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Committee Hears HB262, a Policy Statement Urging 'Science of Reading' Practices for Early Literacy
Summary
Representative Linda Reksten introduced HB262, a non-binding policy statement urging evidence-based early literacy (the "science of reading") in Montana schools after citing NAEP declines; proponents and OPI supported the statement while members questioned legislative involvement in curriculum and asked about data and implementation timing.
Representative Linda Reksten (House Education chair) opened the committee hearing on House Bill 262, a policy statement aimed at encouraging Montana school districts and the Board of Public Education to prioritize evidence-based early literacy instruction commonly described as the "science of reading." Reksten framed the bill with 2024 NAEP data showing a larger share of students scoring at or below basic in reading than in 1998 and warned of long-term consequences if early literacy skills are not addressed.
HB262 is not a funding bill and carries no fiscal note. It urges that early literacy instruction be evidence-based, explicit, systematic and include the core components of reading instruction — phonemic awareness, phonics, vocabulary, fluency and comprehension. Reksten and proponents emphasized the bill is a policy statement and not a mandated curriculum or a procurement of a specific program.
Support and objections: The Office of Public Instruction and a coalition of education organizations testified in favor, noting OPI already maintains a literacy grant that requires participating districts to select from evidence-based curricula if they use grant funds for curriculum. McCall Flynn, director of the Board of Public Education, appeared as an informational witness and said BPE is revising English language arts and literacy standards and that the board will review the revised standards in May with subsequent meetings toward adoption.
Several committee members expressed concern about the legislature’s role in curriculum decisions. Superintendent Susie Hedalen said she supports the science of reading but acknowledged concerns from the field about legislative involvement in instructional choices. Reksten and supporters repeatedly framed the bill as guidance: stronger research-backed instruction is a value the legislature endorses, not a mandate.
Next steps: The hearing concluded with the sponsor asking for due pass. The Board of Public Education review schedule (BPE review in May and follow-up meetings) and OPI literacy grant work were cited as the administrative pathways by which the policy statements would influence practice.
Key quote: "When you can read, you can do anything," Representative Reksten said in closing, urging the committee to give HB262 due consideration.
