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Bill Summary · HB 389

Summary of HB 389 (2026 Regular Session, Kentucky) — Reading and Writing in Schools

Purpose and Intent

HB 389 aims to improve identification, screening, instruction, and support for students with dyslexia and dysgraphia, with a focus on early intervention in grades K-3. The bill seeks to ensure districts use evidence-based practices within a multitiered system of supports (MTSS) for reading and writing, enhance educator professional development, and require data reporting and postsecondary preparation program updates related to dyslexia.

Key Provisions and Changes

  • Definitions and Toolkit (KRS 158.307):

    • Clarifies terminology for dyslexia, dysgraphia, evidence-based practices, and phonemic awareness.
    • Requires the Department of Education to provide a dyslexia toolkit with guidance, technical assistance, and training. The toolkit covers screening/identification, intervention strategies, MTSS, instructional planning, professional development, and resources for families.

  • Professional Development (Section 1(4)):

    • The Department collaborates with the Education Professional Standards Board and other entities to expand dyslexia-focused professional development.
    • Emphasis on coaching models, building-level capacity, and awareness training for all instructional staff.

  • Local Policy and Identification (Section 1(5)-(6)):

    • Local boards may establish policies for identifying and supporting K-3 students with dyslexia.
    • Policies must address: definitions/characteristics, universal screening, approved screening/diagnostic tools (covering phonological awareness, alphabet knowledge, decoding/encoding, rapid naming, etc.), data interpretation, parent outreach, evidence-based interventions, and progress monitoring.

  • Instructional Intervention (Section 1(7)-(14)):

    • Districts must use MTSS and evidence-based, structured, multi-sensory approaches to intervention.
    • Explicit, systematic, sequential instruction focused on the alphabetic principle; phonemic awareness; graphophonemic knowledge; language structure (morphology, semantics, syntax, pragmatics); decoding/encoding and fluency; meaning-based reading and writing.
    • If universal screening indicates risk, districts address needs via MTSS; parental notification and provision of dyslexia-related information are required; continued screening may lead to special education referral under IDEA if progress is not made.

  • Progress and Data Reporting (Section 1(11)-(13)):

    • Beginning June 30, 2028, districts must annually report data on:
    • Students identified with dyslexia via the approved screener/diagnostic tool.
    • Enrichment programming usage and RTI involvement.
    • Evaluations, identified cases, tools used, literacy interventions, progress monitoring, and personnel trained to administer tools.

  • Study Project (Section 1(8)):

    • Establishes a study with three districts (urban/suburban/rural) to evaluate early screening and intervention effectiveness, over three school years, with final reporting to the Interim Joint Committee on Education.

  • Postsecondary Teacher Preparation (Section 2):

    • By 2027-2028, teacher prep programs must include instruction on:
    • Dyslexia definitions/identification processes.
    • Evidence-based interventions and accommodations.
    • Core elements of RTI, including universal screening, progress monitoring, data-based decisions, and MTSS/dyslexia instructional practices.

Who Is Affected

  • All local school districts with K-3 students (by implementation of policies and MTSS).
  • Teachers and school staff involved in screening, identification, instruction, and progress monitoring for dyslexia/dysgraphia.
  • Parents/guardians of students identified with dyslexia or dysgraphia.
  • Postsecondary institutions offering teacher preparation programs (updated curriculum requirements).

Procedural and Timeline Aspects

  • Mandatory toolkit availability and ongoing updates; professional development enhancements begin shortly after enactment.
  • Universal screening and MTSS interventions emphasized starting in the early grades; progress reporting begins in 2028 and then annually for five years.
  • Data reporting requirements are phased in, culminating in annual submissions from 2028 onward.
  • Postsecondary program updates are targeted for the 2027-2028 academic year.

Overall, HB 389 centralizes dyslexia/dysgraphia reform in Kentucky schools, promoting early screening, structured literacy instruction, robust data collection, and strengthened educator preparation.

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

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