1.Short title; table of
contents
(a)This Act may be cited
as—
(1)the
Literacy Education for All, Results
for the Nation Act
; or
(2)the
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. Programs authorized.
Sec. 5. State planning grants.
Sec. 6. State implementation grants.
Sec. 7. Subgrants to eligible entities in support of literacy
for children from birth through kindergarten entry.
Sec. 8. Subgrants to eligible entities in support of literacy
for students in kindergarten through grade 12.
Sec. 9. Additional State activities.
Sec. 10. National evaluation, information dissemination, and
technical assistance.
Sec. 11. Consequences of insufficient progress, reporting
requirements, and conflicts of interest.
Sec. 12. Rules of construction.
Sec. 13. Definitions.
Sec. 14. Authorization of appropriations.
2.The Congress finds that in order for a
comprehensive and effective literacy program to address the needs of children
it is critical to address the following:
(1)Literacy
development is an ongoing process that requires a sustained engagement and
investment beginning in early childhood and continuing through 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 teachers and
staff in early learning programs are not provided with high-quality
professional development in how to support children’s language and literacy
development. Such high-quality professional learning and preparation, that is
job-embedded and ongoing, promotes strong early language and literacy for all
children’s readiness for school.
(3)Research shows
that writing leads to improved reading achievement, reading leads to better
writing performance, and combined instruction leads to improvements in both
areas. Students 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.
(4)Teachers and early
childhood educators need professional development to improve the reading and
writing abilities of children who are at risk for developmental delays or are
reading and writing several years below grade 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.
(5)Approximately 70
percent of 4th graders and 8th graders read below the proficient level on the
2007 National Assessment of Educational Progress.
(6)Between 1971 and
2008, the reading levels of 17-year-olds in the United States showed little to
no improvement. The ability of secondary school students to read complex texts
is strongly predictive of their performance in postsecondary mathematics and
science courses.
(7)Only one-third of
secondary school students who enter 9th grade each year can expect to graduate
in 4 years with the skills needed to succeed in higher education and the
workplace.
(8)The 25 fastest
growing professions have higher than average literacy demands and approximately
half of all job growth between 2004 and 2014 will require high-level literacy
skills.
(9)The intellectual
and linguistic skills necessary for reading and writing must be developed
through explicit, intentional, and systematic language activities, to which
many low-income and minority students do not have access.
(10)Only 73.9 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 in the
United States. These 1,230,000 nongraduates cost the United States more than
$300,000,000,000 in lost wages, taxes, and productivity over their
lifetimes.
(11)Meaningful
engagement of families in their children’s early learning supports school
readiness and later academic success. 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 and
writing.
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, in collaboration with State agencies that oversee child
care programs, to develop, coordinate, and implement comprehensive State
literacy plans that ensure high-quality instruction and effective practices in
early language and literacy in early learning programs (serving children from
birth through kindergarten entry) and in reading and writing in kindergarten
through grade 12; and
(2)to assist State educational agencies and
State agencies that oversee child care and other early childhood programs in
achieving the purposes described in paragraph (1) by—
(A)supporting the
development and implementation of early learning through grade 12 literacy
programs that are based on scientifically valid research, to ensure that every
student can read and write at grade level or above;
(B)providing children
attending early learning programs that serve children from birth through
kindergarten entry, including programs, such as child care, Early Head Start,
Head Start, State-funded preschool, public library programs, and other early
childhood education settings, with high-quality, language-rich,
literature-rich, informational text-rich, culturally relevant, developmentally
appropriate environments, so that such children develop the fundamental
knowledge and skills necessary for literacy engagement, development, and
achievement in kindergarten and beyond;
(C)educating parents
in the ways they can support their child’s communication and literacy
development;
(D)supporting efforts
to link and align standards and evidence-based teaching practices and
instruction in early learning programs serving children from birth through
kindergarten entry;
(E)supporting
high-quality, effective educational and development environments for children
and students from birth through grade 12 to develop oral language, reading
comprehension, and writing abilities through research-based instruction and
practices;
(F)improving student
achievement by establishing literacy initiatives that provide explicit and
systematic instruction in oral language, reading, and writing development
across the curriculum;
(G)identifying and
supporting students who are reading and writing below grade level by providing
evidence-based intensive interventions, including extended learning time, to
help such students acquire the language and literacy skills they need to
graduate from secondary school;
(H)providing
assistance to eligible entities in order to provide educators with high-quality
professional development in the essential components of early literacy
instruction and the essential components of reading and writing
instruction;
(I)supporting State
educational agencies and local educational agencies in using age- and
developmentally appropriate instructional materials and strategies, including
those consistent with universal design for learning, that assist teachers as
they work with students to develop reading and writing competencies appropriate
to the student’s grade and skill levels;
(J)supporting State
educational agencies and eligible entities in improving reading, writing, and
academic achievement for children and students, especially those that are
low-income, limited English proficient, migratory, Indian or Alaskan Native,
neglected or delinquent, homeless, in the custody of the child welfare system,
those that have disabilities, or those who have dropped out of school;
and
(K)strengthening
coordination among schools, early learning programs, 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.
4.
(a)The Secretary is authorized—
(1)to award State
planning grants in accordance with subsection (b) and section 5; and
(2)to award State
implementation grants in accordance with subsection (b) and section 6 to
enable—
(A)the State agency that oversees child care
programs, in consultation with the State Advisory Council on Early Childhood
Education and Care described in section 642B of the Head Start Act and other
early childhood agencies, to award subgrants to eligible entities in accordance
with section 7;
(B)the State
educational agency to award subgrants to eligible entities in accordance with
section 8; and
(C)the State
educational agency to carry out the additional State activities described in
section 9.
(b)Awards to State
educational agencies
(1)
(A)If the amount appropriated under section 14 for a fiscal
year is less than $500,000,000 the Secretary shall—
(i)reserve not more
than 5 percent of such amount for the national evaluation, dissemination of
information, and technical assistance under section 10;
(ii)reserve not more than 5 percent of such
amount to make awards, on a competitive basis, under section 5; and
(iii)use the amount
not reserved under clauses (i) and (ii) to make awards, on a competitive basis
and based on the quality of the applications submitted, to State educational
agencies that have applications approved under section 6 to enable the agencies
to carry out sections 7 through 9.
(B)The Secretary shall allocate the funds described in
subparagraph (A)(iii) among approved applicants on the basis of the relative
number or percentage of children counted under section 1124(c) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)) in a State
served by an approved applicant compared to the number or percentage of such
children in all States served by approved applicants, except that awards under
this paragraph shall be of sufficient size and scope to be effective.
