,i #aacth ,,congress #ast ,session ,h4 ,r4 #bgjf ,,in ,,the ,,house ,,of ,,representatives ,july #ag1 #bjac ,mr4 ,yarmuth 7for himself1 ,mr4 ,polis1 ,ms4 ,bonamici1 ,ms4 ,norton1 ,mr4 ,rahall1 ,mr4 ,connolly1 ,mr4 ,cohen1 and ,mr4 ,cartwright7 introduced the following bill2 which was referred to the ,committee on ,education and the ,workforce ,a ,,bill ,to establish a comprehensive literacy program1 and for other purposes4 #a4 ,short title2 table of contents 7a7 ,short title ,this ,act may be cited as-- 7#a7 the ,literacy ,education for ,all1 ,results for the ,nation ,act2 or 7#b7 the ,,learn ,act4 7b7 ,table of contents ,the table of contents for this ,act is as follows3 ,sec4 #a4 ,short title2 table of contents4 ,sec4 #b4 ,findings4 ,sec4 #c4 ,purposes4 ,sec4 #d4 ,programs authorized4 ,sec4 #e4 ,state planning grants4 ,sec4 #f4 ,state implementation grants4 ,sec4 #g4 ,subgrants to eligible entities in support of literacy for children from birth through kindergarten entry4 ,sec4 #h4 ,subgrants to eligible entities in support of literacy for students in kindergarten through grade #ab4 ,sec4 #i4 ,additional ,state activities4 ,sec4 #aj4 ,national evaluation1 information dissemination1 and technical assistance4 ,sec4 #aa4 ,consequences of insufficient progress1 reporting requirements1 and conflicts of interest4 ,sec4 #ab4 ,rules of construction4 ,sec4 #ac4 ,definitions4 ,sec4 #ad4 ,authorization of appropriations4 #b4 ,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 following3 7#a7 ,literacy development is an ongoing process that requires a sustained engagement and investment beginning in early childhood and continuing through secondary school4 7#b7 ,developing literacy skills begins at birth as infants and toddlers associate sounds1 gestures1 and marks on paper with consequences and meaning4 ,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 development4 ,such high-quality professional learning and preparation1 that is job-embedded and ongoing1 promotes strong early language and literacy for all children's readiness for school4 7#c7 ,research shows that writing leads to improved reading achievement1 reading leads to better writing performance1 and combined instruction leads to improvements in both areas4 ,students in kindergarten through grade #ab need to be engaged in combined reading and writing experiences that lead to a higher level of thinking than when either process is taught alone4 7#d7 ,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 level4 ,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 skills4 7#e7 ,approximately #gj percent of #dth graders and #hth graders read below the proficient level on the #bjjg ,national ,assessment of ,educational ,progress4 7#f7 ,between #aiga and #bjjh1 the reading levels of #ag-year-olds in the ,united ,states showed little to no improvement4 ,the ability of secondary school students to read complex texts is strongly predictive of their performance in postsecondary mathematics and science courses4 7#g7 ,only one-third of secondary school students who enter #ith grade each year can expect to graduate in #d years with the skills needed to succeed in higher education and the workplace4 7#h7 ,the #be fastest growing professions have higher than average literacy demands while the fastest declining professions have lower than average literacy demands4 7#i7 ,the intellectual and linguistic skills necessary for reading and writing must be developed through explicit1 intentional1 and systematic language activities1 to which many low-income and minority students do not have access4 7#aj7 ,only #ga percent of secondary school students graduate on time with a diploma1 meaning that every year #a1bcj1jjj students fail to graduate from secondary school in the ,united ,states4 ,these #a1bcj1jjj nongraduates cost the ,united ,states more than #cai1jjj1jjj1jjj in lost wages1 taxes1 and productivity over their lifetimes4 7#aa7 ,meaningful engagement of families in their children's early learning supports school readiness and later academic success4 ,parental literacy habits are positively associated with parental reading beliefs1 parent-child literacy and language activities in the home1 children's print knowledge1 and interest in reading and writing4 #c4 ,purposes ,the purposes of this ,act are-- 7#a7 to improve reading1 writing1 and academic achievement for children and students by providing ,federal support to ,state educational agencies1 in collaboration with ,state agencies that oversee child care programs1 to develop1 coordinate1 and implement comprehensive ,state literacy plans that ensure high-quality instruction and effective practices in early language and literacy in early learning programs 7serving children from birth through kindergarten entry7 and in reading and writing in kindergarten through grade #ab2 and 7#b7 to assist ,state educational agencies and ,state agencies that oversee child care and other early childhood programs in achieving the purposes described in paragraph 7#a7 by-- 7,a7 supporting the development and implementation of early learning through grade #ab literacy programs that are based on scientifically valid research1 to ensure that every student can read and write at grade level or above2 7,b7 providing children attending early learning programs that serve children from birth through kindergarten entry1 including programs1 such as child care1 ,early ,head ,start1 ,head ,start1 ,state-funded preschool1 public library programs1 and other early childhood education settings1 with high-quality1 language-rich1 literature-rich1 informational text-rich1 culturally relevant1 developmentally appropriate environments1 so that such children develop the fundamental knowledge and skills necessary for literacy engagement1 development1 and achievement in kindergarten and beyond2 7,c7 educating parents in the ways they can support their child's communication and literacy development2 7,d7 supporting efforts to link and align standards and evidence-based teaching practices and instruction in early learning programs serving children from birth through kindergarten entry2 7,e7 supporting high-quality1 effective educational and development environments for children and students from birth through grade #ab to develop oral language1 reading comprehension1 and writing abilities through evidence-based instruction and practices2 7,f7 improving student achievement by establishing literacy initiatives that provide explicit and systematic instruction in oral language1 reading1 and writing development across the curriculum2 7,g7 identifying and supporting students who are reading and writing below grade level by providing evidence-based intensive interventions1 including extended learning time1 to help such students acquire the language and literacy skills they need to graduate from secondary school2 7,h7 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 instruction2 7,i7 supporting ,state educational agencies and local educational agencies in using age- and developmentally appropriate instructional materials and strategies1 including those consistent with universal design for learning1 that assist teachers as they work with students to develop reading and writing competencies appropriate to the student's grade and skill levels2 7,j7 supporting ,state educational agencies and eligible entities in improving reading1 writing1 and academic achievement for children and students1 especially those that are low-income1 limited ,english proficient1 migratory1 ,indian or ,alaskan ,native1 neglected or delinquent1 homeless1 in the custody of the child welfare system1 those that have disabilities1 or those who have dropped out of school2 and 7,k7 strengthening coordination among schools1 early learning programs1 early literacy programs1 family literacy programs1 juvenile justice programs1 public libraries1 and outside-of-school programs that provide children and youth with strategies1 curricula1 interventions1 and assessments designed to advance early and continuing language and literacy development in ways appropriate for each context4 #d4 ,programs authorized 7a7 ,in general ,the ,secretary is authorized-- 7#a7 to award ,state planning grants in accordance with subsection 7b7 and section #e2 and 7#b7 to award ,state implementation grants in accordance with subsection 7b7 and section #f to enable-- 7,a7 the ,state agency that oversees child care programs1 in consultation with the ,state ,advisory ,council on ,early ,childhood ,education and ,care described in section #fdb;,b of the ,head ,start ,act and other early childhood agencies1 to award subgrants to eligible entities in accordance with section #g2 7,b7 the ,state educational agency to award subgrants to eligible entities in accordance with section #h2 and 7,c7 the ,state educational agency to carry out the additional ,state activities described in section #i4 7b7 ,awards to state educational agencies 7#a7 ,discretionary grants 7,a7 ,in general ,if the amount appropriated under section #ad for a fiscal year is less