[Congressional Bills 113th Congress]
[From the U.S. Government Publishing Office]
[S. 758 Introduced in Senate (IS)]

113th CONGRESS
  1st Session
                                 S. 758

             To establish a comprehensive literacy program.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                             April 18, 2013

   Mrs. Murray (for herself, Mr. Franken, Mr. Reed, and Mr. Sanders) 
introduced the following bill; which was read twice and referred to the 
          Committee on Health, Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL


 
             To establish a comprehensive literacy program.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

    (a) Short Title.--This Act may be cited as the ``Literacy Education 
for All, Results for the Nation Act'' or the ``LEARN Act''.
    (b) Table of Contents.--The table of contents for this Act is as 
follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes.
Sec. 4. Definitions.
Sec. 5. Program authorized.
Sec. 6. State planning grants.
Sec. 7. State implementation grants.
Sec. 8. State activities.
Sec. 9. Subgrants to eligible entities in support of birth through 
                            kindergarten entry literacy.
Sec. 10. Subgrants to eligible entities in support of kindergarten 
                            through grade 12 literacy.
Sec. 11. National evaluation, information dissemination, and technical 
                            assistance.
Sec. 12. Consequences of insufficient progress, reporting requirements, 
                            and conflicts of interest.
Sec. 13. Rules of construction.
Sec. 14. Authorization of appropriations.

SEC. 2. FINDINGS.

    Congress finds that, in order for a comprehensive, effective 
literacy program to address the needs of readers and writers, it is 
critical to address the following:
            (1) Literacy development is an ongoing process that 
        requires a sustained investment beginning in early childhood 
        and continuing through elementary school and secondary school.
            (2) Developing literacy skills begins at birth as infants 
        and toddlers associate sounds, gestures, and marks on paper 
        with consequences and meaning. Many low-income children from 
        birth through kindergarten entry lack oral and print language-
        rich environments in their homes and early childhood education 
        programs and teachers and staff in early childhood education 
        programs are often not provided with high-quality professional 
        development on how to support children's language and literacy 
        development.
            (3) Early childhood educators whose professional 
        preparation and ongoing development includes study of language 
        learning and early childhood development promote early language 
        and literacy as part of the overall curriculum for children's 
        readiness for school, particularly for young English language 
        learners and children with disabilities or developmental 
        delays.
            (4) Research shows that writing leads to improved reading 
        achievement, reading leads to better writing performance, and 
        combined instruction leads to improvements in both areas. 
        Children in kindergarten through grade 12 need to be engaged in 
        combined reading and writing experiences that lead to a higher 
        level of thinking than when either process is taught alone.
            (5) Environments rich in language and literacy experiences, 
        books, resources, and models facilitate reading and writing 
        development. Schools, principals, librarians, and teachers must 
        have the knowledge, skills, and tools to create environments 
        appropriate to meet the diverse literacy needs of children from 
        birth through grade 12, especially for children whose home 
        environments lack support for literacy development.
            (6) Middle school and secondary school teachers need 
        professional development to improve the reading and writing 
        abilities of students who are reading and writing several years 
        below grade level. Middle school and secondary school teachers 
        in core academic subjects must have the tools and skills to 
        teach reading and writing for subject area understanding and to 
        differentiate and provide instruction for students with varying 
        literacy skills.
            (7) The intellectual and linguistic skills necessary for 
        writing and reading must be developed through explicit, 
        intentional, and systematic language activities, to which many 
        low-income and minority students do not currently have access.
            (8) Between 1971 and 2004, the reading levels of America's 
        17-year-olds showed little to no improvement at all. The 
        ability of secondary school students to read complex texts is 
        strongly predictive of their performance in college mathematics 
        and science courses.
            (9) Fewer than 2 in 10 eighth graders who were in the 
        secondary school graduating classes for 2005 and 2006 met all 4 
        EXPLORE College Readiness Benchmarks (English, Mathematics, 
        Reading, and Science), the minimum level of achievement that 
        ACT has shown is necessary if students are to be college and 
        career ready upon their secondary school graduation.
            (10) Seventy percent of eighth graders read below the 
        proficient level on the 2007 National Assessment of Educational 
        Progress, indicating that students in middle schools and 
        secondary schools struggle to graduate because the students' 
        literacy achievement is alarmingly low. Only one-third of 
        secondary school students who enter grade 9 each year can 
        expect to graduate in 4 years with the skills the student needs 
        to succeed in college and the workplace.
            (11) Secondary school graduation rates for low-income 
        students and students of color hover around 50 percent, as do 
        graduation rates for students in urban school districts and 
        students with disabilities. Graduation rates for English 
        language learners are particularly low.
            (12) Only 71 percent of secondary school students graduate 
        on time with a diploma, meaning that every year 1,230,000 
        students fail to graduate from secondary school. These 
        1,230,000 nongraduates cost the United States more than 
        $319,000,000,000 in lost wages, taxes, and productivity over 
        the lifetimes of the nongraduates.
            (13) About 40 percent of secondary school graduates lack 
        the literacy skills employers seek. The 25 fastest growing 
        professions have far greater than average literacy demands, 
        while the fastest declining professions have lower than average 
        literacy demands.
            (14) Research shows that low expectations for the reading 
        and writing achievement of students in schools results in 
        curricula that do not challenge or adequately support the 
        student's literacy learning and in subsequent low achievement, 
        while high academic expectations can help boost student 
        learning and achievement.
            (15) Children learn best in settings where teachers 
        understand the developmental continuum of language, reading, 
        and writing and are skilled in a variety of strategies that 
        help the children achieve.
            (16) Meaningful engagement of families in their children's 
        early learning supports school readiness and later academic 
        success.
            (17) Parental literacy habits are positively associated 
        with parental reading beliefs, parent-child literacy and 
        language activities in the home, children's print knowledge, 
        and parents' and children's interest in reading and writing.

SEC. 3. PURPOSES.

    The purposes of this Act are--
            (1) to improve student academic achievement in reading and 
        writing by providing Federal support to State educational 
        agencies to develop, coordinate, and implement comprehensive 
        literacy plans that ensure high-quality instruction and 
        effective strategies in reading and writing from early 
        education through grade 12; and
            (2) to assist State educational agencies in achieving the 
        purpose described in paragraph (1) by--
                    (A) supporting the development and implementation 
                of comprehensive early learning through grade 12 
                literacy programs in every State that are based on 
                scientifically valid research, to ensure that every 
                child can read and write at grade level or above;
                    (B) providing children with learning opportunities 
                in high-quality, language rich, literature rich, 
                informational text rich, culturally relevant, and 
                developmentally appropriate environments so that the 
                children develop the fundamental knowledge and skills 
                necessary for literacy engagement, development, and 
                achievement in kindergarten through grade 12;
                    (C) educating parents in the ways that parents can 
                support their child's communication and literacy 
                development;
                    (D) supporting efforts to link and align standards 
                and research-based instruction and teaching practices 
                in early learning programs;
                    (E) supporting high-quality and effective 
                strategies for children to develop oral language, 
                reading, and writing abilities through high-quality 
                research-based instruction and teaching practices;
                    (F) improving academic achievement by establishing 
                adolescent literacy initiatives that provide 
                instruction in oral language, reading, and writing 
                across the curriculum;
                    (G) identifying and supporting children reading and 
                writing significantly below grade level by providing 
                research-based, intensive interventions, including 
                interventions conducted during extended learning time, 
                to help the children acquire the language and literacy 
                skills the children need to stay on track for 
                graduation;
                    (H) providing assistance to local educational 
                agencies so that educators have ongoing, job-embedded 
                professional development, and other support, that 
                focuses on--
                            (i) effective literacy instruction; and
                            (ii) the special knowledge and skills 
                        necessary to teach and support literacy 
                        development effectively across the 
                        developmental and age span;
                    (I) supporting State educational agencies and local 
                educational agencies in improving reading, writing, and 
                literacy-based academic achievement for children, 
                especially children who are low-income individuals, are 
                English learners, are migratory, are children with 
                disabilities, are Indian or Alaskan Native, are 
                neglected or delinquent, are homeless, are in the 
                custody of the child welfare system, or have dropped 
                out of school;
                    (J) supporting State educational agencies and local 
                educational agencies in using age appropriate and 
                developmentally and linguistically appropriate 
                instructional materials and strategies that assist 
                teachers as the teachers work with children to develop 
                reading and writing competencies appropriate to the 
                children's grade and skill levels;
                    (K) strengthening coordination among schools, early 
                literacy programs, family literacy programs, juvenile 
                justice programs, public libraries, and outside-of-
                school programs that provide children with strategies, 
                curricula, interventions, and assessments designed to 
                advance early and continuing language and literacy 
                development in ways appropriate for each context;
                    (L) supporting professional development for 
                educators based on scientific approaches to adult 
                learning; and
                    (M) evaluating whether the professional development 
                activities and approaches are effective in building 
                knowledge and skills of educators and the educators' 
                use of appropriate and effective practices.

SEC. 4. DEFINITIONS.

