25 HB 307/AP
House Bill 307 (AS PASSED HOUSE AND SENATE)
By: Representatives Ballard of the 147
th
, Erwin of the 32
nd
, Jones of the 47
th
, Dubnik of the
29
th
, Corbett of the 174
th
, and others
A BILL TO BE ENTITLED
AN ACT
To amend Title 20 of the Official Code of Georgia Annotated, relating to education, so as to
1
include provisions for students significantly at risk of not achieving grade level reading2
proficiency or with characteristics of dyslexia; to provide for support plans for such students;3
to provide for notice to parents and guardians of such students; to require the Department of4
Education to publish and distribute information relevant to dyslexia and students with5
characteristics of dyslexia; to require local school systems and public schools to distribute6
information relevant to dyslexia and students with characteristics of dyslexia; to provide for7
reporting; to prohibit the three-cueing systems model from being featured or promoted in8
high-quality instructional materials or structured literacy for students in kindergarten through9
third grade; to prohibit public schools from employing curricula, instructional materials,10
instructional practices, and other interventions that utilize the three-cueing systems model;11
to repeal a provision relating to reading recovery programs; to provide for written12
notification to parents and guardians; to repeal certain provisions setting deadlines applicable13
to the State Board of Education and the Department of Education that have expired; to14
provide for ongoing review and updating of required and authorized actions; to require15
additional reports by the Department of Education; to revise a short title; to repeal Code16
Section 20-2-159.6, relating to screening for dyslexia and related disorders, training and17
professional development, pilot program evaluating early intervention, and data reporting;18
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to provide for the Georgia Literacy Coach Coordinating Committee within the Office of
19
Student Achievement; to provide for duties and responsibilities for such council; to expand20
the purposes of the Georgia Council on Literacy to improving literacy outcomes for Georgia21
adults as well as students; to revise provisions for compensation of members of the Georgia22
Council on Literacy; to extend the automatic repealer on the Georgia Council on Literacy23
from 2026 to 2030; to provide for and revise definitions; to make conforming changes; to24
amend Code Section 45-7-21 of the Official Code of Georgia Annotated, relating to expense25
allowance and travel cost reimbursement for members of certain boards and commissions,26
so as to include the Georgia Council on Literacy in the list of boards and commissions that27
receive certain expense allowance and reimbursement; to provide for related matters; to28
provide for an effective date; to repeal conflicting laws; and for other purposes.29
BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:30
PART I31
SECTION 1-1.32
Title 20 of the Official Code of Georgia Annotated, relating to education, is amended in33
Part 3 of Article 6 of Chapter 2, relating to educational programs under the "Quality Basic34
Education Act," by revising subsection (c) of Code Section 20-2-153, relating to early35
intervention program for students at risk of not reaching or maintaining academic grade level,36
as follows:37
"(c) The State Board of Education shall describe by rules and regulations such additional38
services, resources, support, or strategies as may be provided by the local school system. 39
The specifications for delivery of early intervention services shall be the responsibility of40
local boards of education except that the program rules and regulations adopted by the41
State Board of Education shall be followed in designing the program delivery models. 42
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Delivery models may include, but are not limited to, class augmentation, pull-out or43
self-contained classes, and the Reading Recovery Program delivered by certificated44
personnel."45
SECTION 1-2.46
Said title is further amended in said part by revising Code Section 20-2-153.1, relating to47
Georgia Early Literacy, uniform grade appropriate metrics to measure literacy, universal48
reading screeners, high-quality instructional materials aligned with the science of reading,49
support for literacy instruction, and reading intervention plans, as follows:50
"20-2-153.1.51
(a) This Code section shall be known and may be cited as the 'Georgia Early Literacy and52
Dyslexia Act.'53
(b) As used in this Code section, the term:54
(1) 'Board' means the State Board of Education.55
(1.1)(2) 'Center' means the Sandra Dunagan Deal Center for Early Language and56
Literacy.57
(3) 'Characteristics of dyslexia' means persistent weaknesses in one or more areas of58
foundational reading skills and inadequate response to targeted intervention that indicates59
a need for more intensive intervention.60
(1.2)(4) 'Council' means the Georgia Council on Literacy.61
(2)(5) 'Department' means the Department of Education.62
(3)(6) 'Dyslexia' means a specific learning disability that is neurological in origin. 63
Dyslexia is characterized by difficulties with accurate or fluent word recognition and by64
poor spelling and decoding abilities. These difficulties typically result from a deficit in65
the phonological component of language that is often unexpected in relation to other66
cognitive abilities and the provision of effective classroom instruction. Secondary67
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consequences may include problems in reading comprehension and reduced reading68
experience that can impede the growth of vocabulary and background knowledge.69
(7) 'Foundational literacy skills' means phonological awareness, phonemic awareness,70
alphabet knowledge, phonics, oral reading fluency, spelling, vocabulary, reading71
comprehension, spelling, oral language, and the intersection of reading and writing rapid72
automatized naming.73
(4)(8) 'High-quality instructional materials' means instructional materials aligned to the74
science of reading that instruct students in foundational literacy skills and75
grade-appropriate English language arts and reading standards approved by the State76
Board of Education board. Instructional materials that feature or promote the use of the77
three-cueing system shall not constitute high-quality instructional materials.78
(9) 'Parent' or 'guardian' means an individual who has legal authority to act on behalf of79
a child as a natural or adoptive parent, a legal guardian, or a legal agent. Such term shall80
also include a kinship caregiver, as such term is defined in Code Section 20-1-15.81
(5)(10) 'Reading intervention' means evidence based strategies frequently used to82
remediate reading deficiencies and includes, but is not limited to, individual and83
small-group instruction, multisensory approaches, tutoring, mentoring, or the use of84
technology that targets specific reading skills and abilities.85
(6)(11) 'Science of reading' means the body of research that identifies evidence based86
approaches of explicitly and systematically teaching students to read, including87
foundational literacy skills that enable students to develop reading skills required to meet88
state standards in literacy.89
(7)(12) 'Significantly at risk of not attaining grade level reading proficiency' 'Significant90
reading deficiency' means for students in kindergarten through third grade that such91
student's score on a universal reading screener is within the range of scores determined92
by the department to demonstrate a lack of proficiency in foundational literacy skills93
foundational literacy skills, as measured by scores on a universal reading screener and94
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other quantitative and qualitative data, indicate that the student is at high risk of not95
attaining grade level reading proficiency.96
(8)(13) 'Structured literacy' means an evidence based approach to teaching oral and97
written language aligned to the science of reading founded on the science of how children98
learn to read and characterized by explicit, systematic, cumulative, and diagnostic99
instruction in phonology, sound-symbol association, syllable instruction, morphology,100
syntax, and semantics. An approach to teaching oral and written language that features101
or promotes the three-cueing system shall not constitute structured literacy.102
(14) 'Three-cueing system' means any model for teaching students word reading based103
on meaning, structure and syntax, and visual cues. Such models are also referred to as104
'MSV.'105
(9)(15) 'Tiered reading intervention plan' means a plan that describes the evidence based106
reading intervention services a student will receive to remediate such student's reading107
deficit and to ensure that such student becomes proficient support the student in reaching108
grade level proficiency in foundational literacy skills.109
(10)(16) 'Universal reading screener' means a uniform tool that screens and monitors a110
student's progress in foundational literacy skills that is administered to students multiple111
times during the school year.112
(c)(1) The board, in consultation with the department and the Office of Student113
Achievement, shall establish such policies, rules, and regulations as necessary to114
implement uniform grade-appropriate metrics for measuring literacy.115
(2) As soon as practicable but not later than January 1, 2024, the board shall:116
(A) Approve high-quality instructional materials to be used for teaching students in117
kindergarten through third grade to read; and118
(B) Establish a procedure for each public school and local school system to annually119
certify to the department that such school or school system's locally approved120
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instructional materials and content, as defined in subsection (a) of Code
121
Section 20-2-1017, constitute high-quality instructional materials.122
(3)(A) As soon as practicable but not later than January 1, 2024, the department shall
123
establish Every three years beginning in 2027, the center shall review and update, as124
appropriate, qualifications, time lines timelines, and submission procedures for125
education service providers to submit one or more universal reading screeners to be126
considered for inclusion on the board's list of approved universal reading screener127
providers provided for in subparagraph (B) of this paragraph.128
(B) As soon as practicable but not later than May 15, 2025, the board shall approve the129
memorandum of agreement between the council and the department, as provided for130
in subparagraph (B) of paragraph (4) of this subsection, for a list of no more than five131
universal reading screeners, one of which shall be a free universal reading screener, for132
use by public schools and local school systems as part of their comprehensive literacy133
programs which meet the following criteria:134
