[Congressional Bills 105th Congress]
[From the U.S. Government Publishing Office]
[S. 1596 Introduced in Senate (IS)]
105th CONGRESS
2d Session
S. 1596
To provide for reading excellence.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
February 2, 1998
Mr. Coverdell introduced the following bill; which was read twice and
referred to the Committee on Labor and Human Resources
_______________________________________________________________________
A BILL
To provide for reading excellence.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Reading Excellence Act''.
TITLE I--READING GRANTS
SEC. 101. AMENDMENT TO ESEA FOR READING GRANTS.
The Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301
et seq.) is amended by adding at the end the following:
``TITLE XV--READING GRANTS
``SEC. 15101. PURPOSE.
``The purposes of this title are as follows:
``(1) To teach every child to read in their early childhood
years--
``(A) as soon as they are ready to read; or
``(B) as soon as possible once they enter school,
but not later than 3d grade.
``(2) To improve the reading skills of students, and the
in-service instructional practices for teachers who teach
reading, through the use of findings from reliable, replicable
research on reading, including phonics.
``(3) To expand the number of high-quality family literacy
programs.
``(4) To reduce the number of children who are
inappropriately referred to special education due to reading
difficulties.
``SEC. 15102. DEFINITIONS.
``For purposes of this title:
``(1) Eligible professional development provider.--The term
`eligible professional development provider' means a provider
of professional development in reading instruction to teachers
that is based on reliable, replicable research on reading.
``(2) Eligible research institution.--The term `eligible
research institution' means an institution of higher education
at which reliable, replicable research on reading has been
conducted.
``(3) Family literacy services.--The term `family literacy
services' means services provided to participants on a
voluntary basis that are of sufficient intensity in terms of
hours, and of sufficient duration, to make sustainable changes
in a family (such as eliminating or reducing welfare
dependency) and that integrate all of the following activities:
``(A) Interactive literacy activities between
parents and their children.
``(B) Equipping parents to partner with their
children in learning.
``(C) Parent literacy training, including training
that contributes to economic self-sufficiency.
``(D) Appropriate instruction for children of
parents receiving parent literacy services.
``(4) Reading.--The term `reading' means the process of
comprehending the meaning of written text by depending on--
``(A) the ability to use phonics skills, that is,
knowledge of letters and sounds, to decode printed
words quickly and effortlessly, both silently and
aloud;
``(B) the ability to use previously learned
strategies for reading comprehension; and
``(C) the ability to think critically about the
meaning, message, and aesthetic value of the text.
``(5) Reading readiness.--The term `reading readiness'
means activities that--
``(A) provide experience and opportunity for
language development;
``(B) create appreciation of the written word;
``(C) develop an awareness of printed language, the
alphabet, and phonemic awareness; and
``(D) develop an understanding that spoken and
written language is made up of phonemes, syllables, and
words.
``(6) Reliable, replicable research.--The term `reliable,
replicable research' means objective, valid, scientific studies
that--
``(A) include rigorously defined samples of
subjects that are sufficiently large and representative
to support the general conclusions drawn;
``(B) rely on measurements that meet established
standards of reliability and validity;
``(C) test competing theories, where multiple
theories exist;
``(D) are subjected to peer review before their
results are published; and
``(E) discover effective strategies for improving
reading skills.
``SEC. 15103. GRANTS TO READING AND LITERACY PARTNERSHIPS.
``(a) Program Authorized.--The Secretary may make grants on a
competitive basis to reading and literacy partnerships for the purpose
of permitting such partnerships to make subgrants under sections 15104
and 15105.
``(b) Reading and Literacy Partnerships.--
``(1) Composition.--
``(A) Required participants.--In order to receive a
grant under this section, a State shall establish a
reading and literacy partnership consisting of at least
the following participants:
``(i) The Governor of the State.
``(ii) The chief State school officer.
``(iii) The chairman and the ranking member
of each committee of the State legislature that
is responsible for education policy.
``(iv) A representative, selected jointly
by the Governor and the chief State school
officer, of at least 1 local educational agency
that has at least 1 school that is identified
for school improvement under section 1116(c) in
the geographic area served by the agency.
``(v) A representative, selected jointly by
the Governor and the chief State school
officer, of a community-based organization
working with children to improve their reading
skills, particularly a community-based
organization using volunteers.
``(B) Optional participants.--A reading and
literacy partnership may include additional
participants, who shall be selected jointly by the
Governor and the chief State school officer, which may
include--
``(i) State directors of appropriate
Federal or State programs with a strong reading
component;
``(ii) a parent of a public or private
school student or a parent who educates their
child or children in their home;
``(iii) a teacher who teaches reading; or
``(iv) a representative of (I) an
institution of higher education operating a
program of teacher preparation in the State;
(II) a local educational agency; (III) an
eligible research institution; (IV) a private
nonprofit or for-profit eligible professional
development provider providing instruction
based on reliable, replicable research on
reading; (V) a family literacy service
provider; (VI) an adult education provider;
(VII) a volunteer organization that is involved
in reading programs; or (VIII) a school or a
public library that offers reading or literacy
programs for children or families.
