RELATING TO EDUCATION.

SB2430

THE SENATE

S.B. NO.

2430

THIRTY-THIRD LEGISLATURE, 2026

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 legislature recognizes that
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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The legislature further finds that,
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 contributing to low literacy rates.
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A proactive and systematic approach is
required to achieve high literacy for all students.
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Presently, the department of education is
working to address these challenges by administering a universal screener at
the beginning, middle, and end of the year for all students from kindergarten
through grade nine.
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The purpose of this
screening is to identify students at risk for reading failure and provide
evidence-based interventions alongside core structured literacy instruction.
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However, not all universal screeners can
detect underlying language challenges or disabilities, such as dyslexia, which
may require more intensive or individualized support.
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Hawaii is the only state in the country
without dyslexia-specific laws.

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The legislature further recognizes
that students who are not reading proficiently by third grade face
significantly lower chances of future success.
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However, research shows that with effective
assessment and instruction, all students can improve their reading skills.
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The federal government has awarded the
department of education a five-year, $60,000,000 grant to advance
evidence-based literacy practices in public schools, including training,
coaching, and screener evaluation.
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This
follows a nearly $50,000,000, five-year comprehensive literacy state
development grant received in 2019.
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Language
arts proficiency is a key performance indicator under the board of education's
2023�2029 strategic plan.
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The
legislature applauds these efforts and the significant investment of federal
funds.

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The purpose of this Act is to:

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(1)
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Beginning no later than
the 2028-2029 school year, require the Department of Education to administer a
general dyslexia screening to all students in kindergarten through grade three;

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(2)
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Beginning
with the 2028-2029 school year, require certain employees of public schools to
have an opportunity to participate in training on literacy instruction;

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(3)
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Require
a report to the legislature and board of education; and

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(4)
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Appropriate
funds.

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

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"
�302A-
�
Dyslexia-sensitive
universal screening; evidence-based intervention; professional development.
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(a)
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Beginning no later than the 2028-2029 school
year, all public elementary schools shall administer to all students in
kindergarten through third grade a dyslexia-sensitive universal screener
selected from the department-approved list; provided that this section shall
not apply to Hawaiian language immersion schools and public charter schools.
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The dyslexia
‑
sensitive universal screening shall be administered as part of the
established Hawaii multi-tiered system of supports 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)
�
Alphabet knowledge;

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(4)
�
Decoding skills, including real and
pseudowords;

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

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(6)
�
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.

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(b)
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The
dyslexia-sensitive

universal screener shall consider characteristics of English earners,
including long-term English learners and newcomers, as defined in
department-issued materials and memos such as the English learner guidance manual,
and shall be administered and interpreted in a manner that distinguishes
typical English language acquisition from risk factors associated with reading
disabilities.
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Interventions for students
who are identified as being at risk for language and literacy challenges and are
English learners shall consider the stage and context of the student's English language
development.

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(c)
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All public schools shall implement evidence
‑
based
interventions for students identified as struggling readers through the
dyslexia-sensitive
universal screening
process, including those at risk for having language and literacy challenges
such as dyslexia.
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Interventions and
progress monitoring of the identified students shall be implemented within the
established Hawaii multi-tiered system of supports.
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The parents and legal guardians of these
students shall be notified in a timely manner by schools, as determined by the
department.

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(d)
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Structured literacy instruction, as required
under this section, shall involve detailed step-by-step instruction necessary
for developing strong reading and writing skills.
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In addition to explicit and systematic
instruction, a structured literacy approach shall provide multiple
opportunities for students to practice a skill or strategy and require teachers
to provide immediate, specific feedback to students and continuously monitor
progress.
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Instruction shall be
differentiated based on students
'

existing linguistic and academic strengths.

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(e)
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Beginning with the 2028-2029 school year, all
public school general education elementary teachers, reading interventionists,
teachers of dedicated English language instruction, and special education
teachers shall have the opportunity to participate in training identified or
approved by the department on structured literacy instruction.
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The department shall provide guidance to
schools and complex area staff on identifying and ensuring access to approved
training, including when those opportunities are offered at low or no cost.

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(f)
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In addition to the training in subsection
(e), the department shall make available supplemental professional learning
opportunities as needed for teachers and staff at all schools and complex areas
on structured literacy instruction and evidence
‑
based
interventions.
"

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SECTION 3.
�
Section 302A-101, Hawaii Revised Statutes, is
amended by adding six new definitions to be appropriately inserted and to read
as follows:

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"
"Dyslexia" means a
specific learning disability that primarily affects word reading and spelling
accuracy and speed, often involving phonological processing difficulties, and
persists despite effective instruction, with potential secondary impacts on
comprehension, language development, and academic achievement.

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"Dyslexia-sensitive
universal screening" means an assessment that measures a student's ability
to demonstrate, as developmentally appropriate, the following:

����
(1)
�
Phonological
and phonemic awareness;

����
(2)
�
Decoding
skills, including real and pseudowords;

����
(3)
�
Rapid naming skills,
including letter naming and letter sound fluency;

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(4)
�
Encoding
skills; and

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(5)
�
Oral reading
accuracy and fluency.

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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 and phonemic
awareness" means the ability to recognize that a spoken word consists of a
sequence of individual sounds and the ability to manipulate individual sounds
when speaking.

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

����
(1)
�
Phonological and phonemic awareness;

����
(2)
�
Sound-symbol recognition;

����
(3)
�
Alphabet knowledge;

����
(4)
�
Decoding skills, including real and
pseudowords;

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

����
(6)
�
Encoding skills;

����
(7)
�
Oral reading accuracy and fluency;
and

����
(8)
�
Oral language.

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"Universal screening"
means 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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No later than the 2031-2032 school year, the
department of education shall submit to the legislature and board of education an
evaluation of the implementation and impact of this Act, including:

����
(1)
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The extent to
which evidence-based literacy instruction has been fully implemented in
classrooms across the State;

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(2)
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The effectiveness
of the approved training in improving teacher knowledge and instructional
practice;

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(3)
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Data on student
literacy outcomes, to the extent available, associated with the implementation
of this Act;

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(4)
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A plan to more
closely align and collaborate with institutes of higher education and educator
preparation programs; and

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(5)
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Recommendations
for further improving literacy instruction and outcomes in public schools,
including Hawaiian language immersion schools and public charter schools.

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SECTION 5.
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There is appropriated out of the general
revenues of the State of Hawaii the sum of
$ or so much
thereof as may be necessary for fiscal year 2026-2027 for the selection and administration
of the dyslexia-sensitive universal screener pursuant to section 2; provided
that the appropriation authorized by this Act shall not lapse at the end of the
fiscal year for which the appropriation is made; provided further that all
moneys from the appropriation unencumbered as of June 30, 2028, shall lapse as
of that date.

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The sum appropriated shall be
expended by the department of education for the purposes of this Act.

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SECTION 6.
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New statutory material is underscored.

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SECTION 7.
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This Act shall take effect on July 1, 2026.

INTRODUCED BY:

_____________________________

Report Title:

DOE;
Dyslexia-Sensitive Universal Screening; Professional Development; Report;
Appropriation

Description:

Beginning
no later than the 2028-2029 school year, requires the Department of Education
to administer a dyslexia-sensitive universal screening to all students in
kindergarten through grade three.
�

Beginning with the 2028-2029 school year, requires certain employees of
public schools to have an opportunity to participate in training on literacy
instruction.
�
Requires a report to the
Legislature and Board of Education before the 2031-2032 school year.
�
Appropriates funds.

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not legislation or evidence of legislative intent.