Bill expands early‑literacy program to include numeracy and optional peer‑model slots

Representative Nicola Cocos introduced House Bill 628 to extend Montana’s early‑literacy intervention to a broader scholastic‑literacy framework that explicitly includes early numeracy. The bill also authorizes, at local option, enrollment of a limited number of on‑target (model) students into intervention classrooms at a maximum ratio of one on‑target student for every three students who qualify for intervention, intended to improve peer modeling and classroom dynamics.

Supporters including early‑childhood organizations, the Office of Public Instruction, and the Coalition of Advocates for Montana’s Public Schools described the proposal as a modest, research‑based expansion that preserves local control and requires data collection to assess program effectiveness. OPI and school administrators commended corrections in assessment timing (allowing assessment five months before enrollment or at intake) and praised optional local participation to address practical implementation concerns such as class size and eligibility counts.

Questions from the committee addressed evaluation methodology and how numeracy will be integrated with existing Board of Public Education evaluation rules. Board staff said the board has adopted evaluation methodologies for literacy and would work with subject experts to incorporate numeracy standards.