Bill
HB 3009
Requires immediate written notice to parents of 1st–3rd graders with substantial reading deficiencies or dyslexia traits, detailing current and proposed supports.
Status & Sponsors
- Bill number: HB 3009
- Primary sponsor: Rep. Joe C. Sosnowski
- Co-sponsors: Rep. Travis Weaver, Rep. Jed Davis, Rep. Tony M. McCombie
- Introduced: February 6, 2025 (filed February 19, 2025)
- Action highlights: Referred to Education Policy Committee, public hearing April 30, reported favorably (without amendment) May 2, placed on General State Calendar, read second time May 15; additional procedural actions noted through July 14 when a co-sponsor was added.
- Legal change: Adds Section 22‑82.5 to the Illinois School Code (105 ILCS 5).
Purpose / Intent
- Require prompt written notification to parents/guardians when a student in grades 1–3 is found to have a substantial deficiency in reading or exhibits characteristics of dyslexia. The intent is to increase early parental awareness and engagement and to ensure families are informed of current and proposed supports to remediate reading difficulties.
Key provisions
- Trigger: Notification must be sent “immediately upon the determination” of a substantial reading deficiency or characteristics of dyslexia as defined elsewhere in statute (subsection (a) of Section 2‑3.16). Determination may be based on:
- screening, diagnostic, progress monitoring, or assessment data;
- statewide assessments; or
- teacher observations.
- Required written notice (to be provided by the student’s teacher) must include:
1. That the student has been identified as having a substantial deficiency in reading;
2. A description of services the school district is currently providing to the student;
3. A description of proposed supplemental instructional services and supports the district plans to provide to remediate the identified reading deficiency; and
4. Strategies for parents/guardians to use to help the student achieve reading proficiency.
Who is affected
- Directly: Students in grades 1–3 who are identified with a substantial reading deficiency or dyslexia characteristics, their parents/legal guardians, and classroom teachers (responsible for issuing notices).
- Indirectly: School districts and administrators (responsible for screening/assessment processes, documenting services, and coordinating supplemental supports). No explicit funding or compliance timeline is included in the text.
Potential impacts and considerations
- Likely to increase early family engagement and documentation of intervention plans, potentially prompting earlier remediation.
- May create additional administrative and communication duties for teachers and districts (timely assessments, drafting notices, tracking proposed supports).
- Interacts with existing dyslexia and special education statutes (referenced Section 2‑3.16); implementation will depend on district screening practices and definitions of “substantial deficiency.”
- No appropriations or enforcement mechanisms specified in the bill text; operational details would be dependent on district policy and guidance from the State Board of Education.
Compiled from official sources — confirm details with the bill’s official record.
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