,i #aacth ,,congress #ast ,session ,h4 ,r4 #gia ,,in ,,the ,,house ,,of ,,representatives ,february #ae1 #bjac ,mr4 ,polis 7for himself and ,mr4 ,young of ,alaska7 introduced the following bill2 which was referred to the ,committee on ,education and the ,workforce ,a ,,bill ,to amend titles ,i and ,,ii of the ,elementary and ,secondary ,education ,act of #aife to strengthen connections to early childhood education programs1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,continuum of ,learning ,act of #bjac4 #b4 ,table of contents ,the table of contents for this ,act is as follows3 ,sec4 #a4 ,short title4 ,sec4 #b4 ,table of contents4 ,sec4 #c4 ,references4 ,sec4 #d4 ,findings4 ,,title ,i--,improving the academic achievement of the disadvantaged ,sec4 #aja4 ,statement of purpose4 ,sec4 #ajb4 ,school improvement4 ,sec4 #ajc4 ,state plans4 ,sec4 #ajd4 ,local educational agency plans4 ,sec4 #aje4 ,academic assessment and local educational agency and school improvement4 ,sec4 #ajf4 ,qualifications for teachers and paraprofessionals4 ,sec4 #ajg4 ,coordination requirements4 ,sec4 #ajh4 ,prohibited use of assessments for young children4 ,,title ,,ii--,preparing1 training1 and recruiting high-quality teachers and principals ,sec4 #bja4 ,purpose4 ,sec4 #bjb4 ,state applications4 ,sec4 #bjc4 ,state use of funds4 ,sec4 #bjd4 ,local applications and needs assessment4 ,sec4 #bje4 ,local use of funds4 ,sec4 #bjf4 ,definitions4 ,sec4 #bjg4 ,use of funds for eligible partnerships4 ,,title ,,iii--,miscellaneous ,sec4 #cja4 ,definitions4 #c4 ,references ,except as otherwise expressly provided1 whenever in this ,act an amendment or repeal is expressed in terms of an amendment to1 or repeal of1 a section or other provision1 the reference shall be considered to be made to a section or other provision of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcja et seq474 #d4 ,findings ,congress finds the following3 7#a7 ,research conclusively shows that children's experiences in the early years of life influence the developing brain and have a significant and lasting impact upon their ability to succeed in school and in life4 7#b7 ,all children deserve access to high-quality early childhood education programs that support their social1 emotional1 and cognitive development and help prepare them to enter school ready to learn4 7#c7 ,research conclusively shows that high-quality early childhood education programs lead to an increase in positive outcomes for children in multiple arenas1 including-- 7,a7 improved socialization skills2 7,b7 higher early reading and early mathematics skills2 7,c7 decreased grade retention2 7,d7 decreased special education or remedial education services1 or both2 7,e7 decreased involvement with the juvenile justice system2 7,f7 increased likelihood that children will graduate from high school2 and 7,g7 increased likelihood of employment1 thus helping support ,america's long-term national economic strength4 7#d7 ,high-quality early childhood education programs provide parents the means to work and be financially responsible for their families4 7#e7 ,research conclusively shows the cost-effectiveness of investments in high-quality early childhood education programs1 with cost savings ranging from #g to #ag for every dollar invested4 7#f7 ,aligning and connecting ,federal and ,state early education efforts with the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcja et seq47 is critical to establishing quality care and learning opportunities for children1 beginning at birth and continuing through adulthood1 thereby closing the achievement gap1 and improving high school graduation rates and college enrollment rates4 7#g7 ,utilizing existing partnerships1 as well as instituting new partnerships1 between high-quality early childhood education programs1 particularly in high-need communities1 and elementary schools will provide opportunities for meaningful transitions for children and result in a successful elementary and secondary education experience4 7#h7 ,under section #aaab7;b77#a77,k7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcab7;b77#a77,k771 local educational agencies may1 but are not required to1 support preschool-age and younger children through direct services or subcontracts with ,head ,start or other early childhood programs1 but more effort is required to ensure that early learning programs and elementary schools are meeting the educational needs of young children4 7#i7 ,there is widespread acknowledgment among experts on child education that prior to entrance in kindergarten1 and in the early grades1 children remain on a path