[{"_1":2,"_87":-5,"_88":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},"mediaId",6268410,"mediaKeyId","3055672-52a12e458dbb28c7b16ffec0525a93b0","parentId",3055672,"title","Agency of Education asks a one-year delay before extending supplemental reading mandate to grades 4–12; advocates urge immediate action","audioSeconds",2245,"startMs",6322000,"endMs",8567000,"viewUrl","/Search/View?dp=1&key=3055672-52a12e458dbb28c7b16ffec0525a93b0&start=6322&end=8567","thumbnailUrl","https://assets.pipeline.soar.com/3055672-52a12e458dbb28c7b16ffec0525a93b0/thumbnail_6322000.jpg","articleUrl","/articles/6268410/Vermont/Agency-of-Education-asks-a-one-year-delay-before-extending-supplemental-reading-mandate-to-grades-412-advocates-urge-immediate-action","mediaUrl","https://secure.pipeline.soar.com/6268410-87024f401a58095693224af7bfe6a516/orig.mp4?Expires=1771077075&Signature=B6mck1iJUwv4rAHesNayeYYkQlyc4ItTjlgV7BU82P7086JSWOWGxEGVR3nKzk~5FfFY4S9Wd-p56zzQ1AA~7cHT2SLZ7w6aAV9v7FiLvdgwA20IoNh8W1oI91SNvVKZfvzwhR4UoGIyTcqB~zKRSDGs0jf59-qqE3cU44rpWXtZKNRyUxG0trVrlHJN9MHFIXcvIHpybdHUaMixtPvz98Atf1HE74zR9kiaQahMOLc-ifI5J8Im3~4TrkkcuVLlH0a1e4mkgu3dkYU0fokG8gIk31Bwv6LRmTIcIxvmgu7zolubStqZc1q62xikXXXNZawiZbxsWt-kNkEbJ0Gddw__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-04-19T00:36:07.597Z","article","Montpelier — Agency of Education staff told the Senate Education Committee on April 18 that they support adding a requirement for schools to provide supplemental reading instruction for students significantly below grade level in grades 4–12, but asked the committee to set the effective date for that expansion to July 1, 2026, to allow time for guidance, assessment alignment and training.

The request concerns Section 10 of House Bill H4 80 (the literacy provisions) and builds on existing statute (the committee referenced 16 V.S.A. §2907 and related MTSS requirements) that currently requires screening and supplemental reading supports in early grades. Agency staff said the expansion to adolescent grades should be launched with clear, evidence‑based assessment guidance and targeted professional learning so districts implement consistently.

Agency rationale and implementation steps

Emily Loesch, project manager for READ Vermont at the Agency of Education, said the agency shares a singular goal: \"increasing literacy achievement for all Vermont students.\" She told the committee that READ Vermont — launched by the agency in September — has already run multiple workshops and that the agency would begin implementation planning immediately upon passage.

Loesch and colleagues described a six‑part implementation agenda the agency would pursue in preparation for a July 2026 effective date: review agency capacity and resources, engage educators and district leaders, complete a research review of evidence‑based adolescent literacy practices and assessments, issue guidance and recommendations (including how to define \"significantly below\" for grades 4–12), identify accountability mechanisms aligned with existing continuous‑improvement structures, and expand professional learning opportunities for educators of adolescent learners.

READ Vermont work cited in committee

The agency reported that it has already delivered seven READ Vermont workshops since September, with each session drawing 65–80 participants. In March the agency ran a live professional learning workshop on adolescent literacy with about 75 live participants and more than 200 registrants who accessed the recorded session.

Advocates urge no delay; some educators warn of capacity constraints

Gwen Carmeli, chair of the Literacy Advisory Council, told the committee the k–3 statute (Act 139) preserves a set of specific screening and parent‑notification protections tied to early‑grade assessments (phonemic awareness, phonics, fluency, vocabulary and comprehension), and said those requirements are different from the practical approach needed for secondary‑grade screening. \"Schools need lead time with the... staffing challenges,\" she told the committee, and said a July 2026 date would help districts prepare professional learning and staffing.

Parent advocate Cynthia Gardner Morris urged immediate implementation, saying students who struggle need help now and that some students could graduate before a delay takes effect. One commenter quoted in written testimony argued \"I can't see any real benefit to waiting; kids can be harmed by waiting.\" Some experts who submitted comments argued the statutory expansion should not create a gap in student services; the agency repeatedly emphasized that existing MTSS provisions already require interventions for struggling students now.

K–3 vs. 4–12: screening and assessment distinctions

Agency witnesses told the committee that the existing k–3 framework (statute 16 V.S.A. §2907 and Act 139 guidance) centers on universal screening of the “big 5” (phonemic awareness, phonics, fluency, vocabulary and comprehension) and specific parental notification and intervention requirements. For grades 4–12, the agency said available screening tools and assessment approaches differ; the agency argued the state should define what constitutes \"significantly below\" at those grades with appropriate instruments and guidance before a mandate takes effect.