    (a) In General.--Unless otherwise specified, the terms used in this 
Act have the meanings given the terms in section 9101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 7801).
    (b) Other Definitions.--In this Act:
            (1) Child.--The term ``child'' means an individual from the 
        age of birth through the final year for which the State 
        provides free public education.
            (2) Classroom-based instructional assessment.--The term 
        ``classroom-based instructional assessment'' means an 
        assessment for children from birth through grade 3 that--
                    (A) is valid and reliable for the age and 
                population of children served in the program;
                    (B) is used to evaluate children's developmental 
                progress and learning and includes systematic 
                observations by teachers of children performing tasks, 
                including academic and literacy tasks, that are part of 
                the children's daily classroom experience; and
                    (C) is used to improve classroom instruction.
            (3) Comprehensive literacy instruction.--The term 
        ``comprehensive literacy instruction'' means instruction that--
                    (A) incorporates effective literacy instruction; 
                and
                    (B) is designed to support--
                            (i) developmentally appropriate, 
                        contextually explicit, systematic instruction, 
                        and frequent practice, in reading across 
                        content areas; and
                            (ii) developmentally appropriate and 
                        contextually explicit instruction, and frequent 
                        practice, in writing across content areas.
            (4) Developmental delay.--The term ``developmental delay'' 
        has the meaning given the term in section 632 of the 
        Individuals with Disabilities Education Act (20 U.S.C. 1432).
            (5) Effective literacy instruction.--
                    (A) In general.--The term ``effective literacy 
                instruction'' means literacy instruction that--
                            (i) includes age-appropriate, explicit, 
                        systematic, and intentional instruction in 
                        phonological awareness, phonic decoding, 
                        vocabulary, language structure, reading 
                        fluency, and reading comprehension;
                            (ii) includes age-appropriate, explicit 
                        instruction in writing, including opportunities 
                        for children to write with clear purposes, with 
                        critical reasoning appropriate to the topic and 
                        purpose, and with specific instruction and 
                        feedback from instructional staff;
                            (iii) makes available and uses diverse, 
                        high-quality print materials that reflect the 
                        reading and development levels, and interests, 
                        of children;
                            (iv) uses differentiated instructional 
                        approaches, including individual and small 
                        group instruction and discussion;
                            (v) provides opportunities for children to 
                        use language with peers and adults in order to 
                        develop language skills, including developing 
                        vocabulary;
                            (vi) includes frequent practice of reading 
                        and writing strategies;
                            (vii) uses age-appropriate, valid, and 
                        reliable screening assessments, diagnostic 
                        assessments, formative assessment processes, 
                        and summative assessments to identify a child's 
                        learning needs, to inform instruction, and to 
                        monitor the child's progress and the effects of 
                        instruction;
                            (viii) uses strategies to enhance 
                        children's motivation to read and write and 
                        children's engagement in self-directed 
                        learning;
                            (ix) incorporates the principles of 
                        universal design for learning;
                            (x) depends on teachers' collaboration in 
                        planning, instruction, and assessing a child's 
                        progress and on continuous professional 
                        learning; and
                            (xi) links literacy instruction to the 
                        State challenging academic content standards 
                        under section 1111(b)(1) of the Elementary and 
                        Secondary Education Act of 1965 (20 U.S.C. 
                        6311(b)(1)), including the ability to navigate, 
                        understand, and write about, complex print and 
                        digital subject matter.
                    (B) Birth through kindergarten.--When used with 
                respect to instruction for children from birth through 
                kindergarten entry, the term ``effective literacy 
                instruction'' also includes--
                            (i) developing such children's alphabet 
                        knowledge, reading aloud to children, 
                        discussing reading and writing with children, 
                        and modeling age and developmentally 
                        appropriate reading and writing strategies; and
                            (ii) encouraging children's early attempts 
                        at oral communication, reading, and writing.
                    (C) Kindergarten through grade 12.--When used with 
                respect to the instruction of children in kindergarten 
                through grade 12, the term ``effective literacy 
                instruction'' also includes--
                            (i) providing systematic and intensive 
                        interventions, which can be provided inside or 
                        outside the classroom as well as before, 
                        during, or after regular school hours, to 
                        supplement regular instruction for children 
                        reading below grade level;
                            (ii) providing reading and writing 
                        opportunities that build academic vocabulary 
                        and knowledge of different text structures in 
                        core academic subjects;
                            (iii) enabling children to write, 
                        communicate, and create knowledge, in ways that 
                        fit purpose, audience, occasion, discipline, 
                        and format, including practice in--
                                    (I) adhering to language 
                                conventions, including spelling, 
                                punctuation, and grammar;
                                    (II) planning and revising to 
                                improve clarity, coherence, logical 
                                development, and language usage; and
                                    (III) writing individually and 
                                collaboratively with feedback from 
                                instructors and peers; and
                            (iv) cultivating shared responsibility for 
                        children's literacy learning by coordinating 
                        writing tasks, instructional practices, and 
                        criteria for feedback across academic content 
                        areas.
            (6) Eligible entity.--The term ``eligible entity'' means an 
        entity--
                    (A) that serves high-need children; and
                    (B)(i) when used with respect to a subgrant under 
                section 9, that consists of--
                            (I) 1 or more local educational agencies 
                        providing early learning programs that have a 
                        demonstrated record of providing comprehensive 
                        literacy instruction for the age group such 
                        agencies or programs propose to serve;
                            (II) 1 or more public or private early 
                        learning programs, such as a Head Start 
                        program, a child care program, a State-funded 
                        prekindergarten program, a public library 
                        program, or a family literacy program, that 
                        have a demonstrated record of providing 
                        comprehensive literacy instruction for the age 
                        group such programs propose to serve; or
                            (III) 1 or more local educational agencies 
                        providing early learning programs, or 1 or more 
                        public or private early learning programs, such 
                        as a Head Start program, a child care program, 
                        a State-funded prekindergarten program, a 
                        public library program, or a family literacy 
                        program, in partnership with 1 or more public 
                        or private nonprofit organizations or agencies 
                        that have a demonstrated record of 
                        effectiveness--
                                    (aa) in improving the early 
                                literacy development of children from 
                                birth through kindergarten entry; and
                                    (bb) in providing professional 
                                development aligned with the activities 
                                described in section 9(e)(1); or
                    (ii) when used with respect to a subgrant under 
                section 10--
                            (I) that is--
                                    (aa) a local educational agency;
                                    (bb) a consortium of local 
                                educational agencies; or
                                    (cc) a local educational agency or 
                                consortium of local educational 
                                agencies acting in partnership with 1 
                                or more public or private nonprofit 
                                organizations or agencies that have a 
                                demonstrated record of effectiveness 
                                in--
                                            (AA) improving literacy 
                                        achievement of children 
                                        consistent with the purposes of 
                                        their participation from 
                                        kindergarten through grade 12; 
                                        and
                                            (BB) providing professional 
                                        development aligned with the 
                                        activities described in 
                                        subsections (b) and (c) of 
                                        section 10; and
                            (II)(aa) has the highest numbers or 
                        proportion 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;
                            (bb) is among or consists of the local 
                        educational agencies in the State with the 
                        highest numbers or percentages of children 
                        reading or writing below grade level, based on 
                        the most currently available State academic 
                        assessment data under section 1111(b)(3) of 
                        such Act; or
                            (cc) has jurisdiction over a significant 
                        number or percentage of schools that are 
                        identified for school improvement under section 
                        1116(b) of such Act (20 U.S.C. 6316(b)).
            (7) Early learning program.--The term ``early learning 
        program'' means a program serving children between the ages of 
        birth and kindergarten entry.
            (8) English language acquisition.--
                    (A) In general.--The term ``English language 
                acquisition'' means the process by which a non-native 
                English speaker acquires proficiency in speaking, 
                listening, reading, and writing the English language.
                    (B) Inclusions for english learners in school.--For 
                an English 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 
                child's learning.
            (9) Family literacy services.--The term ``family literacy 
        services'' means literacy services provided to participants on 
        a voluntary basis that are of sufficient intensity and quality, 
        that better enable parents to support their children's learning 
        needs, and that integrate--
                    (A) interactive literacy activities between or 
                among family members who are primary caregivers and 
                their children, including family literacy education to 
                improve literacy of parents; and
                    (B) training for family members who are primary 
                caregivers regarding how to be the primary teacher for 
                their children and full partners in the education of 
                their children.
            (10) Formative assessment process.--The term ``formative 
        assessment process'' means an assessment process that--
                    (A) is teacher-generated or selected by teachers or 
                instructional leaders for use during learning;
                    (B) is embedded within the learning activity and 
                linked directly to the intended outcomes of the current 
                unit of instruction; and
                    (C) provides feedback to help adjust ongoing 
                teaching and learning to improve children's achievement 
                of intended instructional outcomes.
            (11) High-quality professional development.--The term 
        ``high-quality professional development'' means professional 
        development that--
                    (A) is job-embedded, ongoing, and based on 
                scientifically valid research;
                    (B) is sustained, intensive, and classroom-focused, 
                and is not limited in scope to a 1-day or short-term 
                workshop or conference;
                    (C) is designed to increase the knowledge and 
                expertise of teachers, early childhood educators and 
                administrators, principals, other instructional 
                leaders, and other program staff in applying--
                            (i) effective literacy instruction; and
                            (ii) instructional strategies and practices 
                        that are appropriate to the age, development, 
                        and needs of children and improve learning, 
                        including strategies and practices consistent 
                        with the principles of universal design for 
                        learning;
                    (D) includes and supports teachers in effectively 
                administering age and developmentally appropriate 
                assessments, and analyzing the results of these 
                assessments for the purposes of planning, monitoring, 
                adapting, and improving effective classroom instruction 
