HR 2272 IHCommentsClose CommentsPermalink

112th CONGRESSCommentsClose CommentsPermalink

1st SessionCommentsClose CommentsPermalink

H. R. 2272CommentsClose CommentsPermalink

To establish a comprehensive literacy program, and for other purposes.CommentsClose CommentsPermalink

IN THE HOUSE OF REPRESENTATIVESCommentsClose CommentsPermalink

June 22, 2011CommentsClose CommentsPermalink

Mr. YARMUTH (for himself, Mr. POLIS, Ms. BERKLEY, Mr. SABLAN, Mr. BRADY of Pennsylvania, Mr. GRIJALVA, Mr. CONNOLLY of Virginia, Mr. BERMAN, Mr. COHEN, and Ms. HIRONO) introduced the following bill; which was referred to the Committee on Education and the WorkforceCommentsClose CommentsPermalink

A BILLCommentsClose CommentsPermalink

To establish a comprehensive literacy program, and for other purposes.CommentsClose CommentsPermalink

Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,CommentsClose CommentsPermalink

SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

(a) Short Title- This Act may be cited as--CommentsClose CommentsPermalink





(1) the ‘Literacy Education for All, Results for the Nation Act’; orCommentsClose CommentsPermalink





(2) the ‘LEARN Act’.CommentsClose CommentsPermalink





(b) Table of Contents- The table of contents for this Act is as follows:CommentsClose CommentsPermalink





Sec. 1. Short title; table of contents.CommentsClose CommentsPermalink





Sec. 2. Findings.CommentsClose CommentsPermalink





Sec. 3. Purposes.CommentsClose CommentsPermalink





Sec. 4. Programs authorized.CommentsClose CommentsPermalink





Sec. 5. State planning grants.CommentsClose CommentsPermalink





Sec. 6. State implementation grants.CommentsClose CommentsPermalink





Sec. 7. Subgrants to eligible entities in support of literacy for children from birth through kindergarten entry.CommentsClose CommentsPermalink





Sec. 8. Subgrants to eligible entities in support of literacy for students in kindergarten through grade 12.CommentsClose CommentsPermalink





Sec. 9. Additional State activities.CommentsClose CommentsPermalink





Sec. 10. National evaluation, information dissemination, and technical assistance.CommentsClose CommentsPermalink





Sec. 11. Consequences of insufficient progress, reporting requirements, and conflicts of interest.CommentsClose CommentsPermalink





Sec. 12. Rules of construction.CommentsClose CommentsPermalink





Sec. 13. Definitions.CommentsClose CommentsPermalink





Sec. 14. Authorization of appropriations.CommentsClose CommentsPermalink

SEC. 2. FINDINGS.

The Congress finds that in order for a comprehensive and effective literacy program to address the needs of children it is critical to address the following:CommentsClose CommentsPermalink





(1) Literacy development is an ongoing process that requires a sustained engagement and investment beginning in early childhood and continuing through secondary school.CommentsClose CommentsPermalink





(2) Developing literacy skills begins at birth as infants and toddlers associate sounds, gestures, and marks on paper with consequences and meaning. Many teachers and staff in early learning programs are not provided with high-quality professional development in how to support children’s language and literacy development. Such high-quality professional learning and preparation, that is job-embedded and ongoing, promotes strong early language and literacy for all children’s readiness for school.CommentsClose CommentsPermalink





(3) Research shows that writing leads to improved reading achievement, reading leads to better writing performance, and combined instruction leads to improvements in both areas. Students in kindergarten through grade 12 need to be engaged in combined reading and writing experiences that lead to a higher level of thinking than when either process is taught alone.CommentsClose CommentsPermalink





(4) Teachers and early childhood educators need professional development to improve the reading and writing abilities of children who are at risk for developmental delays or are reading and writing several years below grade level. Middle school and secondary school teachers in core academic subjects must have the tools and skills to teach reading and writing for subject area understanding and to differentiate and provide instruction for students with varying literacy skills.CommentsClose CommentsPermalink





(5) Approximately 70 percent of 4th graders and 8th graders read below the proficient level on the 2007 National Assessment of Educational Progress.CommentsClose CommentsPermalink





(6) Between 1971 and 2008, the reading levels of 17-year-olds in the United States showed little to no improvement. The ability of secondary school students to read complex texts is strongly predictive of their performance in postsecondary mathematics and science courses.CommentsClose CommentsPermalink





(7) Only one-third of secondary school students who enter 9th grade each year can expect to graduate in 4 years with the skills needed to succeed in higher education and the workplace.CommentsClose CommentsPermalink





(8) The 25 fastest growing professions have higher than average literacy demands and approximately half of all job growth between 2004 and 2014 will require high-level literacy skills.CommentsClose CommentsPermalink





(9) The intellectual and linguistic skills necessary for reading and writing must be developed through explicit, intentional, and systematic language activities, to which many low-income and minority students do not have access.CommentsClose CommentsPermalink





(10) Only 73.9 percent of secondary school students graduate on time with a diploma, meaning that every year 1,230,000 students fail to graduate from secondary school in the United States. These 1,230,000 nongraduates cost the United States more than $300,000,000,000 in lost wages, taxes, and productivity over their lifetimes.CommentsClose CommentsPermalink





(11) Meaningful engagement of families in their children’s early learning supports school readiness and later academic success. Parental literacy habits are positively associated with parental reading beliefs, parent-child literacy and language activities in the home, children’s print knowledge, and interest in reading and writing.CommentsClose CommentsPermalink

SEC. 3. PURPOSES.

The purposes of this Act are--CommentsClose CommentsPermalink





(1) 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; andCommentsClose CommentsPermalink





(2) 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--CommentsClose CommentsPermalink





(A) 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;CommentsClose CommentsPermalink





(B) 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;CommentsClose CommentsPermalink





(C) educating parents in the ways they can support their child’s communication and literacy development;CommentsClose CommentsPermalink





(D) 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;CommentsClose CommentsPermalink





(E) 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 research-based instruction and practices;CommentsClose CommentsPermalink





(F) improving student achievement by establishing literacy initiatives that provide explicit and systematic instruction in oral language, reading, and writing development across the curriculum;CommentsClose CommentsPermalink





(G) 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;CommentsClose CommentsPermalink





(H) 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;CommentsClose CommentsPermalink





(I) 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;CommentsClose CommentsPermalink





(J) 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; andCommentsClose CommentsPermalink





(K) 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.CommentsClose CommentsPermalink

SEC. 4. PROGRAMS AUTHORIZED.

(a) In General- The Secretary is authorized--CommentsClose CommentsPermalink





(1) to award State planning grants in accordance with subsection (b) and section 5; andCommentsClose CommentsPermalink





(2) to award State implementation grants in accordance with subsection (b) and section 6 to enable--CommentsClose CommentsPermalink





(A) the State agency that oversees child care programs, in consultation with the State Advisory Council on Early Childhood Education and Care described in section 642B of the Head Start Act and other early childhood agencies, to award subgrants to eligible entities in accordance with section 7;CommentsClose CommentsPermalink





(B) the State educational agency to award subgrants to eligible entities in accordance with section 8; andCommentsClose CommentsPermalink





(C) the State educational agency to carry out the additional State activities described in section 9.CommentsClose CommentsPermalink





(b) Awards to State Educational Agencies-CommentsClose CommentsPermalink





(1) DISCRETIONARY GRANTS-CommentsClose CommentsPermalink





(A) IN GENERAL- If the amount appropriated under section 14 for a fiscal year is less than $500,000,000 the Secretary shall--CommentsClose CommentsPermalink





(i) reserve not more than 5 percent of such amount for the national evaluation, dissemination of information, and technical assistance under section 10;CommentsClose CommentsPermalink





(ii) reserve not more than 5 percent of such amount to make awards, on a competitive basis, under section 5; andCommentsClose CommentsPermalink





(iii) use the amount not reserved under clauses (i) and (ii) to make awards, on a competitive basis and based on the quality of the applications submitted, to State educational agencies that have applications approved under section 6 to enable the agencies to carry out sections 7 through 9.CommentsClose CommentsPermalink





(B) ALLOCATION OF FUNDS- The Secretary shall allocate the funds described in subparagraph (A)(iii) among approved applicants on the basis of the relative number or percentage of children counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)) in a State served by an approved applicant compared to the number or percentage of such children in all States served by approved applicants, except that awards under this paragraph shall be of sufficient size and scope to be effective.CommentsClose CommentsPermalink





(2) FORMULA GRANTS-CommentsClose CommentsPermalink





(A) IN GENERAL- If the amount appropriated under section 14 for a fiscal year is equal to or exceeds $500,000,000 the Secretary shall--CommentsClose CommentsPermalink





(i) reserve not more than 5 percent of such amount for the national evaluation, dissemination of information, and technical assistance under section 10;CommentsClose CommentsPermalink





(ii) reserve not more than 5 percent of such amount to make awards, on a competitive basis, under section 5;CommentsClose CommentsPermalink





(iii) reserve a total of 1 percent of such amount for--CommentsClose CommentsPermalink





(I) allotments for the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands, to be distributed among such outlying areas on the basis of their relative need, as determined by the Secretary in accordance with the purposes of this Act; andCommentsClose CommentsPermalink





(II) the Secretary of the Interior for programs under sections 5 through 9 in schools operated or funded by the Bureau of Indian Education; andCommentsClose CommentsPermalink





(iv) use the amount not reserved under clauses (i) through (iii) to make awards, from allotments under subparagraph (B), to State educational agencies serving States, excluding States described in clause (iii)(I), that have applications approved under section 6 to enable the agencies to carry out sections 7 through 9.CommentsClose CommentsPermalink





(B) STATE ALLOTMENT FORMULA- From the funds described in subparagraph (A)(iv), the Secretary shall make an award to each approved applicant under section 6 on the basis of the relative number of children counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)) in the State served by the applicant compared to the number of such children in all States served by approved applicants.CommentsClose CommentsPermalink





(C) PROPORTIONAL DIVISION- In each fiscal year, the amount reserved under subparagraph (A)(iii) shall be divided between the uses described in subclauses (I) and (II) of such subparagraph in the same proportion as the amount reserved under section 1121(a) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6331(a)) is divided between the uses described in paragraphs (1) and (2) of such section 1121(a) for such fiscal year.CommentsClose CommentsPermalink





