1.Short title; table of
contents
(a)This Act may be cited
as the Literacy Education for All,
Results for the Nation Act
(LEARN Act).
(b)The table of contents for this Act is as follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes.
Sec. 4. Definitions.
Sec. 5. Program authorized.
Sec. 6. State planning grants.
Sec. 7. State implementation grants.
Sec. 8. State activities.
Sec. 9. Subgrants to eligible entities in support of birth
through kindergarten entry literacy.
Sec. 10. Subgrants to local educational agencies in support of
kindergarten through grade 12 literacy.
Sec. 11. National evaluation, information dissemination, and
technical assistance.
Sec. 12. Consequences of insufficient progress, reporting
requirements, and conflicts of interest.
Sec. 13. Rules of construction.
Sec. 14. Authorization of appropriations.
2.Congress finds that in order for a
comprehensive, effective literacy program to address the needs of readers and
writers it is critical to address the following:
(1)Literacy
development is an ongoing process that requires a sustained investment
beginning in early childhood and continuing through elementary school and
secondary school.
(2)Developing
literacy skills begins at birth as infants and toddlers associate sounds,
gestures, and marks on paper with consequences and meaning. Many low-income
children from birth through kindergarten entry lack oral and print
language-rich environments in their homes, and early learning programs are
often not sufficiently responsive to the range of skills such children may
develop in their home environments.
(3)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 school,
particularly for young English language learners and children with disabilities
or developmental delays.
(4)Research shows
that writing leads to improved reading achievement, reading leads to better
writing performance, and combined instruction leads to improvements in both
areas. Children in kindergarten through grade 12 need to be engaged in combined
reading and writing experiences that lead to a higher level of thinking than
when either process is taught alone.
(5)Environments rich
in literacy experiences, books, resources, and models facilitate reading and
writing development. Schools, principals, librarians, and teachers must have
the skills and tools to create environments appropriate to meet the diverse
literacy needs of children from birth through grade 12, especially for children
whose home environments lack support for literacy development.
(6)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 level. Middle school and secondary school teachers in core academic
subjects must have the tools and skills to teach reading and writing for
subject area understanding and to differentiate and provide instruction for
students with varying literacy skills.
(7)The intellectual
and linguistic skills necessary for writing and reading must be developed
through explicit, intentional, and systematic language activities, to which
many low-income and minority students do not currently have access.
(8)Between 1971 and
2004, the reading levels of America's 17-year-olds showed little to no
improvement at all. The ability of secondary school students to read complex
texts is strongly predictive of their performance in college mathematics and
science courses.
(9)Fewer than 2 in
10 eighth graders from the secondary school graduating classes of 2005 and 2006
met all four EXPLORE College Readiness Benchmarks (English, Mathematics,
Reading, and Science), the minimum level of achievement that ACT has shown is
necessary if students are to be college- and career-ready upon their secondary
school graduation.
(10)Seventy percent
of 8th graders read below the proficient level on the 2007 National Assessment
of Educational Progress, indicating that students in middle schools and
secondary schools struggle to graduate because the students' literacy
achievement is alarmingly low. Only 1/3 of secondary
school students who enter 9th grade each year can expect to graduate in 4 years
with the skills the student needs to succeed in college and the
workplace.
(11)Secondary school
graduation rates for low-income students and students of color hover around 50
percent, as do graduation rates for students in urban school districts and
students with disabilities. Graduation rates for English language learners are
particularly low.
(12)Only 71 percent
of secondary school students graduate on time with a diploma, meaning that
every year 1,230,000 students fail to graduate from secondary school. These
1,230,000 nongraduates cost the Nation more than $319,000,000,000 in lost
wages, taxes, and productivity over the lifetimes of the nongraduates.
(13)About 40 percent
of secondary school graduates lack the literacy skills employers seek. The 25
fastest growing professions have far greater than average literacy demands,
while the fastest declining professions have lower than average literacy
demands.
(14)Research shows
that low expectations for the reading and writing achievement of students in
schools results in curriculum that does not challenge or adequately support the
student’s literacy learning and in subsequent low achievement, while high
academic expectations can help boost student learning and achievement.
(15)Children learn
best in settings where teachers understand the developmental continuum of
reading and writing and are skilled in a variety of strategies that help the
children achieve.
(16)Meaningful
engagement of families in their children’s early learning supports school
readiness and later academic success.
(17)Parental
literacy habits are positively associated with parental reading beliefs,
parent-child literacy and language activities in the home, children’s print
knowledge, and interest in reading.
3.The purposes of this Act are—
(1)to improve reading, writing, and academic
achievement for children and students by providing Federal support to State
educational agencies to develop, coordinate, and implement comprehensive
literacy plans that ensure high quality instruction in reading and writing from
early education through grade 12; and
(2)to assist State educational agencies in
achieving the purposes described in paragraph (1) by—
(A)supporting the
development and implementation of comprehensive early learning through grade 12
literacy programs in every State that are based on scientifically valid
research, to ensure that every child can read and write at grade level or
above;
(B)providing
children from birth through kindergarten entry with learning opportunities in
high quality, language rich, and literature rich environments, such as child
care, Early Head Start, Head Start, and other early childhood education
settings, so that the children develop the fundamental knowledge and skills
necessary for literacy engagement, development, and achievement in kindergarten
and beyond;
(C)supporting
efforts to link and align standards and research-based instruction in early
learning programs serving children from birth through kindergarten
entry;
(D)supporting
effective educational environments for children from birth through grade 12 to
develop oral language, reading, and writing abilities through high quality
research-based instruction and practices;
(E)improving student
achievement by establishing adolescent literacy initiatives that provide
explicit and systematic instruction in oral language, reading, and writing
development across the curriculum;
(F)identifying and
supporting students reading and writing significantly below grade level by
providing research-based, intensive interventions, including those conducted
during extended learning time, to help the students acquire the language and
literacy skills the students need to stay on track for graduation;
(G)providing
assistance to local educational agencies in order to provide educators with
on-going, job embedded professional development and other support focusing on
imparting and employing the characteristics of effective literacy instruction,
the special knowledge and skills necessary to teach literacy effectively, the
essential components of reading instruction, and the essential components of
writing instruction;
(H)supporting State
educational agencies and local educational agencies in improving reading,
writing, and literacy-based academic achievement for children and students,
especially children and students who are low-income, are English language
learners, are migratory, are children with disabilities, are Indian or Alaskan
Native, are neglected or delinquent, are homeless, are in the custody of the
child welfare system, or have dropped out of school;
(I)supporting State
educational agencies and local educational agencies in using age appropriate
and developmentally appropriate instructional materials and strategies that
assist teachers as the teachers work with students to develop reading and
writing competencies appropriate to the students' grade and skill
levels;
(J)strengthening
coordination among schools, early literacy programs, family literacy programs,
juvenile justice programs, public libraries, and outside-of-school programs
that provide children and youth with strategies, curricula, interventions, and
assessments designed to advance early and continuing language and literacy
development in ways appropriate for each context; and
(K)supporting
professional development for educators based on scientific approaches to adult
learning.
4.