of development that requires attention to and support for their emotional1 social1 and physical development and their creativity1 curiosity and tenacity4 7#aj7 ,better alignment between early childhood education programs and elementary schools1 and greater support for elementary school leadership in instituting more developmentally appropriate and comprehensive learning approaches for young children1 are widely acknowledged within the education community as areas ripe for improvement that would lead to better outcomes for children4 7#aa7 ,through several laws enacted in the past #b decades1 ,congress has signified its interest in ensuring that young children's learning opportunities are enhanced by requiring ,states to develop and implement guidelines and standards to support developmentally appropriate instruction across comprehensive domains of learning4 ,i ,improving the academic achievement of the disadvantaged #aja4 ,statement of purpose ,section #ajja 7#bj ,u4,s4,c4 #fcja7 is amended-- 7#a7 in paragraph 7#a7-- 7,a7 by inserting and other types of after high-quality academic2 7,b7 by inserting developmentally appropriate after challenging2 and 7,c7 by inserting and other learning after ,state academic2 7#b7 in paragraph 7#c71 by inserting between students who are children with disabilities and students without disabilities1 after minority and nonminority students12 7#c7 in paragraph 7#f71 by inserting and other early learning guidelines after content standards2 and 7#d7 in paragraph 7#aa71 by inserting with community-based providers of early childhood education programs1 after educational services14 #ajb4 ,school improvement ,section #ajjc7;c7 7#bj ,u4,s4,c4 #fcjc7;c77 is amended-- 7#a7 in paragraph 7#b71 by striking and after the semicolon2 7#b7 in paragraph 7#c71 by striking the period and inserting 2 and2 and 7#c7 by adding at the end the following3 7#d7 with respect to the elementary schools served by the local educational agencies1 demonstrate a commitment to long-term1 high-quality1 evidence-based strategies for school improvement through coordination with early childhood education programs and1 if available1 early childhood home visitation programs1 as described under section #eaa of the ,social ,security ,act 7#db ,u4,s4,c4 #gaa74 4 #ajc4 ,state plans ,section #aaaa 7#bj ,u4,s4,c4 #fcaa7 is amended-- 7#a7 in subsection 7a77#a71 by striking and parents1 and inserting parents1 the ,state ,advisory ,council on ,early ,childhood ,education and ,care designated or established under section #fdb;,b of the ,head ,start ,act and preschool through grade #bj 7,p-#bj7 councils1 to the extent that such councils exist1 and other community-based providers of early childhood education programs12 7#b7 in subsection 7b77#a7-- 7,a7 in subparagraph 7,a71 by striking standards and challenging student academic achievement standards and inserting standards1 student academic achievement standards1 and other learning standards 7such as social1 emotional1 and physical development and approaches to learning for children in the early elementary grades and younger children7 that are challenging and grounded in the appropriate developmental expectations for children and youth12 7,b7 by redesignating subparagraphs 7,e7 and 7,f7 as subparagraphs 7,f7 and 7,g71 respectively2 and 7,c7 by inserting after subparagraph 7,d7 the following3 7,e7 ,early learning guidelines and early grades standards ,not later than #c years after the date of enactment of the ,continuum of ,learning ,act of #bjac1 the ,state shall carry out the following3 7i7 ,early learning guidelines ,in collaboration and agreement with the ,state ,advisory ,council on ,early ,childhood ,education and ,care designated or established under section #fdb;,b of the ,head ,start ,act1 the ,state agency designated to administer ,state programs under the ,child ,care and ,development ,block ,grant ,act of #aiij 7#db ,u4,s4,c4 #iheh et seq471 and the ,state educational agency1 shall complete a review and create or revise1 as necessary1 the ,state's early learning guidelines for young children in order to promote developmentally appropriate1 high-quality programs so that the guidelines-- 7,i7 address infants1 toddlers1 and preschool age children2 7,,ii7 are developed in all domains of child development and learning1 as appropriate1 for each age group 7including language1 literacy1 mathematics1 creative arts1 science1 social studies1 social and emotional development1 physical development and health1 and approaches to learning72 7,,iii7 reflect research and evidence-based developmental and learning expectations1 including