than #ejj1jjj1jjj the ,secretary shall-- 7i7 reserve not more than #e percent of such amount for the national evaluation1 dissemination of information1 and technical assistance under section #aj2 7ii7 reserve not more than #e percent of such amount to make awards1 on a competitive basis1 under section #e2 and 7iii7 use the amount not reserved under clauses 7i7 and 7ii7 to make awards1 on a competitive basis and based on the quality of the applications submitted1 to ,state educational agencies that have applications approved under section #f to enable the agencies to carry out sections #g through #i4 7,b7 ,allocation of funds ,the ,secretary shall allocate the funds described in subparagraph 7,a77iii7 among approved applicants on the basis of the relative number or percentage of children counted under section #aabd7;c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fccc7;c77 in a ,state served by an approved applicant compared to the number or percentage of such children in all ,states served by approved applicants1 except that awards under this paragraph shall be of sufficient size and scope to be effective4 7#b7 ,formula grants 7,a7 ,in general ,if the amount appropriated under section #ad for a fiscal year is equal to or exceeds #ejj1jjj1jjj the ,secretary shall-- 7i7 reserve not more than #e percent of such amount for the national evaluation1 dissemination of information1 and technical assistance under section #aj2 7ii7 reserve not more than #e percent of such amount to make awards1 on a competitive basis1 under section #e2 7iii7 reserve a total of #a percent of such amount for-- 7,i7 allotments for the ,united ,states ,virgin ,islands1 ,guam1 ,american ,samoa1 and the ,commonwealth of the ,northern ,mariana ,islands1 to be distributed among such outlying areas on the basis of their relative need1 as determined by the ,secretary in accordance with the purposes of this ,act2 and 7,,ii7 the ,secretary of the ,interior for programs under sections #e through #i in schools operated or funded by the ,bureau of ,indian ,education2 and 7iv7 use the amount not reserved under clauses 7i7 through 7iii7 to make awards1 from allotments under subparagraph 7,b71 to ,state educational agencies serving ,states1 excluding ,states described in clause 7iii77,i71 that have applications approved under section #f to enable the agencies to carry out sections #g through #i4 7,b7 ,state allotment formula ,from the funds described in subparagraph 7,a77iv71 the ,secretary shall make an award to each approved applicant under section #f on the basis of the relative number of children counted under section #aabd7;c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fccc7;c77 in the ,state served by the applicant compared to the number of such children in all ,states served by approved applicants4 7,c7 ,proportional division ,in each fiscal year1 the amount reserved under subparagraph 7,a77iii7 shall be divided between the uses described in subclauses 7,i7 and 7,,ii7 of such subparagraph in the same proportion as the amount reserved under section #aaba7;a7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcca7;a77 is divided between the uses described in paragraphs 7#a7 and 7#b7 of such section #aaba7;a7 for such fiscal year4 7#c7 ,consultation 7,a7 ,in general ,as applicable1 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 cultural1 language1 and educational needs of ,indian students4 7,b7 ,special rule ,of the funds reserved under paragraph 7#b77;,a77iii77,,ii71 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 7,a71 7,b71 and 7,c7 of section #f7;a77#b74 7c7 ,peer review 7#a7 ,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 #e or #f using the evaluation criteria described in paragraph 7#b74 7#b7 ,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 #e and #f and shall make a copy of the peer review panel's comments available to the public4 7d7 ,supplement not supplant ,grant funds provided under this section shall be used to supplement1 and not supplant1 other ,federal1 ,state1 or local funds that would1 in the absence of such grant funds1 be made available for literacy instruction and support of children and students participating in programs assisted under this ,act4 #e4 ,state planning grants 7a7 ,planning grants authorized 7#a7 ,in general ,the ,secretary may award planning grants to ,state educational agencies to enable the ,state educational agencies to develop or improve a comprehensive plan1 in consultation with the ,state agencies that oversee child care and other early childhood programs1 the ,state ,advisory ,council on ,early ,childhood ,education and ,care1 and the ,state ,head ,start ,collaboration ,office1 to carry out activities that improve literacy for children and students from birth through grade #ab4 7#b7 ,grant period ,a planning grant under this section shall be awarded for a period of not more than #a year4 7#c7 ,nonrenewability ,the ,secretary shall not award a ,state educational agency more than #a planning grant under this section4 7#d7 ,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 #f4 7b7 ,application ,each ,state educational agency desiring a planning grant under this section shall submit1 jointly with the ,state agencies that oversee child care and other early childhood programs and the ,state ,advisory ,council on ,early ,childhood ,education and ,care1 an application to the ,secretary at such time1 in such manner1 and accompanied by such information as the ,secretary may require4 7c7 ,existing ,state literacy plan ,an existing ,federally funded comprehensive ,state literacy plan may be improved using a grant under this section4 #f4 ,state implementation grants 7a7 ,implementation grants authorized 7#a7 ,in general ,the ,secretary shall award implementation grants to ,state educational agencies-- 7,a7 to implement1 in collaboration with the ,state agencies that oversee child care and other early childhood programs1 the ,state ,advisory ,council on ,early ,childhood ,education and ,care1 and the ,state ,head ,start ,collaboration ,office-- 7i7 the comprehensive ,state literacy plan developed under section #e1 if the ,state educational agency received a grant under such section2 or 7ii7 another comprehensive ,state literacy plan for serving children from birth through grade #ab2 7,b7 to provide funds made available under paragraph 7#b77;,a7 to the ,state agency that oversees child care programs to award subgrants under section #g2 7,c7 to award subgrants under section #h2 and 7,d7 to carry out additional ,state activities under section #i4 7#b7 ,use of funds ,state educational agency shall use implementation grant funds received under this section as follows3 7,a7 ,learners from birth through kindergarten entry ,not less than #ae percent of such grant funds shall be used in accordance with section #g4 7,b7 ,students in kindergarten through grade #e ,not less than #dj percent of such grant funds shall be used in accordance with section #h1 to be allocated equitably among grades kindergarten through grade #e1 unless the ,state educational agency determines than an exception is necessary based on a capacity survey described in section #h7;c77#a74 7,c7 ,students in grades #f through #ab ,not less than #dj percent of such grant funds shall be used in accordance with section #h1 to be allocated equitably among grades #f through #ab1 unless the ,state educational agency determines that an exception is necessary based on a capacity survey described in section #h7;c77#a74 7,d7 ,state activities ,not more than #e percent of such grant funds shall be used for the ,state activities described in section #i4 7#c7 ,duration of grants ,an implementation grant under this section shall be awarded for a period of not less than #c years and not more than #e years4 7#d7 ,renewals 7,a7 ,in general ,implementation grants under this section may be renewed4 7,b7 ,conditions ,in order to be eligible to have an implementation grant renewed under this paragraph1 the ,state educational agency1 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 ,care1 shall demonstrate1 to the satisfaction of the ,secretary1 that-- 7i7 the ,state educational agency has complied with the terms of the grant1 including using the funds to-- 7,i7 increase access to high-quality professional development2 7,,ii7 use developmentally appropriate curricula and teaching materials2 and 7,,iii7 use developmentally appropriate classroom-based instructional assessments and developmentally appropriate screening and diagnostic assessments2 and 7ii7 with respect to students in kindergarten through grade #ab1 during the period of the grant there has been significant progress in student achievement1 as measured by appropriate assessments1 including meeting the measurable annual objectives established pursuant to section #aaaa7;b77#b77;,c77v7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#b77;,c77v774 7b7 ,state ,applications 7#a7 ,in general ,a ,state educational agency that desires to receive an implementation grant under this section