Beyond Curriculum: What Massachusetts Leaders Should Know About the New Early Literacy Law
Massachusetts Has Entered a New Chapter in Early Literacy
Massachusetts has taken an important step toward strengthening early literacy instruction with the enactment of An Act relative to teacher preparation and student literacy, Chapter 113 of the Acts of 2026.
The new law includes provisions addressing evidence-based K–3 literacy instruction, high-quality curriculum, literacy screening, educator preparation and support, district planning, reporting, and oversight. As districts prepare to meet the law’s K–3 curriculum requirements, leaders can begin reviewing the new requirements and assessing the systems that will support implementation.
Curriculum adoption is only one part of that preparation. Effective implementation also depends on educator knowledge, instructional practice, student data, intervention, and ongoing leadership support. As Massachusetts moves toward implementation, leaders will need to understand both the requirements and the conditions that support effective classroom practice.
Massachusetts Spotlight
What Massachusetts’ New Early Literacy Law Emphasizes
Chapter 113 includes provisions addressing multiple components of K–3 literacy, including:
- District selection of a high-quality K–3 literacy curriculum based on evidence-based literacy instruction
- Instruction in phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language development
- DESE-approved literacy screening for every student from kindergarten through at least grade 3 at least twice per school year
- General education responses and ongoing progress monitoring when students screen significantly below relevant benchmarks
- Parent or guardian notification and an offer of follow-up discussion within 30 days of such a screening result
- Educator preparation alignment and DESE professional development resources, including no-cost online training modules and approved program and vendor lists
- District planning and reporting, along with DESE review and waiver oversight Leadership
Takeaway: Consider curriculum, educator support, student data, and instructional response as connected priorities rather than separate initiatives.
Massachusetts’ Early Literacy Changes Extend Beyond Curriculum
One of the most visible components of Massachusetts’ new early literacy law is its focus on a high-quality K–3 curriculum. The law requires districts to select a high-quality curriculum for K–3 literacy that includes instruction in five research-based areas of reading instruction and oral language development and is based on evidence-based literacy instruction. Districts may apply to DESE for a waiver to use a curriculum that does not appear on the department’s list of high-quality curricula and has not already been reviewed, provided the curriculum meets the law’s evidence-based and quality requirements.
DESE is also required to create and maintain a list of high-quality curricula and to make available to districts a free, complete, high-quality K–3 curriculum that meets the state curriculum frameworks.
But the curriculum is only one part of the law. Chapter 113 also addresses evidence-based literacy instruction, K–3 literacy screening, educator-preparation program alignment, professional development resources, district planning and reporting, and instructional responses for students who need additional support.
The law requires each district to assess every student’s reading ability and progress in literacy skills from kindergarten through at least grade 3 using a DESE-approved screening assessment at least twice per school year.
When a screening assessment determines that a student is significantly below relevant grade-level benchmarks in specific literacy skills, the district must determine which actions within the general education program will meet the student’s needs. Those actions may include differentiated or supplementary evidence-based reading instruction and ongoing progress monitoring. Within 30 days of that screening result, the district must inform the student’s parent or guardian of the results and the school’s response, as well as offer an opportunity for a follow-up discussion.
Together, these provisions point to a broader implementation challenge. High-quality instructional materials provide an important foundation, but effective implementation also depends on educator knowledge, consistent instructional practices, meaningful student data, targeted support, and instructional leadership.
For Massachusetts leaders, this means that preparing for the state’s changing literacy landscape requires looking across the instructional system—not simply at curriculum selection.
Strong Literacy Systems Are Built Intentionally
Strong literacy implementation requires leaders to align several essential conditions:
High-quality, evidence-based literacy instruction
Knowledgeable educators supported through ongoing professional learning
Student data that inform instructional decisions
Consistent instructional practices across classrooms and schools
Timely intervention and targeted student support
Ongoing progress monitoring and implementation review
Alignment across these areas can help educators make informed instructional decisions and provide students with more consistent learning experiences.
Questions Leaders Should Begin Asking
As Massachusetts districts prepare for the 2027–28 curriculum requirements, now is a useful time for leadership teams to assess the systems already in place and identify where stronger connections may be needed.
Consider questions such as:
How well are our instructional materials, instructional practices, and professional learning aligned?
Do educators have the knowledge and support needed to implement evidence-based literacy practices confidently?
How are screening and other student data informing instructional decisions and student support?
What systems are in place to monitor implementation and student progress over time?
Where could greater consistency strengthen literacy instruction across classrooms or schools?
These questions are not simply about compliance. They are about creating the conditions that allow educators—and ultimately students—to succeed.
Leadership Reflection
Where Are Your Connections Strongest?
As your leadership team considers the work ahead, discuss:
- Where is literacy instruction already well aligned?
- Where do educators have strong support—and where might they need more?
- How effectively is student data informing instructional decisions?
- Where do practices vary most across classrooms or schools?
Reflection: Identifying strengths and gaps now can help leaders determine where greater alignment may be needed as Massachusetts moves toward implementation.
Looking Ahead
Massachusetts’ new early literacy law creates a significant transition for K–3 literacy across the Commonwealth. As districts prepare to implement their curriculum, screening, planning, and reporting provisions, leaders can assess the systems that will support effective implementation.
For school leaders, that may mean examining the support educators need as instructional practices evolve. For district leaders, it may mean considering consistency across schools, professional learning, instructional resources, and student support structures.
The work ahead is not only about meeting individual requirements. It is about creating the conditions educators need to deliver effective literacy instruction and help more students become successful readers.
Supporting these connections is central to Lexia’s approach. Through evidence-based literacy instruction, professional learning that builds educator expertise, actionable student data, and targeted student support, Lexia helps schools and districts strengthen the connections that can turn evidence-based literacy research into classroom practice.
Continue the Conversation
Explore Lexia’s Massachusetts literacy resources for leadership tools and practical guidance to support evidence-based literacy implementation.
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