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S 338

Requires certain civil court documents to be provided to parties in their native language

2025 Regular Session Introduced by Jamaal Bailey and 2 co-sponsors

Requires elementary literacy curricula to align with evidence-based instruction, with district planning and DESE support to use scientifically based reading practices.

COMMITTED TO RULES
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Bill Summary · S 338

Summary — S.338 (Senate No. 338): “An Act promoting high-quality comprehensive literacy instruction in all Massachusetts schools”

Status: COMMITTED TO RULES (introduced Jan 16/30, 2025)
Committee activity: Referred to Education; hearing scheduled 09/16/2025 (Gardner Auditorium). Primary filer/petitioners: Senator Sal N. DiDomenico (with Nick Collins, Michael O. Moore, James B. Eldridge). Note: full text of Section 3 was truncated in the provided version — consult the official enrolled/printed bill for complete language.

Purpose / Intent

To require that elementary literacy curricula and district literacy practices align with evidence-based (scientifically grounded) reading instruction, strengthen early screening and district response when reading deficiencies are identified, and to direct the Department of Elementary and Secondary Education (DESE) to provide guidance, professional development resources, and approved provider lists to support implementation.

Key provisions and changes

  • Amendments to DESE oversight (Chapter 15, §55A): add evaluation of alignment between district literacy instructional materials/curricula and DESE-recommended high-quality, evidence-based materials (references Chapter 69, §1E).
  • Curriculum alignment (Chapter 69, §1E): requires curricula chosen to meet elementary literacy frameworks to be aligned with evidence-based literacy instruction.
  • District planning (Chapter 69, §1S): adds implementing evidence‑based literacy instruction as an explicit district planning element. District plans must address implementation if early literacy screening shows >50% of K–3 students are below relevant benchmarks for age-typical development in specific literacy skills.
  • Educator preparation (Chapter 71, §38G): educator preparation program approval policies must include alignment with evidence‑based literacy instruction.
  • Definitions (new section): provides specific definition of “evidence‑based literacy instruction” — sequential, systematic, explicit, cumulative practices addressing the five components of reading (phonemic awareness, phonics, vocabulary, fluency, comprehension), aligned with “scientifically based reading research” (citing 20 U.S.C. §6368). Explicitly excludes instruction based on MSV/three‑cueing, whole-word guessing, and picture cues.
  • DESE duties:
    • Provide tools/resources for professional development (PD) aligned with evidence‑based literacy instruction for teachers, paraprofessionals, and reading specialists (PreK–3).
    • Maintain a list of DESE‑approved, high‑quality PD programs/vendors aligned to the standard.
    • Create and provide free online training modules covering foundational practices and pedagogy aligned to scientifically‑based reading research.
  • Section 3 (truncated in provided text): begins requiring DESE guidelines for districts to determine reading deficiency and steps districts should take — full text needed for details.

Who is affected

  • Students in PreK–3 (priority for early screening and interventions).
  • Local school districts and their curriculum choices.
  • Classroom teachers, paraprofessionals, reading specialists, and educator preparation programs (must align training/content).
  • DESE (responsible for tools, approved vendor lists, and oversight).
  • Potentially special education services when instruction is provided under IEPs (explicitly included in definition).

Notable thresholds, references, and impacts

  • Trigger: district planning requirement activated when early screening shows more than 50% of K–3 students below benchmarks.
  • Aligns state expectations with federal “scientifically based reading research” standards (20 U.S.C. §6368).
  • Practical impacts could include adoption/revision of elementary reading curricula, expanded PD/coaching, and district interventions for early grades; potential costs for PD and materials, and operational compliance requirements for districts and educator prep programs.

Procedural timeline (selected)

  • Introduced in Senate: Jan 16/30, 2025.
  • Referred to Education; later advanced through readings and committees.
  • Advanced to third reading and later COMMITTED TO RULES (06/13/2025).
  • Hearing scheduled 09/16/2025.

Note: Because part of the bill text provided was truncated, readers should consult the official bill docket or legislature website for the complete bill text and any subsequent amendments.

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

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