How Is Early Literacy Instruction Changing for Georgia Schools and Districts?

Early literacy instruction is shifting rapidly across Georgia. New legislation, updated instructional expectations, and stronger science of reading requirements are reshaping how districts approach reading instruction in grades K–3. 

For superintendents, curriculum leaders, and instructional coaches, the challenge goes beyond understanding what is changing. District leaders must also build systems that connect screening, instruction, intervention, and progress monitoring in ways that meet new state mandates.

Why Georgia is changing its approach to early literacy

Georgia’s literacy reforms were driven by a clear need to improve student outcomes. According to the Georgia Council on Literacy, 62% of Georgia third graders are not reading at grade level. Results from the National Assessment of Educational Progress (NAEP) also show the state still recovering from pandemic learning loss. Today, 40% of Georgia fourth graders perform below the NAEP national average. 

These results prompted lawmakers to look at states that successfully improved reading outcomes. Mississippi’s literacy reforms, which emphasize science-of-reading instruction and structured early literacy systems, became an important model for policymakers. Research consistently shows that students who are not reading proficiently by the end of third grade are far more likely to struggle academically in later grades. That reality helped shape Georgia’s recent literacy legislation.

Key literacy laws shaping reading instruction in Georgia

HB 538: Georgia Early Literacy Act (2023)
Passed in March 2023, HB 538 established the foundation for science-of-reading reforms across the state. The law requires the State Board of Education to approve high-quality instructional materials (HQIM) for grades K–3 and requires universal reading screeners administered three times per year for all K–3 students.

These screeners must assess foundational literacy skills and characteristics of dyslexia and must also support progress monitoring. The law further requires science-of-reading training for all K–3 teachers by 2025 and mandates reading intervention plans for students with significant reading deficiencies.

SB 211: Georgia Council on Literacy (2023)
SB 211 created the Georgia Council on Literacy, a 30-member advisory group responsible for reviewing literacy programs from early childhood through postsecondary education. Recommendations from this group helped shape later legislation and policy decisions around literacy instruction statewide. The council will be officially dissolved at the end of 2026. 

HB 307: Georgia Early Literacy and Dyslexia Act (2025)
Signed into law in April 2025, HB 307 strengthened earlier reforms and introduced several major changes to reading instruction requirements. The law prohibits the use of three-cueing (MSV) as a primary reading instruction method, removes Reading Recovery from the list of state-approved intervention programs, and requires parent notification within 15 school days when a student is identified as at risk.

The legislation also requires science-of-reading training for all K–3 teachers by August 2025 and expands dyslexia-related provisions across screening, instruction, and intervention expectations. As a result, districts must review their instructional materials, screening systems, and intervention programs to ensure alignment with the updated law.

HB 1193: Georgia Early Literacy Act of 2026
After strengthening literacy requirements in 2025, lawmakers passed HB 1193 into law in May 2026 to cement implementation across schools and districts.The final legislation includes a $70 million budget allocation to fund literacy coaches in every K–3 public school through the Quality Basic Education (QBE) funding formula. 

The law also introduces strict new early enrollment policies. It requires kindergarten attendance before a child can enroll in first grade and mandates new first-grade readiness assessments. Furthermore, it requires all public schools and local school systems to develop unified literacy plans, creating a highly structured approach to student advancement and retention. Finally, the bill established the Georgia Literacy Coordinating Committee and a State Literacy Director to oversee these initiatives as the Georgia Council on Literacy winds down. 

What Georgia districts should focus on now

While legislation establishes new requirements, the real challenge for districts is implementation. Effective literacy systems ensure that screening data leads directly to targeted instruction and intervention for students who need support.

• Screening-to-intervention workflows: Most districts now administer literacy screeners three times per year, but the impact of screening depends on how quickly the results translate into action. With HB 1193 now requiring local school systems to develop unified literacy plans, districts must establish clear, non-negotiable processes that connect screening results to targeted interventions, individualized learning plans, and ongoing progress monitoring so educators can respond quickly to student needs.
• Instructional materials and science-of-reading alignment: District leaders should review K–3 reading materials to ensure they meet Georgia’s updated definition of high-quality instructional materials. Programs should align with science-of-reading research, emphasize foundational literacy skills such as phonemic awareness and phonics, and avoid reliance on three-cueing strategies that are now prohibited under state law.
• Teacher training and coaching: While all K–3 teachers were required to complete science-of-reading training by August 2025, the focus now shifts to ongoing support. With HB 1193 providing QBE funding for a literacy coach in every K–3 school, district leaders must ensure these coaches have the framework and data they need to provide practical classroom coaching and strengthen instructional practices across schools.
• Progress monitoring and targeted intervention: Screening alone does not improve literacy outcomes. Districts need systems that allow educators to monitor student growth over time, identify specific skill gaps, and deliver targeted remediation and intervention.  Because HB 1193 introduces stricter first-grade readiness and retention policies, educators must be able to prove that aligned instruction and intervention are taking place. When screening, instruction, and intervention are unified, educators can respond more effectively and support consistent literacy growth.

Is your district prepared for Georgia’s new literacy requirements?

As Georgia continues strengthening early literacy policy, districts are being asked to connect screening, instruction, intervention, and progress monitoring into a unified literacy system.

District leaders may want to consider the following questions:

• Have we developed a unified literacy plan that seamlessly connects our screening, instruction, and intervention efforts?
• Do our K–3 screeners connect directly to targeted intervention plans?
• Can we clearly document intervention efforts and student progress to comply with the state’s stricter retention and first-grade readiness guidelines?
• Do our newly state-funded literacy coaches have standard-level data to guide instructional support?
• Do teachers have access to Georgia Milestones-aligned practice and assessments that mirror state tests?
• Can we easily monitor student progress across classrooms, schools, and the district?

Districts that can confidently answer these questions are better positioned to meet the expectations of Georgia’s evolving literacy policies while ensuring that students receive the support they need to become confident readers.

How Progress Learning aligns with these changes

As districts work to connect screening, intervention, and progress monitoring, many are evaluating tools that help operationalize these systems. Progress Learning supports several of the systems Georgia districts are now expected to implement under evolving literacy legislation.

• Intervention: Progress Learning’s Liftoff adaptive intervention program provides targeted remediation for students in grades 2–8. Liftoff identifies skill gaps and delivers individualized instruction aligned to state standards. The program meets ESSA Tier 2 evidence standards, providing districts with a research-supported intervention option.
• Documentation for intervention and retention decisions: Georgia’s literacy laws require districts to demonstrate that meaningful intervention occurred before retention decisions can be made. Progress Learning provides timestamped progress monitoring data, allowing educators and administrators to clearly document intervention activity, student progress, and instructional support over time.
• Data for literacy coaches and instructional leaders: With HB 1193 funding new literacy coaches in every school, access to detailed performance data becomes increasingly important. Progress Learning reporting breaks down student performance by standard at the district, school, classroom, and student levels. This helps instructional leaders quickly identify skill gaps and allows coaches to enter classrooms with actionable insights.
• Practice and assessment aligned to Georgia Milestones: Progress Learning also provides pre-built assessments and practice aligned to the Georgia Milestones Assessment System across all four core subjects for grades K–12. Educators can also build custom assessments from a large standards-aligned item bank to support instruction, progress monitoring, and test preparation.

Our science-of-reading backed approach, proven intervention solution, and constant alignment with changing Georgia academic standards mean you’ll have what you need to be prepared for the changing literacy landscape. Get in touch below to see how Progress Learning can help.