(2)
(A)If the amount appropriated under section 14 for a fiscal
year is equal to or exceeds $500,000,000 the Secretary shall—
(i)reserve not more
than 5 percent of such amount for the national evaluation, dissemination of
information, and technical assistance under section 10;
(ii)reserve not more
than 5 percent of such amount to make awards, on a competitive basis, under
section 5;
(iii)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 5 through 9 in schools operated or
funded by the Bureau of Indian Education; and
(iv)use
the amount not reserved under clauses (i) through (iii) to make awards, from
allotments under subparagraph (B), to State educational agencies serving
States, excluding States described in clause (iii)(I), that have applications
approved under section 6 to enable the agencies to carry out sections 7 through
9.
(B)From the funds described in subparagraph (A)(iv), the
Secretary shall make an award to each approved applicant under section 6 on the
basis of the relative number of children counted under section 1124(c) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)) in the State
served by the applicant compared to the number of such children in all States
served by approved applicants.
(C)In each fiscal year, the amount reserved under
subparagraph (A)(iii) shall be divided between the uses described in subclauses
(I) and (II) of such subparagraph 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.
(3)
(A)As applicable, a State educational agency that receives a
discretionary grant or allotment under this subsection shall engage in timely
and meaningful consultation with representatives of Indian tribes located in
the State in order to improve the coordination of activities designed to
develop effective approaches to achieve the purposes of the Act consistent with
the cultural, language, and educational needs of Indian students.
(B)Of the funds reserved under paragraph (2)(A)(iii)(II), the
Secretary of the Interior shall consult with tribes and school boards connected
with bureau-funded schools to ensure allocation of funds to the extent possible
in accordance with subparagraphs (A), (B), and (C) of section 6(a)(2).
(c)
(1)The Secretary shall convene a peer review panel to
evaluate and make recommendations to the Secretary regarding each application
for a grant under section 5 or 6 using the evaluation criteria described in
paragraph (2).
(2)Development of
evaluation criteriaThe Secretary shall report to the Congress
the peer review process and evaluation criteria that will be used to evaluate
grant applications under sections 5 and 6.
(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)
(i)The
Secretary shall ensure that each member of the peer review panel appointed
under this paragraph is competent, by virtue of the training, expertise, or
experience of the member, to evaluate grant applications under sections 5 and
6.
(ii)The
Secretary shall ensure that the peer review panel appointed under this
paragraph includes, at a minimum—
(I)not less than one
individual with expertise in early childhood development and early
literacy;
(II)classroom
teachers with expertise in literacy or literacy coaches, such as—
- (aa)special education
teachers;
- (bb)teachers of
students who are English language learners; and
- (cc)early
childhood educators;
(III)experts,
including teachers, who provide high-quality professional development to
teachers and other individuals to support children’s literacy
development;
(IV)experts in
screening, diagnostic, and formative assessments of reading and writing;
and
(V)experts in
strategies and instruction 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 5 or 6, 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)Grant funds provided under this section shall be used to
supplement, and not supplant, other Federal, State, or local funds that would,
in the absence of such grant funds, be made available for literacy instruction
and support of children and students participating in programs assisted under
this Act.
(e)Each State educational agency that receives an award under
this Act, and each eligible entity that receives a subgrant under section 7 or
8, shall maintain 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 the fiscal year
for which the grant or subgrant is received.
5.
(a)Planning grants
authorized
(1)The Secretary may
award planning grants to State educational agencies to enable the State
educational agencies to conduct and complete comprehensive planning, in
consultation with the State agencies that oversee child care and other early
childhood programs, the State Advisory Council on Early Childhood Education and
Care, and the State Head Start Collaboration Office, to carry out activities
that improve literacy for children and students from birth through grade
12.
(2)A planning grant under this section shall be awarded 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.
(4)Relation to
implementation grantsA State educational agency may not receive
a planning grant under this section at the same time it is receiving an
implementation grant under section 6.
(b)
(1)Each State
educational agency desiring a planning grant under this section shall submit,
jointly with the State agencies that oversee child care and other early
childhood programs and the State Advisory Council on Early Childhood Education
and Care, an application to the Secretary at such time, in such manner, and
accompanied by such information as the Secretary may require.
(2)
(A)Each application shall, at a minimum, include a
description of how the State educational agency and the State agency that
oversees child care programs propose 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 based on the
essential components of early literacy instruction and the essential components
of reading and writing instruction.
(B)Such application shall—
(i)describe the
activities for which assistance under this section is sought;
(ii)provide a budget
for the use of the planning grant funds to complete the required activities
described in subsection (c);
(iii)include an
assurance that the State has a process to safeguard against conflicts of
interest consistent with section 11(c) for individuals providing technical
assistance on behalf of the State educational agency or the State agency that
oversees child care programs or serving on the State literacy leadership team;
and
(iv)provide such
additional assurances and information as the Secretary determines to be
necessary to ensure compliance with the requirements of this section.
(c)A State
educational agency receiving planning grant funds under this section shall, in
collaboration with the State agencies that oversee child care and other early
childhood programs, the State Advisory Council on Early Childhood Education and
Care, and the Head Start Collaboration Office, carry out each of the following
activities:
(1)Reviewing
reading, writing, or other literacy resources and programs, such as public and
school library programs, and data across the State and coordinating any new
plans and resources under this Act with such existing resources and
programs.
(2)State literacy
leadership teamForming or
designating a State literacy leadership team that shall execute the following
functions:
(A)Comprehensive
State literacy planCreating a comprehensive State literacy plan
to improve early literacy and language development in children, and reading,
writing, and academic achievement in students that—
(i)includes a needs
assessment and an implementation plan;
(ii)ensures
high-quality literacy strategies and instruction in early literacy development,
early learning programs (serving children from birth through kindergarten
entry) and in kindergarten through grade 12; and
(iii)provides for
activities designed to improve literacy achievement for students, including
students with disabilities and English language learners 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)).
(B)Providing
recommendations to guide the State educational agency in such agency's process
of strengthening State literacy standards and embedding State literacy
standards into the State’s challenging academic content standards, academic
achievement standards, and to guide the State in their early learning and
development standards.
(C)Providing
recommendations to guide the State educational agency in such agency's process
of measuring, assessing, and monitoring progress in implementation of literacy
instruction and interventions at the school, local educational agency, and
State levels.
(D)Identifying
criteria for high-quality professional development providers for eligible
entities.
(E)Advising
the State educational agency on how to help ensure that local educational
agencies and schools provide timely and appropriate student assessment data to
teachers.
(F)Providing
recommendations to guide the State educational agency and the State agencies
that oversee child care and other early childhood programs and the State
Advisory Council on Early Childhood Education and Care in such agencies’
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, in collaboration with the State agency that oversees child care
programs, shall submit a report to the Secretary on the performance of the
activities described in this subsection by such agencies. The Secretary shall
submit a report to the Congress on the activities carried out by State
educational agencies under this section, and shall make such report available
to the public upon its submission.
