HB637 would require Hawaii public schools to administer a Department of Education-approved dyslexia-sensitive universal screening for all students in kindergarten through third grade beginning with the 2026-2027 school year. The screening would be part of the existing universal screening process and would assess skills associated with early reading development, including phonological awareness, sound-symbol recognition, decoding, rapid naming, encoding, oral reading fluency, and oral language. The bill also directs schools to use evidence-based interventions for students identified with dyslexia or flagged as struggling readers, with progress monitoring carried out through Hawaii’s multi-tiered system of supports.
In addition to student screening and intervention, the bill requires the Department of Education to provide professional learning on structured literacy instruction and evidence-based interventions, and to work with higher education pre-service teacher programs so general and special education candidates are trained in structured literacy. The bill adds statutory definitions for dyslexia, dyslexia-sensitive universal screening, structured literacy instruction, universal screening, and related terms, and includes an unspecified appropriation for fiscal years 2025-2026 and 2026-2027 to pay for dyslexia-sensitive screeners. The effective date is set for July 1, 3000, which appears to function as a placeholder rather than a practical implementation date.
HB637 would amend Chapter 302A of the Hawaii Revised Statutes by creating new requirements for early literacy screening and intervention in public schools, specifically targeting dyslexia and related language and literacy challenges. It would expand the Department of Education’s responsibilities to include approved dyslexia-sensitive screening, evidence-based intervention protocols, staff training, and coordination with teacher preparation programs. The bill also creates new statutory definitions that would guide how schools and the department identify and respond to reading difficulties, and it authorizes state general fund appropriations for implementation.
The bill appears to have generally favorable policy framing, emphasizing literacy, early intervention, and support for students with dyslexia. The bill text itself presents the measure as a response to low reading proficiency and Hawaii’s lack of dyslexia-specific laws, suggesting a strong reform-oriented rationale. No committee transcript or vote record was provided, so there is no recorded opposition or support from hearings or floor action in the available materials beyond the bill’s referral to the education and finance committees.
The main potential points of contention are likely to be implementation costs, the scope of the screening mandate, and the Department of Education’s capacity to train staff and coordinate with teacher preparation programs. Because the bill requires new screening tools, interventions, professional development, and pre-service training, questions may arise about funding levels, operational burden on schools, and whether existing universal screeners should be replaced or supplemented. Another possible issue is the bill’s broad application to all public schools and all K-3 students, which could raise concerns about administrative complexity and compliance timelines.