[Congressional Bills 112th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2794 Introduced in House (IH)]
112th CONGRESS
1st Session
H. R. 2794
To amend titles I and II of the Elementary and Secondary Education Act
of 1965 to strengthen connections to early childhood education
programs, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
August 5, 2011
Ms. Hirono (for herself, Mr. Jones, Mr. Polis, and Mr. Young of Alaska)
introduced the following bill; which was referred to the Committee on
Education and the Workforce
_______________________________________________________________________
A BILL
To amend titles I and II of the Elementary and Secondary Education Act
of 1965 to strengthen connections to early childhood education
programs, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Continuum of Learning Act of 2011''.
SEC. 2. TABLE OF CONTENTS.
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
Sec. 3. References.
Sec. 4. Findings.
TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
Sec. 101. Statement of purpose.
Sec. 102. School improvement.
Sec. 103. State plans.
Sec. 104. Local educational agency plans.
Sec. 105. Academic assessment and local educational agency and school
improvement.
Sec. 106. Qualifications for teachers and paraprofessionals.
Sec. 107. Coordination requirements.
Sec. 108. Prohibited use of assessments for young children.
TITLE II--PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY TEACHERS AND
PRINCIPALS
Sec. 201. Purpose.
Sec. 202. State applications.
Sec. 203. State use of funds.
Sec. 204. Local applications and needs assessment.
Sec. 205. Local use of funds.
Sec. 206. Definitions.
Sec. 207. Use of funds for eligible partnerships.
TITLE III--MISCELLANEOUS
Sec. 301. Definitions.
SEC. 3. REFERENCES.
Except as otherwise expressly provided, whenever in this Act an
amendment or repeal is expressed in terms of an amendment to, or repeal
of, a section or other provision, the reference shall be considered to
be made to a section or other provision of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6301 et seq.).
SEC. 4. FINDINGS.
Congress finds the following:
(1) Research conclusively shows that children's experiences
in the early years of life influence the developing brain and
have a significant and lasting impact upon their ability to
succeed in school and in life.
(2) All children deserve access to high-quality early
childhood education programs that support their social,
emotional, and cognitive development and help prepare them to
enter school ready to learn.
(3) Research conclusively shows that high-quality early
childhood education programs lead to an increase in positive
outcomes for children in multiple arenas, including--
(A) improved socialization skills;
(B) higher early reading and early mathematics
skills;
(C) decreased grade retention;
(D) decreased special education or remedial
education services, or both;
(E) decreased involvement with the juvenile justice
system;
(F) increased likelihood that children will
graduate from high school; and
(G) increased likelihood of employment, thus
helping support America's long-term national economic
strength.
(4) High-quality early childhood education programs provide
parents the means to work and be financially responsible for
their families.
(5) Research conclusively shows the cost-effectiveness of
investments in high-quality early childhood education programs,
with cost savings ranging from $7 to $17 for every dollar
invested.
(6) Aligning and connecting Federal and State early
education efforts with the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6301 et seq.) is critical to
establishing quality care and learning opportunities for
children, beginning at birth and continuing through adulthood,
thereby closing the achievement gap, and improving high school
graduation rates and college enrollment rates.
(7) Utilizing existing partnerships, as well as instituting
new partnerships, between high-quality early childhood
education programs, particularly in high-need communities, and
elementary schools will provide opportunities for meaningful
transitions for children and result in a successful elementary
and secondary education experience.
(8) Under section 1112(b)(1)(K) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6312(b)(1)(K)),
local educational agencies may, but are not required to,
support preschool-age and younger children through direct
services or subcontracts with Head Start or other early
childhood programs, but more effort is required to ensure that
early learning programs and elementary schools are meeting the
educational needs of young children.
(9) There is widespread acknowledgment among experts on
child education that prior to entrance in kindergarten, and in
the early grades, children remain on a path of development that
requires attention to and support for their emotional, social,
and physical development and their creativity, curiosity and
tenacity.
(10) Better alignment between early childhood education
programs and elementary schools, and greater support for
elementary school leadership in instituting more
developmentally appropriate and comprehensive learning
approaches for young children, are widely acknowledged within
the education community as areas ripe for improvement that
would lead to better outcomes for children.
(11) Through several laws enacted in the past 2 decades,
Congress has signified its interest in ensuring that young
children's learning opportunities are enhanced by requiring
States to develop and implement guidelines and standards to
support developmentally appropriate instruction across
comprehensive domains of learning.
TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
SEC. 101. STATEMENT OF PURPOSE.
Section 1001 (20 U.S.C. 6301) is amended--
(1) in paragraph (1)--
(A) by inserting ``and other types of'' after
``high-quality academic'';
(B) by inserting ``developmentally appropriate''
after ``challenging''; and
(C) by inserting ``and other learning'' after
``State academic'';
(2) in paragraph (3), by inserting ``between students who
are children with disabilities and students without
disabilities,'' after ``minority and nonminority students,'';
(3) in paragraph (6), by inserting ``and other early
learning guidelines'' after ``content standards''; and
(4) in paragraph (11), by inserting ``with community-based
providers of early childhood education programs,'' after
``educational services,''.
SEC. 102. SCHOOL IMPROVEMENT.
Section 1003(c) (20 U.S.C. 6303(c)) is amended--
(1) in paragraph (2), by striking ``and'' after the
semicolon;
(2) in paragraph (3), by striking the period and inserting
``; and''; and
(3) by adding at the end the following:
``(4) with respect to the elementary schools served by the
local educational agencies, demonstrate a commitment to long-
term, high-quality, evidence-based strategies for school
improvement through coordination with early childhood education
programs and early childhood home visitation programs, as
described under section 511 of the Social Security Act (42
U.S.C. 711).''.
SEC. 103. STATE PLANS.
Section 1111 (20 U.S.C. 6311) is amended--
(1) in subsection (a)(1), by striking ``and parents,'' and
inserting ``parents, the State Advisory Council on Early
Childhood Education and Care designated or established under
section 642B of the Head Start Act and preschool through grade
20 (P-20) councils, to the extent that such councils exist, and
other community-based providers of early childhood education
programs,'';
(2) in subsection (b)(1)--
(A) in subparagraph (A), by striking ``standards
and challenging student academic achievement
standards'' and inserting ``standards, challenging
student academic achievement standards, and other
learning standards (such as social, emotional, and
physical development and approaches to learning for
children in the early elementary grades and younger
children) that are challenging and grounded in the
appropriate developmental expectations for children and
youth,'';
(B) by redesignating subparagraphs (E) and (F) as
subparagraphs (F) and (G), respectively; and
(C) by inserting after subparagraph (D) the
following:
``(E) Early learning guidelines and early grades
standards.--Not later than 3 years after the date of
enactment of the Continuum of Learning Act of 2011, the
State shall carry out the following:
``(i) Early learning guidelines.--In
collaboration and agreement with the State
Advisory Council on Early Childhood Education
and Care designated or established under
section 642B of the Head Start Act, the State
agency designated to administer State programs
under the Child Care and Development Block
Grant Act of 1990 (42 U.S.C. 9858 et seq.), and
the State educational agency, shall complete a
review and create or revise, as necessary, the
State's early learning guidelines for young
children in order to promote developmentally
appropriate, high-quality programs so that the
guidelines--
``(I) address infants, toddlers,
and preschool age children;
``(II) are developed in all domains
of child development and learning, as
appropriate, for each age group
(including language, literacy,
mathematics, creative arts, science,
social studies, social and emotional
development, physical development and
health, and approaches to learning);
``(III) reflect research and
evidence-based developmental and
learning expectations, including the
foundation for and progression in how
children develop and learn the
requisite skills and content forward
from one stage to the next, including
what children should know and be able
to do;
``(IV) address cultural,
linguistic, and ability diversity of
young children;
``(V) can inform teaching
practices, improve professional
development, and support quality
services in early childhood education
programs;
``(VI) are disseminated to parents,
educators, and other stakeholders; and
``(VII) for preschool age children,
appropriately assist in the transition
of such children to kindergarten; and
``(ii) Early learning standards.--Review
and revise, as needed, standards for
kindergarten through grade 3 to ensure that
such standards--
``(I) are developed in all domains
of child development and learning
(including language, literacy,
mathematics, creative arts, science,
social studies, social and emotional
development, physical development and
health, and approaches to learning);
``(II) reflect research and
evidence-based development and learning
expectations for each level and address
cultural, linguistic, and ability-level
diversity; and
``(III) across grade levels,
reflect progression in how children
develop and learn the requisite skills
and content from earlier grades
forward, including preschool.'';
(3) in subsection (c)--
(A) in paragraph (13), by striking ``and'' after
the semicolon;
(B) in paragraph (14), by striking the period at
the end and inserting ``; and''; and
(C) by adding at the end the following:
``(15) the State educational agency will develop a plan to
encourage local educational agencies and individual elementary
schools that are participating in a program assisted under this
part to offer early childhood education programs from birth to
the age of mandatory school entry (using funds under this
part), by disseminating information through publications,
conferences, and other events, that describe how such funds may
best be used to support early childhood education programs and
evidence-based and promising early childhood home visitation
programs, as described under section 511 of the Social Security
Act (42 U.S.C. 711).'';
(4) in subsection (d)--
(A) in paragraph (1), by striking ``and'' after the
semicolon;
(B) in paragraph (2), by striking the period at the
end and inserting ``; and''; and
(C) by adding at the end the following:
``(3) reflect the diversity of family cultures, structures,
and languages.'';
(5) in subsection (h)(2)(B)(i)--
(A) in subclause (I), by striking ``and'' after the
semicolon; and
(B) by adding at the end the following:
``(III) information that shows how
children younger than the mandatory age
of school entry are served directly by
the local educational agency, or
through contract or other collaboration
with early childhood programs,
including early childhood home
visitation programs, as described under
section 511 of the Social Security Act
(42 U.S.C. 711), including--
``(aa) the number of
children served, disaggregated
by income, race, and disability
status;
``(bb) a description of the
services received; and
``(cc) the amount each
local educational agency spent
using grant funds awarded under
this title on services for such
children; and''; and
(6) by striking subsection (l) and inserting the following:
``(l) Construction.--
``(1) Student promotion or graduation.--Nothing in this
part shall be construed to prescribe the use of the academic
assessments described in this part for student promotion or
graduation purposes.
``(2) Compulsory education and special education
services.--Nothing in this title shall be construed to limit a
child's right to compulsory education under State law, or to
special education and related services under the Individuals
with Disabilities Education Act.''.
SEC. 104. LOCAL EDUCATIONAL AGENCY PLANS.
Section 1112 (20 U.S.C. 6312) is amended as follows:
(1) General plan provisions.--Subsection (b)(1) is amended
as follows:
(A) Joint professional development.--In
subparagraph (D), by inserting ``and joint high-
quality, evidence-based professional development
between preschool through grade 3 teachers in Head
Start programs and, as feasible, other community-based
early childhood education programs,'' after ``teachers
and principals,''.
(B) Ready school needs review.--By amending
subparagraph (E) to read as follows:
``(E) a description of how the local educational
agency will assist each elementary school that is
served by the local educational agency and that
receives assistance under this part, in conducting, not
less often than once every 3 years (depending on the
needs of the school), a ready school needs review
that--
``(i) will be used by the school in
developing and implementing policies and
procedures that create a school environment and
classroom practices that--
``(I) support each child in meeting
State and grade level expectations and
challenges, including the academic
content standards and academic
achievement standards under section
1111(b); and
``(II) support successful
transitions for children; and
``(ii) includes, at a minimum, the needs of
the school regarding--
``(I) the use of developmentally
appropriate (including culturally and
linguistically appropriate) curricula,
classroom materials, teaching
practices, instructional assessments,
and accommodations;
``(II) appropriate services and
supports for children with disabilities
and children who are limited English
proficient;
``(III) family and community
engagement policies and practices;
``(IV) building and maintaining a
school climate that supports positive
development and learning;
``(V) leadership and support for
school staff, including--
``(aa) professional
development for elementary
school principals, other school
leaders, teachers, and
specialized instructional
support personnel in the
development and learning of
young children and
developmentally appropriate
practice;
``(bb) the assignment of
teachers based on degrees and
certification or licensure for
teaching children in
prekindergarten through grade 3
and appropriate student-to-
teacher ratios for such
children; and
``(cc) teacher and student
interactions in the classroom
that improve instruction and
learning; and
``(VI) outreach and collaboration
with--
``(aa) early childhood care
and education providers in the
school attendance area,
including ongoing channels of
communication on--
``(AA) issues
relating to continuity
of high-quality,
developmentally
appropriate, and well-
aligned standards,
curricula, classroom
practices, and
instructional
assessment and
supports;
``(BB) transitions
between program
settings; and
``(CC) other
services to support
learning and
development; and
``(bb) other providers of
services that support learning
and development, such as
nutrition, health, and mental
health services;''.
(C) Allowable use.--By striking subparagraph (K)
and inserting the following:
``(K) if appropriate, a description of how the
local educational agency will use funds under this part
to support educational and developmental opportunities
for young children from birth to the age of mandatory
school entry through early childhood education
programs, including providing full-day and full-year
services, or early childhood home visitation programs,
as described under section 511 of the Social Security
Act (42 U.S.C. 711);''.
(2) Not an evaluation under idea.--Subsection (b)(2) is
amended--
(A) in subparagraph (B), by striking the period at
the end and inserting ``; and''; and
(B) by adding at the end the following:
``(C) to constitute, or construed to constitute, an
evaluation required under the Individuals with
Disabilities Education Act.''.
(3) Consultation.--By striking paragraph (1) of subsection
(d) and inserting the following:
``(1) Consultation.--Each local educational agency plan
shall be developed in consultation with--
``(A) teachers, principals, and administrators
(including administrators of programs described in
other parts of this title);
``(B) other appropriate school personnel;
``(C) parents of children in schools served under
this part; and
``(D) local early childhood councils and
representatives of community-based early childhood
education programs, such as Head Start, State-funded
prekindergarten programs, early intervention programs,
and child care providers.''.
SEC. 105. ACADEMIC ASSESSMENT AND LOCAL EDUCATIONAL AGENCY AND SCHOOL
IMPROVEMENT.
Section 1116(c)(7)(A) (20 U.S.C. 6316(c)(7)) is amended--
(1) by redesignating clauses (vi), (vii), and (viii), as
clauses (vii), (viii), and (ix) respectively; and
(2) by inserting after clause (v) the following:
``(vi) coordinate, as appropriate, services
for children before the age of mandatory school
entry, who are enrolled in an early childhood
education program.''.
SEC. 106. QUALIFICATIONS FOR TEACHERS AND PARAPROFESSIONALS.
Section 1119(a)(1) (20 U.S.C. 6319(a)(1)) is amended by inserting
``and to the extent feasible, starting with the 2015-2016 school year,
that teachers placed in classrooms to teach children in the early
grades of elementary school have a specialized early childhood
education teaching license, credential, or endorsement'' before the
period.
SEC. 107. COORDINATION REQUIREMENTS.
Section 1120B (20 U.S.C. 6322) is amended to read as follows:
``SEC. 1120B. COORDINATION REQUIREMENTS.
``(a) In General.--Each local educational agency receiving
assistance under this part shall--
``(1) coordinate, as feasible, with early childhood
education programs to carry out the activities described in
subsection (b); and
``(2) develop agreements with Head Start agencies as
specified in section 642A of the Head Start Act to carry out
the activities described in subsection (b).
``(b) Activities.--The activities referred to in subsection (a) are
activities that increase coordination between the local educational
agency and a Head Start agency and, to the maximum extent practicable,
other entities carrying out early childhood education programs, such as
State-funded prekindergarten, and child care, serving children who will
attend the schools served by the local educational agency, including--
``(1) developing and implementing with local Head Start
agency staff and staff from other early childhood education
programs, a systematic and comprehensive transition procedure,
which shall include procedures for receiving records regarding
such children, transferred with the consent of a parent or
guardian;
``(2) establishing channels of communication between school
staff and their counterparts (including teachers, social
workers, local educational agency liaisons designated under
section 722(g)(1)(J)(ii) of the McKinney-Vento Homeless
Assistance Act (42 U.S.C. 11432(g)(1)(J)(ii)), and health
staff) in such Head Start agencies and other entities carrying
out early childhood education programs, as appropriate, to
facilitate coordination of supportive service delivery;
``(3) establishing ongoing communications between the Head
Start agency or other entities carrying out early childhood
education programs and the local educational agency for
developing continuity of developmentally appropriate curricular
objectives and for shared expectations for children's learning
and development as the children transition to school;
``(4) conducting meetings involving parents, kindergarten
or elementary school teachers, and Head Start teachers or, if
appropriate, teachers from other early childhood education
programs to discuss the developmental and other needs of
children and families, and to the appropriate instructional and
noninstructional services;
``(5) organizing and participating in joint high-quality,
evidence-based professional development of school staff, Head
Start program staff, and other early childhood education
program staff on--
``(A) developmentally appropriate curricula and
teaching practices;
``(B) family engagement;
``(C) support for children with disabilities and
dual language learners; and
``(D) transitions and continuity; and
``(6) linking the educational services provided by such
local educational agency with the services provided by local
Head Start agencies and, as feasible, other entities carrying
out early childhood education programs.
``(c) Coordination of Regulations.--The Secretary shall work with
the Secretary of Health and Human Services to coordinate regulations
promulgated under this part with regulations promulgated under the Head
Start Act, including reasonable compliance measures.''.
SEC. 108. PROHIBITED USE OF ASSESSMENTS FOR YOUNG CHILDREN.
Part I of title I (20 U.S.C. 6571 et seq.) is amended by adding at
the end the following:
``SEC. 1909. PROHIBITED USE OF ASSESSMENTS FOR YOUNG CHILDREN.
``Funds available under this title may not be used for child
assessments for children from birth through grade 2 for any of the
following:
``(1) Assessments that provide or lead to rewards or
sanctions for individual children, teachers, early childhood
education programs, or schools.
``(2) A single assessment used as the primary or sole
method for assessing program effectiveness.
``(3) Evaluating such children other than for--
``(A) improving instruction or classroom
environment;
``(B) targeting high-quality, evidence-based
professional development;
``(C) determining the need for health, mental
health, disability, or family support services;
``(D) informing the quality improvement process at
the State level;
``(E) program evaluation for the purposes of
program improvement and parent information; or
``(F) research conducted as part of a national
evaluation.''.
TITLE II--PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY TEACHERS AND
PRINCIPALS
SEC. 201. PURPOSE.
Section 2101 (20 U.S.C. 6601) is amended--
(1) in paragraph (1), by striking ``and'' after the
semicolon;
(2) by redesignating paragraph (2) as paragraph (3); and
(3) by inserting after paragraph (1) the following:
``(2) enhance the knowledge of elementary school principals
and other school administrators in early childhood development
and learning and to build ongoing relationships with early
childhood education programs to create a continuum of
developmentally appropriate and effective learning; and''.
SEC. 202. STATE APPLICATIONS.
Section 2112(b) (20 U.S.C. 6612(b)) is amended--
(1) in paragraph (1), by inserting ``and positive child
development and learning for children in the early elementary
grades and younger'' after ``student academic achievement'';
(2) by redesignating paragraphs (4) through (10) and (11)
and (12) as paragraphs (5) through (11) and (13) and (14),
respectively;
(3) by inserting after paragraph (3) the following:
``(4) A description of how the State educational agency, in
collaboration with other agencies that oversee early childhood
development and education programs and the State Advisory
Council on Early Childhood Education and Care designated or
established under section 642B of the Head Start Act, will
ensure that high-quality, evidence-based professional
development activities assisted under this subpart reflect
research and best practices across all domains of child
development and learning.''; and
(4) by inserting after paragraph (11), as redesignated by
paragraph (2), the following:
``(12) A description of the State's plan for reforming, by
not later than the end of the 2015-2016 school year and
consistent with section 2113(c)(1), teacher certification or
licensing requirements that reflect the specialized knowledge
and skills needed for teachers of children in the early grades
of elementary school and younger children, and elementary
school principal certification or licensing requirements to
reflect knowledge of child development and learning.''.
SEC. 203. STATE USE OF FUNDS.
Section 2113(c) (20 U.S.C. 6613(c)) is amended--
(1) by striking paragraph (1) and inserting the following:
``(1) Reforming teacher and principal certification
(including recertification) or licensing requirements to ensure
that--
``(A) teachers have the necessary subject matter
knowledge and teaching skills in the academic subjects
that the teachers teach and the necessary specialized
knowledge of child development and learning for those
teachers working with children in the early grades of
elementary school and younger children, including
knowledge of State early learning guidelines and State
early grade standards, and understanding of child
instructional assessment, including observational
assessment, to improve instruction and services for
children;
``(B) principals have the instructional leadership
skills, including collaboration with other early
childhood education providers and support services, and
knowledge of child development and learning to help
teachers teach and students learn;
``(C) teacher certification (including
recertification) or licensing requirements are aligned
with challenging State academic content standards and
State early learning guidelines, including a separate
certification for teachers of early childhood education
for the early grades of elementary school and younger
children; and
``(D) teachers have the subject matter knowledge
and teaching skills, including technology literacy, and
principals have the instructional leadership skills and
knowledge of child development and learning and
collaboration with early childhood education providers,
necessary to help--
``(i) students meet challenging State
student academic achievement standards, and
State early learning guidelines and State early
grade standards; and
``(ii) promote appropriate and effective
transitions from early childhood education
programs to school.'';
(2) in paragraph (2)--
(A) in subparagraph (A), by inserting ``or
coaching'' after ``mentoring''; and
(B) in subparagraph (B), by inserting ``and State
early learning guidelines, as appropriate'' after
``academic achievement standards'';
(3) in paragraph (4), by inserting ``teachers with a
specialized certification or licensure in early childhood
education for the early grades of elementary school,'' after
``core academic subjects,'';
(4) by redesignating paragraphs (7) through (18) as
paragraphs (9) through (20), respectively;
(5) by inserting after paragraph (6) the following:
``(7) Developing high-quality, evidence-based professional
development opportunities--
``(A) for principals, superintendents, and local
educational agency staff with responsibility for
curriculum, assessment, special education, and teacher
professional development, to gain knowledge of--
``(i) child development and learning
(including cognitive, social, emotional, and
physical development and approaches to
learning) of children from birth through the
early grades of elementary school; and
``(ii) developmentally appropriate
practices to support children's positive
development and learning; and
``(B) to create collaborations with community-based
early childhood education programs for joint high-
quality, evidence-based professional development and
transition activities for young children and families.
``(8) Providing joint high-quality, evidence-based
professional development for elementary school teachers and
staff with early childhood education program staff, for--
``(A) a shared understanding and communication of
continuity of expectations for students in all domains
of learning and development (including language,
literacy, mathematics, creative arts, science, social
studies, social and emotional development, physical
development and health, and approaches to learning);
``(B) appropriate curricula and instructional
assessment practices;
``(C) family engagement; and
``(D) transition between community-based early
childhood education programs and school.'';
(6) in paragraph (9), as redesignated by paragraph (4), by
inserting ``and other'' after ``the academic'';
(7) in paragraph (12), as redesignated by paragraph (4), by
inserting ``teacher mentoring or coaching,'' after ``peer
networks,'';
(8) in paragraph (17), as redesignated by paragraph (4), by
inserting ``, including scholarships with compensation rewards
linked to attaining an associate's degree or a bachelor's
degree in early childhood education'' after ``2001)'';
(9) in paragraph (18), as redesignated by paragraph (4), by
striking ``State academic content standards'' and all that
follows through the period and inserting ``State academic
content standards, student academic achievement standards,
State early learning guidelines, and State assessments, to
improve instructional practices and improve student academic
achievement and areas of development that support student
cognitive development in the early elementary grades and in
younger children.''; and
(10) in paragraph (20), as redesignated by paragraph (4),
in subparagraph (A), by inserting ``preschool teachers
(including in community-based programs) and'' after ``placement
of''.
SEC. 204. LOCAL APPLICATIONS AND NEEDS ASSESSMENT.
Section 2122(b) (20 U.S.C. 6622(b)) is amended--
(1) in paragraph (1)(A)--
(A) in clause (i), by striking ``and State
assessments'' and inserting ``State early learning
guidelines, and State assessments''; and
(B) in clause (ii), by inserting ``age and
developmentally appropriate'' before ``curricula'';
(2) in paragraph (4), by inserting ``, including joint
high-quality, evidence-based professional development with
other early childhood education program providers such as Head
Start providers and providers receiving State prekindergarten
funds'' after ``local programs''; and
(3) in paragraph (9), by striking subparagraphs (A) through
(D) and inserting the following:
``(A) teach and address the needs of children in
the early grades of elementary school and younger
children with different learning styles, particularly
students with disabilities, students with special
learning needs (including students who are gifted and
talented), students with limited English proficiency;
``(B) improve student behavior in the classroom and
identify early and appropriate interventions to help
students described in subparagraph (A) learn;
``(C) engage families in their child's education in
a meaningful, and culturally and linguistically
appropriate, manner;
``(D) understand and use data and assessments to
improve classroom practice and student learning; and
``(E) understand and implement effective,
developmentally appropriate curricula, teaching, and
instructional assessment practices for children in the
early grades of elementary school and younger children
in all domains of learning and development (including
language, literacy, mathematics, creative arts,
science, social studies, social and emotional
development, physical development and health, and
approaches to learning), and including the principles
of universal design for learning.''.
SEC. 205. LOCAL USE OF FUNDS.
Section 2123(a) (20 U.S.C. 6623(a)) is amended--
(1) in paragraph (1), in the matter preceding subparagraph
(A), by inserting ``teachers with a certificate or license in
early childhood education for the early grades of elementary
school and younger children,'' after ``core academic
subjects,'';
(2) in paragraph (3)(B), by striking clauses (i) through
(v) and inserting the following:
``(i) involve collaborative groups of
teachers and administrators;
``(ii) involve joint high-quality,
evidence-based professional development with
other early childhood education programs
(including Head Start programs, child care
programs, and State funded prekindergarten
programs) on developmentally appropriate
curricula, assessments for instructional
improvement, and other supports of children's
development and learning and shared
expectations for transitions from preschool to
kindergarten and the early elementary grades;
``(iii) provide training in how to teach
and address the needs of students with
different learning styles, particularly
students with disabilities, students with
special learning needs (including students who
are gifted and talented), and students with
limited English proficiency;
``(iv) provide training in child
development and learning (including cognitive,
social, emotional, and physical development and
approaches to learning) of children from birth
through the early grades of elementary school;
``(v) provide training in methods of--
``(I) improving student behavior in
the classroom; and
``(II) identifying early and
appropriate interventions to help
students described in clause (iii)
learn;
``(vi) provide training to enable teachers
and principals to involve parents in their
child's education, especially parents of
limited English proficient children and
immigrant children;
``(vii) provide training on how to
understand and use data and assessments to
improve classroom practice and student
learning; and
``(viii) provide training on how to
implement the principles of universal design
for learning.'';
(3) by redesignating paragraphs (7), (8), and (10) as
paragraphs (8), (9), and (10), respectively; and
(4) by inserting after paragraph (6) the following:
``(7) Carrying out high-quality, evidence-based
professional development for elementary school principals and
other school administrators in early childhood development and
education, including--
``(A) knowledge of child development and
developmentally appropriate curricula and teaching
practices;
``(B) collaboration with community-based early
childhood education programs, such as Head Start
programs, Early Head Start programs, and child care
programs;
``(C) meaningful engagement of families in
children's learning and development; and
``(D) support for teachers in the early grades of
elementary school to use developmentally, culturally,
and linguistically appropriate curricula and teaching
practices.''.
SEC. 206. DEFINITIONS.
Section 2131(1)(B) (20 U.S.C. 6631(1)(B)) is amended by inserting
``an organization that represents early childhood education programs in
community settings,'' after ``a principal organization,''.
SEC. 207. USE OF FUNDS FOR ELIGIBLE PARTNERSHIPS.
Section 2134(a)(2) (20 U.S.C. 6634(a)(2)) is amended by striking
subparagraph (A) and inserting the following:
``(A) ensure that the individuals--
``(i) are able to use challenging State
academic content standards and student academic
achievement standards, and State assessments,
to improve instructional practices and improve
student academic achievement; and
``(ii) who serve children in the early
grades of elementary school and younger
children, are able to use State early learning
guidelines and the full range of domains
(cognitive, physical, social, emotional, and
approaches to learning);''.
TITLE III--MISCELLANEOUS
SEC. 301. DEFINITIONS.
Section 9101 (20 U.S.C. 7801) is amended--
(1) by redesignating paragraphs (17) through (43) as
paragraphs (18) through (44), respectively;
(2) by inserting after paragraph (16) the following:
``(17) Early childhood education program.--The term `early
childhood education program' has the meaning given the term in
section 103 of the Higher Education Act of 1965.'';
(3) in paragraph (35)(A) (as redesignated by paragraph
(1))--
(A) in clause (i), by striking ``the teachers
teach'' and inserting ``as well as other learning
standards (such as social, emotional, and physical
development and approaches to learning)'';
(B) in clause (iii), by inserting ``and other
learning'' after ``academic content'';
(C) in clause (v)(II), by striking ``or short
term''; and
(D) in clause (viii)(I), by striking ``content
standards,'' and inserting ``content and other learning
standards (such as social, emotional, and physical
development and approaches to learning), and State
early learning guidelines,''; and
(4) by adding at the end the following:
``(45) Universal design for learning.--The term `universal
design for learning' has the meaning given the term in section
103 of the Higher Education Act of 1965.''.
<all>