(a)Unless otherwise specified, the terms used in this Act
have the meanings given the terms in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(b)In this Act:
(1)Characteristics
of effective literacy instructionThe term characteristics
of effective literacy instruction means—
(A)for children from
birth through kindergarten entry—
(i)providing high
quality professional development opportunities for early learning providers,
teachers, and school leaders in—
(I)literacy
development;
(II)language
development;
(III)English
language acquisition (as appropriate); and
(IV)effective
literacy instruction aligned to State standards;
(ii)reading aloud to
children, discussing reading with children, and modeling age and
developmentally appropriate reading strategies;
(iii)encouraging
children’s early attempts at reading, writing, and drawing, and talking about
the meaning of the reading, writing, and drawing with others;
(iv)creating
conversation rich classrooms and using oral modeling techniques to build oral
language skills;
(v)multiplying
opportunities for children to use language with peers and adults;
(vi)providing
strategic and explicit instruction in the identification of speech sounds,
letters, and letter-sound correspondence;
(vii)integrating
oral and written language;
(viii)stimulating
vocabulary development;
(ix)using
differentiated instructional approaches, including—
(I)individual and
small group instruction; and
(II)professional
development, curriculum development, and classroom instruction;
(x)applying the
principles of universal design for learning;
(xi)using age
appropriate screening assessments, diagnostic assessments, formative
assessments, and summative assessments to identify individual child learning
needs, to inform instruction, and to monitor student progress and the effects
of instruction over time;
(xii)coordinating
the involvement of families, early childhood education program staff,
principals, other school leaders, and teachers in the reading and writing
achievement of children served under this Act;
(xiii)using a
variety of age and developmentally appropriate, high quality materials for
reading and writing;
(xiv)encouraging
family literacy experiences and practices, and educating parents, teachers, and
other caregivers about literacy development and child literacy development;
and
(xv)using strategies
to enhance children's—
(I)motivation to
read and write; and
(II)engagement in
self-directed learning;
(B)for students in
kindergarten through grade 3—
(i)providing high
quality professional development opportunities for teachers, literacy coaches,
literacy specialists, English as a second language specialists (as
appropriate), and principals, including professional development on literacy
development, language development, English language acquisition, and effective
literacy instruction embedded in schools and aligned to State standards;
(ii)providing age
appropriate direct and explicit instruction;
(iii)providing
strategic, systematic, and explicit instruction in phonological awareness,
phonic decoding, vocabulary, reading fluency, and reading comprehension;
(iv)making available
and using diverse texts at the reading, development, and interest level of
students;
(v)providing
multiple opportunities for students to write individually and collaboratively
with instruction and feedback;
(vi)using
differentiated instructional approaches, including individual, small group, and
classroom-based instruction and discussion;
(vii)using oral
modeling techniques and opportunities for students to use language with the
students' peers and adults to build student language skills;
(viii)providing time
and opportunities for systematic and intensive instruction, intervention, and
practice to supplement regular instruction, which can be provided inside and
outside the classroom as well as during and outside regular school
hours;
(ix)providing
instruction in uses of print materials and technological resources for research
and for generating and presenting content and ideas;
(x)using screening
assessments, diagnostic assessments, formative assessments, and summative
assessments to identify student learning needs, to inform instruction, and to
monitor student progress and the effects of instruction over time;
(xi)coordinating the
involvement of families, caregivers, teachers, principals, other school
leaders, and teacher literacy teams in the reading and writing achievement of
children served under this Act;
(xii)encouraging
family literacy experiences and practices; and
(xiii)using
strategies to enhance students'—
(I)motivation to
read and write; and
(II)engagement in
self-directed learning; and
(C)for students in
grades 4 through 12—
(i)providing high
quality professional development opportunities for teachers, literacy coaches,
literacy specialists, English as a second language specialists (as
appropriate), and principals, including professional development on literacy
development, language development, and effective literacy instruction embedded
in schools and aligned to State standards;
(ii)providing direct
and explicit comprehension instruction;
(iii)providing
direct and explicit instruction that builds academic vocabulary and strategies
and knowledge of text structure for reading different kinds of texts within and
across core academic subjects;
(iv)making available
and using diverse texts at the reading, development, and interest level of the
students;
(v)providing
multiple opportunities for students to write with clear purposes and critical
reasoning appropriate to the topic and purpose and with specific instruction
and feedback from teachers and peers;
(vi)using
differentiated instructional approaches;
(vii)using
strategies to enhance students’—
(I)motivation to
read and write; and
(II)engagement in
self-directed learning;
(viii)providing for
text-based learning across content areas;
(ix)providing
systematic, strategic, and individual and small group instruction, including
intensive supplemental intervention for students reading significantly below
grade level, which may be provided inside and outside the classroom as well as
during and outside regular school hours;
(x)providing
instruction in the uses of technology and multimedia resources for classroom
research and for generating and presenting content and ideas;
(xi)using screening
assessment, diagnostic assessment, formative assessment, and summative
assessment to identify learning needs, inform instruction, and monitor student
progress and the effects of instruction;
(xii)coordinating
the involvement of families and caregivers, to the extent feasible and
appropriate as determined by the Secretary, to improve reading, writing, and
academic achievement; and
(xiii)coordinating
the involvement of library media specialists, teachers, principals, other
school leaders, teacher literacy teams, and English as a second language
specialists (as appropriate), that analyze student work and plan or deliver
instruction over time.
(2)Comprehensive
literacy instructionThe term comprehensive literacy
instruction means instruction that—
(A)involves the
characteristics of effective literacy instruction; and
(B)is designed to
support the essential components of reading instruction and the essential
components of writing instruction.
(3)The term developmental delay has the meaning
given the term in section 632 of the Individuals with Disabilities Education
Act (20 U.S.C. 1432).
(4)The term diagnostic assessment means an
assessment that—
(A)is valid,
reliable, and based on scientifically valid research on literacy and English
language acquisition;
(B)is used for the
purposes of—
(i)identifying a
student’s specific areas of strengths and weaknesses in literacy;
(ii)determining any
difficulties that the student may have in literacy and the potential cause of
such difficulties; and
(iii)helping to
determine possible literacy intervention strategies and related special needs
of the student; and
(C)in the case of
young children, is conducted after a screening assessment that identifies
potential risks or a lack of school preparedness, including language and
literacy development, or delayed development.
(5)The term eligible entity means—
(A)when used with
respect to children from birth through kindergarten entry—
(i)1
or more local educational agencies providing early learning programs, or 1 or
more public or private early learning programs, serving children from birth
through kindergarten entry, such as a Head Start program, a child care program,
a State-funded prekindergarten program, a public library program, or a family
literacy program, that has a demonstrated record of providing effective
literacy instruction for the age group such agency or program proposes to serve
under section 9; or
(ii)1
or more local educational agencies providing early learning programs, or 1 or
more public or private early learning programs, serving children from birth
through kindergarten entry, such as a Head Start program, a child care program,
a State-funded prekindergarten program, a public library program, or a family
literacy program, in partnership with 1 or more public or private nonprofit
organizations or agencies that have a demonstrated record of
effectiveness—
(I)in improving the
early literacy development of children from birth through kindergarten entry;
and
(II)in providing
professional development aligned with the activities described in section
9(e)(1); or
(B)when used with
respect to students in kindergarten through grade 12, a local educational
agency, a consortium of local educational agencies, or a local educational
agency or consortium of local educational agencies acting in partnership with 1
or more public or private nonprofit organizations or agencies, which
organizations or agencies shall have a demonstrated record of effectiveness in
improving literacy achievement of students consistent with the purposes of
their participation from kindergarten through grade 12 and in providing
professional development aligned with the activities described in subparagraphs
(C) and (D) of section 10(b)(1), that—
(i)is among or
consists of the local educational agencies in the State with the highest
numbers or percentages of students reading or writing below grade level, based
on the most currently available State assessment data;
(ii)has jurisdiction
over a significant number or percentage of schools that are identified for
school improvement under section 1116(b) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6316(b)); or
(iii)has the highest
numbers or percentages of children who are counted under section 1124(c) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)), in
comparison to other local educational agencies in the State.
