,,ii #aacth ,,congress #ast ,session ,s4 #geh ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,april #ah1 #bjac ,mrs4 ,murray 7for herself1 ,mr4 ,franken1 ,mr4 ,reed1 and ,mr4 ,sanders7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to establish a comprehensive literacy program4 #a4 ,short title2 table of contents 7a7 ,short title ,this ,act may be cited as the ,literacy ,education for ,all1 ,results for the ,nation ,act or 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 ,definitions4 ,sec4 #e4 ,program authorized4 ,sec4 #f4 ,state planning grants4 ,sec4 #g4 ,state implementation grants4 ,sec4 #h4 ,state activities4 ,sec4 #i4 ,subgrants to eligible entities in support of birth through kindergarten entry literacy4 ,sec4 #aj4 ,subgrants to eligible entities in support of kindergarten through grade #ab literacy4 ,sec4 #aa4 ,national evaluation1 information dissemination1 and technical assistance4 ,sec4 #ab4 ,consequences of insufficient progress1 reporting requirements1 and conflicts of interest4 ,sec4 #ac4 ,rules of construction4 ,sec4 #ad4 ,authorization of appropriations4 #b4 ,findings ,congress finds that1 in order for a comprehensive1 effective literacy program to address the needs of readers and writers1 it is critical to address the following3 7#a7 ,literacy development is an ongoing process that requires a sustained investment beginning in early childhood and continuing through elementary school and 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 low-income children from birth through kindergarten entry lack oral and print language-rich environments in their homes and early childhood education programs and teachers and staff in early childhood education programs are often not provided with high-quality professional development on how to support children's language and literacy development4 7#c7 ,early childhood educators whose professional preparation and ongoing development includes study of language learning and early childhood development promote early language and literacy as part of the overall curriculum for children's readiness for school1 particularly for young ,english language learners and children with disabilities or developmental delays4 7#d7 ,research shows that writing leads to improved reading achievement1 reading leads to better writing performance1 and combined instruction leads to improvements in both areas4 ,children 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#e7 ,environments rich in language and literacy experiences1 books1 resources1 and models facilitate reading and writing development4 ,schools1 principals1 librarians1 and teachers must have the knowledge1 skills1 and tools to create environments appropriate to meet the diverse literacy needs of children from birth through grade #ab1 especially for children whose home environments lack support for literacy development4 7#f7 ,middle school and secondary school teachers need professional development to improve the reading and writing abilities of students who 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#g7 ,the intellectual and linguistic skills necessary for writing and reading must be developed through explicit1 intentional1 and systematic language activities1 to which many low-income and minority students do not currently have access4 7#h7 ,between #aiga and #bjjd1 the reading levels of ,america's #ag-year-olds showed little to no improvement at all4 ,the ability of secondary school students to read complex texts is strongly predictive of their performance in college mathematics and science courses4 7#i7 ,fewer than #b in #aj eighth graders who were in the secondary school graduating classes for #bjje and #bjjf met all #d ,,explore ,college ,readiness ,benchmarks 7,english1 ,mathematics1 ,reading1 and ,science71 the minimum level of achievement that ,,act has shown is necessary if students are to be college and career ready upon their secondary school graduation4 7#aj7 ,seventy percent of eighth graders read below the proficient level on the #bjjg ,national ,assessment of ,educational ,progress1 indicating that students in middle schools and secondary schools struggle to graduate because the students' literacy achievement is alarmingly low4 ,only one-third of secondary school students who enter grade #i each year can expect to graduate in #d years with the skills the student needs to succeed in college and the workplace4 7#aa7 ,secondary school graduation rates for low-income students and students of color hover around #ej percent1 as do graduation rates for students in urban school districts and students with disabilities4 ,graduation rates for ,english language learners are particularly low4 7#ab7 ,only #ga percent of secondary school students graduate on time with a diploma1 meaning that every year #a1bcj1jjj students fail to graduate from secondary school4 ,these #a1bcj1jjj nongraduates cost the ,united ,states more than #cai1jjj1jjj1jjj in lost wages1 taxes1 and productivity over the lifetimes of the nongraduates4 7#ac7 ,about #dj percent of secondary school graduates lack the literacy skills employers seek4 ,the #be fastest growing professions have far greater than average literacy demands1 while the fastest declining professions have lower than average literacy demands4 7#ad7 ,research shows that low expectations for the reading and writing achievement of students in schools results in curricula that do not challenge or adequately support the student's literacy learning and in subsequent low achievement1 while high academic expectations can help boost student learning and achievement4 7#ae7 ,children learn best in settings where teachers understand the developmental continuum of language1 reading1 and writing and are skilled in a variety of strategies that help the children achieve4 7#af7 ,meaningful engagement of families in their children's early learning supports school readiness and later academic success4 7#ag7 ,parental literacy habits are positively associated with parental reading beliefs1 parent-child literacy and language activities in the home1 children's print knowledge1 and parents' and children's interest in reading and writing4 #c4 ,purposes ,the purposes of this ,act are-- 7#a7 to improve student academic achievement in reading and writing by providing ,federal support to ,state educational agencies to develop1 coordinate1 and implement comprehensive literacy plans that ensure high-quality instruction and effective strategies in reading and writing from early education through grade #ab2 and 7#b7 to assist ,state educational agencies in achieving the purpose described in paragraph 7#a7 by-- 7,a7 supporting the development and implementation of comprehensive early learning through grade #ab literacy programs in every ,state that are based on scientifically valid research1 to ensure that every child can read and write at grade level or above2 7,b7 providing children with learning opportunities in high-quality1 language rich1 literature rich1 informational text rich1 culturally relevant1 and developmentally appropriate environments so that the children develop the fundamental knowledge and skills necessary for literacy engagement1 development1 and achievement in kindergarten through grade #ab2 7,c7 educating parents in the ways that parents can support their child's communication and literacy development2 7,d7 supporting efforts to link and align standards and research-based instruction and teaching practices in early learning programs2 7,e7 supporting high-quality and effective strategies for children to develop oral language1 reading1 and writing abilities through high-quality research-based instruction and teaching practices2 7,f7 improving academic achievement by establishing adolescent literacy initiatives that provide instruction in oral language1 reading1 and writing across the curriculum2 7,g7 identifying and supporting children reading and writing significantly below grade level by providing research-based1 intensive interventions1 including interventions conducted during extended learning time1 to help the children acquire the language and literacy skills the children need to stay on track for graduation2 7,h7 providing assistance to local educational agencies so that educators have ongoing1 job-embedded professional development1 and other support1 that focuses on-- 7i7 effective literacy instruction2 and 7ii7 the special knowledge and skills necessary to teach and support literacy development effectively across the developmental and age span2 7,i7 supporting ,state educational agencies and local educational agencies in improving reading1 writing1 and literacy-based academic achievement for children1 especially children who are low-income individuals1 are ,english learners1 are migratory1 are children with disabilities1 are ,indian or ,alaskan ,native1 are neglected or delinquent1 are homeless1 are in the custody of the child welfare system1 or have dropped out of school2 7,j7 supporting ,state educational agencies and local educational agencies in using age appropriate and developmentally and linguistically appropriate instructional materials and strategies that assist teachers as the teachers work with children to develop reading and writing competencies appropriate to the children's grade and skill levels2 7,k7 strengthening coordination among schools1 early literacy programs1 family literacy programs1 juvenile justice programs1 public libraries1 and outside-of-school programs that provide children with strategies1 curricula1 interventions1 and assessments designed to advance early and continuing language and literacy development in ways appropriate for each context2 7,l7 supporting professional development for educators based on scientific approaches to adult learning2 and 7,m7 evaluating whether the professional development activities and approaches are effective in building knowledge and skills of educators and