shall1 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 ,care1 submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 7#b7 ,contents ,an application described in paragraph 7#a7 shall include the following3 7,a7 ,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 plan1 as described in section #e4 7,b7 ,conflicts of interest ,an assurance that the ,state has a process to safeguard against conflicts of interest consistent with section #aa7;c7 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 team4 7,c7 ,implementation ,an implementation plan that includes a description of how the ,state educational agency and the ,state agency that oversees child care programs will-- 7i7 assist eligible entities with-- 7,i7 selecting and using screening assessments and diagnostic assessments2 7,,ii7 providing classroom-based instruction that is supported by one-to-one and small group instruction2 7,,iii7 using curricular materials and instructional tools1 which may include technology1 to improve instruction and literacy achievement2 7,,iv7 using the principles of universal design for learning in all phases of instructional practice1 including professional development1 curriculum development and selection of instructional materials1 and classroom instruction2 7,v7 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 grant2 and 7,,vi7 providing diverse learners1 including ,english language learners1 with culturally1 linguistically1 and developmentally appropriate curricula1 instructional materials1 interactive technologies1 and valid and reliable assessments that support such learners in meeting ,state academic and content standards2 7ii7 ensure that eligible entities in the ,state have leveraged and are effectively leveraging the resources to implement high-quality literacy instruction1 and have the capacity to implement high-quality literacy initiatives effectively2 7iii7 ensure that professional development activities are based on-- 7,i7 the essential components of early literacy instruction and the essential components of reading and writing instruction1 as appropriate2 and 7,,ii7 evidence-based ,english language acquisition and adult learning research1 as appropriate2 7iv7 coordinate and align1 as appropriate1 the activities assisted under this section and sections #g and #h with other ,state and local programs that-- 7,i7 serve children and students1 and their families2 and 7,,ii7 promote literacy instruction and learning2 7v7 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 #f7;a77#b72 7vi7 award subgrants to eligible entities to enable the eligible entities to carry out the activities described in sections #g and #h1 including to-- 7,i7 eligible entities that serve rural areas2 and 7,,ii7 eligible entities that serve urban areas2 and 7vii7 assist the eligible entities in the ,state in-- 7,i7 providing strategic and intensive literacy instruction for students reading and writing below grade level1 including through the use of multitiered systems of supports2 7,,ii7 providing high-quality professional development in literacy instruction to teachers1 including-- 7aa7 special education teachers or teachers of students who are ,english language learners2 and 7bb7 teachers of core academic subjects2 7,,iii7 addressing the literacy needs of children and students with disabilities and ,english language learners served by the eligible entity2 and 7,,iv7 providing training to parents so that the parents can participate in the literacy related activities described under sections #g and #h to assist in the language and literacy development of their children4 7,d7 ,key data metrics ,a description of the key data metrics that will be collected and reported annually under section #aa7;b77#a77;,e74 7,e7 ,national evaluation ,an assurance that the ,state educational agency1 the ,state agency that awards subgrants under section #g1 and any eligible entity receiving a subgrant under section #g or #h1 will1 if requested1 participate in the national evaluation under section #aj4 7,f7 ,priority ,an assurance that the ,state educational agency and the ,state agency that oversees child care programs1 as appropriate1 shall prioritize awarding subgrants-- 7i7 under section #g1 based on the percentage of low-income children proposed to be served by the applicant2 and 7ii7 under section #h1 based on the number or percentage of children counted under section #aabd7;c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fccc7;c77 proposed to be served by the applicant4 #g4 ,subgrants to eligible entities in support of literacy for children from birth through kindergarten entry 7a7 ,subgrants ,a ,state educational agency shall provide the funds provided under section #d7;a77#b77;,a7 to the ,state agency that oversees child care programs1 who shall award subgrants1 on a competitive basis1 in consultation with the ,state ,advisory ,council on ,early ,childhood ,education and ,care and other ,state early childhood agencies1 to eligible entities to enable the eligible entities to carry out the activities described in subsection 7e74 7b7 ,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 7e74 7c7 ,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 programs1 at such time1 in such manner1 and including such information as such agency may require4 ,such application shall include a description of-- 7#a7 a needs assessment1 including an analysis of data on child literacy as applicable2 7#b7 an implementation plan that utilizes the needs assessment described in paragraph #a that identifies a baseline level of literacy and early literacy skills1 as well as benchmarks for making improvements and monitoring progress2 7#c7 the programs assisted under the subgrant1 including demographic and socioeconomic information on the children from birth through kindergarten entry enrolled in the programs2 7#d7 a budget for the eligible entity that projects the cost of developing and implementing literacy initiatives to carry out the activities described in subsection 7e72 7#e7 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 programs2 7#f7 how the subgrant funds will be used to prepare and provide ongoing assistance to staff in the programs1 through professional development focused on the essential components of early literacy instruction1 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 entry2 7#g7 how the subgrant funds will be used to provide services1 incorporate activities1 and select and use literacy instructional materials that are based on scientifically valid research on child development and early learning2 7#h7 how the subgrant funds will be used to provide-- 7,a7 screening assessments or other appropriate measures-- 7i7 to effectively identify children from birth through kindergarten entry who may be at risk for delayed development or later academic difficulties2 and 7ii7 to determine whether such children are developing the fundamental knowledge necessary for literacy1 engagement1 development1 and achievement in kindergarten and beyond2 and 7,b7 diagnostic assessments1 as appropriate1 to determine the need for additional services2 7,c7 classroom-based instructional assessments2 and 7,d7 other appropriate assessments of developmental progress2 7#i7 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 community1 including the needs of ,english language learners and children with disabilities2 7#aj7 how the subgrant funds will be used to ensure that parents receive instruction-- 7,a7 on their children's early literacy development2 and 7,b7 on how parents can support children's literacy development at home2 7#aa7 how the subgrant funds will be used to help children1 particularly children experiencing difficulty with spoken and written language1 to make the transition from early education to formal classroom instruction2 7#ab7 how the activities assisted under the subgrant will be coordinated with literacy instruction at the kindergarten through grade #c levels2 7#ac7 how the eligible entity will-- 7,a7 evaluate the success of the activities supported under the subgrant in enhancing the early language and literacy development of children served under such subgrant2 and 7,b7 evaluate data for program improvement2 and 7#ad7 such other information as the ,state agency that oversees child care programs may require4 7d7 ,approval of local ,applications ,the ,state agency that oversees child care programs shall-- 7#a7 award subgrants to eligible entities in accordance with this section based on the quality of applications submitted2 and 7#b7 prioritize awarding subgrants based on the criteria described in section #f7;b77#b77;,f74 7e7 ,local uses of funds 7#a7 ,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 entry3 7,a7 ,enhance and improve early learning programs to ensure that children in such programs are provided with high-quality1 developmentally appropriate oral language1 literature- and print-rich environments4 7,b7 ,provide high-quality professional development on how children develop language and literacy skills 7including children