                or teaching strategies to improve child literacy;
                    (E) includes instructional strategies utilizing 
                one-to-one, small group, and classroom-based 
                instructional materials and approaches based on 
                scientifically valid research on literacy;
                    (F) provides ongoing instructional literacy 
                coaching--
                            (i) to ensure high-quality implementation 
                        of comprehensive literacy instruction that is--
                                    (I) content centered;
                                    (II) integrated across the 
                                curriculum;
                                    (III) collaborative; and
                                    (IV) school, setting, and classroom 
                                embedded; and
                            (ii) that uses student data to improve 
                        instruction;
                    (G) includes and supports teachers in setting high 
                reading and writing achievement goals for all children 
                and provides the teachers with the instructional tools 
                and skills to help children reach such goals;
                    (H) for educators serving children in kindergarten 
                through grade 12--
                            (i) supports effective literacy instruction 
                        through core academic subjects, and through 
                        career and technical education subjects where 
                        such career and technical education subjects 
                        provide for the integration of core academic 
                        subjects; and
                            (ii) includes instruction in--
                                    (I) discipline-specific thinking; 
                                and
                                    (II) text structures and features 
                                of reading and writing in multiple 
                                disciplines;
                    (I) is differentiated for educators working with 
                children from birth through kindergarten entry, 
                children in kindergarten through grade 3, and children 
                in grades 4 through 12, and, as appropriate, based on 
                the grade or needs of the children; and
                    (J) supports family literacy experiences and 
                practices, and educating parents, teachers, and other 
                caregivers about literacy development and child 
                literacy development.
            (12) Literacy coach.--The term ``literacy coach'' means a 
        professional--
                    (A) who has--
                            (i) previous teaching experience; and
                            (ii)(I) a master's degree with a 
                        concentration in reading and writing education 
                        or demonstrated proficiency in teaching reading 
                        or writing in a core academic subject 
                        consistent with effective literacy instruction; 
                        or
                            (II) in the case of a literacy coach for 
                        children from birth through kindergarten entry, 
                        a concentration, credential, or significant 
                        experience in child development and early 
                        literacy development;
                    (B) who supports teachers to--
                            (i) apply research on how children become 
                        successful readers, writers, and communicators;
                            (ii) apply multiple forms of assessment to 
                        guide instructional decisionmaking and use data 
                        to improve literacy instruction;
                            (iii) improve children's 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 the full range of learners, 
                        including English learners and children with 
                        disabilities;
                            (v) apply principles of universal design 
                        for learning;
                            (vi) employ best practices in engaging 
                        principals, early learning program educators 
                        and administrators, teachers, and other 
                        relevant professionals to change school 
                        cultures that encourage and support literacy 
                        development and achievement; and
                            (vii) set for children birth to 
                        kindergarten developmentally appropriate 
                        expectations for language and literacy 
                        development, and high reading and writing 
                        achievement goals for all children and select, 
                        acquire, and use instructional tools and skills 
                        to help children reach such goals; and
                    (C) whose role with teachers and professionals 
                supporting literacy instruction is--
                            (i) to provide high-quality professional 
                        development, consistent with the definition of 
                        comprehensive literacy instruction;
                            (ii) to work cooperatively and 
                        collaboratively with principals, teachers, and 
                        other professionals in employing strategies to 
                        help teachers identify and support child 
                        literacy and language development needs and 
                        teach literacy across the content areas and 
                        developmental domains; and
                            (iii) to work cooperatively and 
                        collaboratively with other professionals in 
                        employing strategies to help teachers teach 
                        literacy across the content areas so that the 
                        teachers can meet the needs of all children, 
                        including children with disabilities, English 
                        learners, and children who are reading at or 
                        above grade level.
            (13) Local educational agency.--The term ``local 
        educational agency''--
                    (A) has the meaning given the term in section 9101 
                of the Elementary and Secondary Education Act of 1965 
                (20 U.S.C. 7801); and
                    (B) includes any public charter school that 
                constitutes a local educational agency under State law.
            (14) Multitier system of supports.--The term ``multitier 
        system of supports'' means a comprehensive system of 
        differentiated supports that includes evidence-based 
        instruction, universal screening, progress monitoring, 
        formative assessments, summative assessments, research-based 
        interventions matched to student needs, and educational 
        decision-making using academic progress over time.
            (15) Reading.--The term ``reading'' means a complex system 
        of deriving meaning from print that is developmentally 
        appropriate, 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 read with comprehension.
                    (C) The ability to decode unfamiliar words with 
                fluency.
                    (D) The use of background knowledge and vocabulary 
                to make meaning from a text.
                    (E) The development and use of appropriate active 
                strategies to interpret and construct meaning from 
                print.
                    (F) The development and maintenance of a motivation 
                to read.
            (16) Instructional leader.--The term ``instructional 
        leader'' means an individual who--
                    (A) is an employee or officer of a school; and
                    (B) is responsible for--
                            (i) the school's performance; and
                            (ii) the daily instructional and managerial 
                        operations of the school.
            (17) Scientifically valid research.--The term 
        ``scientifically valid research'' has the meaning given the 
        term in section 200 of the Higher Education Act of 1965 (20 
        U.S.C. 1021).
            (18) Screening assessment.--The term ``screening 
        assessment'' means an assessment that is--
                    (A) valid, reliable, and based on scientifically 
                based reading research; and
                    (B) a brief procedure designed as a first step in 
                identifying children who may be at high risk for 
                delayed development or academic failure and in need of 
                further diagnosis of their need for special services or 
                additional reading instruction.
            (19) State.--The term ``State'' means each of the 50 
        States, the District of Columbia, and the Commonwealth of 
        Puerto Rico.
            (20) State literacy leadership team.--
                    (A) In general.--The term ``State literacy 
                leadership team'' means a team that--
                            (i) is appointed and coordinated by the 
                        State educational agency;
                            (ii) assumes the responsibility to guide 
                        the development and implementation of a 
                        statewide, comprehensive literacy plan;
                            (iii) shall include, at a minimum--
                                    (I) a school principal with 
                                literacy expertise;
                                    (II) a teacher with literacy 
                                expertise;
                                    (III) a teacher or administrator 
                                with expertise in special education;
                                    (IV) a teacher or administrator 
                                with expertise in teaching the English 
                                language to English learners;
                                    (V) a representative from the State 
                                educational agency who oversees 
                                literacy initiatives; and
                                    (VI) a representative from higher 
                                education who is actively involved in 
                                research, development, or teacher 
                                preparation in comprehensive literacy 
                                instruction and intervention based on 
                                scientifically valid research;
                            (iv) may include--
                                    (I) a literacy specialist serving 
                                in a school district within the State;
                                    (II) a literacy coach;
                                    (III) a librarian;
                                    (IV) a representative with family 
                                literacy expertise;
                                    (V) a representative from a State 
                                child-serving agency with expertise in 
                                comprehensive language and literacy 
                                instruction and strategies;
                                    (VI) a school counselor;
                                    (VII) a teacher of a core academic 
                                subject;
                                    (VIII) a special education 
                                administrator;
                                    (IX) a professor from a 4-year 
                                institution of higher education;
                                    (X) a parent;
                                    (XI) a business leader;
                                    (XII) the Governor or a delegated 
                                representative of the Governor;
                                    (XIII) a representative from the 
                                State board of education;
                                    (XIV) a representative from the 
                                State legislature;
                                    (XV) a representative of a 
                                nonprofit and community-based 
                                organization providing comprehensive 
                                literacy instruction and support; and
                                    (XVI) a representative from a 
                                school district superintendent's 
                                office; and
                            (v) shall include, among the individuals 
                        selected to be members of the council pursuant 
                        to clauses (iii) and (iv), not less than 5 
                        individuals who have literacy expertise in 1 of 
                        each of the areas of--
                                    (I) birth through kindergarten 
                                entry, such as the State Head Start 
                                collaboration director;
                                    (II) kindergarten entry through 
                                grade 3;
                                    (III) grades 4 through 12;
                                    (IV) English learners; and
                                    (V) special education.
                    (B) Inclusion of a preexisting partnership.--If, 
                before the date of enactment of this Act, a State 
                educational agency established a consortium, 
                partnership, or any other similar body that was 
                considered a literacy partnership for purposes of 
                subpart 1 or 2 of part B of title I of the Elementary 
                and Secondary Education Act of 1965 (20 U.S.C. 6361 et 
                seq., 6371 et seq.) and that includes the individuals 
                required under clauses (iii) and (v) of subparagraph 
                (A), such consortium, partnership, or body may be 
                considered a State literacy leadership team for 
                purposes of subparagraph (A).
            (21) Summative assessment.--The term ``summative 
        assessment'' means an assessment that--
                    (A) is valid, reliable, and based on scientifically 
                valid research on literacy and English language 
                acquisition; and
                    (B) for children from birth through kindergarten 
                entry, measures how young children have progressed over 
                time relative to developmental norms, and for children 
                in kindergarten through grade 12, measures what 
                children have learned over time, relative to academic 
                content standards.
            (22) 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 (20 U.S.C. 1003).
            (23) Writing.--The term ``writing'' means--
                    (A) composing meaning in print or through other 
                media, including technologies, to communicate and to 
                create new knowledge in ways appropriate to the context 
                of the writing and the literacy development stage of 
                the writer;
                    (B) composing ideas individually and 
                collaboratively in ways that are appropriate for a 
                variety of purposes, audiences, and occasions;
                    (C) choosing vocabulary, tone, genre, and 
                conventions, such as spelling and punctuation, suitable 
                to the purpose, audience, and occasion; and
                    (D) revising compositions for clarity of ideas, 
                coherence, logical development, and precision of 
                language use.