(i) Capable of providing relevant information to assist teachers with targeting135
instruction based on student needs;136
(ii) Capable of measuring foundational literacy skills;137
(iii) Capable of identifying students who have a significant reading deficiency are138
significantly at risk of not attaining grade level reading proficiency, including, but not139
limited to, identifying students with characteristics of dyslexia;140
(iv) Prescribed parameters on the time required to administer a universal reading141
screener with the primary objective of such prescription being to minimize impacts142
on instructional time; and143
(v) Capable of progress monitoring.144
(4)(A) As soon as practicable but not later than By July 15, 2025 each year, the145
department shall publish on its public website the free universal reading screener and146
the list of other approved universal reading screeners, one of which each public school147
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and local school system shall adopt and administer in order to comply with the
148
requirements of subparagraph (d)(3)(C) of this Code section
(B) of paragraph (3) of this149
subsection.150
(B) The council, in collaboration with the center and the Office of Planning and151
Budget, shall identify a free universal reading screener that meets the criteria152
established by the board as provided in subparagraph (B) of paragraph (3) of this153
subsection. The council shall enter into a memorandum of agreement with the154
department to make such universal reading screener available for use free of charge to155
public schools and local school systems.156
(5) The department shall publish on its public website and distribute by July 15 each year157
by electronic means to each local school system and public school in this state a dyslexia158
informational handbook that includes guidance, technical assistance, and training to assist159
all schools in the implementation of evidence based practices for instructing students with160
characteristics of dyslexia. Such handbook shall include, but shall not be limited to, the161
following information:162
(A) Evidence based practices designed specifically for students with characteristics of163
dyslexia;164
(B) Guidance on developing support plans for students with characteristics of dyslexia;165
(C) A list and brief description of the dyslexia related training programs accredited by166
the International Dyslexia Association and any other nationally or internationally167
recognized accrediting organization; and168
(D) A list of dyslexia endorsement programs approved by the Professional Standards169
Commission.170
(6) The department shall, in consultation with the University System of Georgia, the171
Professional Standards Commission, the Office of Student Achievement, Georgia's172
Regional Education Service Agencies regional education service agencies, and literacy173
experts, develop or procure one or more training programs for kindergarten through third174
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grade teachers on the science of reading, structured literacy, and foundational literacy
175
skills that enable students to develop reading skills required to meet state standards in176
literacy. Such training programs shall be developed or procured to promote teachers'177
knowledge and skills for teaching all students to read, including students with dyslexia,178
and to ensure teachers have the knowledge and skills necessary to use approved universal179
reading screeners and to use assessment data to inform instruction based on student180
needs.181
(6)
(7) The department shall provide technical assistance to aid public schools and local182
school systems in implementing the provisions of this Code section.183
(7)(8)(A) Beginning April 1, 2026, the department shall provide an annual report on184
the impacts of the implementation of the provisions of this Code section, including, but185
not limited to, reporting the results by school and school system of:186
(A) The research based formative assessments with a summative component that is187
tied to performance indicators in English language arts and reading in grades one and188
two provided for in subsection (a) of Code Section 20-2-281;189
(B)(i) The comprehensive summative assessment program for third grade students190
provided for in subsection (a) of Code Section 20-2-281; and191
(C) The nationally norm-referenced instruments in reading for third grade students192
provided for in subsection (a) of Code Section 20-2-281; and193
(D)(ii) The formative reading assessments for first and second grade students194
provided for in Code Section 20-2-280.195
(B) Such report shall also include analyses of the impact of use of universal reading196
screeners, the use of high-quality instructional materials, and instructional practices197
grounded in the science of reading. Such report shall be provided to the Governor, the198
President of the Senate, the Speaker of the House of Representatives, the chairperson199
of the House Committee on Education, the Senate Education and Youth Committee, the200
House Committee on Higher Education, the Senate Higher Education Committee, and201
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the board, and shall be made available on the department's public website for access by202
the public.203
(d)(1) Local boards of education and public school governing bodies shall by August 1204
each year:205
(A) Approve By December 1, 2024, approve high-quality instructional materials for206
students in kindergarten through third grade; and207