with disabilities and ,english language learners71 and the selection and integration of developmentally1 linguistically1 and culturally appropriate literacy instructional strategies1 activities1 and materials1 which may include the use of an early literacy coach for the staff of the eligible entity1 in such entity's curriculum and activities4 7,c7 ,acquire1 provide training for1 and implement1 as appropriate-- 7i7 screening assessments or other appropriate measures to determine whether children from birth through kindergarten entry are developing appropriate early language and literacy skills2 7ii7 diagnostic assessments1 as appropriate1 to determine the need for additional services2 and 7iii7 classroom-based instructional assessments4 7,d7 ,acquire1 as appropriate1 and integrate evidence-based instructional materials1 activities1 tools1 and measures into the early learning programs offered by the eligible entity to improve development of children's early language and literacy skills4 7#b7 ,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 entry3 7,a7 ,selecting1 developing1 and implementing a multitier system of supports4 7,b7 ,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 skills4 7f7 ,prohibition ,the use of assessment items and data on any assessment authorized under this section to provide rewards or sanctions for individual children1 early learning providers1 program directors1 or principals is prohibited4 #h4 ,subgrants to eligible entities in support of literacy for students in kindergarten through grade #ab 7a7 ,subgrants ,a ,state educational agency shall use the implementation grant funds provided under section #d7;a77#b77;,b7 to award subgrants1 on a competitive basis1 to eligible entities to enable the eligible entities to carry out the activities described in subsection 7e74 7b7 ,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 7e74 7c7 ,local ,applications ,an eligible entity desiring to receive a subgrant under this section shall submit an application to the ,state educational agency at such time1 in such manner1 and containing such information as the ,state educational agency may require4 ,such application shall include1 the following information3 7#a7 ,capacity survey ,results of the eligible entity's capacity survey that-- 7,a7 identify-- 7i7 the strengths and weaknesses of such entity related to literacy2 7ii7 how subgrant funds will be used to inform and improve literacy instruction within such entity2 and 7iii7 the demographic and socioeconomic information on the students enrolled in such entity2 and 7,b7 include an analysis1 disaggregated by the subgroups described in section #aaaa7;b77#b77;,c77v77,,ii7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#b77;,c77v77,,ii77 and by grade level1 of-- 7i7 ,state scores on the reading or language arts assessments conducted under section #aaaa7;b77#c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#c772 7ii7 ,national ,assessment of ,educational ,progress reading scores1 as appropriate2 7iii7 the percentage of students in need of reading and writing remediation2 7iv7 core course passing and failure rates for secondary school students2 7v7 credit accumulation for secondary school students2 and 7vi7 graduation rates4 7#b7 ,professional development ,how each participating school1 eligible entity1 or a provider of high-quality professional development will provide ongoing high-quality professional development in language development1 ,english language acquisition 7as appropriate71 and literacy instruction to all teachers1 principals1 and other school leaders served by the school4 7#c7 ,interventions ,how each participating school will identify students in need of interventions and provide appropriate scientifically valid instructional interventions or other services which may include one-on-one instruction and extended learning time for struggling students4 7#d7 ,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 7e74 7#e7 ,integration ,an explanation of how each participating school will integrate literacy instruction into core academic subjects4 7#f7 ,coordination ,a description of how each participating school will coordinate literacy instruction with early education1 after-school programs1 and other programs serving students in the school1 such as library programs1 as appropriate4 7#g7 ,assessments ,a description of the screening1 diagnostic1 formative1 and summative assessments that will be used in an assessment system to improve literacy instruction and track student literacy progress4 7#h7 ,families and caregivers ,a description of how the families and caregivers will be involved in supporting their children's literacy instruction and assessment4 7#i7 ,initiatives ,a description of the literacy and other academic initiatives1 if any1 in place and how these initiatives will be coordinated and integrated with activities supported under this section4 7#aj7 ,participation in evaluation ,an assurance that the eligible entity will1 if requested1 participate in the national evaluation described in section #aj4 7d7 ,approval of local ,applications ,the ,state educational agency shall-- 7#a7 award subgrants to eligible entities in accordance with this section based on the quality of applications submitted2 and 7#b7 prioritize awarding subgrants to eligible entities based on the criteria described in section #f7;b77#b77;,f74 7e7 ,local uses of funds for kindergarten through grade #ab 7#a7 ,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 #ab3 7,a7 ,develop and implement a literacy initiative that-- 7i7 includes all of the essential components of reading and writing instruction2 7ii7 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 7such as before and after school or during summer recess72 7iii7 integrates literacy instruction into core academic subjects and1 to the extent practicable1 other subjects taught in a school1 such as career and technical education2 and 7iv7 addresses the literacy needs of ,english language learners and students with disabilities4 7,b7 ,form school literacy leadership teams to help implement1 assess1 and identify changes to the literacy initiative4 7,c7 ,provide high-quality1 developmentally appropriate oral language1 including listening and speaking1 literature1 and print-rich classroom environments4 7,d7 ,provide high-quality professional development for instructional staff1 including literacy coaches and teachers of students with disabilities and ,english language learners4 7,e7 ,select and administer screening and diagnostic assessments and support teachers' use of formative assessments and assessment data to plan instruction4 7,f7 ,select and implement a multitier system of supports that includes intensive1 supplemental interventions for students4 7,g7 ,provide training to principals and other school and district personnel in implementing the literacy initiative1 particularly in the areas of-- 7i7 utilizing data2 7ii7 assessing the quality of literacy instruction across content areas2 and 7iii7 providing time and support for teachers to plan literacy instruction4 7,h7 ,provide family literacy services for students and their parents1 including training to enable families and caregivers to support the literacy initiative4 7,i7 ,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 students4 7,j7 ,annually collect1 analyze1 and report data to the ,state educational agency4 7#b7 ,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 #ab3 7,a7 ,acquire and utilize developmentally appropriate instructional materials based on scientifically valid research1 including materials that utilize technology4 7,b7 ,hire and train literacy coaches4 7,c7 ,promote reading1 library1 and writing programs that provide access to engaging reading material in school and at home4 7,d7 ,connect out-of-school learning opportunities to in-school learning1 including the alignment of after-school activities with in-school curricula1 in order to improve the literacy achievement of students4 7,e7 ,form an acting partnership with #a 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 subsection4 7,f7 ,providing time for teachers and school librarians to meet to plan literacy instruction1 as appropriate4 7f7 ,limitation to certain schools ,an eligible entity receiving a subgrant under this section shall1 in distributing subgrant funds under this subsection1 provide the subgrant funds only to schools1 including public charter schools1 that-- 7#a7 are among the schools served by the eligible entity with the highest numbers or percentages of students in grades kindergarten through #ab reading and writing below grade level1 based on the most current ,state data as available2 and 7#b7 have the highest numbers or percentages of children counted under section #aabd7;c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fccc7;c774 #i4 ,additional ,state activities 7a7 ,required activities ,a ,state educational agency1 in consultation with the ,state agency that oversees child care programs1 shall use funds made available under