the foundation for and progression in how children develop and learn the requisite skills and content forward from one stage to the next1 including what children should know and be able to do2 7,,iv7 address cultural1 linguistic1 and ability diversity of young children2 7,v7 can inform teaching practices1 improve professional development1 and support quality services in early childhood education programs2 7,,vi7 are disseminated to parents1 educators1 and other stakeholders2 and 7,,vii7 for preschool age children1 appropriately assist in the transition of such children to kindergarten2 and 7ii7 early learning standards ,review and revise1 as needed1 standards for kindergarten through grade #c to ensure that such standards-- 7,i7 are developed in all domains of child development and learning 7including language1 literacy1 mathematics1 creative arts1 science1 social studies1 social and emotional development1 physical development and health1 and approaches to learning72 7,,ii7 reflect research and evidence-based development and learning expectations for each level and address cultural1 linguistic1 and ability-level diversity2 and 7,,iii7 across grade levels1 reflect progression in how children develop and learn the requisite skills and content from earlier grades forward1 including preschool4 2 7#c7 in subsection 7c7-- 7,a7 in paragraph 7#ac71 by striking and after the semicolon2 7,b7 in paragraph 7#ad71 by striking the period at the end and inserting 2 and2 and 7,c7 by adding at the end the following3 7#ae7 using funds under this part1 the ,state educational agency will develop a plan to encourage local educational agencies and individual elementary schools that are participating in a program assisted under this part to offer early childhood education programs from birth to the age of mandatory school entry in schools and other settings1 such as child care or ,early ,head ,start or ,head ,start program carried out under the ,head ,start ,act 7#db ,u4,s4,c4 #ihca et seq471 by disseminating information through publications1 conferences1 and other events1 that describe how such funds may best be used to support such early childhood education programs and evidence-based and promising early childhood home visitation programs1 as described under section #eaa of the ,social ,security ,act 7#db ,u4,s4,c4 #gaa74 2 7#d7 in subsection 7d7-- 7,a7 in paragraph 7#a71 by striking and after the semicolon2 7,b7 in paragraph 7#b71 by striking the period at the end and inserting 2 and2 and 7,c7 by adding at the end the following3 7#c7 reflect the diversity of family cultures1 structures1 and languages4 2 7#e7 in subsection 7h77#b77;,b77i7-- 7,a7 in subclause 7,i71 by striking and after the semicolon2 and 7,b7 by adding at the end the following3 7,,iii7 information that shows how children younger than the mandatory age of school entry are served directly by the local educational agency1 or through contract or other collaboration with early childhood programs1 including early childhood home visitation programs1 as described under section #eaa of the ,social ,security ,act 7#db ,u4,s4,c4 #gaa71 including-- 7aa7 the number of children served1 disaggregated by income1 race1 and disability status2 7bb7 a description of the services received2 and 7cc7 the amount each local educational agency spent using grant funds awarded under this title on services for such children2 and 2 and 7#f7 by striking subsection 7l7 and inserting the following3 7l7 ,construction 7#a7 ,student ,promotion or ,graduation ,nothing in this part shall be construed to prescribe the use of the academic assessments described in this part for student promotion or graduation purposes4 7#b7 ,compulsory ,education and ,special ,education ,services ,nothing in this title shall be construed to limit a child's right to compulsory education under ,state law1 or to special education and related services under the ,individuals with ,disabilities ,education ,act4 4 #ajd4 ,local educational agency plans ,section #aaab 7#bj ,u4,s4,c4 #fcab7 is amended as follows3 7#a7 ,general plan provisions ,subsection 7b77#a7 is amended as follows3 7,a7 ,joint professional development ,in subparagraph 7,d71 by inserting and joint high-quality1 evidence-based professional development between preschool through grade #c teachers in ,head ,start programs and1 as feasible1 other community-based early childhood education programs1 after teachers and principals14 7,b7 ,ready school needs review ,by amending subparagraph 7,e7 to read as follows3 7,e7 a description of how the local educational agency will assist each elementary school that is served