SEC. 5. PROGRAM AUTHORIZED.

    (a) Reservations and Awards to State Educational Agencies.--
            (1) In general.--From the amounts appropriated to carry out 
        this Act for a fiscal year, the Secretary shall--
                    (A) reserve not more than a total of 4 percent of 
                such amounts for the national evaluation and 
                dissemination of information and technical assistance 
                in accordance with section 11;
                    (B) reserve not more than 5 percent of such amounts 
                to award planning grants, on a competitive basis, to 
                State educational agencies serving States, in 
                accordance with section 6;
                    (C) in the case of a fiscal year for which the 
                amounts to carry out this Act are less than 
                $500,000,000, use the amount not reserved under 
                subparagraphs (A) and (B) to make awards, on a 
                competitive basis, to State educational agencies 
                serving States that have applications approved under 
                section 7 to enable the State educational agencies to 
                carry out the activities described in section 7(a); and
                    (D) in the case of a fiscal year for which the 
                amounts appropriated to carry out this Act are equal to 
                or exceeding $500,000,000--
                            (i) reserve a total of 1 percent of such 
                        amount for--
                                    (I) allotments for the United 
                                States Virgin Islands, Guam, American 
                                Samoa, and the Commonwealth of the 
                                Northern Mariana Islands, to be 
                                distributed among such outlying areas 
                                on the basis of their relative need, as 
                                determined by the Secretary in 
                                accordance with the purposes of this 
                                Act; and
                                    (II) the Secretary of the Interior 
                                for programs under sections 6 through 
                                10 in schools operated or funded by the 
                                Bureau of Indian Education; and
                            (ii) use the amount not reserved under 
                        clause (i) and subparagraphs (A) and (B) to 
                        make awards, as described in paragraph (2), to 
                        State educational agencies serving States that 
                        have applications approved under section 7 to 
                        enable the State educational agencies to carry 
                        out the activities described in section 7(a).
            (2) Special rules for years with funds equal or exceeding 
        $500,000,000.--
                    (A) Proportional division.--In each fiscal year 
                described in paragraph (1)(D), the amount reserved 
                under paragraph (1)(D)(i) shall be divided between the 
                uses described in subclauses (I) and (II) of such 
                paragraph 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. 6631(a)) is divided 
                between the uses described in paragraphs (1) and (2) of 
                such section for such fiscal year.
                    (B) Consultation.--A State educational agency that 
                receives an allotment under paragraph (1)(D)(ii) shall 
                engage in timely and meaningful consultation with 
                representatives of Indian tribes located in the State 
                in order to improve the coordination and quality of 
                activities designed to develop effective approaches to 
                achieve the purposes of this Act consistent with the 
                cultural, language, and educational needs of Indian 
                children.
                    (C) State allotment formula.--The Secretary shall 
                allot the amount made available under paragraph 
                (1)(D)(ii) for a fiscal year among the States in 
                proportion to the number of children, from birth 
                through age 17, who reside within the State and are 
                from families with incomes below the poverty line for 
                the most recent fiscal year for which satisfactory data 
                are available, compared to the number of such children 
                who reside in all States for that fiscal year.
            (3) Minimum award amount.--No State educational agency 
        receiving an award under this section for a fiscal year may 
        receive less than one-fourth of 1 percent of the total amount 
        appropriated to carry out this Act for the fiscal year.
    (b) Peer Review.--
            (1) In general.--The Secretary shall convene a peer review 
        panel to evaluate the applications for a grant under section 6 
        or 7 using the evaluation criteria described in paragraph (2).
            (2) Development of evaluation criteria.--The Secretary 
        shall report to Congress regarding the peer review process and 
        evaluation criteria that shall be used to evaluate the grant 
        applications under sections 6 or 7.
            (3) Membership.--
                    (A) Composition.--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 
                                comprehensive language and literacy 
                                instruction and strategies; 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 in children from 
                                birth through grade 12.
                    (B) Competency and expertise; expertise.--The peer 
                review panel convened under paragraph (1) may include--
                            (i) classroom teachers with expertise in 
                        literacy, and literacy coaches, including--
                                    (I) special education teachers;
                                    (II) teachers of children who are 
                                English learners; and
                                    (III) early childhood educators;
                            (ii) experts who provide high-quality 
                        professional development to teachers and other 
                        instructional staff to support children's 
                        literacy development;
                            (iii) experts in screening assessments, 
                        diagnostic assessments, formative assessment 
                        processes, or other assessments of children's 
                        literacy development; and
                            (iv) experts in comprehensive literacy 
                        instruction and strategies in reading and 
                        writing, language development, and English 
                        language acquisition, as appropriate, including 
                        reading and writing in core academic subjects.
            (4) Distribution of recommendations.--Not later than 120 
        days after a peer review panel submits to the Secretary the 
        panel's recommendation regarding an application by a State 
        educational agency for a grant under section 6 or 7, the 
        Secretary shall notify the State educational agency that the 
        application has been approved or disapproved and shall provide 
        to such State educational agency a copy of the peer review 
        panel's recommendation.
    (c) Conflicts of Interest.--
            (1) Peer review panels.--The Secretary shall ensure that 
        each member of a peer review panel described in subsection (b) 
        does not stand to benefit financially from a grant or subgrant 
        awarded under this Act.
            (2) State literacy leadership teams.--Each State 
        educational agency that receives funding under this Act shall 
        ensure that each member of a State literacy leadership team 
        participating in a program or activity assisted under this Act 
        does not stand to benefit financially from a grant or subgrant 
        awarded under this Act.
    (d) Supplement Not Supplant.--Award funds provided under this Act 
shall supplement, and not supplant, non-Federal funds that would, in 
the absence of such award funds, be made available for literacy 
instruction and support of children participating in programs assisted 
under this Act.
    (e) Maintenance of Effort.--Each State educational agency that 
receives a grant or allotment under this section, and each eligible 
entity that receives a subgrant under section 9 or 10, shall maintain 
for the fiscal year for which the grant or subgrant is received and for 
each subsequent fiscal year the expenditures of the State educational 
agency or eligible entity, respectively, for literacy instruction at a 
level not less than the level of such expenditures maintained by the 
State educational agency or eligible entity, respectively, for the 
fiscal year preceding such fiscal year for which the grant or subgrant 
is received.

SEC. 6. STATE PLANNING GRANTS.