(6)English
language acquisition
(A)The term English language acquisition means
the process by which a non-native English speaker acquires proficiency in
speaking, listening, reading, and writing the English language.
(B)Inclusions for
English language learners in schoolFor an English language
learner in school, such term includes not only the social language proficiency
needed to participate in the school environment, but also the academic language
proficiency needed to acquire literacy and academic content and demonstrate the
student's learning.
(7)Essential
components of reading instructionThe term essential
components of reading instruction means developmentally appropriate,
contextually explicit, systematic instruction, and frequent practice, in
reading across content areas.
(8)Essential
components of writing instructionThe term essential
components of writing instruction means developmentally appropriate and
contextually explicit instruction, and frequent practice, in writing across
content areas.
(9)The term family literacy services means
literacy services provided on a voluntary basis that are of sufficient
intensity in terms of hours and duration and that integrate all of the
following activities:
(A)Interactive
literacy activities between or among parents and their children, including
parent literacy training.
(B)Training for
parents regarding how to be the primary teacher for their children and full
partners in the education of their children.
(10)The term formative assessment means a
process that—
(A)is
teacher-generated or selected by teachers and students during instructional
learning;
(B)is embedded
within the learning activity and linked directly to the current unit of
instruction; and
(C)provides feedback
to adjust ongoing teaching and learning to improve students’ achievement of
intended instructional outcomes.
(11)High quality
professional developmentThe term high quality professional
development means professional development that—
(A)is job-embedded,
ongoing, and based on scientifically valid research;
(B)is sustained,
intensive, and classroom-focused, and is not limited in scope to a 1-day or
short-term workshop or conference;
(C)is designed to
increase the knowledge and expertise of teachers, principals, and other school
leaders in applying—
(i)the
characteristics of effective literacy instruction;
(ii)the essential
components of reading instruction;
(iii)the essential
components of writing instruction; and
(iv)instructional
strategies and practices that are appropriate to the needs of children and
improve student learning, including strategies and practices consistent with
the principles of universal design for learning;
(D)includes and
supports teachers, in effectively administering age and developmentally
appropriate assessments, and in analyzing the teachers' student learning data
as the teachers implement the characteristics of effective literacy instruction
to improve student literacy, for the purposes of planning, monitoring,
adapting, and improving classroom instruction;
(E)supports the
characteristics of effective literacy instruction through core academic
subjects, and through career and technical education subjects where such career
and technical education subjects provide for the integration of core academic
subjects;
(F)includes explicit
instruction in discipline-specific thinking and how to read and interpret
discipline-specific text structures and features;
(G)includes
instructional strategies utilizing one-to-one, small group, and classroom-based
instructional materials and approaches based on scientifically valid research
on literacy;
(H)provides ongoing
instructional literacy coaching—
(i)to
ensure high quality implementation of effective practices of literacy
instruction that is content centered, collaborative, and school and classroom
embedded; and
(ii)that uses
student data to improve instruction;
(I)includes and
supports teachers in setting high reading and writing achievement goals for all
students and provides the teachers with the instructional tools and skills to
help students reach such goals; and
(J)is differentiated
for educators working with children from birth through kindergarten entry,
students in kindergarten through grade 5, and students in grades 6 through 12,
and, as appropriate, by student grade or student need.
(12)The term literacy coach means a
professional—
(A)who—
(i)has
previous teaching experience and—
(I)a master’s degree
with a concentration in reading and writing education;
(II)has demonstrated
proficiency in teaching reading or writing in a core academic subject
consistent with the characteristics of effective literacy instruction;
or
(III)in the case of
a literacy coach for children from birth through kindergarten entry, a
concentration, credential, or significant experience in child development and
early literacy development; and
(ii)is
able to demonstrate the ability to help teachers—
(I)apply research on
how students become successful readers, writers, and communicators;
(II)apply multiple
forms of assessment to guide instructional decisionmaking and use data to
improve literacy instruction;
(III)improve student
writing and reading in and across content areas such as mathematics, science,
social studies, and language arts;
(IV)develop and
implement differentiated instruction to serve the needs of the full range of
learners, including English language learners and children with
disabilities;
(V)apply principles
of universal design for learning;
(VI)employ best
practices in engaging principals, teachers, and other professionals supporting
literacy instruction to change school cultures to better encourage and support
literacy development and achievement; and
(VII)set high
reading and writing achievement goals for all students and select, acquire, and
use instructional tools and skills to help students reach such goals;
and
(B)whose role with
teachers and professionals supporting literacy instruction is—
(i)to
provide high quality professional development;
(ii)to
work cooperatively and collaboratively with principals, teachers, and other
professionals in employing strategies to help teachers identify and support
student literacy needs and teach literacy across the content areas; and
(iii)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 students, including children with
disabilities, English language learners, and students who are reading at or
above grade level.
(13)The term local educational
agency—
(A)has the meaning
given the term in section 9101 of the Elementary and Secondary Education Act of
1965; and
(B)includes any
public charter school that constitutes a local educational agency under State
law.
(14)Multitier
system of supportThe term multitier system of
support means a comprehensive and differentiated system of support that
includes evidence-based instruction, universal screening, progress monitoring,
formative assessments, summative assessments, research-based interventions
matched to student needs, and educational decisionmaking using academic
progress over time.
(15)The
term reading means a complex system of deriving meaning from print
that requires, in ways that are developmentally, content, and contextually
appropriate, all of the following:
(A)The
skills and knowledge to understand how phonemes, or speech sounds, are
connected to print.
(B)Accuracy,
fluency, and understandingThe ability to read accurately,
fluently, and with understanding.
(C)The use of background knowledge and vocabulary to
make meaning from a text.
(D)The development and use of appropriate active
strategies to interpret and construct meaning from print.
(E)Engaged and
self-directed readerThe development and maintenance of an
engaged and self-directed reader.
(16)The term school leader means an individual
who—
(A)is an employee or
officer of a school; and
(B)is responsible
for—
(i)the
school's performance; and
(ii)the daily
instructional and managerial operations of the school.
(17)Scientifically
valid researchThe term scientifically valid
research has the meaning given the term in section 200 of the Higher
Education Act of 1965 (20 U.S.C. 1021).
(18)The term screening assessment means an
assessment that—
(A)is valid,
reliable, and based on scientifically valid research on literacy and English
language acquisition; and
(B)is a 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 the
children's need for special services or additional literacy instruction.
(19)In
this section the term State has the meaning given the term in
section 103 of the Higher Education Act of 1965 (20 U.S.C. 1003).
