Board of Regents outlines Blueprint for Literacy: $10M, credential targets for teachers and seven literacy centers

Dr. Cynthia Lane, who is leading the Board of Regents’ effort on the Blueprint for Literacy, told the Kansas Senate Education Committee at a legislative hearing that the blueprint established by Senate Bill 438 and funded with a $10 million appropriation directs universities to train and credential teachers in structured literacy and to stand up regional Centers of Excellence to support teachers, leaders and families.

The blueprint sets two headline goals: that 100% of the state’s elementary educator workforce hold a credential in structured literacy by 2030 and that, by 2033, 90% of third- through eighth-graders read at level 2 or higher on the Kansas assessment, with 50% of students reaching levels 3 and 4. Lane said the targets imply an average annual improvement of roughly 3% to move students from the lowest achievement band into grade-level proficiency.

Lane reviewed steps already completed under the law. She told the committee that the public universities implemented two undergraduate courses in the science of reading by the Aug. 2024 deadline set in the statute, and that a 6-credit graduate-level foundations course for in-service teachers will pilot in March and be widely available by June. Tuition for that 6-credit course will be paid from the blueprint allocation, and Lane said teachers completing the course will receive a stipend as well as a credential. Lane described the course workload as roughly 170–180 clock hours.

A major element of the blueprint is a network of regional Centers of Excellence. The statute required a plan for six centers; the advisory committee recommended seven catchment areas after analyzing geography, teacher and student counts, and local needs. Each center must commit university expertise to the statewide network, design hub‑and‑spoke supports for local districts, address unique regional needs (for example, tribal schools in one catchment), and present measurable plans for improving teacher practice and student outcomes. Lane said center plans were under review and that the advisory committee expected to determine readiness for spring implementation by the end of the month.

Committee members pressed Lane on implementation details. Lane said the Board of Regents and universities will provide both coursework and classroom coaching; universities will supply faculty coaches who can work virtually and in school classrooms. She said the blueprint does not itself set district class-size policy; that remains a K–12 decision. Lane also said the Office of Literacy will monitor centers monthly through a council of center directors and require quarterly reporting on program and student data to guide adjustments.

Committee members raised several workforce and capacity concerns. Lane said Kansas currently has roughly 425 certified reading specialists statewide and that the K–12 system has about 1,900 vacancies overall, with about 600 in elementary grades; she warned that producing more coaches must not worsen classroom shortages. Lane said the blueprint will seek to expand clinical experiences for undergraduates so new teachers are better prepared on day one and to produce more reading specialists without unnecessarily pulling experienced teachers from classrooms.

On accountability, Lane said the Board of Regents’ Office of Literacy and the advisory committee will review progress regularly and adjust strategies. She described the quarterly data reviews and a director’s council as part of those oversight steps and acknowledged legislative oversight and funding decisions will follow if measurable progress is not achieved.

Separately during the session, Chair Erickson introduced RS 0501 (a proposal to adjust a tax credit for low-income students). The chair asked if there were objections; hearing none, she declared the measure introduced.

Why it matters: Lane summarized the economic and social stakes, citing research that low adult literacy is associated with large economic losses (she cited a statewide estimate of roughly $19.3 billion in lost economic growth and larger national estimates); she argued that equipping educators with instruction grounded in the science of reading is central to restoring student literacy and workforce readiness.

Looking ahead, Lane asked the committee for feedback on the center designs and related budgets and said the advisory committee will continue reviewing center plans and budget allocations while seeking external grants and matches to sustain the initiative beyond the initial appropriation.