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HB 2918

SCH CD-DYSLEXIA SCREENING

104th Regular Session Introduced by Jackie Haas and 2 co-sponsors

Requires universal dyslexia screening for K-2 in public schools from 2025-26, Level I follow-up, MTSS interventions, and an SBE handbook to guide districts and families.

Added Co-Sponsor Rep. Tony M. McCombie
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Bill Summary · HB 2918

HB 2918 — School Code: Dyslexia Screening and Supports (Illinois)

Status snapshot
- Introduced (IL): Feb 6, 2025 by Rep. Jackie Haas (filed Feb 5); Co-sponsor Rep. Camille Y. Lilly added Apr 9, 2025.
- House action: Passed the House (2/26/2025); transmitted to the Senate and referred to Senate committees.
- Related bill: SB 1988 (companion).
- Effective date (as drafted): July 1, 2025.
- Note: the legislative packet provided also includes unrelated Arizona text for a different HB 2918 (taxation). This summary covers the Illinois School Code provisions for dyslexia screening.

Purpose and intent
- To require universal early screening for dyslexia risk factors in public school students in grades kindergarten through 2nd grade, to establish follow‑up screening and interventions, and to require State Board of Education guidance and technical assistance so districts can identify and support students with dyslexia or dyslexia risk factors.

Key provisions
- Definitions and guidance
- Revises the School Code to define dyslexia and directs the State Board of Education (SBE) to develop and maintain a publicly available handbook for teachers, parents/guardians and districts. The handbook must include signs of dyslexia, evidence‑based instructional strategies, resources, guidance on universal screener administration and data interpretation, and MTSS guidance. The handbook must be reviewed at least every four years.

  • Universal screening (required)

    • Beginning in the 2025–2026 school year, every school district must screen all students in grades K–2 for dyslexia risk factors using a universal screener.
    • Required screening components (developmentally appropriate): phonological/phonemic awareness; sound–symbol recognition; alphabet knowledge; decoding skills; rapid naming; encoding (spelling) skills; and oral reading fluency.

  • Level I dyslexia screening (follow-up)

    • If the universal screener indicates a student is “at risk” or “some risk,” the district must perform a Level I dyslexia screening (district‑determined process) to gather additional evidence that characteristics of dyslexia are present.
    • Level I may include progress monitoring, work samples, additional age/grade‑appropriate assessments, teacher questionnaires, parent interviews, family history, and speech/language assessments.

  • Intervention and MTSS

    • If screening (universal or Level I) indicates some risk or dyslexia characteristics, the district must use a multi‑tiered system of support (MTSS) framework to address the student’s needs.
    • Districts must notify parents/guardians of screening results and, where Level I indicates intervention need, provide informational resources (characteristics of dyslexia, appropriate classroom interventions/accommodations, and information about parental rights regarding evaluations — text truncated in source but indicates parent notification and information obligations).

  • Exceptions

    • Districts are not required to administer a Level I screening to students already receiving dyslexia intervention services.

  • State Board responsibilities

    • Adopt rules necessary to ensure required screening, define triggers for screenings (new transfers, students not previously screened), and adopt rules for Level I screening and for monitoring students receiving dyslexia intervention services.
    • Provide technical assistance to districts for universal screeners and Level I screenings.

Who is affected
- Primary: public school districts, K–2 students, teachers, school psychologists/intervention staff, district special education administrators.
- Secondary: parents/guardians, SBE staff, and potentially local budgets (training/screeners/intervention services).

Potential impacts and considerations
- Educational benefits: earlier identification of students with dyslexia risk factors, faster access to targeted interventions, and broader use of MTSS to reduce long‑term reading deficits.
- Operational impacts: districts will need to adopt or purchase validated universal screeners, train staff for administration and MTSS interventions, implement Level I screening procedures, and develop parent notification processes.
- Fiscal implications: screening, progress monitoring, training, and intervention services may create district costs. The bill text includes a “STATE MANDATES” note (act may require reimbursement), indicating potential state mandate/reimbursement questions.
- Implementation timing: screening requirement begins in the 2025–2026 school year, with the SBE handbook/rules and technical assistance needed to support districts before or during that first year.

If you want, I can:
- Extract likely district-level cost drivers and estimate one‑time vs ongoing costs; or
- Draft a one‑page implementation checklist for districts (timing, staff roles, recommended screener features, parent communication language).

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

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