Schools must include core skills in updated K–4 literacy curricula

Districts must include six core literacy components and meet other requirements when they update or buy covered curriculum. This covers district curriculum for kindergarten through grade four and applies to charter schools and state-tribal compact schools under their school-operation rules. Curriculum must respond to individual needs, be evidence aligned, follow state English language arts standards, and match teacher endorsement standards. Districts must implement it consistently with developer guidance and district policies when possible without undue financial or operating burdens. These curriculum requirements apply to updates or purchases made beginning September 1, 2027.

The professional educator standards board must revise literacy-related teacher endorsement standards, and approved preparation programs must teach to the revised standards. The rules cover elementary education, English language arts, literacy, special education, and other endorsements the board identifies as involving literacy. The board must develop standards covering core literacy skills and other abilities needed to teach the required curriculum. Within existing resources, the board must convene advisory groups to develop and share teaching materials; public colleges are encouraged to participate. Programs must incorporate revised standards within two academic years after the end of the academic year in which the board adopts them.

Districts must screen students and provide literacy interventions when needed; they must notify families and recommend an evaluation if concerns continue after support. This applies to students in kindergarten through grade two who show below-grade-level literacy development or signs of, or weaknesses associated with, dyslexia. Students who show reading difficulties or signs of dyslexia must receive evidence-based, multisensory structured-literacy interventions from an educator trained to address their needs. Districts must start support in the general classroom whenever possible and regularly update families on progress. The text sets these duties beginning in the 2021–22 school year.

The state superintendent’s office must develop and update educator literacy training and a dyslexia handbook, and education service districts must report training participation. The duties involve the state superintendent’s office, education service districts, public schools, educators, and families of students with dyslexia. The training covers reading, writing, and spelling for kindergarten through grade four students, including students with signs of or weaknesses associated with dyslexia. The office must provide technical help to public schools within available funds; education service districts may deliver training regionally. Education service districts must report participation for the prior two school years by October 1, 2030, and every two years after that; the state office must report to legislative education committees by December 1 of those years.