    (a) Planning Grants Authorized.--
            (1) In general.--From amounts made available under section 
        5(a)(1)(B), the Secretary may award planning grants to State 
        educational agencies to enable the State educational agencies 
        to complete comprehensive planning to carry out activities that 
        improve literacy for children from birth through grade 12.
            (2) Grant period.--A planning grant awarded under this 
        section shall be for a period of not more than 1 year.
            (3) Nonrenewability.--The Secretary shall not award a State 
        educational agency more than 1 planning grant under this 
        section.
    (b) Application.--
            (1) In general.--Each State educational agency desiring a 
        planning grant under this section shall submit an application 
        to the Secretary at such time, in such manner, and accompanied 
        by such information as the Secretary may require.
            (2) Contents.--Each application submitted under this 
        subsection shall, at a minimum, include a description of how 
        the State educational agency will develop a plan for improving 
        State efforts to develop, coordinate, implement, and assess 
        comprehensive literacy activities that ensure high-quality 
        instruction and effective strategies in reading and writing for 
        all children in early learning programs and kindergarten 
        through grade 12 programs. Such plan shall--
                    (A) describe the activities for which assistance 
                under this section is sought, demonstrating a 
                particular focus on children who are reading or writing 
                below grade level and children whose early literacy 
                skills are below the appropriate age or developmental 
                level;
                    (B) provide a budget for the use of the planning 
                grant funds to complete the required activities 
                described in subsection (c);
                    (C) include an analysis of data on child literacy 
                and language and student academic achievement in 
                reading to identify and establish baseline and 
                benchmark levels against which to monitor child 
                progress and improvement in literacy; and
                    (D) provide an assurance that all State agencies 
                responsible for administering early learning programs 
                and services (including the State Head Start 
                Collaboration Office and the State agency responsible 
                for administering child care) and the State Advisory 
                Council on Early Childhood Education and Care 
                collaborated with the State educational agency to write 
                the early learning portion of the grant application 
                submitted under this subsection.
            (3) Approval of applications.--The Secretary shall evaluate 
        applications under this subsection based on the responsiveness 
        of the applications to the requirements under this subsection.
    (c) Required Activities.--A State educational agency receiving 
planning grant funds under this section shall carry out each of the 
following activities:
            (1) Reviewing reading, writing, or other language and 
        literacy resources and programs, such as school library 
        programs, and data across the State to identify any literacy 
        needs and gaps in the State.
            (2) Forming or designating a State literacy leadership team 
        which shall execute the following functions:
                    (A) Creating a comprehensive State literacy plan 
                that--
                            (i) is designed to improve language 
                        development, reading, writing, and academic 
                        achievement for children, especially children 
                        reading below grade level and children whose 
                        literacy skills are below the appropriate age 
                        or developmental level;
                            (ii) includes--
                                    (I) a needs assessment and an 
                                implementation plan, including an 
                                analysis of data on child literacy and 
                                student academic achievement in reading 
                                and writing to identify baseline and 
                                benchmark levels of literacy and early 
                                literacy skills in order to monitor 
                                progress and improvement; and
                                    (II) a plan to improve reading and 
                                writing achievement among all children;
                            (iii) ensures high-quality instruction, 
                        consistent with the characteristics of 
                        effective literacy instruction and strategies, 
                        in early learning programs and kindergarten 
                        through grade 12 programs; and
                            (iv) provides for activities designed to 
                        improve literacy achievement for children who 
                        read or write below grade level, including such 
                        children who--
                                    (I) 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)); or
                                    (II) are counted under section 
                                1124(c).
                    (B) Providing recommendations to guide the State 
                educational agency in the State educational agency's 
                process of strengthening State literacy standards and 
                embedding State literacy standards with the State's 
                college and career ready academic content standards and 
                college and career ready student academic achievement 
                standards, and early learning and development 
                standards.
                    (C) Providing recommendations to guide the State 
                educational agency in the State educational agency's 
                process of measuring, assessing, and monitoring 
                progress in literacy at the school, local educational 
                agency, and State levels.
                    (D) Identifying criteria for high-quality 
                professional development providers, which providers may 
                include qualified teachers within the State, for the 
                State educational agency and local educational 
                agencies.
                    (E) Advising the State educational agency on how to 
                help ensure that local educational agencies and schools 
                provide timely and appropriate data to teachers to 
                inform and improve instruction.
                    (F) Providing recommendations to guide the State 
                educational agency in the State educational agency's 
                planning process of building educators' capacity to 
                provide high-quality comprehensive literacy 
                instruction.

SEC. 7. STATE IMPLEMENTATION GRANTS.

    (a) Implementation Grants Authorized.--
            (1) In general.--From amounts made available under 
        subparagraphs (C) or (D)(ii) of section 5(a)(1) (as 
        applicable), the Secretary shall award implementation grants to 
        State educational agencies to enable the State educational 
        agencies--
                    (A) to implement a comprehensive literacy plan that 
                meets the criteria in section 6(c)(2)(A) for early 
                learning programs and kindergarten through grade 12 
                programs;
                    (B) to carry out State activities under section 8; 
                and
                    (C) to award subgrants under sections 9 and 10.
            (2) Limitation.--The Secretary shall not award an 
        implementation grant under this section to a State for any year 
        for which the State has received a planning grant under section 
        6.
            (3) Duration of grants.--An implementation grant under this 
        section shall be awarded for a period of not more than 5 years.
            (4) Renewals.--
                    (A) In general.--The Secretary may renew a grant 
                under this section for a period of not more than 2 
                years.
                    (B) Conditions.--In order to be eligible to have an 
                implementation grant renewed under this paragraph, the 
                State educational agency shall demonstrate to the 
                satisfaction of the Secretary that, during the project 
                period--
                            (i) with respect to children from birth 
                        through kindergarten entry, the State 
                        educational agency has collaborated with the 
                        State agencies that oversee child care and 
                        other early learning programs, and has 
                        collaborated with the State Advisory Council on 
                        Early Childhood Education and Care, to comply 
                        with the terms of the grant, including using 
                        the funds--
                                    (I) to increase access to high-
                                quality professional development;
                                    (II) for developmentally 
                                appropriate curricula and teaching 
                                materials; and
                                    (III) for developmentally 
                                appropriate classroom-based 
                                instructional assessments and 
                                developmentally appropriate screening 
                                assessments and diagnostic assessments; 
                                and
                            (ii) with respect to children in 
                        kindergarten through grade 12, demonstrates 
                        that there has been significant progress in 
                        student academic 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) State Applications.--
            (1) In general.--A State educational agency that desires to 
        receive an implementation grant under this section shall submit 
        an application to the Secretary at such time, in such manner, 
        and containing such information as the Secretary may require. 
        The State educational agency shall collaborate with the State 
        agency responsible for administering early learning programs 
        and the State agency responsible for administering child care 
        programs in the State in writing and implementing the early 
        learning portion of the grant application under this 
        subsection.
            (2) Contents.--An application described in paragraph (1) 
        shall include the following:
                    (A) A description of the members of the State 
                literacy leadership team and a description of how the 
                State educational agency has developed a comprehensive 
                State literacy plan, consistent with the requirements 
                of section 6(c)(2)(A).
                    (B) An implementation plan that includes a 
                description of how the State educational agency will--
                            (i) carry out the State activities 
                        described in section 8;
                            (ii) assist eligible entities with--
                                    (I) providing strategic and 
                                intensive comprehensive literacy 
                                instruction based on scientifically 
                                valid research for children who are 
                                reading and writing below grade level, 
                                including through--
                                            (aa) the use of multitier 
                                        systems of support; and
                                            (bb) addressing the 
                                        literacy needs of children with 
                                        disabilities or developmental 
                                        delays and English learners in 
                                        programs serving children from 
                                        birth through grade 12;
                                    (II) providing training to parents, 
                                as appropriate, so that the parents can 
                                participate in the literacy related 
                                activities described in sections 9 and 
                                10 to assist in the language and 
                                literacy development of their children;
                                    (III) selecting and using reading 
                                and writing assessments;
                                    (IV) providing classroom-based 
                                instruction that is supported by one-
                                to-one and small group work;
                                    (V) using curricular materials and 
                                instructional tools, which may include 
                                technology, to improve instruction and 
                                literacy achievement;
                                    (VI) providing for high-quality 
                                professional development; and
                                    (VII) using the principles of 
                                universal design for learning;
                            (iii) ensure that local educational 
                        agencies in the State have leveraged and are 
                        effectively leveraging the resources needed to 
                        implement effective comprehensive literacy 
                        instruction, and have the capacity to implement 
                        literacy initiatives effectively; and
                            (iv) continually coordinate and align the 
                        activities assisted under this Act with 
                        reading, writing, and other literacy resources 
                        and programs across the State and locally that 
                        serve children and their families and promote 
                        comprehensive literacy instruction and 
                        learning, including strengthening partnerships 
                        among schools, libraries, local youth-serving 
                        agencies, and programs, in order to improve 
                        literacy for all children.
                    (C) A description of the key data metrics, and the 
                performance targets for such metrics, that will be used 
                and reported annually under section 12(b)(1), which 
                shall include--
                            (i) progress in meeting the annual 
                        objectives established pursuant to section 
                        1111(b)(2)(C)(v) of the Elementary and 
                        Secondary Education Act of 1965 (20 U.S.C. 
                        6311(b)(2)(C)(v)) for students in grades 3 
                        through 12; and
                            (ii) the relevant program metrics and 
                        performance targets that the State shall use to 
                        monitor the implementation of its plan under 
                        section 12.
                    (D) An assurance that the State educational agency, 
                and any eligible entity receiving a subgrant from the 
                State educational agency under section 9 or 10, will, 
                if requested, participate in the national evaluation 
                under section 11.
                    (E) An assurance that the State educational agency 
                will use implementation grant funds for literacy 
                programs as follows:
                            (i) Not less than 15 percent of such grant 
                        funds shall be used for State and local 
                        programs and activities pertaining to children 
                        from birth through kindergarten entry.
                            (ii) Not less than 40 percent of such grant 
                        funds shall be used for State and local 
                        programs and activities, allocated equitably 
                        among the grades of kindergarten through grade 
                        5.
                            (iii) Not less than 40 percent of such 
                        grant funds shall be used for State and local 
                        programs and activities, allocated equitably 
                        among grades 6 through 12.
                            (iv) Not more than 5 percent of such 
                        implementation grant funds shall be used for 
                        the State activities described in section 8.
                    (F) An assurance that the State educational agency 
                shall give priority to awarding a subgrant to an 
                eligible entity--
                            (i) under section 9 based on the number or 
                        percentage of children younger than the age of 
                        kindergarten entry who are--
                                    (I) served by the eligible entity; 
                                and
                                    (II) from families with income 
                                levels below the poverty line; and
                            (ii) under section 10 based on--
                                    (I) the number or percentage of 
                                children from birth through age 17 who 
                                are--
                                            (aa) served by the eligible 
                                        entity; and
                                            (bb) from families with 
                                        income levels below the poverty 
                                        line; and
                                    (II) the number or percentage of 
                                children in kindergarten through grade 
                                12 served by the eligible entity who 
                                are reading and writing below grade 
                                level according to State assessments.
    (c) Approval of Applications.--
            (1) In general.--The Secretary shall evaluate State 
        educational agency applications under subsection (b) based on 
        the responsiveness of the applications to the application 
        requirements under such subsection.
            (2) Peer review.--The Secretary shall convene a peer review 
        panel in accordance with section 5(b) to evaluate applications 
        for each implementation grant awarded to a State educational 
        agency under this section.
            (3) Early learning.--In order for a State educational 
        agency's application under this section to be approved by the 
        Secretary, the application shall contain an assurance that the 
        State agencies responsible for administering early learning 
        programs and services, including the State agency responsible 
        for administering child care programs, and the State Advisory 
        Council on Early Childhood Education and Care approve of, and 
        will be extensively consulted in the implementation of 
        activities consistent with section 9 with respect to, the early 
        learning portion of the application.

