HB1073

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\r\n HOUSE OF REPRESENTATIVES \r\n	\r\n H.B. NO. \r\n	\r\n 1073 \r\n
\r\n THIRTY-THIRD LEGISLATURE, 2025 \r\n		\r\n \r\n
\r\n STATE OF HAWAII \r\n		\r\n \r\n
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A BILL FOR AN ACT

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RELATING TO EDUCATION.

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BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:

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\xa0\xa0\xa0\xa0 SECTION 1. \xa0The\r\nlegislature finds that in 1853, an estimated seventy-five per cent of the population\r\nin the Kingdom of Hawaii over the age of sixteen was literate. \xa0By 1878, eighty per cent were literate in\r\nHawaiian, English, or a European language, making Hawaii one of the most\r\nliterate nations in the world at the time. \xa0The department of education is committed to\r\npreserving and honoring this legacy by ensuring that all students are\r\nproficient in reading by the time they graduate.

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\xa0\xa0\xa0\xa0 Currently,\r\njust over half of Hawaii\'s students are reading proficiently. \xa0To improve student reading proficiency, it is\r\nnecessary to address the root causes that contribute to the present levels of\r\npoor reading proficiency rates. \xa0A\r\nproactive and systematic approach is required to achieve high literacy rates\r\nfor all students. \xa0Presently, the\r\ndepartment is striving to address poor reading proficiency rates by\r\nadministering a universal screener at the beginning, middle, and end of the\r\nyear for all students from kindergarten to grade nine. \xa0The purpose of this universal screening is to\r\nidentify students who may be at risk for reading failure, and to provide\r\nevidence-based interventions to support these students, in addition to core-structured\r\nliteracy instruction. \xa0However, it is\r\nimportant to note that not all universal screeners are able to detect or\r\nidentify students who may have certain underlying language challenges that\r\nimpact learning. \xa0This is problematic\r\nbecause students with dyslexia or other developmental language disorders may\r\nneed more intensive support or a more individualized intervention program in\r\norder to address the causes of their reading challenges. \xa0Unfortunately, Hawaii is the only state in the\r\ncountry that lacks dyslexia-specific laws to support students in this area.

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\xa0\xa0\xa0\xa0 Evidence\r\nshows that students who are not identified and brought to reading proficiency\r\nby third grade face significantly lower chances of success in the future. \xa0However, 'b'a substantial body of evidence also\r\nindicates that, with effective assessment and instruction, all students can\r\nlearn to read. \xa0This includes students\r\nwith language and literacy challenges, as well as students who have dyslexia.

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\xa0\xa0\xa0\xa0 The\r\npurposes of this Act are to support students with dyslexia and students with\r\nlanguage and literacy challenges by requiring schools to administer department-approved\r\ndyslexia-sensitive universal screeners as a part of the universal screening\r\nprocess; implement evidence-based interventions for students who are identified\r\nas having dyslexia and students who are flagged as having language and literacy\r\nchallenges through the Hawaii multi-tiered system of supports; provide professional\r\ndevelopment for teachers to increase implementation of structured literacy\r\ni'b'nstruction; and support pre-service teacher programs in training their general\r\nand special education teacher candidates in structured literacy instruction.

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\xa0\xa0\xa0\xa0 SECTION\r\n2. \xa0Chapter 302A, Hawaii Revised\r\nStatutes, is amended by adding to part II, subpart C, a new section to be\r\nappropriately designated and to read as follows:

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\xa0\xa0\xa0\xa0 "\xa7302A- \xa0\xa0Dyslexia-sensitve\r\nuniversal screening, Hawaii multi-tiered system of supports, professional\r\ndevelopment, and pre-service requirements. 'b'\xa0(a) \xa0Beginning\r\nwith the 2026-2027 school year, all public schools shall administer dyslexia-sensitive\r\nuniversal screeners approved by the department for all students in kindergarten\r\nthrough third grade.\xa0 The dyslexia-sensitive\r\nuniversal screening shall be administered as part of the established universal\r\nscreening process and shall include, as developmentally appropriate, the\r\nfollowing:

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\xa0\xa0\xa0\xa0 (1)\xa0 Phonological and phonemic awareness;

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\xa0\xa0\xa0\xa0 (2)\xa0 Sound-symbol recognition;

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\xa0\xa0\xa0\xa0 (3)\xa0 Alphabet knowledge;

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\xa0\xa0\xa0\xa0 (4)\xa0 Decoding skills;

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\xa0\xa0\xa0\xa0 (5)\xa0 Rapid naming skills, including\r\nletter naming and letter sound fluency;

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\xa0\xa0\xa0\xa0 (6)\xa0 Encoding skills;

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\xa0\xa0\xa0\xa0 (7)\xa0 Oral reading accuracy and fluency;\r\nand

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\xa0\xa0\xa0\xa0 (8)\xa0 Oral language.