the educators' use of appropriate and effective practices4 #d4 ,definitions 7a7 ,in general ,unless otherwise specified1 the terms used in this ,act have the meanings given the terms in section #iaja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7b7 ,other definitions ,in this ,act3 7#a7 ,child ,the term child means an individual from the age of birth through the final year for which the ,state provides free public education4 7#b7 ,classroom-based instructional assessment ,the term classroom-based instructional assessment means an assessment for children from birth through grade #c that-- 7,a7 is valid and reliable for the age and population of children served in the program2 7,b7 is used to evaluate children's developmental progress and learning and includes systematic observations by teachers of children performing tasks1 including academic and literacy tasks1 that are part of the children's daily classroom experience2 and 7,c7 is used to improve classroom instruction4 7#c7 ,comprehensive literacy instruction ,the term comprehensive literacy instruction means instruction that-- 7,a7 incorporates effective literacy instruction2 and 7,b7 is designed to support-- 7i7 developmentally appropriate1 contextually explicit1 systematic instruction1 and frequent practice1 in reading across content areas2 and 7ii7 developmentally appropriate and contextually explicit instruction1 and frequent practice1 in writing across content areas4 7#d7 ,developmental delay ,the term developmental delay has the meaning given the term in section #fcb of the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adcb74 7#e7 ,effective literacy instruction 7,a7 ,in general ,the term effective literacy instruction means literacy instruction that-- 7i7 includes age-appropriate1 explicit1 systematic1 and intentional instruction in phonological awareness1 phonic decoding1 vocabulary1 language structure1 reading fluency1 and reading comprehension2 7ii7 includes age-appropriate1 explicit instruction in writing1 including opportunities for children to write with clear purposes1 with critical reasoning appropriate to the topic and purpose1 and with specific instruction and feedback from instructional staff2 7iii7 makes available and uses diverse1 high-quality print materials that reflect the reading and development levels1 and interests1 of children2 7iv7 uses differentiated instructional approaches1 including individual and small group instruction and discussion2 7v7 provides opportunities for children to use language with peers and adults in order to develop language skills1 including developing vocabulary2 7vi7 includes frequent practice of reading and writing strategies2 7vii7 uses age-appropriate1 valid1 and reliable screening assessments1 diagnostic assessments1 formative assessment processes1 and summative assessments to identify a child's learning needs1 to inform instruction1 and to monitor the child's progress and the effects of instruction2 7viii7 uses strategies to enhance children's motivation to read and write and children's engagement in self-directed learning2 7ix7 incorporates the principles of universal design for learning2 7x7 depends on teachers' collaboration in planning1 instruction1 and assessing a child's progress and on continuous professional learning2 and 7xi7 links literacy instruction to the ,state challenging academic content standards under section #aaaa7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#a771 including the ability to navigate1 understand1 and write about1 complex print and digital subject matter4 7,b7 ,birth through kindergarten ,when used with respect to instruction for children from birth through kindergarten entry1 the term effective literacy instruction also includes-- 7i7 developing such children's alphabet knowledge1 reading aloud to children1 discussing reading and writing with children1 and modeling age and developmentally appropriate reading and writing strategies2 and 7ii7 encouraging children's early attempts at oral communication1 reading1 and writing4 7,c7 ,kindergarten through grade #ab ,when used with respect to the instruction of children in kindergarten through grade #ab1 the term effective literacy instruction also includes-- 7i7 providing systematic and intensive interventions1 which can be provided inside or outside the classroom as well as before1 during1 or after regular school hours1 to supplement regular instruction for children reading below grade level2 7ii7 providing reading and writing opportunities that build academic vocabulary and knowledge of different text structures in core academic subjects2 7iii7 enabling children to write1 communicate1 and create knowledge1 in ways that fit purpose1 audience1 occasion1 discipline1 and format1 including practice in-- 7,i7 adhering to language conventions1 including spelling1 punctuation1 and grammar2 7,,ii7 planning and revising to improve clarity1 coherence1 logical development1 and language usage2 and 7,,iii7 writing individually and collaboratively with feedback from instructors and peers2 and 7iv7 cultivating shared responsibility for children's literacy learning by coordinating writing tasks1 instructional practices1 and criteria for feedback across academic content areas4 7#f7 ,eligible entity ,the term eligible entity means an entity-- 7,a7 that serves high-need children2 and 7,b7 7i7 when used with respect to a subgrant under section #i1 that consists of-- 7,i7 #a or more local educational agencies providing early learning programs that have a demonstrated record of providing comprehensive literacy instruction for the age group such agencies or programs propose to serve2 7,,ii7 #a or more public or private early learning programs1 such as a ,head ,start program1 a child care program1 a ,state-funded prekindergarten program1 a public library program1 or a family literacy program1 that have a demonstrated record of providing comprehensive literacy instruction for the age group such programs propose to serve2 or 7,,iii7 #a or more local educational agencies providing early learning programs1 or #a or more public or private early learning programs1 such as a ,head ,start program1 a child care program1 a ,state-funded prekindergarten program1 a public library program1 or a family literacy program1 in partnership with #a or more public or private nonprofit organizations or agencies that have a demonstrated record of effectiveness-- 7aa7 in improving the early literacy development of children from birth through kindergarten entry2 and 7bb7 in providing professional development aligned with the activities described in section #i7;e77#a72 or 7ii7 when used with respect to a subgrant under section #aj-- 7,i7 that is-- 7aa7 a local educational agency2 7bb7 a consortium of local educational agencies2 or 7cc7 a local educational agency or consortium of local educational agencies acting in partnership with #a or more public or private nonprofit organizations or agencies that have a demonstrated record of effectiveness in-- 7,,aa7 improving literacy achievement of children consistent with the purposes of their participation from kindergarten through grade #ab2 and 7,,bb7 providing professional development aligned with the activities described in subsections 7b7 and 7c7 of section #aj2 and 7,,ii7 7aa7 has the highest numbers or proportion 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 ,state2 7bb7 is among or consists of the local educational agencies in the ,state with the highest numbers or percentages of children reading or writing below grade level1 based on the most currently available ,state academic assessment data under section #aaaa7;b77#c7 of such ,act2 or 7cc7 has jurisdiction over a significant number or percentage of schools that are identified for school improvement under section #aaaf7;b7 of such ,act 7#bj ,u4,s4,c4 #fcaf7;b774 7#g7 ,early learning program ,the term early learning program means a program serving children between the ages of birth and kindergarten entry4 7#h7 ,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 ,inclusions for ,english learners in school ,for an ,english 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 child's learning4 7#i7 ,family literacy services ,the term family literacy services means literacy services provided to participants on a voluntary basis that are of sufficient intensity and quality1 that better enable parents to support their children's learning needs1 and that integrate-- 7,a7 interactive literacy activities between or among family members who are primary caregivers and their children1 including family literacy education to improve literacy of parents2 and 7,b7 training for family members who are primary caregivers regarding how to be the primary teacher for their children and full partners in the education of their children4 7#aj7 ,formative assessment process ,the term formative assessment process means an assessment process that-- 7,a7 is teacher-generated or selected by teachers or instructional leaders for use during learning2 7,b7 is embedded within the learning activity and linked directly to the intended outcomes of the current unit of instruction2 and 7,c7 provides feedback to help adjust ongoing teaching and learning to improve children's achievement of intended instructional outcomes4 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 and is not limited in scope to a #a-;day or short-term workshop or conference2 7,c7 is designed to increase the knowledge and expertise of teachers1 early childhood educators and administrators1 principals1 other instructional leaders1 and other program staff in applying-- 7i7 effective literacy instruction2 and 7ii7 instructional strategies and practices that are appropriate to the age1 development1 and needs of children and improve learning1 including strategies and practices consistent with the principles of universal design for learning2 7,d7 includes and supports