Sec. 3. Purposes
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/bill/113/hr/2706/ih/section-3A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
The purposes of this Act are— to improve reading, writing, and academic achievement for children and students by providing Federal support to State educational agencies, in collaboration with State agencies that oversee child care programs, to develop, coordinate, and implement comprehensive State literacy plans that ensure high-quality instruction and effective practices in early language and literacy in early learning programs (serving children from birth through kindergarten entry) and in reading and writing in kindergarten through grade 12; and to assist State educational agencies and State agencies that oversee child care and other early childhood programs in achieving the purposes described in paragraph
(1)by— supporting the development and implementation of early learning through grade 12 literacy programs that are based on scientifically valid research, to ensure that every student can read and write at grade level or above; providing children attending early learning programs that serve children from birth through kindergarten entry, including programs, such as child care, Early Head Start, Head Start, State-funded preschool, public library programs, and other early childhood education settings, with high-quality, language-rich, literature-rich, informational text-rich, culturally relevant, developmentally appropriate environments, so that such children develop the fundamental knowledge and skills necessary for literacy engagement, development, and achievement in kindergarten and beyond; educating parents in the ways they can support their child’s communication and literacy development; supporting efforts to link and align standards and evidence-based teaching practices and instruction in early learning programs serving children from birth through kindergarten entry; supporting high-quality, effective educational and development environments for children and students from birth through grade 12 to develop oral language, reading comprehension, and writing abilities through evidence-based instruction and practices; improving student achievement by establishing literacy initiatives that provide explicit and systematic instruction in oral language, reading, and writing development across the curriculum; identifying and supporting students who are reading and writing below grade level by providing evidence-based intensive interventions, including extended learning time, to help such students acquire the language and literacy skills they need to graduate from secondary school; providing assistance to eligible entities in order to provide educators with high-quality professional development in the essential components of early literacy instruction and the essential components of reading and writing instruction; supporting State educational agencies and local educational agencies in using age- and developmentally appropriate instructional materials and strategies, including those consistent with universal design for learning, that assist teachers as they work with students to develop reading and writing competencies appropriate to the student’s grade and skill levels; supporting State educational agencies and eligible entities in improving reading, writing, and academic achievement for children and students, especially those that are low-income, limited English proficient, migratory, Indian or Alaskan Native, neglected or delinquent, homeless, in the custody of the child welfare system, those that have disabilities, or those who have dropped out of school; and strengthening coordination among schools, early learning programs, early literacy programs, family literacy programs, juvenile justice programs, public libraries, and outside-of-school programs that provide children and youth with strategies, curricula, interventions, and assessments designed to advance early and continuing language and literacy development in ways appropriate for each context.