What the committee heard about timing

AOE recommended July 1, 2026, as the effective date for grades 4–12 so guidance can be issued in advance of full implementation. Agency staff said they would begin work immediately after passage (capacity review, stakeholder engagement, guidance and professional learning) rather than waiting on formal effective dates. Several committee members suggested a shorter runway might be feasible (for example an autumn guidance deadline), while some advocates said the state should not delay at all.

What happens next

The committee heard technical questions and stakeholder views but recorded no vote in the portion of the transcript provided. If the Legislature moves forward with language extending the supplemental reading mandate to grades 4–12, the committee and the Agency of Education will need to reconcile the timing question, adopt assessment guidance for older students, and secure funding or staffing for the planned supports and professional learning.

Ending note

Agency officials framed their recommendation as balancing urgency with a need to ensure consistent, evidence‑based implementation statewide. Advocates framed the choice as one between immediate help for students and the risk of uneven implementation without state‑level guidance and training.","mediaType","Video","parentTitle","Senate Education 2025-04-18 1:15PM","oneSentenceSummary","Montpelier — Agency of Education staff told the Senate Education Committee they support extending statutory supplemental reading supports to grades 4–12 but asked the committee to set the effective date for that expansion to July 1, 2026, so the agency can issue guidance, align assessments and provide professional learning.","taxTitle","Education, SENATE, Committees, Legislative , Vermont","taxId",37663,"location","Vermont","headline","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6268415,"Senate education committee reviews omnibus education bill: class-size minimums, school-construction program and governance changes",4204,296000,4500000,"/Search/View?dp=1&key=3055672-52a12e458dbb28c7b16ffec0525a93b0&start=296&end=4500","https://assets.pipeline.soar.com/3055672-52a12e458dbb28c7b16ffec0525a93b0/thumbnail_296000.jpg","/articles/6268415/Vermont/Senate-education-committee-reviews-omnibus-education-bill-class-size-minimums-school-construction-program-and-governance-changes","https://secure.pipeline.soar.com/6268415-12d5d180e3469e5ae64b484a67b02b43/orig.mp4?Expires=1771077075&Signature=FnIyG6BXz63t0vzO~1Ae~x9ycmx~sPPW8NZpSociWfLdRW48ahVJ6FapJQU5z1nQnV0coMWc-HxsKP0aFj1CI9zc1inpwhHkYhAvtMglgtPIv8VNS83qkDhWWUXAOcG1wqAcRs3kuHj33dN89hGCSLpOFjTzV30uYk39ahyh0S9IgB0oNyF4vUM8e4bjPlgbb9adx2KZD4uxR8ABg67G9rgQ6g4c4kC0Akt5KfHTsscCgVRS7jk1nL1wU77qul8qDbMZKaA1JpZOSxkixoRoOiEz9SA-7FnvVosU7t8TOXekhYZAPcny6-EdEBYpBmGX-az999ioX3kX9mOqywGNpw__&Key-Pair-Id=KUT5TJCACFTXG","Montpelier — The Vermont Senate Committee on Education on April 18 scrutinized an omnibus education bill (referred to in committee as H445/H4 54 in places of the transcript) that would set statewide class-size minimums, create a State Aid for School Construction Program, alter State Board of Education appointments, and change how districts may pay tuition to independent schools.

The bill would add class‑size minimums to the Education Quality Standards (Title 16, section 165), set waivers and enforcement steps if schools miss the minimums for two consecutive years, and require the Agency of Education to initiate related rulemaking. Committee members were told the class-size provisions would take effect July 1, 2026.

Why it matters: The proposal reaches across facilities, governance and funding and would change how the state approves construction aid, how districts are allowed to close schools or pay tuition, and how independent schools qualify for public tuition dollars — potentially affecting local budgets, district consolidation plans and services for students across Vermont.

Most immediate provisions: class-size minimums and waiver process

Under the draft language reviewed by the committee, minimum average class sizes would be added to the Education Quality Standards. The text presented to the committee set minimums of 12 students for kindergarten, 15 for grades 1–4 and 18 for grades 5–12 in required content-area courses.

The bill lists multiple exclusions from the minimums — pre‑K, career and technical education (CTE) classes, flexible pathways and terminal/advanced courses, courses requiring specialized equipment, driver education, and small-group special‑education or EL services. If a school cannot meet the minimums because of geographic isolation, or if it has a certified implementation plan, it may seek a waiver from the State Board; the state board would define geographic isolation and its decision would be final.

If the Agency of Education secretary determines a school has failed to meet the class‑size minimums for two consecutive years, the existing statutory process in Title 16 for schools that do not meet Education Quality Standards would apply. That process requires the secretary to recommend corrective actions and technical assistance and, if insufficient progress occurs, to recommend more significant interventions to the State Board of Education (which can include administrative control, closure or consolidation under current law).

Task forces, timelines and rulemaking

The bill creates several temporary bodies and deadlines. A school‑district voting ward task force would be chaired by the secretary of state and must meet by July 15 (year in the bill). The task force would cease to exist on June 30, 2026, and is charged with recommending compact, contiguous voting districts and the optimal number of school-board members.