``(2) Agreement.--The contractual agreement that
establishes a reading and literacy partnership--
``(A) shall specify--
``(i) the nature and extent of the
association among the participants referred to
in paragraph (1); and
``(ii) the roles and duties of each such
participant; and
``(B) shall remain in effect during the entire
grant period proposed in the partnership's grant
application under subsection (e).
``(3) Functions.--Each reading and literacy partnership for
a State shall prepare and submit an application under
subsection (e) and, if the partnership receives a grant under
this section--
``(A) shall solicit applications for, and award,
subgrants under sections 15104 and 15105;
``(B) shall oversee the performance of the
subgrants and submit performance reports in accordance
with subsection (h);
``(C) if sufficient grant funds are available under
this title--
``(i) work to enhance the capacity of
agencies in the State to disseminate reliable,
replicable research on reading to schools,
classrooms, and providers of early education and child care;
``(ii) facilitate the provision of
technical assistance to subgrantees under
sections 15104 and 15105 by providing the
subgrantees information about technical
assistance providers; and
``(iii) build on, and promote coordination
among, literacy programs in the State, in order
to increase their effectiveness and to avoid
duplication of their efforts; and
``(D) shall ensure that each local educational
agency to which the partnership makes a subgrant under
section 15104 makes available, upon request and in an
understandable and uniform format, to any parent of a
student attending any school selected under section
15104(a)(2) in the geographic area served by the
agency, information regarding the qualifications of the
student's classroom teacher to provide instruction in
reading.
``(4) Fiscal agent.--The State educational agency shall act
as the fiscal agent for the reading and literacy partnership
for the purposes of receipt of funds from the Secretary,
disbursement of funds to subgrantees under sections 15104 and
15105, and accounting for such funds.
``(c) Preexisting Partnership.--If, before the date of the
enactment of the Reading Excellence Act, a State established a
consortium, partnership, or any other similar body, that includes the
Governor and the chief State school officer and has, as a central part
of its mission, the promotion of literacy for children in their early
childhood years through the 3d grade, but that does not satisfy the
requirements of subsection (b)(1), the State may elect to treat that
consortium, partnership, or body as the reading and literacy
partnership for the State notwithstanding such subsection, and the
consortium, partnership, or body shall be considered a reading and
literacy partnership for purposes of the other provisions of this
title.
``(d) Multi-State Partnership Arrangements.--A reading and literacy
partnership that satisfies the requirements of subsection (b) may join
with other such partnerships in other States to develop a single
application that satisfies the requirements of subsection (e) and
identifies which State educational agency, from among the States
joining, shall act as the fiscal agent for the multi-State arrangement.
For purposes of the other provisions of this title, any such multi-
State arrangement shall be considered to be a reading and literacy
partnership.
``(e) Applications.--A reading and literacy partnership that
desires to receive a grant under this section shall submit an
application to the Secretary at such time, in such manner, and
including such information as the Secretary may require. The
application--
``(1) shall describe how the partnership will ensure that
95 percent of the grant funds are used to make subgrants under
sections 15104 and 15105;
``(2) shall be integrated, to the maximum extent possible,
with State plans and programs under this Act, the Individuals
with Disabilities Education Act (20 U.S.C. 1400 et seq.), and,
to the extent appropriate, the Adult Education Act (20 U.S.C.
1201 et seq.);
``(3) shall describe how the partnership will ensure that
professional development funds available at the State and local
levels are used effectively to improve instructional practices
for reading and are based on reliable, replicable research on
reading;
``(4) shall describe--
``(A) the contractual agreement that establishes
the partnership, including at least the elements of the
agreement referred to in subsection (b)(2);
``(B) how the partnership will assess, on a regular
basis, the extent to which the activities undertaken by
the partnership and the partnership's subgrantees under
this title have been effective in achieving the
purposes of this title;
``(C) what evaluation instruments the partnership
will use to determine the success of local educational
agencies to whom subgrants under sections 15104 and
15105 are made in achieving the purposes of this title;
``(D) how subgrants made by the partnership under
such sections will meet the requirements of this title,
including how the partnership will ensure that
subgrantees will use practices based on reliable,
replicable research on reading; and
``(E) how the partnership will, to the extent
practicable, make grants to subgrantees in both rural
and urban areas;
``(5) shall include an assurance that each local
educational agency to whom the partnership makes a subgrant
under section 15104--
``(A) will carry out family literacy programs based
on the Even Start family literacy model authorized
under part B of title I to enable parents to be their
child's first and most important teacher, and will make
payments for the receipt of technical assistance for
the development of such programs;
``(B) will carry out programs to assist those
kindergarten students who are not ready for the
transition to 1st grade, particularly students
experiencing difficulty with reading skills;
``(C) will use supervised individuals (including
tutors), who have been appropriately trained using
reliable, replicable research on reading, to provide
additional support, before school, after school, on
weekends, during non-instructional periods of the
school day, or during the summer, for students in
grades 1 through 3 who are experiencing difficulty
reading; and
``(D) will carry out professional development for
the classroom teacher and other appropriate teaching
staff on the teaching of reading based on reliable,
replicable research on reading; and
``(6) shall describe how the partnership--
``(A) will ensure that a portion of the grant funds
that the partnership receives in each fiscal year will
be used to make subgrants under section 15105; and
``(B) will make local educational agencies
described in section 15105(a)(1) aware of the
availability of such subgrants.