(3) CONSULTATION-CommentsClose CommentsPermalink





(A) IN GENERAL- As applicable, a State educational agency that receives a discretionary grant or allotment under this subsection shall engage in timely and meaningful consultation with representatives of Indian tribes located in the State in order to improve the coordination of activities designed to develop effective approaches to achieve the purposes of the Act consistent with the cultural, language, and educational needs of Indian students.CommentsClose CommentsPermalink





(B) SPECIAL RULE- Of the funds reserved under paragraph (2)(A)(iii)(II), the Secretary of the Interior shall consult with tribes and school boards connected with bureau-funded schools to ensure allocation of funds to the extent possible in accordance with subparagraphs (A), (B), and (C) of section 6(a)(2).CommentsClose CommentsPermalink





(c) Peer Review-CommentsClose CommentsPermalink





(1) IN GENERAL- The Secretary shall convene a peer review panel to evaluate and make recommendations to the Secretary regarding each application for a grant under section 5 or 6 using the evaluation criteria described in paragraph (2).CommentsClose CommentsPermalink





(2) DEVELOPMENT OF EVALUATION CRITERIA- The Secretary shall report to the Congress the peer review process and evaluation criteria that will be used to evaluate grant applications under sections 5 and 6.CommentsClose CommentsPermalink





(3) MEMBERSHIP-CommentsClose CommentsPermalink





(A) COMPOSITION- A peer review panel convened under paragraph (1) shall be composed of not less than 9 members, of whom--CommentsClose CommentsPermalink





(i) 3 shall be appointed by the Secretary;CommentsClose CommentsPermalink





(ii) 3 shall be appointed by the Secretary from among individuals--CommentsClose CommentsPermalink





(I) recommended by the Chairman of the National Research Council of the National Academy of Sciences; andCommentsClose CommentsPermalink





(II) with expertise in literacy instruction and learning at various developmental stages; andCommentsClose CommentsPermalink





(iii) 3 shall be appointed by the Secretary from among individuals--CommentsClose CommentsPermalink





(I) recommended by the Director of the National Institute of Child Health and Human Development; andCommentsClose CommentsPermalink





(II) with expertise concerning literacy development from birth through grade 12.CommentsClose CommentsPermalink





(B) COMPETENCY AND EXPERTISE-CommentsClose CommentsPermalink





(i) COMPETENCY- The Secretary shall ensure that each member of the peer review panel appointed under this paragraph is competent, by virtue of the training, expertise, or experience of the member, to evaluate grant applications under sections 5 and 6.CommentsClose CommentsPermalink





(ii) EXPERTISE- The Secretary shall ensure that the peer review panel appointed under this paragraph includes, at a minimum--CommentsClose CommentsPermalink





(I) not less than one individual with expertise in early childhood development and early literacy;CommentsClose CommentsPermalink





(II) classroom teachers with expertise in literacy or literacy coaches, such as--CommentsClose CommentsPermalink

(aa) special education teachers;CommentsClose CommentsPermalink

(bb) teachers of students who are English language learners; andCommentsClose CommentsPermalink

(cc) early childhood educators;CommentsClose CommentsPermalink

(III) experts, including teachers, who provide high-quality professional development to teachers and other individuals to support children’s literacy development;CommentsClose CommentsPermalink





(IV) experts in screening, diagnostic, and formative assessments of reading and writing; andCommentsClose CommentsPermalink





(V) experts in strategies and instruction in reading and writing, language development, and English language acquisition, as appropriate, including reading and writing in core academic subjects.CommentsClose CommentsPermalink





(4) DISTRIBUTION OF RECOMMENDATIONS- Not later than 120 days after a peer review panel submits to the Secretary the panel’s recommendation regarding an application by a State educational agency for a grant under section 5 or 6, the Secretary shall notify the State educational agency that the application has been approved or disapproved and shall provide to such State educational agency a copy of the peer review panel’s recommendation.CommentsClose CommentsPermalink





(d) Supplement Not Supplant- Grant funds provided under this section shall be used to supplement, and not supplant, other Federal, State, or local funds that would, in the absence of such grant funds, be made available for literacy instruction and support of children and students participating in programs assisted under this Act.CommentsClose CommentsPermalink





(e) Maintenance of Effort- Each State educational agency that receives an award under this Act, and each eligible entity that receives a subgrant under section 7 or 8, shall maintain the expenditures of the State educational agency or eligible entity, respectively, for literacy instruction at a level not less than the level of such expenditures maintained by the State educational agency or eligible entity, respectively, for the fiscal year preceding the fiscal year for which the grant or subgrant is received.CommentsClose CommentsPermalink

SEC. 5. STATE PLANNING GRANTS.

(a) Planning Grants Authorized-CommentsClose CommentsPermalink





(1) IN GENERAL- The Secretary may award planning grants to State educational agencies to enable the State educational agencies to conduct and complete comprehensive planning, in consultation with the State agencies that oversee child care and other early childhood programs, the State Advisory Council on Early Childhood Education and Care, and the State Head Start Collaboration Office, to carry out activities that improve literacy for children and students from birth through grade 12.CommentsClose CommentsPermalink





(2) GRANT PERIOD- A planning grant under this section shall be awarded for a period of not more than 1 year.CommentsClose CommentsPermalink





(3) NONRENEWABILITY- The Secretary shall not award a State educational agency more than 1 planning grant under this section.CommentsClose CommentsPermalink





(4) RELATION TO IMPLEMENTATION GRANTS- A State educational agency may not receive a planning grant under this section at the same time it is receiving an implementation grant under section 6.CommentsClose CommentsPermalink





(b) Application-CommentsClose CommentsPermalink





(1) IN GENERAL- Each State educational agency desiring a planning grant under this section shall submit, jointly with the State agencies that oversee child care and other early childhood programs and the State Advisory Council on Early Childhood Education and Care, an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require.CommentsClose CommentsPermalink





(2) CONTENTS-CommentsClose CommentsPermalink





(A) IN GENERAL- Each application shall, at a minimum, include a description of how the State educational agency and the State agency that oversees child care programs propose to use the planning grant funds awarded under this section to develop a plan for improving State efforts to develop, coordinate, and implement comprehensive literacy activities based on the essential components of early literacy instruction and the essential components of reading and writing instruction.CommentsClose CommentsPermalink





(B) REQUIRED ITEMS- Such application shall--CommentsClose CommentsPermalink





(i) describe the activities for which assistance under this section is sought;CommentsClose CommentsPermalink





(ii) provide a budget for the use of the planning grant funds to complete the required activities described in subsection (c);CommentsClose CommentsPermalink





(iii) include an assurance that the State has a process to safeguard against conflicts of interest consistent with section 11(c) for individuals providing technical assistance on behalf of the State educational agency or the State agency that oversees child care programs or serving on the State literacy leadership team; andCommentsClose CommentsPermalink





(iv) provide such additional assurances and information as the Secretary determines to be necessary to ensure compliance with the requirements of this section.CommentsClose CommentsPermalink





(c) Required Activities- A State educational agency receiving planning grant funds under this section shall, in collaboration with the State agencies that oversee child care and other early childhood programs, the State Advisory Council on Early Childhood Education and Care, and the Head Start Collaboration Office, carry out each of the following activities:CommentsClose CommentsPermalink





(1) REVIEW- Reviewing reading, writing, or other literacy resources and programs, such as public and school library programs, and data across the State and coordinating any new plans and resources under this Act with such existing resources and programs.CommentsClose CommentsPermalink





(2) STATE LITERACY LEADERSHIP TEAM- Forming or designating a State literacy leadership team that shall execute the following functions:CommentsClose CommentsPermalink





(A) COMPREHENSIVE STATE LITERACY PLAN- Creating a comprehensive State literacy plan to improve early literacy and language development in children, and reading, writing, and academic achievement in students that--CommentsClose CommentsPermalink





(i) includes a needs assessment and an implementation plan;CommentsClose CommentsPermalink





(ii) ensures high-quality literacy strategies and instruction in early literacy development, early learning programs (serving children from birth through kindergarten entry) and in kindergarten through grade 12; andCommentsClose CommentsPermalink





(iii) provides for activities designed to improve literacy achievement for students, including students with disabilities and English language learners who--CommentsClose CommentsPermalink





(I) read or write below grade level;CommentsClose CommentsPermalink





(II) attend schools that are identified for school improvement under section 1116(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6316(b)); andCommentsClose CommentsPermalink





(III) are counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)).CommentsClose CommentsPermalink





(B) STANDARDS- Providing recommendations to guide the State educational agency in such agency’s process of strengthening State literacy standards and embedding State literacy standards into the State’s challenging academic content standards, academic achievement standards, and to guide the State in their early learning and development standards.CommentsClose CommentsPermalink





(C) PROGRESS- Providing recommendations to guide the State educational agency in such agency’s process of measuring, assessing, and monitoring progress in implementation of literacy instruction and interventions at the school, local educational agency, and State levels.CommentsClose CommentsPermalink





(D) CRITERIA- Identifying criteria for high-quality professional development providers for eligible entities.CommentsClose CommentsPermalink





(E) DATA- Advising the State educational agency on how to help ensure that local educational agencies and schools provide timely and appropriate student assessment data to teachers.CommentsClose CommentsPermalink





(F) EDUCATOR CAPACITY- Providing recommendations to guide the State educational agency and the State agencies that oversee child care and other early childhood programs and the State Advisory Council on Early Childhood Education and Care in such agencies’ planning process of building educators’ capacity to provide high-quality literacy instruction.CommentsClose CommentsPermalink





(3) REPORTING REQUIREMENTS- Not later than 1 year after a State educational agency receives a planning grant under this section, the State educational agency, in collaboration with the State agency that oversees child care programs, shall submit a report to the Secretary on the performance of the activities described in this subsection by such agencies. The Secretary shall submit a report to the Congress on the activities carried out by State educational agencies under this section, and shall make such report available to the public upon its submission.CommentsClose CommentsPermalink

SEC. 6. STATE IMPLEMENTATION GRANTS.