(B) Certify By December 15, 2024, and by August 1 each year thereafter, certify to the208
department that its locally approved instructional materials and content, as defined in209
subsection (a) of Code Section 20-2-1017, constitute high-quality instructional210
materials.;211
(C) Report to the department the total number and percentage of students in212
kindergarten through third grade who were identified during the previous school year213
as having characteristics of dyslexia, including, but not limited to, total numbers and214
percentages by grade level; and215
(D) Certify in writing to the department that a copy of the dyslexia informational216
handbook provided for in paragraph (5) of subsection (c) of this Code section has been217
distributed by electronic means to each school administrator, teacher, and other school218
personnel employed by such local school system or public school.219
(2)(A) Each public school and local school system shall provide instructional support220
for kindergarten through third grade teachers that shall include:221
(i) Onsite teacher training on the science of reading, structured literacy, foundational222
literacy skills, and evidence based decision making;223
(ii) Demonstrated lessons; and224
(iii) Prompt feedback for improving instruction.225
(B)(i) Any public school or local school system claiming that a lack of sufficient226
funding prevents such public school or local school system from providing227
instructional support as required in subparagraph (A) of this paragraph shall promptly228
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and in writing notify the Department of Education department and shall describe all229
efforts such school or school system has undertaken to secure sufficient funding from230
local, state, federal, and private sources.231
(ii) The Department of Education department shall provide technical assistance and232
other guidance to public schools and local schools systems in identifying local, state,233
federal, and private funding sources to provide for instructional support as required234
in subparagraph (A) of this paragraph.235
(3)(A) Three Beginning August 1, 2024, three times each school year each public236
school and local school system shall administer a universal reading screener to each237
student in kindergarten through third grade, with the first administration occurring238
within 30 school days of the beginning of the school year; provided, however, that for239
students in first and second grades such public school or local school system shall be240
authorized to substitute one administration of a universal reading screener with an241
administration of a formative reading assessment as provided for in Code242
Section 20-2-280.243
(B) Reserved.244
(C) After each administration of a universal reading screener, each public school or245
local school system shall report the results to:246
(i) Parents and guardians of students who participated in the administration; and247
(ii) The department for analysis.248
(D)(C) The results of the universal reading screeners administered to students shall not249
be used as part of any education assessment accountability program provided for in250
Article 2 of Chapter 14 of this title.251
(4)(A) Beginning August 1, 2024, public schools and local school systems shall252
implement tiered reading intervention plans for public school students in kindergarten253
through third grade who at any time during the school year exhibit a significant reading254
deficiency are determined to be significantly at risk of not attaining grade level reading255
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proficiency, as measured by performance on a universal reading screener approved by256
the board and other qualitative and quantitative data. Each such tiered reading257
intervention plan shall be implemented no later than 30 school days after a student such258
determination has been made identified as exhibiting a significant reading deficiency259
and shall describe the evidence based reading intervention services the student will260
receive to remedy the reading deficit address the student's difficulties and ensure the261
student becomes proficient in foundational literacy skills. Such tiered reading262
intervention plans may should be incorporated into and included as part of the school's263
existing multi-tiered multitiered system of supports or response to intervention264
frameworks.265
(B) Each student who has been identified as exhibiting a significant reading deficiency266
determined to be significantly at risk of not attaining grade level reading proficiency267
shall receive intensive reading intervention until such student is determined to no longer268
identified as exhibiting a significant reading deficiency be significantly at risk of not269
attaining grade level reading proficiency.270
(C) The parent or guardian of any student in kindergarten through third grade who at271
any time during the school year exhibits a significant reading deficiency has been272
determined to be significantly at risk of not attaining grade level reading proficiency273
shall be notified in writing by the student's school no later than 15 school days after274
such determination has been made the identification of the possible deficiency. Such275
written notification shall include:276
(i) That the student has been identified as exhibiting a significant reading deficiency277
determined to be significantly at risk of not attaining grade level reading proficiency;278
