[Congressional Record Volume 161, Number 104 (Tuesday, July 7, 2015)]
[Senate]
[Pages S4693-S4694]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

  SA 2085. Mr. REED (for himself and Mr. Cochran) submitted an 
amendment intended to be proposed to amendment SA 2089 submitted by Mr. 
Alexander (for himself and Mrs. Murray) to the bill S. 1177, to 
reauthorize the Elementary and Secondary Education Act of 1965 to 
ensure that every child achieves; as follows:

       On page 69, after line 25, insert the following:
       ``(ii) assist local educational agencies in developing 
     effective school library programs to provide students an 
     opportunity to develop digital literacy skills and to help 
     ensure that all students graduate from high school prepared 
     for postsecondary education or the workforce without the need 
     for remediation; and''.
       On page 107, between lines 17 and 18, insert the following:
       ``(B) assist schools in developing effective school library 
     programs to provide students an opportunity to develop 
     digital literacy skills and to help ensure that all students 
     graduate from high school prepared for postsecondary 
     education or the workforce without the need for remediation; 
     and''.
       On page 282, strike lines 18 and 19 and insert the 
     following:
       ``(xiii) Supporting the instructional services provided by 
     effective school library programs.''.
       On page 305, strike lines 14 and 15 and insert the 
     following:

       ``(M) supporting the instructional services provided by 
     effective school library programs;''.

       On page 364, line 9, insert ``school librarians,'' after 
     ``personnel,''.
       On page 365, line 10, insert ``school librarians,'' after 
     ``support personnel,''.

[[Page S4694]]

       On page 771, lines 12 and 13, strike ``and speech language 
     pathologists,'' and insert ``, speech language pathologists, 
     and school librarians''.
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