(a) Implementation Grants Authorized-CommentsClose CommentsPermalink





(1) IN GENERAL- The Secretary shall award implementation grants to State educational agencies--CommentsClose CommentsPermalink





(A) to implement, in collaboration with the State agencies that oversee child care and other early childhood programs, the State Advisory Council on Early Childhood Education and Care, and the State Head Start Collaboration Office--CommentsClose CommentsPermalink





(i) the comprehensive State literacy plan developed under section 5, if the State educational agency received a grant under such section; orCommentsClose CommentsPermalink





(ii) another comprehensive State literacy plan for serving children from birth through grade 12;CommentsClose CommentsPermalink





(B) to provide funds made available under paragraph (2)(A) to the State agency that oversees child care programs to award subgrants under section 7;CommentsClose CommentsPermalink





(C) to award subgrants under section 8; andCommentsClose CommentsPermalink





(D) to carry out additional State activities under section 9.CommentsClose CommentsPermalink





(2) USE OF FUNDS- State educational agency shall use implementation grant funds received under this section as follows:CommentsClose CommentsPermalink





(A) LEARNERS FROM BIRTH THROUGH KINDERGARTEN ENTRY- Not less than 15 percent of such grant funds shall be used in accordance with section 7.CommentsClose CommentsPermalink





(B) STUDENTS IN KINDERGARTEN THROUGH GRADE 5- Not less than 40 percent of such grant funds shall be used in accordance with section 8, to be allocated equitably among grades kindergarten through grade 5, unless the State educational agency determines than an exception is necessary based on a capacity survey described in section 8(c)(1).CommentsClose CommentsPermalink





(C) STUDENTS IN GRADES 6 THROUGH 12- Not less than 40 percent of such grant funds shall be used in accordance with section 8, to be allocated equitably among grades 6 through 12, unless the State educational agency determines that an exception is necessary based on a capacity survey described in section 8(c)(1).CommentsClose CommentsPermalink





(D) STATE ACTIVITIES- Not more than 5 percent of such grant funds shall be used for the State activities described in section 9.CommentsClose CommentsPermalink





(3) DURATION OF GRANTS- An implementation grant under this section shall be awarded for a period of not less than 3 years and not more than 5 years.CommentsClose CommentsPermalink





(4) RENEWALS-CommentsClose CommentsPermalink





(A) IN GENERAL- Implementation grants under this section may be renewed.CommentsClose CommentsPermalink





(B) CONDITIONS- In order to be eligible to have an implementation grant renewed under this paragraph, the State educational agency, in collaboration with the State agencies that oversee child care and other early childhood programs and the State Advisory Council on Early Childhood Education and Care, shall demonstrate, to the satisfaction of the Secretary, that--CommentsClose CommentsPermalink





(i) the State educational agency has complied with the terms of the grant, including using the funds to--CommentsClose CommentsPermalink





(I) increase access to high-quality professional development;CommentsClose CommentsPermalink





(II) use developmentally appropriate curricula and teaching materials; andCommentsClose CommentsPermalink





(III) use developmentally appropriate classroom-based instructional assessments and developmentally appropriate screening and diagnostic assessments; andCommentsClose CommentsPermalink





(ii) with respect to students in kindergarten through grade 12, during the period of the grant there has been significant progress in student achievement, as measured by appropriate assessments, including meeting the measurable annual objectives established pursuant to section 1111(b)(2)(C)(v) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)).CommentsClose CommentsPermalink





(b) State Applications-CommentsClose CommentsPermalink





(1) IN GENERAL- A State educational agency that desires to receive an implementation grant under this section shall, in collaboration with the State agencies that oversee child care and other early childhood programs and the State Advisory Council on Early Childhood Education and Care, submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require.CommentsClose CommentsPermalink





(2) CONTENTS- An application described in paragraph (1) shall include the following:CommentsClose CommentsPermalink





(A) STATE LITERACY TEAM AND PLAN- A description of how the State educational agency has formed a State literacy leadership team and developed a comprehensive State literacy plan, as described in section 5.CommentsClose CommentsPermalink





(B) CONFLICTS OF INTEREST- An assurance that the State has a process to safeguard against conflicts of interest consistent with section 11(c) for individuals providing technical assistance on behalf of the State educational agency or the State agencies that oversee child care and other early childhood programs or serving on the State literacy leadership team.CommentsClose CommentsPermalink





(C) IMPLEMENTATION- An implementation plan that includes a description of how the State educational agency and the State agency that oversees child care programs will--CommentsClose CommentsPermalink





(i) assist eligible entities with--CommentsClose CommentsPermalink





(I) selecting and using screening assessments and diagnostic assessments;CommentsClose CommentsPermalink





(II) providing classroom-based instruction that is supported by one-to-one and small group instruction;CommentsClose CommentsPermalink





(III) using curricular materials and instructional tools, which may include technology, to improve instruction and literacy achievement;CommentsClose CommentsPermalink





(IV) using the principles of universal design for learning in all phases of instructional practice, including professional development, curriculum development and selection of instructional materials, and classroom instruction;CommentsClose CommentsPermalink





(V) providing high-quality professional development as part of such eligible entities’ literacy initiatives to improve the literacy development and learning of children and students served under the implementation grant; andCommentsClose CommentsPermalink





(VI) providing diverse learners, including English language learners, with culturally, linguistically, and developmentally appropriate curricula, instructional materials, interactive technologies, and valid and reliable assessments that support such learners in meeting State academic and content standards;CommentsClose CommentsPermalink





(ii) ensure that eligible entities in the State have leveraged and are effectively leveraging the resources to implement high-quality literacy instruction, and have the capacity to implement high-quality literacy initiatives effectively;CommentsClose CommentsPermalink





(iii) ensure that professional development activities are based on--CommentsClose CommentsPermalink





(I) the essential components of early literacy instruction and the essential components of reading and writing instruction, as appropriate; andCommentsClose CommentsPermalink





(II) evidence-based English language acquisition and adult learning research, as appropriate;CommentsClose CommentsPermalink





(iv) coordinate and align, as appropriate, the activities assisted under this section and sections 7 and 8 with other State and local programs that--CommentsClose CommentsPermalink





(I) serve children and students, and their families; andCommentsClose CommentsPermalink





(II) promote literacy instruction and learning;CommentsClose CommentsPermalink





(v) ensure that funds provided under this section are awarded in a manner that will provide services to all age and grade levels consistent with section 6(a)(2);CommentsClose CommentsPermalink





(vi) award subgrants to eligible entities to enable the eligible entities to carry out the activities described in sections 7 and 8, including to--CommentsClose CommentsPermalink





(I) eligible entities that serve rural areas; andCommentsClose CommentsPermalink





(II) eligible entities that serve urban areas; andCommentsClose CommentsPermalink





(vii) assist the eligible entities in the State in--CommentsClose CommentsPermalink





(I) providing strategic and intensive literacy instruction for students reading and writing below grade level, including through the use of multitiered systems of supports;CommentsClose CommentsPermalink





(II) providing high-quality professional development in literacy instruction to teachers, including--CommentsClose CommentsPermalink

(aa) special education teachers or teachers of students who are English language learners; andCommentsClose CommentsPermalink

(bb) teachers of core academic subjects;CommentsClose CommentsPermalink

(III) addressing the literacy needs of children and students with disabilities and English language learners served by the eligible entity; andCommentsClose CommentsPermalink





(IV) providing training to parents so that the parents can participate in the literacy related activities described under sections 7 and 8 to assist in the language and literacy development of their children.CommentsClose CommentsPermalink





(D) KEY DATA METRICS- A description of the key data metrics that will be collected and reported annually under section 11(b)(1)(E).CommentsClose CommentsPermalink





(E) NATIONAL EVALUATION- An assurance that the State educational agency, the State agency that awards subgrants under section 7, and any eligible entity receiving a subgrant under section 7 or 8, will, if requested, participate in the national evaluation under section 10.CommentsClose CommentsPermalink





(F) PRIORITY- An assurance that the State educational agency and the State agency that oversees child care programs, as appropriate, shall prioritize awarding subgrants--CommentsClose CommentsPermalink





(i) under section 7, based on the percentage of low-income children proposed to be served by the applicant; andCommentsClose CommentsPermalink





(ii) under section 8, based on the number or percentage of children counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)) proposed to be served by the applicant.CommentsClose CommentsPermalink

SEC. 7. SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF LITERACY FOR CHILDREN FROM BIRTH THROUGH KINDERGARTEN ENTRY.

(a) Subgrants- A State educational agency shall provide the funds provided under section 4(a)(2)(A) to the State agency that oversees child care programs, who shall award subgrants, on a competitive basis, in consultation with the State Advisory Council on Early Childhood Education and Care and other State early childhood agencies, to eligible entities to enable the eligible entities to carry out the activities described in subsection (e).CommentsClose CommentsPermalink





(b) Sufficient Size and Scope- Each subgrant awarded under this section shall be of sufficient size and scope to allow the eligible entity to carry out the activities described in subsection (e).CommentsClose CommentsPermalink





(c) Local Applications- An eligible entity that desires to receive a subgrant under this section shall submit an application to the State agency that oversees child care programs, at such time, in such manner, and including such information as such agency may require. Such application shall include a description of--CommentsClose CommentsPermalink





(1) the programs assisted under the subgrant, including demographic and socioeconomic information on the children from birth through kindergarten entry enrolled in the programs;CommentsClose CommentsPermalink





(2) a budget for the eligible entity that projects the cost of developing and implementing literacy initiatives to carry out the activities described in subsection (e);CommentsClose CommentsPermalink





(3) how the subgrant funds will be used to enhance the language and literacy aspects of school readiness of children from birth through kindergarten entry in early childhood education programs;CommentsClose CommentsPermalink





(4) how the subgrant funds will be used to prepare and provide ongoing assistance to staff in the programs, through professional development focused on the essential components of early literacy instruction, including onsite intensive mentoring by early childhood literacy coaches to provide high-quality literacy activities based on scientifically valid research on child development and learning for children from birth through kindergarten entry;CommentsClose CommentsPermalink