by the local educational agency and that receives assistance under this part1 in conducting1 not less often than once every #c years 7depending on the needs of the school71 a ready school needs review that-- 7i7 will be used by the school in developing and implementing policies and procedures that create a school environment and classroom practices that-- 7,i7 support each child in meeting ,state and grade level expectations and challenges1 including the academic content standards and academic achievement standards under section #aaaa7;b72 and 7,,ii7 support successful transitions for children2 and 7ii7 includes1 at a minimum1 the needs of the school regarding-- 7,i7 the use of developmentally appropriate 7including culturally and linguistically appropriate7 curricula1 classroom materials1 teaching practices1 instructional assessments1 and accommodations2 7,,ii7 appropriate services and supports for children with disabilities and children who are limited ,english proficient2 7,,iii7 family and community engagement policies and practices2 7,,iv7 building and maintaining a school climate that supports positive development and learning2 7,v7 leadership and support for school staff1 including-- 7aa7 professional development for elementary school principals1 other school leaders1 teachers1 and specialized instructional support personnel in the development and learning of young children and developmentally appropriate practice2 7bb7 the assignment of teachers based on degrees and certification or licensure for teaching children in prekindergarten through grade #c and appropriate student-to-teacher ratios for such children2 and 7cc7 teacher and student interactions in the classroom that improve instruction and learning2 and 7,,vi7 outreach and collaboration with-- 7aa7 early childhood care and education providers in the school attendance area1 including ongoing channels of communication on-- 7,,aa7 issues relating to continuity of high-quality1 developmentally appropriate1 and well-aligned standards1 curricula1 classroom practices1 and instructional assessment and supports2 7,,bb7 transitions between program settings2 and 7,,cc7 other services to support learning and development2 and 7bb7 other providers of services that support learning and development1 such as nutrition1 health1 and mental health services2 4 7,c7 ,allowable use ,by striking subparagraph 7,k7 and inserting the following3 7,k7 if appropriate1 a description of how the local educational agency will use funds under this part to support educational and developmental opportunities for young children from birth to the age of mandatory school entry through early childhood education programs1 including providing full-day and full-year services1 or early childhood home visitation programs1 as described under section #eaa of the ,social ,security ,act 7#db ,u4,s4,c4 #gaa72 4 7#b7 ,not an evaluation under ,,idea ,subsection 7b77#b7 is amended-- 7,a7 in subparagraph 7,b71 by striking the period at the end and inserting 2 and2 and 7,b7 by adding at the end the following3 7,c7 to constitute1 or construed to constitute1 an evaluation required under the ,individuals with ,disabilities ,education ,act4 4 7#c7 ,consultation ,by striking paragraph 7#a7 of subsection 7d7 and inserting the following3 7#a7 ,consultation ,each local educational agency plan shall be developed in consultation with-- 7,a7 teachers1 principals1 and administrators 7including administrators of programs described in other parts of this title72 7,b7 other appropriate school personnel2 7,c7 parents of children in schools served under this part2 and 7,d7 local early childhood councils and representatives of community-based early childhood education programs1 such as ,head ,start1 ,state-funded prekindergarten programs1 early intervention programs1 and child care providers4 4 #aje4 ,academic assessment and local educational agency and school improvement ,section #aaaf7;c77#g77;,a7 7#bj ,u4,s4,c4 #fcaf7;c77#g77 is amended-- 7#a7 by redesignating clauses 7vi71 7vii71 and 7viii71 as clauses 7vii71 7viii71 and 7ix7 respectively2 and 7#b7 by inserting after clause 7v7 the following3 7vi7 coordinate1 as appropriate1 services for children before the age of mandatory school entry1 who are enrolled in an early childhood education program4 4 #ajf4 ,qualifications for teachers and paraprofessionals ,section #aaai7;a77#a7 7#bj ,u4,s4,c4 #fcai7;a77#a77 is amended by inserting and to the extent feasible1 starting with the #bjae-bjaf school year1 that teachers placed in classrooms to teach children in the early grades of elementary school have a specialized