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SF 178

Fixing reading failure.

2025 Regular Session Introduced by Ocean Andrew and 2 co-sponsors

The bill requires universal reading screening and individualized plans with evidence-based interventions in early grades to improve reading outcomes.

S 3rd Reading:Failed 6-24-1-0-0
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Bill Summary · SF 178

SF 178 — "Fixing reading failure" (2025) — Bill summary

Status and procedural history
- Introduced: February 3, 2025.
- Committee: Referred to Senate Education; subcommittee recommended amend & do pass. Multiple committee amendments adopted (SF0178SS001 and SF0178S2001).
- Senate action: Passed 2nd reading; failed on Senate 3rd Reading (vote recorded as 6–24–1) on February 12, 2025.
- Sponsors: Senators Scott and Brennan; Representatives Andrew and Campbell listed among sponsors.
- Fiscal note: Undeterminable (LSO reported insufficient time to complete fiscal analysis).
- Companion bill: HF 1463.

Purpose
SF 178 is an education bill aimed at improving early reading outcomes by (1) strengthening screening, diagnostic, intervention and retention policies for students with reading difficulties in early grades, (2) requiring district investments and staff training in evidence‑based literacy practices, (3) creating enforcement/remedies where districts or officials violate state law, and (4) establishing organizational changes at the Department of Education to support implementation.

Key provisions and changes
- Definitions and screening
- Defines terms including "reading difficulty" (explicitly includes dyslexia), "diagnostic instrument," "universal screener," and "high performing school district" (districts with ≥60% proficiency on grade 3 ELA over prior 3 years).
- Requires universal screening at least three times per year; students who screen at risk must be given a diagnostic instrument to pinpoint weaknesses.
- Diagnostic follow‑up is required within fifteen (15) school days after screening (as amended).

  • Individualized reading plans and parent rights

    • Students identified with reading difficulty must have an individualized reading plan specifying evidence‑based interventions.
    • Parents of students on an individualized reading plan may request retention in grade 3.

  • Interventions, retention and services

    • For students retained for remediation, districts must provide targeted services: a "highly effective" reading teacher, increased time in scientifically research‑based instruction, evidence‑based intervention programs, daily small‑group targeted instruction, and frequent progress monitoring.
    • Districts with grade 3 ELA proficiency <60% must spend 50% of certain portions of education resource/foundation grant funds annually on literacy professional development and job‑embedded coaching.
    • Districts with a 3‑year average grade 3 ELA proficiency <45% must provide summer reading camps (grades 1–3) for students on individualized reading plans using evidence‑based curricula and designated staff.

  • Workforce development and licensure

    • District employees responsible for curriculum selection, special education oversight, literacy instruction (K–6), literacy coaches, and intervention staff must receive professional development in evidence‑based literacy instruction and intervention.
    • The bill preserves authority to suspend/revoke teacher certificates for incompetency, fraud/cheating on assessments, immorality, gross neglect, etc.

  • Accountability, legal remedies and reporting

    • Creates a mechanism allowing county attorneys to sue school board members (only those who voted for an alleged illegal policy) and superintendents to compel compliance with state law.
    • If the county attorney prevails, the court may award injunctive relief and an amount (either $1,000 per defendant found to have adopted an illegal policy or the county attorney’s costs), with proceeds deposited in the county general fund.
    • Prohibits modification of proficiency scores on the ELA portion of the statewide summative assessment (language in bill refers to such prohibition).
    • Requires reporting and rulemaking duties for the Department of Education.

  • Department of Education operations

    • Creates an "operations research staff" within the department; that staff is exempted from the state personnel system and associated requirements (as drafted).

Who would be affected
- Students in kindergarten through grade 4 (with related K–6/K–12 professional development implications), particularly those identified with reading difficulty or dyslexia.
- Parents (notification rights, ability to request grade‑3 retention).
- School districts, boards and superintendents (new program, spending, PD and legal compliance requirements).
- Teachers and literacy staff (PD requirements; potential licensure implications).
- County attorneys (authority to bring enforcement actions).
- Department of Education (new staff/responsibilities).

Potential fiscal and operational impacts
- Mandates summer camps, targeted interventions and reallocation of a portion of education grant funds for districts below proficiency thresholds; these have budget implications but a fiscal note was not completed.
- Establishing new department staff (operations research) and enhanced PD requirements would create administrative and personnel costs.
- Legal remedies could increase litigation activity and associated costs/awards.

Effective date
- Bill text indicates an effective date provision but the enacted effective date was not specified in the available materials.

Notes
- The bill underwent several substantive amendments in committee, including changing "invention" to "intervention," clarifying definitions, and refining staff/PD and intervention requirements. Despite committee changes, SF 178 ultimately failed third reading in the Senate.

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

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