(20)State literacy
leadership team
(A)The term State literacy leadership team
means a team that—
(i)is
appointed and coordinated by the State educational agency;
(ii)assumes the
responsibility to guide the development and implementation of a statewide,
comprehensive literacy plan;
(iii)is composed of
not less than 11 individuals;
(iv)shall
include—
(I)at least 3
individuals who have literacy expertise in one of each of the areas of—
- (aa)birth through
school entry, such as the State Head Start collaboration director;
- (bb)school entry
through grade 5; and
- (cc)grade 6 to grade
12;
(II)a school
principal;
(III)a teacher with
literacy expertise or an administrator with special education and literacy
expertise;
(IV)a teacher or
administrator with expertise in teaching the English language to English
language learners;
(V)a representative
from the State educational agency who oversees literacy initiatives; and
(VI)a representative
from higher education who is actively involved in research, development, or
teacher preparation in literacy instruction and intervention based on
scientifically valid research; and
(v)may
include—
(I)a literacy
specialist serving in a school district within the State;
(II)a literacy
coach;
(III)a library media
specialist;
(IV)a representative
from the family literacy community;
(V)a representative
from a State child-serving agency with expertise in literacy
instruction;
(VI)a school
counselor;
(VII)a teacher of a
core academic subject;
(VIII)a special
education administrator;
(IX)a college or
university professor;
(X)a parent;
(XI)a business
leader;
(XII)a
representative from the Governor’s office;
(XIII)a
representative from the State board of education;
(XIV)a
representative from the State legislature;
(XV)a nonprofit and
community based organization providing literacy instruction and support;
and
(XVI)a
representative from a school district superintendent's office.
(B)Inclusion of a
preexisting partnershipIf, before the date of enactment of this
Act, a State educational agency established a consortium, partnership, or any
other similar body that was considered a literacy partnership for purposes of
subpart 1 or 2 of part B of title I of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6361 et seq., 6371 et seq.) and that includes the
individuals required under subparagraph (A)(iv), such consortium, partnership,
or body may be considered a State literacy leadership team for purposes of
subparagraph (A).
(21)The term summative assessment means an
assessment that—
(A)is valid,
reliable, and based on scientifically valid research on literacy and English
language acquisition; and
(B)measures what
students have learned over time, relative to academic content standards.
(22)Universal
design for learningThe term universal design for
learning has the meaning given the term in section 103 of the Higher
Education Act of 1965.
(23)The
term writing means—
(A)composing meaning
in print or through other media, including technologies, to communicate and to
create new knowledge in ways appropriate to the context of the writing and the
literacy development stage of the writer;
(B)composing ideas
individually and collaboratively in ways that are appropriate for a variety of
purposes, audiences, and occasions;
(C)choosing
vocabulary, tone, genre, and conventions, such as spelling and punctuation,
suitable to the purpose, audience, and occasion; and
(D)revising
compositions for clarity of ideas, coherence, logical development, and
precision of language use.
5.
(a)The Secretary is authorized—
(1)to award State
planning grants in accordance with section 6; and
(2)to award State
implementation grants in accordance with section 7 to enable the State
educational agency to—
(A)carry out the
State activities described in section 8;
(B)award subgrants
to eligible entities in accordance with section 9; and
(C)award subgrants
to eligible entities in accordance with section 10.
(b)Awards to State
educational agencies
(1)Amounts less
than $500,000,000If the amount appropriated under section 14 for
a fiscal year is less than $500,000,000, then the Secretary shall—
(A)reserve not more
than a total of 5 percent of such amount for the national evaluation,
dissemination of information, and technical assistance under section 11;
(B)reserve not more
than 5 percent to award planning grants, on a competitive basis, to State
educational agencies serving States, in accordance with section 6; and
(C)use the amount not reserved under
subparagraphs (A) and (B) to make awards, on a competitive basis, to State
educational agencies serving States that have applications approved under
section 7 to enable the State educational agencies to carry out sections 7 and
8.
(2)Amounts equal
to or exceeding $500,000,000
(A)If the amount appropriated under section 14 for a fiscal
year equals or exceeds $500,000,000, then the Secretary shall—
(i)reserve a total
of 1 percent of such amount for—
(I)allotments for
the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of
the Northern Mariana Islands, to be distributed among such outlying areas on
the basis of their relative need, as determined by the Secretary in accordance
with the purposes of this Act; and
(II)the Secretary of
the Interior for programs under sections 6, 7, 8, 9, and 10 in schools operated
or funded by the Bureau of Indian Education; and
(ii)reserve not more
than 5 percent to award planning grants, to State educational agencies serving
States, in accordance with section 6;
(iii)reserve not
more than 5 percent for the national evaluation, dissemination of information,
and technical assistance under section 11; and
(iv)use the amount
not reserved under clauses (i), (ii), and (iii) to make an award, from
allotments under subparagraph (C), to State educational agencies serving States
that have applications approved under section 7 to enable the State educational
agencies to carry out sections 7 and 8.
(B)
(i)In each fiscal year, the amount reserved under
subparagraph (A)(i) shall be divided between the uses described in subclauses
(I) and (II) of subparagraph (A)(i) in the same proportion as the amount
reserved under section 1121(a) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6331(a)) is divided between the uses described in paragraphs
(1) and (2) of such section 1121(a) for such fiscal year.
(ii)A
State educational agency that receives an allotment under this paragraph 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
the Act consistent with the cultural, language, and educational needs of Indian
students.
(C)The Secretary shall allot the amount made available under
subparagraph (A)(iv) for a fiscal year among the States in proportion to the
number of children, from birth through age 17, 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 available, compared to the number
of such children who reside in all States for that fiscal year.
(3)No State educational agency receiving an award under this
section for a fiscal year may receive less than one-fourth of 1 percent of the
total amount appropriated under section 14 for the fiscal year.
(c)
(1)The Secretary shall convene a peer review panel to
evaluate the application for each grant awarded to a State educational agency
under sections 6 and 7 using the evaluation criteria described in paragraph
(2).
(2)Development of
evaluation criteriaThe Secretary shall report to Congress the
peer review process and evaluation criteria that shall be used to evaluate the
grant applications under sections 6 and 7.
(3)
(A)A
peer review panel convened under paragraph (1) shall be composed of not less
than 9 members, of whom—
(i)3
shall be appointed by the Secretary;
(ii)3
shall be appointed by the Secretary from among individuals—
(I)recommended by
the Chairman of the National Research Council of the National Academy of
Sciences; and
(II)with expertise
in literacy instruction and learning at various developmental stages;
and
(iii)3
shall be appointed by the Secretary from among individuals—
(I)recommended by
the Director of the National Institute of Child Health and Human Development;
and
(II)with expertise
concerning literacy development from birth through grade 12.
(B)Competency and
expertise; expertiseThe peer review panel appointed under this
paragraph may include—
(i)classroom
teachers with expertise in literacy, and literacy coaches, including—
(I)special education
teachers;
(II)teachers of
students who are English language learners; and
(III)early childhood
educators who provide high quality professional development in child language
and literacy development;
(ii)experts who
provide high-quality professional development to individuals who teach literacy
to children, students, teachers, and other instructional staff;
(iii)experts in the
assessment of reading and writing; and
(iv)experts in
reading and writing, language development, and English language acquisition,
(as appropriate), including reading and writing in core academic
subjects.
(4)Distribution of
recommendationsNot later than 120 days after a peer review panel
submits to the Secretary the panel's recommendation regarding an application by
a State educational agency for a grant under section 6 or 7, the Secretary
shall notify the State educational agency that the application has been
approved or disapproved and shall provide to such State educational agency a
copy of the peer review panel's recommendation.
(d)Award funds provided under this Act shall supplement,
and not supplant, non-Federal funds that would, in the absence of such award
funds, be made available for literacy instruction and support of pupils
participating in programs assisted under this Act.
