HB1558: Science of reading.

Legislative Summary

Science of reading. Defines "science of reading". Requires the state board of education (state board) in collaboration with the department of education (department) to prepare and submit a report regarding the alignment of science of reading concepts in IREAD. Requires a school corporation and charter school to report certain information regarding reading and writing curricula, remedial programs, and administrative contact information on the school corporation's or charter school's website. Provides that, beginning with the 2024-2025 school year, a superintendent, advisory committee, or governing body or the equivalent for a charter school: (1) shall adopt curriculum or supplemental materials for reading that are aligned with the science of reading and to the student's reading proficiency; and (2) may not adopt curriculum or supplemental materials for reading that are based on the three-cueing model. Requires the department to develop guidelines for science of reading integration into teacher preparation programs. Makes changes to the education law concerning the science of reading and teacher preparation and licensing requirements. Requires a school corporation to differentiate the amount of salary increases or increments for teachers who possess a required literacy endorsement. Removes a requirement that a discussion regarding teacher supplemental payment be held. Requires the state board to establish and require literacy endorsements for certain individuals first licensed after June 30, 2025. Provides that, not later than July 1, 2024, the state board shall adopt rules to establish early childhood content area licenses and required endorsements. Requires the department to publish an advisory list of science of reading curricula on the department's website. Provides that the state board and the department: (1) shall implement academic standards for reading that are aligned with the science of reading and developmentally appropriate based on student need; and (2) may not implement an academic standard for reading based on the three-cueing model.