SEC. 8. STATE ACTIVITIES.

    (a) Required Activities.--A State educational agency shall use the 
implementation grant funds described in section 7(b)(2)(E)(iv) to carry 
out the activities proposed in a State's implementation plan under 
section 7(b)(2)(B), including the following activities:
            (1) In consultation with the State literacy leadership 
        team, providing technical assistance, or engaging qualified 
        providers to provide technical assistance, to eligible entities 
        to enable the eligible entities to design and implement 
        literacy programs under section 9 or 10.
            (2) Consulting with the State literacy leadership team and 
        coordinating with institutions of higher education in the 
        State--
                    (A) in order to provide recommendations to 
                strengthen and enhance preservice courses for students 
                preparing, at institutions of higher education in the 
                State, to teach children from birth through grade 12 in 
                explicit, systematic, and intensive instruction in 
                evidence-based literacy methods; and
                    (B) by following up on reviews completed by the 
                State literacy leadership team with recommendations to 
                ensure that such institutions offer courses that meet 
                the highest standards.
            (3) Reviewing and updating, in collaboration with teachers, 
        statewide educational and professional organizations 
        representing teachers, and statewide educational and 
        professional organizations representing institutions of higher 
        education, State licensure or certification standards in the 
        area of literacy instruction in early education through grade 
        12.
            (4) Making publicly available, including on the State 
        educational agency's website, information on promising 
        instructional practices to improve child literacy achievement.
    (b) Permissive Activities.--After carrying out the activities 
described in subsection (a), a State educational agency may use 
remaining implementation grant funds described in section 
7(b)(2)(E)(iv) to carry out 1 or more of the following activities:
            (1) Training the personnel of eligible entities to use data 
        systems to improve child literacy learning.
            (2) Developing literacy coach training programs and 
        training literacy coaches.
            (3) Building public support among local educational agency 
        personnel, early learning programs, and the community for 
        comprehensive literacy instruction for children from birth 
        through grade 12.
            (4) Administration and evaluation of activities carried out 
        under this Act.

SEC. 9. SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF BIRTH THROUGH 
              KINDERGARTEN ENTRY LITERACY.

    (a) Subgrants.--
            (1) In general.--A State educational agency, in 
        consultation with the State agencies responsible for 
        administering early learning programs and services, including 
        the State agency responsible for administering child care 
        programs, and the State Advisory Council on Early Childhood 
        Education and Care, shall use a portion of implementation grant 
        funds provided under subparagraph (C) or (D)(ii) of section 
        5(a)(1) to award subgrants, on a competitive basis, to eligible 
        entities to enable the eligible entities to support high-
        quality early literacy initiatives for children from birth 
        through kindergarten entry.
            (2) Duration.--The term of a subgrant under this section 
        shall be determined by the State educational agency awarding 
        the subgrant.
    (b) Sufficient Size and Scope.--Each subgrant awarded under this 
section shall be of sufficient size and scope to allow the eligible 
entity to carry out high-quality early literacy initiatives for 
children from birth through kindergarten entry.
    (c) Local Applications.--An eligible entity desiring to receive a 
subgrant under this section shall submit an application to the State 
educational agency, at such time, in such manner, and containing such 
information as the State educational agency may require. Such 
application shall include a description of--
            (1) how the subgrant funds will be used to enhance the 
        language and literacy development and school readiness of 
        children, from birth through kindergarten entry, in early 
        learning programs, which shall include an analysis of data that 
        support the proposed use of subgrant funds;
            (2) the programs that the eligible entity proposes to 
        assist under the subgrant, including demographic and 
        socioeconomic information on the children enrolled in the 
        programs;
            (3) a budget for the eligible entity that projects the cost 
        of developing and implementing literacy initiatives to carry 
        out the activities described in subsection (e);
            (4) how, if the eligible entity is requesting a planning 
        period, which shall not exceed 1 year, the eligible entity will 
        use that planning period to prepare for successful 
        implementation of a plan to support the development of learning 
        and literacy consistent with the purposes of this Act;
            (5) the literacy initiatives, if any, in place and how 
        these initiatives will be coordinated and integrated with 
        activities supported under this section;
            (6) how the subgrant funds will be used to prepare and 
        provide ongoing assistance to staff in the programs, through 
        high-quality professional development;
            (7) how the subgrant funds will be used to provide 
        services, incorporate activities, and select and use literacy 
        instructional materials that--
                    (A) meet the diverse developmental and linguistic 
                needs of children, including English learners and 
                children with disabilities and developmental delays; 
                and
                    (B) are based on scientifically valid research on 
                child development and learning for children from birth 
                through kindergarten entry;
            (8) how the subgrant funds will be used to provide 
        screening assessments, diagnostic assessments, formative 
        assessment processes, and assessments of developmental 
        progress;
            (9) how families and caregivers will be involved, as 
        appropriate, in supporting their child's literacy development, 
        instruction, and assessment;
            (10) how the subgrant funds will be used to help children, 
        particularly children experiencing difficulty with spoken and 
        written language, to make the transition from early childhood 
        education programs to formal classroom instruction;
            (11) how the activities assisted under the subgrant will be 
        coordinated with comprehensive literacy instruction at the 
        kindergarten through grade 12 levels;
            (12) how the subgrant funds will be used--
                    (A) to evaluate the success of the activities 
                assisted under the subgrant in enhancing the early 
                language and literacy development of children from 
                birth through kindergarten entry; and
                    (B) to evaluate data for program improvement; and
            (13) such other information as the State educational agency 
        may require.
    (d) Approval of Local Applications.--The State educational agency, 
in consultation with the State agencies responsible for administering 
early learning programs, including the State agency responsible for 
administering child care programs and the State Advisory Council on 
Early Childhood Education and Care, shall--
            (1) select applications for funding under this section 
        based on the quality of the applications submitted, including 
        the relationship between literacy activities proposed and the 
        research base or data supporting such investments, as 
        appropriate, and the recommendations of--
                    (A) the State literacy leadership team; and
                    (B) other experts in the area of early literacy; 
                and
            (2) place priority for funding programs based on the 
        criteria in section 7(b)(2)(F).
    (e) Local Uses of Funds.--
            (1) In general.--An eligible entity that receives a 
        subgrant under this section shall use the subgrant funds, 
        consistent with the entity's approved application under 
        subsection (c), to--
                    (A) enhance and improve early learning programs to 
                ensure that children in such programs are provided with 
                high-quality oral language and literature- and print-
                rich environments in which to develop early literacy 
                skills;
                    (B) carry out high-quality professional development 
                opportunities for early childhood educators, teachers, 
                and instructional leaders;
                    (C) acquire, provide training for, and implement 
                screening assessments, diagnostic assessments, and 
                classroom-based instructional assessments;
                    (D) select, develop, and implement a multitier 
                system of support;
                    (E) integrate research-based instructional 
                materials, activities, tools, and measures into the 
                programs offered by the eligible entity to improve 
                development of early learning language and literacy 
                skills;
                    (F) train providers and personnel to support, 
                develop, and administer high-quality early learning 
                literacy initiatives that--
                            (i) utilize data--
                                    (I) to inform instructional design; 
                                and
                                    (II) to assess literacy needs; and
                            (ii) provide time and support for personnel 
                        to meet to plan comprehensive literacy 
                        instruction;
                    (G) provide family literacy services, as 
                appropriate, and educate parents, teachers, and other 
                caregivers about child literacy development;
                    (H) annually collect, summarize, and report to the 
                State educational agency data--
                            (i) to document child progress in early 
                        literacy and language skills development as a 
                        result of activities carried out under this 
                        section;
                            (ii) to stimulate and accelerate 
                        improvement by identifying the programs served 
                        by the eligible entity that produce significant 
                        gains in skills development; and
                            (iii) for all subgroups of children and 
                        categories of children, including students in 
                        the groups described in section 
                        1111(b)(2)(C)(v)(II) of the Elementary and 
                        Secondary Education Act of 1965 (20 U.S.C. 
                        6311(b)(2)(C)(v)(II)), in a manner that--
                                    (I) utilizes a variety of measures 
                                of child literacy and language skills 
                                development; and
                                    (II) is consistent across the 
                                State; and
                    (I) coordinate the involvement of families, early 
                learning program staff, principals, other instructional 
                leaders, and teachers in literacy development of 
                children served under this Act.
            (2) Curricula and assessment materials limitation.--Each 
        eligible entity that receives a subgrant under this section 
        shall not use more than 20 percent of the subgrant funds in the 
        first year of subgrant funding, and not more than 10 percent of 
        the subgrant funds in each year thereafter, to purchase 
        curricula and assessment materials.
    (f) Prohibition.--The use of assessment items and data on any 
assessment authorized under this section to provide rewards or 
sanctions for individual children, early learning program providers, 
teachers, program directors, or principals is prohibited.