early childhood education teaching license1 credential1 or endorsement before the period4 #ajg4 ,coordination requirements ,section #aabj;,b 7#bj ,u4,s4,c4 #fcbb7 is amended to read as follows3 #aabj;,b4 ,coordination requirements 7a7 ,in general ,each local educational agency receiving assistance under this part shall-- 7#a7 coordinate1 as feasible1 with early childhood education programs to carry out the activities described in subsection 7b72 and 7#b7 develop agreements with ,head ,start agencies as specified in section #fdb7;e77#e7 of the ,head ,start ,act to carry out the activities described in subsection 7b74 7b7 ,activities ,the activities referred to in subsection 7a7 are activities that increase coordination between the local educational agency and a ,head ,start agency and1 to the maximum extent practicable1 other entities carrying out early childhood education programs1 such as ,state-funded prekindergarten1 and child care1 serving children who will attend the schools served by the local educational agency1 including-- 7#a7 developing and implementing with local ,head ,start agency staff and staff from other early childhood education programs1 a systematic and comprehensive transition procedure1 which shall include procedures for receiving records regarding such children1 transferred with the consent of a parent or guardian2 7#b7 establishing channels of communication between school staff and their counterparts 7including teachers1 social workers1 local educational agency liaisons designated under section #gbb7;g77#a77;,j77ii7 of the ,mc,kinney-,vento ,homeless ,assistance ,act 7#db ,u4,s4,c4 #aadcb7;g77#a77;,j77ii771 and health staff7 in such ,head ,start agencies and other entities carrying out early childhood education programs1 as appropriate1 to facilitate coordination of supportive service delivery2 7#c7 establishing ongoing communications between the ,head ,start agency or other entities carrying out early childhood education programs and the local educational agency for developing continuity of developmentally appropriate curricular objectives and for shared expectations for children's learning and development as the children transition to school2 7#d7 conducting meetings involving parents1 kindergarten or elementary school teachers1 and ,head ,start teachers or1 if appropriate1 teachers from other early childhood education programs to discuss the developmental and other needs of children and families1 and to the appropriate instructional and noninstructional services2 7#e7 organizing and participating in joint high-quality1 evidence-based professional development of school staff1 ,head ,start program staff1 and other early childhood education program staff on-- 7,a7 developmentally appropriate curricula and teaching practices2 7,b7 family engagement2 7,c7 support for children with disabilities and dual language learners2 and 7,d7 transitions and continuity2 and 7#f7 linking the educational services provided by such local educational agency with the services provided by local ,head ,start agencies and1 as feasible1 other entities carrying out early childhood education programs4 7c7 ,coordination of regulations ,the ,secretary shall work with the ,secretary of ,health and ,human ,services to coordinate regulations promulgated under this part with regulations promulgated under the ,head ,start ,act1 including reasonable compliance measures4 4 #ajh4 ,prohibited use of assessments for young children ,part ,i of title ,i 7#bj ,u4,s4,c4 #fega et seq47 is amended by adding at the end the following3 #aiji4 ,prohibited use of assessments for young children ,funds available under this title may not be used for child assessments for children from birth through grade #b for any of the following3 7#a7 ,assessments that provide or lead to rewards or sanctions for individual children1 teachers1 early childhood education programs1 or schools4 7#b7 ,a single assessment used as the primary or sole method for assessing program effectiveness4 7#c7 ,evaluating such children other than for-- 7,a7 improving instruction or classroom environment2 7,b7 targeting high-quality1 evidence-based professional development2 7,c7 determining the need for health1 mental health1 disability1 or family support services2 7,d7 informing the quality improvement process at the ,state level2 7,e7 program evaluation for the purposes of program improvement and parent information2 or 7,f7 research conducted as part of a national evaluation4 4 ,,ii ,preparing1 training1 and recruiting high-quality teachers and principals #bja4 ,purpose ,section #baja 7#bj ,u4,s4,c4 #ffja7 is amended-- 