``(f) Peer Review Panel.--
``(1) Composition of peer review panel.--
``(A) In general.--The National Institute for
Literacy, in consultation with the National Research
Council of the National Academy of Sciences, the
National Institute of Child Health and Human
Development, and the Secretary, shall convene a panel
to evaluate applications under this section. At a
minimum the panel shall include representatives of the
National Institute for Literacy, the National Research
Council of the National Academy of Sciences, the
National Institute of Child Health and Human
Development, and the Secretary.
``(B) Experts.--The panel shall include experts who
are competent, by virtue of their training, expertise,
or experience, to evaluate applications under this
section, and experts who provide professional
development to teachers of reading to children and
adults, based on reliable, replicable research on
reading.
``(C) Limitation.--Not more than \1/3\ of the panel
may be composed of individuals who are employees of the
Federal Government.
``(2) Payment of fees and expenses of certain members.--The
Secretary shall use funds reserved under section 15110(b)(2) to
pay the expenses and fees of panel members who are not
employees of the Federal Government.
``(3) Duties of panel.--
``(A) Model application forms.--The peer review
panel shall develop a model application form for
reading and literacy partnerships desiring to apply for
a grant under this section. The peer review panel shall
submit the model application form to the Secretary for
final approval.
``(B) Selection of applications.--
``(i) Recommendations of panel.--
``(I) In general.--The Secretary
shall receive grant applications from
reading and literacy partnerships under
this section and shall provide the
applications to the peer review panel
for evaluation. With respect to each
application, the peer review panel
shall initially recommend the
application for funding or for
disapproval.
``(II) Priority.--In recommending
applications to the Secretary, the
panel shall give priority to
applications from States that have
modified, are modifying, or provide an
assurance that not later than 1 year
after receiving a grant under this
section the State will modify, State
teacher certification in the area of
reading to reflect reliable, replicable
research, except that nothing in this
title shall be construed to establish a
national system of teacher
certification.
``(III) Ranking of applications.--
With respect to each application
recommended for funding, the panel
shall assign the application a rank,
relative to other recommended
applications, based on the priority
described in subclause (II), the extent
to which the application furthers the
purposes of this title, and the overall
quality of the application.
``(IV) Recommendation of amount.--
With respect to each application
recommended for funding, the panel
shall make a recommendation to the
Secretary with respect to the amount of
the grant that should be made.
``(ii) Secretarial selection.--
``(I) In general.--Subject to
clause (iii), the Secretary shall
determine, based on the peer review
panel's recommendations, which
applications from reading and literacy
partnerships shall receive funding and
the amounts of such grants. In
determining grant amounts, the
Secretary shall take into account the
total amount of funds available for all
grants under this section and the types
of activities proposed to be carried
out by the partnership.
``(II) Effect of ranking by
panel.--In making grants under this
section, the Secretary shall select
applications according to the ranking
of the applications by the peer review
panel, except in cases where the
Secretary determines, for good cause,
that a variation from that order is
appropriate.
``(iii) Minimum grant amounts.--Each
reading and literacy partnership selected to
receive a grant under this section shall
receive an amount for each fiscal year that is
not less than $100,000.
``(g) Limitation on Administrative Expenses.--A reading and
literacy partnership that receives a grant under this section may use
not more than 3 percent of the grant funds for administrative costs.
``(h) Reporting.--
``(1) In general.--A reading and literacy partnership that
receives a grant under this section shall submit performance
reports to the Secretary pursuant to a schedule to be
determined by the Secretary, but not more frequently than
annually. Such reports shall include--
``(A) the results of use of the evaluation
instruments referred to in subsection (e)(4)(C);
``(B) the process used to select subgrantees;
``(C) a description of the subgrantees receiving
funds under this title; and
``(D) with respect to subgrants under section
15104, the model or models of reading instruction,
based on reliable, replicable research on reading,
selected by subgrantees.
``(2) Provision to peer review panel.--The Secretary shall
provide the reports submitted under paragraph (1) to the peer
review panel convened under subsection (f). The panel shall use
such reports in recommending applications for funding under
this section.
``SEC. 15104. LOCAL READING IMPROVEMENT SUBGRANTS.
``(a) In General.--
``(1) Subgrants.--A reading and literacy partnership that
receives a grant under section 15103 shall make subgrants, on a
competitive basis, to local educational agencies that have at
least 1 school that is identified for school improvement under
section 1116(c) in the geographic area served by the agency.