SEC. 10. SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF KINDERGARTEN 
              THROUGH GRADE 12 LITERACY.

    (a) Subgrants to Local Educational Agencies.--
            (1) Subgrants.--A State educational agency shall use a 
        portion of the implementation grant funds provided under 
        subparagraph (C) or (D)(ii) of section 5(a)(1) to award 
        subgrants, on a competitive basis, to eligible entities to 
        enable the eligible entities to carry out the authorized 
        activities described in subsections (b) and (c).
            (2) Sufficient size and scope.--A State educational agency 
        shall award subgrants under this section of sufficient size and 
        scope to allow the eligible entities to carry out high-quality 
        literacy initiatives in each grade level for which the subgrant 
        funds are provided.
            (3) Local applications.--An eligible entity desiring to 
        receive a subgrant under this section shall submit an 
        application to the State educational agency at such time, in 
        such manner, and containing such information as the State 
        educational agency may require. Such application shall include, 
        for each school that the eligible entity identifies as 
        participating in a subgrant program under this section, the 
        following information:
                    (A) A description of the eligible entity's capacity 
                survey conducted to identify how subgrant funds will be 
                used to inform and improve comprehensive literacy 
                instruction at the school.
                    (B) How the school, the local educational agency, 
                or a provider of high-quality professional development 
                will provide ongoing high-quality professional 
                development to all teachers, including early childhood 
                educators, principals, and other instructional leaders 
                served by the school, including early learning program 
                administrators.
                    (C) How the school will identify children in need 
                of literacy interventions or other support services and 
                provide appropriate scientifically valid instructional 
                interventions or other support services which may 
                include extended learning time for struggling children.
                    (D) A budget for the school that projects the cost 
                of developing and implementing literacy initiatives to 
                carry out the activities described in subsections (b) 
                and (c) as applicable.
                    (E) An explanation of how the school will integrate 
                comprehensive literacy instruction into core academic 
                subjects.
                    (F) A description of how the school will coordinate 
                comprehensive literacy instruction with early learning 
                and after-school programs and activities in the area 
                served by the local educational agency, such as school 
                library programs.
                    (G) A description of the assessments that will be 
                used in an assessment system to improve comprehensive 
                literacy instruction and track child literacy progress.
                    (H) A description of how families and caregivers 
                will be involved in supporting their children's 
                literacy instruction and assessment.
                    (I) A description of how, if an eligible entity is 
                requesting a planning period, the eligible entity will 
                use that planning period to prepare for successful 
                implementation of a plan to support the development of 
                learning and literacy consistent with the purposes of 
                this Act.
                    (J) A description of the literacy initiatives, if 
                any, in place and how these initiatives will be 
                coordinated and integrated with activities supported 
                under this section.
                    (K) An assurance that the eligible entity will, if 
                requested, participate in the national evaluation 
                described in section 11.
    (b) Local Uses of Funds for Kindergarten Through Grade 5.--An 
eligible entity that receives a subgrant under this section shall use 
the subgrant funds to carry out the following activities pertaining to 
children in kindergarten through grade 5:
            (1) Developing and implementing a literacy plan across 
        content areas that--
                    (A) serves the needs of all children, including 
                children with disabilities and English learners, 
                especially children who are reading or writing below 
                grade level;
                    (B) provides intensive, supplemental, accelerated, 
                and explicit intervention and support in reading and 
                writing for children whose literacy skills are below 
                grade level; and
                    (C) supports activities that are provided primarily 
                during the regular school day but which may be 
                augmented by after-school and out-of-school time 
                instruction.
            (2) Acquiring, providing training for, selecting, and 
        administering assessments, and managing, monitoring, and 
        planning instruction based on the assessment data.
            (3) Providing high-quality professional development 
        opportunities for teachers, literacy coaches, literacy 
        specialists, English as a second language specialists (as 
        appropriate), principals, and other program staff.
            (4) Training principals, specialized instruction support 
        personnel, and other school district personnel to support, 
        develop, administer, and evaluate high-quality kindergarten 
        through grade 5 literacy initiatives that--
                    (A) utilize data--
                            (i) to inform instructional decisions; and
                            (ii) to assess professional development 
                        needs; and
                    (B) provide time and support for teachers to meet 
                to plan comprehensive literacy instruction.
            (5) Coordinating the involvement of early learning program 
        staff, principals, other instructional leaders, teachers, 
        teacher literacy teams, English as a second language 
        specialists (as appropriate), special educators, and school 
        librarians in the literacy development of children served under 
        this Act.
            (6) Engaging families and encouraging family literacy 
        experiences and practices to support literacy development.
            (7) Annually collecting, summarizing, and reporting to the 
        State educational agency data--
                    (A) to document and monitor for the purpose of 
                improving practice, improvements, or increases in 
                children's reading and writing pursuant to activities 
                carried out under this section;
                    (B) to stimulate and accelerate improvement by 
                identifying the schools that produce significant gains 
                in literacy achievement; and
                    (C) for all children and categories of children, 
                including the groups of students described in section 
                1111(b)(2)(C)(v)(II) of the Elementary and Secondary 
                Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)), 
                in a manner that utilizes a variety of measures and 
                that is consistent across the State.
    (c) Local Uses of Funds for Grades 6 Through 12.--An eligible 
entity that receives a subgrant under this section shall use subgrant 
funds to carry out the following activities pertaining to children in 
grades 6 through 12:
            (1) Developing and implementing a literacy plan described 
        in paragraphs (1), (2), (3), (6), and (7) of subsection (b) for 
        children in grades 6 through 12.
            (2) Training principals, specialized instruction support 
        personnel, and other instructional leaders to support, develop, 
        administer, and evaluate high-quality adolescent literacy 
        initiatives that--
                    (A) utilize data--
                            (i) to inform instructional decisions and 
                        allow for personalization of instruction based 
                        on a child's need; and
                            (ii) to assess professional development 
                        needs;
                    (B) assess the quality of adolescent comprehensive 
                literacy instruction in core academic subjects, and 
                career and technical education subjects where such 
                career and technical education subjects provide for the 
                integration of core academic subjects;
                    (C) provide time for teachers to meet to plan 
                research-based adolescent comprehensive literacy 
                instruction in core academic subjects, and career and 
                technical education subjects where such career and 
                technical education subjects provide for the 
                integration of core academic subjects; and
                    (D) include instruction in--
                            (i) discipline-specific thinking;
                            (ii) reading and interpreting discipline-
                        specific text structures and features; and
                            (iii) writing in different disciplines.
            (3) Coordinating the involvement of principals, other 
        instructional leaders, teachers, teacher literacy teams, 
        English as a second language specialists (as appropriate), 
        special educators, and school librarians in the literacy 
        development of children served under this Act.
    (d) Allowable Uses.--An eligible entity that receives a subgrant 
under this section may, in addition to carrying out the activities 
described in subsections (b) and (c), use subgrant funds to carry out 
the following activities pertaining to children in kindergarten through 
grade 12:
            (1) Providing a planning period of not more than 1 year for 
        eligible entities to establish the elements necessary for 
        successful implementation of a literacy program for 
        kindergarten through grade 12.
            (2) Recruiting, placing, training, and compensating 
        literacy coaches.
            (3) Connecting out-of-school learning opportunities to in-
        school learning in order to improve the literacy achievement of 
        the children.
            (4) Training families and caregivers to support the 
        improvement of adolescent literacy.
            (5) Providing for a multitier system of support.
            (6) Forming a school literacy leadership team to help 
        implement, assess, and identify necessary changes to the 
        literacy initiatives in 1 or more schools to ensure success.
            (7) Providing high-quality, literacy-rich environments that 
        engage children with materials and experiences at the 
        children's reading and writing levels.
            (8) Providing time for teachers (and other literacy staff, 
        as appropriate, such as school librarians) to meet to plan 
        comprehensive literacy instruction.
    (e) Limitation of Use to Certain Schools.--An eligible entity 
receiving a subgrant under this section shall, in distributing the 
subgrant funds, provide the subgrant funds only to schools, including 
public charter schools, that have the highest percentages or numbers of 
children counted under section 1124(c) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6333(c)).

SEC. 11. NATIONAL EVALUATION, INFORMATION DISSEMINATION, AND TECHNICAL 
              ASSISTANCE.