(5) how the subgrant funds will be used to provide services, incorporate activities, and select and use literacy instructional materials that are based on scientifically valid research on child development and early learning;CommentsClose CommentsPermalink





(6) how the subgrant funds will be used to provide--CommentsClose CommentsPermalink





(A) screening assessments or other appropriate measures--CommentsClose CommentsPermalink





(i) to effectively identify children from birth through kindergarten entry who may be at risk for delayed development or later academic difficulties; andCommentsClose CommentsPermalink





(ii) to determine whether such children are developing the fundamental knowledge necessary for literacy, engagement, development, and achievement in kindergarten and beyond; andCommentsClose CommentsPermalink





(B) diagnostic assessments, as appropriate, to determine the need for additional services;CommentsClose CommentsPermalink





(C) classroom-based instructional assessments; andCommentsClose CommentsPermalink





(D) other appropriate assessments of developmental progress;CommentsClose CommentsPermalink





(7) how the subgrant funds will be used to help instructional staff in the programs assisted under the subgrant to more effectively meet the diverse developmental and linguistic needs of children from birth through kindergarten entry in the community, including the needs of English language learners and children with disabilities;CommentsClose CommentsPermalink





(8) how the subgrant funds will be used to ensure that parents receive instruction--CommentsClose CommentsPermalink





(A) on their children’s early literacy development; andCommentsClose CommentsPermalink





(B) on how parents can support children’s literacy development at home;CommentsClose CommentsPermalink





(9) how the subgrant funds will be used to help children, particularly children experiencing difficulty with spoken and written language, to make the transition from early education to formal classroom instruction;CommentsClose CommentsPermalink





(10) how the activities assisted under the subgrant will be coordinated with literacy instruction at the kindergarten through grade 3 levels;CommentsClose CommentsPermalink





(11) how the eligible entity will--CommentsClose CommentsPermalink





(A) evaluate the success of the activities supported under the subgrant in enhancing the early language and literacy development of children served under such subgrant; andCommentsClose CommentsPermalink





(B) evaluate data for program improvement; andCommentsClose CommentsPermalink





(12) such other information as the State agency that oversees child care programs may require.CommentsClose CommentsPermalink





(d) Approval of Local Applications- The State agency that oversees child care programs shall--CommentsClose CommentsPermalink





(1) award subgrants to eligible entities in accordance with this section based on the quality of applications submitted; andCommentsClose CommentsPermalink





(2) prioritize awarding subgrants based on the criteria described in section 6(b)(2)(F).CommentsClose CommentsPermalink





(e) Local Uses of Funds-CommentsClose CommentsPermalink





(1) REQUIRED USES- An eligible entity that receives a subgrant under this section shall use the subgrant funds to carry out the following activities to support the development of early language and literacy in children from birth through kindergarten entry:CommentsClose CommentsPermalink





(A) Enhance and improve early learning programs to ensure that children in such programs are provided with high-quality, developmentally appropriate oral language, literature- and print-rich environments.CommentsClose CommentsPermalink





(B) Provide high-quality professional development on how children develop language and literacy skills (including children with disabilities and English language learners), and the selection and integration of developmentally, linguistically, and culturally appropriate literacy instructional strategies, activities, and materials, which may include the use of an early literacy coach for the staff of the eligible entity, in such entity’s curriculum and activities.CommentsClose CommentsPermalink





(C) Acquire, provide training for, and implement, as appropriate--CommentsClose CommentsPermalink





(i) screening assessments or other appropriate measures to determine whether children from birth through kindergarten entry are developing appropriate early language and literacy skills;CommentsClose CommentsPermalink





(ii) diagnostic assessments, as appropriate, to determine the need for additional services; andCommentsClose CommentsPermalink





(iii) classroom-based instructional assessments.CommentsClose CommentsPermalink





(D) Acquire, as appropriate, and integrate evidence-based instructional materials, activities, tools, and measures into the early learning programs offered by the eligible entity to improve development of children’s early language and literacy skills.CommentsClose CommentsPermalink





(2) ALLOWABLE USES- An eligible entity that receives a subgrant under this section may use the subgrant funds to carry out either or both of the following activities to support the development of early language and literacy in children from birth through kindergarten entry:CommentsClose CommentsPermalink





(A) Selecting, developing, and implementing a multitier system of supports.CommentsClose CommentsPermalink





(B) Providing activities that encourage family literacy experiences and practices and educate parents of children enrolled in a program receiving funds under this section on the development of their children’s early literacy skills.CommentsClose CommentsPermalink





(f) Prohibition- The use of assessment items and data on any assessment authorized under this section to provide rewards or sanctions for individual children, early learning providers, program directors, or principals is prohibited.CommentsClose CommentsPermalink

SEC. 8. SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF LITERACY FOR STUDENTS IN KINDERGARTEN THROUGH GRADE 12.

(a) Subgrants- A State educational agency shall use the implementation grant funds provided under section 4(a)(2)(B) to award subgrants, on a competitive basis, to eligible entities to enable the eligible entities to carry out the activities described in subsection (e).CommentsClose CommentsPermalink





(b) Sufficient Size and Scope- Each subgrant awarded under this section shall be of sufficient size and scope to allow the eligible entity to carry out the activities described in subsection (e).CommentsClose CommentsPermalink





(c) Local Applications- An eligible entity desiring to receive a subgrant under this section shall submit an application to the State educational agency at such time, in such manner, and containing such information as the State educational agency may require. Such application shall include, the following information:CommentsClose CommentsPermalink





(1) CAPACITY SURVEY- Results of the eligible entity’s capacity survey that--CommentsClose CommentsPermalink





(A) identify--CommentsClose CommentsPermalink





(i) the strengths and weaknesses of such entity related to literacy;CommentsClose CommentsPermalink





(ii) how subgrant funds will be used to inform and improve literacy instruction within such entity; andCommentsClose CommentsPermalink





(iii) the demographic and socioeconomic information on the students enrolled in such entity; andCommentsClose CommentsPermalink





(B) include an analysis, disaggregated by the subgroups described in section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)) and by grade level, of--CommentsClose CommentsPermalink





(i) State scores on the reading or language arts assessments conducted under section 1111(b)(3) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(3));CommentsClose CommentsPermalink





(ii) National Assessment of Educational Progress reading scores, as appropriate;CommentsClose CommentsPermalink





(iii) the percentage of students in need of reading and writing remediation;CommentsClose CommentsPermalink





(iv) core course passing and failure rates for secondary school students;CommentsClose CommentsPermalink





(v) credit accumulation for secondary school students; andCommentsClose CommentsPermalink





(vi) graduation rates.CommentsClose CommentsPermalink





(2) PROFESSIONAL DEVELOPMENT- How each participating school, eligible entity, or a provider of high-quality professional development will provide ongoing high-quality professional development in language development, English language acquisition (as appropriate), and literacy instruction to all teachers, principals, and other school leaders served by the school.CommentsClose CommentsPermalink





(3) INTERVENTIONS- How each participating school will identify students in need of interventions and provide appropriate scientifically valid instructional interventions and extended learning time for struggling students.CommentsClose CommentsPermalink





(4) BUDGET- A budget for each participating school that projects the cost of developing and implementing literacy initiatives to carry out the activities described in subsection (e).CommentsClose CommentsPermalink





(5) INTEGRATION- An explanation of how each participating school will integrate literacy instruction into core academic subjects.CommentsClose CommentsPermalink





(6) COORDINATION- A description of how each participating school will coordinate literacy instruction with early education, after-school programs, and other programs serving students in the school, such as library programs, as appropriate.CommentsClose CommentsPermalink





(7) ASSESSMENTS- A description of the screening, diagnostic, formative, and summative assessments that will be used in an assessment system to improve literacy instruction and track student literacy progress.CommentsClose CommentsPermalink





(8) FAMILIES AND CAREGIVERS- A description of how the families and caregivers will be involved in supporting their children’s literacy instruction and assessment.CommentsClose CommentsPermalink





(9) INITIATIVES- A description of the literacy and other academic initiatives, if any, in place and how these initiatives will be coordinated and integrated with activities supported under this section.CommentsClose CommentsPermalink





(10) PARTICIPATION IN EVALUATION- An assurance that the eligible entity will, if requested, participate in the national evaluation described in section 10.CommentsClose CommentsPermalink





(d) Approval of Local Applications- The State educational agency shall--CommentsClose CommentsPermalink





(1) award subgrants to eligible entities in accordance with this section based on the quality of applications submitted; andCommentsClose CommentsPermalink





(2) prioritize awarding subgrants to eligible entities based on the criteria described in section 6(b)(2)(F).CommentsClose CommentsPermalink





(e) Local Uses of Funds for Kindergarten Through Grade 12-CommentsClose CommentsPermalink





(1) REQUIRED USES- An eligible entity that receives a subgrant under this section shall use the subgrant funds to carry out the following activities for students in kindergarten through grade 12:CommentsClose CommentsPermalink





(A) Develop and implement a literacy initiative that--CommentsClose CommentsPermalink





(i) includes all of the essential components of reading and writing instruction;CommentsClose CommentsPermalink





(ii) supports activities that are provided primarily during the regular school day but which may be augmented by instruction during nonschool hours or periods when school is not in session (such as before and after school or during summer recess);CommentsClose CommentsPermalink





(iii) integrates literacy instruction into core academic subjects and, to the extent practicable, other subjects taught in a school, such as career and technical education; andCommentsClose CommentsPermalink





(iv) addresses the literacy needs of English language learners and students with disabilities.CommentsClose CommentsPermalink





(B) Form school literacy leadership teams to help implement, assess, and identify changes to the literacy initiative.CommentsClose CommentsPermalink





(C) Provide high-quality, developmentally appropriate oral language, including listening and speaking, literature, and print-rich classroom environments.CommentsClose CommentsPermalink





(D) Provide high-quality professional development for instructional staff, including literacy coaches and teachers of students with disabilities and English language learners.CommentsClose CommentsPermalink





(E) Select and administer screening and diagnostic assessments and support teachers’ use of formative assessments and assessment data to plan instruction.CommentsClose CommentsPermalink





(F) Select and implement a multitier system of supports that includes intensive, supplemental interventions for students in grades kindergarten through grade 5 reading below grade level.CommentsClose CommentsPermalink