(e)Each State educational agency that receives an award under
this section, and each eligible entity that receives a subgrant under section 9
or 10, 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 entity, respectively, for literacy instruction
at a level not less than the level of such expenditures maintained by the State
educational agency or eligible entity, respectively, for the fiscal year
preceding such fiscal year for which the grant or subgrant is received.
6.
(a)Planning grants
authorized
(1)From amounts made available under paragraphs (1)(B) and
(2)(A)(ii) of section 5(b), 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 and students from birth through grade 12.
(2)A planning grant awarded under this section shall be for a
period of not more than 1 year.
(3)The
Secretary shall not award a State educational agency more than 1 planning grant
under this section.
(b)
(1)Each State educational agency desiring a planning grant
under this section shall submit an application to the Secretary at such time,
in such manner, and accompanied by such information as the Secretary may
require.
(2)Each
application submitted under this subsection shall, at a minimum, include a
description of how the State educational agency proposes to use the planning
grant funds awarded under this section to develop a plan for improving State
efforts to develop, coordinate, and implement comprehensive literacy activities
that ensure high quality instruction in reading and writing for all students in
early learning programs (serving children from birth through kindergarten
entry) through grade 12 programs, with a particular focus on students who are
reading or writing below grade level and children whose early literacy skills
are below the appropriate age or developmental level. Such plan for improvement
shall—
(A)describe the
activities for which assistance under this section is sought;
(B)provide a budget
for the use of the planning grant funds to complete the required activities
described in subsection (c);
(C)include an
assessment of child and student literacy data to identify baseline and
benchmark levels to monitor progress and improvement; and
(D)provide an
assurance that the State agency responsible for administering early childhood
education programs and the State agency responsible for administering child
care programs collaborated with the State educational agency to write the early
learning portion of the grant application submitted under this
subsection.
(3)
(A)The Secretary, in consultation with the peer review panel
described in subparagraph (B), shall evaluate State educational agency
applications under this subsection based on the responsiveness of the
applications to the application requirements under this subsection.
(B)The Secretary shall convene a peer review panel in
accordance with section 5(c) to evaluate planning grant applications under this
section.
(c)A State educational agency receiving planning grant
funds under this section shall carry out each of the following
activities:
(1)Reviewing
reading, writing, or other literacy resources, programs, and data across the
State to identify any literacy needs and gaps in the State.
(2)State literacy
leadership teamForming or designating a State literacy
leadership team which shall execute the following functions:
(A)Comprehensive
State literacy planCreating a comprehensive State literacy plan
that—
(i)is
designed to improve reading, writing, and academic achievement for children and
students, especially those reading below grade level;
(ii)includes a needs
assessment and an implementation plan, including an analysis of child and
student literacy data to identify baseline and benchmark levels of literacy and
early literacy skills in order to monitor progress and improvement, and a plan
to improve literacy levels among all children and students;
(iii)ensures high
quality instruction in reading and writing in early learning programs (serving
children from birth through kindergarten entry) through grade 12
programs;
(iv)provides for
activities designed to improve literacy achievement for students who—
(I)read or write
below grade level;
(II)attend schools
that are identified for school improvement under section 1116(b) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6316(b)); and
(III)are counted
under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6333(c)); and
(v)is
submitted to the Secretary.
(B)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 challenging academic content standards,
academic achievement standards, and early learning and development
standards.
(C)Providing
recommendations to guide the State educational agency in the State educational
agency's process of measuring, assessing, and monitoring progress in literacy
at the school, local educational agency, and State levels.
(D)Identifying
criteria for high quality professional development providers, which providers
may include qualified teachers within the State, for the State educational
agency and local educational agencies.
(E)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 instruction.
(F)Providing recommendations to guide the State educational
agency in the State educational agency's planning process of building
educators’ capacity to provide high quality literacy instruction.
(3)Not later than 1 year after a State educational
agency receives a planning grant under this section, the State educational
agency shall submit a report to the Secretary on the State educational agency's
performance of the activities described in this subsection.
7.State
implementation grants
(a)Implementation
grants authorized
(1)From awards made available under section 5(b), the
Secretary shall, on a competitive basis, award implementation grants to State
educational agencies to enable the State educational agencies—
(A)to implement the
comprehensive literacy plan that meets the criteria in section 6(c)(2)(A) for
early learning programs (serving children from birth through kindergarten
entry) through grade 12 programs;
(B)to carry out
State activities under section 8; and
(C)to award
subgrants under sections 9 and 10.
(2)An implementation grant under this section shall be
awarded for a period of not more than 5 years.
(3)
(A)Implementation grants under this section may be
renewed.
(B)In
order to be eligible to have an implementation grant renewed under this
paragraph, the State educational agency shall demonstrate, to the satisfaction
of the Secretary, that—
(i)the
State educational agency has complied with the terms of the grant including by
undertaking all required activities; and
(ii)during the
period of the grant there has been significant progress in student literacy
achievement, as measured by appropriate assessments, including in meeting the
measurable annual objectives established pursuant to section 1111(b)(2)(C)(v)
of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(2)(C)(v)), for students in kindergarten through grade 12.
(b)
(1)A State educational agency that desires to receive an
implementation grant under this section shall submit an application to the
Secretary at such time, in such manner, and containing such information as the
Secretary may require. The State educational agency shall collaborate with the
State agency responsible for administering early childhood education 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 subsection.
(2)An
application described in paragraph (1) shall include the following:
(A)State literacy
leadership team; comprehensive State literacy leadership planA
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 plan, as described in section 6.
(B)An
implementation plan that includes a description of how the State educational
agency will—
(i)carry out the
State activities described in section 8;
(ii)assist eligible
entities with—
(I)providing
strategic and intensive literacy instruction based on scientifically valid
research for students who are reading and writing below grade level, including
through the use of multitiered systems of support, including addressing the
literacy needs of children and youth with disabilities or developmental delays
and English language learners in early learning programs (serving children from
birth through kindergarten entry) and programs serving students from birth
through grade 12;
(II)providing
training to parents, as appropriate, so that the parents can participate in the
literacy related activities described in sections 9 and 10 to assist in the
language and literacy development of their children;
(III)selecting and
using reading and writing assessments;
(IV)providing
classroom-based instruction that is supported by one-to-one and small group
work;
(V)using curricular
materials and instructional tools, which may include technology, to improve
instruction and literacy achievement;
(VI)providing for
high quality professional development; and
(VII)using the
principles of universal design for learning; and
(iii)ensure that
local educational agencies in the State have leveraged and are effectively
leveraging the resources needed to implement effective literacy instruction,
and have the capacity to implement literacy initiatives effectively;
(iv)continually
coordinate and align the activities assisted under this section and sections 9
and 10 with reading, writing, and other literacy resources and programs across
the State and locally that serve children and students and their families and
promote literacy instruction and learning, including strengthening partnerships
among schools, libraries, local youth-serving agencies, and programs, in order
to improve literacy for all children and youth; and
(v)ensure that funds
provided under this section are awarded in a manner that will provide services
to all grade levels, including proportionally to middle schools and high
schools.
(C)A description of the key data metrics that will be used
and reported annually under section 12(b)(1)(E), which shall include progress
in meeting the annual objectives established pursuant to section
1111(b)(2)(C)(v) of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(2)(C)(v)), for students in third grade through grade 12.
