House Education hears council testimony to restore literacy supports for grades 4–12 in H.480

Members of the House Education Committee on Wednesday considered language in H.480, section 10, that supporters say restores literacy supports for students in grades 4 through 12. Gwen Carmoli, chair of the Advisory Council on Literacy, and a council community member testified in favor of reinserting language removed in the 2024 early literacy update (Act 139) so older struggling readers continue to receive supplemental instruction.

The Advisory Council on Literacy has recommended that statute 2903 be clarified to make explicit that certain supplemental instruction provisions apply to grades 4–12, not only kindergarten through grade 3, Carmoli said. “The language you see in front of you reflects what the council's work has, and it reflects a review of evidence based practices,” Carmoli said. She asked the committee to clarify instances where draft text might be read as applying to K–3 to avoid confusion with the earlier Act 139 requirements for early grades.

Cynthia, a community member of the Advisory Council on Literacy, told the committee she supports the draft wording in H.480 (draft 13.2) and urged the committee not to delay implementation currently set for July 1, 2025. “All struggling readers in grades 4 through 12 deserve and need support immediately,” she said, and noted the Agency of Education has offered training and resources under Read Vermont.

Committee members and witnesses also discussed implementation capacity. Carmoli suggested the committee consider whether implementation of section 10 should begin in July 2026 to allow time for guidance and for schools to plan and allocate staff and dollars. Carmoli said she believes the agency supports the policy in principle but may not yet have all guidance documents and that some middle and high schools lack the personnel to deliver supplemental literacy instruction immediately.

Representative discussion noted the deliberative constraints of the current legislative process: changes to the bill now could require reconciliation with the Senate or force conference committee action before adjournment. Committee members described a range of district capacities — some unions and supervisory districts share reading specialists or instructional coaches, while others have reduced supports in recent years following pandemic-era funding shifts.

Where draft language removed a previously specific reference to assessments when notifying parents, Carmoli said the change appears intended to allow flexibility for students on different pathways (for example, those participating in CTE or internships) where the same screeners may not apply. She explained flexibility was meant to avoid delaying contact with families when educators observe literacy concerns.

No formal vote or amendment on section 10 was taken at the hearing. Committee members asked witnesses and the Advisory Council to continue working with the Agency of Education and the Senate Education Committee to clarify statutory language and implementation timelines.