7#a7 in paragraph 7#a71 by striking and after the semicolon2 7#b7 by redesignating paragraph 7#b7 as paragraph 7#c72 and 7#c7 by inserting after paragraph 7#a7 the following3 7#b7 enhance the knowledge of elementary school principals and other school administrators in early childhood development and learning and to build ongoing relationships with early childhood education programs to create a continuum of developmentally appropriate and effective learning2 and 4 #bjb4 ,state applications ,section #baab7;b7 7#bj ,u4,s4,c4 #ffab7;b77 is amended-- 7#a7 in paragraph 7#a71 by inserting and positive child development and learning for children in the early elementary grades and younger after student academic achievement2 7#b7 by redesignating paragraphs 7#d7 through 7#aj7 and 7#aa7 and 7#ab7 as paragraphs 7#e7 through 7#aa7 and 7#ac7 and 7#ad71 respectively2 7#c7 by inserting after paragraph 7#c7 the following3 7#d7 ,a description of how the ,state educational agency1 in collaboration with other agencies that oversee early childhood development and education programs and the ,state ,advisory ,council on ,early ,childhood ,education and ,care designated or established under section #fdb;,b of the ,head ,start ,act1 will ensure that high-quality1 evidence-based professional development activities assisted under this subpart reflect research and best practices across all domains of child development and learning4 2 and 7#d7 by inserting after paragraph 7#aa71 as redesignated by paragraph 7#b71 the following3 7#ab7 ,a description of the ,state's plan for reforming1 by not later than the end of the #bjae-bjaf school year and consistent with section #baac7;c77#a71 teacher certification or licensing requirements that reflect the specialized knowledge and skills needed for teachers of children in the early grades of elementary school and younger children1 and elementary school principal certification or licensing requirements to reflect knowledge of child development and learning4 4 #bjc4 ,state use of funds ,section #baac7;c7 7#bj ,u4,s4,c4 #ffac7;c77 is amended-- 7#a7 by striking paragraph 7#a7 and inserting the following3 7#a7 ,reforming teacher and principal certification 7including recertification7 or licensing requirements to ensure that-- 7,a7 teachers have the necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach and the necessary specialized knowledge of child development and learning for those teachers working with children in the early grades of elementary school and younger children1 including knowledge of ,state early learning guidelines and ,state early grade standards1 and understanding of child instructional assessment1 including observational assessment1 to improve instruction and services for children2 7,b7 principals have the instructional leadership skills1 including collaboration with other early childhood education providers and support services1 and knowledge of child development and learning to help teachers teach and students learn2 7,c7 teacher certification 7including recertification7 or licensing requirements are aligned with challenging ,state academic content standards and ,state early learning guidelines1 including a separate certification for teachers of early childhood education for the early grades of elementary school and younger children2 and 7,d7 teachers have the subject matter knowledge and teaching skills1 including technology literacy1 and principals have the instructional leadership skills and knowledge of child development and learning and collaboration with early childhood education providers1 necessary to help-- 7i7 students meet challenging ,state student academic achievement standards1 and ,state early learning guidelines and ,state early grade standards2 and 7ii7 promote appropriate and effective transitions from early childhood education programs to school4 2 7#b7 in paragraph 7#b7-- 7,a7 in subparagraph 7,a71 by inserting or coaching after mentoring2 and 7,b7 in subparagraph 7,b71 by inserting and ,state early learning guidelines1 as appropriate after academic achievement standards2 7#c7 in paragraph 7#d71 by inserting teachers with a specialized certification or licensure in early childhood education for the early grades of elementary school1 after core academic subjects12 7#d7 by redesignating paragraphs 7#g7 through 7#ah7 as paragraphs 7#i7 through 7#bj71 respectively2 7#e7 by inserting after paragraph 7#f7 the following3 7#g7 ,developing high-quality1 evidence-based professional development opportunities-- 7,a7 for principals1 superintendents1 and local educational agency staff with responsibility for