Vermont House Education Committee discusses S 139 to enhance literacy support for older students

The House Education Committee convened on May 14, 2025, to discuss critical updates to Vermont's literacy instruction laws, particularly focusing on Senate Bill 139 (S 139). The meeting highlighted the need for clarity in the legislation regarding literacy support for students across various grade levels.

The session began with a community member from the Advisory Council on Literacy expressing gratitude to the committee for addressing the topic. The speaker emphasized that S 139 is fundamentally a good law but noted that a minor wording change had created ambiguity about whether the law applies to older students, younger students, or all students. The speaker, who has extensive experience in literacy education and is a parent of children with dyslexia, urged the committee to support the proposed wording in section 10 h 4 80 draft number 13. This wording aims to ensure that supplemental literacy instruction is available for students significantly below grade level in grades 4 through 12, not just in K-3 settings.

The urgency of implementing these changes by the proposed date of July 1, 2025, was stressed, as delaying the implementation would perpetuate inequities for older struggling readers. The speaker pointed out that many students in grades 4 through 12 are already facing challenges in accessing their schoolwork and need immediate support.

Committee members discussed the fiscal realities of providing adequate literacy support in schools. Concerns were raised about budget constraints and the varying availability of reading specialists across different school districts. Some members expressed a desire to expedite support for students while acknowledging the need for schools to have sufficient time to plan and allocate resources effectively.

The conversation also touched on the broader implications of the legislation, with committee members recognizing the obligation to ensure that all students in Vermont receive the necessary literacy instruction to succeed. The meeting concluded with a commitment to continue discussions on the bill and to address the logistical challenges of implementing the proposed changes.

Overall, the committee's discussions underscored the importance of timely and equitable literacy support for all students in Vermont, particularly those in higher grades who may be at risk of falling behind. The next steps will involve further deliberation on the bill and potential adjustments to ensure that all students have access to the resources they need to improve their literacy skills.