II 

112TH CONGRESS 

1ST SESSION S. 1439 

To amend the Elementary and Secondary Education Act of 1965 regarding 

ready school needs reviews. 

IN THE SENATE OF THE UNITED STATES 

JULY 28, 2011 

Mr. BROWN of Ohio (for himself and Mrs. HAGAN) introduced the following 

bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To amend the Elementary and Secondary Education Act 

of 1965 regarding ready school needs reviews. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Ready Schools Act of 

5 2011’’. 

6 SEC. 2. READY SCHOOLS. 

7 Section 1112(b)(1)(E) of the Elementary and Sec8 ondary Education Act of 1965 (20 U.S.C. 6312(b)(1)(E)) 

9 is amended to read as follows: 


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1 ‘‘(E) a description of how the local edu2 cational agency will assist each elementary 

3 school that is served by the local educational 

4 agency and that receives assistance under this 

5 part, in conducting, not less often than once 

6 every 3 years (depending on the needs of the 

7 school), a ready school needs review that— 

8 ‘‘(i) will be used by the school in de9 veloping and implementing policies and 

10 procedures that create a school environ11 ment and classroom practices that— 

12 ‘‘(I) support each child in meet13 ing State and grade level expectations 

14 and challenges, including the aca15 demic content standards and academic 

16 achievement standards under section 

17 1111(b); and 

18 ‘‘(II) support successful transi19 tions for children; and 

20 ‘‘(ii) includes, at a minimum, the 

21 needs of the school regarding— 

22 ‘‘(I) the use of developmentally 

23 appropriate (including culturally and 

24 linguistically appropriate) curricula, 

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1 tices, instructional assessments, and 

2 accommodations; 

3 ‘‘(II) appropriate services and 

4 supports for children with disabilities 

5 and children who are limited English 

6 proficient; 

7 ‘‘(III) family and community en8 gagement policies and practices; 

9 ‘‘(IV) building and maintaining a 

10 school climate that supports positive 

11 development and learning; 

12 ‘‘(V) leadership and support for 

13 school staff, including— 

14 ‘‘(aa) professional develop15 ment for elementary school prin16 cipals, other school leaders, 

17 teachers, and specialized instruc18 tional support personnel in the 

19 development and learning of 

20 young children and develop21 mentally appropriate practice; 

22 ‘‘(bb) the assignment of 

23 teachers based on degrees and 

24 certification or licensure for 

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1 garten through grade 3 and ap2 propriate student-to-teacher ra3 tios for such children; and 

4 ‘‘(cc) teacher and student 

5 interactions in the classroom that 

6 improve instruction and learning; 

7 and 

8 ‘‘(VI) outreach and collaboration 

9 with— 

10 ‘‘(aa) early childhood care 

11 and education providers in the 

12 school attendance area, including 

13 ongoing channels of communica14 tion on— 

15 ‘‘(AA) issues relating to 

16 continuity of high-quality, 

17 developmentally appropriate, 

18 and well-aligned standards, 

19 curricula, classroom prac20 tices, and instructional as21 sessment and supports; 

22 ‘‘(BB) transitions be23 tween program settings; and 


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1 ‘‘(CC) other services to 

2 support learning and devel3 opment; and 

4 ‘‘(bb) other providers of 

5 services that support learning 

6 and development, such as nutri7 tion, health, and mental health 

8 services;’’. 

Æ 


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