teachers in effectively administering age and developmentally appropriate assessments1 and analyzing the results of these assessments for the purposes of planning1 monitoring1 adapting1 and improving effective classroom instruction or teaching strategies to improve child literacy2 7,e7 includes instructional strategies utilizing one-to-one1 small group1 and classroom-based instructional materials and approaches based on scientifically valid research on literacy2 7,f7 provides ongoing instructional literacy coaching-- 7i7 to ensure high-quality implementation of comprehensive literacy instruction that is-- 7,i7 content centered2 7,,ii7 integrated across the curriculum2 7,,iii7 collaborative2 and 7,,iv7 school1 setting1 and classroom embedded2 and 7ii7 that uses student data to improve instruction2 7,g7 includes and supports teachers in setting high reading and writing achievement goals for all children and provides the teachers with the instructional tools and skills to help children reach such goals2 7,h7 for educators serving children in kindergarten through grade #ab-- 7i7 supports effective literacy instruction through core academic subjects1 and through career and technical education subjects where such career and technical education subjects provide for the integration of core academic subjects2 and 7ii7 includes instruction in-- 7,i7 discipline-specific thinking2 and 7,,ii7 text structures and features of reading and writing in multiple disciplines2 7,i7 is differentiated for educators working with children from birth through kindergarten entry1 children in kindergarten through grade #c1 and children in grades #d through #ab1 and1 as appropriate1 based on the grade or needs of the children2 and 7,j7 supports family literacy experiences and practices1 and educating parents1 teachers1 and other caregivers about literacy development and child literacy development4 7#ab7 ,literacy coach ,the term literacy coach means a professional-- 7,a7 who has-- 7i7 previous teaching experience2 and 7ii7 7,i7 a master's degree with a concentration in reading and writing education or demonstrated proficiency in teaching reading or writing in a core academic subject consistent with effective literacy instruction2 or 7,,ii7 in the case of a literacy coach for children from birth through kindergarten entry1 a concentration1 credential1 or significant experience in child development and early literacy development2 7,b7 who supports teachers to-- 7i7 apply research on how children become successful readers1 writers1 and communicators2 7ii7 apply multiple forms of assessment to guide instructional decisionmaking and use data to improve literacy instruction2 7iii7 improve children's writing and reading in and across content areas such as mathematics1 science1 social studies1 and language arts2 7iv7 develop and implement differentiated instruction and teaching approaches to serve the needs of the full range of learners1 including ,english learners and children with disabilities2 7v7 apply principles of universal design for learning2 7vi7 employ best practices in engaging principals1 early learning program educators and administrators1 teachers1 and other relevant professionals to change school cultures that encourage and support literacy development and achievement2 and 7vii7 set for children birth to kindergarten developmentally appropriate expectations for language and literacy development1 and high reading and writing achievement goals for all children and select1 acquire1 and use instructional tools and skills to help children reach such goals2 and 7,c7 whose role with teachers and professionals supporting literacy instruction is-- 7i7 to provide high-quality professional development1 consistent with the definition of comprehensive literacy instruction2 7ii7 to work cooperatively and collaboratively with principals1 teachers1 and other professionals in employing strategies to help teachers identify and support child literacy and language development needs and teach literacy across the content areas and developmental domains2 and 7iii7 to work cooperatively and collaboratively with other professionals in employing strategies to help teachers teach literacy across the content areas so that the teachers can meet the needs of all children1 including children with disabilities1 ,english learners1 and children who are reading at or above grade level4 7#ac7 ,local educational agency ,the term local educational agency-- 7,a7 has the meaning given the term in section #iaja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja72 and 7,b7 includes any public charter school that constitutes a local educational agency under ,state law4 7#ad7 ,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 assessments1 summative assessments1 research-based interventions matched to student needs1 and educational decision-making using academic progress over time4 7#ae7 ,reading ,the term reading means a complex system of deriving meaning from print that is developmentally appropriate1 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 read with comprehension4 7,c7 ,the ability to decode unfamiliar words with fluency4 7,d7 ,the use of background knowledge and vocabulary to make meaning from a text4 7,e7 ,the development and use of appropriate active strategies to interpret and construct meaning from print4 7,f7 ,the development and maintenance of a motivation to read4 7#af7 ,instructional leader ,the term instructional 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#ag7 ,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#ah7 ,screening assessment ,the term screening assessment means an assessment that is-- 7,a7 valid1 reliable1 and based on scientifically based reading research2 and 7,b7 a brief procedure designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction4 7#ai7 ,state ,the term ,state means each of the #ej ,states1 the ,district of ,columbia1 and the ,commonwealth of ,puerto ,rico4 7#bj7 ,state literacy leadership team 7,a7 ,in general ,the term ,state literacy leadership team means a team that-- 7i7 is appointed and coordinated by the ,state educational agency2 7ii7 assumes the responsibility to guide the development and implementation of a statewide1 comprehensive literacy plan2 7iii7 shall include1 at a minimum-- 7,i7 a school principal with literacy expertise2 7,,ii7 a teacher with literacy expertise2 7,,iii7 a teacher or administrator with expertise in special education2 7,,iv7 a teacher or administrator with expertise in teaching the ,english language to ,english learners2 7,v7 a representative from the ,state educational agency who oversees literacy initiatives2 and 7,,vi7 a representative from higher education who is actively involved in research1 development1 or teacher preparation in comprehensive literacy instruction and intervention based on scientifically valid research2 7iv7 may include-- 7,i7 a literacy specialist serving in a school district within the ,state2 7,,ii7 a literacy coach2 7,,iii7 a librarian2 7,,iv7 a representative with family literacy expertise2 7,v7 a representative from a ,state child-serving agency with expertise in comprehensive language and literacy instruction and strategies2 7,,vi7 a school counselor2 7,,vii7 a teacher of a core academic subject2 7,,viii7 a special education administrator2 7,,ix7 a professor from a #d-year institution of higher education2 7,x7 a parent2 7,,xi7 a business leader2 7,,xii7 the ,governor or a delegated representative of the ,governor2 7,,xiii7 a representative from the ,state board of education2 7,,xiv7 a representative from the ,state legislature2 7,,xv7 a representative of a nonprofit and community-based organization providing comprehensive literacy instruction and support2 and 7,,xvi7 a representative from a school district superintendent's office2 and 7v7 shall include1 among the individuals selected to be members of the council pursuant to clauses 7iii7 and 7iv71 not less than #e individuals who have literacy expertise in #a of each of the areas of-- 7,i7 birth through kindergarten entry1 such as the ,state ,head ,start collaboration director2 7,,ii7 kindergarten entry through grade #c2 7,,iii7 grades #d through #ab2 7,,iv7 ,english learners2 and 7,v7 special education4 7,b7 ,inclusion of a preexisting partnership ,if1 before the date of 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 clauses 7iii7 and 7v7 of subparagraph 7,a71 such consortium1 partnership1 or body may be considered a ,state literacy leadership team for purposes of subparagraph 7,a74 7#ba7 ,summative assessment ,the term summative assessment means an assessment that-- 7,a7 is valid1 reliable1 and based on scientifically valid research on literacy and ,english language acquisition2 and 7,b7 for children from birth through kindergarten entry1 measures how young children have progressed over time relative to developmental norms1 and for children in kindergarten through grade #ab1 measures what children have learned over time1 relative to academic content standards4 7#bb7 ,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 #ajjc74 7#bc7 ,writing ,the term writing means-- 7,a7 composing meaning in print or through other media1 including technologies1 to communicate and to create new knowledge in ways appropriate to the context of the writing and the literacy development stage of the writer2 7,b7 composing ideas individually and collaboratively in ways that are appropriate for a variety of purposes1 audiences1 and occasions2 7,c7 choosing vocabulary1 tone1 genre1 and conventions1 such as spelling and punctuation1 suitable to the purpose1 audience1 and occasion2 and 7,d7 revising compositions for clarity of ideas1 coherence1 logical development1 and precision of language use4 #e4 ,program authorized 7a7 ,reservations and awards to ,state educational agencies 7#a7 ,in general ,from the amounts appropriated to carry out this ,act for a fiscal year1 