RELATING TO EDUCATION.

HB1073

HOUSE OF REPRESENTATIVES

H.B. NO.

1073

THIRTY-THIRD LEGISLATURE, 2025

STATE OF HAWAII

A BILL FOR AN ACT

RELATING TO EDUCATION.

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

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SECTION 1.

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The
legislature finds that in 1853, an estimated seventy-five per cent of the population
in the Kingdom of Hawaii over the age of sixteen was literate.
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By 1878, eighty per cent were literate in
Hawaiian, English, or a European language, making Hawaii one of the most
literate nations in the world at the time.
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The department of education is committed to
preserving and honoring this legacy by ensuring that all students are
proficient in reading by the time they graduate.

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Currently,
just over half of Hawaii's students are reading proficiently.
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To improve student reading proficiency, it is
necessary to address the root causes that contribute to the present levels of
poor reading proficiency rates.
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A
proactive and systematic approach is required to achieve high literacy rates
for all students.
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Presently, the
department is striving to address poor reading proficiency rates by
administering a universal screener at the beginning, middle, and end of the
year for all students from kindergarten to grade nine.
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The purpose of this universal screening is to
identify students who may be at risk for reading failure, and to provide
evidence-based interventions to support these students, in addition to core-structured
literacy instruction.
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However, it is
important to note that not all universal screeners are able to detect or
identify students who may have certain underlying language challenges that
impact learning.
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This is problematic
because students with dyslexia or other developmental language disorders may
need more intensive support or a more individualized intervention program in
order to address the causes of their reading challenges.
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Unfortunately, Hawaii is the only state in the
country that lacks dyslexia-specific laws to support students in this area.

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Evidence
shows that students who are not identified and brought to reading proficiency
by third grade face significantly lower chances of success in the future.
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However, a substantial body of evidence also
indicates that, with effective assessment and instruction, all students can
learn to read.
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This includes students
with language and literacy challenges, as well as students who have dyslexia.

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The
purposes of this Act are to support students with dyslexia and students with
language and literacy challenges by requiring schools to administer department-approved
dyslexia-sensitive universal screeners as a part of the universal screening
process; implement evidence-based interventions for students who are identified
as having dyslexia and students who are flagged as having language and literacy
challenges through the Hawaii multi-tiered system of supports; provide professional
development for teachers to increase implementation of structured literacy
instruction; and support pre-service teacher programs in training their general
and special education teacher candidates in structured literacy instruction.

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SECTION
2.
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Chapter 302A, Hawaii Revised
Statutes, is amended by adding to part II, subpart C, a new section to be
appropriately designated and to read as follows:

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�302A-
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Dyslexia-sensitve
universal screening, Hawaii multi-tiered system of supports, professional
development, and pre-service requirements.

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(a)
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Beginning
with the 2026-2027 school year, all public schools shall administer dyslexia-sensitive
universal screeners approved by the department for all students in kindergarten
through third grade.
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The dyslexia-sensitive
universal screening shall be administered as part of the established universal
screening process and shall include, as developmentally appropriate, the
following:

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(1)
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Phonological and phonemic awareness;

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(2)
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Sound-symbol recognition;

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(3)
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Alphabet knowledge;

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(4)
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Decoding skills;

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(5)
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Rapid naming skills, including
letter naming and letter sound fluency;

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(6)
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Encoding skills;

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(7)
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Oral reading accuracy and fluency;
and

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(8)
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Oral language.

All public schools shall implement evidence-based interventions
for students identified as having dyslexia, and for students who are flagged as
struggling readers through the universal screening process.
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Interventions and progress monitoring of these
students should be implemented within the established Hawaii multi-tiered
system of supports framework.

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(b)
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The department shall provide professional
learning opportunities for complex areas and schools on the implementation of
structured literacy instruction and evidence-based interventions.

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(c)
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The department shall collaborate with
pre-service teacher programs in higher education institutions to ensure general
and special education teacher candidates are trained on the implementation of
structured literacy instruction to support all learners.
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SECTION
3.
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Section 302A-101, Hawaii Revised
Statutes,
is amended by adding five new definitions to be appropriately inserted
and to read as follows:

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"Dyslexia"
means a specific learning disability that is neurological in origin and
characterized by difficulties with accurate or fluent word recognition and by
poor spelling and decoding abilities.
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These difficulties typically result from a deficit in the phonological
component of language and literacy development that is often unexpected in
relation to other cognitive abilities and the provision of effective classroom
instruction.
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Secondary consequences may
include problems in reading comprehension and reduced reading experience that
can impede the growth of vocabulary and background knowledge.

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"Dyslexia-sensitive
screening tool" means an assessment that measures a student's ability to
demonstrate phonological and phonemic awareness, sound-symbol recognition,
alphabet knowledge, decoding skills, rapid naming skills, including letter
naming and

letter sound
fluency, encoding skills, oral reading accuracy and fluency, and accuracy of
word reading on grade-level text.

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"Hawaii
multi-tiered system of supports" means a comprehensive continuum of
evidence-based, systemic practices to support a rapid response to a student's
needs, with regular observation to facilitate data-based instructional
decision-making.

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"Phonological
component of language and literacy development" means the ability to
recognize that a spoken word consists of a sequence of individual sounds and
students possess the ability to manipulate individual sounds when speaking.

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"Structured
literacy instruction" is an evidence-based approach, that emphasizes
explicit and systematic instruction in the following components of literacy:

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(1)
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Phonological awareness;

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(2)
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Phonics (decoding and spelling);

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(3)
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Fluency;

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(4)
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Vocabulary;

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(5)
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Comprehension; and

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(6)
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Written expression.

Unlike
whole language or balanced literacy approaches, structured literacy requires
detailed, step-by-step instruction that is necessary for developing strong
reading and writing skills.
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In addition
to explicit and systematic instruction, a structured literacy approach provides
multiple opportunities for students to practice a skill or strategy.
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Teachers provide immediate, specific feedback
to students and continuously monitor progress.

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

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SECTION
4.
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New statutory material is
underscored.

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SECTION
5.
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This Act shall take effect upon its
approval.

INTRODUCED BY:

_____________________________

BY REQUEST

Report Title:

DOE; Dyslexia Screening; Universal Screening

Description:

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

The summary description
of legislation appearing on this page is for informational purposes only and is
not legislation or evidence of legislative intent.