``(2) Role of local educational agencies.--A local
educational agency that receives a subgrant under this section
shall use the subgrant in a manner consistent with this section
to advance reform of reading instruction in any school selected
by the agency that--
``(A) is identified for school improvement under
section 1116(c) at the time the agency receives the
subgrant; and
``(B) has a contractual association with 1 or more
community-based organizations that have established a
record of effectiveness with respect to reading
readiness, reading instruction for children in
kindergarten through 3d grade, and early childhood
literacy.
``(b) Grant Period.--A subgrant under this section shall be for a
period of 3 years and may not be revoked or terminated on the ground
that a school ceases, during the grant period, to be identified for
school improvement under section 1116(c).
``(c) Applications.--A local educational agency that desires to
receive a subgrant under this section shall submit an application to
the reading and literacy partnership at such time, in such manner, and
including such information as the partnership may require. The
application--
``(1) shall describe how the local educational agency will
work with schools selected by the agency under subsection
(a)(2) to select 1 or more models of reading instruction,
developed using reliable, replicable research on reading, as a
model for implementing and improving reading instruction by all
teachers and for all children in each of the schools selected
by the agency under such subsection and, where appropriate,
their parents;
``(2) shall select 1 or more models described in paragraph
(1), for the purpose described in such paragraph, and shall
describe each such selected model;
``(3) shall demonstrate that a person responsible for the
development of each such model, or a person with experience or
expertise about such model and its implementation, has agreed
to work with the applicant in connection with such
implementation and improvement efforts;
``(4) shall describe--
``(A) how the applicant will ensure that funds
available under this title, and funds available for
reading for grades kindergarten through grade 6 from
other appropriate sources, are effectively coordinated
and, where appropriate, integrated, with funds under
this Act in order to improve existing activities in the areas of
reading instruction, professional development, program improvement,
parental involvement, technical assistance, and other activities that
can help meet the purposes of this title; and
``(B) the amount of funds available for reading for
grades kindergarten through grade 6 from appropriate
sources other than this title, including title I
(except that such description shall not be required to
include funds made available under part B of title I
unless the applicant has established a contractual
association in accordance with subsection (d)(2) with
an eligible entity under such part B), the Individuals
With Disabilities Education Act (20 U.S.C. 1400 et
seq.), and any other law providing Federal financial
assistance for professional development for teachers of
such grades who teach reading, which will be used to
help achieve the purposes of this title;
``(5) shall describe the amount and nature of funds from
any other public or private sources, including funds received
under this Act and the Individuals With Disabilities Education
Act (20 U.S.C. 1400 et seq.), that will be combined with funds
received under the subgrant;
``(6) shall include an assurance that the applicant--
``(A) will carry out family literacy programs based
on the Even Start family literacy model authorized
under part B of title I to enable parents to be their
child's first and most important teacher, will make
payments for the receipt of technical assistance for
the development of such programs;
``(B) will carry out programs to assist those
kindergarten students who are not ready for the
transition to 1st grade, particularly students
experiencing difficulty with reading skills;
``(C) will use supervised individuals (including
tutors), who have been appropriately trained using
reliable, replicable research on reading, to provide
additional support, before school, after school, on
weekends, during non-instructional periods of the
school day, or during the summer, for students in
grades 1 through 3 who are experiencing difficulty
reading; and
``(D) will carry out professional development for
the classroom teacher and other teaching staff on the
teaching of reading based on reliable, replicable
research on reading;
``(7) shall describe how the local educational agency
provides instruction in reading to children who have not been
determined to be a child with a disability (as defined in
section 602 of the Individuals With Disabilities Education Act
(20 U.S.C. 1401)), pursuant to section 614(b)(5) of such Act
(20 U.S.C. 1414(a)(5)), because of a lack of instruction in
reading; and
``(8) shall indicate the amount of the subgrant funds (if
any) that the applicant will use to carry out the duties
described in section 15105(b)(2).
``(d) Priority.--In approving applications under this section, a
reading and literacy partnership shall give priority to an application
submitted by an applicant who demonstrates that the applicant has
established--
``(1) a contractual association with 1 or more Head Start
programs under the Head Start Act (42 U.S.C. 9801 et seq.)
under which--
``(A) the Head Start program agrees to select the
same model or models of reading instruction, as a model
for implementing and improving the reading readiness of
children participating in the program, as was selected
by the applicant; and
``(B) the applicant agrees--
``(i) to share with the Head Start program
an appropriate amount of the applicant's
information resources with respect to the
model, such as curricula materials; and
``(ii) to train personnel from the Head
Start program;
``(2) a contractual association with 1 or more State- or
federally-funded preschool programs, or family literacy
programs, under which--
``(A) the program agrees to select the same model
or models of reading instruction, as a model for
implementing and improving reading instruction in the
program's activities, as was selected by the applicant;
and
``(B) the applicant agrees to train personnel from
the program who work with children and parents in
schools selected under subsection (a)(2); or
``(3) a contractual association with 1 or more public
libraries providing reading or literacy services to preschool
children, or preschool children and their families, under which--
``(A) the library agrees to select the same model
or models of reading instruction, as a model for
implementing and improving reading instruction in the
library's reading or literacy programs, as was selected
by the applicant; and
``(B) the applicant agrees to train personnel,
including volunteers, from such programs who work with
preschool children, or preschool children and their
families, in schools selected under subsection (a)(2).
