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Bill

SB 105

AN ACT relating to reading and writing in schools.

2026 Regular Session Introduced by Reggie Thomas

SB 105 aims to strengthen K-12 literacy in Kentucky by establishing and funding enhanced reading and writing standards, screenings, interventions, and professional development.

to Committee on Committees (S)
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Bill Summary · SB 105

Summary of SB 105 (2026 Regular Session, Kentucky)

Purpose and intent

  • SB 105 is an act relating to reading and writing in Kentucky schools. The bill appears to focus on establishing or updating requirements, standards, or programs designed to strengthen literacy—specifically reading and writing—in the state’s K-12 public education system. The stated aim is to improve students’ literacy outcomes and ensure consistent literacy education across districts.

Key provisions and changes (as introduced)

  • The bill title indicates a primary emphasis on reading and writing within schools, though the exact statutory text is not provided in the summary. Anticipated areas of reform typically associated with such bills may include:
    • Standards and curriculum: Establishing or enhancing state literacy standards, benchmarks, and approved curricula or instructional materials for reading and writing.
    • Teacher training and professional development: Requiring training hours, certification updates, or ongoing professional development for teachers to implement evidence-based literacy strategies.
    • Screening and assessment: Mandating universal or targeted literacy screenings, progress monitoring, and data-driven decision-making to identify and support struggling readers.
    • Intervention and remediation: Implementing structured intervention programs for students who are not meeting literacy benchmarks, including tiered supports.
    • Accountability and reporting: Adding reporting requirements for districts and schools on literacy outcomes, program implementation, and progress toward targets.
    • Grants or funding: Potential allocation of state funds, grants, or resources to schools for literacy initiatives, materials, or professional development.

Note: The exact text of SB 105 is not provided here, so the above items reflect common components of Kentucky literacy-related legislation and may not all be included in the bill. The introduced language could specify particular standards, programs, or timelines beyond these general categories.

Who would be affected

  • Primary: Public K-12 students across Kentucky, with a focus on literacy achievement (reading and writing).
  • Secondary:
    • PK-12 teachers and literacy specialists responsible for delivering reading and writing instruction.
    • School districts and the Kentucky Department of Education, which would implement, monitor, and report on the new requirements.
    • School administrators who coordinate literacy programs, screenings, and interventions.

Procedural and timeline considerations

  • Introduction and referral:
    • Introduced in the Senate on January 16, 2026.
    • Referred to the Committee on Committees (S) for consideration. This indicates a procedural step where the bill would be reviewed, potentially amended, and scheduled for hearings before more substantive committees (e.g., education committees).
  • Next steps (typical process, not explicit in the summary):
    • If advanced, SB 105 would move through the Senate committees, possibly be debated and voted on, and then move to the House of Representatives for consideration.
    • Upon passage in both chambers, the bill would proceed to the governor for signature or veto and become law if enacted.
  • Effective date: The summary does not specify an effective date; the enacted bill may include a phased timeline (e.g., implementation starting in a future school year) or immediate effectiveness for certain provisions.

Notes and considerations for readers

  • The summary above focuses on the bill’s stated scope (reading and writing in schools) and typical policy areas tied to literacy legislation. The actual statutory text will define the precise requirements, implementation dates, funding provisions, and any pilot programs or sunset clauses.
  • Stakeholders—teachers, school leaders, parents, and literacy advocates—will likely want to review committee hearings, fiscal notes (if provided), and any district implementation guidelines to understand funding, timelines, and operational impact.

If you would like, I can update this summary with specific provisions and dates as soon as the official text or a detailed summary from the Kentucky Legislature becomes available.

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

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