[Congressional Bills 112th Congress]
[From the U.S. Government Publishing Office]
[S. 1677 Introduced in Senate (IS)]

112th CONGRESS
  1st Session
                                S. 1677

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 SENATE OF THE UNITED STATES

                            October 11, 2011

   Mr. Casey introduced the following bill; which was read twice and 
  referred to the Committee on Health, Education, Labor, and Pensions

_______________________________________________________________________

                                 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.
                            ``(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) 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 642(e)(5) 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.''.
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