``(e) Use of Funds.--
``(1) In general.--Subject to paragraph (2), an applicant
who receives a subgrant under this section may use the subgrant
funds to carry out activities that are authorized by this title
and described in the subgrant application, including the
following:
``(A) Making reasonable payments for technical and
other assistance to a person responsible for the
development of a model of reading instruction, or a
person with experience or expertise about such model
and its implementation, who has agreed to work with the
recipient in connection with the implementation of the
model.
``(B) Carrying out a contractual agreement
described in subsection (d).
``(C) Professional development (including training
of volunteers), purchase of curricular and other
supporting materials, and technical assistance.
``(D) Providing, on a voluntary basis, training to
parents of children enrolled in a school selected under
subsection (a)(2) on how to help their children with
school work, particularly in the development of reading
skills. Such training may be provided directly by the
subgrant recipient, or through a grant or contract with
another person. Such training shall be consistent with
reading reforms taking place in the school setting.
``(E) Carrying out family literacy programs based
on the Even Start family literacy model authorized
under part B of title I to enable parents to be their
child's first and most important teacher, and making
payments for the receipt of technical assistance for
the development of such programs.
``(F) Providing instruction for parents of children
enrolled in a school selected under subsection (a)(2),
and others who volunteer to be reading tutors for such
children, in the instructional practices based on
reliable, replicable research on reading used by the
applicant.
``(G) Programs to assist those kindergarten
students enrolled in a school selected under subsection
(a)(2) who are not ready for the transition to 1st
grade, particularly students experiencing difficulty
with reading skills.
``(H) Providing, for students who are enrolled in
grades 1 through 3 in a school selected under
subsection (a)(2) and are experiencing difficulty
reading, additional support before school, after
school, on weekends, during non-instructional periods
of the school day, or during the summer, using
supervised individuals (including tutors) who have been
appropriately trained using reliable, replicable
research on reading.
``(I) Carrying out the duties described in section
15105(b)(2) for children enrolled in a school selected
under subsection (a)(2).
``(J) Providing reading assistance to children who
have not been determined to be a child with a
disability (as defined in section 602 of the
Individuals with Disabilities Education Act (20 U.S.C.
1401)), pursuant to section 614(b)(5) of such Act (20
U.S.C. 1414(b)(5)), because of a lack of instruction in
reading.
``(2) Limitation on administrative expenses.--A recipient
of a subgrant under this section may use not more than 3
percent of the subgrant funds for administrative costs.
``(f) Training Nonrecipients.--A recipient of a subgrant under this
section may train, on a fee-for-service basis, personnel who are from
schools, or local educational agencies, that are not receiving such a
subgrant in the instructional practices based on reliable, replicable
research on reading used by the recipient. Such a non-recipient school
may use funds received under title I, and other appropriate Federal
funds used for reading instruction, to pay for such training, to the
extent consistent with the law under which such funds were received.
``SEC. 15105. TUTORIAL ASSISTANCE SUBGRANTS.
``(a) In General.--
``(1) Subgrants.--A reading and literacy partnership that
receives a grant under section 15103 shall make subgrants on a
competitive basis to--
``(A) local educational agencies that have at least
1 school in the geographic area served by the agency
that--
``(i) is located in an area designated as
an empowerment zone under part I of subchapter
U of chapter 1 of the Internal Revenue Code of
1986; or
``(ii) is located in an area designated as
an enterprise community under part I of
subchapter U of chapter 1 of the Internal
Revenue Code of 1986; or
``(B) in the case of local educational agencies
that do not have any such empowerment zone or
enterprise community in the State in which the agency
is located, local educational agencies that have at
least 1 school that is identified for school
improvement under section 1116(c) in the geographic
area served by the agency.
``(2) Applications.--A local educational agency that
desires to receive a subgrant under this section shall submit
an application to the reading and literacy partnership at such
time, in such manner, and including such information as the
partnership may require. The application shall include an
assurance that the agency will use the subgrant funds to carry
out the duties described in subsection (b) for children
enrolled in 1 or more schools selected by the agency and
described in paragraph (1).
``(b) Use of Funds.--
``(1) In general.--A local educational agency that receives
a subgrant under this section shall carry out, using the funds
provided under the subgrant, each of the duties described in
paragraph (2).
``(2) Duties.--The duties described in this paragraph are
the provision of tutorial assistance in reading to children who
have difficulty reading, using instructional practices based on
the principles of reliable, replicable research, through the
following:
``(A) The promulgation of a set of objective
criteria, pertaining to the ability of a tutorial
assistance provider successfully to provide tutorial
assistance in reading, that will be used to determine
in a uniform manner, at the beginning of each school
year, the eligibility of tutorial assistance providers,
subject to the succeeding subparagraphs of this
paragraph, to be included on the list described in
subparagraph (B) (and thereby be eligible to enter into
a contract pursuant to subparagraph (F)).