section #d7;a77#b77;,c7 and described in section #f7;a77#a77;,d7 to carry out each of the following activities3 7#a7 ,providing technical assistance or engaging qualified providers to provide such assistance1 to assist eligible entities to design and implement literacy initiatives4 7#b7 ,identifying and supporting high-quality professional development in literacy instruction for eligible entities4 7#c7 ,coordinating activities under this ,act with reading1 writing1 and other literacy resources and programs across the ,state4 7#d7 ,disseminating information1 including making publicly available on the ,web sites of the ,state educational agency and the ,state agency that oversees child care programs1 on promising practices to improve children's early literacy and language development and student literacy achievement4 7#e7 ,reviewing and developing recommendations in collaboration with teachers1 early childhood providers1 statewide educational and professional organizations representing teachers1 and statewide and educational and professional organizations representing institutions of higher education1 to strengthen ,state licensure and certification standards for literacy instruction in early education through grade #ab4 7#f7 ,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 #ab4 7#g7 ,administration and reporting4 7b7 ,permissive activities ,a ,state educational agency1 in collaboration with the ,state agency that oversees child care programs1 may use funds made available under section #d7;a77#b77;,c7 and described in section #f7;a77#a77;,d7 to carry out one or more of the following activities3 7#a7 ,training personnel of eligible entities to use data systems to track student literacy achievement4 7#b7 ,developing and providing training to literacy coaches1 including literacy coaches with expertise in early literacy development1 language development1 and adolescent literacy4 #aj4 ,national evaluation1 information dissemination1 and technical assistance 7a7 ,national evaluation 7#a7 ,in general ,from funds reserved under paragraph 7#a77;,a77i7 or 7#b77;,a77i7 of section #d7;b71 the ,secretary shall perform a #e-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 organizations4 ,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 ,act4 7#b7 ,contents of evaluation ,the evaluation described in this subsection shall include an analysis of each of the following3 7,a7 ,impact ,the impact of literacy initiatives supported under this ,act on improving early literacy skills and student academic outcomes1 including student literacy development in reading and writing1 student literacy development in other academic content areas1 grade promotion1 and graduation4 7,b7 ,implementation of core features ,the fidelity of implementation of core program features1 such as coherence of program across grades1 quality of technical assistance1 ,state and school district leadership1 professional development for teachers and administrators1 use of quality materials and pedagogy1 and use of assessment4 7,c7 ,other inquiries ,other inquiries as designated by the ,secretary1 such as-- 7i7 the types of literacy initiatives that have demonstrated the greatest impact on student achievement2 7ii7 how ,state standards1 local educational agency and school curricula1 assessments1 and interventions combine to improve literacy2 7iii7 how screening1 diagnostic1 and formative assessments of reading and writing assist teachers in identifying students' reading and writing needs2 7iv7 how job-embedded1 ongoing1 high-quality professional development improves teacher practice and increases literacy skills of children and students2 7v7 the types of literacy activities that improve the early reading1 writing1 and language skills of children from birth through kindergarten entry2 7vi7 how early learning providers are being prepared with scientifically valid research on early childhood literacy and literacy development2 7vii7 how early literacy instructional materials and activities based on scientifically valid research are being integrated into preschools1 child care programs and programs carried out under the ,head ,start ,act 7#db ,u4,s4,c4 #ihca et seq471 and family literacy programs2 7viii7 the impact of adolescent literacy initiatives on student motivation1 engagement1 and participation in adolescent literacy activities2 7ix7 the impact of literacy initiatives on diverse learners1 including ,english language learners2 7x7 the relationship between students' literacy achievement and secondary school graduation rates2 and 7xi7 effective strategies to integrate school and public library programs to improve literacy4 7#c7 ,reports 7,a7 ,interim report ,not later than #b years after the date of the enactment of this ,act1 the ,secretary shall submit to the ,congress an interim report on the national evaluation conducted under this subsection4 7,b7 ,final report ,not later than #e years after the date of the enactment of this ,act1 the ,secretary shall submit a final report containing the results of the national evaluation conducted under this subsection to-- 7i7 ,state educational agencies and eligible entities on a periodic basis for use in program improvement2 and 7ii7 the ,congress4 7b7 ,information dissemination and technical assistance 7#a7 ,in general ,from amounts reserved under paragraph 7#a77;,a77i7 or 7#b77;,a77i7 of section #d7;b71 the ,secretary shall1 in collaboration with the ,secretary of ,health and ,human ,services1 the ,director of the ,national ,institute of ,child ,health and ,human ,development1 regional educational laboratories established under section #agd of the ,education ,sciences ,reform ,act of #bjjb 7#bj ,u4,s4,c4 #iefd71 and the comprehensive centers established under section #bjc of the ,educational ,technical ,assistance ,act of #bjjb 7#bj ,u4,s4,c4 #ifjb71 distribute information and provide technical assistance on literacy instruction1 including-- 7,a7 information on literacy instruction and the impact of the instruction on-- 7i7 student achievement1 motivation1 and engagement for literacy2 and 7ii7 student graduation with a secondary school diploma2 7,b7 information on elements of job-embedded1 ongoing1 high-quality professional development that improves literacy achievement in children and students in early education through grade #ab2 and 7,c7 information on schools1 eligible entities1 and ,states that have successfully improved literacy achievement in early education through grade #ab4 7#b7 ,dissemination and coordination ,the ,secretary shall disseminate and make publicly available the information described in paragraph 7#a7 to-- 7,a7 recipients of ,federal financial assistance under this ,act1 part ,a of title ,i of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa et seq471 the ,head ,start ,act 7#db ,u4,s4,c4 #ihca et seq471 the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adjj et seq471 and the ,adult ,education and ,family ,literacy ,act 7#bj ,u4,s4,c4 #ibja et seq472 and 7,b7 each school operated or funded by the ,bureau of ,indian ,education4 7#c7 ,use of networks ,in carrying out this subsection1 the ,secretary shall1 to the extent practicable1 use information and dissemination networks developed and maintained through other public and private entities4 #aa4 ,consequences of insufficient progress1 reporting requirements1 and conflicts of interest 7a7 ,consequences of insufficient progress 7#a7 ,consequences for grant recipients ,if the ,secretary determines that a ,state educational agency receiving an award under section #d7;b7 or an eligible entity receiving a subgrant under section #g or #h is not making significant progress in meeting the purposes of this ,act after the submission of a report described in subsection 7b71 then the ,secretary may withhold1 in whole or in part1 further payments under this ,act in accordance with section #dee of the ,general ,education ,provisions ,act 7#bj ,u4,s4,c4 #abcd;d7 or take such other action authorized by law as the ,secretary determines necessary1 including providing technical assistance upon request of the ,state educational agency1 or eligible entity1 respectively4 7#b7 ,consequences for subgrant recipients ,a ,state educational agency or ,state agency that oversees child care programs1 as appropriate1 receiving an award under section #d7;b7 may refuse to award subgrant funds to an eligible entity under section #g or #h if such ,state agency finds that the eligible entity is not making significant progress in meeting the purposes of this ,act1 after-- 7,a7 providing technical assistance to the eligible entity2 and 7,b7 affording the eligible entity notice and an opportunity for a hearing4 7b7 ,reporting requirements 7#a7 ,state educational agency reports ,each ,state educational agency receiving an award under section #f 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 ,act4 ,such report shall include1 at a minimum1 a description of-- 7,a7 the professional development activities provided under the award1 including types of activities and entities