the ,secretary shall-- 7,a7 reserve not more than a total of #d percent of such amounts for the national evaluation and dissemination of information and technical assistance in accordance with section #aa2 7,b7 reserve not more than #e percent of such amounts to award planning grants1 on a competitive basis1 to ,state educational agencies serving ,states1 in accordance with section #f2 7,c7 in the case of a fiscal year for which the amounts to carry out this ,act are less than #ejj1jjj1jjj1 use the amount not reserved under subparagraphs 7,a7 and 7,b7 to make awards1 on a competitive basis1 to ,state educational agencies serving ,states that have applications approved under section #g to enable the ,state educational agencies to carry out the activities described in section #g7;a72 and 7,d7 in the case of a fiscal year for which the amounts appropriated to carry out this ,act are equal to or exceeding #ejj1jjj1jjj-- 7i7 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 #f through #aj in schools operated or funded by the ,bureau of ,indian ,education2 and 7ii7 use the amount not reserved under clause 7i7 and subparagraphs 7,a7 and 7,b7 to make awards1 as described in paragraph 7#b71 to ,state educational agencies serving ,states that have applications approved under section #g to enable the ,state educational agencies to carry out the activities described in section #g7;a74 7#b7 ,special rules for years with funds equal or exceeding #ejj1jjj1jjj 7,a7 ,proportional division ,in each fiscal year described in paragraph 7#a77;,d71 the amount reserved under paragraph 7#a77;,d77i7 shall be divided between the uses described in subclauses 7,i7 and 7,,ii7 of such paragraph 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 #ffca7;a77 is divided between the uses described in paragraphs 7#a7 and 7#b7 of such section for such fiscal year4 7,b7 ,consultation ,a ,state educational agency that receives an allotment under paragraph 7#a77;,d77ii7 shall engage in timely and meaningful consultation with representatives of ,indian tribes located in the ,state in order to improve the coordination and quality of activities designed to develop effective approaches to achieve the purposes of this ,act consistent with the cultural1 language1 and educational needs of ,indian children4 7,c7 ,state allotment formula ,the ,secretary shall allot the amount made available under paragraph 7#a77;,d77ii7 for a fiscal year among the ,states in proportion to the number of children1 from birth through age #ag1 who reside within the ,state and are from families with incomes below the poverty line for the most recent fiscal year for which satisfactory data are available1 compared to the number of such children who reside in all ,states for that fiscal year4 7#c7 ,minimum award amount ,no ,state educational agency receiving an award under this section for a fiscal year may receive less than one-fourth of #a percent of the total amount appropriated to carry out this ,act for the fiscal year4 7b7 ,peer review 7#a7 ,in general ,the ,secretary shall convene a peer review panel to evaluate the applications for a grant under section #f or #g using the evaluation criteria described in paragraph 7#b74 7#b7 ,development of evaluation criteria ,the ,secretary shall report to ,congress regarding the peer review process and evaluation criteria that shall be used to evaluate the grant applications under sections #f or #g4 7#c7 ,membership 7,a7 ,composition ,a peer review panel convened under paragraph 7#a7 shall be composed of not less than #i members1 of whom-- 7i7 #c shall be appointed by the ,secretary2 7ii7 #c shall be appointed by the ,secretary from among individuals-- 7,i7 recommended by the ,chairman of the ,national ,research ,council of the ,national ,academy of ,sciences2 and 7,,ii7 with expertise in comprehensive language and literacy instruction and strategies2 and 7iii7 #c shall be appointed by the ,secretary from among individuals-- 7,i7 recommended by the ,director of the ,national ,institute of ,child ,health and ,human ,development2 and 7,,ii7 with expertise concerning literacy development in children from birth through grade #ab4 7,b7 ,competency and expertise2 expertise ,the peer review panel convened under paragraph 7#a7 may include-- 7i7 classroom teachers with expertise in literacy1 and literacy coaches1 including-- 7,i7 special education teachers2 7,,ii7 teachers of children who are ,english learners2 and 7,,iii7 early childhood educators2 7ii7 experts who provide high-quality professional development to teachers and other instructional staff to support children's literacy development2 7iii7 experts in screening assessments1 diagnostic assessments1 formative assessment processes1 or other assessments of children's literacy development2 and 7iv7 experts in comprehensive literacy instruction and strategies in reading and writing1 language development1 and ,english language acquisition1 as appropriate1 including reading and writing in core academic subjects4 7#d7 ,distribution of recommendations ,not later than #abj days after a peer review panel submits to the ,secretary the panel's recommendation regarding an application by a ,state educational agency for a grant under section #f or #g1 the ,secretary shall notify the ,state educational agency that the application has been approved or disapproved and shall provide to such ,state educational agency a copy of the peer review panel's recommendation4 7c7 ,conflicts of interest 7#a7 ,peer review panels ,the ,secretary shall ensure that each member of a peer review panel described in subsection 7b7 does not stand to benefit financially from a grant or subgrant awarded under this ,act4 7#b7 ,state literacy leadership teams ,each ,state educational agency that receives funding under this ,act shall ensure that each member of a ,state literacy leadership team participating in a program or activity assisted under this ,act does not stand to benefit financially from a grant or subgrant awarded under this ,act4 7d7 ,supplement not supplant ,award funds provided under this ,act shall supplement1 and not supplant1 non-,federal funds that would1 in the absence of such award funds1 be made available for literacy instruction and support of children participating in programs assisted under this ,act4 7e7 ,maintenance of effort ,each ,state educational agency that receives a grant or allotment under this section1 and each eligible entity that receives a subgrant under section #i or #aj1 shall maintain for the fiscal year for which the grant or subgrant is received and for each subsequent fiscal year the expenditures of the ,state educational agency or eligible entity1 respectively1 for literacy instruction at a level not less than the level of such expenditures maintained by the ,state educational agency or eligible entity1 respectively1 for the fiscal year preceding such fiscal year for which the grant or subgrant is received4 #f4 ,state planning grants 7a7 ,planning grants authorized 7#a7 ,in general ,from amounts made available under section #e7;a77#a77;,b71 the ,secretary may award planning grants to ,state educational agencies to enable the ,state educational agencies to complete comprehensive planning to carry out activities that improve literacy for children from birth through grade #ab4 7#b7 ,grant period ,a planning grant awarded under this section shall be 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 7b7 ,application 7#a7 ,in general ,each ,state educational agency desiring a planning grant under this section shall submit an application to the ,secretary at such time1 in such manner1 and accompanied by such information as the ,secretary may require4 7#b7 ,contents ,each application submitted under this subsection shall1 at a minimum1 include a description of how the ,state educational agency will develop a plan for improving ,state efforts to develop1 coordinate1 implement1 and assess comprehensive literacy activities that ensure high-quality instruction and effective strategies in reading and writing for all children in early learning programs and kindergarten through grade #ab programs4 ,such plan shall-- 7,a7 describe the activities for which assistance under this section is sought1 demonstrating a particular focus on children who are reading or writing below grade level and children whose early literacy skills are below the appropriate age or developmental level2 7,b7 provide a budget for the use of the planning grant funds to complete the required activities described in subsection 7c72 7,c7 include an analysis of data on child literacy and language and student academic achievement in reading to identify and establish baseline and benchmark levels against which to monitor child progress and improvement in literacy2 and 7,d7 provide an assurance that all ,state agencies responsible for administering early learning programs and services 7including the ,state ,head ,start ,collaboration ,office and the ,state agency responsible for administering child care7 and the ,state ,advisory ,council on ,early ,childhood ,education and ,care collaborated with the ,state educational agency to write the early learning portion of the grant application submitted under this subsection4 7#c7 ,approval of applications ,the ,secretary shall evaluate applications under this subsection based on the responsiveness of the applications to the requirements under this subsection4 7c7 ,required activities ,a ,state educational agency receiving planning grant funds under this section shall carry out each of the following activities3 7#a7 ,reviewing reading1 writing1 or other language and literacy resources and programs1 such as school library programs1 and data across the ,state to identify any literacy needs and gaps in the ,state4 7#b7 ,forming or designating a ,state literacy leadership team which shall execute the following functions3 7,a7 ,creating a comprehensive ,state literacy plan that-- 7i7 is designed to improve language development1 reading1 writing1 and academic achievement for children1 especially children reading below grade level and children whose literacy skills are below the appropriate age or developmental level2 7ii7 includes-- 7,i7 a needs assessment and an implementation plan1 including an analysis of data on child literacy and student academic achievement in reading and writing to identify baseline and benchmark levels of literacy and early literacy skills in order to monitor progress and improvement2 and 7,,ii7 a plan to improve reading and writing achievement among all children2 7iii7 ensures high-quality instruction1 consistent with the characteristics of effective literacy instruction and strategies1 in early learning programs and kindergarten through grade #ab programs2 and 7iv7 provides for activities designed to improve literacy achievement for children who read or write below grade level1 including such children who-- 7,i7 attend schools that are identified for school improvement under section #aaaf7;b7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaf7;b772 or 7,,ii7 are counted under section #aabd7;c74 7,b7 ,providing recommendations to guide the ,state educational agency in the ,state educational agency's process of strengthening ,state literacy standards and embedding ,state literacy standards with the ,state's college and career ready academic content standards and college and career ready student academic achievement standards1 and early learning and development standards4 7,c7 ,providing recommendations to guide the ,state educational agency in the ,state educational agency's process of measuring1 assessing1 and monitoring progress in literacy at the school1 local educational agency1 and ,state levels4 7,d7 ,identifying criteria for high-quality professional development providers1 which providers may include qualified teachers within the ,state1 for the ,state educational agency and local educational agencies4 7,e7 ,advising the ,state educational agency on how to help ensure that local educational agencies and schools provide timely and appropriate data to teachers to inform and improve instruction4 7,f7 ,providing recommendations to guide the ,state educational agency in the ,state educational agency's planning process of building educators' capacity to provide high-quality comprehensive literacy instruction4 #g4 ,state implementation grants 7a7 ,implementation grants authorized 7#a7 ,in general ,from amounts made available under subparagraphs 7,c7 or 7,d77ii7 of section #e7;a77#a7 7as applicable71 the ,secretary shall award implementation grants to ,state educational agencies to enable the ,state educational agencies-- 7,a7 to implement a comprehensive literacy plan that meets the criteria in section #f7;c77#b77;,a7 for early learning programs and kindergarten through grade #ab programs2 7,b7 to carry out ,state activities under section #h2 and 7,c7 to award subgrants under sections #i and #aj4 7#b7 ,limitation ,the ,secretary shall not award an implementation grant under this section to a ,state for any year for which the ,state has received a planning grant under section #f4 7#c7 ,duration of grants ,an implementation grant under this section shall be awarded for a period of not more than #e years4 7#d7 ,renewals 7,a7 ,in general ,the ,secretary may renew a grant under this section for a period of not more than #b years4 7,b7 ,conditions ,in order to be eligible to have an implementation grant renewed under this paragraph1 the ,state educational agency shall demonstrate to the satisfaction of the ,secretary that1 during the project period-- 7i7 with respect to children from birth through kindergarten entry1 the ,state educational agency has collaborated with the ,state agencies that oversee child care and other early learning programs1 and has collaborated with the ,state ,advisory ,council on ,early ,childhood ,education and ,care1 to comply with the terms of the grant1 including using the funds-- 7,i7 to increase access to high-quality professional development2 7,,ii7 for developmentally appropriate curricula and teaching materials2 and 7,,iii7 for developmentally appropriate classroom-based instructional assessments and developmentally appropriate screening assessments and diagnostic assessments2 and 7ii7 with respect to children in kindergarten through grade #ab1 demonstrates that there has been significant progress in student academic 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 shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 ,the ,state educational agency shall collaborate with the ,state agency responsible for administering early learning programs and the ,state agency responsible for administering child care programs in the ,state in writing and implementing the early learning portion of the grant application under this subsection4 7#b7 ,contents ,an application described in paragraph 7#a7 shall include the following3 7,a7 ,a description of the members of the ,state literacy leadership team and a description of how the ,state educational agency has developed a comprehensive ,state literacy plan1 consistent with the requirements of section #f7;c77#b77;,a74 7,b7 ,an implementation plan that includes a description of how the ,state educational agency will-- 7i7 carry out the ,state activities described in section #h2 7ii7 assist eligible entities with-- 7,i7 providing strategic and intensive comprehensive literacy instruction based on scientifically valid research for children who are reading and writing below grade level1 including through-- 7aa7 the use of multitier systems of support2 and 7bb7 addressing the literacy needs of children with disabilities or developmental delays and ,english learners in programs serving children from birth through grade #ab2 7,,ii7 providing training to parents1 as appropriate1 so that the parents can participate in the literacy related activities described in sections #i and #aj to assist in the language and literacy development of their children2 7,,iii7 selecting and using reading and writing assessments2 7,,iv7 providing classroom-based instruction that is supported by one-to-one and small group work2 7,v7 using curricular materials and instructional tools1 which may include technology1 to improve instruction and literacy achievement2 7,,vi7 providing for high-quality professional development2 and 7,,vii7 using the principles of universal design for learning2 7iii7 ensure that local educational agencies in the ,state have leveraged and are effectively leveraging the resources needed to implement effective comprehensive literacy instruction1 and have the capacity to implement literacy initiatives effectively2 and 7iv7 continually coordinate and align the activities assisted under this ,act with reading1 writing1 and other literacy resources and programs across the ,state and locally that serve children and their families and promote comprehensive literacy instruction and learning1 including strengthening partnerships among schools1 libraries1 local youth-serving agencies1 and programs1 in order to improve literacy for all children4 7,c7 ,a description of the key data metrics1 and the performance targets for such metrics1 that will be used and reported annually under section #ab7;b77#a71 which shall include-- 7i7 progress in meeting the 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;,c77v77 for students in grades #c through #ab2 and 7ii7 the relevant program metrics and performance targets that the ,state shall use to monitor the implementation of its plan under section #ab4 7,d7 ,an assurance that the ,state educational agency1 and any eligible entity receiving a subgrant from the ,state educational agency under section #i or #aj1 will1 if requested1 participate in the national evaluation under section #aa4 7,e7 ,an assurance that the ,state educational agency will use implementation grant funds for literacy programs as follows3 7i7 ,not less than #ae percent of such grant funds shall be used for ,state and local programs and activities pertaining to children from birth through kindergarten entry4 7ii7 ,not less than #dj percent of such grant funds shall be used for ,state and local programs and activities1 allocated equitably among the grades of kindergarten through grade #e4 7iii7 ,not less than #dj percent of such grant funds shall be used for ,state and local programs and activities1 allocated equitably among grades #f through #ab4 7iv7 ,not more than #e percent of such implementation grant funds shall be used for the ,state activities described in section #h4 7,f7 ,an assurance that the ,state educational agency shall give priority to awarding a subgrant to an eligible entity-- 7i7 under section #i based on the number or percentage of children younger than the age of kindergarten entry who are-- 7,i7 served by the eligible entity2 and 7,,ii7 from families with income levels below the poverty line2 and 7ii7 under section #aj based on-- 7,i7 the number or percentage of children from birth through age #ag who are-- 7aa7 served by the eligible entity2 and 7bb7 from families with income levels below the poverty line2 and 7,,ii7 the number or percentage of children in kindergarten through grade #ab served by the eligible entity who are reading and writing below grade level according to ,state assessments4 7c7 ,approval of applications 7#a7 ,in general ,the ,secretary shall evaluate ,state educational agency applications under subsection 7b7 based on the responsiveness of the applications to the application requirements under such subsection4 7#b7 ,peer review ,the ,secretary shall convene a peer review panel in accordance with section #e7;b7 to evaluate applications for each implementation grant awarded to a ,state educational agency under this section4 7#c7 ,early learning ,in order for a ,state educational agency's