``(B) The promulgation, maintenance, and approval
of a list of tutorial assistance providers eligible to
enter into a contract pursuant to subparagraph (F)
who--
``(i) have established a record of
effectiveness with respect to reading
readiness, reading instruction for children in
kindergarten through 3d grade, and early
childhood literacy;
``(ii) are located in a geographic area
convenient to the school or schools attended by
the children who will be receiving tutorial
assistance from the providers; and
``(iii) are capable of providing tutoring
in reading to children who have difficulty
reading, using instructional practices based on
the principles of reliable, replicable research
and consistent with the instructional methods
used by the school the child attends.
``(C) The development of procedures (i) for the
receipt of applications for tutorial assistance, from
parents who are seeking such assistance for their child
or children, that select a tutorial assistance provider
from the list described in subparagraph (B) with whom
the child or children will enroll, for tutoring in
reading; and (ii) for considering children for tutorial
assistance who are identified under subparagraph (D)
and for whom no application has been submitted,
provided that such procedures are in accordance with
this paragraph and give such parents the right to
select a tutorial assistance provider from the list
referred to in subparagraph (B), and shall permit a
local educational agency to recommend a tutorial
assistance provider from the list under subparagraph
(B) in a case where a parent asks for assistance in the
making of such selection.
``(D) The development of a selection process for
providing tutorial assistance in accordance with this
paragraph that limits the provision of assistance to
children identified, by the school the child attends,
as having difficulty reading, including difficulty
mastering essential phonic, decoding, or vocabulary
skills. In the case of a child included in the selection process for
whom no application has been submitted by a parent of the child, the
child's eligibility for receipt of tutorial assistance shall be
determined under the same procedures, timeframe, and criteria for
consideration as is used to determine the eligibility of a child whose
parent has submitted such an application. Such local educational agency
shall apply the provisions of subparagraphs (F) and (G) to a tutorial
assistance provider selected for a child whose parent has not submitted
an application pursuant to subparagraph (C)(i) in the same manner as
the provisions are applied to a provider selected in an application
submitted pursuant to subparagraph (C)(i).
``(E) The development of procedures for selecting
children to receive tutorial assistance, to be used in
cases where insufficient funds are available to provide
assistance with respect to all children identified by a
school under subparagraph (D) that--
``(i) gives priority to children who are
determined, through State or local reading
assessments, to be most in need of tutorial
assistance; and
``(ii) gives priority, in cases where
children are determined, through State or local
reading assessments, to be equally in need of
tutorial assistance, based on a random
selection principle.
``(F) The development of a methodology by which
payments are made directly to tutorial assistance
providers who are identified and selected pursuant to
subparagraphs (C), (D), and (E). Such methodology shall
include the making of a contract, consistent with State
and local law, between the tutorial assistance provider
and the local educational agency carrying out this
paragraph. Such contract--
``(i) shall contain specific goals and
timetables with respect to the performance of
the tutorial assistance provider;
``(ii) shall require the tutorial
assistance provider to report to the parent and
the local educational agency on the provider's
performance in meeting such goals and
timetables; and
``(iii) shall contain provisions with
respect to the making of payments to the
tutorial assistance provider by the local
educational agency.
``(G) The development of procedures under which the
local educational agency carrying out this paragraph--
``(i) will ensure oversight of the quality
and effectiveness of the tutorial assistance
provided by each tutorial assistance provider
that is selected for funding;
``(ii) will remove from the list under
subparagraph (B) ineffective and unsuccessful
providers (as determined by the local
educational agency based upon the performance
of the provider with respect to the goals and
timetables contained in the contract between
the agency and the provider under subparagraph
(F));
``(iii) will provide to each parent of a
child identified under subparagraph (D) who
requests such information for the purpose of
selecting a tutorial assistance provider for
the child, in a comprehensible format,
information with respect to the quality and
effectiveness of the tutorial assistance
referred to in clause (i); and
``(iv) will ensure that each school
identifying a child under subparagraph (D) will
provide upon request, to a parent of the child,
assistance in selecting, from among the
tutorial assistance providers who are included
on the list described in subparagraph (B), the
provider who is best able to meet the needs of
the child.
``(c) Definition.--For the purpose of this section the term
`parent' includes a legal guardian.
``SEC. 15106. PROGRAM EVALUATION.
``(a) In General.--From funds reserved under section 15110(b)(1),
the Secretary shall conduct a national assessment of the programs under
this title. In developing the criteria for the assessment, the
Secretary shall receive recommendations from the peer review panel
convened under section 15103(f).
``(b) Submission to Peer Review Panel.--The Secretary shall submit
the findings from the assessment under subsection (a) to the peer
review panel convened under section 15103(f).
``SEC. 15107. INFORMATION DISSEMINATION.