    (a) National Evaluation.--
            (1) In general.--From funds reserved under section 
        5(a)(1)(A), the Secretary shall enter into a contract with an 
        organization independent of the Department for a 5-year 
        national evaluation of the grant and subgrant programs assisted 
        under this Act. Such evaluation shall include scientifically 
        valid research that applies rigorous and systematic procedures 
        to obtain valid knowledge relevant to the implementation and 
        effect of the programs.
            (2) Contents of evaluation.--The evaluation described in 
        this subsection shall include an analysis of each of the 
        following:
                    (A) The impact of the implementation of literacy 
                initiatives and practices supported under this Act on--
                            (i) increasing academic outcomes, including 
                        child literacy development in reading and 
                        writing, and speaking (as appropriate), grade 
                        promotion, and graduation to the extent 
                        predictable;
                            (ii) promoting the appropriate early 
                        literacy development of young children; and
                            (iii) strengthening the literacy skills of 
                        English learners and children with 
                        disabilities.
                    (B) The fidelity of implementation of core program 
                features, such as coherence of the program across 
                grades, quality of technical assistance, State and 
                local educational agency leadership, professional 
                development for teachers and administrators, use of 
                quality materials and pedagogy, and use of assessment.
                    (C) The relationship between implementation of core 
                features and children's academic outcomes.
                    (D) Other inquiries as designated by the Secretary, 
                such as--
                            (i) the core functions of literacy 
                        initiatives that have demonstrated the greatest 
                        impact on child literacy achievement, 
                        especially among children reading and writing 
                        below grade level;
                            (ii) effective strategies to integrate 
                        State and local standards, curricula, 
                        assessments, instruction, materials, and 
                        interventions to improve literacy;
                            (iii) the types of literacy activities and 
                        professional development that most effectively 
                        improve the early reading, writing, and 
                        language skills of children from birth through 
                        kindergarten entry;
                            (iv) the impact of adolescent literacy 
                        initiatives on adolescent motivation, 
                        engagement, and participation in adolescent 
                        literacy activities;
                            (v) the relationship between children's 
                        literacy achievement and secondary school 
                        success, including improving graduation rates; 
                        and
                            (vi) effective strategies to integrate 
                        school and public library programs to improve 
                        literacy.
            (3) Program improvement.--The Secretary shall--
                    (A) provide the findings of the evaluation 
                conducted under this section to State educational 
                agencies and subgrant recipients for use in program 
                improvement;
                    (B) make such findings publicly available, 
                including on the Department's website; and
                    (C) submit such findings to the authorizing 
                committees.
    (b) Information Dissemination and Technical Assistance.--
            (1) In general.--From amounts reserved under section 
        5(a)(1)(A), the Secretary, in collaboration with the regional 
        educational laboratories established under section 174 of the 
        Education Sciences Reform Act of 2002, the comprehensive 
        centers established under section 203 of the Educational 
        Technical Assistance Act of 2002, and the Director of the 
        National Institute of Child Health and Human Development, 
        shall--
                    (A) distribute information on--
                            (i) comprehensive literacy instruction, 
                        including best practices and model programs 
                        identified in the evaluation;
                            (ii) other inquiries designated by the 
                        Secretary under subsection (a)(2)(D); or
                            (iii) other relevant Federal studies of 
                        literacy activities; and
                    (B) provide technical assistance in order to assist 
                States and local educational agencies in improving 
                comprehensive literacy instruction and learning.
            (2) Dissemination and coordination.--The Secretary shall 
        disseminate the information described in paragraph (1)(A) to--
                    (A) recipients of Federal financial assistance 
                under this Act, the Head Start Act, the Individuals 
                with Disabilities Education Act, and the Adult 
                Education and Family Literacy Act; and
                    (B) each Bureau-funded school (as defined in 
                section 1141 of the Education Amendments of 1978 (25 
                U.S.C. 2021)).
            (3) Use of networks.--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.

SEC. 12. CONSEQUENCES OF INSUFFICIENT PROGRESS, REPORTING REQUIREMENTS, 
              AND CONFLICTS OF INTEREST.

    (a) Consequences of Insufficient Progress.--
            (1) Consequences for grant recipients.--If the Secretary 
        determines that a State educational agency receiving an award 
        under subparagraph (C) or (D)(ii) of section 5(a)(1), or an 
        eligible entity receiving a subgrant under section 9 or 10, is 
        not making significant progress in meeting the purposes of this 
        Act and the key data metrics identified by the State 
        educational agency in section 7(b)(2)(C) 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 or take such other action authorized by law as 
        the Secretary determines necessary, including providing 
        technical assistance upon request of the State educational 
        agency, or eligible entity, respectively.
            (2) Consequences for subgrant recipients.--
                    (A) In general.--A State educational agency 
                receiving an award under subparagraph (C) or (D)(ii) of 
                section 5(a)(1) may refuse to award subgrant funds to 
                an eligible entity under section 9 or 10 if the State 
                educational agency finds that the eligible entity is 
                not making significant progress in meeting the purposes 
                of this Act, after--
                            (i) affording the eligible entity notice, a 
                        period for correction, and an opportunity for a 
                        hearing; and
                            (ii) providing technical assistance to the 
                        eligible entity.
                    (B) Funds available.--Subgrant funds not awarded 
                under subparagraph (A) shall be redirected to an 
                eligible entity serving similar children in the same 
                area or region as the eligible entity not awarded the 
                subgrant funds, to the greatest extent practicable.
    (b) Reporting Requirements.--
            (1) State educational agency annual reports.--Each State 
        educational agency receiving an award under subparagraph (C) or 
        (D)(ii) of section 5(a)(1) shall report annually to the 
        Secretary regarding the State educational agency's progress in 
        addressing the purposes of this Act. Such report shall include 
        at a minimum data, for each subgrantee, and for the State, on 
        the metrics identified under section 7(b)(2)(C), such as--
                    (A) the number and percentage of children reading 
                and writing on grade level by the end of grade 3;
                    (B) the percent of children served under the award 
                who receive special education and related services; and
                    (C) the degree of appropriate developmental 
                progress or literacy achievement growth of children, 
                disaggregated by the groups 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)).
            (2) Periodic reports.--Each State educational agency 
        receiving an award under subparagraph (C) or (D)(ii) of section 
        5(a)(1) shall periodically report to the Secretary regarding 
        the State educational agency's progress in addressing the 
        purposes of this Act. Such reports shall be submitted at such 
        times, and in such manner, as the Secretary shall establish, 
        and shall, over the term of the grant, include descriptions 
        of--
                    (A) the professional development activities 
                provided under the award, including types of activities 
                and entities involved in providing professional 
                development to classroom teachers and other program 
                staff, such as school librarians;
                    (B) instruction, strategies, activities, curricula, 
                materials, and assessments used in the programs funded 
                under the award;
                    (C) the types of programs funded under the award 
                and demographic information, including ages, of the 
                children served by the programs funded under the award, 
                except that such information shall not be personally 
                identifiable;
                    (D) the experience and qualifications of the 
                program staff who provide comprehensive literacy 
                instruction under the programs funded under the award, 
                including the experience and qualifications of those 
                staff working with children with disabilities or 
                developmental delay, with English learners, and with 
                children from birth through kindergarten entry; and
                    (E) student performance on relevant program 
                metrics, as identified in the State educational 
                agency's plan, such as--
                            (i) the number of children reading and 
                        writing on grade level by the end of the third 
                        grade;
                            (ii) the percent of students served under 
                        this Act receiving special education services;
                            (iii) the instruction and activities 
                        delivered to at-risk students served under this 
                        Act; and
                            (iv) the professional development 
                        activities provided to teachers participating 
                        under this Act.
            (3) Eligible entity reports.--Each eligible entity 
        receiving a subgrant under section 9 or 10 shall report to the 
        State educational agency regarding the eligible entity's 
        progress in addressing the purposes of this Act. Such report 
        shall be submitted at such times, and in such manner, as the 
        State educational agency shall establish, consistent with the 
        requirements of paragraphs (1) and (2) for reports submitted by 
        the State educational agency to the Secretary, and shall, over 
        the term of the subgrant, include, consistent with such 
        requirements for the State educational agency reports, 
        descriptions of--
                    (A) how the subgrant funds were used; and
                    (B) the results of an external evaluation, if the 
                Secretary determines such evaluation to be applicable.

SEC. 13. RULES OF CONSTRUCTION.

    (a) Child Eligibility.--Nothing in this Act shall be construed to 
prohibit children 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 children eligible for assistance under the Individuals 
with Disabilities Education Act from receiving literacy instruction and 
intervention under this Act.
    (b) IDEA Evaluation.--The screening assessments, diagnostic 
assessments, and formative assessment processes of reading and writing 
authorized under this Act shall not be construed to constitute an 
evaluation required under the Individuals with Disabilities Education 
Act, except that assessments administered under this Act may be used in 
conjunction with other assessments as part of an evaluation under the 
Individuals with Disabilities Education Act, provided that all 
assessment requirements of such Act are met.

SEC. 14. AUTHORIZATION OF APPROPRIATIONS.

    There are authorized to be appropriated to carry out this Act, 
$2,350,000,000 for fiscal year 2014 and each of the 5 succeeding fiscal 
years.
                                 <all>