Students would generally need third-grade reading skills to advance

School districts would provide reading help and generally prevent students from advancing until they demonstrate third-grade reading skills. Children in prekindergarten through third grade who read below grade level would receive immediate, intensive instruction. Districts would immediately notify parents or guardians and explain the instruction provided. Districts could allow students to advance for good cause under state rules, but could not consider the student's age. Students held back would receive intensive tutoring during regular school hours until they meet the reading standard. Students could advance whenever they demonstrate the required skills. Districts would offer at least one further opportunity before third grade ends and at least one before the following school year begins. These reading support and grade advancement rules would first apply in the 2026–2027 school year.

Students would demonstrate reading, writing, and math skills before receiving a high school diploma or a modified diploma. The requirement would cover students seeking high school diplomas or modified diplomas from Oregon school districts and public charter schools. It would not cover extended diplomas. The State Board of Education would set the skill standards and the ways students could demonstrate them. Students submitting work samples must be allowed to use supports in their disability education plans, such as extra time or assistive technology. Those supports could not lower the standards or serve only to earn modified credit. The diploma provisions would start on January 1, 2027, and apply to diplomas awarded on or after that date.

District policies would allow teachers and administrators to remove students from classrooms immediately for threats or repeated disruption. The rules would cover public school students who threaten injury or severe property damage or repeatedly disrupt teaching or learning. Administrators would notify parents or guardians about the behavior and response. A student could return only with the classroom teacher's written consent or a written return plan. Without the teacher's consent, a committee with an administrator, a teacher, and a parent would meet within three school days. It would allow student and teacher input, consider circumstances that may explain the behavior, and develop a return plan. For threats of injury or severe property damage, an administrator could require a mental health evaluation before return. Removal for that evaluation could exceed 10 school days only if the administrator shows good cause why it could not be completed within that time. The student discipline provisions would first apply in the 2026–2027 school year.

School administrators, teachers, and other school employees would be protected from criminal liability and civil damages for discipline that follows the required laws and rules. The protection would cover school administrators, teachers, and other school employees who impose discipline. The discipline would have to comply with state and federal law, the bill's discipline requirements, and district policies and procedures. The employee liability provision would first apply in the 2026–2027 school year.

The State Board of Education would require language arts standards to use teaching strategies based on research into how students learn to read and write. The standards would guide language arts instruction in Oregon school districts and public charter schools. School districts and public charter schools would retain control over course content, materials, format, and teaching methods while meeting state standards. The state board would adopt the standards early enough for schools to implement them in 2029–2030. The standards provision would start on July 1, 2029, and first apply in the 2029–2030 school year.