``(a) In General.--From funds reserved under section 15110(b)(2),
the National Institute for Literacy shall disseminate information on
reliable, replicable research on reading and information on subgrantee
projects under section 15104 or 15105 that have proven effective. At a
minimum, the institute shall disseminate such information to all
recipients of Federal financial assistance under titles I and VII, the
Head Start Act (42 U.S.C. 9801 et seq.), the Individuals with
Disabilities Education Act (20 U.S.C. 1400 et seq.), and the Adult
Education Act (20 U.S.C. 1201 et seq.).
``(b) Coordination.--In carrying out this section, the National
Institute for Literacy--
``(1) shall use, to the extent practicable, information
networks developed and maintained through other public and
private persons, including the Secretary, the National Center
for Family Literacy, and the Readline Program;
``(2) shall work in conjunction with any panel convened by
the National Institute of Child Health and Human Development
and the Secretary, and any panel convened by the Office of
Educational Research and Improvement to assess the current
status of research-based knowledge on reading development,
including the effectiveness of various approaches to teaching
children to read, with respect to determining the criteria by
which the National Institute for Literacy judges reliable,
replicable research and the design of strategies to disseminate
such information; and
``(3) shall assist any reading and literacy partnership
selected to receive a grant under section 15103, and that
requests such assistance--
``(A) in determining whether applications for
subgrants submitted to the partnership meet the
requirements of this title relating to reliable,
replicable research on reading; and
``(B) in the development of subgrant application
forms.
``SEC. 15108. STATE EVALUATIONS.
``(a) In General.--Each reading and literacy partnership that
receives a grant under this title shall reserve not more than 2 percent
of such grant funds for the purpose of evaluating the success of the
partnership's subgrantees in meeting the purposes of this title. At a
minimum, the evaluation shall measure the extent to which students who
are the intended beneficiaries of the subgrants made by the partnership
have improved their reading.
``(b) Contract.--A reading and literacy partnership shall carry out
the evaluation under this section by entering into a contract with an
eligible research institution under which the institution will perform
the evaluation.
``(c) Submission.--A reading and literacy partnership shall submit
the findings from the evaluation under this section to the Secretary
and the peer review panel convened under section 15103(f). The
Secretary and the peer review panel shall submit a summary of the
findings from the evaluations under this subsection to the appropriate
committees of the Congress, including the Education and the Workforce
Committee of the House of Representatives.
``SEC. 15109. PARTICIPATION OF CHILDREN ENROLLED IN PRIVATE SCHOOLS.
``Each reading and literacy partnership that receives funds under
this title shall provide for, or ensure that subgrantees provide for,
the participation of children in private schools in the activities and
services assisted under this title in the same manner as the children
participate in activities and services pursuant to sections 14503,
14504, 14505, and 14506.
``SEC. 15110. AUTHORIZATION OF APPROPRIATIONS; RESERVATIONS FROM
APPROPRIATIONS; SUNSET.
``(a) Authorization.--There are authorized to be appropriated to
carry out this title $210,000,000 for fiscal years 1999, 2000, and
2001.
``(b) Reservations.--From the amount appropriated under subsection
(a) for each fiscal year, the Secretary--
``(1) shall reserve 1.5 percent to carry out section
15106(a);
``(2) shall reserve $5,075,000 to carry out sections
15103(f)(2) and 15107, of which $5,000,000 shall be reserved
for section 15107; and
``(3) shall reserve $10,000,000 to carry out section
1202(c).
``(c) Sunset.--Notwithstanding section 422(a) of the General
Education Provisions Act (20 U.S.C. 1226a(a)), this title is repealed,
effective September 30, 2001, and is not subject to extension under
such section.''.
TITLE II--AMENDMENTS TO EVEN START FAMILY LITERACY PROGRAMS
SEC. 201. RESERVATION FOR GRANTS.
Section 1202(c) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6362(c)) is amended to read as follows:
``(c) Reservation for Grants.--
``(1) Grants authorized.--From funds reserved under section
15109(b)(3), the Secretary shall award grants, on a competitive
basis, to States to enable such States to plan and implement,
statewide family literacy initiatives to coordinate and
integrate existing Federal, State, and local literacy resources
consistent with the purposes of this part. Such coordination
and integration shall include coordination and integration of
funds available under the Adult Education Act (20 U.S.C. 1201
et seq.), Head Start (42 U.S.C. 9801 et seq.), this part, part
A of this title, and part A of title IV of the Social Security
Act.
``(2) Consortia.--
``(A) Establishment.--To receive a grant under this
subsection, a State shall establish a consortium of
State-level programs under the following laws:
``(i) This title.
``(ii) The Head Start Act.
``(iii) The Adult Education Act.
``(iv) All other State-funded preschool
programs and programs providing literacy
services to adults.
``(B) Plan.--To receive a grant under this
subsection, the consortium established by a State shall
create a plan to use a portion of the State's
resources, derived from the programs referred to in
subparagraph (A), to strengthen and expand family
literacy services in such State.
``(C) Coordination with title xv.--The consortium
shall coordinate its activities with the activities of
the reading and literacy partnership for the State
established under section 15103, if the State receives
a grant under such section.