involved in providing professional development to early childhood providers1 classroom teachers1 and other instructional staff2 7,b7 instruction1 strategies1 activities1 curricula1 materials1 and assessments used in the programs funded under the award2 7,c7 the types of programs and program settings for children younger than kindergarten entry funded under the award and the ages1 grade levels1 and demographic information of children served by the programs funded under the award1 except that individually identifiable information shall not be included2 7,d7 the experience and qualifications of the instructional staff who provide literacy instruction under the programs funded under the award1 including the experience and qualifications of those staff working with children with disabilities1 ,english language learners1 and children younger than kindergarten entry2 7,e7 key data metrics used for literacy initiatives2 7,f7 student performance on relevant program metrics1 as identified in the ,state education agency's implementation plan under section #f7;b77#b77;,c71 such as-- 7i7 the number of students reading and writing on grade level by the end of the third grade1 disaggregated by the subgroups described in section #aaaa7;b77#b77;,c77v77,,ii7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#b77;,c77v77,,ii772 and 7ii7 the instruction and activities delivered to at-risk students served under the award2 and 7,g7 the outcomes of programs and activities provided under the award4 7#b7 ,eligible entity reports ,each eligible entity receiving a subgrant under section #g or #h shall report annually to the ,state educational agency or the ,state agency that oversees child care programs1 as appropriate1 regarding the eligible entity's progress in addressing the purposes of this ,act4 ,such report shall include1 at a minimum1 a description of-- 7,a7 how the subgrant funds were used2 7,b7 the degree of appropriate developmental progress or literacy achievement growth of students1 including children who are ,english language learners and children with disabilities1 assisted under the subgrant2 7,c7 the professional development of activities provided under the award1 including types of activities and entities involved in providing professional development to early childhood providers1 classroom teachers1 and other instructional staff2 7,d7 instruction1 strategies1 activities1 curricula1 materials1 and assessments used in the programs funded under the award2 7,e7 the types of programs funded under the award and the ages1 grade levels1 and demographic information of children served by the programs funded under the award1 except that individually identifiable information shall not be included2 7,f7 the experience and qualifications of the instructional staff who provide literacy instruction under the programs funded under the award1 including the experience and qualifications of those staff working with children with disabilities and with ,english language learners2 7,g7 key data metrics used for literacy initiatives2 7,h7 student performance on relevant program metrics1 as identified in the ,state education agency's implementation plan under section #f7;b77#b77;,c71 such as-- 7i7 the number of students reading and writing on grade level by the end of the third grade1 disaggregated by the subgroups described in section #aaaa7;b77#b77;,c77v77,,ii7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#b77;,c77v77,,ii772 and 7ii7 the instruction and activities delivered to at-risk students served under the award2 7,i7 the outcomes of programs and activities provided under the award2 and 7,j7 the results of an external evaluation1 if the ,secretary determines applicable4 7c7 ,conflicts of interest 7#a7 ,in general ,not later than #cj days after the date of the enactment of this ,act1 the ,secretary of ,education shall create and implement procedures-- 7,a7 to assess whether a covered individual or entity has a potential conflict of interest2 and 7,b7 to require the disclosure and mitigation of any such conflict of interest to ensure the integrity of the related program4 7#b7 ,evaluation by the comptroller general 7,a7 ,in general ,not later than #fj days after the creation of the procedures described in paragraph 7#a71 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 ,health1 ,education1 ,labor1 and ,pensions of the ,senate on the adequacy of such procedures to identify1 disclose1 and manage conflicts of interest4 7,b7 ,updates ,beginning not less than #f months after the report described in subparagraph 7,a7 is filed1 the ,comptroller ,general shall evaluate the ,department's implementation of the procedures described in paragraph 7#a7 and report to the ,committee on ,education and ,labor of the ,house of ,representatives and the ,committee on ,health1 ,education1 ,labor1 and ,pensions of the ,senate every #f months to ensure that the ,department has adequately implemented such procedures4 ,the ,comptroller ,general shall include in the reports any recommendations for modifications to such procedures that the ,comptroller ,general determines are appropriate to properly identify1 disclose1 and manage conflicts of interest4 7#c7 ,definitions ,for the purposes of this subsection3 7,a7 ,the term covered individual or entity means-- 7i7 an officer or professional employee of the ,department of ,education2 7ii7 a contractor or subcontractor of the ,department1 or an individual hired by the contracted entity2 7iii7 a member of a peer review panel described in section #d7;c72 or 7iv7 a consultant or advisor to the ,department4 7,b7 ,the term conflict of interest means a financial interest or other self-interest that a reasonable person would expect to lead to an undue bias1 or the appearance of such bias1 towards a particular product or service purchased with1 guaranteed or insured by1 or under consideration for purchase with1 or to be guaranteed or insured by1 funds administered by the ,department of ,education or a contracted entity of the ,department4 #ab4 ,rules of construction 7a7 ,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 #aife 7#bj ,u4,s4,c4 #fcja et seq41 #fhja et seq47 or students eligible for assistance under the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adjj et seq47 from receiving literacy instruction and intervention under this ,act4 7b7 ,idea evaluation ,the assessments required under this ,act shall not be construed to constitute an evaluation required under the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adjj et seq474 #ac4 ,definitions 7a7 ,in general ,except as otherwise provided in this ,act1 the terms used in this ,act have the meanings given such terms in section #iaja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7b7 ,other terms ,in this ,act3 7#a7 ,child with a disability ,the term child with a disability has the same meaning given the term in section #fjb7c7 of the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adja7c774 7#b7 ,classroom-based instructional assessment ,the term classroom-based instructional assessment means an assessment for children in third grade or younger that-- 7,a7 is valid and reliable for the age and population of children served in the program1 and is used to evaluate children's developmental progress and learning1 including systematic observations by teachers of children performing tasks1 including academic and literary tasks1 that are part of their daily classroom experience2 and 7,b7 is used to improve classroom instruction4 7#c7 ,diagnostic assessment ,the term diagnostic assessment means an assessment that-- 7,a7 is developmentally1 linguistically1 and culturally appropriate2 7,b7 is valid1 reliable1 and based on scientifically valid research on language1 literacy1 and ,english language acquisition2 7,c7 is used for the purposes of-- 7i7 identifying a student's specific areas of strengths and weaknesses in oral language and literacy2 7ii7 determining any difficulties that the student may have in language and literacy and the potential cause of such difficulties2 and 7iii7 helping to determine possible literacy intervention strategies and related special needs of the student2 and 7,d7 in the case of young children1 is conducted after a screening assessment that identifies potential risks for delayed development or later academic difficulties4 7#d7 ,eligible entity ,the term eligible entity means-- 7,a7 when used with respect to children from birth through kindergarten entry-- 7i7 one or more local educational agencies providing early learning programs1 or one or more public or private early learning programs1 serving children from birth through kindergarten entry1 such as a ,head ,start agency1 an ,early ,head ,start program1 a child care program1 a ,state-funded pre-kindergarten program1 a public library program1 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 #g2 or 7ii7 one or more local educational agencies providing early learning programs1 or one or more public or private early learning programs1 serving children from birth