(G) Provide training to principals and other school and district personnel in implementing the literacy initiative, particularly in the areas of--CommentsClose CommentsPermalink





(i) utilizing data;CommentsClose CommentsPermalink





(ii) assessing the quality of literacy instruction across content areas; andCommentsClose CommentsPermalink





(iii) providing time and support for teachers to plan literacy instruction.CommentsClose CommentsPermalink





(H) Provide family literacy services for students and their parents, including training to enable families and caregivers to support the literacy initiative.CommentsClose CommentsPermalink





(I) Promote writing experiences and implement programs that instruct and engage students in practicing writing for multiple audiences and purposes appropriate to the interests and capacities of students.CommentsClose CommentsPermalink





(J) Annually collect, analyze, and report data to the State educational agency.CommentsClose CommentsPermalink





(2) ALLOWABLE USES- An eligible entity that receives a subgrant under this section may use the subgrant funds to carry out the following activities for students in kindergarten through grade 12:CommentsClose CommentsPermalink





(A) Acquire and utilize developmentally appropriate instructional materials based on scientifically valid research, including materials that utilize technology.CommentsClose CommentsPermalink





(B) Hire and train literacy coaches.CommentsClose CommentsPermalink





(C) Select and implement a multitier system of supports that includes intensive, supplemental interventions for students in grades 6 through 12 reading below grade level.CommentsClose CommentsPermalink





(D) Promote reading, library, and writing programs that provide access to engaging reading material in school and at home.CommentsClose CommentsPermalink





(E) Connect out-of-school learning opportunities to in-school learning, including the alignment of after-school activities with in-school curricula, in order to improve the literacy achievement of students.CommentsClose CommentsPermalink





(F) Form an acting partnership with 1 or more public or private nonprofit organizations that have a demonstrated record of effectiveness in improving literacy development or providing professional development aligned with the activities described in this subsection.CommentsClose CommentsPermalink





(G) Providing time for teachers and school librarians to meet to plan literacy instruction, as appropriate.CommentsClose CommentsPermalink





(f) Limitation to Certain Schools- An eligible entity receiving a subgrant under this section shall, in distributing subgrant funds under this subsection, provide the subgrant funds only to schools, including public charter schools, that--CommentsClose CommentsPermalink





(1) are among the schools served by the eligible entity with the highest numbers or percentages of students in grades kindergarten through 12 reading and writing below grade level, based on the most current State data as available; andCommentsClose CommentsPermalink





(2) have the highest numbers or percentages of children counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)).CommentsClose CommentsPermalink

SEC. 9. ADDITIONAL STATE ACTIVITIES.

(a) Required Activities- A State educational agency, in consultation with the State agency that oversees child care programs, shall use funds made available under section 4(a)(2)(C) and described in section 6(a)(1)(D) to carry out each of the following activities:CommentsClose CommentsPermalink





(1) Providing technical assistance or engaging qualified providers to provide such assistance, to assist eligible entities to design and implement literacy initiatives.CommentsClose CommentsPermalink





(2) Identifying and supporting high-quality professional development in literacy instruction for eligible entities.CommentsClose CommentsPermalink





(3) Coordinating activities under this Act with reading, writing, and other literacy resources and programs across the State.CommentsClose CommentsPermalink





(4) Disseminating information, including making publicly available on the Web sites of the State educational agency and the State agency that oversees child care programs, on promising practices to improve children’s early literacy and language development and student literacy achievement.CommentsClose CommentsPermalink





(5) Reviewing and developing recommendations in collaboration with teachers, early childhood providers, statewide educational and professional organizations representing teachers, and statewide and educational and professional organizations representing institutions of higher education, to strengthen State licensure and certification standards for literacy instruction in early education through grade 12.CommentsClose CommentsPermalink





(6) Coordinating with institutions of higher education in the State to strengthen and enhance pre-service course work for students preparing to teach literacy to children and students from birth through grade 12.CommentsClose CommentsPermalink





(7) Administration and reporting.CommentsClose CommentsPermalink





(b) Permissive Activities- A State educational agency, in collaboration with the State agency that oversees child care programs, may use funds made available under section 4(a)(2)(C) and described in section 6(a)(1)(D) to carry out one or more of the following activities:CommentsClose CommentsPermalink





(1) Training personnel of eligible entities to use data systems to track student literacy achievement.CommentsClose CommentsPermalink





(2) Developing and providing training to literacy coaches, including literacy coaches with expertise in early literacy development, language development, and adolescent literacy.CommentsClose CommentsPermalink

SEC. 10. NATIONAL EVALUATION, INFORMATION DISSEMINATION, AND TECHNICAL ASSISTANCE.

(a) National Evaluation-CommentsClose CommentsPermalink





(1) IN GENERAL- From funds reserved under paragraph (1)(A)(i) or (2)(A)(i) of section 4(b), the Secretary shall perform a 5-year national evaluation of the grant and subgrant programs assisted under this Act by entering into one or more contracts or cooperative agreements with independent organizations. Such evaluation shall include scientifically valid research that applies rigorous and systematic procedures to obtain information relevant to the implementation and effect of the programs assisted under this Act.CommentsClose CommentsPermalink





(2) CONTENTS OF EVALUATION- The evaluation described in this subsection shall include an analysis of each of the following:CommentsClose CommentsPermalink





(A) IMPACT- The impact of literacy initiatives supported under this Act on improving early literacy skills and student academic outcomes, including student literacy development in reading and writing, student literacy development in other academic content areas, grade promotion, and graduation.CommentsClose CommentsPermalink





(B) IMPLEMENTATION OF CORE FEATURES- The fidelity of implementation of core program features, such as coherence of program across grades, quality of technical assistance, State and school district leadership, professional development for teachers and administrators, use of quality materials and pedagogy, and use of assessment.CommentsClose CommentsPermalink





(C) OTHER INQUIRIES- Other inquiries as designated by the Secretary, such as--CommentsClose CommentsPermalink





(i) the types of literacy initiatives that have demonstrated the greatest impact on student achievement;CommentsClose CommentsPermalink





(ii) how State standards, local educational agency and school curricula, assessments, and interventions combine to improve literacy;CommentsClose CommentsPermalink





(iii) how screening, diagnostic, and formative assessments of reading and writing assist teachers in identifying students’ reading and writing needs;CommentsClose CommentsPermalink





(iv) how job-embedded, ongoing, high-quality professional development improves teacher practice and increases literacy skills of children and students;CommentsClose CommentsPermalink





(v) the types of literacy activities that improve the early reading, writing, and language skills of children from birth through kindergarten entry;CommentsClose CommentsPermalink





(vi) how early learning providers are being prepared with scientifically valid research on early childhood literacy and literacy development;CommentsClose CommentsPermalink





(vii) how early literacy instructional materials and activities based on scientifically valid research are being integrated into preschools, child care programs and programs carried out under the Head Start Act (42 U.S.C. 9831 et seq.), and family literacy programs;CommentsClose CommentsPermalink





(viii) the impact of adolescent literacy initiatives on student motivation, engagement, and participation in adolescent literacy activities;CommentsClose CommentsPermalink





(ix) the impact of literacy initiatives on diverse learners, including English language learners;CommentsClose CommentsPermalink





(x) the relationship between students’ literacy achievement and secondary school graduation rates; andCommentsClose CommentsPermalink





(xi) effective strategies to integrate school and public library programs to improve literacy.CommentsClose CommentsPermalink





(3) REPORTS-CommentsClose CommentsPermalink





(A) INTERIM REPORT- Not later than 2 years after the date of the enactment of this Act, the Secretary shall submit to the Congress an interim report on the national evaluation conducted under this subsection.CommentsClose CommentsPermalink





(B) FINAL REPORT- Not later than 5 years after the date of the enactment of this Act, the Secretary shall submit a final report containing the results of the national evaluation conducted under this subsection to--CommentsClose CommentsPermalink





(i) State educational agencies and eligible entities on a periodic basis for use in program improvement; andCommentsClose CommentsPermalink





(ii) the Congress.CommentsClose CommentsPermalink





(b) Information Dissemination and Technical Assistance-CommentsClose CommentsPermalink





(1) IN GENERAL- From amounts reserved under paragraph (1)(A)(i) or (2)(A)(i) of section 4(b), the Secretary shall, in collaboration with the Secretary of Health and Human Services, the Director of the National Institute of Child Health and Human Development, regional educational laboratories established under section 174 of the Education Sciences Reform Act of 2002 (20 U.S.C. 9564), and the comprehensive centers established under section 203 of the Educational Technical Assistance Act of 2002 (20 U.S.C. 9602), distribute information and provide technical assistance on literacy instruction, including--CommentsClose CommentsPermalink





(A) information on literacy instruction and the impact of the instruction on--CommentsClose CommentsPermalink





(i) student achievement, motivation, and engagement for literacy; andCommentsClose CommentsPermalink





(ii) student graduation with a secondary school diploma;CommentsClose CommentsPermalink





(B) information on elements of job-embedded, ongoing, high-quality professional development that improves literacy achievement in children and students in early education through grade 12; andCommentsClose CommentsPermalink





(C) information on schools, eligible entities, and States that have successfully improved literacy achievement in early education through grade 12.CommentsClose CommentsPermalink





(2) DISSEMINATION AND COORDINATION- The Secretary shall disseminate and make publicly available the information described in paragraph (1) to--CommentsClose CommentsPermalink





(A) recipients of Federal financial assistance under this Act, part A of title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.), the Head Start Act (42 U.S.C. 9831 et seq.), the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), and the Adult Education and Family Literacy Act (20 U.S.C. 9201 et seq.); andCommentsClose CommentsPermalink





(B) each school operated or funded by the Bureau of Indian Education.CommentsClose CommentsPermalink





(3) USE OF NETWORKS- In carrying out this subsection, the Secretary shall, to the extent practicable, use information and dissemination networks developed and maintained through other public and private entities.CommentsClose CommentsPermalink

SEC. 11. CONSEQUENCES OF INSUFFICIENT PROGRESS, REPORTING REQUIREMENTS, AND CONFLICTS OF INTEREST.

