The High-Quality Literacy Instruction Act aims to enhance literacy instruction in public schools by establishing standards for instructional materials and requiring evidence-based practices for biliteracy, particularly for English language learners and students in bilingual and dual language programs. The Act mandates that public schools provide literacy assessments for students in kindergarten through third grade, identify those with reading difficulties, and implement interventions. Additionally, the Public Education Department is tasked with assigning literacy instructional coaches to schools with low reading proficiency to support teachers in delivering effective literacy instruction.

Key provisions of the Act include the definition of "high-quality instructional materials" and "structured literacy," which emphasize research-based, culturally relevant resources aligned with the science of reading. The Act also outlines the requirements for teacher preparation programs, ensuring that they include training in the science of reading and structured literacy, as well as the development of specific teacher preparation standards. Furthermore, the Act prohibits the use of the three-cueing model in literacy instruction and mandates that schools provide parents with detailed information about their child's reading difficulties and proposed interventions. The provisions of this Act will take effect on July 1, 2026.

Statutes affected:
introduced version: 21-1-53
Final Version: 21-1-53