Kansas''s Blueprint for Literacy aims to train teachers in ''structured literacy, seeks $10M to $20M in funding

Dr. Cindy Lane, lead of Kansas''s Blueprint for Literacy, told a Midwestern Higher Education Compact meeting that Senate Bill 438, "the blueprint for literacy," was signed into law by Governor Kelly on April 25, 2024, and establishes a higher-education''led effort to improve student reading outcomes. Lane said the initiative treats literacy as an "economic imperative" in light of projections that Kansas will add tens of thousands of high-skilled jobs requiring postsecondary credentials.

Lane pointed to National Assessment of Educational Progress (NAEP) trends to underline the problem: "Since 2020, we have been declining, and since the year 1990, we have the largest drop ever in the ability of our students in K'—2 to read at or above grade level." She said roughly a third of children nationally read below grade level and that many states in the Midwestern Higher Education Compact cohort have 25% or more of students scoring below basic on reading assessments.

The law requires the Board of Regents to establish an Office of Literacy and an advisory committee composed of gubernatorial and legislative appointees and K'—2 and higher-education practitioners. Under the statute, higher-education teacher-preparation programs must teach only the "latest science" of reading called structured literacy; Lane said that approach, formalized in 2014, emphasizes direct and explicit instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension.

Lane described three principal strategies the blueprint relies on. First, a micro-credential for educators: "We want a 100% of our elementary workforce, teacher workforce, including our paras, to achieve what we call a micro credential in the science of reading structured literacy," she said. The credential is being designed by a consortium of seven public universities in Kansas working with 17 independent colleges; it follows International Dyslexia Association standards, will include about 180 clock hours of coursework, offer personalized coaching from university faculty, and—for Kansas educators—be tuition-paid by the blueprint with an additional stipend available.

Second, the blueprint establishes a network of regional centers of excellence to provide local support, professional development, assessment services and family resources. Lane said the advisory group initially planned for six centers but recommended seven, locating them based on university expertise and population density so they can both host services and deploy resources across their catchment areas.

Third, the initiative emphasizes collaboration: the Board of Regents will work with the state Department of Education, local districts and community partners to align undergraduate preparation, in-service professional learning and district supports. Lane said the Board of Regents''plan for the centers will be before the Regents for feedback the next day, with hopes for approval in December and subsequent legislative consideration for additional investment.

On financing, Lane said Kansas has committed $10,000,000 to the effort and likely will need "a little bit more resource, but it will be less than 20" million dollars; she said universities are contributing faculty time and in-kind expertise.

During audience questions, Gary Case of Ohio asked how "Science of Reading" differs from "structured literacy" and why the initiative is housed in higher education rather than in the state education department. Lane replied that the 2000 national reading panel identified core components of reading instruction while structured literacy (articulated in 2014) stresses the direct, explicit instruction that many prior practices lacked, and she said higher education must be involved because it prepares the educators who deliver instruction.

Attendees raised questions about socioeconomic factors and DoD schools''higher performance, the need to restructure student-teaching and clinical experience for future teachers, how the plan accounts for societal changes in incidental reading and technology, and interventions for students with dyslexia. Lane said the advisory committee will address technology and changing literacy contexts, that centers will aid districts in assessment and individualized plans for students (including those with dyslexia), and that the work will include extending credentialing beyond pre-K'—to grade 8 into other content areas over time.

Next steps: the Board of Regents will review the centers plan for feedback, Lane said, with Regents consideration expected imminently and subsequent legislative review for funding and investment.