(a) Consequences of Insufficient Progress-CommentsClose CommentsPermalink





(1) CONSEQUENCES FOR GRANT RECIPIENTS- If the Secretary determines that a State educational agency receiving an award under section 4(b) or an eligible entity receiving a subgrant under section 7 or 8 is not making significant progress in meeting the purposes of this Act after the submission of a report described in subsection (b), then the Secretary may withhold, in whole or in part, further payments under this Act in accordance with section 455 of the General Education Provisions Act (20 U.S.C. 1234d) or take such other action authorized by law as the Secretary determines necessary, including providing technical assistance upon request of the State educational agency, or eligible entity, respectively.CommentsClose CommentsPermalink





(2) CONSEQUENCES FOR SUBGRANT RECIPIENTS- A State educational agency or State agency that oversees child care programs, as appropriate, receiving an award under section 4(b) may refuse to award subgrant funds to an eligible entity under section 7 or 8 if such State agency finds that the eligible entity is not making significant progress in meeting the purposes of this Act, after--CommentsClose CommentsPermalink





(A) providing technical assistance to the eligible entity; andCommentsClose CommentsPermalink





(B) affording the eligible entity notice and an opportunity for a hearing.CommentsClose CommentsPermalink





(b) Reporting Requirements-CommentsClose CommentsPermalink





(1) STATE EDUCATIONAL AGENCY REPORTS- Each State educational agency receiving an award under section 6 shall report annually to the Secretary regarding the State educational agency’s progress and the progress of the State agency that oversees child care programs in addressing the purposes of this Act. Such report shall include, at a minimum, a description of--CommentsClose CommentsPermalink





(A) the professional development activities provided under the award, including types of activities and entities involved in providing professional development to early childhood providers, classroom teachers, and other instructional staff;CommentsClose CommentsPermalink





(B) instruction, strategies, activities, curricula, materials, and assessments used in the programs funded under the award;CommentsClose CommentsPermalink





(C) the types of programs and program settings for children younger than kindergarten entry funded under the award and the ages, grade levels, and demographic information of children served by the programs funded under the award, except that individually identifiable information shall not be included;CommentsClose CommentsPermalink





(D) the experience and qualifications of the instructional staff who provide literacy instruction under the programs funded under the award, including the experience and qualifications of those staff working with children with disabilities, English language learners, and children younger than kindergarten entry;CommentsClose CommentsPermalink





(E) key data metrics used for literacy initiatives;CommentsClose CommentsPermalink





(F) student performance on relevant program metrics, as identified in the State education agency’s implementation plan under section 6(b)(2)(C), such as--CommentsClose CommentsPermalink





(i) the number of students reading and writing on grade level by the end of the third grade, disaggregated by the subgroups described in section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)); andCommentsClose CommentsPermalink





(ii) the instruction and activities delivered to at-risk students served under the award; andCommentsClose CommentsPermalink





(G) the outcomes of programs and activities provided under the award.CommentsClose CommentsPermalink





(2) ELIGIBLE ENTITY REPORTS- Each eligible entity receiving a subgrant under section 7 or 8 shall report annually to the State educational agency or the State agency that oversees child care programs, as appropriate, regarding the eligible entity’s progress in addressing the purposes of this Act. Such report shall include, at a minimum, a description of--CommentsClose CommentsPermalink





(A) how the subgrant funds were used;CommentsClose CommentsPermalink





(B) the degree of appropriate developmental progress or literacy achievement growth of students, including children who are English language learners and children with disabilities, assisted under the subgrant;CommentsClose CommentsPermalink





(C) the professional development of activities provided under the award, including types of activities and entities involved in providing professional development to early childhood providers, classroom teachers, and other instructional staff;CommentsClose CommentsPermalink





(D) instruction, strategies, activities, curricula, materials, and assessments used in the programs funded under the award;CommentsClose CommentsPermalink





(E) the types of programs funded under the award and the ages, grade levels, and demographic information of children served by the programs funded under the award, except that individually identifiable information shall not be included;CommentsClose CommentsPermalink





(F) the experience and qualifications of the instructional staff who provide literacy instruction under the programs funded under the award, including the experience and qualifications of those staff working with children with disabilities and with English language learners;CommentsClose CommentsPermalink





(G) key data metrics used for literacy initiatives;CommentsClose CommentsPermalink





(H) student performance on relevant program metrics, as identified in the State education agency’s implementation plan under section 6(b)(2)(C), such as--CommentsClose CommentsPermalink





(i) the number of students reading and writing on grade level by the end of the third grade, disaggregated by the subgroups described in section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)) ; andCommentsClose CommentsPermalink





(ii) the instruction and activities delivered to at-risk students served under the award;CommentsClose CommentsPermalink





(I) the outcomes of programs and activities provided under the award; andCommentsClose CommentsPermalink





(J) the results of an external evaluation, if the Secretary determines applicable.CommentsClose CommentsPermalink





(c) Conflicts of Interest-CommentsClose CommentsPermalink





(1) IN GENERAL- Not later than 30 days after the date of the enactment of this Act, the Secretary of Education shall create and implement procedures--CommentsClose CommentsPermalink





(A) to assess whether a covered individual or entity has a potential conflict of interest; andCommentsClose CommentsPermalink





(B) to require the disclosure and mitigation of any such conflict of interest to ensure the integrity of the related program.CommentsClose CommentsPermalink





(2) EVALUATION BY THE COMPTROLLER GENERAL-CommentsClose CommentsPermalink





(A) IN GENERAL- Not later than 60 days after the creation of the procedures described in paragraph (1), the Comptroller General of the United States shall report to the Committee on Education and Labor of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate on the adequacy of such procedures to identify, disclose, and manage conflicts of interest.CommentsClose CommentsPermalink





(B) UPDATES- Beginning not less than 6 months after the report described in subparagraph (A) is filed, the Comptroller General shall evaluate the Department’s implementation of the procedures described in paragraph (1) and report to the Committee on Education and Labor of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate every 6 months to ensure that the Department has adequately implemented such procedures. The Comptroller General shall include in the reports any recommendations for modifications to such procedures that the Comptroller General determines are appropriate to properly identify, disclose, and manage conflicts of interest.CommentsClose CommentsPermalink





(3) DEFINITIONS- For the purposes of this subsection:CommentsClose CommentsPermalink





(A) The term ‘covered individual or entity’ means--CommentsClose CommentsPermalink





(i) an officer or professional employee of the Department of Education;CommentsClose CommentsPermalink





(ii) a contractor or subcontractor of the Department, or an individual hired by the contracted entity;CommentsClose CommentsPermalink





(iii) a member of a peer review panel described in section 4(c); orCommentsClose CommentsPermalink





(iv) a consultant or advisor to the Department.CommentsClose CommentsPermalink





(B) The term ‘conflict of interest’ means a financial interest or other self-interest that a reasonable person would expect to lead to an undue bias, or the appearance of such bias, towards a particular product or service purchased with, guaranteed or insured by, or under consideration for purchase with, or to be guaranteed or insured by, funds administered by the Department of Education or a contracted entity of the Department.CommentsClose CommentsPermalink

SEC. 12. RULES OF CONSTRUCTION.

(a) Student Eligibility- Nothing in this Act shall be construed to prohibit students eligible for assistance under title I or III of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq., 6801 et seq.) or students eligible for assistance under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.) from receiving literacy instruction and intervention under this Act.CommentsClose CommentsPermalink





(b) IDEA Evaluation- The assessments required under this Act shall not be construed to constitute an evaluation required under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.).CommentsClose CommentsPermalink

SEC. 13. DEFINITIONS.

(a) In General- Except as otherwise provided in this Act, the terms used in this Act have the meanings given such terms in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).CommentsClose CommentsPermalink





(b) Other Terms- In this Act:CommentsClose CommentsPermalink





(1) CHILD WITH A DISABILITY- The term ‘child with a disability’ has the same meaning given the term in section 602(3) of the Individuals with Disabilities Education Act (20 U.S.C. 1401(3)).CommentsClose CommentsPermalink





(2) CLASSROOM-BASED INSTRUCTIONAL ASSESSMENT- The term ‘classroom-based instructional assessment’ means an assessment for children in third grade or younger that--CommentsClose CommentsPermalink





(A) is valid and reliable for the age and population of children served in the program, and is used to evaluate children’s developmental progress and learning, including systematic observations by teachers of children performing tasks, including academic and literary tasks, that are part of their daily classroom experience; andCommentsClose CommentsPermalink





(B) is used to improve classroom instruction.CommentsClose CommentsPermalink





(3) DIAGNOSTIC ASSESSMENT- The term ‘diagnostic assessment’ means an assessment that--CommentsClose CommentsPermalink





(A) is developmentally, linguistically, and culturally appropriate;CommentsClose CommentsPermalink





(B) is valid, reliable, and based on scientifically valid research on language, literacy, and English language acquisition;CommentsClose CommentsPermalink





(C) is used for the purposes of--CommentsClose CommentsPermalink





(i) identifying a student’s specific areas of strengths and weaknesses in oral language and literacy;CommentsClose CommentsPermalink





(ii) determining any difficulties that the student may have in language and literacy and the potential cause of such difficulties; andCommentsClose CommentsPermalink





(iii) helping to determine possible literacy intervention strategies and related special needs of the student; andCommentsClose CommentsPermalink





(D) in the case of young children, is conducted after a screening assessment that identifies potential risks for delayed development or later academic difficulties.CommentsClose CommentsPermalink





(4) ELIGIBLE ENTITY- The term ‘eligible entity’ means--CommentsClose CommentsPermalink





(A) when used with respect to children from birth through kindergarten entry--CommentsClose CommentsPermalink





(i) one or more local educational agencies providing early learning programs, or one or more public or private early learning programs, serving children from birth through kindergarten entry, such as a Head Start agency, an Early Head Start program, a child care program, a State-funded pre-kindergarten program, a public library program, or a family literacy program that has a demonstrated record of providing effective literacy instruction for the age group such agency or program is proposing to serve under section 7; orCommentsClose CommentsPermalink





