Pennsylvania Senate Bill SB801

Pennsylvania 2023-2024 Regular Session

• Introduced: 6/15/23
• Refer: 6/15/23
• Refer: 4/8/24
• Report Pass: 6/10/24
• Engrossed: 6/11/24
• Refer: 6/12/24
• Refer: 10/7/24
• Report Pass: 10/8/24
• Refer: 10/9/24
• Report Pass: 10/9/24
• Enrolled: 10/21/24
• Chaptered: 10/31/24
• Passed: 10/31/24

Caption

In certification of teachers, further providing for teacher

Impact

The legislation represents a significant shift in Pennsylvania's approach to early reading education, as it emphasizes the importance of structured literacy and provides statutory support for the professional development of educators in this area. By requiring evidence-based reading instruction and regular screenings for reading deficiencies, SB 801 aims to ensure that all students, including those with dyslexia and other language-based learning disabilities, receive appropriate support. This will likely influence existing educational practices, promoting more uniform standards across schools and potentially leading to better literacy outcomes for students.

Summary

Senate Bill 801 is focused on enhancing teacher certification processes related to reading instruction, specifically emphasizing evidence-based reading instruction grounded in structured literacy. The bill aims to support educators by implementing a structured literacy program that includes professional development tailored to improve reading outcomes for students in kindergarten through third grade. Furthermore, it mandates that school entities adopt an evidence-based reading instruction curriculum and develop intervention plans for students identified with reading deficiencies, with the goal of ensuring all students can read at or above grade level by the end of third grade.

Sentiment

The general sentiment around SB 801 appears to be positive among educators who advocate for structured literacy and recognize the importance of professional development in improving reading instruction. However, there are concerns from some stakeholders about the implementation logistics, including the available resources for training and ongoing support for educators. Critics may also be apprehensive about the potential pressure on schools to meet the new mandates without adequate funding or time for necessary training, which could create disparities in educational quality across different districts.

Contention

Notable points of contention surrounding SB 801 include the balance of legislative mandates with the practical realities of implementation. Some educators fear that without adequate funding and support, the bill may impose unrealistic expectations on schools, particularly those in under-resourced areas. Additionally, there may be debates regarding the appropriateness of specific reading curricula and interventions, as well as the effectiveness of screening protocols in accurately identifying students in need of help. These discussions reflect a broader tension between the aspirations of the legislation and the challenges of delivering quality education in diverse educational settings.