(1) Within available resources, the office of the superintendent of public instruction, in consultation with appropriate experts, for example, the educational service districts and international and state-level nonprofit organizations dedicated to supporting efforts to provide appropriate identification of and instruction for individuals with dyslexia, shall develop, and periodically update, an educator literacy training program to enhance the reading, writing, and spelling skills of kindergarten through grade four students, including students who display indications of, or areas of weakness associated with, dyslexia.
(2) The educator literacy training program must be posted on the website of the office of the superintendent of public instruction.
(3) The educator literacy training program may be regionally delivered through the educational service districts. The educational service districts may seek assistance from nonprofit organizations to deliver the educator literacy training program.
(4)(a) By October 1, 2030, and by October 1st every even year thereafter, each educational service district shall report to the office of the superintendent of public instruction the number of individuals who participated in the educator literacy training program during the prior two school years.
(b) In compliance with RCW 43.01.036, the office of the superintendent of public instruction shall report the information described in (a) of this subsection (4) to the legislative education committees by December 1, 2030, and by December 1st every even year thereafter.
[ 2026 c 190 s 6; 2009 c 546 s 2.]
Notes:
Findings—Intent—2026 c 190: See note following RCW 28A.230.025.
Finding—Intent—2009 c 546: "Dyslexia is a language-based learning disability that affects individuals throughout their lives. Washington state has a long-standing tradition of working to serve its students with dyslexia. Since 2005, the legislature has provided funding for five pilot projects to implement research-based, multisensory literacy intervention for students with dyslexia. Participating schools were required to have a three-tiered reading structure in place, provide professional development training to teachers, assess students, and collect and maintain data on student progress.
The legislature finds that the students receiving intervention support through the dyslexia pilot projects have made substantial and steady academic gains. The legislature intends to sustain this work and expand the implementation to a level of statewide support for students with dyslexia by developing and providing information and training, including a handbook to continue to improve the skills of our students with dyslexia." [ 2009 c 546 s 1.]