(D)An assurance that the State educational agency, and
any eligible entity receiving a subgrant from the State educational agency
under section 9 or 10, will, if requested, participate in the national
evaluation under section 11.
(E)An assurance that the State educational agency will use
implementation grant funds for literacy programs as follows:
(i)Learners from
birth through kindergarten entryNot less than 10 percent of such
grant funds shall be used for State and local programs and activities
pertaining to learners from birth through kindergarten entry.
(ii)Students in
kindergarten through grade 5Not less than 40 percent of such
implementation grant funds shall be used for State and local programs and
activities allocated equitably among grades kindergarten through grade
5.
(iii)Students in
grades 6 through 12Not less than 40 percent of such
implementation grant funds shall be used for State and local programs and
activities, allocated equitably among grades 6 through 12.
(iv)Not more than 10 percent of such implementation grant
funds shall be used for the State activities described in section 8.
(F)An
assurance that the State educational agency shall give priority to awarding a
subgrant to an eligible entity—
(i)under section 9
based on the number or percentage of children younger than school entry and the
number of students from birth through 17 who are—
(I)served by the
eligible entity; and
(II)from families
with income below the poverty level, based on the most recent satisfactory data
provided to the Secretary by the Bureau of the Census for determining
eligibility under section 1124(c)(1)(A) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6333(c)(1)(A)); and
(ii)under section 10
based on—
(I)the number or
percentage described in clause (i); and
(II)the number or
percentage of students served by the eligible entity that are reading and
writing below grade level according to State assessments.
(c)
(1)The Secretary, in consultation with the peer review panel
established in paragraph (2), shall evaluate State educational agency
applications under subsection (b) based on the responsiveness of the
applications to the application requirements under such subsection.
(2)The Secretary shall convene a peer review panel in
accordance with section 5(c) to evaluate applications for each implementation
grant awarded to a State educational agency under this section.
(3)In order for a State educational agency's application
under this section to be approved by the Secretary, the application shall
contain an assurance that the State agency responsible for administering early
childhood education programs and the State agency responsible for administering
child care programs in the State approves of, and will be extensively consulted
in the implementation of related activities services consistent with section 9
with respect to, the early learning portion of the application.
8.
(a)A State educational agency shall use funds made
available under section 5(a)(2)(A) and described in section 7(b)(2)(F)(iv) to
carry out the activities proposed in a State's plan consistent with section
7(b)(2), including the following activities:
(1)Carrying out
assurances and activities in applicationCarrying out the
assurances and activities provided in the State application under section
7(b)(2).
(2)In consultation with the State literacy leadership
team, providing technical assistance or engaging qualified providers to provide
technical assistance to eligible entities to enable the eligible entities to
design and implement a literacy program under sections 9 and 10.
(3)Preservice
coursework reviewContinuing to consult with the State literacy
leadership team and continuing to coordinate with institutions of higher
education in the State—
(A)in order to
provide recommendations to strengthen and enhance preservice courses for
students preparing, at institutions of higher education in the State, to teach
children from birth through grade 12 in explicit, systematic, and intensive
instruction in evidence-based literacy methods; and
(B)by following up
reviews completed by the State literacy leadership team with recommendations to
ensure that such institutions offer courses that meet the highest
standards.
(4)State licensure
and certification recommendationsReviewing and updating, in
collaboration with teachers, statewide educational and professional
organizations representing teachers, and statewide educational and professional
organizations representing institutions of higher education, State licensure
and certification standards in the area of literacy instruction in early
education through grade 12.
(5)Making publicly available, including on the State
educational agency's website, information on promising instructional practices
to improve student literacy achievement.
(b)After carrying out activities described in subsection
(a), a State educational agency may use remaining funds made available under
section 5(a)(2)(A) and described in section 7(b)(2)(F)(iv) to carry out 1 or
more of the following activities:
(1)Training the personnel of eligible entities to use data
systems that track student literacy achievement.
(2)Developing literacy coach training programs and training
literacy coaches.
(3)Building public support among local educational agency
personnel, early childhood education programs, and the community for
comprehensive literacy instruction for children and students from birth through
grade 12.
9.Subgrants to
eligible entities in support of birth through kindergarten entry
literacy
(a)A
State educational agency, in consultation with the State agency responsible for
administering early childhood education programs and the State agency
responsible for administering child care programs, shall use implementation
grant funds provided under section 5(a)(2)(B) to award subgrants, on a
competitive basis, to eligible entities to enable the eligible entities to
support high quality early literacy initiatives for children from birth through
kindergarten entry.
(b)Sufficient size
and scopeEach 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
entry.
(c)An eligible entity desiring to receive a subgrant
under this section shall submit an application to the State educational agency,
at such time, in such manner, and containing such information as the State
educational agency may require. Such application shall include a description
of—
(1)how the subgrant
funds will be used to enhance the language and literacy aspects of school
readiness of children, from birth through kindergarten entry, in early
childhood education programs, including an analysis of the data used to
identify how funds will be used to improve language and literacy;
(2)the programs
assisted under the subgrant, including demographic and socioeconomic
information on the children enrolled in the programs;
(3)a budget for the
eligible entity that projects the cost of developing and implementing literacy
initiatives to carry out the activities described in subsection (e);
(4)how, if the
eligible entity is requesting a planning period, 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 Act;
(5)the literacy
initiatives, if any, in place and how these initiatives will be coordinated and
integrated with activities supported under this section;
(6)how the subgrant
funds will be used to prepare and provide ongoing assistance to staff in the
programs, through high quality professional development;
(7)how the subgrant
funds will be used to provide services, incorporate activities, and select and
use literacy instructional materials that meet the diverse developmental and
linguistic needs of children, including English language learners and children
with disabilities and developmental delays, and that are based on
scientifically valid research on child development and learning for children
from birth through kindergarten entry;
(8)how the subgrant
funds will be used to identify assessments or other appropriate
measures—
(A)to effectively
identify children who may be at risk for delayed development or lack of school
preparedness; and
(B)to determine
whether such children are making progress on early literacy skills
development;
(9)how families and
caregivers will be involved, as appropriate, in supporting their children's
literacy instruction and assessment;
(10)how the subgrant
funds will be used to help children, particularly children experiencing
difficulty with spoken and written language, to make the transition from early
education to formal classroom instruction;
(11)how the
activities assisted under the subgrant will be coordinated with literacy
instruction at the kindergarten through grade 5 level;
(12)how the subgrant
funds will be used—
(A)to evaluate the
success of the activities assisted under the subgrant in enhancing the early
literacy development of children from birth through kindergarten entry;
and
(B)to evaluate data
for program improvement; and
(13)such other
information as the State educational agency may require.
(d)Approval of
local applicationsThe State educational agency, in consultation
with the State agency responsible for administering early childhood education
programs and the State agency responsible for administering child care
programs, shall—
(1)select
applications for funding under this section based on the quality of the
applications submitted, including the relationship between literacy activities
proposed and the research base or data supporting such investments, as
appropriate, and the recommendations of—
(A)the State
literacy leadership team; and
(B)other experts in
the area of early literacy; and
(2)place priority
for funding programs based on the criteria in section 7(b)(2)(G).
(e)
(1)An eligible entity that receives a subgrant under this
section shall use the subgrant funds consistent with the plan proposed in
subsection (c) to carry out the following activities:
(A)Enhancing and improving 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 skills.
(B)Providing high quality professional
development.