The Agency of Education would be required to initiate rulemaking on the class‑size standards by Aug. 1, 2026, and to initiate rulemaking on statewide proficiency‑based graduation requirements by July 1, 2027, with those graduation rules targeted to affect the cohort entering high school in 2027–28 (graduating class of 2031).

School construction program, advisory board and funding mechanics

The bill would create a State Aid for School Construction Program housed at the Agency of Education and set up a dedicated School Construction Aid Special Fund. The agency’s duties would include application review, rules adoption, a prequalification process for project teams, quarterly progress reports, and an annual report to the Legislature.

An advisory board would be established with ex officio membership (treasurer, commissioner of Buildings and General Services, executive director of the Vermont Bond Bank, chair of the State Board of Education) and appointed members with construction, education or finance expertise. That advisory board’s enabling section takes effect July 1, 2025; other school‑construction sections take effect July 1, 2026.

Award mechanics described in committee materials: the baseline aid for an approved project would be 20% of eligible debt service cost, with bonus incentives that could add up to an additional 20% (bringing a theoretical maximum to 40% of eligible costs). The secretary may grant emergency aid for an eligible project equal to 30% of eligible project cost up to a maximum eligible total project cost of $300,000 (a cap the presenters noted would net a $90,000 maximum state aid under the emergency rule).

The proposed special fund would be seeded by amounts appropriated by the General Assembly and by deposits from the supplemental district spending reserve; the draft language added that transfer during the committee walkthrough.

Independent schools, tuition transition and approved‑school moratorium

The bill would restrict district tuition payments to public schools in Vermont and to independent schools that meet a new set of criteria. Under the language presented, an independent school that accepts public tuition must be an approved independent school on or before July 1, 2025, and must have at least 51% of its student enrollment composed of district‑funded tuition students during the 2024–25 school year. The draft also requires independent schools to comply with class‑size minimum standards if they accept public tuition; independent schools could seek waivers similar to public schools if they qualify.

A tuition‑transition provision would permit students who are enrolled this year or already accepted for next year to continue receiving district tuition payments through graduation even if the independent school would not satisfy the new eligibility criteria for future enrollments.

Rule and appeal changes

The draft transfers some school‑construction rulemaking authority from the State Board of Education to the Agency of Education and preserves an appeal path: a municipality aggrieved by a funding award or allocation from the agency may appeal to the county Superior Court.

Governance and State Board appointments

The draft would change how State Board of Education members are appointed: eight members, including two student members, would be appointed by the governor; one member by the speaker of the House; and one by the Senate Committee on Committees. Transition language would allow current members to finish their appointed terms; the new appointment process would take effect July 1, 2025. The governor would retain removal power, but whomever made the original appointment would fill resulting vacancies.

Special education and implementation reporting

The committee also reviewed a group of session‑law reporting requirements tied to special education. The Agency of Education would be required to report this year on drivers of extraordinary special‑education reimbursement costs, including a facility‑level inventory and cost analysis of specialized programs. The agency must also produce a three‑year strategic plan for special‑education delivery and transition to a weighted funding model, with annual progress reports due through 2028. The draft included funding and one classified position to support development and implementation of that plan.

What presenters said

Tom Little of the Vermont Student Assistance Corporation told the committee that a drafting mismatch in statute had created ambiguity about whether guard members may attend out‑of‑state degree programs when a program is unavailable in Vermont; he urged statutory language to align subsections so eligible guard members could enroll out of state and receive an in‑state tuition rate under the National Guard tuition benefit program. \"One of the things I've learned over the years is that you can never read a statute too often because you'll often find something there that you didn't know was there,\" he told the committee.

Beth St. James of the Office of Legislative Council led the bill walkthrough and answered technical questions about effective dates, rulemaking deadlines and which provisions would be repealed or replaced.

What’s next

Committee members asked a range of technical and policy questions during the multi‑hour walkthrough but did not take a vote on the bill during the session covered in the transcript. Several members pressed for more detail on implementation timelines, funding sources and whether the proposed new agency responsibilities (for school‑construction program administration, rulemaking and project oversight) would be matched by budgeted staff and resources.

The bill as presented contains numerous effective dates (advisory board work as early as July 1, 2025; many programmatic provisions and rulemaking triggers July 1, 2026; tuition and foundation formula transitions timed in later years). Committee review will continue as staff and legislators reconcile rule timelines, funding sources and implementation supports.

Ending note

Presenters told the committee the bill attempts to balance long‑term policy goals — building capacity, creating statewide priorities for construction, and equalizing educational opportunity — with extensive rulemaking and implementation work that will require agency capacity and legislative follow‑up on funding.","Montpelier — The Vermont Senate Committee on Education on April 18 scrutinized an omnibus education bill that would set statewide class-size minimums, create a State Aid for School Construction Program, alter State Board appointment rules, and change how districts pay tuition to independent schools.","actionData","errors"]

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Agency of Education asks a one-year delay before extending supplemental reading mandate to grades 4–12; advocates urge immediate action

Senate education committee reviews omnibus education bill: class-size minimums, school-construction program and governance changes