application under this section to be approved by the ,secretary1 the application shall contain an assurance that the ,state agencies responsible for administering early learning programs and services1 including the ,state agency responsible for administering child care programs1 and the ,state ,advisory ,council on ,early ,childhood ,education and ,care approve of1 and will be extensively consulted in the implementation of activities consistent with section #i with respect to1 the early learning portion of the application4 #h4 ,state activities 7a7 ,required activities ,a ,state educational agency shall use the implementation grant funds described in section #g7;b77#b77;,e77iv7 to carry out the activities proposed in a ,state's implementation plan under section #g7;b77#b77;,b71 including the following activities3 7#a7 ,in consultation with the ,state literacy leadership team1 providing technical assistance1 or engaging qualified providers to provide technical assistance1 to eligible entities to enable the eligible entities to design and implement literacy programs under section #i or #aj4 7#b7 ,consulting with the ,state literacy leadership team and coordinating with institutions of higher education in the ,state-- 7,a7 in order to provide recommendations to strengthen and enhance preservice courses for students preparing1 at institutions of higher education in the ,state1 to teach children from birth through grade #ab in explicit1 systematic1 and intensive instruction in evidence-based literacy methods2 and 7,b7 by following up on reviews completed by the ,state literacy leadership team with recommendations to ensure that such institutions offer courses that meet the highest standards4 7#c7 ,reviewing and updating1 in collaboration with teachers1 statewide educational and professional organizations representing teachers1 and statewide educational and professional organizations representing institutions of higher education1 ,state licensure or certification standards in the area of literacy instruction in early education through grade #ab4 7#d7 ,making publicly available1 including on the ,state educational agency's website1 information on promising instructional practices to improve child literacy achievement4 7b7 ,permissive activities ,after carrying out the activities described in subsection 7a71 a ,state educational agency may use remaining implementation grant funds described in section #g7;b77#b77;,e77iv7 to carry out #a or more of the following activities3 7#a7 ,training the personnel of eligible entities to use data systems to improve child literacy learning4 7#b7 ,developing literacy coach training programs and training literacy coaches4 7#c7 ,building public support among local educational agency personnel1 early learning programs1 and the community for comprehensive literacy instruction for children from birth through grade #ab4 7#d7 ,administration and evaluation of activities carried out under this ,act4 #i4 ,subgrants to eligible entities in support of birth through kindergarten entry literacy 7a7 ,subgrants 7#a7 ,in general ,a ,state educational agency1 in consultation with the ,state agencies responsible for administering early learning programs and services1 including the ,state agency responsible for administering child care programs1 and the ,state ,advisory ,council on ,early ,childhood ,education and ,care1 shall use a portion of implementation grant funds provided under subparagraph 7,c7 or 7,d77ii7 of section #e7;a77#a7 to award subgrants1 on a competitive basis1 to eligible entities to enable the eligible entities to support high-quality early literacy initiatives for children from birth through kindergarten entry4 7#b7 ,duration ,the term of a subgrant under this section shall be determined by the ,state educational agency awarding the subgrant4 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 high-quality early literacy initiatives for children from birth through kindergarten entry4 7c7 ,local applications ,an eligible entity desiring to receive a subgrant under this section shall submit an application to the ,state educational agency1 at such time1 in such manner1 and containing such information as the ,state educational agency may require4 ,such application shall include a description of-- 7#a7 how the subgrant funds will be used to enhance the language and literacy development and school readiness of children1 from birth through kindergarten entry1 in early learning programs1 which shall include an analysis of data that support the proposed use of subgrant funds2 7#b7 the programs that the eligible entity proposes to assist under the subgrant1 including demographic and socioeconomic information on the children enrolled in the programs2 7#c7 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#d7 how1 if the eligible entity is requesting a planning period1 which shall not exceed #a year1 the eligible entity will use that planning period to prepare for successful implementation of a plan to support the development of learning and literacy consistent with the purposes of this ,act2 7#e7 the literacy initiatives1 if any1 in place and how these initiatives will be coordinated and integrated with activities supported under this section2 7#f7 how the subgrant funds will be used to prepare and provide ongoing assistance to staff in the programs1 through high-quality professional development2 7#g7 how the subgrant funds will be used to provide services1 incorporate activities1 and select and use literacy instructional materials that-- 7,a7 meet the diverse developmental and linguistic needs of children1 including ,english learners and children with disabilities and developmental delays2 and 7,b7 are based on scientifically valid research on child development and learning for children from birth through kindergarten entry2 7#h7 how the subgrant funds will be used to provide screening assessments1 diagnostic assessments1 formative assessment processes1 and assessments of developmental progress2 7#i7 how families and caregivers will be involved1 as appropriate1 in supporting their child's literacy development1 instruction1 and assessment2 7#aj7 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 childhood education programs to formal classroom instruction2 7#aa7 how the activities assisted under the subgrant will be coordinated with comprehensive literacy instruction at the kindergarten through grade #ab levels2 7#ab7 how the subgrant funds will be used-- 7,a7 to evaluate the success of the activities assisted under the subgrant in enhancing the early language and literacy development of children from birth through kindergarten entry2 and 7,b7 to evaluate data for program improvement2 and 7#ac7 such other information as the ,state educational agency may require4 7d7 ,approval of local applications ,the ,state educational agency1 in consultation with the ,state agencies responsible for administering early learning programs1 including the ,state agency responsible for administering child care programs and the ,state ,advisory ,council on ,early ,childhood ,education and ,care1 shall-- 7#a7 select applications for funding under this section based on the quality of the applications submitted1 including the relationship between literacy activities proposed and the research base or data supporting such investments1 as appropriate1 and the recommendations of-- 7,a7 the ,state literacy leadership team2 and 7,b7 other experts in the area of early literacy2 and 7#b7 place priority for funding programs based on the criteria in section #g7;b77#b77;,f74 7e7 ,local uses of funds 7#a7 ,in general ,an eligible entity that receives a subgrant under this section shall use the subgrant funds1 consistent with the entity's approved application under subsection 7c71 to-- 7,a7 enhance and improve early learning programs to ensure that children in such programs are provided with high-quality oral language and literature- and print-rich environments in which to develop early literacy skills2 7,b7 carry out high-quality professional development opportunities for early childhood educators1 teachers1 and instructional leaders2 7,c7 acquire1 provide training for1 and implement screening assessments1 diagnostic assessments1 and classroom-based instructional assessments2 7,d7 select1 develop1 and implement a multitier system of support2 7,e7 integrate research-based instructional materials1 activities1 tools1 and measures into the programs offered by the eligible entity to improve development of early learning language and literacy skills2 7,f7 train providers and personnel to support1 develop1 and administer high-quality early learning literacy initiatives that-- 7i7 utilize data-- 7,i7 to inform instructional design2 and 7,,ii7 to assess literacy needs2 and 7ii7 provide time and support for personnel to meet to plan comprehensive literacy instruction2 7,g7 provide family literacy services1 as appropriate1 and educate parents1 teachers1 and other caregivers about child literacy development2 7,h7 annually collect1 summarize1 and report to the ,state educational agency data-- 7i7 to document child progress in early literacy and language skills development as a result of activities carried out under this section2 7ii7 to stimulate and accelerate improvement by identifying the programs served by the eligible entity that produce significant gains in skills development2 and 7iii7 for all subgroups of children and categories of children1 including students in the groups 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,,ii771 in a manner that-- 7,i7 utilizes a variety of measures of child literacy and language skills development2 and 7,,ii7 is consistent across the ,state2 and 7,i7 coordinate the involvement of families1 early learning program staff1 principals1 other instructional leaders1 and teachers in literacy development of children served under this ,act4 7#b7 ,curricula