(ii) That a tiered reading intervention plan will be implemented by the student's279
teacher an educator at the student's school;280
(iii) Results of the student's performance on the universal reading screeners281
administered to date and other data used to make such determination;282
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(iv) A description of the current services provided to the student;
283
(v) A description of proposed evidence based reading interventions and supplemental284
instructional services and supports to be provided to the student that are designed to285
remedy the identified area or areas of significant reading deficiency
in which the286
student is significantly at risk of not attaining grade level reading proficiency to287
ensure the student becomes proficient in foundational literacy skills;288
(vi) Notification that the parent or guardian will be informed in writing of the289
student's progress toward grade level reading; and290
(vii) Strategies for parents and guardians to use at home to help their child succeed291
in reading.292
(D) For each student who has been determined to be significantly at risk of not293
attaining grade level reading proficiency and who does not make adequate progress294
toward grade level reading despite receiving evidence based reading interventions and295
supplemental instructional services and supports, additional quantitative and qualitative296
data shall be collected and examined in conjunction with universal reading screener297
data to identify whether the student may have characteristics of dyslexia.298
(5) The parent or guardian of any student in kindergarten through third grade who at any299
time during the school year is identified as having characteristics of dyslexia shall be300
notified in writing by the student's school no later than 15 school days after the301
identification. Such written notification shall include:302
(A) That the student has been identified as having characteristics of dyslexia;303
(B) That a support plan for students with characteristics of dyslexia will be304
implemented by the student's teacher;305
(C) A description of the qualitative and quantitative data used to make the306
identification, including the student's rate of progress toward grade level reading with307
prior intervention support;308
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(D) A description of proposed changes or additions to the evidence based reading309
interventions and supplemental instructional services and supports to be provided to the310
student that are designed to ensure the student becomes proficient in foundational311
literacy skills;312
(E) Notification that the parent or guardian will be informed in writing of the student's313
progress toward grade level reading;314
(F) Information and resource material regarding dyslexia;315
(G) Strategies for parents and guardians to use at home to help their child succeed in316
reading; and317
(H) Notification that the parent or guardian shall have the right to elect, in writing, that318
the student not receive the support plan and the proposed changes or additions to the319
evidence based reading interventions and supplemental instructional services and320
supports.321
(6)(A) No local school system or public school shall use a program of foundational322
skills instruction for students in kindergarten through third grade that is based on any323
curriculum, instructional materials, instructional practices, or other interventions that324
utilize the three-cueing systems model for teaching word reading.325
(B) Each local school system and public school shall ensure that all instructional326
materials used to teach students in kindergarten through third grade:327
(i) Are high-quality instructional materials; and328
(ii) Do not utilize the three-cueing system model for teaching word reading.329
(C) Instruction in public schools and local school systems shall not employ the330
three-cueing system or visual memory as a basis for teaching word reading. Instruction331
may include visual information and strategies which improve background and332
experiential knowledge, add context, and increase oral language and vocabulary to333
support comprehension, but shall not be used to teach word reading.334
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(5)(7) By July August 1, 2025, all kindergarten through third grade teachers shall335
complete a training program developed or procured pursuant to paragraph (c)(5) (6) of336
subsection (c) of this Code section.337
(e)(1) There is established within the Office of Student Achievement the Georgia338
Literacy Coach Coordinating Committee. Such committee shall comprise, at a minimum,339
the Georgia Literacy Coach, the Coordinator of Georgia Literacy Coaching, a340
representative of the Department of Education, at least one representative of Georgia's341
regional education services agencies, a representative of a research based education342
organization with subject matter expertise identified by the Georgia Council on Literacy,343
and other subject matter experts identified by the Georgia Literacy Coach or the Georgia344
Council on Literacy.345
(2) The Office of Student Achievement shall employ:346
(A) The Georgia Literacy Coach; and347
(B) The Coordinator of Georgia Literacy Coaching, who shall be responsible for:348
(i) Serving as the chairperson of the Georgia Literacy Coach Coordinating349
Committee;350
(ii) Coordinating state-wide literacy coaching efforts;351
(iii) Serving as the primary liaison with the Department of Education with respect to352