(ii) one or more local educational agencies providing early learning programs, or one or more public or private early learning programs, serving children from birth through kindergarten entry, such as a Head Start agency, an Early Head Start program, a child care program, a State-funded pre-kindergarten program, a public library program, or a family literacy program in partnership with one or more public or private nonprofit organizations or agencies that have a demonstrated record of effectiveness--CommentsClose CommentsPermalink





(I) in improving the early literacy development of children from birth through kindergarten entry; andCommentsClose CommentsPermalink





(II) in providing professional development aligned with the activities described in section 7(e)(1); andCommentsClose CommentsPermalink





(B) when used with respect to students in kindergarten through grade 12, a local educational agency or consortium of local educational agencies that--CommentsClose CommentsPermalink





(i) is among the local educational agencies in the State with the highest numbers or percentages of students reading and writing below grade level, based on the most current State data, where available; andCommentsClose CommentsPermalink





(ii) has the highest numbers or percentages of children who are counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)), in comparison to other local educational agencies in the State.CommentsClose CommentsPermalink





(5) ENGLISH LANGUAGE ACQUISITION-CommentsClose CommentsPermalink





(A) IN GENERAL- The term ‘English language acquisition’ means the process by which a non-native English speaker acquires proficiency in speaking, listening, reading, and writing the English language.CommentsClose CommentsPermalink





(B) INCLUSION FOR ENGLISH LANGUAGE LEARNERS IN SCHOOL- For an English language learner in school, such term includes not only the social language proficiency needed to participate in the school environment, but also the academic language proficiency needed to acquire literacy and academic content and demonstrate the student’s learning.CommentsClose CommentsPermalink





(6) ENGLISH LANGUAGE LEARNER- The term ‘English language learner’ means an individual who is limited English proficient, as defined in section 9101(25) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801(25)).CommentsClose CommentsPermalink





(7) ESSENTIAL COMPONENTS OF EARLY LITERACY INSTRUCTION- The term ‘essential components of early literacy instruction’ means providing, for children prior to the age of kindergarten entry, interactive experiences in a print- and literacy-rich environment that promote the development of--CommentsClose CommentsPermalink





(A) oral language, including vocabulary, grammar, and syntax;CommentsClose CommentsPermalink





(B) motivational aspects of early literacy, including enjoyment of reading and books;CommentsClose CommentsPermalink





(C) book-reading behaviors, including book handling and orientation;CommentsClose CommentsPermalink





(D) recognition and understanding of pictures and story concepts;CommentsClose CommentsPermalink





(E) concepts about print;CommentsClose CommentsPermalink





(F) alphabet knowledge;CommentsClose CommentsPermalink





(G) phonological awareness, including the awareness of rhymes, sounds, and syllables;CommentsClose CommentsPermalink





(H) emergent writing skills, including use of writing materials; andCommentsClose CommentsPermalink





(I) integration of print concepts into play.CommentsClose CommentsPermalink





(8) ESSENTIAL COMPONENTS OF READING AND WRITING INSTRUCTION- The term ‘essential components of reading and writing instruction’ means, for students in kindergarten through grade 12, developmentally appropriate, explicit, and systematic instruction that provides students the following:CommentsClose CommentsPermalink





(A) With respect to students in kindergarten through grade 12--CommentsClose CommentsPermalink





(i) high-quality professional development for teachers, instructional staff, and principals;CommentsClose CommentsPermalink





(ii) diverse texts at the appropriate reading and interest level of students;CommentsClose CommentsPermalink





(iii) differentiated instructional approaches;CommentsClose CommentsPermalink





(iv) instruction and supports to increase students’ motivation to read, including self-directed learning;CommentsClose CommentsPermalink





(v) as appropriate, systematic and intensive one-to-one and small group instruction, including extended time for intense intervention for students reading significantly below grade level, which can be provided both inside and outside the classroom as well as during and outside regular school hours;CommentsClose CommentsPermalink





(vi) opportunities to write individually and collaboratively;CommentsClose CommentsPermalink





(vii) instruction in uses of print materials, multimedia, and technological resources for research and for generating and presenting content and ideas; andCommentsClose CommentsPermalink





(viii) use of screening, diagnostic, formative, and summative assessments.CommentsClose CommentsPermalink





(B) With respect to students in grades kindergarten through grade 3--CommentsClose CommentsPermalink





(i) strategic and explicit instruction using phonological awareness, phonic decoding, vocabulary, language structure, reading fluency and reading comprehension;CommentsClose CommentsPermalink





(ii) use of oral modeling techniques to build language skills; andCommentsClose CommentsPermalink





(iii) coordinated involvement of families, caregivers, school leaders, and instructional staff.CommentsClose CommentsPermalink





(C) With respect to students in grades 4 through 12--CommentsClose CommentsPermalink





(i) direct and explicit comprehension instruction;CommentsClose CommentsPermalink





(ii) direct and explicit instruction that builds academic vocabulary;CommentsClose CommentsPermalink





(iii) multiple opportunities to write with clear purposes and critical reasoning appropriate to the topic and purpose and with specific instruction and feedback from teachers;CommentsClose CommentsPermalink





(iv) text-based collaborative learning; andCommentsClose CommentsPermalink





(v) coordinated involvement of school leaders and instructional staff that are interdisciplinary and interdepartmental and that analyze student work over time and plan literacy instruction.CommentsClose CommentsPermalink





(9) FAMILY LITERACY SERVICES- The term ‘family literacy services’ means services provided to participants on a voluntary basis that are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable changes in a family, and that integrate all of the following activities:CommentsClose CommentsPermalink





(A) Interactive literacy activities between parents and their children.CommentsClose CommentsPermalink





(B) Training for parents regarding how to be the primary teacher for their children and full partners in the education of their children.CommentsClose CommentsPermalink





(C) Parent literacy training that leads to economic self-sufficiency.CommentsClose CommentsPermalink





(D) An age-appropriate education to prepare children for success in school and life experiences.CommentsClose CommentsPermalink





(10) FORMATIVE ASSESSMENT- The term ‘formative assessment’ means assessment questions, tools, and processes that are--CommentsClose CommentsPermalink





(A) developmentally, linguistically, and culturally appropriate;CommentsClose CommentsPermalink





(B) embedded in instruction; andCommentsClose CommentsPermalink





(C) used by teachers and students to provide timely feedback for purposes of adjusting instruction to improve learning.CommentsClose CommentsPermalink





(11) HIGH-QUALITY PROFESSIONAL DEVELOPMENT- The term ‘high-quality professional development’ means professional development that--CommentsClose CommentsPermalink





(A) is job-embedded, ongoing, and based on scientifically valid research;CommentsClose CommentsPermalink





(B) is sustained, intensive, and classroom focused, and may include a one-day or short-term workshop or conference, if such workshop or conference is part of a professional development plan for the attendee;CommentsClose CommentsPermalink





(C) is designed to increase the knowledge and expertise of instructional staff in implementing the essential components of early literacy instruction and the essential components of reading and writing instruction, as appropriate;CommentsClose CommentsPermalink





(D) includes and supports teachers and early learning providers in administering age- and developmentally appropriate assessments; and analyzing the results of these student assessments when implementing the essential components of early literacy instruction and the essential components of reading and writing instruction for the purposes of planning, monitoring, adapting, and improving classroom instruction or teaching strategies to improve student learning, as appropriate;CommentsClose CommentsPermalink





(E) for kindergarten through 12th grade, supports the integration of literacy instruction in core academic subjects and, to the extent practicable, other subjects taught at school, such as career and technical education;CommentsClose CommentsPermalink





(F) includes information on one-to-one, small group, and classroom-based instructional materials and approaches based on scientifically valid research on literacy;CommentsClose CommentsPermalink





(G) provides ongoing instructional literacy coaching--CommentsClose CommentsPermalink





(i) to ensure high-quality implementation of effective practices of literacy instruction that is content centered, integrated across the curricula, collaborative, and school, setting, and classroom embedded; andCommentsClose CommentsPermalink





(ii) that uses student data to improve instruction;CommentsClose CommentsPermalink





(H) includes and supports teachers in setting high reading and writing achievement goals for all students and provides the teachers with the instructional tools and skills, including strategies consistent with the principles of universal design for learning, to help students reach such goals; andCommentsClose CommentsPermalink





(I) is differentiated for educators working with children from birth through kindergarten entry, students in kindergarten through grade 5, and students in grades 6 through 12, and, as appropriate, by student grade or student need.CommentsClose CommentsPermalink





(12) INSTRUCTIONAL STAFF-CommentsClose CommentsPermalink





(A) IN GENERAL- The term ‘instructional staff’ means individuals who have responsibility for teaching students to read and write, or in the case of children from birth to kindergarten entry, teaching early literacy skills and language development.CommentsClose CommentsPermalink





(B) INCLUSIONS- Such term includes principals, teachers, early learning providers, supervisors of instruction, pupil services personnel, librarians, library school media specialists, teachers of academic subjects other than reading or writing, other school leaders, literacy coaches, and other individuals who have responsibility for assisting children to learn to read and write.CommentsClose CommentsPermalink





(13) LITERACY COACH- The term ‘literacy coach’ means a professional--CommentsClose CommentsPermalink





(A) who--CommentsClose CommentsPermalink





(i) has previous teaching experience and--CommentsClose CommentsPermalink





(I) for the purpose of literacy coaches working with early learning programs, has expertise in early childhood development and early literacy; andCommentsClose CommentsPermalink





(II) for the purpose of literacy coaches working with kindergarten through grade 12--CommentsClose CommentsPermalink

(aa) a master’s degree with a concentration in reading and writing education; orCommentsClose CommentsPermalink

(bb) has demonstrated proficiency in teaching reading or writing in a core academic subject; andCommentsClose CommentsPermalink

(ii) is able to demonstrate the ability to help early learning providers or teachers--CommentsClose CommentsPermalink





(I) use evidence-based research on how children and students become successful readers, writers, and communicators;CommentsClose CommentsPermalink





(II) use multiple forms of assessment to guide instructional decisionmaking;CommentsClose CommentsPermalink





(III) for the purpose of literacy coaches working with--CommentsClose CommentsPermalink

(aa) early learning programs, support and coordinate the language and literacy curricula and activities with the overall early childhood education program; andCommentsClose CommentsPermalink