through kindergarten entry1 such as a ,head ,start agency1 an ,early ,head ,start program1 a child care program1 a ,state-funded pre-kindergarten program1 a public library program1 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-- 7,i7 in improving the early literacy development of children from birth through kindergarten entry2 and 7,,ii7 in providing professional development aligned with the activities described in section #g7;e77#a72 and 7,b7 when used with respect to students in kindergarten through grade #ab1 a local educational agency or consortium of local educational agencies that-- 7i7 is among the local educational agencies in the ,state with the highest numbers or percentages of students reading and writing below grade level1 based on the most current ,state data1 where available2 and 7ii7 has the highest numbers or percentages of children who are counted under section #aabd7;c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fccc7;c771 in comparison to other local educational agencies in the ,state4 7#e7 ,english language acquisition 7,a7 ,in general ,the term ,english language acquisition means the process by which a non-native ,english speaker acquires proficiency in speaking1 listening1 reading1 and writing the ,english language4 7,b7 ,inclusion for english language learners in school ,for an ,english language learner in school1 such term includes not only the social language proficiency needed to participate in the school environment1 but also the academic language proficiency needed to acquire literacy and academic content and demonstrate the student's learning4 7#f7 ,english language learner ,the term ,english language learner means an individual who is limited ,english proficient1 as defined in section #iaja7be7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja7be774 7#g7 ,essential components of early literacy instruction ,the term essential components of early literacy instruction means providing1 for children prior to the age of kindergarten entry1 interactive experiences in a print- and literacy-rich environment that promote the development of-- 7,a7 oral language1 including vocabulary1 grammar1 and syntax2 7,b7 motivational aspects of early literacy1 including enjoyment of reading and books2 7,c7 book-reading behaviors1 including book handling and orientation2 7,d7 recognition and understanding of pictures and story concepts2 7,e7 concepts about print2 7,f7 alphabet knowledge2 7,g7 phonological awareness1 including the awareness of rhymes1 sounds1 and syllables2 7,h7 emergent writing skills1 including use of writing materials2 and 7,i7 integration of print concepts into play4 7#h7 ,essential components of reading and writing instruction ,the term essential components of reading and writing instruction means1 for students in kindergarten through grade #ab1 developmentally appropriate1 explicit1 and systematic instruction that provides students the following3 7,a7 ,with respect to students in kindergarten through grade #ab-- 7i7 high-quality professional development for teachers1 instructional staff1 and principals2 7ii7 diverse texts at the appropriate reading and interest level of students2 7iii7 differentiated instructional approaches2 7iv7 instruction and supports to increase students' motivation to read1 including self-directed learning2 7v7 as appropriate1 systematic and intensive one-to-one and small group instruction1 including extended time for intense intervention for students reading significantly below grade level1 which can be provided both inside and outside the classroom as well as during and outside regular school hours2 7vi7 opportunities to write individually and collaboratively2 7vii7 instruction in uses of print materials1 multimedia1 and technological resources for research and for generating and presenting content and ideas2 and 7viii7 use of screening1 diagnostic1 formative1 and summative assessments4 7,b7 ,with respect to students in grades kindergarten through grade #c-- 7i7 strategic and explicit instruction using phonological awareness1 phonic decoding1 vocabulary1 language structure1 reading fluency and reading comprehension2 7ii7 use of oral modeling techniques to build language skills2 and 7iii7 coordinated involvement of families1 caregivers1 school leaders1 and instructional staff4 7,c7 ,with respect to students in grades #d through #ab-- 7i7 direct and explicit comprehension instruction2 7ii7 direct and explicit instruction that builds academic vocabulary2 7iii7 multiple opportunities to write with clear purposes and critical reasoning appropriate to the topic and purpose and with specific instruction and feedback from teachers2 7iv7 text-based collaborative learning2 and 7v7 coordinated involvement of school leaders and instructional staff that are interdisciplinary and interdepartmental and that analyze student work over time and plan literacy instruction4 7#i7 ,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 hours1 and of sufficient duration1 to make sustainable changes in a family1 and that integrate all of the following activities3 7,a7 ,interactive literacy activities between parents and their children4 7,b7 ,training for parents regarding how to be the primary teacher for their children and full partners in the education of their children4 7,c7 ,parent literacy training that leads to economic self-sufficiency4 7,d7 ,an age-appropriate education to prepare children for success in school and life experiences4 7#aj7 ,formative assessment ,the term formative assessment means assessment questions1 tools1 and processes that are-- 7,a7 developmentally1 linguistically1 and culturally appropriate2 7,b7 embedded in instruction2 and 7,c7 used by teachers and students to provide timely feedback for purposes of adjusting instruction to improve learning4 7#aa7 ,high-quality professional development ,the term high-quality professional development means professional development that-- 7,a7 is job-embedded1 ongoing1 and based on scientifically valid research2 7,b7 is sustained1 intensive1 and classroom focused1 if such workshop or conference is part of a professional development plan for the attendee2 7,c7 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 instruction1 as appropriate2 7,d7 includes and supports teachers and early learning providers in administering age- and developmentally appropriate assessments2 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 planning1 monitoring1 adapting1 and improving classroom instruction or teaching strategies to improve student learning1 as appropriate2 7,e7 for kindergarten through #abth grade1 supports the integration of literacy instruction in core academic subjects and1 to the extent practicable1 other subjects taught at school1 such as career and technical education2 7,f7 includes information on one-to-one1 small group1 and classroom-based instructional materials and approaches based on scientifically valid research on literacy2 7,g7 provides ongoing instructional literacy coaching-- 7i7 to ensure high-quality implementation of effective practices of literacy instruction that is content centered1 integrated across the curricula1 collaborative1 and school1 setting1 and classroom embedded2 and 7ii7 that uses student data to improve instruction2 7,h7 includes and supports teachers in setting high reading and writing achievement goals for all students and provides the teachers with the instructional tools and skills1 including strategies consistent with the principles of universal design for learning1 to help students reach such goals2 and 7,i7 is differentiated for educators working with children from birth through kindergarten entry1 students in kindergarten through grade #e1 and students in grades #f through #ab1 and1 as appropriate1 by student grade or student need4 7#ab7 ,instructional staff 7,a7 ,in general ,the term instructional staff means individuals who have responsibility for teaching students to read and write1 or in the case of children from birth to kindergarten entry1 teaching early literacy skills and language development4 7,b7 ,inclusions ,such term includes principals1 teachers1 early learning providers1 supervisors of instruction1 pupil services personnel1 librarians1 library school media specialists1 teachers of academic subjects other than reading or writing1 other school leaders1 literacy coaches1 and other individuals who have responsibility for assisting children to learn to read and write4 7#ac7 ,literacy coach ,the term literacy coach means a professional-- 7,a7 who-- 7i7 has previous teaching experience and-- 7,i7 for the purpose of literacy coaches working with early learning programs1 has expertise in early childhood development and early literacy2 and 7,,ii7 for the purpose of literacy coaches working with kindergarten through grade #ab-- 7aa7 a master's degree with a concentration in reading and writing education2 or 7bb7 has demonstrated proficiency in teaching reading or writing in a core academic subject2 and 7ii7 is able to demonstrate the ability to help early