state-wide literacy coaching efforts;353
(iv) Direction and oversight of literacy coaches affiliated with the Department of354
Education or a regional education service agency whose positions are supported with355
state or federal funds; and356
(v) Coordinating with designated organizations affiliated with the Georgia Council357
on Literacy with respect to research, best practices, and proactive intervention358
strategies for birth to adult language and literacy learning.359
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(e)(f) Nothing in this Code section shall be construed to abrogate or otherwise affect the360
operation or application of the federal Individuals with Disabilities Education Act (IDEA)361
or Section 504 of the federal Rehabilitation Act of 1973.362
(f)(g) This Code section shall not be subject to waivers pursuant to Code Section 20-2-82363
for a strategic waivers school system, Code Section 20-2-244 for a local board of364
education, Code Section 20-2-2063.2 for a charter system, or Code Section 20-2-2065 for365
a charter school established pursuant to Article 31 or Article 31A of this chapter, a charter366
system, or schools within a charter system, or any state special school."367
SECTION 1-3.368
Said title is further amended in said part by repealing Code Section 20-2-159.6, relating to369
screening for dyslexia and related disorders, training and professional development, pilot370
program evaluating early intervention, and data reporting.371
PART II372
SECTION 2-1.373
Said title is further amended in Article 4 of Chapter 1, relating to Council on Literacy, by374
revising paragraph (2) of Code Section 20-1-40, relating to definitions, as follows:375
"(2) 'Evidence based literacy instruction methods and curricula' means instructional376
materials, instructional practices, and curricula that are scientifically based reading377
instruction, or multisensory language instruction, including oral language development,378
phonological awareness, and phonics instruction that includes decoding and encoding,379
fluency, writing, vocabulary, reading, and comprehension. Instructional materials that380
feature or promote the use of the three-cueing system, as such term is defined in Code 381
Section 20-2-153.1, shall not constitute high-quality instructional materials."382
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SECTION 2-2.
383
Said title is further amended in said article by revising Code Section 20-1-41, relating to384
council created, as follows:385
"20-1-41.386
There is established the Georgia Council on Literacy for the purpose of conducting387
comprehensive reviews of birth to postsecondary programs, the alignment of state support388
for such programs, and other issues related to improving the literacy outcomes of Georgia389
students and adults
."390
SECTION 2-3.391
Said title is further amended in said article by revising subsection (c) of Code Section392
20-1-43, relating to meetings, executive committee of voting members, and expenses, as393
follows:394
"(c) Legislative members of the council shall receive the allowances provided for in Code395
Section 28-1-8. Nonlegislative members of the council shall receive a daily expense396
allowance in the amount specified in subsection (b) (a) of Code Section 45-7-21 as well as397
the mileage or transportation allowance authorized for state employees. Members of the398
council who are state officials, other than legislative members, or state employees shall399
receive no compensation for their services on the council, but shall be reimbursed for400
expenses incurred by them in the performance of their duties as members of the council in401
the same manner as they are reimbursed for expenses in their capacities as state officials402
or state employees. The funds necessary for the reimbursement of the expenses of state403
officials, other than legislative members, and state employees shall come from funds404
appropriated to or otherwise available to their respective departments. All other funds405
necessary to carry out the provisions of this article shall come from funds appropriated to406
the Senate and the House of Representatives."407
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SECTION 2-4.
408
Said title is further amended in said article by revising paragraph (1) of subsection (a) of409
Code Section 20-1-44, relating to duties and authority relative to the Georgia Council on410
Literacy, as follows:411
"(1) Work in partnership with the State Board of Education and the Department of412
Education to implement the requirements of the Georgia Early Literacy and Dyslexia
Act413
as provided for in Code Section 20-2-153.1;"414
SECTION 2-5.415
Said title is further amended in said article by revising Code Section 20-1-45, relating to416
termination, as follows:417
"20-1-45.418
The council shall be abolished and this article shall stand repealed on December 31, 2026419
2030."420
SECTION 2-6.421
Code Section 45-7-21 of the Official Code of Georgia Annotated, relating expense allowance422
and travel cost reimbursement for members of certain boards and commissions, is amended423
by adding a new paragraph to subsection (a) to read as follows:424
"(2.3) Georgia Council on Literacy;"425
PART III426
SECTION 3-1.427
This Act shall become effective upon its approval by the Governor or upon its becoming law428
without such approval.429
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SECTION 3-2.
430
All laws and parts of laws in conflict with this Act are repealed.431
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