education program options, including programs for certified and non-certified professionals: #102: Remedial Reading and Remedial Language Arts Specialist Certification (#102 Certification); MA in Remedial Reading with Option for #102 Certification and Wilson Reading Level I Certification; SYC in Remedial Reading with Option for #102 Certification and Wilson Reading Level I Certification; Online Dyslexia Interventionist Certificate with Option for Wilson
Reading Level I Certification.
Manage all program administration demands, including the preparation of three (3) national accreditation reports (CAEP, ILA, IDA); budget development and management; candidate recruiting and advisement; adjunct recruiting, mentoring, and supervision; course scheduling; content development for print and electronic platforms; development of operational and procedural handbooks (sample); development,-12 student recruitment, candidate supervision, implementation and evaluation of pro-bono community reading clinics.
Teach a 3-3 course load and advise all candidates enrolled in the Reading and Language Development program from initial evaluation of applicant credentials to graduation eligibility verification.
Procure funding to support community and agency partnership initiatives (e.g., $77,524: Mobile Evidence- Based Reading Lending Libraries for Educators from Urban and Priority School Districts (Noble Trust); $88,000: Dyslexia Intervention Clinic in partnership with Norwalk Public Schools (Noble Trust)). Broker partnerships to benefit pre-service educators and local communities (e.g., exclusive Connecticut higher education partnership with Wilson Language Systems, which enables candidates to earn a Level I Wilson Reading Certification as part of their degree preparation or as part of an online Dyslexia Interventionist Certificate program).
Education Bureau Chief, Office of Dyslexia and Reading Disabilities (ODRD)
Connecticut State Department of Education
2022-2024
Established the ODRD, including hiring staff, developing public-facing web content, collaborating with colleagues to identify how the work of the ODRD would intersect with that of the Bureau of Special Education and the Center for Literacy Research and Reading Success, and establishing protocols for the planning and development of initiatives.
Developed an inaugural Strategic Plan, stakeholder communication plans, and technical assistance agreements with external agencies.
Established, directed, and evaluated staff priorities, annual performance objectives; provided staff coaching and development support to facilitate their success and that of the Bureau and agency.
Directed and managed education programs and services of the ODRD. Provided consultation support for programs and services.
Responded to inquiries from the public, the Governor's office, and federal, state and local educators concerning education initiatives and programs.
Chief Academic Officer, Educator Training Initiatives
International Dyslexia Association
2017-2019
Responsible for budgeting projection and management for the Educator Training Initiatives (ETI) division of IDA; led the redesign and launch of a refined program accreditation and educator certification model; led the development and publication of the 2nd Edition Knowledge and Practice Standards (KPS) for Teachers of Reading; led the development and publication of IDA’s inaugural Practice Guide on Structured Literacy; led the process for securing trademark protections for the term, Structured Literacy; developed and submitted to the American Speech-Hearing Association (ASHA), an application for a new specialty certification area in dyslexia assessment and intervention.
Led the redesign of IDA’s Educator Preparation Program Review and Accreditation processes from conceptualization through public comment, board approval and public launch; developed a Program Review and Accreditation Handbook and Application for print and online use; collaborated with web developers to launch an online application portal for program accreditation; developed selection criteria and application process for accreditation application program reviewers; secured funding, designed a position for and hired a Director of Program Accreditation.
Reconstituted the Board of Directors for the Center for Effective Reading Instruction (CERI), a 501c3 subsidiary of the IDA; led the redesign of CERI’s credentialing (certificate and certification) model from conceptualization through public comment, board approval, and public aunch; refined the CERI credentialing fee structure to promote greater access by public school educators; led the development of a CERI Alternate Route evaluation process; led the articulation of a Shared Services Agreement between CERI and IDA; articulated the relationship between CERI and IDA for the IDA/CERI Board of Directors; led the revision of the CERI website (see: https://effectivereading.org/); secured funding for, developed a position for, and led the hiring of an Executive Director for CERI.
Associate Professor, Appointed Chair, Department of Special Education
Director, Collaboration for Effective Educator Development and Reform (CEEDAR)
Fellow, Institute for Autism and Behavioral Sciences
University of Saint Joseph
2010-2015
Designed program rubrics, gathered course---level data, and evaluated program---Level data for NCATE accreditation; contributed to the preparation of NCATE accreditation reports; participated in NCATE accreditation site visits.
Developed and supervised a reading disability assessment clinic in partnership with the Connecticut Department of Children and Families; developed and supervised a reading disability intervention clinic with the Bloomfield Public Schools; designed and supervised pro-bono dyslexia screening clinics offered in the context of a dyslexia institute sponsored by the Learning Disabilities Association of Connecticut and pro-bono course-embedded autism screening clinics.
Teach a 3-3 course load (undergraduate and graduate); advise MA and MA Special Education candidates (plan programs, graduation audit, etc.), manage disposition referrals and candidate intervention processes. Taught courses and supervised practicum related to the screening and identification of specific learning disabilities, dyslexia, and autism.
EDUCATION
Ph.D., Educational Psychology: Special Education
University of Connecticut
Sixth Year Certificate of Advanced Study (CAS), Remedial Reading
Southern Connecticut State University
B.A. , English Textual Studies (m: Linguistics)
Syracuse University
Certificate in Mediation, Alternate Dispute Resolution
Quinnipiac University School of Law
Certification #102: Remedial Reading and Remedial Language Arts Specialist, Grades 1-12
State of Connecticut
Certification #165: Comprehensive Special Education, Grades 1-12
State of Connecticut