(C)Screening
assessments and measuresAcquiring, providing training for, and
implementing screening assessments or other appropriate measures to determine
whether children from birth through kindergarten entry are developing
appropriate early language and literacy skills.
(D)Multitier
system of supportSelecting, developing, and implementing a
multitier system of support.
(E)Integrating
research-based instructional materials, activities, tools, and measures into
the programs offered by the eligible entity to improve development of early
learning language and literacy skills.
(F)Training
providers and personnel to support, develop, and administer high quality early
learning literacy initiatives that—
(i)utilize
data—
(I)to inform
instructional design; and
(II)to assess
literacy needs; and
(ii)provide time and
support for personnel to meet to plan literacy instruction.
(G)Providing for family literacy services, as
appropriate.
(H)Annually
collecting, summarizing, and reporting to the State educational agency
data—
(i)to
document and monitor, for the purpose of improving or increasing early literacy
and language skills development pursuant to activities carried out under this
section;
(ii)to
stimulate and accelerate improvement by identifying the programs served by the
eligible entity that produce significant gains in skills development;
and
(iii)for all
subgroups of students and categories of students, including students described
in section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)), in a manner that—
(I)utilizes a
variety of data; and
(II)is consistent
across the State.
(2)Curricula and
assessment materials limitationEach eligible entity that
receives a subgrant under this section shall not use more than 10 percent of
the subgrant funds to purchase curricula and assessment materials.
(f)The
use of assessment items and data on any assessment authorized under this
section to provide rewards or sanctions for individual children, early learning
providers, teachers, program directors, or principals is prohibited.
10.Subgrants to
local educational agencies in support of kindergarten through grade 12
literacy
(a)Subgrants to
local educational agencies
(1)A
State educational agency shall use the implementation grant funds provided
under section 5(a)(2)(C) to award subgrants, on a competitive basis, to
eligible entities to enable the eligible entities to carry out the authorized
activities described in subsections (b) and (c).
(2)Sufficient size
and scopeA 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 provided.
(3)An eligible entity desiring to receive a subgrant
under this section shall submit an application to the State educational agency
at such time, in such manner, and containing such information as the State
educational agency may require. Such application shall include, for each school
that the eligible entity identifies as participating in a subgrant program
under this section, the following information:
(A)A description of the eligible entity’s capacity survey
conducted to identify how subgrant funds will be used to inform and improve
literacy instruction at the school.
(B)How the school, local educational agency, or a
provider of high quality professional development will provide ongoing high
quality professional development to all teachers, principals, and other school
leaders served by the school.
(C)How
the school will identify students 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 students.
(D)A
budget for the school that projects the cost of developing and implementing
literacy initiatives to carry out the activities described in subsections (b)
and (c) as applicable.
(E)An
explanation of how the school will integrate literacy instruction into core
academic subjects.
(F)A
description of how the school will coordinate literacy instruction with early
education and after-school programs and activities in the area served by the
local educational agency.
(G)A
description of the assessments that will be used in an assessment system to
improve literacy instruction and track student literacy progress.
(H)A description of how families and caregivers will be
involved in supporting their children’s literacy instruction and
assessment.
(I)A description of how, if an eligible entity is requesting
a planning period, 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 Act.
(J)A
description of the literacy initiatives, if any, in place and how these
initiatives will be coordinated and integrated with activities supported under
this section.
(K)Participation
in evaluationAn assurance that the eligible entity will, if
requested, participate in the national evaluation described in section
11.
(b)Local uses of
funds for kindergarten through grade 5An eligible entity that
receives a subgrant under this section shall use the subgrant funds to carry
out the following activities pertaining to learners in kindergarten through
grade 5:
(1)Developing and implementing a literacy plan across content
areas that—
(A)serves the needs
of all students, including children with disabilities and English language
learners, especially the students who are reading or writing below grade
level;
(B)provides
intensive, supplemental, accelerated, and explicit intervention and support in
reading and writing for students whose literacy skills are below grade level;
and
(C)supports
activities that are provided primarily during the regular school day but which
may be augmented by after-school and out-of-school time instruction.
(2)Acquiring,
providing training for, selecting, and administering assessments, and managing,
monitoring, and planning instruction based on the assessment data.
(3)Providing high quality professional
development.
(4)Training
principals, pupil services personnel, and other school district personnel to
support, develop, and administer and evaluate high quality kindergarten through
grade 5 literacy initiatives that—
(A)utilize
data—
(i)to
inform instructional decisions; and
(ii)to
assess professional development needs; and
(B)provide time and
support for teachers to meet to plan literacy instruction.
(c)Local uses of
funds for grades 6 through 12
(1)An eligible entity that receives a subgrant under this
section shall use subgrant funds to carry out the following activities
pertaining to learners in grades 6 through 12:
(A)Developing and implementing a literacy plan across content
areas that—
(i)serves the needs
of all students, including children with disabilities and English language
learners, especially students who are reading or writing below grade
level;
(ii)provides
intensive, supplemental, accelerated, and explicit intervention and support in
reading and writing for students whose literacy skills are below grade level;
and
(iii)supports
activities that are provided primarily during the regular school day but which
may be augmented by after-school and out-of-school time instruction.
(B)Acquiring,
providing training for, selecting and administering assessments, and managing,
monitoring, and planning instruction based on the assessment data.
(C)Providing high quality professional
development.
(D)Training
principals, pupil service personnel, and other school leaders to support,
develop, administer, and evaluate high quality adolescent literacy initiatives
that—
(i)utilize
data—
(I)to inform
instructional decisions and allow for personalization of instruction based on
student need; and
(II)to assess
professional development needs;
(ii)assess the
quality of adolescent literacy instruction in core academic subjects, and
career and technical education subjects where such career and technical
education subjects provide for the integration of core academic
subjects;
(iii)provide time
for teachers to meet to plan research-based adolescent literacy instruction in
core academic subjects, and career and technical education subjects where such
career and technical education subjects provide for the integration of core
academic subjects; and
(iv)include explicit
instruction in discipline-specific thinking and how to read and interpret
discipline-specific text structures and features.
(E)Annually
collecting, summarizing, and reporting to the State educational agency
data—
(i)to
document and monitor for the purpose of improving practice, improvements or
increases in student reading and writing pursuant to activities carried out
under this section;
(ii)to
stimulate and accelerate improvement by identifying the schools that produce
significant gains in literacy achievement; and
(iii)for all
students and categories of students, including students described in section
1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(2)(C)(v)(II)), in a manner that utilizes a variety of data and
that is consistent across the State.
(2)Limitation to
certain schoolsAn eligible entity receiving a subgrant under
this section shall, in distributing subgrant funds under this subsection,
provide the subgrant funds only to schools, including public charter schools,
that have the highest percentages or numbers of children counted under section
1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6333(c)) after carrying out the activities described in this subsection and
subsection (b).
(d)An eligible entity that receives a subgrant under this
section may use remaining subgrant funds to carry out the following activities
pertaining to learners in kindergarten through 12:
(1)Providing
a planning period of not more than 1 year for eligible entities to establish
the elements necessary for successful implementation of a literacy program for
kindergarten through 12.
(2)Recruiting, placing, training, and compensating literacy
coaches.
(3)Connecting
learning opportunitiesConnecting out-of-school learning
opportunities to in-school learning in order to improve the literacy
achievement of the students.
(4)Training
families and caregivers to support the improvement of adolescent
literacy.
(5)Multitier
system of supportProviding for a multitier system of
support.
