House committee hears bill to require evidence-based early literacy instruction in Montana

The Montana House Education Committee on Thursday heard House Bill 262, a sponsor-led measure that would establish state policy endorsing evidence-based early literacy instruction for kindergarten through third grade.

Representative Rexton, the bill sponsor, told the committee "House Bill 262 is a policy statement" and said the measure directs districts and the Board of Public Education to make early literacy instruction explicit, systematic and responsive. Rexton cited National Assessment of Educational Progress results and research including the "Matthew effect," arguing that early gaps compound over time and that instruction should emphasize phonemic awareness, phonics, vocabulary, fluency and comprehension.

The bill would ask the Board of Public Education to develop accreditation standards and direct districts to adopt curricular policies that meet or exceed minimum standards. Rexton emphasized the proposal is intended to preserve local control while providing a consistent framework and noted the amended language adds clarity on adoption and materials selection.

Several education groups and practitioners spoke in favor. Doug Reisig of the Montana Quality Education Coalition, representing a coalition of school associations, said, "Man, this is a great bill," and urged the legislature to support state resources for teacher professional development. Caitlin Jensen of 0 to 5 Montana said the organization "strongly support[s] House Bill 62 as amended" and asked for funding and training focused on the earliest learning settings.

A parent, Sam Schmidt, testified by Zoom about a child whose reading difficulties went undetected until second grade; after two years of private tutoring and significant out-of-pocket costs, the child reached grade level. "The key difference," Schmidt said, "was evidence-based instruction tailored to specific needs."

Susie Hedlund of the Office of Public Instruction, speaking as an informational witness, said the agency supports the goals and would partner with districts on implementation, but cautioned that acquiring research-based materials and providing professional development will require resources and data collection. Hedlund said the state is collecting outcomes for the current early literacy rollout and would include numeracy screening conversations if the legislature expands the program.

Committee members pressed for context and data: some members noted Montana placed relatively high among states on certain grade-level NAEP comparisons, while others reiterated concerns that gaps among underperforming students are widening. OPI and the Board of Public Education said they do not yet have statewide outcome data from the program's first year but described mechanisms for screening and reporting that would provide future updates.

The hearing closed without a committee vote; the committee recessed for caucus and scheduled executive action on a later list of bills.