6.State
implementation grants
(a)Implementation
grants authorized
(1)The Secretary shall award implementation grants to State
educational agencies—
(A)to implement, in collaboration with the
State agencies that oversee child care and other early childhood programs, the
State Advisory Council on Early Childhood Education and Care, and the State
Head Start Collaboration Office—
(i)the
comprehensive State literacy plan developed under section 5, if the State
educational agency received a grant under such section; or
(ii)another
comprehensive State literacy plan for serving children from birth through grade
12;
(B)to provide funds
made available under paragraph (2)(A) to the State agency that oversees child
care programs to award subgrants under section 7;
(C)to award subgrants
under section 8; and
(D)to carry out
additional State activities under section 9.
(2)State educational agency shall use implementation grant
funds received under this section as follows:
(A)Learners from
birth through kindergarten entryNot less than 15 percent of such
grant funds shall be used in accordance with section 7.
(B)Students in
kindergarten through grade 5Not less than 40 percent of such
grant funds shall be used in accordance with section 8, to be allocated
equitably among grades kindergarten through grade 5, unless the State
educational agency determines than an exception is necessary based on a
capacity survey described in section 8(c)(1).
(C)Students in
grades 6 through 12Not less than 40 percent of such grant funds
shall be used in accordance with section 8, to be allocated equitably among
grades 6 through 12, unless the State educational agency determines that an
exception is necessary based on a capacity survey described in section
8(c)(1).
(D)Not more than 5 percent of such grant funds shall be
used for the State activities described in section 9.
(3)An implementation grant under this section shall be
awarded for a period of not less than 3 years and not more than 5 years.
(4)
(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, in collaboration with the State
agencies that oversee child care and other early childhood programs and the
State Advisory Council on Early Childhood Education and Care, shall
demonstrate, to the satisfaction of the Secretary, that—
(i)the
State educational agency has complied with the terms of the grant, including
using the funds to—
(I)increase access to
high-quality professional development;
(II)use
developmentally appropriate curricula and teaching materials; and
(III)use
developmentally appropriate classroom-based instructional assessments and
developmentally appropriate screening and diagnostic assessments; and
(ii)with respect to
students in kindergarten through grade 12, during the period of the grant there
has been significant progress in student achievement, as measured by
appropriate assessments, including 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)).
(b)
(1)A State educational
agency that desires to receive an implementation grant under this section
shall, in collaboration with the State agencies that oversee child care and
other early childhood programs and the State Advisory Council on Early
Childhood Education and Care, submit an application to the Secretary at such
time, in such manner, and containing such information as the Secretary may
require.
(2)An
application described in paragraph (1) shall include the following:
(A)State literacy
team and planA description of how the State educational agency
has formed a State literacy leadership team and developed a comprehensive State
literacy plan, as described in section 5.
(B)An assurance that the State has a process to safeguard
against conflicts of interest consistent with section 11(c) for individuals
providing technical assistance on behalf of the State educational agency or the
State agencies that oversee child care and other early childhood programs or
serving on the State literacy leadership team.
(C)An
implementation plan that includes a description of how the State educational
agency and the State agency that oversees child care programs will—
(i)assist eligible
entities with—
(I)selecting and
using screening assessments and diagnostic assessments;
(II)providing
classroom-based instruction that is supported by one-to-one and small group
instruction;
(III)using curricular
materials and instructional tools, which may include technology, to improve
instruction and literacy achievement;
(IV)using the
principles of universal design for learning in all phases of instructional
practice, including professional development, curriculum development and
selection of instructional materials, and classroom instruction;
(V)providing
high-quality professional development as part of such eligible entities’
literacy initiatives to improve the literacy development and learning of
children and students served under the implementation grant; and
(VI)providing diverse
learners, including English language learners, with culturally, linguistically,
and developmentally appropriate curricula, instructional materials, interactive
technologies, and valid and reliable assessments that support such learners in
meeting State academic and content standards;
(ii)ensure that
eligible entities in the State have leveraged and are effectively leveraging
the resources to implement high-quality literacy instruction, and have the
capacity to implement high-quality literacy initiatives effectively;
(iii)ensure that
professional development activities are based on—
(I)the essential
components of early literacy instruction and the essential components of
reading and writing instruction, as appropriate; and
(II)evidence-based
English language acquisition and adult learning research, as
appropriate;
(iv)coordinate and
align, as appropriate, the activities assisted under this section and sections
7 and 8 with other State and local programs that—
(I)serve children and
students, and their families; and
(II)promote literacy
instruction and learning;
(v)ensure that funds
provided under this section are awarded in a manner that will provide services
to all age and grade levels consistent with section 6(a)(2);
(vi)award subgrants
to eligible entities to enable the eligible entities to carry out the
activities described in sections 7 and 8, including to—
(I)eligible entities
that serve rural areas; and
(II)eligible entities
that serve urban areas; and
(vii)assist the
eligible entities in the State in—
(I)providing
strategic and intensive literacy instruction for students reading and writing
below grade level, including through the use of multitiered systems of
supports;
(II)providing
high-quality professional development in literacy instruction to teachers,
including—
- (aa)special education
teachers or teachers of students who are English language learners; and
- (bb)teachers of core
academic subjects;
(III)addressing the
literacy needs of children and students with disabilities and English language
learners served by the eligible entity; and
(IV)providing
training to parents so that the parents can participate in the literacy related
activities described under sections 7 and 8 to assist in the language and
literacy development of their children.
(D)A description of the key data metrics that will be
collected and reported annually under section 11(b)(1)(E).
(E)An assurance that the State educational agency, the
State agency that awards subgrants under section 7, and any eligible entity
receiving a subgrant under section 7 or 8, will, if requested, participate in
the national evaluation under section 10.
(F)An
assurance that the State educational agency and the State agency that oversees
child care programs, as appropriate, shall prioritize awarding
subgrants—
(i)under section 7,
based on the percentage of low-income children proposed to be served by the
applicant; and
(ii)under section 8,
based on the number or percentage of children counted under section 1124(c) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)) proposed
to be served by the applicant.
7.Subgrants to
eligible entities in support of literacy for children from birth through
kindergarten entry
(a)A State educational agency shall provide
the funds provided under section 4(a)(2)(A) to the State agency that oversees
child care programs, who shall award subgrants, on a competitive basis, in
consultation with the State Advisory Council on Early Childhood Education and
Care and other State early childhood agencies, to eligible entities to enable
the eligible entities to carry out the activities described in subsection
(e).
(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 the
activities described in subsection (e).
(c)An eligible entity that desires to receive a
subgrant under this section shall submit an application to the State agency
that oversees child care programs, at such time, in such manner, and including
such information as such agency may require. Such application shall include a
description of—
(1)the programs
assisted under the subgrant, including demographic and socioeconomic
information on the children from birth through kindergarten entry enrolled in
the programs;
(2)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);
(3)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;
(4)how the subgrant
funds will be used to prepare and provide ongoing assistance to staff in the
programs, through professional development focused on the essential components
of early literacy instruction, including onsite intensive mentoring by early
childhood literacy coaches to provide high-quality literacy activities based on
scientifically valid research on child development and learning for children
from birth through kindergarten entry;
(5)how the subgrant
funds will be used to provide services, incorporate activities, and select and
use literacy instructional materials that are based on scientifically valid
research on child development and early learning;
(6)how the subgrant
funds will be used to provide—
(A)screening
assessments or other appropriate measures—
(i)to
effectively identify children from birth through kindergarten entry who may be
at risk for delayed development or later academic difficulties; and
(ii)to
determine whether such children are developing the fundamental knowledge
necessary for literacy, engagement, development, and achievement in
kindergarten and beyond; and
(B)diagnostic
assessments, as appropriate, to determine the need for additional
services;
(C)classroom-based
instructional assessments; and
(D)other appropriate
assessments of developmental progress;
(7)how the subgrant
funds will be used to help instructional staff in the programs assisted under
the subgrant to more effectively meet the diverse developmental and linguistic
needs of children from birth through kindergarten entry in the community,
including the needs of English language learners and children with
disabilities;
(8)how the subgrant
funds will be used to ensure that parents receive instruction—
(A)on their
children’s early literacy development; and
(B)on how parents can
support children’s literacy development at home;
(9)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;
(10)how the
activities assisted under the subgrant will be coordinated with literacy
instruction at the kindergarten through grade 3 levels;
(11)how the eligible
entity will—
(A)evaluate the
success of the activities supported under the subgrant in enhancing the early
language and literacy development of children served under such subgrant;
and
(B)evaluate data for
program improvement; and
(12)such other
information as the State agency that oversees child care programs may
require.
(d)Approval of
local applicationsThe State
agency that oversees child care programs shall—
(1)award subgrants to
eligible entities in accordance with this section based on the quality of
applications submitted; and
(2)prioritize awarding subgrants based on the
criteria described in section 6(b)(2)(F).
(e)
(1)An eligible entity that
receives a subgrant under this section shall use the subgrant funds to carry
out the following activities to support the development of early language and
literacy in children from birth through kindergarten entry:
(A)Enhance and
improve early learning programs to ensure that children in such programs are
provided with high-quality, developmentally appropriate oral language,
literature- and print-rich environments.
(B)Provide high-quality professional
development on how children develop language and literacy skills (including
children with disabilities and English language learners), and the selection
and integration of developmentally, linguistically, and culturally appropriate
literacy instructional strategies, activities, and materials, which may include
the use of an early literacy coach for the staff of the eligible entity, in
such entity’s curriculum and activities.
(C)Acquire, provide
training for, and implement, as appropriate—
(i)screening
assessments or other appropriate measures to determine whether children from
birth through kindergarten entry are developing appropriate early language and
literacy skills;
(ii)diagnostic
assessments, as appropriate, to determine the need for additional services;
and
(iii)classroom-based
instructional assessments.
(D)Acquire, as
appropriate, and integrate evidence-based instructional materials, activities,
tools, and measures into the early learning programs offered by the eligible
entity to improve development of children’s early language and literacy
skills.
(2)An eligible entity that receives a subgrant under this
section may use the subgrant funds to carry out either or both of the following
activities to support the development of early language and literacy in
children from birth through kindergarten entry:
(A)Selecting,
developing, and implementing a multitier system of supports.
(B)Providing
activities that encourage family literacy experiences and practices and educate
parents of children enrolled in a program receiving funds under this section on
the development of their children’s early literacy skills.
(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, program directors, or principals is prohibited.
8.Subgrants to
eligible entities in support of literacy for students in kindergarten through
grade 12
(a)A
State educational agency shall use the implementation grant funds provided
under section 4(a)(2)(B) to award subgrants, on a competitive basis, to
eligible entities to enable the eligible entities to carry out the activities
described in subsection (e).
(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 the
activities described in subsection (e).
(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, the following
information:
(1)Results of the
eligible entity’s capacity survey that—
(A)identify—
(i)the
strengths and weaknesses of such entity related to literacy;
(ii)how
subgrant funds will be used to inform and improve literacy instruction within
such entity; and
(iii)the demographic
and socioeconomic information on the students enrolled in such entity;
and
(B)include an
analysis, disaggregated by the subgroups 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)) and by grade level, of—
(i)State scores on
the reading or language arts assessments conducted under section 1111(b)(3) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(3));
(ii)National
Assessment of Educational Progress reading scores, as appropriate;
(iii)the percentage
of students in need of reading and writing remediation;
(iv)core course
passing and failure rates for secondary school students;
(v)credit
accumulation for secondary school students; and
(vi)graduation
rates.
(2)How each participating school, eligible entity, or a
provider of high-quality professional development will provide ongoing
high-quality professional development in language development, English language
acquisition (as appropriate), and literacy instruction to all teachers,
principals, and other school leaders served by the school.
(3)How
each participating school will identify students in need of interventions and
provide appropriate scientifically valid instructional interventions and
extended learning time for struggling students.
(4)A
budget for each participating school that projects the cost of developing and
implementing literacy initiatives to carry out the activities described in
subsection (e).
(5)An
explanation of how each participating school will integrate literacy
instruction into core academic subjects.
(6)A
description of how each participating school will coordinate literacy
instruction with early education, after-school programs, and other programs
serving students in the school, such as library programs, as
appropriate.
(7)A
description of the screening, diagnostic, formative, and summative assessments
that will be used in an assessment system to improve literacy instruction and
track student literacy progress.
(8)A description of how the families and caregivers will
be involved in supporting their children’s literacy instruction and
assessment.
(9)A
description of the literacy and other academic initiatives, if any, in place
and how these initiatives will be coordinated and integrated with activities
supported under this section.
(10)Participation
in evaluationAn assurance that the eligible entity will, if
requested, participate in the national evaluation described in section
10.
(d)Approval of
local applicationsThe State
educational agency shall—
(1)award subgrants to eligible entities in
accordance with this section based on the quality of applications submitted;
and
(2)prioritize awarding subgrants to eligible
entities based on the criteria described in section 6(b)(2)(F).
(e)Local uses of
funds for kindergarten through grade 12
(1)An eligible entity that
receives a subgrant under this section shall use the subgrant funds to carry
out the following activities for students in kindergarten through grade
12:
(A)Develop and
implement a literacy initiative that—
(i)includes all of
the essential components of reading and writing instruction;
(ii)supports
activities that are provided primarily during the regular school day but which
may be augmented by instruction during nonschool hours or periods when school
is not in session (such as before and after school or during summer
recess);
(iii)integrates
literacy instruction into core academic subjects and, to the extent
practicable, other subjects taught in a school, such as career and technical
education; and
(iv)addresses the
literacy needs of English language learners and students with
disabilities.
(B)Form school
literacy leadership teams to help implement, assess, and identify changes to
the literacy initiative.
(C)Provide
high-quality, developmentally appropriate oral language, including listening
and speaking, literature, and print-rich classroom environments.
(D)Provide
high-quality professional development for instructional staff, including
literacy coaches and teachers of students with disabilities and English
language learners.
(E)Select and
administer screening and diagnostic assessments and support teachers’ use of
formative assessments and assessment data to plan instruction.
(F)Select and
implement a multitier system of supports that includes intensive, supplemental
interventions for students in grades kindergarten through grade 5 reading below
grade level.
(G)Provide training
to principals and other school and district personnel in implementing the
literacy initiative, particularly in the areas of—
(i)utilizing
data;
(ii)assessing the
quality of literacy instruction across content areas; and
(iii)providing time
and support for teachers to plan literacy instruction.
(H)Provide family
literacy services for students and their parents, including training to enable
families and caregivers to support the literacy initiative.
(I)Promote writing
experiences and implement programs that instruct and engage students in
practicing writing for multiple audiences and purposes appropriate to the
interests and capacities of students.
(J)Annually collect,
analyze, and report data to the State educational agency.
(2)An eligible entity that receives a subgrant under this
section may use the subgrant funds to carry out the following activities for
students in kindergarten through grade 12:
(A)Acquire and utilize developmentally
appropriate instructional materials based on scientifically valid research,
including materials that utilize technology.
(B)Hire and train
literacy coaches.
(C)Select and
implement a multitier system of supports that includes intensive, supplemental
interventions for students in grades 6 through 12 reading below grade
level.
(D)Promote reading,
library, and writing programs that provide access to engaging reading material
in school and at home.
(E)Connect
out-of-school learning opportunities to in-school learning, including the
alignment of after-school activities with in-school curricula, in order to
improve the literacy achievement of students.
(F)Form an acting
partnership with 1 or more public or private nonprofit organizations that have
a demonstrated record of effectiveness in improving literacy development or
providing professional development aligned with the activities described in
this subsection.
(G)Providing time for
teachers and school librarians to meet to plan literacy instruction, as
appropriate.
(f)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—
(1)are among the
schools served by the eligible entity with the highest numbers or percentages
of students in grades kindergarten through 12 reading and writing below grade
level, based on the most current State data as available; and
(2)have the highest
numbers or percentages of children counted under section 1124(c) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)).
9.Additional State
activities
(a)A State educational agency, in consultation with the
State agency that oversees child care programs, shall use funds made available
under section 4(a)(2)(C) and described in section 6(a)(1)(D) to carry out each
of the following activities:
(1)Providing
technical assistance or engaging qualified providers to provide such
assistance, to assist eligible entities to design and implement literacy
initiatives.
(2)Identifying and
supporting high-quality professional development in literacy instruction for
eligible entities.
(3)Coordinating
activities under this Act with reading, writing, and other literacy resources
and programs across the State.
(4)Disseminating
information, including making publicly available on the Web sites of the State
educational agency and the State agency that oversees child care programs, on
promising practices to improve children’s early literacy and language
development and student literacy achievement.
(5)Reviewing and
developing recommendations in collaboration with teachers, early childhood
providers, statewide educational and professional organizations representing
teachers, and statewide and educational and professional organizations
representing institutions of higher education, to strengthen State licensure
and certification standards for literacy instruction in early education through
grade 12.
(6)Coordinating with
institutions of higher education in the State to strengthen and enhance
pre-service course work for students preparing to teach literacy to children
and students from birth through grade 12.
(7)Administration and
reporting.
(b)A State educational agency, in collaboration with the
State agency that oversees child care programs, may use funds made available
under section 4(a)(2)(C) and described in section 6(a)(1)(D) to carry out one
or more of the following activities:
(1)Training personnel
of eligible entities to use data systems to track student literacy
achievement.
(2)Developing and
providing training to literacy coaches, including literacy coaches with
expertise in early literacy development, language development, and adolescent
literacy.
10.National
evaluation, information dissemination, and technical assistance
(a)
(1)From funds reserved under paragraph (1)(A)(i) or
(2)(A)(i) of section 4(b), the Secretary shall perform a 5-year national
evaluation of the grant and subgrant programs assisted under this Act by
entering into one or more contracts or cooperative agreements with independent
organizations. Such evaluation shall include scientifically valid research that
applies rigorous and systematic procedures to obtain information relevant to
the implementation and effect of the programs assisted under this Act.
(2)The evaluation described in this subsection shall
include an analysis of each of the following:
(A)The
impact of literacy initiatives supported under this Act on improving early
literacy skills and student academic outcomes, including student literacy
development in reading and writing, student literacy development in other
academic content areas, grade promotion, and graduation.
(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)Other inquiries as designated by the Secretary, such
as—
(i)the
types of literacy initiatives that have demonstrated the greatest impact on
student achievement;
(ii)how
State standards, local educational agency and school curricula, assessments,
and interventions combine to improve literacy;
(iii)how screening,
diagnostic, and formative assessments of reading and writing assist teachers in
identifying students’ reading and writing needs;
(iv)how
job-embedded, ongoing, high-quality professional development improves teacher
practice and increases literacy skills of children and students;
(v)the
types of literacy activities that improve the early reading, writing, and
language skills of children from birth through kindergarten entry;
(vi)how
early learning providers are being prepared with scientifically valid research
on early childhood literacy and literacy development;
(vii)how early
literacy instructional materials and activities based on scientifically valid
research are being integrated into preschools, child care programs and programs
carried out under the Head Start Act (42 U.S.C. 9831 et seq.), and family
literacy programs;
(viii)the impact of
adolescent literacy initiatives on student motivation, engagement, and
participation in adolescent literacy activities;
(ix)the
impact of literacy initiatives on diverse learners, including English language
learners;
(x)the
relationship between students’ literacy achievement and secondary school
graduation rates; and
(xi)effective
strategies to integrate school and public library programs to improve
literacy.
(3)
(A)Not later than 2 years
after the date of the enactment of this Act, the Secretary shall submit to the
Congress an interim report on the national evaluation conducted under this
subsection.
(B)Not later than 5 years after the date of the enactment of
this Act, the Secretary shall submit a final report containing the results of
the national evaluation conducted under this subsection to—
(i)State educational
agencies and eligible entities on a periodic basis for use in program
improvement; and
(ii)the
Congress.
(b)Information
dissemination and technical assistance
(1)From amounts reserved
under paragraph (1)(A)(i) or (2)(A)(i) of section 4(b), the Secretary shall, in
collaboration with the Secretary of Health and Human Services, the Director of
the National Institute of Child Health and Human Development, regional
educational laboratories established under section 174 of the Education
Sciences Reform Act of 2002 (20 U.S.C. 9564), and the comprehensive centers
established under section 203 of the Educational Technical Assistance Act of
2002 (20 U.S.C. 9602), distribute information and provide technical assistance
on literacy instruction, including—
(A)information on
literacy instruction and the impact of the instruction on—
(i)student
achievement, motivation, and engagement for literacy; and
(ii)student
graduation with a secondary school diploma;
(B)information on
elements of job-embedded, ongoing, high-quality professional development that
improves literacy achievement in children and students in early education
through grade 12; and
(C)information on
schools, eligible entities, and States that have successfully improved literacy
achievement in early education through grade 12.
(2)Dissemination
and coordinationThe Secretary shall disseminate and make
publicly available the information described in paragraph (1) to—
(A)recipients of
Federal financial assistance under this Act, part A of title I of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.), the
Head Start Act (42 U.S.C. 9831 et seq.), 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 school
operated or funded by the Bureau of Indian Education.
(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.
11.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 4(b) or an eligible entity
receiving a subgrant under section 7 or 8 is not making significant progress in
meeting the purposes of this Act 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 recipientsA State educational agency or State agency
that oversees child care programs, as appropriate, receiving an award under
section 4(b) may refuse to award subgrant funds to an eligible entity under
section 7 or 8 if such State agency finds that the eligible entity is not
making significant progress in meeting the purposes of this Act, after—
(A)providing
technical assistance to the eligible entity; and
(B)affording the
eligible entity notice and an opportunity for a hearing.
(b)
(1)State
educational agency reportsEach State educational agency
receiving an award under section 6 shall report annually to the Secretary
regarding the State educational agency’s progress and the progress of the State
agency that oversees child care programs in addressing the purposes of this
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 early childhood
providers, classroom teachers, and other instructional staff;
(B)instruction,
strategies, activities, curricula, materials, and assessments used in the
programs funded under the award;
(C)the types of
programs and program settings for children younger than kindergarten entry
funded under the award and the ages, grade levels, and demographic information
of children served by the programs funded under the award, except that
individually identifiable information shall not be included;
(D)the experience and
qualifications of the instructional 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, English
language learners, and children younger than kindergarten entry;
(E)key data metrics
used for literacy initiatives;
(F)student
performance on relevant program metrics, as identified in the State education
agency’s implementation plan under section 6(b)(2)(C), such as—
(i)the number of students reading and writing
on grade level by the end of the third grade, disaggregated by the subgroups
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)); and
(ii)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 7
or 8 shall report annually to the State educational agency or the State agency
that oversees child care programs, as appropriate, 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 degree of
appropriate developmental progress or literacy achievement growth of students,
including children who are English language learners and children with
disabilities, assisted under the subgrant;
(C)the professional
development of activities provided under the award, including types of
activities and entities involved in providing professional development to early
childhood providers, classroom teachers, and other instructional staff;
(D)instruction,
strategies, activities, curricula, materials, and assessments used in the
programs funded under the award;
(E)the types of
programs funded under the award and the ages, grade levels, and demographic
information of children served by the programs funded under the award, except
that individually identifiable information shall not be included;
(F)the experience and
qualifications of the instructional 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 and with
English language learners;
(G)key data metrics
used for literacy initiatives;
(H)student
performance on relevant program metrics, as identified in the State education
agency’s implementation plan under section 6(b)(2)(C), such as—
(i)the number of students reading and writing
on grade level by the end of the third grade, disaggregated by the subgroups
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)) ; and
(ii)the instruction
and activities delivered to at-risk students served under the award;
(I)the outcomes of
programs and activities provided under the award; and
(J)the results of an
external evaluation, if the Secretary determines applicable.
(c)
(1)Not later than 30 days after the date of the enactment of
this Act, the Secretary of Education shall create and implement
procedures—
(A)to assess whether
a covered individual or entity has a potential conflict of interest; and
(B)to require the
disclosure and mitigation of any such conflict of interest to ensure the
integrity of the related program.
(2)Evaluation by
the Comptroller General
(A)Not later than 60 days after the creation of the
procedures described in paragraph (1), the Comptroller General of the United
States shall report to the Committee on Education and Labor of the House of
Representatives and the Committee on Health, Education, Labor, and Pensions of
the Senate on the adequacy of such procedures to identify, disclose, and manage
conflicts of interest.
(B)Beginning
not less than 6 months after the report described in subparagraph (A) is filed,
the Comptroller General shall evaluate the Department’s implementation of the
procedures described in paragraph (1) and report to the Committee on Education
and Labor of the House of Representatives and the Committee on Health,
Education, Labor, and Pensions of the Senate every 6 months to ensure that the
Department has adequately implemented such procedures. The Comptroller General
shall include in the reports any recommendations for modifications to such
procedures that the Comptroller General determines are appropriate to properly
identify, disclose, and manage conflicts of interest.
(3)For
the purposes of this subsection:
(A)The term
covered individual or entity means—
(i)an
officer or professional employee of the Department of Education;
(ii)a
contractor or subcontractor of the Department, or an individual hired by the
contracted entity;
(iii)a
member of a peer review panel described in section 4(c); or
(iv)a
consultant or advisor to the Department.
(B)The term
conflict of interest means a financial interest or other
self-interest that a reasonable person would expect to lead to an undue bias,
or the appearance of such bias, towards a particular product or service
purchased with, guaranteed or insured by, or under consideration for purchase
with, or to be guaranteed or insured by, funds administered by the Department
of Education or a contracted entity of the Department.
12.
(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 assessments required 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.).
13.
(a)Except as otherwise provided in this Act, the terms used
in this Act have the meanings given such terms in section 9101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
(b)In this Act:
(1)The term child with a disability has the
same meaning given the term in section 602(3) of the Individuals with
Disabilities Education Act (20 U.S.C. 1401(3)).
(2)Classroom-based
instructional assessmentThe term classroom-based
instructional assessment means an assessment for children in third grade
or younger that—
(A)is valid and
reliable for the age and population of children served in the program, and is
used to evaluate children’s developmental progress and learning, including
systematic observations by teachers of children performing tasks, including
academic and literary tasks, that are part of their daily classroom experience;
and
(B)is used to improve
classroom instruction.