learning providers or teachers-- 7,i7 use evidence-based research on how children and students become successful readers1 writers1 and communicators2 7,,ii7 use multiple forms of assessment to guide instructional decisionmaking2 7,,iii7 for the purpose of literacy coaches working with-- 7aa7 early learning programs1 support and coordinate the language and literacy curricula and activities with the overall early childhood education program2 and 7bb7 teachers in kindergarten through grade #ab1 improve student writing and reading in and across content areas such as mathematics1 science1 social studies1 and language arts2 7,,iv7 develop and implement differentiated instruction and teaching approaches to serve the needs of diverse learners1 including ,english language learners and children with disabilities2 7,v7 use the principles of universal design for learning in instructional strategies and in selecting materials and tools to serve the diverse needs of all learners1 including ,english language learners and children with disabilities2 7,,vi7 employ best practices in engaging instructional staff to change school cultures to better encourage and support literacy development and achievement2 7,,vii7 use data to improve instruction2 and 7,,viii7 for the purpose of literacy coaches working with-- 7aa7 early learning programs1 set developmentally appropriate early literacy goals and select and acquire instructional tools and skills to help children reach such goals2 and 7bb7 kindergarten through grade #ab1 set high reading and writing achievement goals for all students and select and acquire instructional tools and skills to help students reach such goals2 and 7,b7 whose role with early learning providers1 teachers and school personnel is-- 7i7 to provide high-quality professional development opportunities in literacy and language development for early learning providers1 teachers and school personnel1 including in the case of early learning providers1 helping staff in planning and implementation of ongoing professional development2 7ii7 to work cooperatively and collaboratively with principals1 teachers1 early learning providers and other professionals in planning programs to help1 as appropriate-- 7,i7 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 difficulties2 and 7,,ii7 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 level2 and 7iii7 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 learners1 including children with disabilities1 ,english language learners1 and students who are reading at grade level4 7#ad7 ,local educational agency ,the term local educational agency-- 7,a7 has the meaning given to that term in section #iaja of the ,elementary and ,secondary ,education ,act of #aife2 and 7,b7 includes any public charter school that constitutes a local educational agency under ,state law4 7#ae7 ,multitier system of supports ,the term multitier system of supports means a comprehensive system of differentiated supports that includes evidence-based instruction1 universal screening1 progress monitoring1 formative assessment1 and evidence-based interventions matched to student needs1 and educational decisionmaking using student outcome data4 7#af7 ,reading ,the term reading means a complex system of deriving meaning from print that requires all of the following3 7,a7 ,the skills and knowledge to understand how phonemes1 or speech sounds1 are connected to print4 7,b7 ,the ability to decode unfamiliar words4 7,c7 ,the ability to read fluently4 7,d7 ,sufficient background information and vocabulary to foster reading comprehension4 7,e7 ,the development of appropriate active strategies to construct meaning from print4 7,f7 ,the development and maintenance of a motivation to read4 7#ag7 ,school leader ,the term school leader means an individual who-- 7,a7 is an employee or officer of a school2 and 7,b7 is responsible for-- 7i7 the school's performance2 and 7ii7 the daily instructional and managerial operations of the school4 7#ah7 ,scientifically valid research ,the term scientifically valid research has the meaning given the term in section #bjj of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba74 7#ai7 ,screening assessment ,the term screening assessment means an assessment that-- 7,a7 is developmentally1 linguistically1 and culturally appropriate2 7,b7 is valid1 reliable1 and based on scientifically valid research on literacy and ,english language acquisition2 and 7,c7 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 instruction4 7#bj7 ,state ,the term ,state means each of the #ej ,states1 the ,district of ,columbia1 the ,commonwealth of ,puerto ,rico1 the ,united ,states ,virgin ,islands1 ,guam1 ,american ,samoa1 and the ,commonwealth of the ,northern ,mariana ,islands4 7#ba7 ,state literacy leadership team 7,a7 ,in general 7i7 ,appointment2 responsibility2 composition ,the term ,state literacy leadership team means a team that-- 7,i7 is appointed and coordinated by the ,state educational agency1 except that individuals described in subclauses 7,i77aa71 7,i77hh71 and 7,,ii77gg7 of clause 7ii7 shall be appointed by the ,state agency that oversees child care programs2 and 7,,ii7 is composed of not less than #ac individuals and includes the individuals described in clause 7ii74 7ii7 ,individuals included ,a ,state literacy team-- 7,i7 shall include-- 7aa7 an individual who has literacy expertise with respect to children from birth through kindergarten entry2 7bb7 an individual who has literacy expertise with respect to students in kindergarten through grade #e2 7cc7 an individual who has literacy expertise with respect to students in grades #f through #ab2 7dd7 a school principal2 7ee7 a special education teacher with literacy expertise2 7ff7 a representative from the family literacy community2 7gg7 a teacher or administrator with expertise in teaching ,english language learners2 7hh7 a representative from the ,state's agency that oversees child care programs2 7ii7 a representative from the ,state educational agency who oversees literacy initiatives2 and 7jj7 a representative from higher education who is actively involved in research1 development1 and teacher preparation in literacy instruction and intervention based on scientifically valid research2 and 7,,ii7 may include-- 7aa7 a literacy specialist serving in a school district within the ,state2 7bb7 a literacy coach2 7cc7 a library media specialist2 7dd7 a school counselor2 7ee7 a teacher of a core academic subject2 7ff7 a special education administrator2 7gg7 an early learning provider2 7hh7 a college or university professor2 7ii7 a parent2 7jj7 a business leader2 7kk7 a representative from the ,governor's office2 7ll7 a representative from the ,state board of education2 7mm7 a representative from the ,state legislature2 7nn7 a nonprofit and community-based organization providing literacy instruction and support2 and 7oo7 a representative from a school district superintendent's office4 7,b7 ,inclusion of a preexisting partnership ,if1 before the date of the enactment of this ,act1 a ,state educational agency established a consortium1 partnership1 or any other similar body that was considered a literacy partnership for purposes of subpart #a or #b of part ,b of title ,i of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcfa et seq41 #fcga et seq47 and that includes the individuals required under subparagraph 7,a77ii77,i71 such consortium1 partnership1 or body may be considered a ,state literacy leadership team for purposes of subparagraph 7,a74 7#bb7 ,student with a disability ,the term student with a disability has the meaning given the term child with a disability in section #fjb7c7 of the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adja7c774 7#bc7 ,summative assessment ,the term summative assessment means an assessment that-- 7,a7 is developmentally1 linguistically1 and culturally appropriate2 7,b7 is valid1 reliable1 and based on scientifically valid research on literacy and ,english language acquisition2 and 7,c7 measures how young children have progressed over time relative to developmental norms and what students have learned over time4 7#bd7 ,universal design for learning ,the term universal design for learning has the meaning given the term in section #ajc of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajja et seq474 7#be7 ,writing ,the term writing means-- 7,a7 the ability to compose meaning and print to communicate ideas1 including the use of vocabulary1 tone1 and genre to fit purpose1 audience and occasion2 7,b7 the use of conventions such as spelling and punctuation2 and 7,c7 the ability to revise in order to improve clarity of ideas1 coherence1 logical development1 and precision of language use4 #ad4 ,authorization of appropriations ,there are authorized to be appropriated to carry out this ,act-- 7#a7 #b1cej1jjj1jjj for fiscal year #bjad2 7#b7 #b1cej1jjj1jjj for fiscal year #bjae2 7#c7 #b1cej1jjj1jjj for fiscal year #bjaf2 7#d7 #b1cej1jjj1jjj for fiscal year #bjag2 and 7#e7 #b1cej1jjj1jjj for fiscal year #bjah4