LouisianaHB 3162026 Regular SessionHouseWALLET

EDUCATION: Provides relative to student literacy (EN SEE FISC NOTE GF EX)

Sponsored By: John E. Wyble (Republican)

Became Law

Education

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Bill Overview

Analyzed Economic Effects

6 provisions identified: 4 benefits, 0 costs, 2 mixed.

Focused reading help and family plans

Schools must give students with identified reading deficiencies intensive help based on their needs and assessment results. Qualified reading staff who completed an approved intervention course must provide support using high-quality, research-based materials. Help must address decoding words, fluent reading, vocabulary, understanding text, and writing about subject content, with time beyond core lessons. Within 30 days after identification, schools must create a reading improvement plan with the parent or guardian. Plans guide targeted small-group help and appropriate remediation, which may include summer help; they remain until approved testing shows no deficiency. Schools must review prior-year covered plans with parent and team input during the first eight weeks of each school year. Reading, math, and accelerated-instruction plans can be combined, but support cannot override special education plans or federal protections.

Stronger reading lessons for middle-grade students

Louisiana must develop a reading program for grades four through eight, including students receiving special education. Schools must teach advanced phonics, word parts and origins, fluent reading, vocabulary, understanding text, and writing. Daily schedules must allow enough time for core lessons, extra help, and enrichment based on student data. Reading materials must meet quality standards, match state standards, and follow scientific reading research. Reading lessons, supplemental materials, and interventions cannot use the three-cueing model.

Reading rules reach charter school students

Beginning with the 2027-2028 school year, charter schools serving covered grades must follow the adolescent reading rules. School reading plans are due earlier: September 1, 2026, and every three years afterward. Plans must address lesson time, materials, support for students below grade level, and teacher training. Charter schools rated A, B, or C are exempt from this plan requirement; D- or F-rated charters submit plans to their chartering authority instead of the state education department. The law also repeals R.S. 17:24.9(C), but the supplied text does not explain which prior rules end.

Timely reading checks and parent notices

Louisiana must approve reading assessments for grades four through eight that screen students, identify skill gaps, and track progress. Selection must consider class time, spring testing dates, accommodations, timely reports, instructional use, and training availability. Schools must assess students within the first 30 days of school if last year's state English test score was below mastery. When that assessment identifies a reading deficiency, schools must notify parents in writing within 15 days. Notices must explain the reading improvement plan, current services, home resources, and plans for progress reports.

New reading training for future teachers

The teacher education requirements apply to people entering programs during or after the 2027-2028 academic year. Approved programs must teach foundational reading to candidates preparing to teach kindergarten through third grade. Training covers core reading and writing skills, screening and data use, and teaching students with major reading needs, including dyslexia. Programs must explain flaws in three-cueing, and their materials cannot promote it. Special education and secondary candidates must learn adolescent literacy, scientific reading research, approved materials, interventions, and data-based teaching. Training must connect reading skills across subjects, certification areas, and grade levels.

Teacher training with time and pay protections

Louisiana must approve adolescent reading training and intervention courses and make classroom-based coaching resources available to teachers and school leaders. Resources cover research-based teaching, student data, reading across subjects, demonstrations, observation, and feedback. School boards may also offer ongoing coaching to high-dosage tutors, but this is optional and has no specified funding amount. Covered courses and teacher-tutor coaching must use existing weekly collaboration time without adding to that time. The course rules do not authorize a longer teacher workday or work year. Employees must receive compensation under existing state law when covered activities occur during planning time or outside regular work hours; no pay amount is specified.

Sponsors & Cosponsors

Sponsor

John E. Wyble
Republican • House

Cosponsors

There are no cosponsors for this bill.

Roll Call Votes

All Roll Calls

Yes: 252 • No: 1

House vote • 5/29/2026

Read by title, roll called, yeas 92, nays 0, Senate amendments concurred in.

Yes: 92 • No: 0

Senate vote • 5/25/2026

Rules suspended. The amended bill was read by title, passed by a vote of 38 yeas and 0 nays, and ordered returned to the House. Motion to reconsider tabled.

Yes: 38 • No: 0

House vote • 4/28/2026

Read third time by title, amended, roll called on final passage, yeas 95, nays 0. Finally passed, title adopted, ordered to the Senate.

Yes: 95 • No: 0

House vote • 4/22/2026

Reported favorably

Yes: 17 • No: 0

House vote • 3/18/2026