Vermont lawmakers propose amendments to restore K-12 reading support legislation

The Vermont Senate Education Committee convened on April 1, 2025, to address critical issues surrounding student reading performance and legislative adjustments to support literacy education. The meeting focused on the implications of Act 139, a law passed last year aimed at improving K-3 literacy, which has raised concerns regarding the removal of supplemental reading instruction for struggling readers across all grade levels.

The discussion began with an overview of Vermont's Multi-Tiered System of Supports (MTSS), a comprehensive framework designed to enhance teaching and learning. However, it was noted that the state has seen a decline in reading performance among students, particularly highlighted by recent National Assessment of Educational Progress (NAEP) scores. Alarmingly, 42% of Vermont fourth graders scored below the basic reading level, indicating significant challenges in literacy.

A key point raised was the inequity created by Act 139, which eliminated provisions for supplemental reading instruction for students beyond the K-3 grades. This change has led to gaps in reading intervention services across schools and districts. In response, educational leaders proposed a revision to Vermont statute 16 VSA 29 0 3 to restore the intent of the law, ensuring that K-12 students who struggle with reading can access necessary support.

The committee emphasized the importance of early reading skills, noting that children who do not achieve reading proficiency by the end of first grade are likely to fall further behind. The proposed legislative change aims to provide equitable access to evidence-based literacy interventions, addressing the long-term personal and economic costs associated with reading failure.

Senator Bombardier and other committee members engaged in discussions about the proposed revisions, which would maintain the core improvements of Act 139 while reinstating critical support for struggling readers. The meeting concluded with a commitment to further explore the proposed changes and their potential impact on educational equity in Vermont.

Overall, the discussions underscored a collective urgency to enhance reading instruction and support for all students, ensuring that every child has the opportunity to succeed in their educational journey. The committee plans to continue deliberations on this matter in upcoming sessions.