(bb) teachers in kindergarten through grade 12, improve student writing and reading in and across content areas such as mathematics, science, social studies, and language arts;CommentsClose CommentsPermalink

(IV) develop and implement differentiated instruction and teaching approaches to serve the needs of diverse learners, including English language learners and children with disabilities;CommentsClose CommentsPermalink





(V) use the principles of universal design for learning in instructional strategies and in selecting materials and tools to serve the diverse needs of all learners, including English language learners and children with disabilities;CommentsClose CommentsPermalink





(VI) employ best practices in engaging instructional staff to change school cultures to better encourage and support literacy development and achievement;CommentsClose CommentsPermalink





(VII) use data to improve instruction; andCommentsClose CommentsPermalink





(VIII) for the purpose of literacy coaches working with--CommentsClose CommentsPermalink

(aa) early learning programs, set developmentally appropriate early literacy goals and select and acquire instructional tools and skills to help children reach such goals; andCommentsClose CommentsPermalink

(bb) kindergarten through grade 12, set high reading and writing achievement goals for all students and select and acquire instructional tools and skills to help students reach such goals; andCommentsClose CommentsPermalink

(B) whose role with early learning providers, teachers and school personnel is--CommentsClose CommentsPermalink





(i) to provide high-quality professional development opportunities in literacy and language development for early learning providers, teachers and school personnel, including in the case of early learning providers, helping staff in planning and implementation of ongoing professional development;CommentsClose CommentsPermalink





(ii) to work cooperatively and collaboratively with principals, teachers, early learning providers and other professionals in planning programs to help, as appropriate--CommentsClose CommentsPermalink





(I) early learning providers identify children’s early literacy needs so that such providers can meet the early literacy needs of children at risk for delayed development and later academic difficulties; andCommentsClose CommentsPermalink





(II) teachers identify student literacy needs and teach literacy across the content areas so that the teachers can meet the needs of students reading and writing below grade level; andCommentsClose CommentsPermalink





(iii) to work cooperatively and collaboratively with other professionals in planning programs to help early learning providers and teachers teach literacy across content areas so that the early learning providers and teachers can meet the needs of diverse learners, including children with disabilities, English language learners, and students who are reading at grade level.CommentsClose CommentsPermalink





(14) LOCAL EDUCATIONAL AGENCY- The term ‘local educational agency’--CommentsClose CommentsPermalink





(A) has the meaning given to that term in section 9101 of the Elementary and Secondary Education Act of 1965; andCommentsClose CommentsPermalink





(B) includes any public charter school that constitutes a local educational agency under State law.CommentsClose CommentsPermalink





(15) MULTITIER SYSTEM OF SUPPORTS- The term ‘multitier system of supports’ means a comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessment, and research-based interventions matched to student needs, and educational decisionmaking using student outcome data.CommentsClose CommentsPermalink





(16) READING- The term ‘reading’ means a complex system of deriving meaning from print that requires all of the following:CommentsClose CommentsPermalink





(A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.CommentsClose CommentsPermalink





(B) The ability to decode unfamiliar words.CommentsClose CommentsPermalink





(C) The ability to read fluently.CommentsClose CommentsPermalink





(D) Sufficient background information and vocabulary to foster reading comprehension.CommentsClose CommentsPermalink





(E) The development of appropriate active strategies to construct meaning from print.CommentsClose CommentsPermalink





(F) The development and maintenance of a motivation to read.CommentsClose CommentsPermalink





(17) SCHOOL LEADER- The term ‘school leader’ means an individual who--CommentsClose CommentsPermalink





(A) is an employee or officer of a school; andCommentsClose CommentsPermalink





(B) is responsible for--CommentsClose CommentsPermalink





(i) the school’s performance; andCommentsClose CommentsPermalink





(ii) the daily instructional and managerial operations of the school.CommentsClose CommentsPermalink





(18) SCIENTIFICALLY VALID RESEARCH- The term ‘scientifically valid research’ has the meaning given the term in section 200 of the Higher Education Act of 1965 (20 U.S.C. 1021).CommentsClose CommentsPermalink





(19) SCREENING ASSESSMENT- The term ‘screening assessment’ means an assessment that--CommentsClose CommentsPermalink





(A) is developmentally, linguistically, and culturally appropriate;CommentsClose CommentsPermalink





(B) is valid, reliable, and based on scientifically valid research on literacy and English language acquisition; andCommentsClose CommentsPermalink





(C) is a procedure designed as a first step in identifying children who may be at high risk for delayed development or later academic difficulties and in need of further diagnosis of the children’s need for special services or additional literacy instruction.CommentsClose CommentsPermalink





(20) STATE- The term ‘State’ means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands.CommentsClose CommentsPermalink





(21) STATE LITERACY LEADERSHIP TEAM-CommentsClose CommentsPermalink





(A) IN GENERAL-CommentsClose CommentsPermalink





(i) APPOINTMENT; RESPONSIBILITY; COMPOSITION- The term ‘State literacy leadership team’ means a team that--CommentsClose CommentsPermalink





(I) is appointed and coordinated by the State educational agency, except that individuals described in subclauses (I)(aa), (I)(hh), and (II)(gg) of clause (ii) shall be appointed by the State agency that oversees child care programs; andCommentsClose CommentsPermalink





(II) is composed of not less than 13 individuals and includes the individuals described in clause (ii).CommentsClose CommentsPermalink





(ii) INDIVIDUALS INCLUDED- A State literacy team--CommentsClose CommentsPermalink





(I) shall include--CommentsClose CommentsPermalink

(aa) an individual who has literacy expertise with respect to children from birth through kindergarten entry;CommentsClose CommentsPermalink

(bb) an individual who has literacy expertise with respect to students in kindergarten through grade 5;CommentsClose CommentsPermalink

(cc) an individual who has literacy expertise with respect to students in grades 6 through 12;CommentsClose CommentsPermalink

(dd) a school principal;CommentsClose CommentsPermalink

(ee) a special education teacher with literacy expertise;CommentsClose CommentsPermalink

(ff) a representative from the family literacy community;CommentsClose CommentsPermalink

(gg) a teacher or administrator with expertise in teaching English language learners;CommentsClose CommentsPermalink

(hh) a representative from the State’s agency that oversees child care programs;CommentsClose CommentsPermalink

(ii) a representative from the State educational agency who oversees literacy initiatives; andCommentsClose CommentsPermalink

(jj) a representative from higher education who is actively involved in research, development, and teacher preparation in literacy instruction and intervention based on scientifically valid research; andCommentsClose CommentsPermalink

(II) may include--CommentsClose CommentsPermalink

(aa) a literacy specialist serving in a school district within the State;CommentsClose CommentsPermalink

(bb) a literacy coach;CommentsClose CommentsPermalink

(cc) a library media specialist;CommentsClose CommentsPermalink

(dd) a school counselor;CommentsClose CommentsPermalink

(ee) a teacher of a core academic subject;CommentsClose CommentsPermalink

(ff) a special education administrator;CommentsClose CommentsPermalink

(gg) an early learning provider;CommentsClose CommentsPermalink

(hh) a college or university professor;CommentsClose CommentsPermalink

(ii) a parent;CommentsClose CommentsPermalink

(jj) a business leader;CommentsClose CommentsPermalink

(kk) a representative from the Governor’s office;CommentsClose CommentsPermalink

(ll) a representative from the State board of education;CommentsClose CommentsPermalink

(mm) a representative from the State legislature;CommentsClose CommentsPermalink

(nn) a nonprofit and community-based organization providing literacy instruction and support; andCommentsClose CommentsPermalink

(oo) a representative from a school district superintendent’s office.CommentsClose CommentsPermalink

(B) INCLUSION OF A PREEXISTING PARTNERSHIP- If, before the date of the enactment of this Act, a State educational agency established a consortium, partnership, or any other similar body that was considered a literacy partnership for purposes of subpart 1 or 2 of part B of title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6361 et seq., 6371 et seq.) and that includes the individuals required under subparagraph (A)(ii)(I), such consortium, partnership, or body may be considered a State literacy leadership team for purposes of subparagraph (A).CommentsClose CommentsPermalink





(22) STUDENT WITH A DISABILITY- The term ‘student with a disability’ has the meaning given the term ‘child with a disability’ in section 602(3) of the Individuals with Disabilities Education Act (20 U.S.C. 1401(3)).CommentsClose CommentsPermalink





(23) SUMMATIVE ASSESSMENT- The term ‘summative assessment’ means an assessment that--CommentsClose CommentsPermalink





(A) is developmentally, linguistically, and culturally appropriate;CommentsClose CommentsPermalink





(B) is valid, reliable, and based on scientifically valid research on literacy and English language acquisition; andCommentsClose CommentsPermalink





(C) measures how young children have progressed over time relative to developmental norms and what students have learned over time.CommentsClose CommentsPermalink





(24) UNIVERSAL DESIGN FOR LEARNING- The term ‘universal design for learning’ has the meaning given the term in section 103 of the Higher Education Act of 1965 (20 U.S.C. 1001 et seq.).CommentsClose CommentsPermalink





(25) WRITING- The term ‘writing’ means--CommentsClose CommentsPermalink





(A) the ability to compose meaning and print to communicate ideas, including the use of vocabulary, tone, and genre to fit purpose, audience and occasion;CommentsClose CommentsPermalink





(B) the use of conventions such as spelling and punctuation; andCommentsClose CommentsPermalink





(C) the ability to revise in order to improve clarity of ideas, coherence, logical development, and precision of language use.CommentsClose CommentsPermalink

SEC. 14. AUTHORIZATION OF APPROPRIATIONS.

There are authorized to be appropriated to carry out this Act--CommentsClose CommentsPermalink





(1) $2,350,000,000 for fiscal year 2012;CommentsClose CommentsPermalink





(2) $2,350,000,000 for fiscal year 2013;CommentsClose CommentsPermalink





(3) $2,350,000,000 for fiscal year 2014;CommentsClose CommentsPermalink





(4) $2,350,000,000 for fiscal year 2015; andCommentsClose CommentsPermalink





(5) $2,350,000,000 for fiscal year 2016.CommentsClose CommentsPermalink