The bill amends the Revised School Code to improve literacy outcomes for students in grades K to 3, with a focus on achieving proficiency in English language arts by the end of grade 3. It mandates the Department of Education to approve various valid and reliable reading assessments for school districts and public school academies. The legislation emphasizes the role of literacy coaches in supporting teachers and providing differentiated instruction, while also requiring that by the 2027-2028 school year, all literacy consultants and coaches receive professional training on dyslexia and effective instructional strategies. Additionally, school districts must implement individual reading improvement plans for students with reading deficiencies and notify parents or guardians about their child's reading challenges.

The bill introduces a multi-tiered system of support (MTSS) for students with dyslexia or decoding difficulties, requiring screening for all K-3 pupils and additional assessments for older students as necessary. It mandates that reading interventions be evidence-based and aligned with the science of reading, focusing on systematic instruction in key areas such as phonemic awareness and comprehension. The legislation also outlines the need for documentation of school efforts to engage parents and provides resources to support children's reading development. Furthermore, it establishes guidelines for interventions, including the necessity for comprehensive evaluations if a disability is suspected, and clarifies that schools are not required to replace state funds with federal funds for these activities.

Statutes affected:
Senate Introduced Bill: 380.1280