SF 2195 (LSB 5449SV (2) 90)

SENATE FILE 2195

BY  COMMITTEE ON EDUCATION

(SUCCESSOR TO SSB 3069)

A BILL FOR

An Act relating to reading instruction, including modifying provisions related to the language arts instruction provided to students enrolled in kindergarten through grade three and the preparation in reading theory provided by practitioner preparation programs, and including applicability provisions.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA:

    Section 1.  Section 256.11, subsections 2 and 3, Code 2024, are amended to read as follows:
   2.  a.  The kindergarten program shall include experiences designed to develop healthy emotional and social habits and growth in the language arts, skills related to encoding and decoding words, and communication skills, as well as a capacity for the completion of individual tasks, and protect and increase physical well-being with attention given to experiences relating to the development of life skills and, subject to section 279.80, age-appropriate and research-based human growth and development. A kindergarten teacher shall be licensed to teach in kindergarten. An accredited nonpublic school must meet the requirements of this subsection only if the nonpublic school offers a kindergarten program; provided, however, that section 279.80 shall not apply to a nonpublic school.
   b.  Commencing with the school year beginning July 1, 2026, the experiences designed to develop growth in the language arts shall include evidence-based early reading instruction that follows a scope and sequence and that is direct, systematic, explicit, responsive, and that consists of all of the following:
   (1)  Phonemic awareness and phonological awareness.
   (2)  Phonics, including decoding and encoding and instruction in writing.
   (3)  Fluency, including oral language development.
   (4)  Vocabulary.
   (5)  Comprehension, including building background knowledge.
   c.  Commencing with the school year beginning July 1, 2026, the experiences designed to develop growth in the skills related to encoding and decoding words shall not include instruction related to any strategies or approaches that are designed to teach students to read words based on meaning drawn from context, structure and syntax, visual cues and pictures, or rote memorization, including the instruction model commonly known as the three-cueing system.
   d.  For purposes of this subsection, “evidence-based” means instruction based on studies that use rigorous methods to control common threats to internal and external validity, measures found to be reliable and valid indicators of literacy, and research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention.
   3.  a.  The following areas shall be taught in grades one through six:  English-language arts, social studies, mathematics, science, health, physical education, traffic safety, music, visual art, and, subject to section 279.80, age-appropriate and research-based human growth and development. Computer science instruction incorporating the standards established under section 256.7, subsection 26, paragraph “a”, subparagraph (4), shall be offered in at least one grade level commencing with the school year beginning July 1, 2023. The health curriculum shall include the characteristics of communicable diseases. The state board as part of accreditation standards shall adopt curriculum definitions for implementing the elementary program.
   b.  Commencing with the school year beginning July 1, 2026, the English-language arts curriculum taught in grades one through three shall include evidence-based early reading instruction that follows a scope and sequence and that is direct, systematic, explicit, responsive, and that consists of all of the following:
   (1)  Phonemic awareness and phonological awareness.
   (2)  Phonics, including decoding and encoding and instruction in writing.
   (3)  Fluency, including oral language development.
   (4)  Vocabulary.
   (5)  Comprehension, including building background knowledge.
   c.  Commencing with the school year beginning July 1, 2026, the English-language arts curriculum focused on encoding and decoding words in grades one through three shall not include instruction related to any strategies or approaches that are designed to teach students to read words based on meaning drawn from context, structure and syntax, visual cues and pictures, or rote memorization, including the instruction model commonly known as the three-cueing system.
   d.  For purposes of this subsection, “evidence-based” means instruction based on studies that use rigorous methods to control common threats to internal and external validity, measures found to be reliable and valid indicators of literacy, and research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention.
    Sec. 2.  Section 256.16, subsection 1, paragraph a, Code 2024, is amended to read as follows:
   a.  (1)  Include preparation in reading theory, knowledge, strategies, and approaches; and for integrating literacy instruction into content areas.
   (2)  Such preparation shall address all students, including but not limited to students all of the following: 
   (a)  Students with disabilities; students. 
   (b)  Students who are at risk of academic failure; students. 
   (c)  Students who have been identified as gifted and talented or English learners; and students. 
   (d)  Students with dyslexia, whether or not such students have been identified as children requiring special education under chapter 256B.
   (3)  Such preparation shall include evidence-based early reading instruction and practical application that follow a scope and sequence that are direct, systematic, explicit, responsive, and that consist of all of the following:
   (a)  Phonemic awareness and phonological awareness.
   (b)  Phonics, including decoding and encoding and instruction in writing.
   (c)  Fluency, including oral language development.
   (d)  Vocabulary.
   (e)  Comprehension, including building background knowledge.
   (4)  Such preparation shall not include instruction or practical application that is designed to teach students to encode and decode words based on meaning drawn from context, structure and syntax, visual cues and pictures, or rote memorization, including the instruction model commonly known as the three-cueing system.
   (5)  For purposes of this paragraph, “evidence-based” means instruction based on studies that use rigorous methods to control common threats to internal and external validity, measures found to be reliable and valid indicators of literacy, and research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention.
    Sec. 3.  Section 256E.7, subsection 2, paragraph g, Code 2024, is amended to read as follows:
   g.  Be subject to and comply with the requirements of section 256.7, subsection 21, and the educational standards of section 256.11, unless specifically waived by the state board during the application process; provided, however, that the state board shall not waive the educational standards related to language arts instruction in kindergarten through grade three established in section 256.11, subsections 2 and 3.
    Sec. 4.  APPLICABILITY.  The following applies to students admitted to an approved practitioner preparation program on or after July 1, 2025: 
   The section of this Act amending section 256.16, subsection 1, paragraph “a”.
EXPLANATION
The inclusion of this explanation does not constitute agreement with
the explanation’s substance by the members of the general assembly.
   This bill relates to reading instruction, including modifying provisions related to the language arts instruction provided to students enrolled in kindergarten through grade three and the preparation in reading theory provided by practitioner preparation programs.
   The bill requires the kindergarten program to include experiences designed to develop growth in skills related to encoding and decoding words. The bill modifies provisions related to the language arts instruction provided to students enrolled in kindergarten through grade three in school districts, accredited nonpublic schools, and charter schools. The bill provides that, commencing with the school year beginning July 1, 2026, such instruction shall include evidence-based early reading instruction that follows a scope and sequence and that is direct, systematic, explicit, responsive, and that consists of phonemic and phonological awareness, phonics, fluency, vocabulary, and comprehension. Additionally, the bill prohibits such instruction from incorporating any strategies or approaches that are designed to teach students to read words based on meaning drawn from context, structure and syntax, visual cues and pictures, or rote memorization, including the instruction model commonly known as the three-cueing system.
   The bill modifies provisions related to preparation in reading theory, knowledge, strategies, and approaches provided in practitioner preparation programs. The bill requires that such preparation include evidence-based early reading instruction and practical application that follow a scope and sequence that are direct, systematic, explicit, responsive, and that also consist of phonemic and phonological awareness, phonics, fluency, vocabulary, and comprehension. The bill prohibits such preparation from including instruction or practical application that is designed to teach students to encode and decode words based on meaning drawn from context, structure and syntax, visual cues and pictures, or rote memorization, including the instruction model commonly known as the three-cueing system. The bill provides that these provisions apply to students admitted to an approved practitioner preparation program on or after July 1, 2025.
   The bill defines “evidence-based” to mean instruction based on studies that use rigorous methods to control common threats to internal and external validity, measures found to be reliable and valid indicators of literacy, and research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention.