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Bill

S 15

An act relating to providing supplemental reading instruction in all schools

2025-2026 Regular Session Introduced by Martine Gulick

Requires all K-3 public/eligible independent schools to provide explicit evidence-based reading instruction and targeted supplemental supports for students below grade level.

Read 1st time & referred to Committee on Education
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Bill Summary · S 15

Bill Summary: S.15 (2025-2026) – Vermont

Purpose and intent

  • The bill amends 16 V.S.A. § 2903 to require all public schools and approved independent schools eligible to receive public tuition to provide supplemental reading instruction to any enrolled student whose reading proficiency is below grade-level standards or otherwise impedes progress in school.
  • It reinforces the goal of ensuring that students in kindergarten through third grade receive explicit, evidence-based reading instruction and, when needed, targeted supplemental supports.

Key provisions and changes

  • Foundation and ongoing policy (a):

    • Emphasizes that reading ability is critical to learning and long-term outcomes.
    • Requires systematic and explicit evidence-based instruction in the early grades from teachers skilled in foundational reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
    • Requires access to intensive supplemental instruction for students who need it, delivered by appropriately trained education professionals.

  • Foundational literacy framework (b):

    • The Agency of Education (AoE), in collaboration with the State Board of Education, the Agency of Human Services, higher education, literacy organizations, and others, must develop a plan for a comprehensive early education system for grades K–3 to ensure all students learn to read by the end of third grade.
    • The plan must be updated at least every five years after its initial submission (initial submission date is referenced as 1998, indicating a long-standing framework to be refreshed).

  • Plans for approved independent schools (b)(2):

    • Approved independent schools eligible for public tuition must develop a grade-level literacy plan informed by student needs and assessment data.
    • Plans may include literacy vision, goals, priorities, and must address:
    • Measures and indicators
    • Screening, assessment, instruction and intervention, and progress monitoring (consistent with existing § 2907)
    • Professional learning aligned with § 1710

  • Instruction and parental communication (c):

    • Public and eligible independent schools serving K–3 must provide systematic and explicit evidence-based reading instruction to all students.
    • In addition, they must provide supplemental reading instruction to students below grade-level proficiency or whose reading prevents progress.
    • Schools must provide parents/guardians with information about the student’s current reading proficiency level, based on valid and reliable assessments.

  • Effective date (Sec. 2):

    • The act takes effect on passage.

Who is affected

  • Public schools in Vermont that educate students in kindergarten through third grade.
  • Approved independent schools eligible to receive public tuition.
  • Students in K–3 who are below proficiency standards or demonstrate progress barriers in reading.
  • Parents/guardians of affected students, who will receive information about their child’s reading proficiency and progress.
  • State education agencies (AoE, State Board) and collaborating partners (higher education, literacy organizations, etc.) responsible for implementing the literacy plan and ongoing professional development.

Procedural and timeline aspects

  • The bill mandates development and ongoing updates of a comprehensive literacy plan led by the Agency of Education in collaboration with multiple partners. The initial plan’s update cadence is every five years.
  • The plan must address screening, assessment, instruction, intervention, progress monitoring, and professional learning.
  • The bill becomes law upon passage (effective immediately after enactment).

Potential impact and considerations

  • Aims to reduce early reading failure and associated long-term educational and socio-economic costs.
  • Could increase demand for qualified teachers and literacy specialists with expertise in evidence-based reading instruction.
  • Requires robust data collection and progress monitoring to tailor supplemental instruction and demonstrate student improvement.
  • Enhances transparency for families by mandating communication of a child’s reading proficiency status.
  • Places emphasis on a coordinated, cross-agency approach to early literacy through a structured, multi-year plan.

Compiled from official sources — confirm details with the bill’s official record.

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