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All public schools shall implement evidence-based interventions\r\nfor students identified as having dyslexia, and for students who are flagged as\r\nstruggling readers through the universal screening process. \xa0Interventions and progress monitoring of these\r\nstudents should be implemented within the established'b' Hawaii multi-tiered\r\nsystem of supports framework.

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\xa0\xa0\xa0\xa0 (b)\xa0 The department shall provide professional\r\nlearning opportunities for complex areas and schools on the implementation of\r\nstructured literacy instruction and evidence-based interventions.

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\xa0\xa0\xa0\xa0 (c)\xa0 The department shall collaborate with\r\npre-service teacher programs in higher education institutions to ensure general\r\nand special education teacher candidates are trained on th'b'e implementation of\r\nstructured literacy instruction to support all learners."

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\xa0\xa0\xa0\xa0 SECTION\r\n3. \xa0Section 302A-101, Hawaii Revised\r\nStatutes, is amended by adding five new definitions to be appropriately inserted\r\nand to read as follows:

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\xa0\xa0\xa0\xa0 ""Dyslexia"\r\nmeans a specific learning disability that is neu'b'rological in origin and\r\ncharacterized by difficulties with accurate or fluent word recognition and by\r\npoor spelling and decoding abilities.\xa0\r\nThese difficulties typically result from a deficit in the phonological\r\ncomponent of language and literacy development that is often unexpected in\r\nrelation to other cognitive abilities and the provision of effective classroom\r\ninstruction.\xa0 Secondary consequences may\r\ninclude problems in reading comprehension and reduced reading experience that\r\ncan impede the growth of vocabulary and background knowledge.

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\xa0\xa0\xa0\xa0 "Dyslexia-sensitive\r\nscreening tool" means an assessment that measures a student\'s ability to\r\ndemonstrate phonological and phonemic awareness, s'b'ound-symbol recognition,\r\nalphabet knowledge, decoding skills, rapid naming skills, including letter\r\nnaming and letter sound\r\nfluency, encoding skills, oral reading accuracy and fluency, and accuracy of\r\nword reading on grade-level text.

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\xa0\xa0\xa0\xa0 "Hawaii\r\nmulti-tiered system of supports" means a comprehensive continuum of\r\nevidence-based, systemic practices to 'b'support a rapid response to a student\'s\r\nneeds, with regular observation to facilitate data-based instructional\r\ndecision-making.

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\xa0\xa0\xa0\xa0 "Phonological\r\ncomponent of language and literacy development" means the ability to\r\nrecognize that a spoken word consists of a sequence of individual sounds and\r\nstudents possess the ability to manipulate individual sounds when speaking.

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\xa0\xa0\xa0\xa0 "Structured\r\nliteracy instruction" is an evidence-based approach, that emphasizes\r\nexplicit and systematic instruction in the following components of literacy:

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\xa0\xa0\xa0\xa0 (1)\xa0 Phonological awareness;

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\xa0\xa0\xa0\xa0 (2)\xa0 Phonics (decoding and spelling);

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\xa0\xa0\xa0\xa0 (3)\xa0 Fluency;

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\xa0\xa0\xa0\xa0 (4)\xa0 Vocabulary;

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\xa0\xa0\xa0\xa0 (5)\xa0 Comprehension; and

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\xa0\xa0\xa0\xa0 (6)\xa0 Written expression.

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Unlike\r\nwhole language or balanced literacy approaches, structured literacy requires\r\ndetailed, step-by-step instruction that is necessary for developing strong\r\nreading and writing skills.\xa0 In addition\r\nto explicit and systematic instruction, a structured literacy approach provides\r\nmultiple opportunities for students to practice a skill or strategy.\xa0 Teachers provide immediate, specific feedback\r\nto students and continuously monitor progress.

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\xa0\xa0\xa0\xa0 "Universal\r\nscreening" is the process of administering a brief standardized assessment\r\nto all students to identify those who are at risk of poor reading outcomes."

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\xa0\xa0\xa0\xa0 SECTION\r\n4. \xa0New statutory material is\r\nunderscored.

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\xa0\xa0\xa0\xa0 SECTION\r\n5. \xa0This Act shall take effect upon its\r\napproval.

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INTRODUCED BY:

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_____________________________

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BY REQUEST

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Report Title:

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DOE; Dyslexia Screening; Universal Screening

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Description:

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Requires the Department of Education to implement\r\ndyslexia-sensitive universal screenings, provide evidence-based interventions,\r\nand offer professional development on dyslexia and structured literacy.

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The s'b'ummary description\r\nof legislation appearing on this page is for informational purposes only and is\r\nnot legislation or evidence of legislative intent.

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HB 1073: RELATING TO EDUCATION.

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