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WashingtonHB 12952025-2026 Regular SessionHouseWALLET

Using evidence-based instructional practices in reading and writing literacy for public elementary students.

Sponsored By: Gerry Pollet (Democratic)

Became Law

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Bill Overview

Analyzed Economic Effects

3 provisions identified: 3 benefits, 0 costs, 0 mixed.

Early dyslexia screening and supports for K–2

Beginning in the 2021–22 school year, districts screen all K–2 students for signs of dyslexia and use a multi‑tiered system of supports (MTSS). Districts must use screening tools that follow best practices, including tools listed by the state education agency (OSPI). If a child shows indicators, trained educators must deliver evidence‑based, multisensory structured literacy help, starting in the regular classroom when possible. Schools must tell families about the indicators and planned supports, include the state dyslexia handbook, and give regular progress updates. If problems continue, the district must recommend a dyslexia or specific learning disability evaluation. OSPI provides and updates a dyslexia handbook and best‑practice guidance for schools and families. Districts may use state funds under chapter 28A.165 RCW to pay for required screenings and interventions.

Stronger K–4 reading curriculum in all schools

The law creates a full K–4 reading system based on each child’s needs, with yearly screening and family engagement. Starting September 1, 2027, any new or updated K–4 reading or writing curriculum must include language comprehension, fluency, phonics and spelling, phonological awareness, vocabulary, and oral language. It must be diagnostic, multisensory, evidence-aligned, and match state standards and teacher endorsement competencies. Districts implement with the developer’s guidance when possible, without undue financial or operational burden. Charter schools and state‑tribal compact schools must follow these same K–4 literacy rules.

Teacher training and standards for literacy

OSPI creates and updates an educator literacy training program for K–4 and posts it online; educational service districts (ESDs) may deliver it with nonprofit help. The Professional Educator Standards Board updates literacy endorsement standards to cover language comprehension, phonological awareness, orthographic knowledge, fluency, vocabulary, and oral language. Teacher‑prep programs have two academic years after adoption to add the revised standards into coursework. The board convenes advisory groups to develop and share literacy curricula and open resources. OSPI and ESDs also provide technical help to schools using approved curricula, within available funds. By October 1, 2030, and every even‑year October 1 after, ESDs report training participation to OSPI; OSPI reports to the Legislature by December 1.

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Sponsors & Cosponsors

Sponsor

  • Gerry Pollet

    Democratic • House

Cosponsors

  • Carolyn Eslick

    Republican • House

  • Cindy Ryu

    Democratic • House

  • Cyndy Jacobsen

    Republican • House

  • Greg Nance

    Democratic • House

  • Julia Reed

    Democratic • House

  • Shaun Scott

    Democratic • House

  • Shelley Kloba

    Democratic • House

  • Skyler Rude

    Republican • House

  • Tarra Simmons

    Democratic • House

  • Travis Couture

    Republican • House

Roll Call Votes

All Roll Calls

Yes: 286 • No: 3

House vote • 3/12/2026

Final Passage as Amended by the Senate

Yes: 95 • No: 0 • Other: 3

Senate vote • 3/12/2026

3rd Reading & Final Passage as Amended by the Senate

Yes: 48 • No: 1

Senate vote • 3/6/2026

3rd Reading & Final Passage as Amended by the Senate

Yes: 47 • No: 1 • Other: 1

House vote • 2/17/2026

3rd Reading & Final Passage

Yes: 96 • No: 1 • Other: 1

Actions Timeline

  1. Effective date 6/11/2026.

    3/24/2026House

  2. Chapter 190, 2026 Laws.

    3/24/2026House

  3. Governor signed.

    3/24/2026legislature

  4. Third reading, passed; yeas, 48; nays, 1; absent, 0; excused, 0.

    3/12/2026House

  5. Rules suspended. Placed on Third Reading.

    3/12/2026House

  6. Floor amendment(s) adopted.

    3/12/2026House

  7. Returned to second reading for amendment.

    3/12/2026House

  8. Rules suspended.

    3/12/2026House

  9. Senate receded from amendments.

    3/12/2026Senate

  10. Delivered to Governor.

    3/12/2026legislature

  11. Speaker signed.

    3/12/2026legislature

  12. Passed final passage; yeas, 95; nays, 0; absent, 0; excused, 3.

    3/12/2026House

  13. House concurred in Senate amendments.

    3/12/2026House

  14. President signed.

    3/12/2026legislature

  15. House refuses to concur in Senate amendments. Asks Senate to recede from amendments.

    3/11/2026House

  16. Third reading, passed; yeas, 47; nays, 1; absent, 0; excused, 1.

    3/6/2026House

  17. Rules suspended. Placed on Third Reading.

    3/6/2026House

  18. Committee amendment(s) adopted as amended.

    3/6/2026House

  19. Placed on second reading by Rules Committee.

    3/5/2026House

  20. Passed to Rules Committee for second reading.

    2/25/2026House

  21. Minority; without recommendation.

    2/25/2026House

  22. Minority; do not pass.

    2/25/2026House

  23. EDU - Majority; do pass with amendment(s).

    2/25/2026House

  24. First reading, referred to Early Learning & K-12 Education.

    2/19/2026House

  25. Third reading, passed; yeas, 96; nays, 1; absent, 0; excused, 1.

    2/17/2026House

Bill Text

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