(3)The term diagnostic assessment means an
assessment that—
(A)is
developmentally, linguistically, and culturally appropriate;
(B)is valid,
reliable, and based on scientifically valid research on language, literacy, and
English language acquisition;
(C)is used for the
purposes of—
(i)identifying a
student’s specific areas of strengths and weaknesses in oral language and
literacy;
(ii)determining any
difficulties that the student may have in language and 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
(D)in the case of
young children, is conducted after a screening assessment that identifies
potential risks for delayed development or later academic difficulties.
(4)The term eligible entity means—
(A)when used with
respect to children from birth through kindergarten entry—
(i)one or more local educational agencies
providing early learning programs, or one or more public or private early
learning programs, serving children from birth through kindergarten entry, such
as a Head Start agency, an Early Head Start program, a child care program, a
State-funded pre-kindergarten 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 is proposing to serve
under section 7; or
(ii)one or more local educational agencies
providing early learning programs, or one or more public or private early
learning programs, serving children from birth through kindergarten entry, such
as a Head Start agency, an Early Head Start program, a child care program, a
State-funded pre-kindergarten program, a public library program, or a family
literacy program in partnership with one or more public or private nonprofit
organizations or agencies that have a demonstrated record of
effectiveness—
(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
7(e)(1); and
(B)when used with
respect to students in kindergarten through grade 12, a local educational
agency or consortium of local educational agencies that—
(i)is among the local
educational agencies in the State with the highest numbers or percentages of
students reading and writing below grade level, based on the most current State
data, where available; and
(ii)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.
(5)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)Inclusion 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.
(6)The term English language learner means an
individual who is limited English proficient, as defined in section 9101(25) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801(25)).
(7)Essential
components of early literacy instructionThe term essential
components of early literacy instruction means providing, for children
prior to the age of kindergarten entry, interactive experiences in a print- and
literacy-rich environment that promote the development of—
(A)oral language,
including vocabulary, grammar, and syntax;
(B)motivational
aspects of early literacy, including enjoyment of reading and books;
(C)book-reading
behaviors, including book handling and orientation;
(D)recognition and
understanding of pictures and story concepts;
(E)concepts about
print;
(F)alphabet
knowledge;
(G)phonological
awareness, including the awareness of rhymes, sounds, and syllables;
(H)emergent writing
skills, including use of writing materials; and
(I)integration of
print concepts into play.
(8)Essential
components of reading and writing instructionThe term
essential components of reading and writing instruction means, for
students in kindergarten through grade 12, developmentally appropriate,
explicit, and systematic instruction that provides students the
following:
(A)With respect to students in kindergarten
through grade 12—
(i)high-quality
professional development for teachers, instructional staff, and
principals;
(ii)diverse texts at
the appropriate reading and interest level of students;
(iii)differentiated
instructional approaches;
(iv)instruction and
supports to increase students’ motivation to read, including self-directed
learning;
(v)as
appropriate, systematic and intensive one-to-one and small group instruction,
including extended time for intense intervention for students reading
significantly below grade level, which can be provided both inside and outside
the classroom as well as during and outside regular school hours;
(vi)opportunities to
write individually and collaboratively;
(vii)instruction in
uses of print materials, multimedia, and technological resources for research
and for generating and presenting content and ideas; and
(viii)use of
screening, diagnostic, formative, and summative assessments.
(B)With respect to students in grades
kindergarten through grade 3—
(i)strategic and explicit instruction using
phonological awareness, phonic decoding, vocabulary, language structure,
reading fluency and reading comprehension;
(ii)use
of oral modeling techniques to build language skills; and
(iii)coordinated
involvement of families, caregivers, school leaders, and instructional
staff.
(C)With respect to
students in grades 4 through 12—
(i)direct and explicit comprehension
instruction;
(ii)direct and
explicit instruction that builds academic vocabulary;
(iii)multiple
opportunities to write with clear purposes and critical reasoning appropriate
to the topic and purpose and with specific instruction and feedback from
teachers;
(iv)text-based
collaborative learning; and
(v)coordinated
involvement of school leaders and instructional staff that are
interdisciplinary and interdepartmental and that analyze student work over time
and plan literacy instruction.
(9)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, and that integrate all of the following activities:
(A)Interactive
literacy activities between parents and their children.
(B)Training for
parents regarding how to be the primary teacher for their children and full
partners in the education of their children.
(C)Parent literacy
training that leads to economic self-sufficiency.
(D)An age-appropriate
education to prepare children for success in school and life
experiences.
(10)The term
formative assessment means assessment questions, tools, and
processes that are—
(A)developmentally,
linguistically, and culturally appropriate;
(B)embedded in
instruction; and
(C)used by teachers
and students to provide timely feedback for purposes of adjusting instruction
to improve learning.
(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 may include a one-day or short-term
workshop or conference, if such workshop or conference is part of a
professional development plan for the attendee;
(C)is designed to
increase the knowledge and expertise of instructional staff in implementing the
essential components of early literacy instruction and the essential components
of reading and writing instruction, as appropriate;
(D)includes and supports teachers and early
learning providers in administering age- and developmentally appropriate
assessments; and analyzing the results of these student assessments when
implementing the essential components of early literacy instruction and the
essential components of reading and writing instruction for the purposes of
planning, monitoring, adapting, and improving classroom instruction or teaching
strategies to improve student learning, as appropriate;
(E)for kindergarten
through 12th grade, supports the integration of literacy instruction in core
academic subjects and, to the extent practicable, other subjects taught at
school, such as career and technical education;
(F)includes
information on one-to-one, small group, and classroom-based instructional
materials and approaches based on scientifically valid research on
literacy;
(G)provides ongoing
instructional literacy coaching—
(i)to
ensure high-quality implementation of effective practices of literacy
instruction that is content centered, integrated across the curricula,
collaborative, and school, setting, and classroom embedded; and
(ii)that uses student
data to improve instruction;
(H)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,
including strategies consistent with the principles of universal design for
learning, to help students reach such goals; and
(I)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)
(A)The term instructional staff means
individuals who have responsibility for teaching students to read and write, or
in the case of children from birth to kindergarten entry, teaching early
literacy skills and language development.
(B)Such
term includes principals, teachers, early learning providers, supervisors of
instruction, pupil services personnel, librarians, library school media
specialists, teachers of academic subjects other than reading or writing, other
school leaders, literacy coaches, and other individuals who have responsibility
for assisting children to learn to read and write.