curriculum1 assessment1 special education1 and teacher professional development1 to gain knowledge of-- 7i7 child development and learning 7including cognitive1 social1 emotional1 and physical development and approaches to learning7 of children from birth through the early grades of elementary school2 and 7ii7 developmentally appropriate practices to support children's positive development and learning2 and 7,b7 to create collaborations with community-based early childhood education programs for joint high-quality1 evidence-based professional development and transition activities for young children and families4 7#h7 ,providing joint high-quality1 evidence-based professional development for elementary school teachers and staff with early childhood education program staff1 for-- 7,a7 a shared understanding and communication of continuity of expectations for students in all domains of learning and development 7including language1 literacy1 mathematics1 creative arts1 science1 social studies1 social and emotional development1 physical development and health1 and approaches to learning72 7,b7 appropriate curricula and instructional assessment practices2 7,c7 family engagement2 and 7,d7 transition between community-based early childhood education programs and school4 2 7#f7 in paragraph 7#i71 as redesignated by paragraph 7#d71 by inserting and other after the academic2 7#g7 in paragraph 7#ab71 as redesignated by paragraph 7#d71 by inserting teacher mentoring or coaching1 after peer networks12 7#h7 in paragraph 7#ag71 as redesignated by paragraph 7#d71 by inserting 1 including scholarships with compensation rewards linked to attaining an associate's degree or a bachelor's degree in early childhood education after #bjja72 7#i7 in paragraph 7#ah71 as redesignated by paragraph 7#d71 by striking ,state academic content standards and all that follows through the period and inserting ,state academic content standards1 student academic achievement standards1 ,state early learning guidelines1 and ,state assessments1 to improve instructional practices and improve student academic achievement and areas of development that support student cognitive development in the early elementary grades and in younger children42 and 7#aj7 in paragraph 7#bj71 as redesignated by paragraph 7#d71 in subparagraph 7,a71 by inserting preschool teachers 7including in community-based programs7 and after placement of4 #bjd4 ,local applications and needs assessment ,section #babb7;b7 7#bj ,u4,s4,c4 #ffbb7;b77 is amended-- 7#a7 in paragraph 7#a77;,a7-- 7,a7 in clause 7i71 by striking and ,state assessments and inserting ,state early learning guidelines1 and ,state assessments2 and 7,b7 in clause 7ii71 by inserting age and developmentally appropriate before curricula2 7#b7 in paragraph 7#d71 by inserting 1 including joint high-quality1 evidence-based professional development with other early childhood education program providers such as ,head ,start providers and providers receiving ,state prekindergarten funds after local programs2 and 7#c7 in paragraph 7#i71 by striking subparagraphs 7,a7 through 7,d7 and inserting the following3 7,a7 teach and address the needs of children in the early grades of elementary school and younger children with different learning styles1 particularly students with disabilities1 students with special learning needs 7including students who are gifted and talented71 students with limited ,english proficiency2 7,b7 improve student behavior in the classroom and identify early and appropriate interventions to help students described in subparagraph 7,a7 learn2 7,c7 engage families in their child's education in a meaningful1 and culturally and linguistically appropriate1 manner2 7,d7 understand and use data and assessments to improve classroom practice and student learning2 and 7,e7 understand and implement effective1 developmentally appropriate curricula1 teaching1 and instructional assessment practices for children in the early grades of elementary school and younger children in all domains of learning and development 7including language1 literacy1 mathematics1 creative arts1 science1 social studies1 social and emotional development1 physical development and health1 and approaches to learning71 and including the principles of universal design for learning4 4 #bje4 ,local use of funds ,section #babc7;a7 7#bj ,u4,s4,c4 #ffbc7;a77 is amended-- 7#a7 in paragraph 7#a71 in the matter preceding subparagraph 7,a71 by inserting teachers with a certificate or license in early childhood education for the early grades of elementary school and younger children1 after core academic subjects12 