``(3) Reading instruction.--Statewide family literacy
initiatives implemented under this subsection shall base
reading instruction on reliable, replicable research on reading
(as such terms are defined in section 15102).
``(4) Technical assistance.--The Secretary shall provide,
directly or through a grant or contract with an organization
with experience in the development and operation of successful
family literacy services, technical assistance to States
receiving a grant under this subsection.
``(5) Matching requirement.--The Secretary shall not make a
grant to a State under this subsection unless the State agrees
that, with respect to the costs to be incurred by the eligible
consortium in carrying out the activities for which the grant
was awarded, the State will make available non-Federal
contributions in an amount equal to not less than the Federal
funds provided under the grant.''.
SEC. 202. DEFINITIONS.
Section 1202(e) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6362(e)) is amended--
(1) by redesignating paragraphs (3) and (4) as paragraphs
(4) and (5), respectively; and
(2) by inserting after paragraph (2) the following:
``(3) the term `family literacy services' means services
provided to participants on a voluntary basis that are of
sufficient intensity in terms of hours, and of sufficient
duration, to make sustainable changes in a family (such as
eliminating or reducing welfare dependency) and that integrate
all of the following activities:
``(A) Interactive literacy activities between
parents and their children.
``(B) Equipping parents to partner with their
children in learning.
``(C) Parent literacy training, including training
that contributes to economic self-sufficiency.
``(D) Appropriate instruction for children of
parents receiving parent literacy services.''.
SEC. 203. EVALUATION.
Section 1209 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6369) is amended--
(1) in paragraph (1), by striking ``and'' at the end;
(2) in paragraph (2), by striking the period at the end and
inserting ``; and''; and
(3) by adding at the end the following:
``(3) to provide States and eligible entities receiving a
subgrant under this part, directly or through a grant or
contract with an organization with experience in the
development and operation of successful family literacy
services, technical assistance to ensure local evaluations
undertaken under section 1205(10) provide accurate information
on the effectiveness of programs assisted under this part.''.
SEC. 204. INDICATORS OF PROGRAM QUALITY.
(a) In General.--The Elementary and Secondary Education Act of 1965
(20 U.S.C. 6301 et seq.) is amended--
(1) by redesignating section 1210 as section 1212; and
(2) by inserting after section 1209 the following:
``SEC. 1210. INDICATORS OF PROGRAM QUALITY.
``Each State receiving funds under this part shall develop, based
on the best available research and evaluation data, indicators of
program quality for programs assisted under this part. Such indicators
shall be used to monitor, evaluate, and improve such programs within
the State. Such indicators shall include the following:
``(1) With respect to eligible participants in a program
who are adults--
``(A) achievement in the areas of reading, writing,
English language acquisition, problem solving, and
numeracy;
``(B) receipt of a secondary school diploma or its
recognized equivalent;
``(C) entry into a postsecondary school, a job
retraining program, or employment or career
advancement, including the military; and
``(D) such other indicators as the State may
develop.
``(2) With respect to eligible participants in a program
who are children--
``(A) improvement in ability to read on grade level
or reading readiness;
``(B) school attendance;
``(C) grade retention and promotion; and
``(D) such other indicators as the State may
develop.''.
(b) State Level Activities.--Section 1203(a) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6363(a)) is amended--
(1) in paragraph (1), by striking ``and'' at the end;
(2) in paragraph (2), by striking the period at the end and
inserting ``; and''; and
(3) by adding at the end the following:
``(3) carrying out section 1210.''.
(c) Award of Subgrants.--Paragraphs (3) and (4) of section 1208(b)
of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6368)
are amended to read as follows:
``(3) Continuing eligibility.--In awarding subgrant funds
to continue a program under this part for the second, third, or
fourth year, the State educational agency shall evaluate the
program based on the indicators of program quality developed by
the State under section 1210. Such evaluation shall take place
after the conclusion of the startup period, if any.
``(4) Insufficient progress.--The State educational agency
may refuse to award subgrant funds if such agency finds that
the eligible entity has not sufficiently improved the
performance of the program, as evaluated based on the
indicators of program quality developed by the State under
section 1210, after--
``(A) providing technical assistance to the
eligible entity; and
``(B) affording the eligible entity notice and an
opportunity for a hearing.''.
SEC. 205. RESEARCH.
The Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301
et seq.), as amended by section 204 of this Act, is further amended by
inserting after section 1210 the following:
``SEC. 1211. RESEARCH.
``(a) In General.--The Secretary shall carry out, through grant or
contract, research into the components of successful family literacy
services. The purpose of the research shall be--
``(1) to improve the quality of existing programs assisted
under this part or other family literacy programs carried out
under this Act or the Adult Education Act (20 U.S.C. 1201 et
seq.); and
``(2) to develop models for new programs to be carried out
under this Act or the Adult Education Act.
``(b) Dissemination.--The National Institute for Literacy shall
disseminate, pursuant to section 15107, the results of the research
described in subsection (a) to States and recipients of subgrants under
this part.''.
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