(6)School literacy
leadership teamForming a school literacy leadership team to help
implement, assess, and identify necessary changes to the literacy initiatives
in 1 or more schools to ensure success.
(7)Literacy-rich
environmentProviding high quality, literacy-rich environments
that engage students with materials and experiences at the students' reading
and writing levels.
11.National
evaluation, information dissemination, and technical assistance
(a)
(1)From funds reserved under section 5(b)(1)(A) or
5(b)(2)(A)(iii), the Secretary shall enter into a contract with an organization
independent of the Department of Education for a 5-year national evaluation of
the grant and subgrant programs assisted under this Act. 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 programs.
(2)The evaluation described in this subsection shall
include an analysis of each of the following:
(A)The
impact of the implementation of literacy initiatives and practices supported
under this Act on increasing student academic outcomes, including student
literacy development in reading and writing, and speaking (as appropriate),
grade promotion, and graduation to the extent predictable.
(B)Implementation
of core featuresThe fidelity of implementation of core program
features, such as coherence of program across grades, quality of technical
assistance, State and school district leadership, professional development for
teachers and administrators, use of quality materials and pedagogy, and use of
assessment.
(C)Student
academic outcomesThe relationship between implementation of core
features, and student academic outcomes.
(D)Other inquiries as designated by the Secretary, such
as—
(i)the
core functions of literacy initiatives that have demonstrated the greatest
impact on student literacy achievement, especially among students reading below
grade level;
(ii)effective
strategies to integrate State and local standards, curricula, assessments, and
interventions to improve literacy;
(iii)the types of
literacy activities that most effectively improve the early reading, writing,
and language skills of children from birth through kindergarten entry;
(iv)the impact of
adolescent literacy initiatives on student motivation, engagement, and
participation in adolescent literacy activities; and
(v)the
relationship between students’ literacy achievement and secondary schools'
success, including improving graduation rates.
(3)The findings of the evaluation conducted under this
section shall be—
(A)provided to State
educational agencies and grant recipients for use in program
improvement;
(B)made publicly
available, including on the Department's website; and
(C)submitted to the
Committee on Health, Education, Labor, and Pensions of the Senate and the
Committee on Education and Labor of the House of Representatives.
(b)Information
dissemination and technical assistance
(1)From amounts reserved under section 5(b)(1)(A) or
5(b)(2)(A)(iii), the Secretary, in collaboration with the regional educational
laboratories established under section 174 of the Education Sciences Reform Act
of 2002 (20 U.S.C. 9564), the Comprehensive Centers established under section
203 of the Educational Technical Assistance Act of 2002 (20 U.S.C. 9602), and
the Director of the National Institute of Child Health and Human Development,
shall distribute information on literacy instruction, including best practices
and model programs identified in the evaluation, other inquiries under this
section, or related Federal studies of literacy activities and provide
technical assistance in order to assist States and local school districts in
improving literacy instruction and learning.
(2)Dissemination
and coordinationThe Secretary shall disseminate the information
described in paragraph (1) to—
(A)recipients of
Federal financial assistance under this Act, the Head Start Act, the
Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), and the
Adult Education and Family Literacy Act (20 U.S.C. 9201 et seq.); and
(B)each
Bureau-funded school (as defined in section 1141 of the Education Amendments of
1978 (25 U.S.C. 2021)).
(3)In carrying out this subsection, the Secretary shall, to
the extent practicable, use information and dissemination networks developed
and maintained through other public and private entities.
12.Consequences of
insufficient progress, reporting requirements, and conflicts of
interest
(a)Consequences of
insufficient progress
(1)Consequences
for grant recipientsIf the Secretary determines that a State
educational agency receiving an award under section 5(b) or an eligible entity
receiving a subgrant under section 9 or 10 is not making significant progress
in meeting the purposes of this Act and the key metrics identified by the State
educational agency in section 7(b)(2)(D) after the submission of a report
described in subsection (b), then the Secretary may withhold, in whole or in
part, further payments under this Act in accordance with section 455 of the
General Education Provisions Act (20 U.S.C. 1234d) or take such other action
authorized by law as the Secretary determines necessary, including providing
technical assistance upon request of the State educational agency, or eligible
entity, respectively.
(2)Consequences
for subgrant recipients
(A)A State educational agency receiving an award under
section 5(b) may refuse to award subgrant funds to an eligible entity under
section 9 or 10 if the State educational agency finds that the eligible entity
is not making significant progress in meeting the purposes of this Act,
after—
(i)affording the
eligible entity notice, a period for correction, and an opportunity for a
hearing; and
(ii)providing
technical assistance to the eligible entity.
(B)Subgrant funds not awarded under subparagraph (A) shall
be redirected to an eligible entity serving similar children and students in
the same area or region as the eligible entity not awarded the subgrant funds,
to the greatest extent practicable.
(b)
(1)State
educational agency reportsEach State educational agency
receiving an award under section 5(b) shall report annually to the Secretary
regarding the State educational agency’s progress in addressing the purposes of
this Act. Such report shall include, at a minimum, a description of—
(A)the professional
development activities provided under the award, including types of activities
and entities involved in providing professional development to classroom
teachers and other program staff;
(B)instruction,
strategies, activities, curricula, materials, and assessments used in the
programs funded under the award;
(C)the types of
programs funded under the award and the ages and demographic information, that
is not individually identifiable, of children served by the programs funded
under the award;
(D)the experience
and qualifications of the program staff who provide literacy instruction under
the programs funded under the award, including the experience and
qualifications of those staff working with children with disabilities or
developmental delays and with English language learners;
(E)key data metrics
identified under section 7(b)(2)(D) used for literacy initiatives;
(F)student
performance on relevant program metrics, as identified in the State education
agency’s implementation plan under section 7(b)(2)(D), such as—
(i)the
number and percentage of children reading and writing on grade level by the end
of the third grade;
(ii)the percent of
students served under the award who receive special education services;
and
(iii)the instruction
and activities delivered to at-risk students served under the award; and
(G)the outcomes of
programs and activities provided under the award.
(2)Each eligible entity receiving a subgrant under section 9
or 10 shall report annually to the State educational agency regarding the
eligible entity's progress in addressing the purposes of this Act. Such report
shall include, at a minimum, a description of—
(A)how the subgrant
funds were used;
(B)the literacy
achievement growth of students, disaggregated by subgroup; and
(C)the results of an
external evaluation, if the Secretary determines applicable.
(c)The Secretary shall ensure that each member of the peer
review panel described in section 5(c) and 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 Act.
13.
(a)Nothing in this Act shall be construed to prohibit
students eligible for assistance under title I or III of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 et seq., 6801 et seq.) or
students eligible for assistance under the Individuals with Disabilities
Education Act (20 U.S.C. 1400 et seq.) from receiving literacy instruction and
intervention under this Act.
(b)The screening assessments, diagnostic assessments, and
formative assessments of reading and writing authorized under this Act shall
not be construed to constitute an evaluation required under the Individuals
with Disabilities Education Act (20 U.S.C. 1400 et seq.).
14.Authorization
of appropriationsThere are
authorized to be appropriated to carry out this Act—
(1)$2,350,000,000
for fiscal year 2010;
(2)$2,350,000,000
for fiscal year 2011;
(3)$2,350,000,000
for fiscal year 2012;
(4)$2,350,000,000
for fiscal year 2013; and
(5)$2,350,000,000
for fiscal year 2014.