(13)The term literacy coach means a
professional—
(A)who—
(i)has
previous teaching experience and—
(I)for the purpose of
literacy coaches working with early learning programs, has expertise in early
childhood development and early literacy; and
(II)for the purpose
of literacy coaches working with kindergarten through grade 12—
- (aa)a
master’s degree with a concentration in reading and writing education;
or
- (bb)has
demonstrated proficiency in teaching reading or writing in a core academic
subject; and
(ii)is
able to demonstrate the ability to help early learning providers or
teachers—
(I)use evidence-based
research on how children and students become successful readers, writers, and
communicators;
(II)use multiple
forms of assessment to guide instructional decisionmaking;
(III)for the purpose
of literacy coaches working with—
- (aa)early
learning programs, support and coordinate the language and literacy curricula
and activities with the overall early childhood education program; and
- (bb)teachers in
kindergarten through grade 12, 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 and teaching approaches to serve the needs
of diverse learners, including English language learners and children with
disabilities;
(V)use the principles
of universal design for learning in instructional strategies and in selecting
materials and tools to serve the diverse needs of all learners, including
English language learners and children with disabilities;
(VI)employ best
practices in engaging instructional staff to change school cultures to better
encourage and support literacy development and achievement;
(VII)use data to
improve instruction; and
(VIII)for the purpose
of literacy coaches working with—
- (aa)early
learning programs, set developmentally appropriate early literacy goals and
select and acquire instructional tools and skills to help children reach such
goals; and
- (bb)kindergarten
through grade 12, set high reading and writing achievement goals for all
students and select and acquire instructional tools and skills to help students
reach such goals; and
(B)whose role with
early learning providers, teachers and school personnel is—
(i)to
provide high-quality professional development opportunities in literacy and
language development for early learning providers, teachers and school
personnel, including in the case of early learning providers, helping staff in
planning and implementation of ongoing professional development;
(ii)to
work cooperatively and collaboratively with principals, teachers, early
learning providers and other professionals in planning programs to help, as
appropriate—
(I)early learning
providers identify children’s early literacy needs so that such providers can
meet the early literacy needs of children at risk for delayed development and
later academic difficulties; and
(II)teachers identify
student literacy needs and teach literacy across the content areas so that the
teachers can meet the needs of students reading and writing below grade level;
and
(iii)to
work cooperatively and collaboratively with other professionals in planning
programs to help early learning providers and teachers teach literacy across
content areas so that the early learning providers and teachers can meet the
needs of diverse learners, including children with disabilities, English
language learners, and students who are reading at grade level.
(14)The term local educational
agency—
(A)has the meaning
given to that 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.
(15)Multitier
system of supportsThe term multitier system of
supports means a comprehensive system of differentiated supports that
includes evidence-based instruction, universal screening, progress monitoring,
formative assessment, and research-based interventions matched to student
needs, and educational decisionmaking using student outcome data.
(16)The
term reading means a complex system of deriving meaning from print
that requires all of the following:
(A)The skills and
knowledge to understand how phonemes, or speech sounds, are connected to
print.
(B)The ability to
decode unfamiliar words.
(C)The ability to
read fluently.
(D)Sufficient
background information and vocabulary to foster reading comprehension.
(E)The development of
appropriate active strategies to construct meaning from print.
(F)The development
and maintenance of a motivation to read.
(17)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.
(18)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).
(19)The term screening assessment means an
assessment that—
(A)is
developmentally, linguistically, and culturally appropriate;
(B)is valid,
reliable, and based on scientifically valid research on literacy and English
language acquisition; and
(C)is a procedure
designed as a first step in identifying children who may be at high risk for
delayed development or later academic difficulties and in need of further
diagnosis of the children's need for special services or additional literacy
instruction.
(20)The
term State means each of the 50 States, the District of Columbia,
the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam,
American Samoa, and the Commonwealth of the Northern Mariana Islands.
(21)State literacy
leadership team
(A)
(i)Appointment;
responsibility; compositionThe term State literacy
leadership team means a team that—
(I)is appointed and
coordinated by the State educational agency, except that individuals described
in subclauses (I)(aa), (I)(hh), and (II)(gg) of clause (ii) shall be appointed
by the State agency that oversees child care programs; and
(II)is composed of
not less than 13 individuals and includes the individuals described in clause
(ii).
(ii)A State literacy team—
(I)shall
include—
- (aa)an
individual who has literacy expertise with respect to children from birth
through kindergarten entry;
- (bb)an
individual who has literacy expertise with respect to students in kindergarten
through grade 5;
- (cc)an
individual who has literacy expertise with respect to students in grades 6
through 12;
- (dd)a
school principal;
- (ee)a
special education teacher with literacy expertise;
- (ff)a
representative from the family literacy community;
- (gg)a
teacher or administrator with expertise in teaching English language
learners;
- (hh)a
representative from the State’s agency that oversees child care
programs;
- (ii)a
representative from the State educational agency who oversees literacy
initiatives; and
- (jj)a
representative from higher education who is actively involved in research,
development, and teacher preparation in literacy instruction and intervention
based on scientifically valid research; and
(II)may
include—
- (aa)a
literacy specialist serving in a school district within the State;
- (bb)a
literacy coach;
- (cc)a
library media specialist;
- (dd)a
school counselor;
- (ee)a
teacher of a core academic subject;
- (ff)a
special education administrator;
- (gg)an
early learning provider;
- (hh)a
college or university professor;
- (ii)a
parent;
- (jj)a
business leader;
- (kk)a
representative from the Governor’s office;
- (ll)a
representative from the State board of education;
- (mm)a
representative from the State legislature;
- (nn)a
nonprofit and community-based organization providing literacy instruction and
support; and
- (oo)a
representative from a school district superintendent's office.
(B)Inclusion of a
preexisting partnershipIf, before the date of the 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)(ii)(I), such consortium,
partnership, or body may be considered a State literacy leadership team for
purposes of subparagraph (A).
(22)Student with a
disabilityThe term student with a disability has
the meaning given the term child with a disability in section
602(3) of the Individuals with Disabilities Education Act (20 U.S.C.
1401(3)).
(23)The term summative assessment means an
assessment that—
(A)is
developmentally, linguistically, and culturally appropriate;
(B)is valid,
reliable, and based on scientifically valid research on literacy and English
language acquisition; and
(C)measures how young
children have progressed over time relative to developmental norms and what
students have learned over time.
(24)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 (20 U.S.C. 1001 et seq.).
(25)The
term writing means—
(A)the ability to compose meaning and print to
communicate ideas, including the use of vocabulary, tone, and genre to fit
purpose, audience and occasion;
(B)the use of
conventions such as spelling and punctuation; and
(C)the ability to
revise in order to improve clarity of ideas, coherence, logical development,
and precision of language use.
14.Authorization of
appropriationsThere are
authorized to be appropriated to carry out this Act—
(1)$2,350,000,000 for
fiscal year 2012;
(2)$2,350,000,000 for
fiscal year 2013;
(3)$2,350,000,000 for
fiscal year 2014;
(4)$2,350,000,000 for
fiscal year 2015; and
(5)$2,350,000,000 for
fiscal year 2016.