AN ACT Relating to using evidence-based instructional practices in reading and writing literacy for public elementary students;
HB 1295 requires Washington public elementary schools to use evidence-based, structured literacy practices in reading and writing instruction. The bill directs school districts, charter schools, and state-tribal education compact schools to ensure that any new or updated early literacy curriculum for kindergarten through grade 4 includes core components such as language comprehension, fluency, phonological awareness, phonics, vocabulary, oral language development, and orthographic knowledge. It also requires curricula to be diagnostic, responsive to individual student needs, aligned with state English language arts standards, and consistent with teacher endorsement standards for literacy-related competencies.
The bill expands screening and intervention requirements for early literacy and dyslexia-related needs. School districts must screen students in kindergarten through grade 2 for indications of below-grade-level literacy development or dyslexia-related weaknesses, provide evidence-based multi-tiered interventions, notify parents and families, and recommend evaluation when needed. The bill also requires districts to provide family engagement supports and may use state funds for implementation. In addition, it directs the Office of Superintendent of Public Instruction (OSPI) to develop and maintain educator literacy training, a dyslexia handbook, best-practice guidance, sample parent information, and statewide reporting on screening, interventions, and implementation challenges.
HB 1295 amends multiple sections of Washington education law governing basic education, teacher endorsement standards, school operation and management, and OSPI’s literacy-related duties. It recodifies and updates provisions in RCW chapters related to reading instruction, early literacy, dyslexia screening, and teacher preparation, while repealing older provisions tied to prior reading instruction and professional development programs. The bill also applies these requirements to charter schools and state-tribal education compact schools, broadening the reach of state literacy policy across public elementary education settings.
The bill appears to have broad bipartisan support and little visible opposition. It passed the House overwhelmingly, advanced through the Senate committee with a strong majority, and cleared final passage in both chambers with only one or very few dissenting votes at each stage. The vote pattern suggests general agreement that improving early reading instruction, screening, and intervention is a priority, especially for students with dyslexia or other literacy difficulties.
The main points of tension are not about whether to improve literacy instruction, but about how prescriptive the state should be and how implementation should be managed. The bill requires districts to adopt specific evidence-based, structured literacy components and to use multi-tiered interventions, which may raise concerns about curriculum flexibility, training capacity, and operational burden. It also emphasizes equity, citing research that African American and Hispanic students with dyslexia may be underidentified, so the bill’s screening and intervention framework is partly aimed at reducing disparities in identification and support. Any remaining concerns likely center on cost, staffing, fidelity of implementation, and the ability of districts to meet the new requirements within existing resources.