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

Early literacy instruction is changing 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 isn’t just understanding what is changing. District leaders must also determine how to build systems that connect screening, instruction, intervention, and progress monitoring in ways that meet new state requirements.

Why Georgia Is Changing Its Approach to Early Literacy

Georgia’s literacy reforms were driven by concerning 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. Between 2022 and 2024, the percentage of Georgia fourth graders meeting the NAEP reading benchmark declined by two points, leaving the state five points below pre-pandemic performance. Today, 40% of Georgia fourth graders perform below the NAEP national average—the highest share since 2002.

These results prompted lawmakers to examine states that had successfully improved reading outcomes. Mississippi’s literacy reforms—grounded in 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, which 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, placing responsibility on districts to implement these requirements despite the absence of additional state funding.

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.

The council received $1 million in funding to support literacy implementation efforts, including digital curriculum for Pre-K through grade 5. Recommendations from this group helped shape later legislation and policy decisions around literacy instruction statewide.

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 (Proposed)

After strengthening literacy requirements in 2025, lawmakers continued exploring ways to support implementation across schools and districts. HB 1193, introduced in February 2026, represents the next stage of Georgia’s literacy reform efforts. The proposed legislation would fund literacy coaches in every K–3 school through the Quality Basic Education (QBE) funding formula, require kindergarten attendance before first grade, and allow retention of first- and second-grade students who remain significantly at risk after documented intervention.

The bill would also require districts to implement comprehensive literacy systems connecting screening, instruction, intervention, and progress monitoring. Although the legislation is still moving through the General Assembly, it reflects the direction Georgia’s literacy policy is heading.

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. Districts should establish clear 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 Professional Learning

By August 2025, all K–3 teachers must complete science-of-reading training. District leaders should ensure that professional learning supports practical classroom implementation, helps educators identify early reading difficulties, and provides ongoing coaching to 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. When screening, instruction, and intervention are aligned, 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:

• Do our K–3 screeners connect directly to targeted intervention plans?
• Can we clearly document intervention efforts and student progress before retention decisions are made?
• Do our 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

As districts expand the role of literacy coaches, 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, helping instructional leaders quickly identify skill gaps and allowing 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.