7#b7 in paragraph 7#c77;,b71 by striking clauses 7i7 through 7v7 and inserting the following3 7i7 involve collaborative groups of teachers and administrators2 7ii7 involve joint high-quality1 evidence-based professional development with other early childhood education programs 7including ,head ,start programs1 child care programs1 and ,state funded prekindergarten programs7 on developmentally appropriate curricula1 assessments for instructional improvement1 and other supports of children's development and learning and shared expectations for transitions from preschool to kindergarten and the early elementary grades2 7iii7 provide training in how to teach and address the needs of students with different learning styles1 particularly students with disabilities1 students with special learning needs 7including students who are gifted and talented71 and students with limited ,english proficiency2 7iv7 provide training in child development and learning 7including cognitive1 social1 emotional1 and physical development and approaches to learning7 of children from birth through the early grades of elementary school2 7v7 provide training in methods of-- 7,i7 improving student behavior in the classroom2 and 7,,ii7 identifying early and appropriate interventions to help students described in clause 7iii7 learn2 7vi7 provide training to enable teachers and principals to involve parents in their child's education1 especially parents of limited ,english proficient children and immigrant children2 7vii7 provide training on how to understand and use data and assessments to improve classroom practice and student learning2 and 7viii7 provide training on how to implement the principles of universal design for learning4 2 7#c7 by redesignating paragraphs 7#g71 7#h71 and 7#aj7 as paragraphs 7#h71 7#i71 and 7#aj71 respectively2 and 7#d7 by inserting after paragraph 7#f7 the following3 7#g7 ,carrying out high-quality1 evidence-based professional development for elementary school principals and other school administrators in early childhood development and education1 including-- 7,a7 knowledge of child development and developmentally appropriate curricula and teaching practices2 7,b7 collaboration with community-based early childhood education programs1 such as ,head ,start programs1 ,early ,head ,start programs1 and child care programs2 7,c7 meaningful engagement of families in children's learning and development2 and 7,d7 support for teachers in the early grades of elementary school to use developmentally1 culturally1 and linguistically appropriate curricula and teaching practices4 4 #bjf4 ,definitions ,section #baca7a77;,b7 7#bj ,u4,s4,c4 #ffca7a77;,b77 is amended by inserting an organization that represents early childhood education programs in community settings1 after a principal organization14 #bjg4 ,use of funds for eligible partnerships ,section #bacd7;a77#b7 7#bj ,u4,s4,c4 #ffcd7;a77#b77 is amended by striking subparagraph 7,a7 and inserting the following3 7,a7 ensure that the individuals-- 7i7 are able to use challenging ,state academic content standards and student academic achievement standards1 and ,state assessments1 to improve instructional practices and improve student academic achievement2 and 7ii7 who serve children in the early grades of elementary school and younger children1 are able to use ,state early learning guidelines and the full range of domains 7cognitive1 physical1 social1 emotional1 and approaches to learning72 4 ,,iii ,miscellaneous #cja4 ,definitions ,section #iaja 7#bj ,u4,s4,c4 #ghja7 is amended-- 7#a7 by redesignating paragraphs 7#ag7 through 7#dc7 as paragraphs 7#ah7 through 7#dd71 respectively2 7#b7 by inserting after paragraph 7#af7 the following3 7#ag7 ,early childhood education program ,the term early childhood education program has the meaning given the term in section #ajc of the ,higher ,education ,act of #aife4 2 7#c7 in paragraph 7#ce77;,a7 7as redesignated by paragraph 7#a77-- 7,a7 in clause 7i71 by striking the teachers teach and inserting as well as other learning standards 7such as social1 emotional1 and physical development and approaches to learning72 7,b7 in clause 7iii71 by inserting and other learning after academic content2 7,c7 in clause 7v77,,ii71 by striking or short term2 and 7,d7 in clause 7viii77,i71 by striking content standards1 and inserting content and other learning standards 7such as social1 emotional1 and physical development and approaches to learning71 and ,state early learning guidelines12 and 7#d7 by adding at the end the following3 7#de7 ,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 #aife4 4