and assessment materials limitation ,each eligible entity that receives a subgrant under this section shall not use more than #bj percent of the subgrant funds in the first year of subgrant funding1 and not more than #aj percent of the subgrant funds in each year thereafter1 to purchase curricula and assessment materials4 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 program providers1 teachers1 program directors1 or principals is prohibited4 #aj4 ,subgrants to eligible entities in support of kindergarten through grade #ab literacy 7a7 ,subgrants to local educational agencies 7#a7 ,subgrants ,a ,state educational agency shall use a portion of the implementation grant funds provided under subparagraph 7,c7 or 7,d77ii7 of section #e7;a77#a7 to award subgrants1 on a competitive basis1 to eligible entities to enable the eligible entities to carry out the authorized activities described in subsections 7b7 and 7c74 7#b7 ,sufficient size and scope ,a ,state educational agency shall award subgrants under this section of sufficient size and scope to allow the eligible entities to carry out high-quality literacy initiatives in each grade level for which the subgrant funds are provided4 7#c7 ,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 for each school that the eligible entity identifies as participating in a subgrant program under this section1 the following information3 7,a7 ,a description of the eligible entity's capacity survey conducted to identify how subgrant funds will be used to inform and improve comprehensive literacy instruction at the school4 7,b7 ,how the school1 the local educational agency1 or a provider of high-quality professional development will provide ongoing high-quality professional development to all teachers1 including early childhood educators1 principals1 and other instructional leaders served by the school1 including early learning program administrators4 7,c7 ,how the school will identify children in need of literacy interventions or other support services and provide appropriate scientifically valid instructional interventions or other support services which may include extended learning time for struggling children4 7,d7 ,a budget for the school that projects the cost of developing and implementing literacy initiatives to carry out the activities described in subsections 7b7 and 7c7 as applicable4 7,e7 ,an explanation of how the school will integrate comprehensive literacy instruction into core academic subjects4 7,f7 ,a description of how the school will coordinate comprehensive literacy instruction with early learning and after-school programs and activities in the area served by the local educational agency1 such as school library programs4 7,g7 ,a description of the assessments that will be used in an assessment system to improve comprehensive literacy instruction and track child literacy progress4 7,h7 ,a description of how families and caregivers will be involved in supporting their children's literacy instruction and assessment4 7,i7 ,a description of how1 if an eligible entity is requesting a planning period1 the eligible entity will use that planning period to prepare for successful implementation of a plan to support the development of learning and literacy consistent with the purposes of this ,act4 7,j7 ,a description of the literacy initiatives1 if any1 in place and how these initiatives will be coordinated and integrated with activities supported under this section4 7,k7 ,an assurance that the eligible entity will1 if requested1 participate in the national evaluation described in section #aa4 7b7 ,local uses of funds for kindergarten through grade #e ,an eligible entity that receives a subgrant under this section shall use the subgrant funds to carry out the following activities pertaining to children in kindergarten through grade #e3 7#a7 ,developing and implementing a literacy plan across content areas that-- 7,a7 serves the needs of all children1 including children with disabilities and ,english learners1 especially children who are reading or writing below grade level2 7,b7 provides intensive1 supplemental1 accelerated1 and explicit intervention and support in reading and writing for children whose literacy skills are below grade level2 and 7,c7 supports activities that are provided primarily during the regular school day but which may be augmented by after-school and out-of-school time instruction4 7#b7 ,acquiring1 providing training for1 selecting1 and administering assessments1 and managing1 monitoring1 and planning instruction based on the assessment data4 7#c7 ,providing high-quality professional development opportunities for teachers1 literacy coaches1 literacy specialists1 ,english as a second language specialists 7as appropriate71 principals1 and other program staff4 7#d7 ,training principals1 specialized instruction support personnel1 and other school district personnel to support1 develop1 administer1 and evaluate high-quality kindergarten through grade #e literacy initiatives that-- 7,a7 utilize data-- 7i7 to inform instructional decisions2 and 7ii7 to assess professional development needs2 and 7,b7 provide time and support for teachers to meet to plan comprehensive literacy instruction4 7#e7 ,coordinating the involvement of early learning program staff1 principals1 other instructional leaders1 teachers1 teacher literacy teams1 ,english as a second language specialists 7as appropriate71 special educators1 and school librarians in the literacy development of children served under this ,act4 7#f7 ,engaging families and encouraging family literacy experiences and practices to support literacy development4 7#g7 ,annually collecting1 summarizing1 and reporting to the ,state educational agency data-- 7,a7 to document and monitor for the purpose of improving practice1 improvements1 or increases in children's reading and writing pursuant to activities carried out under this section2 7,b7 to stimulate and accelerate improvement by identifying the schools that produce significant gains in literacy achievement2 and 7,c7 for all children and categories of children1 including the groups of students 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,,ii771 in a manner that utilizes a variety of measures and that is consistent across the ,state4 7c7 ,local uses of funds for grades #f through #ab ,an eligible entity that receives a subgrant under this section shall use subgrant funds to carry out the following activities pertaining to children in grades #f through #ab3 7#a7 ,developing and implementing a literacy plan described in paragraphs 7#a71 7#b71 7#c71 7#f71 and 7#g7 of subsection 7b7 for children in grades #f through #ab4 7#b7 ,training principals1 specialized instruction support personnel1 and other instructional leaders to support1 develop1 administer1 and evaluate high-quality adolescent literacy initiatives that-- 7,a7 utilize data-- 7i7 to inform instructional decisions and allow for personalization of instruction based on a child's need2 and 7ii7 to assess professional development needs2 7,b7 assess the quality of adolescent comprehensive literacy instruction in core academic subjects1 and career and technical education subjects where such career and technical education subjects provide for the integration of core academic subjects2 7,c7 provide time for teachers to meet to plan research-based adolescent comprehensive literacy instruction in core academic subjects1 and career and technical education subjects where such career and technical education subjects provide for the integration of core academic subjects2 and 7,d7 include instruction in-- 7i7 discipline-specific thinking2 7ii7 reading and interpreting discipline-specific text structures and features2 and 7iii7 writing in different disciplines4 7#c7 ,coordinating the involvement of principals1 other instructional leaders1 teachers1 teacher literacy teams1 ,english as a second language specialists 7as appropriate71 special educators1 and school librarians in the literacy development of children served under this ,act4 7d7 ,allowable uses ,an eligible entity that receives a subgrant under this section may1 in addition to carrying out the activities described in subsections 7b7 and 7c71 use subgrant funds to carry out the following activities pertaining to children in kindergarten through grade #ab3 7#a7 ,providing a planning period of not more than #a year for eligible entities to establish the elements necessary for successful implementation of a literacy program for kindergarten through grade #ab4 7#b7 ,recruiting1 placing1 training1 and compensating literacy coaches4 7#c7 ,connecting out-of-school learning opportunities to in-school learning in order to improve the literacy achievement of the children4 7#d7 ,training families and caregivers to support the improvement of adolescent literacy4 7#e7 ,providing for a multitier system of support4 7#f7 ,forming a school literacy leadership team to help implement1 assess1 and identify necessary changes to the literacy initiatives in #a or more schools to ensure success4 7#g7 ,providing high-quality1 literacy-rich environments that engage children with materials and experiences at the children's reading and writing levels4 7#h7 ,providing time for teachers 7and other literacy staff1 as appropriate1 such as school librarians7 to meet to plan comprehensive literacy instruction4 7e7 ,limitation of use to certain schools ,an eligible entity receiving a subgrant under this section shall1 in distributing the subgrant funds1 provide the subgrant funds only to schools1 including public charter schools1 that have the highest percentages or numbers of children counted under section #aabd7;c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fccc7;c774 #aa4 ,national evaluation1 information dissemination1 and technical assistance 7a7 ,national evaluation 7#a7 ,in general ,from funds reserved under section #e7;a77#a77;,a71 the ,secretary shall enter into a contract with an organization independent of the ,department for a #e-year national evaluation of the grant and subgrant programs assisted under this ,act4 ,such evaluation shall include scientifically valid research that applies rigorous and systematic procedures to obtain valid knowledge relevant to the implementation and effect of the programs4 7#b7 ,contents of evaluation ,the evaluation described in this subsection shall include an analysis of each of the following3 7,a7 ,the impact of the implementation of literacy initiatives and practices supported under this ,act on-- 7i7 increasing academic outcomes1 including child literacy development in reading and writing1 and speaking 7as appropriate71 grade promotion1 and graduation to the extent predictable2 7ii7 promoting the appropriate early literacy development of young children2 and 7iii7 strengthening the literacy skills of ,english learners and children with disabilities4 7,b7 ,the fidelity of implementation of core program features1 such as coherence of the program across grades1 quality of technical assistance1 ,state and local educational agency leadership1 professional development for teachers and administrators1 use of quality materials and pedagogy1 and use of assessment4 7,c7 ,the relationship between implementation of core features and children's academic outcomes4 7,d7 ,other inquiries as designated by the ,secretary1 such as-- 7i7 the core functions of literacy initiatives that have demonstrated the greatest impact on child literacy achievement1 especially among children reading and writing below grade level2 7ii7 effective strategies to integrate ,state and local standards1 curricula1 assessments1 instruction1 materials1 and interventions to improve literacy2 7iii7 the types of literacy activities and professional development that most effectively improve the early reading1 writing1 and language skills of children from birth through kindergarten entry2 7iv7 the impact of adolescent literacy initiatives on adolescent motivation1 engagement1 and participation in adolescent literacy activities2 7v7 the relationship between children's literacy achievement and secondary school success1 including improving graduation rates2 and 7vi7 effective strategies to integrate school and public library programs to improve literacy4 7#c7 ,program improvement ,the ,secretary shall-- 7,a7 provide the findings of the evaluation conducted under this section to ,state educational agencies and subgrant recipients for use in program improvement2 7,b7 make such findings publicly available1 including on the ,department's website2 and 7,c7 submit such findings to the authorizing committees4 7b7 ,information dissemination and technical assistance 7#a7 ,in general ,from amounts reserved under section #e7;a77#a77;,a71 the ,secretary1 in collaboration with the regional educational laboratories established under section #agd of the ,education ,sciences ,reform ,act of #bjjb1 the comprehensive centers established under section #bjc of the ,educational ,technical ,assistance ,act of #bjjb1 and the ,director of the ,national ,institute of ,child ,health and ,human ,development1 shall-- 7,a7 distribute information on-- 7i7 comprehensive literacy instruction1 including best practices and model programs identified in the evaluation2 7ii7 other inquiries designated by the ,secretary under subsection 7a77#b77;,d72 or 7iii7 other relevant ,federal studies of literacy activities2 and 7,b7 provide technical assistance in order to assist ,states and local educational agencies in improving comprehensive literacy instruction and learning4 7#b7 ,dissemination and coordination ,the ,secretary shall disseminate the information described in paragraph 7#a77;,a7 to-- 7,a7 recipients of ,federal financial assistance under this ,act1 the ,head ,start ,act1 the ,individuals with ,disabilities ,education ,act1 and the ,adult ,education and ,family ,literacy ,act2 and 7,b7 each ,bureau-funded school 7as defined in section #aada of the ,education ,amendments of #aigh 7#be ,u4,s4,c4 #bjba774 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 #ab4 ,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 subparagraph 7,c7 or 7,d77ii7 of section #e7;a77#a71 or an eligible entity receiving a subgrant under section #i or #aj1 is not making significant progress in meeting the purposes of this ,act and the key data metrics identified by the ,state educational agency in section #g7;b77#b77;,c7 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 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 7,a7 ,in general ,a ,state educational agency receiving an award under subparagraph 7,c7 or 7,d77ii7 of section #e7;a77#a7 may refuse to award subgrant funds to an eligible entity under section #i or #aj if the ,state educational agency finds that the eligible entity is not making significant progress in meeting the purposes of this ,act1 after-- 7i7 affording the eligible entity notice1 a period for correction1 and an opportunity for a hearing2 and 7ii7 providing technical assistance to the eligible entity4 7,b7 ,funds available ,subgrant funds not awarded under subparagraph 7,a7 shall be redirected to an eligible entity serving similar children in the same area or region as the eligible entity not awarded the subgrant funds1 to the greatest extent practicable4 7b7 ,reporting requirements 7#a7 ,state educational agency annual reports ,each ,state educational agency receiving an award under subparagraph 7,c7 or 7,d77ii7 of section #e7;a77#a7 shall report annually to the ,secretary regarding the ,state educational agency's progress in addressing the purposes of this ,act4 ,such report shall include at a minimum data1 for each subgrantee1 and for the ,state1 on the metrics identified under section #g7;b77#b77;,c71 such as-- 7,a7 the number and percentage of children reading and writing on grade level by the end of grade #c2 7,b7 the percent of children served under the award who receive special education and related services2 and 7,c7 the degree of appropriate developmental progress or literacy achievement growth of children1 disaggregated by the groups 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,,ii774 7#b7 ,periodic reports ,each ,state educational agency receiving an award under subparagraph 7,c7 or 7,d77ii7 of section #e7;a77#a7 shall periodically report to the ,secretary regarding the ,state educational agency's progress in addressing the purposes of this ,act4 ,such reports shall be submitted at such times1 and in such manner1 as the ,secretary shall establish1 and shall1 over the term of the grant1 include descriptions of-- 7,a7 the professional development activities provided under the award1 including types of activities and entities involved in providing professional development to classroom teachers and other program staff1 such as school librarians2 7,b7 instruction1 strategies1 activities1 curricula1 materials1 and assessments used in the programs funded under the award2 7,c7 the types of programs funded under the award and demographic information1 including ages1 of the children served by the programs funded under the award1 except that such information shall not be personally identifiable2 7,d7 the experience and qualifications of the program staff who provide comprehensive literacy instruction under the programs funded under the award1 including the experience and qualifications of those staff working with children with disabilities or developmental delay1 with ,english learners1 and with children from birth through kindergarten entry2 and 7,e7 student performance on relevant program metrics1 as identified in the ,state educational agency's plan1 such as-- 7i7 the number of children reading and writing on grade level by the end of the third grade2 7ii7 the percent of students served under this ,act receiving special education services2 7iii7 the instruction and activities delivered to at-risk students served under this ,act2 and 7iv7 the professional development activities provided to teachers participating under this ,act4 7#c7 ,eligible entity reports ,each eligible entity receiving a subgrant under section #i or #aj shall report to the ,state educational agency regarding the eligible entity's progress in addressing the purposes of this ,act4 ,such report shall be submitted at such times1 and in such manner1 as the ,state educational agency shall establish1 consistent with the requirements of paragraphs 7#a7 and 7#b7 for reports submitted by the ,state educational agency to the ,secretary1 and shall1 over the term of the subgrant1 include1 consistent with such requirements for the ,state educational agency reports1 descriptions of-- 7,a7 how the subgrant funds were used2 and 7,b7 the results of an external evaluation1 if the ,secretary determines such evaluation to be applicable4 #ac4 ,rules of construction 7a7 ,child eligibility ,nothing in this ,act shall be construed to prohibit children 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 children eligible for assistance under the ,individuals with ,disabilities ,education ,act from receiving literacy instruction and intervention under this ,act4 7b7 ,,idea evaluation ,the screening assessments1 diagnostic assessments1 and formative assessment processes of reading and writing authorized under this ,act shall not be construed to constitute an evaluation required under the ,individuals with ,disabilities ,education ,act1 except that assessments administered under this ,act may be used in conjunction with other assessments as part of an evaluation under the ,individuals with ,disabilities ,education ,act1 provided that all assessment requirements of such ,act are met4 #ad4 ,authorization of appropriations ,there are authorized to be appropriated to carry out this ,act1 #b1cej1jjj1jjj for fiscal year #bjad and each of the #e succeeding fiscal years4